2 6 + 2
MODIFICATIONS
Ida Jo & Scott Lamps
26+2
MODIFICATIONS
Ida Jo & Scott Lamps
Other books from Ghosh Yoga:
Beginning Ghosh Yoga Practice Manual
Intermediate Ghosh Yoga Practice Manual
Advanced 1 Ghosh Yoga Practice Manual
Yoga Cure (by Bishnu Charan Ghosh)
Muscle Control (by Bishnu Charan Ghosh)
84 Yoga Asanas (by Buddha Bose)
84 Yoga Asanas (by Dr. Gouri Shankar Mukerji)
www.ghoshyoga.org
ACKNOWLEDGMENTS
We have many teachers and supporters who have made this work possible:
Muktamala (Ghosh) Mitra, who taught us a vast array of therapeutic
exercises in this tradition. Rajashree Choudhury, who encouraged us that
there are as many ways to do an asana as there are people on the earth.
Marit Sathrum and Inner Fire Yoga, who not only started us on our yoga
journey years ago, but allowed us to use the studio to take pictures for these
publications. Brigid Pajunen, for providing much needed perspective and
direction. And last but not least, our parents, without whom we would not be
the people we are today, by any measure.
26+2 MODIFICATIONS
Copyright © 2018 by Scott Lamps & Ida Jo
Photographs copyright © 2018 by Scott Lamps & Ida Jo
Published by SLIP Media, LLC, Madison, WI, USA
All rights reserved. No part of this book may be reproduced in whole or in part without written
permission from the authors, except by reviewers who may quote brief excerpts in connection
with a review in a newspaper, magazine or electronic publication.
Printed in the USA by Omnipress
Please note that not all exercises in this book are suitable for everyone, and this or any exercise
program may result in injury. While the authors have endeavored to ensure that the exercises
herein are accurate and safe, they are not responsible for adverse effects or consequences
sustained by any person using this book. This book is not a substitute for medical advice. Seek
advice from a doctor before commencing exercise.
The author and publisher disclaim any liability for injury or other loss resulting from
performing the exercises described in this book.
This book cannot replace a teacher. Only through personal instruction from a qualified teacher
can a student of yoga get the proper feedback and corrections which are inevitable and essential
to them. This book is for those who wish to have more information about yoga available
outside of the classroom.
26+2
MODIFICATIONS
Ida Jo & Scott Lamps
TABLE OF CONTENTS
Introduction ......................................................................1
Standing Deep Breathing ................................................5
Half Moon Sidebend ........................................................9
Half Moon Backbend .....................................................13
Hands to Feet ..................................................................17
Chair 1..............................................................................21
Chair 2..............................................................................25
Chair 3..............................................................................29
Eagle .................................................................................33
Standing Head to Knee ..................................................37
Standing Bow...................................................................41
Balancing Stick................................................................45
Standing Separate Legs Stretching ...............................49
Triangle ............................................................................53
Standing Separate Legs Head to Knee .........................57
Tree ...................................................................................59
Toestand...........................................................................61
Wind Removing..............................................................65
Sit-Up ...............................................................................69
Cobra................................................................................71
Half Locust & Locust .....................................................75
Full Locust .......................................................................79
Bow ...................................................................................81
Firm & Fixed Firm .........................................................85
Half Tortoise....................................................................89
Camel ...............................................................................93
Rabbit ...............................................................................97
Forehead to Knee..........................................................101
Stretching ......................................................................105
Spinal Twist ...................................................................109
Blowing ..........................................................................113
INTRODUCTION
The purpose of this book is to make the 26-posture sequence, known as
Bikram Yoga, more accessible to older students and those with injuries. By
offering simple modifications, we can often remove pain and detriment from
the execution of a posture while maintaining its primary function and benefit.
The tradition of this yoga—originating with Bishnu Ghosh in Kolkata,
India—is one of health and individual attention. It treats each student
as unique, with distinct strengths, issues and needs. Any yoga taught is
tailored to the individual considerations of the student. Over the past 75 years,
as Indian yoga has mixed with Western culture and the classroom setting has
developed, some of the individual nature has been lost. With this book we
hope to equip teachers with a more traditional (and more difficult) tool of
recognizing the individual nature of their students and adapting accordingly.
The one-size-fits-all nature of this posture sequence is at once its greatest
strength and greatest weakness. Our hope is to enable teachers of this method
to identify problems in their students quickly and accurately, and offer
simple ways to prevent pain and injury while staying true to the essence of
each posture and the class as a whole.
The most important element of this approach is simple: Identify the core
purpose of each posture, so that when we must modify we can preserve the
primary benefit(s). The first section of each posture in this book is dedicated
to “Purpose,” where we spell out the primary function. When appropriate,
secondary and tertiary purposes are described.
The value of each posture comes from its benefits. A student is not encouraged
to perform a posture for its own sake, but to achieve those benefits. The
student often won’t know what they are, but the teacher must know the benefits
and how the student can achieve them. A posture is partly defined by its
appearance. For example: Standing Separate Legs Stretching is defined by
standing with the legs apart, holding the feet with the hands and touching the
head to the floor. But each posture is also defined by its effects on the body
and mind. When we have a therapeutic approach instead of a visual one, these
effects are what we focus on. In Standing Separate Legs Stretching, the main
effects are lengthening of the backside of the body, especially the legs and
hamstrings, and an inversion of the head and torso. It is important to note
1
that these effects can be obtained quite well even if the “appearance” of the
posture—holding the feet and putting the head on the floor—is not achieved.
