1 |
1-Unity |
Point to human beings’ unity/contact/connection with themselves, others, the universe and present time. |
2 |
Are practices of meditation in movement, that is, they have an introspective/internalizing characteristic. |
3 |
Aim at working towards oneself, even when they are conducted in groups, since they propose that people look at, observe, perceive, connect with, and focus on themselves. |
4 |
Point out the bond between people: the importance of perceiving and being in synch with others. |
5 |
Express that people should perceive their unity with the universe understood as nature, earth and other elements with which they have lost contact; what is around them, the world around them, and the activities that surround them; or the higher Self. |
6 |
Indicate awareness of the present, with one’s mind focused on what one is doing, on the now, on presence, thus enabling one to forget what is outside; using one’s breath as an anchor; as well as impermanence. |
7 |
Provide a complex, expanded, integral view of life, also understood as full awareness. |
8 |
Connect performing the exercise, sharing the moment, seeing feelings, looking at other people. |
9 |
Have as their main purpose self-knowledge through knowledge of the body in its expanded conception (knowing, understanding, feeling, perceiving the body and what happens to oneself, as well as signs and symptoms) and knowing what one needs, which may favor self-care, autonomy, and empowerment. |
10 |
Start from an expanded conception as opposed to the idea of a fragmented, piece-by-piece body, considering that we are a whole expressed in several dimensions: body and mind; physical and emotional; body, mind and spirit; body, mind and emotions; spirit, mind, body and soul; five bodies: physical, emotional, mental, body of belief and body of pleasure or bliss; what I feel, what I think and what is expressed in my body. |
11 |
Present ways to understand the body’s anatomy and physiology from Western and Eastern perspectives. |
12 |
Seek to promote a feeling of fullness, pleasure, that that moment is worthwhile, which is a form of expressing/materializing/experiencing the idea of connection. |
13 |
2-Group |
Are practiced in groups. |
14 |
Are performed in groups of varied ages and health/disease conditions. |
15 |
Are performed in open groups, i.e., anyone can participate and may join/leave any time. |
16 |
Are inclusive, as they propose/adapt movements that anyone can do; no need for previous experience with the practice in order to participate; each person is oriented to do it within his or her possibilities. |
17 |
Promote interaction, integration, unity in the group (uniting people, uniting problems and possible solutions), bond; it is living with, living the moment together, working together, being in synch. Friendships and family ties are established there, and other groups are derived for other activities. The group is an opportunity for people to get to know each other, get acquainted, a place to meet, talk, exchange ideas, feel loved, with affection and welcoming. In the group there is constant physical contact, feeling the other, touching the other. |
18 |
Do not always promote interaction in the group, since they do not provide contact with other people. Meditative work means one with oneself. The exercise is individual, even if people share the same space and movements. |
19 |
Encourage the feeling of belonging to the community; healing in the space where one was born, where one lives and develops relations; and enable one to know the neighborhood. |
20 |
People want to increase the number of members of the group; they call others. |
21 |
3-Everyday Life |
Are anchored in a certain ‘applicable’ philosophy of life in the everyday. |
22 |
Enable learnings (you learn a lot, I’ve learned to concentrate, to think, to work on impermanence, to do it at home, to dance, to know each country’s musical culture), that people take to their daily lives. |
23 |
Contribute to give a new meaning to the everyday, since people take what they learn/experience during practice sessions to their lives, for example: changing their views on things, changing their inner realities, dealing better with life issues, emotions, coexistence/it reflects on coexistence, helping people, having balanced attitudes, changing their discourse on pain/problems towards joy, changing their complaining attitudes. |
24 |
Break daily rationality (rhythm of productivity, acceleration, and demand) and routine (opportunities to go out and see new things). |
25 |
Have practical effectiveness in people’s lives as they solve subtle and harsh everyday problems. |
