Student manual by Ashtangasana

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Ashtangasana Z 200 hr. Yoga Teacher Training Curriculum Y by Adriana Wright

Ashtangasana: 200 Hr. Yoga Teacher Training Curriculum

Student Manual Rev. Ed. #1

Yogic Timeline Vedic Period Begins

1500 BCE

Rig Veda revealed

1500 BCE – 1200 BCE

Flourishing of the Vedas

1200 BCE – 500 BCE

The Buddha b. Prince Siddhartha Gautama

600 BCE – 500 BCE

Upanishads written, end of Vedas

600 BCE – 300 BCE

Sanskrit codified by Panini

500 BCE

The Mahabarata (with the Bhagavad Gita) is written. Major developments: theism – movement of devotional Faith in development of Patanjali’s (Yoga Sutra’s) Hindu Deities, especially Vishnu, Shiva and Devi. Patanjali’s Yoga Sutra’s written, probably around 200 BCE

500 BCE – 300 BCE 800 BCE – 200 BCE

The Origins of Yoga The history of yoga stretches back to the Vedic Period, which begins about 1500 BCE. But the term yoga, as a vast body of spiritual beliefs, physical techniques and scholarly philosophy was first developed over 5,000 years ago, in India. During the Veda period there was a significant amount written on the philosophical and spiritual aspects of Hinduism. The Vedas were the collected scriptures of the Vedic Age/Sciences and branched off into four different categories: Samhita, Brahmanas, Aranyakas and lastly Upanishads. The first category was called Samhita. The Samhita was comprised of four hymns, one being the Rig Veda, which is considered to be the oldest and most important collection of hymns. The Rig-‐ Veda really represented the true essence of Vedic philosophy. The Vedas represent poetic cognitions of enlightened sages on the origins of the universe and the evolution of life. Yoga is the practical aspect of the Vedic Sciences and is the written expression of the Sage’s wisdom. It is a system that helps students gain access to their wisdom. The guiding ideal of this philosophy is liberation and the pure consciousness with no fluctuations of the mind. (Which will later appear in the Patanjali’s Yoga Sutras). Towards the end of the Vedic period, was the pre-‐classical yoga period (1000 BCE-‐100 BCE), where the Upanishads (600 – 300 BCE) were the dominant philosophy literature of Hinduism. The Upanishads is the fourth category in the collected Vedic Scriptures. There were some 200 texts, that were written and gathered over hundreds of years, focusing on the foundation of the Hindu belief system. They were written in poetry and prose as epic tales.

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Ashtangasana: 200 Hr. Yoga Teacher Training Curriculum

Student Manual Rev. Ed. #1

This area of Hindu philosophy centered around the nondualist interpretation of existence: there is only one reality, which appears to the unenlightened mind but which reveals itself as singular and nondual. Yogic practice and study appeared in these texts. “This work propounds what is called adhatma-‐yoga, the ‘yoga of the inmost self,” by which the sage may come to know the great god hidden in the cave of the heart.” Citation Written were core concepts that have traveled through time to contemporary yoga philosophy. The supreme Brahman (God) and atman (the self), karma (action), and moksha (liberation), and liberation through dhyana (meditation) and jhana (knowledge), are all concepts and terms which later developed into the discipline of yoga. 500-‐400 BCE The Bhagavad Gita – New Testament of Hinduism. This writing attempts to integrate the various yogic approaches of the day. It is a text that came from a larger body of text, called the Mahabharata. It is considered an Upanishad, significant Hindu literature. It was written during a time in Hinduism history where “theism”-‐ the devotion to a particular deity, became popular. This is where Shiva and Vishnu were the central deities. This is where the element of devotion, or Bhakti, to the Divine was introduced. The Bhagavad-‐Gita praises yoga and illustrates the divine relationship between mortal and supreme consciousness. This is where philosophically, dharma (religious duty), non-‐attachment and karma, the soul is immortal, and that the Lord is reached through bhakti (devotion) was integral. While the Bhagavad-‐Gita praises yoga and stresses the divine relationship between mortals and Supreme Consciousness, the Yoga Sutras of Patanjali, are the road map to enlightenment or spritual freedom. Classical Yoga is defined by Patanjali’s Yoga Sutras. Patanjali systematized the yogic teachings from the Vedas into something more accessible. It was passed down as an oral tradition and became the 6th philosophical viewpoint in Hinduism (the six systems were called Darasanas, with the other 5 being: Nyaya, Vaisesika, Samkhya, Purva Mimimsa and Vendata). The Sutras provide practical instructions on how to achieve yoga’s promises – liberation and freedom from the ego. The Sutras are brief aphorisms (proverb, short statement), with exact and complex meanings that require contemplation. There are 195 aphorisms that are taught and memorized in chant. The Sutras set down a practical set of rules which include a moral code of behavior towards oneself and others, postures, breathing and meditation. Patanjali called these rules the path of Ashtanga Yoga, the 8 Fold Path. (Some people call this path, Raja Yoga). The 8 Principles are what we know as the 8 Limbs of Yoga. The Sutras are divided into 4 sections or chapters. The first chapter, Samadhi-‐pada, introduces one to the concepts of yoga, its characteristics, lays of a framework. The second section, Sadhana-‐pada, explains how we obtain the previously unabtainable. Practicing yoga will reduce mental and physical impurities, develop self reflection. It stresses that we need to go deeper into our understandings of everything. Vibhuti-‐pada and Kaivalya-‐pada, stresses the lifestyle of contemplation and introspection. Teaches that we need to develop this through yogic postures, breath work and sense control. This is what we know today as mind/body interaction and control. Jan-16