The vast majority of the modifications in this book are simple to instruct.
They can be used to give specific instruction to a student in need, even
while the rest of the class continues with the usual posture. Incorporating
modifications in this way—instructing one student with a specific change
while keeping the rest of the class on track with something else—requires
some skill from the teacher. One does not want to draw too much attention to
the modification being instructed or the student who needs it.
As a teacher, you won’t need to use modifications in every class, and a lot of
students will never need them. The students who need your help the most are
those that are debilitated, injured and unable to participate fully. These are the
students who will benefit from modifications.
For some of the exercises, we have included an “Alternate Exercise,” which
accomplishes largely the same benefits as the posture in question. These
“Alternates” may not be appropriate for use in a classroom setting, where you
have to instruct a class full of students in the actual posture, but they can be
useful when working with students one on one. As teachers, they help us in our
understanding of the postures themselves.
Additionally, this book is not focused on modifications for pregnancy. There
is good existing information on this topic, especially Rajashree Choudhury’s
book and video, Pregnancy Yoga, that focus directly on pregnancy modifications for this series.
It is our hope that this book inspires teachers to meet the needs of their
students to the best of their ability, to keep the primary benefits of the
postures in the front of their mind and to serve the health of their community
and beyond. Since teachers are first students themselves, it is our hope that as
practitioners we remember the goal of health and, when necessary, use these
modifications to remain pain-free and uninjured.
2
STANDING DEEP BREATHING
PURPOSE
1. The most important goal of this exercise is to breathe deeply and intentionally
for a few minutes, which has the effect of focusing and calming the mind.
2. The secondary goal is to breathe into the chest. By lifting the ribcage, we
strengthen the important intercostal muscles and stimulate the sympathetic
nervous system. This raises the heart rate and body temperature, preparing
the body for practice.
3. The tertiary goal is the physical movements of the arms, shoulders and
neck. These movements mostly serve to connect the body and mind to the
breath. They also bring mobility to the region.
COMMON PROBLEMS
Most problems with Standing Deep Breathing are in the neck and shoulders.
One of the most common shoulder injuries—of the supraspinatus—will
cause pain when the arms are lifted out to the side. This is easily remedied by
simply not lifting the elbows as high on the inhale (Modification 1). Another
common problem is pain in the neck, especially in older students. There is no
need to force the neck extension in this exercise, since it is unnecessary for the
primary and secondary goals (Modification 2). Even the most injured or beginning student can do this exercise well, since its essence is simply breathing
deeply, lifting the ribs on the inhale.
5
STANDING DEEP BREATHING
MODIFICATIONS
MODIFICATION 1
A common injury in the shoulder
(the supraspinatus, one of the rotator
cuff muscles) will cause the shoulders
to hurt when the elbows are raised
above the shoulders, especially sideways. There is no need to force the
issue. Simply raise the elbows to
shoulder height and stop. If this still
causes pain, lift them even less.
MODIFICATION 2
If the neck hurts when extended
on the exhale, don’t drop the head
back or drop it back just a little. Stop
before there is pain. Keep the head
upright and bring the arms down
and together.
6
STANDING DEEP BREATHING
MODIFICATIONS
MODIFICATION 3
Some students have bad feet, huge
bunions on their toes, or big thighs
that make it impossible to put the toes
and heels together. Most standing
postures can be done effectively with
the feet hip-width apart. Placing the
feet together makes the balance more
challenging, but doesn’t change the
essence of the posture.
MODIFICATION 4
Even if your student has no mobility
in their arms or neck, the essence of
this exercise is maintained by simply
breathing deeply and lifting the ribs
on the inhale. It can help to put the
hands on the hips as a brace.
7
HALF MOON SIDEBEND
PURPOSE
1. The most important goal of this posture is to bend the spine sideways,
engaging the muscles on one side and lengthening those on the other.
2. The secondary goal is holding the arms overhead, which strengthens the
shoulders, improves their range of motion and lengthens the connective
tissue on the side of the body.
COMMON PROBLEMS
The most common issues in this posture stem from incorrect muscular use.
In order to come deeper into the posture, most students will relax their
abdominal muscles, usually resulting in a sagging belly and a slight backbend
or "sway-back." The remedy is to enter the posture on a firm exhale, and to
take only small breaths for its entire duration, keeping the abdomen engaged.
Many students, especially as they get older, have difficulty holding their arms
overhead during this posture. The primary goal of the posture—bending
the spine—can effectively be done with different arm variations. First, try
having the student lift the arms up by taking them forward (Modification
1) instead of to the side. This can help to bypass common shoulder pain.
The other three modifications gradually remove the arms from the posture,
reducing it to a spinal bend. Regardless of the position of the arms, always
encourage strong abdominal engagement to bend the spine.
9
HALF MOON SIDEBEND
MODIFICATIONS
MODIFICATION 1
If a student has pain in their
shoulders when they take their arms
overhead sideways, a good first step is
to have them lift their arms overhead
by going forward instead. This may
alleviate the pain.
MODIFICATION 2
When there is pain in just one
shoulder, the posture can be executed
with only the good arm lifted. This
will be perfectly effective when
bending away from the lifted arm (as
pictured). When bending toward
the lifted arm, it is best to simply
lower both arms to the sides (as in
Modification 4).
10
HALF MOON SIDEBEND
MODIFICATIONS
MODIFICATION 3
If both shoulders hurt when the arms
are lifted overhead, the arms can be
held at the chest. In this case, focus
the effort in the torso and spine.
