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Evidence Guide: CUAWHS404 - Apply the Alexander technique in performance

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAWHS404 - Apply the Alexander technique in performance

What evidence can you provide to prove your understanding of each of the following citeria?

Refine understanding of tension patterns

  1. Discuss with relevant personnel the principles and application of the Alexander technique in a performance context
  2. Develop observational skills to describe movement patterns in self and others and to identify inappropriate patterns of tension during simple movements
  3. Use knowledge gained from discussion and critical analysis to make an inventory of own inappropriate patterns of tension during simple movements and while performing
Discuss with relevant personnel the principles and application of the Alexander technique in a performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop observational skills to describe movement patterns in self and others and to identify inappropriate patterns of tension during simple movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge gained from discussion and critical analysis to make an inventory of own inappropriate patterns of tension during simple movements and while performing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Elicit constructive change in postural support

  1. Under guidance, develop techniques for preventing harmful patterns of tension while standing, making simple movements and performing
  2. Initiate and maintain prevention of previously recognised habitual responses during simple and skilled activities
  3. Apply an understanding of dynamic relationship of head and spine to elicit positive change in postural support during simple and skilled activities
  4. Apply an understanding of how to organise human mind-body response to simple and skilled activities with respect to coordination of head, neck and back
  5. Extend the effect of thinking on performance and experiment with conscious thinking techniques as a way of influencing physiology and coordination
  6. Document own process of change and discuss with relevant personnel ways of overcoming issues
Under guidance, develop techniques for preventing harmful patterns of tension while standing, making simple movements and performing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Initiate and maintain prevention of previously recognised habitual responses during simple and skilled activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply an understanding of dynamic relationship of head and spine to elicit positive change in postural support during simple and skilled activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply an understanding of how to organise human mind-body response to simple and skilled activities with respect to coordination of head, neck and back

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extend the effect of thinking on performance and experiment with conscious thinking techniques as a way of influencing physiology and coordination

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document own process of change and discuss with relevant personnel ways of overcoming issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Minimise physiological distress during performance

  1. Analyse the symptoms of physiological distress and ways of minimising the risk of experiencing it
  2. Make an inventory of own indicators of physiological distress
  3. Use techniques based on an understanding of dynamic relationship of head to spine to intervene during simple and skilled activities to prevent physiological distress
  4. Monitor own ability to consciously organise movement and posture efficiently during practice and performance, and work on aspects that need improvement
Analyse the symptoms of physiological distress and ways of minimising the risk of experiencing it

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make an inventory of own indicators of physiological distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques based on an understanding of dynamic relationship of head to spine to intervene during simple and skilled activities to prevent physiological distress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor own ability to consciously organise movement and posture efficiently during practice and performance, and work on aspects that need improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Refine understanding of tension patterns

1.1 Discuss with relevant personnel the principles and application of the Alexander technique in a performance context

1.2 Develop observational skills to describe movement patterns in self and others and to identify inappropriate patterns of tension during simple movements

1.3 Use knowledge gained from discussion and critical analysis to make an inventory of own inappropriate patterns of tension during simple movements and while performing

2. Elicit constructive change in postural support

2.1 Under guidance, develop techniques for preventing harmful patterns of tension while standing, making simple movements and performing

2.2 Initiate and maintain prevention of previously recognised habitual responses during simple and skilled activities

2.3 Apply an understanding of dynamic relationship of head and spine to elicit positive change in postural support during simple and skilled activities

2.4 Apply an understanding of how to organise human mind-body response to simple and skilled activities with respect to coordination of head, neck and back

2.5 Extend the effect of thinking on performance and experiment with conscious thinking techniques as a way of influencing physiology and coordination

2.6 Document own process of change and discuss with relevant personnel ways of overcoming issues

3. Minimise physiological distress during performance

3.1 Analyse the symptoms of physiological distress and ways of minimising the risk of experiencing it

3.2 Make an inventory of own indicators of physiological distress

3.3 Use techniques based on an understanding of dynamic relationship of head to spine to intervene during simple and skilled activities to prevent physiological distress

3.4 Monitor own ability to consciously organise movement and posture efficiently during practice and performance, and work on aspects that need improvement

Required Skills and Knowledge

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Refine understanding of tension patterns

1.1 Discuss with relevant personnel the principles and application of the Alexander technique in a performance context

1.2 Develop observational skills to describe movement patterns in self and others and to identify inappropriate patterns of tension during simple movements

1.3 Use knowledge gained from discussion and critical analysis to make an inventory of own inappropriate patterns of tension during simple movements and while performing

2. Elicit constructive change in postural support

2.1 Under guidance, develop techniques for preventing harmful patterns of tension while standing, making simple movements and performing

2.2 Initiate and maintain prevention of previously recognised habitual responses during simple and skilled activities

2.3 Apply an understanding of dynamic relationship of head and spine to elicit positive change in postural support during simple and skilled activities

2.4 Apply an understanding of how to organise human mind-body response to simple and skilled activities with respect to coordination of head, neck and back

2.5 Extend the effect of thinking on performance and experiment with conscious thinking techniques as a way of influencing physiology and coordination

2.6 Document own process of change and discuss with relevant personnel ways of overcoming issues

3. Minimise physiological distress during performance

3.1 Analyse the symptoms of physiological distress and ways of minimising the risk of experiencing it

3.2 Make an inventory of own indicators of physiological distress

3.3 Use techniques based on an understanding of dynamic relationship of head to spine to intervene during simple and skilled activities to prevent physiological distress

3.4 Monitor own ability to consciously organise movement and posture efficiently during practice and performance, and work on aspects that need improvement

Evidence of the ability to:

recognise inappropriate patterns of muscle tension in self

sustain freedom in the movement of the head neck and back

intervene constructively to change harmful patterns of tension during high stimulus situations

apply self-observation techniques to improve postural support, movement and breathing in at least one live performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

explain issues associated with preventing habitual responses to stimuli

describe, in simple terms, the functioning and interaction of the following anatomical parts in the context of performing:

head

neck

vertebral column

hip joints

knees and ankles

elbow and shoulders

larynx and vocal folds

lungs

tongue and jaw

explain the concept of organising movement through dynamic head and spine relationship

explain what is meant by ‘good use’ and ‘poor use’ of the self in the Alexander technique

explain the basic theories and principles of the Alexander technique.