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Understanding the Teacher-Student Relationship Sutra 1.1 atha yoganusasanam Here begins the authoritative instructions on yoga Yoga is an oral tradition – teacher needs student and student needs teacher As we know from our own history of being students, teachers have an amazing role, one that can inspire and one that can uninspired! Our role as teacher has responsibilities attached yet, with wonderful rewards!!! We want to create an inspiring and safe environment to allow our students to tap into their inner wisdom and beauty. What is a Yoga Teacher? As yoga is a spiritual tradition, a science and an art, we are teaching a multidimensional, complex system that has it’s origins in the 8 Limbs of Yoga. We are not just asana teachers, we are facilitators and may be even the catalysts to our student’s deeper understanding of themselves and their place in the continuum of life and the universe. Unlike other professions, we cannot have a professional role and personal role. We must practice what we preach. How often do you see a smoking, junk food eating yoga teacher? But practicing what we teach comes rather easy because we love the model, the practice and want to share our wisdom and love. The beauty of the 8 limbs is the more we live and breath it, the more our inner beauty shows thru and teaching becomes our passion….you want to share it. Buddhism states as their guiding principal, to remove suffering of all beings. We, as teachers, want our students to be free of suffering, truly happy and yoga just might help them. Whether as a great way to exercise, or maybe creating calmness that allows them to be a little 48

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kinder and gentler to the next person they interact with. Maybe it gives them tools to be more stress free, or becomes a stepping stone to other things, other explorations into themselves. You want to share with your students, your path, your journey. Share your successes and failures on your path. As students have their own challenges, you are there to share and support them. But as you share, the more human you become, the more they feel it is attainable. As they look at you, as yoga teacher, who most definitely must be vegetarian, adhere to all the 8 limbs, all the time, you never……eat meat…….scream at the kids…..get stressed out….. As you become more confident and mature as a teacher, you may eventually evolve into more of a mentor versus asana teacher. This is where the role clearly shifts towards trying to bring out the beauty that is in them. This happens when you establish the deep trust, close relationship, and there is a mutual respect for that relationship. This is where you, as mentor, encourages the student on their personal exploration and path. You share your knowledge and encourage their trust, in their own inner knowledge and voice. The mentor has the ability to see and celebrate other’s successes as their own. One needs to be in a place free of ego, that the relationship has become equal, not a place of superior and inferior roles. Another component to our role as Yoga Teacher, is that often times, since our knowledge base spans across many disciplines, we get questions one would ask a doctor, psychiatrist, physical therapist, nutritionist, pharmacists, etc. We may, over time have a broad knowledge base, with varied experiences but have to be a bit reserved in our “scope of practice.” Be clear to offer over advice with the understanding you are not an expert in the area. If you have this great detox diet to suggest….be sure to give it with disclosure that you are not a nutritionist. For physical issues, such as back or knee complaints, be sure to suggest getting it check out by a doctor and maybe having them skip poses that might effect that area. Not only are you doing what’s in the best interest of your student but also in the best interest of you! There is also the emotional role we may play in our student’s lives-‐ one that is again, teacher, doctor, cheerleader, parent, spiritual guide. We may never know what role we play in our student’s lives, but it is there. Do not ever underestimate the power of this connection a student might have with you. You could be their lifeline through a difficult time in their lives, you could be 49

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the catalyst in transforming their health, you may be giving them movement back, so their can engage and be active, in their lives again. You have no idea, but respect the power of your words and actions as teachers. So, enjoy your new role, but hold the role itself with honor and respect. Appreciate that you have this ability to touch so many lives positively and possibly profoundly.

