‘How can i refine my sequencing?’

For me personally, teaching Vinyasa Yoga means honouring the intelligence of Mother Earth. Something we so desperately need in these times of ecosystem collapse.

One way to honour the natural progression of nature is by using vinyasa krama, a concept introduced by Krishnamacharya.

Krama means ‘stage’ and is the natural progression from the most accessible to more complex. We can include these kramas as stages or ‘bus stops’ of a peak pose / a pose that expresses the theme of our class throughout our sequence until we are able to fully express it.

What does this look like?

Let’s say we’re working towards Vasisthasana or side plank as the main pose or peak pose of your sequence.

Throughout your sequence, you’ll visit more accessible versions of side plank first before accessing the most complex version: the first krama is side plank with the lower knee down, the second one is both feet in front of each other and the third krama is having both feet on top of each other.

The benefits of using kramas:

  • Inclusivity & accessibility: students who cannot access the most complex expression of a pose can stay with krama 1 (as you can keep offering the most accessible version of the pose even when you arrive at the most complex version) and everyone will feel included

  • Greater embodiment of a peak pose & safety: when you visit more accessible stages of a pose first, it will help students embody & access the more complex expression of the pose instead of forcing themselves into a pose they’re not ready for. Which is both beneficial for their flow of energy and the safekeeping of their body

  • Balance: your classes will feel more balancing when you’re slowly building towards something instead of introducing a challenging pose on it’s own. Think of your classes as a wave: slowly building towards the and slowly descending towards savasana.

Have you tried using kramas in your classes? Did you like it? I would love to hear from you!

If you want more support in sequencing, check out my mentorships.

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‘Do I teach what students want or what they need?’