MODIFICATION 4
In an extreme case, it is worth noting
that the posture can be done with the
arms completely disengaged and by
the sides. The posture is in the spine
and torso.
11
HALF MOON BACKBEND
PURPOSE
1. The primary purpose of this posture is to bend the spine backward,
strengthening the muscles on the back of the spine and lengthening the front.
2. The secondary goal is to affect the nervous system, raising the heart rate
and inverting the head while maintaining balance. This develops awareness
and focus.
COMMON PROBLEMS
The most common issues with this posture are pain in the shoulders, pain
in the neck, and high blood pressure. Pain in the shoulders can be easily
remedied by keeping the hands at the chest (Modification 1).
Pain in the neck is common in older students and can be avoided by removing
the neck from the backbend. Engage all the muscles of the spine except for
the neck, which will result in a much shallower backbend (Modification 2).
Students with high blood pressure or dizziness should be careful with this
posture or skip it altogether. Keep the head upright and avoid any deep or
vigorous backward bend, as it raises the heart rate and blood pressure. These
students can still engage the muscles of the spine by extending it a little. It will
look and feel like reaching upward (Modification 3).
13
HALF MOON BACKBEND
MODIFICATIONS
MODIFICATION 1
If the shoulders hurt when raised
overhead, the posture can be done
effectively with hands at the chest.
The bending of the spine is the
same. This modification is also quite
effective for older and weaker
students for whom backbending with
the arms overhead is overwhelming.
MODIFICATION 2
If there is pain in the neck when
extending, keep the head upright
while engaging the rest of the spine.
The backbend will be shallower and
more upright. Focus on tightening
the muscles of the back. The pelvis
will probably tilt forward to accommodate the backbend.
14
HALF MOON BACKBEND
MODIFICATIONS
MODIFICATION 3
With high blood pressure or dizziness, always approach backbends
with care, as they increase the heart
rate and blood pressure. It can be
effective to extend the spine a little,
which feels like reaching up. Engage
the muscles of the back a little, but
not enough to create a significant
backbend.
ALTERNATE EXERCISE
Cobra Posture uses exactly the same
muscles as the Half Moon Backbend,
but it removes a lot of the muscular
complexity since the body’s relationship to gravity is changed. Cobra is
the simplest version of a backbend;
safe and appropriate for nearly
everyone.
15
HANDS TO FEET
PURPOSE
1. The primary goal of this posture is to lengthen the back of the legs,
especially the hamstrings.
2. The secondary purpose is to put the head below the heart, shifting the
blood pressure.
COMMON PROBLEMS
In this posture, tight and overweight people have a hard time grabbing their
heels. They can grab their calves or even their knees and achieve the full
benefits (Modification 1).
Students with high blood pressure should be careful when taking the head
below the heart since it creates a rise in blood pressure in the brain. These
students can come down halfway, bringing their head level with their heart
but not below (Modification 2).
Some people, especially older students, may have low back issues like
herniated discs in the spine. For them, this posture is generally contraindicated,
meaning they should not do it. They can try to keep their back very flat
(Modification 3), do the Alternate Exercise lying on their back, or skip it
altogether.
17
HANDS TO FEET
MODIFICATIONS
MODIFICATION 1
Tight or overweight students may
have a hard time grabbing their
heels. They can hold their calves or
knees. It will also help to bend the
knees a little.
MODIFICATION 2
Students with high blood pressure
should be careful when putting their
head below the heart, which causes
an increase in blood pressure in the
brain. They can do the posture without bringing their head below the
heart, straightening the legs as much
as possible.
18
HANDS TO FEET
MODIFICATIONS
MODIFICATION 3
Students with bulging or herniated
discs should probably skip any
forward bend of the spine, including
this posture. They can try to lengthen
the hamstrings while keeping the
spine straight, even going for a little
bit of a backbend.
ALTERNATE EXERCISE
For students who have disc issues and
for whom forward bending is contraindicated, try lying on the back with
the spine and pelvis flat on the floor.
Lift the legs, either one at a time or
both together, keeping the spine and
pelvis flat and bending only at the
hips. Hold onto the legs or the feet.
19
CHAIR 1
PURPOSE
1. The primary purpose of this posture is to strengthen and unify the large
muscle groups of the lower body, pelvis and lower spine. These include the
calves, quadriceps (thighs), hamstrings, gluteus maximus (butt) and rectus
abdominis (6-pack).
2. This posture raises the metabolism and body temperature significantly.
COMMON PROBLEMS
This posture is a basic and fundamental position for the body. It is good for
pretty much everyone. The most common problem is weakness, usually in
the quadriceps, glutes and abdomen. Most beginners in class will be weak,
which often leads to leaning the upper body forward and perhaps turning
the posture into a backward bend of the spine. It is best to stay very shallow
in this posture, keeping the glutes and abdomen engaged until strength has
improved enough to come deeper (Modification 1).
Sometimes tight ankles will prevent the knees from moving forward or
force the heels to lift off the ground. This will make balance difficult, and the
student will have a tendency to fall over backward as they sit down deeper.
To combat this, stay more upright and focus on pressing the knees forward
(Modification 2).
21
CHAIR 1
MODIFICATIONS
MODIFICATION 1
When a weaker student is tempted
to sit all the way down and has to
lean the upper body forward, have
them stay more upright, keeping
the spine straight. Avoid leaning the
torso forward or backbending in the
spine, and avoid sticking the butt out
backward.
