May 5, 2025 • 24 mins
Injury prevention in yoga is often oversimplified into absolutes. It's either "yoga heals everything" or "if you get hurt, you did it wrong." But the truth is far more nuanced. While we can and must take steps to minimize risks, true injury prevention has inherent limitations because movement is never fully predictable.
Students come to class with unique bodies, histories, and habits that influence their practice in ways no teacher can entirely foresee.
In this episode, we'll cover:
- The controllable factors (how you can reduce risk)
- The uncontrollable variables (why injuries still happen), and
- A realistic approach to balancing safety and autonomy in yoga
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Monica (00:00):
Let's tie this whole conversation about alignment
together.
In order to do that, we need totalk about preventing injuries.
I am dedicating this episode tothis one subject because I have
a lot to say.
Injury prevention in yoga isoften oversimplified into
(00:20):
absolutes.
Either yoga heals everything or.
Or if you get hurt, you did itwrong, but the truth is far more
nuanced while we can and musttake steps to minimize risks.
True injury prevention hasinherent limitations because
movement is never fullypredictable.
(00:42):
Students arrive with uniquebodies, histories, and habits
that influence their practice inways no teacher can entirely
foresee.
Let's talk about thecontrollable factors, how you
can reduce risk, theuncontrollable variables, why
injury still happen, and arealistic approach to balancing
(01:05):
safety and autonomy in yoga.
Welcome to the EssentialConversations for Yoga Teachers
Podcast with me.
I'm Monica Bright and I've beenteaching yoga and running my
yoga business for over a decade.
This is the podcast for you.
If you are a yoga teacher,you're looking for support.
(01:28):
You love to be in conversation,and you're a lifelong student.
In this podcast, I'll share withyou.
My life as a yoga teacher, thelessons I've learned, my process
for building my business andhelpful ideas, tools, strategies
and systems I use and you canuse so that your business
(01:51):
thrives.
We'll cover a diverse range oftopics that will help you,
whether you're just starting outor you've got years under your
belt and you wanna dive deep andset yourself up for success.
I am so glad you're here.
Listen, I don't take myself tooseriously, so expect to hear
(02:11):
some laughs along the way.
Now let's do this together.
Oh, welcome back to the podcast.
I'm Monica, and I am always soglad you are here.
You know, I love havingconversations around anatomy,
pain, injuries, the nervoussystem, and how these affect
(02:34):
your sequencing.
Over the years and throughout mycontinuing education, I found
that these differentconversations were not being
tied together.
The more I got injured, the moreI got really curious about them,
the reasons why I kept gettinginjured and how to resolve this
problem I was experiencing.
(02:55):
In the previous episodes, wediscussed keeping students safe
in our classes and questioning.
Correct alignment and if ourdefinition of correct alignment
is safe for all studentsquestioning, this was the
inspiration for these episodeson what we teach students about
alignment.
(03:16):
Has your teaching on alignmentevolved since your initial yoga
teacher training?
I know mine has a ton.
Initially, we were taught toteach alignment as a set of
fixed cues, certain posturerequirements that were
considered correct for aparticular pose and for all
(03:36):
bodies.
However, the more we learn aboutmovement, science, biomechanics,
and inclusivity, we tend toincorporate an understanding of.
Functional movement, individualvariation and nervous system
safety over rigid alignmentcues.
In this episode, I'm gonna focuson injury prevention.
(04:00):
In yoga, One of the most commonquestions I hear, whether from
fellow yoga teachers or curiousstudents is how do we prevent
injuries in yoga?
The honest answer is that wecan't completely prevent
injuries, and that's okay.
Injuries are complex.
(04:22):
They don't just happen becausesomeone did pose wrong.
They can result from stress,fatigue, repetitive strain,
nervous system sensitivity, orold injuries that we don't even
know about.
Some students walk into classwith pain that they don't
disclose.
Others have movement patternsshaped by decades of sports
(04:46):
sitting.
Trauma or surgeries.
But here's the good news.
While we can't eliminate allrisk, we can reduce it.
We can teach with intention,offer smart options, and guide
students in learning how tolisten to their own bodies.
Let's explore what we can andcan't control when it comes to
(05:08):
injury prevention in yoga andhow to teach safer, more
empowering classes in theprocess.
First, what we cannot.
Control is a student's movementhistory.
