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Shelly Answers 7 Questions on Breath

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When something is very natural it’s often compared to breathing; an implicit trust in an unconscious process. 17, 000 breaths a day is as natural as it comes. That’s why you’ll be surprised to know there are better breathing techniques than regular breath that Pilates encourages. We sat down with our Vice President, Shelly Power, to set the record straight on breathing for Pilates. There are many ways the breath is useful and integral to movement.

  1. Generally, how does proper breathing help Pilates?

‘Proper breathing’ is such a funny expression – as if there are good and bad breathers. We joke that most ‘bad breathers’ are dead. Seriously though, the main thing to remember, is to breathe. Joseph Pilates is often quoted as saying ‘breathe in the air and out the air’. That is great advice. What Pilates brings is breath awareness and control. Students often ask me ‘what is the right way to breathe?’ ‘Should I be inhaling or exhaling?’ What I really want to say is, ‘yes’. At first breath, however, it’s most comfortable. As a teacher, I observe what comes natural and decide when I can use the breath in a different way to assist or challenge the student. Sometimes we use breathing to help the body move and sometimes we use it to help the body stay stable. And, sometimes we move to help us breathe. So, the breath really depends on what you want. There is a quote from Blandine Calais-Germain about spontaneity, “This, in some activities (even very complex ones) there may be a total lack of breath training because ‘only spontaneous breathing will harmonize well with the movement.’”

  1. Is there a certain “intensity of breath” across all Pilates movements? How might an instructor cue on the proper amount?

In Polestar we like the intensity of the breath to match the intensity of the movement. You don’t breathe the same way walking as you do when you’re running. It’s the same in Pilates. Certain movements require a stronger breath, some require something softer. It often depends on what your desired outcome is. Is the current style of breathing making the movement better or is it getting in the way? If the student is distracted by too much focus on the breath, let it go and just let them breathe comfortably. Eventually, we should really be able to change the breathing patterns with ease.

Dr. Larry Cahalin discussing improved breathing habits with Pilates
  1. Which Pilates exercises are closely related to breath control?

The most well-known Pilates breathing exercise is The 100. It consists of breathing in for 5 counts, then out 5 counts 10 times, all the while maintaining the torso in a rolled up position with the legs outstretched. It’s a challenging exercise, to say the least. There are others but this is the one most everyone knows.

  1. Why is too much of a focus on breath a negative?

Focusing on exactly when to inhale and exhale often gets in the way of the movement being performed. Especially when a student is new to Pilates. Having students breathe comfortably is sometimes a better approach at first, so as not to overwhelm them. Too much or little of anything isn’t great. Find a happy medium until the student can coordinate the movement and the breath.

  1. Can breath for Pilates be applied to other movement disciplines (high-intensity workouts/meditation)? 

Pilates movements help to create mobility throughout the body which is crucial for good and efficient air exchange. During high-intensity workouts, there is a lot of air that is exchanged. The better our ribs, spine, shoulder girdle and trunk muscles function, the easier it is to breathe. Conversely, resting breath should be efficient and should really just use the diaphragm, the primary muscle in breathing. No need to use a lot of other muscles.

  1. Can it improve daily functions around breath or movement?

Absolutely. Practicing different styles of breathing can help to both improve mobility in the thorax and strengthen the muscles associated with breathing. If our torso is rigid, it makes it difficult to expand the ribs when inhaling and to narrow the ribs when exhaling. The latter is often associated with people who are obese, women who have just given birth, and in addition to the changes in the lung tissue, COPD. They often lack the mobility and strength to close the rib cage and squeeze the air out of the lungs. Many Pilates movements can assist in restoring better function

  1. What are the consequences of poor breathing habits?

One of the biggest consequences of poor breathing habits is a lack of energy. The first goal of breathing is gas exchange – to rid the body and CO2 and take in O2. In addition to the physiological needs, we also improve posture with better breathing techniques and can change our mood or state with more energetic or quiet breath styles. Long, slow breaths can bring us toward a more calm state. This is often the goal of meditation and relaxation techniques. A more vigorous breath gives us energy and can make us more aware and alert.

Breath should be natural and spontaneous. Shelly and Brent delve deeper into breath in their video on diaphragmatic breathing. It’s always good to take a step back and reevaluate the basics, even if you feel you mastered it centuries ago.