MODIFICATION 2
Many older and tighter students will
feel as if they are going to fall over
backward. They may need to gain
mobility in their ankles to allow their
center of gravity to move forward.
Focus on pushing the knees forward.
This will improve mobility and
strength in the ankles.
22
CHAIR 1
MODIFICATIONS
MODIFICATION 3
If a student is weak or overweight,
it may help to place the hands on
the knees as support when bending
the legs. This will help alleviate fear
while still improving the range of
motion and strength of the lower
body. As soon as possible, progress to
Modification 1, with the arms
stretched forward.
23
CHAIR 2
PURPOSE
1. The primary purpose of this posture is to strengthen the legs and feet,
including the toes, bottoms of the feet, calves and quadriceps (thighs). These
elements can be approached separately if necessary.
2. The secondary purpose is building balance and focus.
COMMON PROBLEMS
This posture puts a lot of pressure on the knees and toes, so the most common
issues are pain or lack of mobility in these areas.
For general purposes, an easy modification is to keep the hands on the hips
instead of reaching them forward. This shifts the center of gravity and reduces
the pressure on the knees, which can be effective for building strength in new
students and anyone with slight knee pain (Modification 1).
Some students may have knee injuries, pain, joint replacements or immobility.
They can do this posture without bending their knees at all, standing on their
toes and holding it while the rest of the class bends the knees (Modification 2).
Other students have toes that won’t bend. They can keep their feet flat and
reprise Chair 1 (Modification 3).
25
CHAIR 2
MODIFICATIONS
MODIFICATION 1
For weaker students or those with
some knee pain, the hands can be
placed on the hips. The rest of the
posture is the same: up on the toes
with knees bent. This modification
takes some pressure out of the knees
by allowing the hips to shift forward.
MODIFICATION 2
If it is impossible to bend the knees
for any reason, the student can stand
up on their toes for the duration of
the posture. This is beneficial for
the feet, lower legs and improving
balance.
26
CHAIR 2
MODIFICATIONS
MODIFICATION 3
Some students are unable to bend
their toes due to age, injury or
surgery. If there is any potential for
bending the toes, encourage them to
try. Some people have metal pins in
their feet and bending is out of the
question. They should keep their feet
flat on the ground, so their posture
will be the same as Chair 1.
27
CHAIR 3
PURPOSE
1. The primary goal of this posture is to strengthen the quadriceps (thigh
muscles). By carrying the body’s weight through the entire range of motion of
the knees, the quadriceps (and knees) become quite strong and flexible.
2. The secondary goal is to strengthen the feet by standing on the toes for an
extended period of time.
3. The tertiary goal is to combine the two above goals and hold the entire body
in balance.
COMMON PROBLEMS
This posture demands a lot of strength and length from the quadriceps as the
knees bend completely while holding the body’s weight.
Weak or tight quadriceps will not allow the student to lower down (or
stand back up) all the way using just leg strength. Knee pain may create the
same issue. These students can bend forward to put the hands on the floor.
Carry some of the body’s weight in the hands and bend the knees deeply,
trying to sit on the heels. The hands can stay on the ground to help with
balance (Modification 1). Once seated on the heels, the student can reach
the arms forward or place the hands on the knees (Modification 2) to aid in
balance and calmness.
29
CHAIR 3
MODIFICATIONS
MODIFICATION 1
Often, weakness will prevent students
from safely lowering themselves
with only the strength of their legs.
They can fold forward, put the hands
on floor and bend the knees to sit
on the heels. Once seated, place
the hands on the knees as shown in
Modification 2 (below). Students
should come out the same way,
placing some weight in the hands to
aid the legs.
MODIFICATION 2
When students are unstable in the
posture, they can place their hands
on their knees. This doesn’t make
the posture physically any easier
(except that it takes the arms out of
the equation), but it will allow them
to feel more stable and calm. This
modification retains all the benefits
of the full posture.
30
CHAIR 3
MODIFICATIONS
MODIFICATION 3
Those who cannot bend their toes
due to surgery or injury should do
Chair 1 to build leg strength, knee
and ankle mobility.
ALTERNATE EXERCISE
Since knee flexibility is a primary
obstacle in this posture, it can
be valuable to find a method for
stretching the knees without using
too much pressure. Seated Wind
Removing Posture is effective for
this. Sit and pull the knees as tightly
to the chest as possible. Hold at least
90 seconds.
31
EAGLE
PURPOSE
1. The most important benefit of this posture is mental. Crossing the arms and
legs engages the hemispheres of the brain in a unique way, improving concentration and coordination. Balancing increases this effect.
2. Physically, the posture stretches the shoulders and the muscles between the
shoulder blades by crossing of the arms.
3. The posture increases rotational movement in the hips, knees and ankles
by twisting the legs.
COMMON PROBLEMS
The most common problem with this posture is the inability to cross the arms
or legs fully, which usually comes from tightness or bulk. These students can
separate the upper and lower body, focusing on just the arms or just the legs
(Modifications 3 & 4). Or they can do partial versions of both the arms and
the legs (Modification 1).
Another common problem is balance. This posture requires a lot of
mental coordination while standing on one leg, so it is normal to wobble or
fall over. It is important to remember that any amount of crossing of the arms
or legs and working toward balance accomplishes the primary goal of the
posture, which is mental concentration.
33
EAGLE
MODIFICATIONS
MODIFICATION 1
Students with tightness or extra mass
who find it hard to twist their arms
and legs can get the full benefit of the
posture by simply crossing the arms
and legs and standing on one foot.