We don't know how their body hasbeen used or misused over time,
old injuries, sedentary habitsor athletic wear and tear all
(05:33):
shape.
How someone moves today, wecan't control what students
don't share.
Some students won't tell us thatthey're in pain.
They might feel shy, unsure ifit matters, or even unaware that
something they're doing is riskyfor their body.
We also can't control thenervous system's role in pain.
(05:56):
Not all pain is a result ofinjury.
Sometimes it is the nervoussystem sending a signal of
stress, fear, or overload.
A pose might be physically safe,but still trigger discomfort
because the body doesn't feelsafe.
We can't control students'movements outside the studio.
(06:16):
We only see our students for atiny portion of their week.
We can't account for how theymove or don't move the rest of
the time.
And we can't control the myth ofperfect alignment.
It's time to let go of the ideathat there's one correct way to
do a pose that guaranteessafety.
(06:36):
Research shows that injuries canbe more about repetitive strain
and overuse, not one badmovement of misalignment.
So why do injuries still happen?
There are some uncontrollablefactors that we have to be
mindful of.
Like I mentioned before, hiddenmovement histories play a huge
(06:56):
role.
A student's desk job, old tennisinjury, or even a favorite sleep
position can impact their yogapractice.
For example, a tight orshortened pec from forward
rounding shoulders or sleepingin fetal position might
contribute to limited overheadreach, thus causing
(07:17):
uncomfortable sensations in theshoulders in.
Let's say upward facing dog.
The truth is you can't undodecades of habits in one class.
Ego overrides awareness.
Some students force posesbecause they used to do them, or
they ignore pain cues to keep upwith the class, and they might
(07:38):
even skip rest days when theirbodies really need them.
You can't control this.
Unfortunately, no cue canoverride a student's mindset.
The third is a student's geneticand structural vulnerability
have you ever heard of femoralacetabular impingement?
That's a necessary injury orcondition that you should be
(08:02):
well aware of.
We've talked about in episode69, why Aly Cues don't work for
everyone, where we discussskeletal variations in students.
So if you haven't listened toit, go listen after this
episode.
There's also connective tissuedisorders like EDS, which
(08:23):
increase dislocation riskbecause of extreme flexibility
in joints.
EDS is ER's Danlos syndrome, Andit's a group of inherited
connective tissue disorderscaused by defects in collagen,
which is the body's glue.
Key issues of EDS includehypermobility as the joints move
(08:45):
far beyond normal range, andoften lead to frequent
dislocations and subluxations,fragile skin and tissue.
Chronic pain and fatigue, and italso includes different subtypes
from very common hypermobilityissues to more severe skin
issues.
(09:05):
And although it's rare, it couldbe life threatening.
My daughter has a friend withEDS and it's been very
eyeopening to watch her navigateit over the years.
There's also spinal deviationsthat can make poses look or feel
uncomfortable for students.
Their anatomy isn't negotiable.
(09:25):
It's what it is, and you have towork with it.
And finally, the myth of onesize fits all.
Yoga.
Again, we talked about this inepisode 68, the problem with
rigid alignment cues, a sequencethat energizes one student may
destabilize another.
For example, vinyasa flows withrepetitive ANGs, might affect
(09:48):
rotator cuff tendons, The longholds in yin style yoga can
overstress hypermobileligaments.
When ligaments are overlystretched, they cannot return to
their original length, and thatleads to joint instability.
The truth is, there is no classthat is universally safe for
(10:10):
every single student.
In it.
The student needs to take theirhistory, their movement, and
their injury history intoconsideration and choose classes
and movements that support theirbodies, but we don't teach them
that, and that is part of theproblem I.
(10:30):
So what can you do?
How can you take on a morerealistic approach with your
teaching?
First, educate on functionalalignment instead of aesthetics.
Many yoga injuries stem fromstudents trying to mimic ideal
shapes rather than working withtheir individual anatomy.
For example, in downward facingdog, forcing straight legs is
(10:53):
not accessible for all studentsor an upward facing dog.
Some students don't have enoughankle range of motion to rest
the tops of their feet on theirmat In Lotus Pose externally,
rotating the hips and kneejoints beyond their natural
range can put stress on tendonsand ligaments that they may not
(11:16):
be prepared for, but we have toteach them this.
Teach alignment based on jointmechanics, not appearances.
Think about how joints move andhow ranges are different from
student to student.
