The short answer to this question is ‘yes’. The longer and much better answer is ‘yes, but…’.
In the Alexander Technique, we’re not learning the ‘correct’ way to sit, stand, walk or play the guitar, for example. As soon as you fixate on such a ‘correct’ way to move, you’re most likely inviting tension. In fact, we know that expert movement exhibits so-called ‘good variability’ where the end-point may be very accurate, but the pathway to that end-point differs each time. The opposite of this kind of healthy movement is stereotyped movement, and this is what we find in older populations, or in conditions with impaired motor coordination such as Parkinson’s disease.
So, rather than learning how to move in a certain way, one of the aims of the Alexander Technique is arguably to improve the support of any movement. According to research, it seems to achieve this by improving the distribution and adaptability of muscle tone throughout the body.
But since there will always be some ways of moving that are more efficient and less damaging, there is evidence to suggest that the Alexander Technique’s focus on support starts to change movement patterns indirectly. For example*, research suggests that, in rising from a chair, Alexander-trained participants demonstrated a smooth weight transfer, whereas control participants tended to move abruptly. And in another study of walking, older Alexander-trained participants showed greater hip and knee flexion than controls, similar to the way in which younger people move.
Some Alexander Technique teachers will work with an individual’s movement patterns more than others. Walking is a good example. I recently wrote a blog post, ’10 steps to better walking with the Alexander Technique’ which looked into the biomechanics of efficient and well-supported walking. Just one example from that post demonstrates how movement and support are closely intertwined: a healthy bending movement of the big toe is essential for cultivating the arched support of the foot, through activation of the so-called ‘windlass’ (or ‘winching’) mechanism.
To conclude, teachers of the Alexander Technique do not usually focus on individual movements, but seek to improve how all movement can be better supported. This process can lead indirectly to changes in how a person moves.
* a complete summary of research findings on the effects of Alexander Technique on movement can be found in Cacciatore, T. et al. (2020) ‘Potential Mechanisms of the Alexander Technique: Toward a Comprehensive Neurophysiological Model’ (https://doi.org/10.1123/kr.2020-0026)