This accomplishes the important
mental benefits of the posture and
builds strength and balance.
MODIFICATION 2
For students who struggle with
balance, cross the arms but keep
the legs uncrossed. Bring the legs
together, bend the knees, and shift
the body’s weight onto one foot,
moving the posture toward balance.
34
EAGLE
MODIFICATIONS
MODIFICATION 3
For students with serious strength
or balance issues, keep both feet
firmly on the floor. Put the feet
together and bend the knees. Over
time this will build strength and
mental focus. As soon as possible,
move to Modification 2.
MODIFICATION 4
It is also possible to do the posture
with the legs crossed and the arms
uncrossed. Keeping the arms
uncrossed frees a lot of mental
capacity that can be used for
balance and crossing the legs. It is
useful to alternate this modification
with Modifications 2 & 3, where the
arms cross but not the legs.
35
STANDING HEAD TO KNEE
PURPOSE
This posture and the next—Standing Bow—are defined by their complexity. It
is almost impossible to break them down to a single element since their very
foundation is a combination of actions. In this case, it is standing on one leg
and forward bending. To remove either element changes the essence of the
posture. We must consider the balancing leg as the basis, because without it
the posture does not exist.
1. The primary element of this posture is the ability to stand on one leg. This
includes strength and balance.
2. The secondary purpose is to forward bend, lengthening the back of the
kicking leg and rounding the spine.
COMMON PROBLEMS
The common problems in this posture are three-fold, from simplest to most
complex: weakness standing on one leg, tightness in the forward bend and
balance while combining the two.
Many steps along the path toward this posture are built into its instruction, so
they are unnecessary to repeat here. We will focus on those students who, due
to injury, age or stiffness, are unable to stand on one leg or to grab the foot.
37
STANDING HEAD TO KNEE
MODIFICATIONS
MODIFICATION 1
Many students will be unable to
kick the leg forward while holding
the foot with both hands, as this
requires
significant
flexibility,
strength and balance. These students,
assuming they can hold the foot with
both hands, should stand upright
strongly. This will build foundational
strength in the standing leg and
flexibility in the hips.
MODIFICATION 2
Students who are unable to grab the
foot with both hands can hold the
knee with the hand of the same side,
pulling it toward the chest. Grab the
foot with the opposite hand. Once
one hand is on the foot, work toward
grabbing the foot with both hands
(Modification 1).
38
STANDING HEAD TO KNEE
MODIFICATIONS
MODIFICATION 3
Some students are unable to even
grab their foot with one hand
(Modification 2). They should lift
one leg while strongly pressing down
with the other. Hold the knee, pulling
it firmly to the chest while focusing
on a strong standing leg. This will
build the foundation for the posture.
MODIFICATION 4
In the most extreme circumstances,
students will be unable to stand on
one leg. It can be counterproductive
to push them toward more complex
parts of the posture. Instead of
using a wall or other support, it
is better to progress toward selfsufficient strength and balance by
bringing the feet together (which
may be enough) and shifting the
weight into one leg, coming up on
the other toes.
39
STANDING BOW
PURPOSE
This posture and the previous—Standing Head to Knee—are defined by their
complexity. The very foundation of this posture is a combination of actions:
standing on one leg and backward bending. To remove either element changes
the essence of the posture. We must consider the balancing leg as the basis,
because without it the posture does not exist.
1. The primary element of this posture is the ability to stand on one leg.
2. The secondary purpose is to bend the body backward, including the spine
and the kicking leg.
3. The tertiary goal is to stretch the shoulders and chest.
COMMON PROBLEMS
Modifying this posture is difficult, since its beginning requires balancing and
grabbing the foot. Once the foot can be held, the student should continue with
the usual instructions for the posture. These modifications address students
who cannot comfortably hold the foot or stand on one leg.
41
STANDING BOW
MODIFICATIONS
MODIFICATION 1
This position looks almost nothing
like Standing Bow, but it retains the
benefits of the posture. It closely
resembles Separate Arms Balancing
Stick, which is like Balancing Stick
with a backbend. Be sure to bend the
spine backward and lift the back leg
strongly. When combined with Bow
Posture later in class, this modification will greatly help a student progress toward Standing Bow.
MODIFICATION 2
If it is impossible to stand on one
leg and tilt the body forward as in
Modification 1, the student can
interlock the hands behind the
back, stretching the chest. Step the
“kicking” foot back about 12 inches
and come up on the toes, building
strength in the standing leg. Lift
the chest. Squeeze the glutes of the
“kicking” leg. This will lengthen the
hip flexors.
42
STANDING BOW
MODIFICATIONS
MODIFICATION 3
Some students are unable to stand
on one leg, and it can be counterproductive to push them toward more
complex parts of the posture. It
is better to progress toward selfsufficient strength and balance by
bringing the feet together (which
may be enough) and shifting the
weight into one leg, coming up on
the other toes.
ALTERNATE EXERCISE
One-sided Bow Posture is a fantastic
alternative, especially if standing on
one leg prevents the student from
grabbing the foot. Since it removes
the balance from the equation,
this posture, which addresses the
spine, hips and shoulders, should be
complimented with Modification 3,
which builds strength and balance.
43
BALANCING STICK
PURPOSE
1. The main purpose of this posture is to build strength in the standing leg
and hip as the body tilts forward. The primary function of extending the arms
overhead is to increase the difficulty in the standing leg and not, as it may
seem, to strengthen the shoulders.
2. The secondary purpose is to tip the lungs on their sides and make them
even with the heart and head. This affects blood pressure, circulation and lung
function.
