MODULE 1: Learning to teach, Learning to adjust 90hours

Student teachers are required to practice and teach the entire Ashtanga Vinyasa Yoga Primary Series, including modifications for injury or other reasons.

Over the course, they will learn how to lead a class from Sun Salute A through to Utplithi and Savasana. This includes learn 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. They will also learn how to manage different length classes, from 45 – 90 minutes.

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 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.

They will need to explain this ‘vinyasa’ or flow of breath and movement to students, both through demonstration and teaching. Further, they will need to explain each of the bandhas (mula, udiyana and jalandhara) where they are located, how each ‘lock’ or ‘seal’ works , how students can engage them and the benefits to their practice if they do so. They will learn how to repeat and remind students through class to build layers and learn how over time they will also learn the series, and be able to breath, engage bandhas and maintain focus through a meditation in motion.

This section also involves our student teachers to teach 5 x 60 minute classes and 5 x 90 minute classes. Time is also provided to go through areas that students are keen to explore further, so there is a element of flexibility to allow feedback and then direct follow through from this.

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 a half (and eventually a full) Primary Series, naming each asana in English and Sanskrit, 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: Yoga Anatomy, Physiology and Ethics 50hours

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 practise 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 practise 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.

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 3: Yoga Philosophy and Subtle Energy Systems 50hours

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 (and explore these too briefly). This is meant to provide students with a broad
understanding of where yoga came from and why it is still relevant and beneficial today. Effectively, if someone asks ‘what is yoga’ they can answer comfortably and explain the connection between mind, body and spirit.

Student teachers will be expected to learn how to explain what Om/Aum is as part of a led chanting practise. Further they will need to learn the Ashtanga Vinyasa Opening chant, the Ashtanga Vinyasa closing chant, and the Teaching chant and the Gayatri Mantra with explanations of each of them.

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 course will explore the energetic anatomy of the body and take a deeper look into the sushumna nadi, ida and pingala, how they weave up the spine and how the are impinged when the breathe is held or stopped or negative thoughts take over. We will explore Mula, Udiyana and Jaladhara Bandhas further, where they are located and again their physical and energetic impact on the practise. Further, we will explore prana, and the Flow of Energy through the nadis or energy channels, illustrating the connection between the cross-over points of the ida and pingala and the chakras. They are required to learn each of the chakras names, representative colour, location and energetic/emotional relevance.

The philosophy section will close with student teachers being asked to compare different translations of The Yoga Sutra and write their own synopsis of each chapter.

MODULE 4: Pranayama and Meditation & The business of yoga 60hours

This section will explore a varied selection of pranayama practises and meditation techniques that student teachers will be required to teach. Useful, both in their own lives and as a powerful tool to help others, these practises, how to teach, what to teach and when to teach are all covered over the course. Time is also set aside for the practise of meditation, and also required as part of the self-study hours.

The Business of yoga exploration into both the practical side of things as well as economics. It covers the necessary tools students will need if they wish to teach – from maintaining registers and using these to calculate end of year income to learning how to market themselves, where to market and promote themselves and understand more about their passion and niche in order to do so successfully.