26 |
4-Health/Disease |
Start from different perspectives on health. |
27 |
Understand health as the encounter with themselves and the feeling of fullness and connection. |
28 |
Promote wellness, quality of life, improvement in health/disease, and healing in several dimensions of being (improvements related to hypertension, pain, spine, sciatica and leg problems, depression, sleep; improvement of physical abilities and qualities such as motor coordination, laterality, balance, stretching, memory and concentration; feelings of calm, patience, relaxation, joy, satisfaction, happiness, feeling renewed when leaving). |
29 |
Restore natural body movements. |
30 |
Reduce medication use and smoking. |
31 |
Promote and restore health. |
32 |
Encourage people to see themselves as part of their treatment, their medicine. |
33 |
Encourage people to go deeper than the immediate dimension in their treatments. |
34 |
5-Movement |
Are body movement practices. |
35 |
Include varied movement techniques. |
36 |
Involve movements that seem simple, light, but move everything, move many muscles. |
37 |
Involve movements with different rhythms, repetition, permanence or continuity, cheerful, meditative songs, and more difficult choreographies and adapted movements. |
38 |
Balance effort and comfort. |
39 |
Include symbolism in movements, with senses and meanings that can be explained. |
40 |
Combine movements with speeches and explanations about the techniques, values, and philosophy of practice. |
41 |
Associate movements with breathing. |
42 |
6-It’s not |
Are not just about biology, physical, physical exercise, movements and repetitions of movements, or just stretching and relaxing. |
43 |
Do not follow the logic of weightlifting gym classes, of the fragmented, piece-by-piece body. |
44 |
Do not require perfectionism and performance. |
45 |
Do not force people’s participation. |
46 |
7-Energy/Spirituality-Religiosity |
Work with energy and force fields. |
47 |
Enable circulation and building up energy. |
48 |
Promote personal and spiritual development, spiritual intelligence, connection with the higher Self and body-mind-spirit integration; they provide an opportunity for spiritual evolution. |
49 |
Consider spirituality, but have no religious character, although they respect and welcome those who speak of God and their religion, but people can participate even though they are atheists and do not believe in God. |
50 |
Involve some rituals, speeches or movements that address energy issues and spirituality. |
51 |
8-Science |
Believe that not everything can be explained by normal science. |
52 |
Are scientifically proven. |
53 |
9-Values |
Support each other and disseminate values such as solidarity, love in action, loving kindness, gratitude, patience, happiness, balance, equalization, in addition to encouraging positive qualities. |
54 |
10-Professional |
Are new strategies to meet the communities’ demands, since professional practice based on protocols, in the biomedical and institutional model is insufficient. |
55 |
Satisfy professionals who work with them. |
56 |
Are conducted by professionals praised by users for being nice, great, and caring; but also criticized because they exercise power over vulnerable people. |
57 |
11-Access |
Are accessible. |
58 |
Are free. |
59 |
Are offered in the public sphere that must be valued. |
60 |
12-Satisfaction |
Satisfy the professionals who work with them. |
61 |
Satisfy users, who consider that participating in them is good, very good, good for life, rewarding, wonderful, cool, and who say they attend because they like it. |
62 |
13-Breathing |
Work on breathing. |
63 |
Associate movements with breathing. |
64 |
Promote connection with one’s body and the present time through breathing. |
65 |
14-Experience |
Believe that the experience (you don’t come to look; you come to dance) enables the person’s understanding and permanence in practice. |
66 |
15-Origin |
Have different origins in relation to time, place, creators/disseminators and rationale. |
67 |
16- Contraindications |
Are not recommended for certain health/illness conditions. |
68 |
Have techniques with and without restrictions. |
69 |
17-Place |
Are practiced outdoors, in community spaces or inside the health unit. |
70 |
18-Class evaluation |
Are carried out through coherent, smooth work, with good dynamics. |
71 |
Need to improve in some respects such as the opening meditation, replacement teacher, jokes, and activity with guitar. |
72 |
19-Health Unit |
Provide information about the health center. |