I.
Next offer, progressive, notjust modified options.
Modifications often imply a poseis being watered down, when in
(11:42):
reality they should befoundational strength builders.
For example, instead of skippingChaturanga, you could teach.
Eccentric pushups.
Lowering slowly to build rotatorcuff resilience before wheel
pose.
Teach shoulder mobility drills.
Try to frame what might seemlike a modification as strength
(12:06):
or mobility progressions asopposed to regressions.
Okay.
Third, try to add instrengthening as well as
stretching.
The emphasis on flexibility inyoga has led to destabilized
joints.
Common issues includehypermobile, shoulders and poses
like downward facing dog.
(12:28):
where students collapse intotheir shoulders because we cue
them to press their chesttowards the mat.
Or towards their thighs.
You can solve this byintegrating more stability work.
One example I love to practiceis scapular pushups, And I teach
this in a number of orientationsso that students get comfortable
(12:52):
and more aware of the movementbefore having to execute
scapular protraction in armbalances like repose.
Another example is teachingisometric holds in warrior poses
to help build strength andendurance, slowing the class
down and actually givingstudents.
(13:12):
Time to be an pose has so manybenefits for their body and
their nervous systems too.
Here's another idea.
Start to study and teach painliteracy to your students.
Many students believe pain is asign of progress, Help them to
understand the differencebetween good discomfort, mild
(13:37):
sensation, from musclesengaging, like from holding
longer chair poses Versus badpain, which is sharp pinching or
radiating sensations like asharp pain down the back of the
leg, or numbness that radiatesdown the arm.
Help them discern between thetwo and normalize opting out of
(14:00):
poses that don't feel right.
Here's an example of language Iuse in class.
Notice the sensations you'refeeling.
Ask yourself if this feels likepain, like you need to get out
right now, or if what you'refeeling feels different, new or
(14:21):
not something you've experiencedbefore.
Now check in with your breath.
Can you breathe easily?
If not, back out a little bit.
When you use that kind oflanguage, students start to hear
you a little bit more and theybecome a bit more aware of their
(14:41):
own bodies, and you're givingthem permission to back out of a
shape if they need to.
Finally think about askingstudents questions about
themselves before class begins.
Kind of like a pre-classscreening without diagnosing,
but just to get a betterunderstanding of the types of
(15:02):
students you are working with.
You could simply ask, do youhave any current or past
injuries?
Is there anything I should knowabout before we start?
Their answers could revealrecent surgeries.
Chronic conditions likearthritis or areas of
sensitivity.
(15:22):
If they say something like, I'vehad low back pain for a few
months now, that can give you anidea of what you might and might
not want to offer in your class.
These conversations can beinformal, but also intentional
because you can get loads ofinformation here.
While we can't controleverything, we can do a lot to
(15:43):
create safer and smartermovement experiences.
We can prioritize body awarenessover perfection by guiding
students to tune into how posesfeel.
You could say, Notice how thispose feels in your body, not
what it looks like, and adjustanything that doesn't feel quite
(16:06):
right.
Think about ways to teachstrength and stability alongside
flexibility.
Injuries often occur whenstudents overstretch or rely too
heavily on passive flexibility.
Building strength provides thejoint support and control they
need to move more safely.
You do this by teaching them toengage muscles during stretches,
(16:30):
offer strength building options,and teach active range of motion
of their joints, not just at inrange.
Be sure to normalize props,variations, and choice.
Show them that modificationsaren't less than their
empowering options.
Be intentional about creating aclass culture where exploration
(16:54):
is encouraged andpersonalization is expected.
Introduce poses that aren'toften taught with props, with
prop usage.
Say, let's explore this poseusing a block for support, and
notice the difference in yourbody.
You could ask, do you feel likeyou engage more or less with the
(17:16):
block?
Okay.
Remember to let go of fear-basedqueuing.
Outdated instructions, likenever let your knee go past your
toes Or keep your spineperfectly straight can create
fear, tension, and rigidthinking.
Plus, they're not correct.
Your knee naturally moves pastyour ankle, your spine has a
(17:37):
natural curvature to it.
Instead, supports students withcues that promote trust in their
own experience, like let yourbody move in a way that feels
steady and supported, or.
Explore different angles in yourbody and notice what feels
better or more supportive foryou.
(18:00):
It's important to encourage restand recovery.