Ashtangasana: 200 Hr. Yoga Teacher Training Curriculum

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What Makes Up a Pose? There are many elements to consider when teaching an individual pose. The following will discuss the various components of what makes up a pose. • Alignment -‐ • Adjustment – entering into someone’s personal space slowly, carefully, and without hesitation. 4 phases: Approach, Touch, Manipulation, Release • Benefits • Contraindication • Counter Poses o FF ⇔BB/Twist o BB ⇔ FF o Twist ⇔ FF BB o Inversion ⇔ FF BB o Lateral ⇔ FF o Headstand ⇔ Shoulderstand, knees to chest o Shoulderstand ⇔Cobra Fish o Uttanasana ⇔ Utkatasana (awk chair) or Cat o Cobra ⇔ Child’s Pose o FF ⇔ Bridge or Incline Plane o Warrior I ⇔ Uttanasana (forward bend) o Locust ⇔ Knee’s to Chest • Dristi o Nasagrai – Tip of the nose (Lotus-‐Padmasana) o Broomadhya – Third Eye (Up Dog-‐Urdhva Dhanurasana) o Nabi Chakra – Navel (DD-‐Adho Mukha Svanasana) o Hastagrai – Hand (Triangle-‐Trikonasana) o Padhayoragrai – Toes (Wide Angle FF-‐Paschimottanasana) o Parsva Dristi – Far to the left and right (Ardha Matsendrasana – spinal twists) o Angusta Ma Dyai – Thumbs, start of SS o Urdhva Dristi or Antara Dristi – Up to the sky (Virabhadrasana – WI) o Horizon – straight ahead • Energy Lines • Sequencing/Cycling o Introduction o Breath Awareness/Meditation o Opening Postures o Surya Namaskara o Standing Poses o Cycling: Backbends, FF, Twists, Inversions, Lateral o Closing Postures o Savasana 106

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Sequencing Poses More Effectively - Categorize these Poses

1. What does a pose do? 2. How is the pose used? 3. Where would you place it in a sequence? For a sequence to be effective and to allow the student to progress in a way that allows them to be prepared for the more challenging poses, understanding the types of poses is the first step in the learning process. If a teacher understands the type of pose, they will understand more easily, where these poses are most effectively placed in a sequence. Poses have different intentions and uses for the body. The beginning of a practice usually starts with poses that flow to warm up the body and proceed with standing poses to develop strength. Teachers can choose poses to facilitate spinal mobility through twists and folds. Poses can encourage balance, which can lead to a stillness and focus in the practice. When we look at a pose, we think about the type of pose it is and where that might be placed in a sequence. Select the type of pose, based on where this might be in a sequence. This exercise is to think about progression in regards to type of pose. A standing pose might be also a “Twist”, such as prayer spinal twist. But, the category of pose, based on where in the sequence should be “Standing”. Another example would be Pyramid or Runner’s Pose- it is certainly a “Forward Fold”, but when thinking about progression in a class, the primary role with Pyramid is as a “Standing” pose.

St = Standing B = Balancing FF = Forward Fold S = Seated BB = Backbend T = Twists I = Inversions R = Supine/Relax _____Sirsasana - Headstand _____Vasisthasana – Cross (Side Plank) _____Supta Parivartanasana – Reclining Twist _____Parivrtta Janusirsasana – head to knee one leg, side bend _____Virabhadrasana 1 – Warrior 1 _____Adho Mukha Svanasana – Down Dog _____Parsva Bakasana – Side Crow _____Parivrtta Utkatasana – Twisting Awk Chair _____Halasana - Plow 119

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_____Utthita Parsvakonasana – ext. side angle _____Bhujangasana – Sphynx _____Ardha Baddha Padma Paschimottanasana – 1/2bound,

lotus, ff

_____Baddhakonasana – Butterfly _____Virasana – Hero _____Uttanasana – standing forward fold _____Upavistakonasana – seated wide angle _____Garudasana – Eagle _____Kumbhakasana – Plank