3. The tertiary purpose is to strengthen the upper back and shoulders by
extending the arms overhead.
COMMON PROBLEMS
The range of motion required by this posture is quite small, making it accessible to even true beginners. The most common issue is a lack of strength in the
standing leg and hip, which can manifest in a multitude of ways. It can result
in a forward bend of the spine or a backward bend, both of which lessen the
load on the pelvis and hip. Inability to stretch the arms forward may also be
a signifier of weak hips, since the extension of the arms increases the load on
the hip.
45
BALANCING STICK
MODIFICATIONS
MODIFICATION 1
The simplest modification is to keep
the hands on the hips, which reduces
the load on the standing hip. The
rest of the posture is done exactly
the same: step forward, upper body
down and leg up.
MODIFICATION 2
If it is impossible to bring the body
down parallel to the floor without
collapsing the upper body, the student should tilt forward only as far
as possible while keeping muscular
integrity through the whole body.
This will build strength in the hips
and spine and help to lengthen the
hamstrings of the standing leg.
46
BALANCING STICK
MODIFICATIONS
MODIFICATION 3
If balance is impossible due to
weakness or injury, the posture can
be done with both feet on the floor.
Put one foot slightly behind the
other and come up on the toes of the
back foot. Then bend the upper body
forward as much as possible. This
serves to strengthen the legs and
hips.
47
STANDING SEPARATE LEGS
STRETCHING
PURPOSE
1. The primary goal of this posture is to lengthen the back of the legs, namely
the hamstrings.
2. The secondary purpose it to alter the blood pressure by placing the head
below the heart.
COMMON PROBLEMS
The most common issues with this posture are related to the hamstrings.
Some students are very tight and others are overly flexible. Both can be a
problem. Students with tight hamstrings will be unable to tilt their pelvis
forward, especially with their knees straight. This leads to a rounded spine as
they grab for their feet or legs. Any sort of pulling or effort in this position is
more likely to accentuate mobility in the spine rather than the hamstrings. To
remedy this, it is best to have the student bend the knees, emphasize a forward
tilt in the pelvis, and perhaps settle for grabbing higher on the legs or not
grabbing them at all (Modification 1).
Students with high blood pressure should be careful in this posture, as the
blood pressure rises in the head as it goes below the heart. These students can
keep the head at or above heart level, do the “Alternate Exercise” or skip the
posture altogether.
49
STANDING SEPARATE LEGS
STRETCHING MODIFICATIONS
MODIFICATION 1
When students have a significantly
rounded spine, it is better to keep the
spine flat (pelvis tilted forward) and
hold the legs higher up than to round
the spine in order to grab the ankles.
Always keep the student’s attention
on the hamstrings, forward-tilted
pelvis and flat spine. (A flat spine
is not the goal, but it is the most
obvious indicator of pelvic mobility.)
MODIFICATION 2
For students who are weak or
struggle with balance, even holding
onto the legs can be too much.
Placing the hands on the floor will
help them to relax enough to make
progress in the posture.
50
STANDING SEPARATE LEGS
STRETCHING MODIFICATIONS
MODIFICATION 3
Hamstring injury is the most
common injury in this type of yoga.
Any student who has pain in the
hip/butt area during forward folds
should either skip forward folds
altogether until the pain goes away
(it can take up to 2 years) or reduce
their effort significantly. Bend the
knees, support the body’s weight
with the hands. Be very gentle.
ALTERNATE EXERCISE
Students with high blood pressure
can accomplish exactly the same
position without the head going
below the heart by doing the posture
sitting down. Separate the legs and
bend forward, just as you would
standing.
51
TRIANGLE
PURPOSE
1. The primary purpose of this posture is the strength and mobility of the hip
and knee of the bent leg.
2. The secondary purpose is strength and control of the sides of the spine and
abdomen. This develops because the torso remains straight while leaning to
the side.
COMMON PROBLEMS
Almost all of the problems in this posture come from the bending knee and
hip. The first obstacle is weakness, since the majority of the body’s weight is
held on one bent leg, sort of like a one-legged Chair Posture. Weakness will
prevent the student from bending the knee or hip. The hips will stay
higher, forcing the torso to bend sideways to get the arms in position.
Weakness may also create a twist in the posture, as the back hip comes
forward, allowing the bent hip to use the more powerful muscles of extension.
Tightness in the bent hip is more likely to result in a twisted position, with
the back hip rotating forward, creating more of a twist in the spine. This can
disengage the abdominal muscles and create a little backbend or “sway back.”
When modifying this posture, the relationship of the arms to the legs will
change. The fingers won’t touch the floor and the elbow won’t touch the knee.
53
TRIANGLE
MODIFICATIONS
MODIFICATION 1
The only true modification for this
posture is to keep the feet closer
together. This drastically reduces the
strength and mobility required in the
bent hip. Bend the knee so that it is
over the ankle and place the wrist
on the inside of the knee. Ideally the
upper body stays in a line with the
back/straight leg. When the bent
knee overshoots the foot, the stance
can be widened.
MODIFICATION 2
This is a drastic modification, but it
is good for students with painful hip
injuries, since the bent hip requires
far less strength or mobility. Some
weight is placed in the arm, which
reverses the engagement of the
torso. Usually, the ceiling-side of the
abdomen engages to hold the torso
up. In this modification, the floorside of the abdomen engages to
prevent the torso from collapsing.