Injuries often come from doingtoo much, too fast without
enough rest.
Create space in your classes fordownregulation, stillness, and
maybe even depressed.
Remind students that yogadoesn't always have to be
intense to be beneficial.
(18:22):
Restorative yoga.
Slow flows and breath basedmovement are powerful Tools for
longevity and healing days offare just as important as class
students' Bodies need time forrecovery.
finally, help support nervoussystem safety.
When the nervous system feelssafe, the body can move more
(18:46):
freely and with less tension.
When it feels stressed, musclestighten.
Your breath shortens and therisk of injury increases.
Think about creating nervoussystem friendly classes by
slowing transitions, focusing onbreath awareness, offering
grounded practices and reducingthe pressure to achieve
(19:10):
something in a pose.
I also have to add that injuryprevention isn't solely your
job.
It's a shared process betweenyou and your students.
As teachers, we offer educationvariations and encouragement As
students, they bringself-awareness, communication.
(19:33):
And choice.
We have to work together inorder to facilitate an
environment where students feelheard and supported and you as
the teacher feel like you canconfidently work with your
students.
The goal in yoga shouldn't beabout perfection.
Instead, it should be more aboutcuriosity and adaptability.
(19:55):
To sum all of this up, thinkabout injuries in yoga in these
ways.
shift your thinking fromprevention to risk reduction.
Admit that injuries will happen,but working towards minimizing
their severity and frequency.
Empower students toself-advocate, teach about red
(20:17):
flags, whether it's about pain,education, alignment, or
cautioning regarding pastinjuries and movement.
Normalize leaving class early ifsomething feels wrong, and
resist the urge to let your egotake control and think it's
about you.
Make sure to continue youreducation.
(20:38):
I can't stress how importantthis is.
Studying applied anatomy, likehow scoliosis affects twists.
Learn trauma informed cues toavoid triggering language and
understand nervous systemregulation so that you know how
to apply this knowledge in yourclasses.
(20:59):
Not all injuries are failures.
Some reveal needed changes likea hamstring strain prompts a
student to one, be cautious,address muscle imbalances, and
incorporate more strength work.
I.
We may never be able toguarantee an injury free class,
and that's okay.
(21:20):
Yoga isn't about avoiding allrisk, it's about learning,
adapting, and supportingstudents' bodies in a long-term
and sustainable way.
So let's shift the conversationfrom this is the only safe way
to do the pose, to take time toexplore what's safe, strong, and
(21:40):
supportive for your body.
When we do this, we empowerstudents to build trust in
themselves and create a yogapractice that lasts a lifetime.
If you want a deeperunderstanding of anatomy and how
it might change the way youteach, you're in the right
place.
I know it might feeloverwhelming at the start, but
there are ways to makeunderstanding anatomy a little
(22:03):
less complex.
I teach it as it relates toteaching yoga, so you aren't
learning random bones andmuscles, but understanding how
these parts of the body areincorporated.
Into the yoga practice.
I believe with all my heart thatyoga teachers are movement
educators, and we mustunderstand the human body and
(22:24):
its movements in order to beeffective in our teaching.
It's so important for us to havethis conversation, and sometimes
teaching can feel lonely, whichis another reason why I started
this podcast.
So you'd have a place to go toask questions and get answers.
If you haven't already downloadthe ebook sequencing for
(22:45):
different injuries.
The link is in the show notesand I promise you it will help
to form a foundation forteaching students with injuries
and aging bodies.
The information will also helpyou understand how to
accommodate students of.
Different abilities and it'll bea great resource for you to
return to again and again.
(23:05):
When you download the ebook,you'll be joining my newsletter,
that's just for yoga teachers,and I've got more exciting
teachings coming soon, so Iwanna tell you all about them.
The link is in the show notesbelow, and I would love for you
to join it so we can always stayconnected.
You know that my goal for you isto love the yoga teaching life.
(23:26):
If you love this episode, let meknow.
I've added a link in the shownotes for you to send me a quick
text message about your thoughtson this episode.
I won't know your phone number.
It's just a neat addition to theplatform I use that allows for
this new and super easy way foryou to communicate with me.
Once you click on it, it willtake you to your messages, but
(23:47):
don't delete the code.
That's how your message will getto me, and I would love to know
your thoughts.