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Variations There is so much wonderful creativity in every pose. As a new teacher, there are so many poses to learn and become familiar with, but in time they become second nature. As leading a class through poses becomes fluid and easy, you can start to become creative in adding variety to the individual poses. Not only does your sequence reflect who you are, your style as a teacher, but also in the fun, playful ways we can change a sequence and a pose. Adding variation to an individual pose or changing the predictable nature of sun salutation with a twisting down dog, or a cobra instead of up dog. This can be refreshing to a predictable sequence. Another reason to have a collection of variations in your bag of poses, is for safety or physical limitations. There may be issues of stamina, variety of level of students in class, injuries, or the one advanced yogi who happened upon your level 1 class! You want to be able to offer alternatives to the individual pose you have chosen in that moment. If you see someone struggling, it is wonderful to suggest that they can put a knee down, when in high lunge, or the hand to the inside of the leg in prayer spinal twist, making it easy twist instead. Paying attention to those students and being able to adapt the class for them makes you class special. You are creating a safe environment, one that addresses the needs of each of its students and makes you an attentive, mindful instructor.

Warrior 1

Lift heel

Arm extension variations

Arms spread shoulder width

Back hand on back inner thigh, top arm extends you into backbend

Up Dog

Cobra

Block between legs

Knees down versus up

Chaturunga

On knees

Come down less

Half Moon

Lower hand on block

Lean and support against a wall

Extend back leg WAY up

Grab back foot for side backbend

Wrap and bind to arm

Prayer Spinal Twist Lunge

Easy twisting lunge – knee up or down 134

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Progression of a Class Here is the overall general progression of a Western Style Vinyasa class. This progression is a fundamental framework that allows for a nicely balanced class. If you have a 45, 60, 90, 120 minute class, this progression is still relevant. Your times in each area might vary, but the progression through the types of poses will be within this model. Your introduction helps to transition the student from their day, into the quiet and calm of class. Within your introduction, breath awareness or meditation can be used to bring the energy of the group together. Opening postures can be seated or standing. This alerts their body to the beginning of class. Suyra Namaskara and Standing Poses create heat, strength and stamina. This will prepare us for the more challenging poses, poses that might involve deeper ranges of motion, greater focus, more joint mobilization, such as backbends, certain balance poses, or inversions. The student is then ready to lower to the floor, often expression much appreciation for this phase of the class. Forward folds and twists are wonderfully reflective and calming after a challenging practice. Cooling and closing postures prepare the body for savasana.

• Introduction • Breath Awareness/Meditation • Opening Postures • Surya Namaskara A, B, C • Standing Poses • Backbends/Balance/Laterals/Inversions • Forward Folds/Twists 162

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• Closing/Cooling Postures • Savasana • Go through graphed progressions (next page) 1. The first series of class progressions show the difference between a Beginner, Level 1, Level 1-‐2, Level 2 and Level 2-‐3. Notice the differences in how fast the slopes (intensity of the class) increase at the beginning of the class and how they peak and where they peak in relationship to where you are time-‐wise(duration) in the class. The center numbers (1.5, 2, 3, 4.5) are number representations of how the intensity increases. Beginner highest level of intensity is only 1.5, whereas advanced is at 4.5, significantly more intense at the middle of the class. 2. Notice how high the different classes peak, this is how intense the class becomes. The difference between a beginner and level 2-‐3 class is significant, not only in how intense the class gets, but how long the intensity lasts. Beginner class peaks for a very short period of time, yet this peak is not an intense peak compared to the Level 2-‐3 class. 3. Study the differences of these sequences. This will help you form an effective progression for the level class you are to lead.

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Practice Sequencing

In what order should these poses appear in a class? •

Think about the Progression of a class-your opening, sun salutations, standing, etc.

•

Incorporate the concepts of Categorizing the Poses, thinking of the individual poses and what they are, how they are used.

•

Lastly, think about the concepts of preparing the muscles and joints for the pose. Put poses before and after to prepare and wind-down the area.