Knowing Your Clients Better: The Importance of Intake Forms

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Ensuring a client’s safety should be one of our highest priorities when in the studio. For that to happen, we need to have a thorough understanding of our client’s personal medical history. We need to know what to do when presented with diagnoses or medications we are unfamiliar with and with reports of pain or discomfort. We also need to know what to do when something presents itself during a session. An Intake Form is the best way to digest and understand your client, know what needs to be modified and if you need to refer them to a medical practitioner before you work with them. Naturally, divulging this kind of information can be difficult for some people. Explain to the client that the form will only be viewed by you or members of your team who work with them personally. Have your client come in early enough before their session to fill out this form. You should also have your team members review these forms to acquaint themselves with the client before they work with them the first time.

So what exactly do you need to ask the client?

Here is an example of a well-written intake form: There are a few topics you want to address in the form. Most notably, questions on lifestyle, health and past illnesses. Knowing a person’s lifestyle gives you insights on their daily habits. Are they constantly sitting or standing? Are they active for work, or do they have a desk job? What hobbies or sports are they involved in that may affect the routine? Be sure to include general health inquiries such as:
  • Low back pain
  • Pregnancy
  • Pelvic Pain
  • Surgeries
  • Heart problems
  • High or low blood pressure
  • Epilepsy
  • Frequent headaches
  • Dizziness
  • Pins and needles, numbness or weakness
Past illnesses also give context and aid in how you interact with you client. For example, breast cancer survivors may have a loss of upper body range of motion and may want to focus on mobility in the chest and arms. Remember, it is important to communicate with their healthcare practitioners to get the full picture of the client and also what to focus on and possibly what to avoid or add at a later time. As we mention in The Art of Communication, you will notice the ease of rapport building once you understand your client in these ways. Be sure to ask them to tell you what they would like to gain or be able to do as they practice Pilates. What do they want to focus on during their session? Have they tried Pilates before? This form is not to be confused with a Screening, which we will be discussing soon in another blog. You can brainstorm with members of your team on which questions would be most pertinent to your goals. If you’re having a bit of trouble getting started, here’s a sample intake form to help you create your own!

Does our Perception of Movement Influence our Health?

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I recently listened to a great lecture by Sharon Kolkka in New Zealand about the “Biology of Perception.”  Her delivery and content really made me reflect on my own teaching style and effectiveness.  For years I have been interested in the power of perception as it pertains to my clients having a successful movement experience.  The power of a successful movement experience always seems to trump any physical measurement of strength, torque, flexibility, balance or body aesthetics.

Sharon stated that when we create positive thought we move out of our limbic or primitive brain.  The primitive brain is responsible for fight, flight and fright and when chronically stimulated it can be responsible for slowed metabolism, depression, and eventually chronic fatigue.  Every time we create a positive movement experience for our clients, their paradigm shifts more towards positive and pure thought.  Positive experiences are thought to happen or to be processed in the pre-frontal lobe.  Not only are we happier when we spend more time in the pre-frontal lobe, but research shows that time spent in the pre-frontal lobe can lower blood pressure, increase the release of healthy neurotransmitters, and decrease cortisol levels. It can also lead to improved weight management, increased energy levels, and decrease the risk of heart disease, cancer and auto-immune diseases.

This leads me to a simple conclusion about the way we teach Pilates or any movement for that matter:

Mastering effective communication skills and focused flow in an exercise program resulting in a positive movement experience can do more to influence an individual’s perception of their abilities than any perfectly executed exercise.

Unfortunately, many of us have learned movement techniques from supposedly great teachers who overuse negative cues and use only rudimentary communication skills. The best exercises taught with negative reinforcement can be more detrimental than the poorly taught exercises with positive language skills. Our ultimate objective should be to have both, the precision in the movement instruction and the mastery of delivery.

Communication tips for the movement teacher:

  1. Record yourself teaching a class or a client and listen to the language that you use.  Is the language constructive with clear objectives of what you want rather than what you don’t want?
  2. Begin each session with a clear intention to “Do Good”. This is a phrase I repeat in my mind before seeing a client or teaching a class.  It is more about “doing good” than “looking good” or being perceived as a good teacher.
  3. Look for signs that the client is responding to your cues.  Find the balance in a class that provides challenge and success.  Pay attention to the little barometers along the way that let you know that the client is having a fun and successful movement experience.

At the helm of Polestar is Brent Anderson, PhD, PT, OCS. Brent is a licensed physical therapist and orthopedic certified specialist with more than 20 years of experience.

Based on his extensive background in rehabilitation and movement science, Brent elaborates Joseph Pilates’ mind-body work through the Polestar curriculum by developing tools for critical-reasoning and applying supportive scientific research. He also infuses the integral role of psychology and energy systems on motor control and motor learning.