Subscribe to the podcast soyou're always in the know when a
new episode drops, and share itwith another yoga teacher who
you think would love to be in onthese conversations.
Thank you for helping to spreadthe word about this podcast, and
if you've been taking notes inyour journal as you listen to
(24:09):
these episodes, I'm so glad youare, and I would love to hear
about it.
All right, that's it for now.
Bye.
Let's tie this whole conversation about alignment
together.
In order to do that, we need totalk about preventing injuries.
I am dedicating this episode tothis one subject because I have
a lot to say.
Injury prevention in yoga isoften oversimplified into
(00:20):
absolutes.
Either yoga heals everything or.
Or if you get hurt, you did itwrong, but the truth is far more
nuanced while we can and musttake steps to minimize risks.
True injury prevention hasinherent limitations because
movement is never fullypredictable.
(00:42):
Students arrive with uniquebodies, histories, and habits
that influence their practice inways no teacher can entirely
foresee.
Let's talk about thecontrollable factors, how you
can reduce risk, theuncontrollable variables, why
injury still happen, and arealistic approach to balancing
(01:05):
safety and autonomy in yoga.
Welcome to the EssentialConversations for Yoga Teachers
Podcast with me.
I'm Monica Bright and I've beenteaching yoga and running my
yoga business for over a decade.
This is the podcast for you.
If you are a yoga teacher,you're looking for support.
(01:28):
You love to be in conversation,and you're a lifelong student.
In this podcast, I'll share withyou.
My life as a yoga teacher, thelessons I've learned, my process
for building my business andhelpful ideas, tools, strategies
and systems I use and you canuse so that your business
(01:51):
thrives.
We'll cover a diverse range oftopics that will help you,
whether you're just starting outor you've got years under your
belt and you wanna dive deep andset yourself up for success.
I am so glad you're here.
Listen, I don't take myself tooseriously, so expect to hear
(02:11):
some laughs along the way.
Now let's do this together.
Oh, welcome back to the podcast.
I'm Monica, and I am always soglad you are here.
You know, I love havingconversations around anatomy,
pain, injuries, the nervoussystem, and how these affect
(02:34):
your sequencing.
Over the years and throughout mycontinuing education, I found
that these differentconversations were not being
tied together.
The more I got injured, the moreI got really curious about them,
the reasons why I kept gettinginjured and how to resolve this
problem I was experiencing.
(02:55):
In the previous episodes, wediscussed keeping students safe
in our classes and questioning.
Correct alignment and if ourdefinition of correct alignment
is safe for all studentsquestioning, this was the
inspiration for these episodeson what we teach students about
alignment.
(03:16):
Has your teaching on alignmentevolved since your initial yoga
teacher training?
I know mine has a ton.
Initially, we were taught toteach alignment as a set of
fixed cues, certain posturerequirements that were
considered correct for aparticular pose and for all
(03:36):
bodies.
However, the more we learn aboutmovement, science, biomechanics,
and inclusivity, we tend toincorporate an understanding of.
Functional movement, individualvariation and nervous system
safety over rigid alignmentcues.
In this episode, I'm gonna focuson injury prevention.
(04:00):
In yoga, One of the most commonquestions I hear, whether from
fellow yoga teachers or curiousstudents is how do we prevent
injuries in yoga?
The honest answer is that wecan't completely prevent
injuries, and that's okay.
Injuries are complex.
(04:22):
They don't just happen becausesomeone did pose wrong.
They can result from stress,fatigue, repetitive strain,
nervous system sensitivity, orold injuries that we don't even
know about.
Some students walk into classwith pain that they don't
disclose.
Others have movement patternsshaped by decades of sports
(04:46):
sitting.
Trauma or surgeries.
But here's the good news.
While we can't eliminate allrisk, we can reduce it.
We can teach with intention,offer smart options, and guide
students in learning how tolisten to their own bodies.
Let's explore what we can andcan't control when it comes to
(05:08):
injury prevention in yoga andhow to teach safer, more
empowering classes in theprocess.
First, what we cannot.
Control is a student's movementhistory.
We don't know how their body hasbeen used or misused over time,
old injuries, sedentary habitsor athletic wear and tear all
(05:33):
shape.
How someone moves today, wecan't control what students
don't share.
Some students won't tell us thatthey're in pain.
They might feel shy, unsure ifit matters, or even unaware that
something they're doing is riskyfor their body.