Standing Order 1- 7 GREEN _____ Trikonasana – Triangle _____ Tadasana – Mountain _____ Virabhadrasana 3 – Warrior 3 _____ Adho Mukha Svanasana – DD _____ Uttanasana – Standing FF _____ Urdhva Prasarita Eka Padasana – Standing Splits _____ Prasarita Padottanasana – Foot Spreading Order 1 - 7 PINK _____ Hasta Padagustasana – Hand To Big Toes _____ Parsvottanasana – Runner’s _____ Natarajasana – Dancer 185

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_____ Virabhadrasana 1 – Warrior 1 _____ Vrksasana – Tree _____ Parsvakonasana – Side Angle _____ Anjaneyasana – Low Crescent Lunge

Twists Order 1-6 BLUE _____ Parvrtta Parsvokonasana – Twisting Side Angle _____ Sitting Vajrasana – hero twisting _____ Parvrtta Trikonasana – Twisting Triangle _____ Parvritta Paschimottanasana – Twisting forward fold seated _____ Prasarita Padottanasana – Foot Spreading with twist _____Parsva Sarvangasana – Twisting Shoulder Stand Order 1 – 6 EGGPLANT _____ Parvrtta Utkatasana – Twisting Awk Chair _____ Easy Twisting Lunge _____ Parvrtta Adho Chandrasana – Twisting half moon _____ Suhkasana – Seated Easy Twist _____ Supta Parivartanasana – Reclining Twist _____ Parsva Bakasana – Side Crow

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Overall Sequence Order 1 – 9 ORANGE _____Backbends _____Inversions _____Warm-ups _____Corpse Pose _____Forward Folds _____Sun Salutations _____Twists _____Shoulder Stand _____Standing Poses

Order 1 – 10 GREY _____Eka Pada Sarvangasana – 1 Leg Shoulder Stand _____Uptavistakonasana – Seated Wide Angle _____Baddhakonasana – Butterfly _____Adho Mukha Svanasana – Down Dog _____Urdhva Dhanurasana – Wheel _____Utkatasana – Awkward Chair _____Paritta Pasrvakonasana – Prayer Spinal Twist _____Pincha Mayyurasana – Forearm Balance _____Ardha Matsyendrasana – Seated Spinal Twist

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RED Order 1 – 10 _____Supta Baddhakonasana – Reclining Butterfly _____Bharadvajasana II – Half Bound Lotus Twist _____Viparita Karani – Legs up the wall _____Marichyasana 1 – 1 Leg Knee Up, Bound _____Eka Pada Adho Mukha Svanasana – 1 Leg Down Dog _____Chatturanga Dandasana – Lower plank _____Ustrasana – Camel _____Balasana – Child’s _____Virabhadrasana II – Warrior 2 _____Suhkasana – Seated Easy Twist

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Level of Classes Complexity of Joints Level of Pose = How Physically Demanding

mix of level of poses Level of Poses the number of poses

Level of Class Sequencing of the poses

build up of sequence of pose

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Level of Classes

This is always a challenge for students to master. This takes time and experience. This is also why writing out your sequences is a wise process. Poses are used with various intentions: warming, grounding, energizing, creating sense of lightness, mobilizing the spine, etc. When thinking about sequences, we must know the level of class we are creating. With that we use the actual pose choices and the sequence or order at which we place the poses in the sequence, to determine the level of our classes. To properly prepare students for deeper and more advanced poses, the body needs to be open and prepared for this. The complexity of the pose and how it impacts the joints and how physically demanding the pose is on the body, determine the Level of the Pose. We add the Level of the Pose with how we Sequence the Poses in the class, to determine the level of the class. A level 1 class should have Level on and Beginner level poses throughout the sequence. The way we then sequence these poses will also determine the level of the class. Sequencing the poses needs to be thought through. We need to mix poses with different levels into the sequence. A level 2 class should have some level 1 and beginner poses threaded throughout the sequence, to allow for “Breather” poses. The number of poses in a class needs to be considered. A beginner class should have fewer poses to allow for the education of the pose to occur. This is where they learn the foundation of the poses and how alignment effects the pose and the body. Having fewer poses in a beginner’s class is also appropriate because stamina might be a factor for many participants. The other issue with number of poses is how many poses are being loaded onto one side of the body. Standing sequences this is an issue. Having 5 right side poses, stacked on top of each other might be effective yet might not. Maybe you are working towards strengthening and stamina, but we need to cognizant of the effects on the knee. But 5 right side standing poses, back to back, would probably be too much for a level 1 class. Lastly, how you build up all the poses, one by one, throughout the sequence will effect the level of the pose. Do you build your class unrelentingly or do you give a vinyasa and long down dog to slow things down? Or do you give them a childs pose once in a while? Or is this a group that wants intensity and sweat, thus lots of vinyasa. Depending on how you layer your sequence will determine the heat building or the restorative nature of the class and influence the Level of class too. You see how there are many aspects to how to create a Class Level. Thus, writing out sequences is important. How can one take all these important aspects of pose order, cycling, layering and building and create it spontaneously off the cuff! This must be thought through to safely lead students.

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