MODULE 1: Techniques, Training and Practice 110hours

As a teacher it is important to maintain your own practice, be it asana, breath-work, meditation or mindfulness. Student teachers are required to keep a log of their practice if they do not practice at the studio regularly. This helps to observe patterns (especially over time) and also to build accountability into the practice.

Over the course of the training, they will learn the 27 poses of the Ashtanga Yoga Intermediate Series – both as a student AND as a teacher, including modifications for injury or other reasons. This includes learning both verbal, hands-on, group and individual adjustments for each asana, how to keep a rhythm and techniques for beginners and more advanced students, as well as those with injuries.

Student teachers are required to learn how to use Sanskrit appropriately in class, bringing in both the name and number of each asana. We build on this foundation further with ideas as to what they say and how to say it. This means students teachers will learn the sequence, each asana name, how to get into each asana, where the dristhi is, and what students can do to help with their alignment in each pose.

Further they will learn how to adjust each asana and how to modify each asana for different students and different injuries. Student teachers are required to demonstrate these skills with a final test that will ask them to teach with both verbal direction and physical adjustment various asanas to students with and without injuries. They will need to display an understanding of Ujayi breathing, how to create the sound, and then teach students to synchronise this with movement.

In teaching a complete class, student teachers will come through each step of the process, including:
• Setting the scene: creating a welcoming atmosphere/calming and managing the energy of the room, for example by verbally directing students to observe their natural breathe and then lengthen it into a counted pranayama practise or setting an intention for the class
• Chanting: Leading students through the Ashtanga Vinyasa Opening chant (chant and call-back)
• 5 x Sun Salute As and 5 x Sun Salute Bs
• Student teachers will then need to display their familiarity with Primary AND Intermediate Series, teaching both separately and also teaching a half and half variation. They are required to name each asana in English and Sanskrit, know the vinyasa count through each posture and adjust students whilst they do so. They will also have to explain how they would modify certain poses if they were dealing with specific injuries.
• Finishing class and taking students into savasana – tying in an intention if one was set
• Finally students will have to complete the necessary ‘housekeeping’ to teach a class, keeping a register of all students and updating the ScheduleBliss app as necessary (using both paper and online methods).

MODULE 2: Teaching Methodology 15hours

MODULE 3: Anatomy and Physiology 60hours

Student teachers will explore the human skeleton and muscular system, running through the major bones of the body, their names and their range of motion – both assisted and unassisted. Similarly, how the Muscular System functions learning the major muscles, what they do and how they do it. Basically start to educate student teachers from the beginning about how their adjustments are to support students in their practice and so understanding how the body works is pivotal in their role as a teacher.

Then different parts of the body will be explored further: starting with the spine, observing each region, the discs and problems that can arise when the spine is out of alignment (e.g. bulging, herniated or ruptured discs) and what to do with a student in each case. We will explore the pelvis, examine the knees, common injuries and ways to support students with injuries. Further we will examine the shoulder joint, ankles, and each of the systems within the body (Endocrine, Lymphatic, Digestive, Respiration, Circulatory and Nervous). We will explore many different types of injury, blood pressure and other contra-indications to be aware of as a teacher. Further we will explore each organ, its location, function and effect on the body.

Working with injury and creating a supportive practice is greatly helped with an understanding of what injury means anatomically. We will explore how the body heals – both physically, mentally and emotionally and what happens when we don’t give ourselves or our students the time it needs.

Every step, we will involve a look at asanas that will help to release tension in those particular areas, and also give student teachers the confidence to know when their understanding is limited and recommend a student visit an external therapist (ie osteopath ) for further help.

The anatomy section includes a detailed assessment which involves both class time and self-study, and students are required to develop research skills that will be used regularly as both a student and teacher – for ongoing education and understanding of working with regular students.

Student teachers will explore Neuro-Science and how this crosses over with many aspects of yoga. Students will be explore different facets including:

• Mindset / Attitude
• Belief
• Unlearning and Mindfulness
• Dealing with Fear, Self doubt and Feeling like an Imposter
• Neuro-plasticity / Mental flexibility
• How Do Our Brains Change?
• Re-Setting the brain when it Spirals Out of Control
• 10 Principles of Neuroplasticity: Use It or Lose It

MODULE 4: Philosophy, Lifestyle and Ethics 55hours

We will start the philosophy section with a timeline of yoga, when The Yoga Sutra was written, how this relates to other yoga texts (The Hatha Yoga Pradipika, Bhagavad Gita), how these relate to the Upanishads and Vedas, Mahabarata and Ramayana. This is meant to provide students with a broad understanding of where yoga came from and why it is still relevant and beneficial today.

Student teachers will be expected to learn the stories behind each pose name, the energetics of each poses – both through Western and Eastern anatomy/energetics. They will also be explore Indian Mythology, stories of the Gods and Goddess and how this related back to the morals and ethics taught in the Yamas and Niyamas, and how these relate to everyday life.

The course will then explore each of the elements (earth, water, fire, air and space) and how these relate to the gunas (Rajas, Tamas and Satva). This links into the 5 Koshas, what each layer/sheath refers to and how in a class you can reference these layers in the process of helping students to let go.

The Ethics section will explore how as teachers we try to follow the yamas and niyamas, (which will also be explored in the Philosophy section) which are part of The Yoga Sutras. The role of a yoga teacher is also important to explain: for some we are not just a teacher, but a spiritual guide, a healer, a psychotherapist, a physical therapist or a coach. We explore how to navigate this expectation, and encourage students to practise humility, to know their boundaries and stick to them. We also explore how to teach from a neutral space and the student/teacher relationship.

MODULE 5: Practicum 60hours

Teaching live classes with real students is a wonderful way to grow, learn, challenge and build real time experience. Afterwards, receiving constructive feedback, exploring different pathways on how to work with a particular challenge is helpful too in teaching the brain new way to share or adjust. Student teachers will be required to both give and receive feedback in a helpful and supportive environment. Student teachers will learn how to regress poses – keep going back again and again to foundations, as well progress poses (where do they lead in more advanced variations) a helpful tool to manage a wide range of students.

• They will learn how to weave in secondary themes and yogic philosophy into teaching, adding and repeating layers as necessary.

• They will explore Sarvaanga sadhana – an integrative practice that includes the physical, mental and emotional well-being of the student. Effectively how to bring all of the elements of a complete practice together to give students the opportunity to have the most transformational experience on and off the mat.