54
TRIANGLE
MODIFICATIONS
ALTERNATE EXERCISE
Much like Modification 2, the
Side Plank (pictured) reverses the
abdominal engagement of Triangle,
but since the abdomen becomes
balanced after doing both sides, it
can be used as a suitable substitute.
Side Plank has far less hip benefit but
greater abdominal and spinal benefit
than Triangle.
55
STANDING SEPARATE LEGS
HEAD TO KNEE
PURPOSE
1. The primary purpose of this posture is to compress the front side of the
torso, which strengthens the abdominal muscles, lengthens the back of the
spine, compresses the thyroid gland in the throat and the many organs and
glands in the abdomen.
2. The secondary goal is to place the head below the heart, shifting the blood
pressure.
COMMON PROBLEMS
The most common problem in this posture is weakness in the abdomen,
which can also manifest as tightness in the lower back. These students won’t
be able to flex their spine enough to get their head on their knee, but they
should focus on the engagement of the front side.
Some students, especially middle aged or older, may have bulging or herniated
discs in their spine. If the bulges are backward toward the spinal chord, (the
more common direction) these students should avoid any forward bending of
the spine, especially this posture, which is a concerted forward bend.
57
STANDING SEPARATE LEGS,
HEAD TO KNEE MODIFICATIONS
MODIFICATION 1
Anyone with a herniated disc
should keep the spine from bending
forward. Bring the torso down
(keeping the spine flat) to lengthen
the back of the legs. As long as the
discs in the neck are not injured,
compress the thyroid gland by
tucking the chin to the chest.
Students can stabilize the spine by
exhaling forcefully, which engages
the transverse abdominis muscles.
ALTERNATE EXERCISE
Standing Separate Legs Head to
Knee can be muscularly complicated.
The back muscles want to engage
to hold the body up, but they must
relax and lengthen to effectively
do the posture. This alternate exercise
removes the muscular complexity and
immediately reveals the true issues
in the posture (usually abdominal
strength). Lie on the back, extend
one leg up, curl the spine and touch
the forehead to the knee.
58
TREE
PURPOSE
1. The primary purpose of this posture is the external rotation of the hip on
the lifted leg, preparing the lower body for Lotus postures.
2. Secondary purpose of the posture is balance on one leg, encouraging
mental stillness.
COMMON PROBLEMS
The most common problem in this posture is pain in the bending “Lotus”
knee. It may come from a previous knee injury, but is often linked to tightness
in the hip. A tight hip may not allow the leg to rotate sufficiently to put the
foot on the opposite thigh, and it is common to use arm strength to twist the
knee into the final position. If the knee is uninjured, this action can go on
for awhile without pain in the knee, but it is likely to cause injury over time.
Always encourage rotation in the hip so the knee can flex in the straightest
line possible.
The other common problem with this posture is simply balance. Your
student may fall repeatedly while trying to stand on one leg. If the student
is having trouble standing on one leg, focus solely on standing leg strength
(Modification 2).
59
TREE
MODIFICATIONS
MODIFICATION 1
If the student cannot place the
Lotus foot on the thigh without pain,
place the foot on the inside of the
thigh. This externally rotates the hip,
preparing the student for the Lotus.
It also retains the balance. The
student can hold the foot with the
hand if necessary.
MODIFICATION 2
If the student has trouble balancing
or is unable to flex the knee deeply,
keep both feet on the floor but turn
the Lotus leg out. The toes turn out
as do the knee and hip, somewhat
like a ballerina’s “turnout.” This will
encourage external rotation in the
hip while still giving the support of
standing on two legs.
60
TOESTAND
PURPOSE
1. The primary purpose of this posture is the same as Tree: to externally rotate
the hip, preparing the lower body for Lotus postures.
2. The secondary purpose is to balance on one leg.
3. The tertiary purpose is to balance the body on a fully bent leg.
COMMON PROBLEMS
The most common problem here is the same as for Tree: knee pain of the
Lotus leg, usually due to lack of rotation in the hip. Some students find this
exercise easier on the Lotus leg than Tree because here the hip is flexed,
instead of fully extended as it is in Tree.
Always be careful with students who struggle with the hip rotation in Tree.
When they attempt to bend the body into Toestand, a lot of extra pressure can
come into the Lotus knee, which is not good.
Sitting on the heel of one leg and balancing the body’s weight on one
fully flexed knee, as in the full posture, should only be attempted by strong
and flexible students. The force that goes through the standing knee here is
several times the bodyweight, which can lead to strain and injury in a weak
or tight student.
61
TOESTAND
MODIFICATIONS
MODIFICATION 1
Do the Half Lotus and bend forward
to place the hands on the floor. This
variation encourages hip rotation
and also hip flexion, which will take
the student toward Toestand. This
variation removes the element of
strength of the squatting leg.
MODIFICATION 2
It may be obvious, but it is worth
stating that Tree Posture is a valid
modification for Toestand. It incorporates hip rotation and balance,
which are the two most important
aspects of the posture.
62
TOESTAND
MODIFICATIONS
MODIFICATION 3
Squatting on one leg takes a lot of
strength and coordination. To work
on these elements, the student can
extend the Lotus leg and place it on
the floor while squatting on the other
leg. This removes hip rotation from
the posture but builds strength and
balance.
MODIFICATION 4
If the rotation of the leg into
Lotus brings pain and the strength is
lacking to do Modification 3, the
student should do two-footed
Toestand. Sit on both heels and
balance. This builds strength in the
feet, knees and thighs.