We also can't control thenervous system's role in pain.
(05:56):
Not all pain is a result ofinjury.
Sometimes it is the nervoussystem sending a signal of
stress, fear, or overload.
A pose might be physically safe,but still trigger discomfort
because the body doesn't feelsafe.
We can't control students'movements outside the studio.
(06:16):
We only see our students for atiny portion of their week.
We can't account for how theymove or don't move the rest of
the time.
And we can't control the myth ofperfect alignment.
It's time to let go of the ideathat there's one correct way to
do a pose that guaranteessafety.
(06:36):
Research shows that injuries canbe more about repetitive strain
and overuse, not one badmovement of misalignment.
So why do injuries still happen?
There are some uncontrollablefactors that we have to be
mindful of.
Like I mentioned before, hiddenmovement histories play a huge
(06:56):
role.
A student's desk job, old tennisinjury, or even a favorite sleep
position can impact their yogapractice.
For example, a tight orshortened pec from forward
rounding shoulders or sleepingin fetal position might
contribute to limited overheadreach, thus causing
(07:17):
uncomfortable sensations in theshoulders in.
Let's say upward facing dog.
The truth is you can't undodecades of habits in one class.
Ego overrides awareness.
Some students force posesbecause they used to do them, or
they ignore pain cues to keep upwith the class, and they might
(07:38):
even skip rest days when theirbodies really need them.
You can't control this.
Unfortunately, no cue canoverride a student's mindset.
The third is a student's geneticand structural vulnerability
have you ever heard of femoralacetabular impingement?
That's a necessary injury orcondition that you should be
(08:02):
well aware of.
We've talked about in episode69, why Aly Cues don't work for
everyone, where we discussskeletal variations in students.
So if you haven't listened toit, go listen after this
episode.
There's also connective tissuedisorders like EDS, which
(08:23):
increase dislocation riskbecause of extreme flexibility
in joints.
EDS is ER's Danlos syndrome, Andit's a group of inherited
connective tissue disorderscaused by defects in collagen,
which is the body's glue.
Key issues of EDS includehypermobility as the joints move
(08:45):
far beyond normal range, andoften lead to frequent
dislocations and subluxations,fragile skin and tissue.
Chronic pain and fatigue, and italso includes different subtypes
from very common hypermobilityissues to more severe skin
issues.
(09:05):
And although it's rare, it couldbe life threatening.
My daughter has a friend withEDS and it's been very
eyeopening to watch her navigateit over the years.
There's also spinal deviationsthat can make poses look or feel
uncomfortable for students.
Their anatomy isn't negotiable.
(09:25):
It's what it is, and you have towork with it.
And finally, the myth of onesize fits all.
Yoga.
Again, we talked about this inepisode 68, the problem with
rigid alignment cues, a sequencethat energizes one student may
destabilize another.
For example, vinyasa flows withrepetitive ANGs, might affect
(09:48):
rotator cuff tendons, The longholds in yin style yoga can
overstress hypermobileligaments.
When ligaments are overlystretched, they cannot return to
their original length, and thatleads to joint instability.
The truth is, there is no classthat is universally safe for
(10:10):
every single student.
In it.
The student needs to take theirhistory, their movement, and
their injury history intoconsideration and choose classes
and movements that support theirbodies, but we don't teach them
that, and that is part of theproblem I.
(10:30):
So what can you do?
How can you take on a morerealistic approach with your
teaching?
First, educate on functionalalignment instead of aesthetics.
Many yoga injuries stem fromstudents trying to mimic ideal
shapes rather than working withtheir individual anatomy.
For example, in downward facingdog, forcing straight legs is
(10:53):
not accessible for all studentsor an upward facing dog.
Some students don't have enoughankle range of motion to rest
the tops of their feet on theirmat In Lotus Pose externally,
rotating the hips and kneejoints beyond their natural
range can put stress on tendonsand ligaments that they may not
(11:16):
be prepared for, but we have toteach them this.
Teach alignment based on jointmechanics, not appearances.
Think about how joints move andhow ranges are different from
student to student.
I.
Next offer, progressive, notjust modified options.
Modifications often imply a poseis being watered down, when in
(11:42):
reality they should befoundational strength builders.
For example, instead of skippingChaturanga, you could teach.
Eccentric pushups.
Lowering slowly to build rotatorcuff resilience before wheel
pose.
