English |  עברית



Q & A


What is the connection between anatomical structure and movement quality?

All "Body Cognition" lessons can be analyzed in three ways:
1) Anatomically, kinesiologically and neurologically; this is true and valid for any lesson, in any method, but there is room for interpretation.
2) Movement quality: each "Body Cognition" lesson is targeted at and focuses on movement quality. The lesson's structure, the gradualness of representing the subject, preparing the body and understanding, the emphasis given to flow, rest, starting and ending of a movement, choosing the right range of movement from an array of possibilities, breathing that is not subject to movement – continuous and relaxed, and much more… all these teach awareness and improvement of movement quality.
3) Pathology: the lesson always aims to teach what is best for our health personally as well as generally. It teaches to move in a way which causes the least wear. It teaches how to move when physical problems are present and how the movement serves as physiotherapy which leads to recovery. Of course this requires a professional viewpoint, which classifies healthy movements against unhealthy movement patterns that people should be aware of when it comes to their own body.
The three aspects are dependent and interlaced. All this is found in a practical lesson and its analysis. 
Temporary page 
How are instructors trained in the "Body Cognition" method?
The "Body Cognition" is a unique movement language. Training instructors in the "Body Cognition" method is accomplished in a two-year course program with weekly meetings.
This course is the beginning of a long process, which carries the possibility of personal life-long growth and development.
Throughout the process, you are welcome to come close and acquire an in-depth knowledge of your own body, listen to it, study it and teach it, be precise and treat it in an optimal and fun way, enjoy the many possibilities and the beauty of movement. Diligently deepen and improve.
When the study progresses, of your own body as well, you acquire tools for guiding students toward physical-movement growth and development. In teaching the method, one is able to enjoy a constant dialogue, whether you are a student, an instructor, or a future therapist. The more accurate you are with yourself the better you will be able to guide your students to be accurate with their own selves – and vice versa, from a newly gained insight of your pupil – reexamine and promote yourself.
The profession is learned by the integration of:
- A vast theoretical knowledge.
An in-depth and interpretive understanding of the body.
- The development of the sensory system from all aspects, while simultaneously developing the movement system.   
The theoretical knowledge is based on anatomy, biomechanics and physiology of the human body. The understanding of the body is the ability to decipher, based on the acquired knowledge, the wrong and damaging movement patterns, which harm the quality of life and to bestow, instead, the tools for optimal movement patterns. Developing the sensory system, along with the movement system, enables us to turn the commonly found into the desirable: to implement an optimal, precise, gentle, flowing, pleasant movement – with all body parts optimally cooperating.
The lessons are a sort of a laboratory – the more the studies progress, the more the understanding gradually expands as well as the physical abilities and later the process of implementation begins, which enables us to turn this unique movement language into a way of life.
What are the different aspects on the body?
In the different body aspects – we will deal with movement-position; dynamic-static; mobile-immobile; line-point; on the way-in place – as a design for a working approach.
"Movement-Position" encompasses all we go through in everyday life; we are either in motion or in a certain position. We refer to the subject from different points of view, in speech and in action.
Peled Michaeli referred to the anatomical structure of sketched muscles, to what happens to them in their shortened or lengthened state, as well as to the joints with their wide range of movement and to the link between the motor central nervous system, the sensory system and the muscles.
Dganit Levitan linked the subject to the movement quality. How we may formulate, improve and refine it. How much effort should be invested in it and what is the healthy range for it, how to start it and how to end it. How to prepare for a continuous, homogenous movement without pause.
Dvora Meltzer referred to pathological conditions which cause some extreme physical behavior. What is the best thing to do in these conditions? Move, rest or something in the middle.
How can the understanding of the body lead to the relief of pathological processes?
Yosepha Michaeli has given a practical lesson and its analysis, which teaches – how difficult it is to move in a slow, uniform and constant pace. Which muscles are active and which relaxed. How their relationship change throughout the movement. What happens in a set position. Why some positions are more comfortable than others… the lesson – as a biofeedback which teaches the students about themselves, their physical ability, their level of concentration and serenity.