Teach shoulder mobility drills.
Try to frame what might seemlike a modification as strength
(12:06):
or mobility progressions asopposed to regressions.
Okay.
Third, try to add instrengthening as well as
stretching.
The emphasis on flexibility inyoga has led to destabilized
joints.
Common issues includehypermobile, shoulders and poses
like downward facing dog.
(12:28):
where students collapse intotheir shoulders because we cue
them to press their chesttowards the mat.
Or towards their thighs.
You can solve this byintegrating more stability work.
One example I love to practiceis scapular pushups, And I teach
this in a number of orientationsso that students get comfortable
(12:52):
and more aware of the movementbefore having to execute
scapular protraction in armbalances like repose.
Another example is teachingisometric holds in warrior poses
to help build strength andendurance, slowing the class
down and actually givingstudents.
(13:12):
Time to be an pose has so manybenefits for their body and
their nervous systems too.
Here's another idea.
Start to study and teach painliteracy to your students.
Many students believe pain is asign of progress, Help them to
understand the differencebetween good discomfort, mild
(13:37):
sensation, from musclesengaging, like from holding
longer chair poses Versus badpain, which is sharp pinching or
radiating sensations like asharp pain down the back of the
leg, or numbness that radiatesdown the arm.
Help them discern between thetwo and normalize opting out of
(14:00):
poses that don't feel right.
Here's an example of language Iuse in class.
Notice the sensations you'refeeling.
Ask yourself if this feels likepain, like you need to get out
right now, or if what you'refeeling feels different, new or
(14:21):
not something you've experiencedbefore.
Now check in with your breath.
Can you breathe easily?
If not, back out a little bit.
When you use that kind oflanguage, students start to hear
you a little bit more and theybecome a bit more aware of their
(14:41):
own bodies, and you're givingthem permission to back out of a
shape if they need to.
Finally think about askingstudents questions about
themselves before class begins.
Kind of like a pre-classscreening without diagnosing,
but just to get a betterunderstanding of the types of
(15:02):
students you are working with.
You could simply ask, do youhave any current or past
injuries?
Is there anything I should knowabout before we start?
Their answers could revealrecent surgeries.
Chronic conditions likearthritis or areas of
sensitivity.
(15:22):
If they say something like, I'vehad low back pain for a few
months now, that can give you anidea of what you might and might
not want to offer in your class.
These conversations can beinformal, but also intentional
because you can get loads ofinformation here.
While we can't controleverything, we can do a lot to
(15:43):
create safer and smartermovement experiences.
We can prioritize body awarenessover perfection by guiding
students to tune into how posesfeel.
You could say, Notice how thispose feels in your body, not
what it looks like, and adjustanything that doesn't feel quite
(16:06):
right.
Think about ways to teachstrength and stability alongside
flexibility.
Injuries often occur whenstudents overstretch or rely too
heavily on passive flexibility.
Building strength provides thejoint support and control they
need to move more safely.
You do this by teaching them toengage muscles during stretches,
(16:30):
offer strength building options,and teach active range of motion
of their joints, not just at inrange.
Be sure to normalize props,variations, and choice.
Show them that modificationsaren't less than their
empowering options.
Be intentional about creating aclass culture where exploration
(16:54):
is encouraged andpersonalization is expected.
Introduce poses that aren'toften taught with props, with
prop usage.
Say, let's explore this poseusing a block for support, and
notice the difference in yourbody.
You could ask, do you feel likeyou engage more or less with the
(17:16):
block?
Okay.
Remember to let go of fear-basedqueuing.
Outdated instructions, likenever let your knee go past your
toes Or keep your spineperfectly straight can create
fear, tension, and rigidthinking.
Plus, they're not correct.
Your knee naturally moves pastyour ankle, your spine has a
(17:37):
natural curvature to it.
Instead, supports students withcues that promote trust in their
own experience, like let yourbody move in a way that feels
steady and supported, or.
Explore different angles in yourbody and notice what feels
better or more supportive foryou.
(18:00):
It's important to encourage restand recovery.
Injuries often come from doingtoo much, too fast without
enough rest.
Create space in your classes fordownregulation, stillness, and
maybe even depressed.
Remind students that yogadoesn't always have to be
intense to be beneficial.
(18:22):
Restorative yoga.
Slow flows and breath basedmovement are powerful Tools for
longevity and healing days offare just as important as class
students' Bodies need time forrecovery.
finally, help support nervoussystem safety.
When the nervous system feelssafe, the body can move more
(18:46):
freely and with less tension.
When it feels stressed, musclestighten.
Your breath shortens and therisk of injury increases.
Think about creating nervoussystem friendly classes by
slowing transitions, focusing onbreath awareness, offering
grounded practices and reducingthe pressure to achieve
(19:10):
something in a pose.
I also have to add that injuryprevention isn't solely your
job.
It's a shared process betweenyou and your students.
As teachers, we offer educationvariations and encouragement As
students, they bringself-awareness, communication.
(19:33):
And choice.
We have to work together inorder to facilitate an
environment where students feelheard and supported and you as
the teacher feel like you canconfidently work with your
students.
The goal in yoga shouldn't beabout perfection.
Instead, it should be more aboutcuriosity and adaptability.
(19:55):
To sum all of this up, thinkabout injuries in yoga in these
ways.
shift your thinking fromprevention to risk reduction.
Admit that injuries will happen,but working towards minimizing
their severity and frequency.
Empower students toself-advocate, teach about red
(20:17):
flags, whether it's about pain,education, alignment, or
cautioning regarding pastinjuries and movement.
Normalize leaving class early ifsomething feels wrong, and
resist the urge to let your egotake control and think it's
about you.
Make sure to continue youreducation.
(20:38):
I can't stress how importantthis is.
Studying applied anatomy, likehow scoliosis affects twists.
Learn trauma informed cues toavoid triggering language and
understand nervous systemregulation so that you know how
to apply this knowledge in yourclasses.
(20:59):
Not all injuries are failures.
Some reveal needed changes likea hamstring strain prompts a
student to one, be cautious,address muscle imbalances, and
incorporate more strength work.
I.
We may never be able toguarantee an injury free class,
and that's okay.
(21:20):
Yoga isn't about avoiding allrisk, it's about learning,
adapting, and supportingstudents' bodies in a long-term
and sustainable way.
So let's shift the conversationfrom this is the only safe way
to do the pose, to take time toexplore what's safe, strong, and
(21:40):
supportive for your body.
When we do this, we empowerstudents to build trust in
themselves and create a yogapractice that lasts a lifetime.
If you want a deeperunderstanding of anatomy and how
it might change the way youteach, you're in the right
place.
I know it might feeloverwhelming at the start, but
there are ways to makeunderstanding anatomy a little
(22:03):
less complex.
I teach it as it relates toteaching yoga, so you aren't
learning random bones andmuscles, but understanding how
these parts of the body areincorporated.
Into the yoga practice.
I believe with all my heart thatyoga teachers are movement
educators, and we mustunderstand the human body and
(22:24):
its movements in order to beeffective in our teaching.
It's so important for us to havethis conversation, and sometimes
teaching can feel lonely, whichis another reason why I started
this podcast.
So you'd have a place to go toask questions and get answers.
If you haven't already downloadthe ebook sequencing for
(22:45):
different injuries.
The link is in the show notesand I promise you it will help
to form a foundation forteaching students with injuries
and aging bodies.
The information will also helpyou understand how to
accommodate students of.
Different abilities and it'll bea great resource for you to
return to again and again.
(23:05):
When you download the ebook,you'll be joining my newsletter,
that's just for yoga teachers,and I've got more exciting
teachings coming soon, so Iwanna tell you all about them.
The link is in the show notesbelow, and I would love for you
to join it so we can always stayconnected.
You know that my goal for you isto love the yoga teaching life.
(23:26):
If you love this episode, let meknow.
I've added a link in the shownotes for you to send me a quick
text message about your thoughtson this episode.
I won't know your phone number.
It's just a neat addition to theplatform I use that allows for
this new and super easy way foryou to communicate with me.
Once you click on it, it willtake you to your messages, but
(23:47):
don't delete the code.
That's how your message will getto me, and I would love to know
your thoughts.
Subscribe to the podcast soyou're always in the know when a
new episode drops, and share itwith another yoga teacher who
you think would love to be in onthese conversations.
Thank you for helping to spreadthe word about this podcast, and
if you've been taking notes inyour journal as you listen to
(24:09):
these episodes, I'm so glad youare, and I would love to hear
about it.
All right, that's it for now.
Bye.
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