63
WIND REMOVING
PURPOSE
1. The primary purpose of this posture is to put pressure on the intestines and
internal organs by using the legs, diaphragm and breath. This stimulates the
parasympathetic nervous system and encourages movement in the intestines,
improving relaxation, digestion and elimination.
2. The secondary purpose is to improve mobility in the hips and knees.
COMMON PROBLEMS
This posture is the most misunderstood in the series, often leading it to be
the cause of injury. By pulling the knees into the torso, pressure can be put
on the hip joint, leading to damage of the hip cartilage. Any pain or pinching
of the hip in this posture is likely causing injury that seems minor at the time
but feels more pronounced in postures like Standing Bow, Triangle and even
Spinal Twist. Avoid any pinching in the hips and focus your students’
attention on the breath and the abdomen.
65
WIND REMOVING
MODIFICATIONS
MODIFICATION 1
The easiest modification is simply
a loose version of the posture, either
with one or both legs. There is no
need to put excessive downward
pressure on the legs or hips. The
relaxation gained from focus on the
breath will deepen the posture more
than extra force.
MODIFICATION 2
Some students have vertigo or
extremely high blood pressure and
are unable to lie on their backs with
their legs up. This posture can be done
effectively in a seated position. Bend
both knees in toward the chest and
focus on deep abdominal breathing.
66
WIND REMOVING
MODIFICATIONS
MODIFICATION 3
The seated nature of Modification 2
can also be used with one leg at a time.
Any student who cannot bend one
of their knees should use this
modification or the single-leg posture
done lying down (as usual).
ALTERNATE EXERCISE
Half Tortoise has the same essence
as Wind Removing, but with the
added stimulation of the forehead
resting on the floor. Focus on
breathing into the abdomen with the
diaphragm, putting pressure on the
intestines.
67
SIT-UP
PURPOSE
1. The primary physical purpose of this exercise is to strengthen the abdominal
and hip muscles.
2. The secondary purpose is logistical, getting the students from their backs
into an upright position.
COMMON PROBLEMS
The range of motion in this exercise is small, so it is safe for most students.
The most common problem in this posture is weak abdominal muscles, which
are often linked to a tight low back. Most students register this as a tight or
sore feeling in their low back and they will have trouble with the Sit-Up. They
may turn it into a jerky, momentum-driven movement or not want to do it
at all. In these cases, it is best to do the Sit-Up very slowly (Modification 1),
allowing strength to build while avoiding any danger that comes from jerking
the body quickly. Also, the arms can be brought down to the sides to make the
weight distribution a little more favorable (Modification 2).
Some students, especially middle aged and older, may have bulging or
herniated discs in their spine. These students should avoid the Sit-Up, since
its action puts a lot of backward force on the discs. They should roll onto their
sides to get into the next posture.
69
SIT-UP
MODIFICATIONS
MODIFICATION 1
If a student requires significant
momentum as they sit up, do the
exercise slowly, using only muscular
strength. Keeping the arms overhead
makes the Sit-Up more difficult,
since the weight is further from the
abdomen.
MODIFICATION 2
Keeping the arms by the sides
changes the center of gravity, making
the load on the abdomen less and
requiring less strength. The average
student should be able to do this
slowly with no problem, but many
students do not have the abdominal
strength and control. It is worth
building.
70
COBRA
PURPOSE
1. The primary purpose of this posture is to strengthen the muscles of the back
that extend the spine.
2. The secondary purpose is to massage the kidneys and adrenal glands on the
back of the body, affecting the chemistry and generally reducing stress.
COMMON PROBLEMS
This posture is quite simple in the body, making it suitable for nearly everyone.
There are two rare cases when the student should be careful in this posture:
Those with bulging or herniated discs that are oriented forward, making any
backward bend contraindicated (quite rare); and those with very high blood
pressure, who should do a smaller and less-active version of the posture
(Modification 2).
Anyone with a larger belly may find the backbending postures quite
uncomfortable due to lying on their abdomen. Despite this, these postures
are incredibly important. Those with extra weight in the front of the body
need even stronger back muscles to hold the spine upright. Between sets and
postures, if the pressure on the abdomen is too great, these students can rest
back on the heels, either sitting upright or resting forward (Alternate Rest).
71
COBRA
MODIFICATIONS
MODIFICATION 1
Larger students and weaker students
have a difficult time bending their
whole spine. To start, lift only the
head and shoulders, using the neck
and upper back muscles. Over time,
these students can use the whole
spine and do the full posture.
MODIFICATION 2
Those with high blood pressure
should be careful with backbends
or avoid them altogether. This
modification removes the effort from
the posture while still offering the
benefit of a backward bending spine.
Place the elbows underneath the
shoulders and rest on the forearms.
72
COBRA
MODIFICATIONS
ALTERNATE REST
Larger students can be uncomfortable resting on the abdomen
between postures. Allowing them to
rest sitting up or sitting back on their
heels (pictured) with the weight off
the abdomen, creates much better
relaxation. They will be better
prepared to do the postures, and they
will be more likely to give honest
effort when the time comes.
73
HALF LOCUST & LOCUST
PURPOSE
1. The primary purpose of these postures is to strengthen the back of the hips
(glutes/butt) and lengthen the front (hip flexors).
2. Secondarily, these postures strengthen the low back as the legs lift higher.
3. These postures also build arm and shoulder strength, bracing the upper
body against the floor as the legs lift.
COMMON PROBLEMS
This posture is safe for nearly everyone, and its most common problem points
to why it is important for everyone to do. Many students, especially beginners,
have weak glute muscles and tight hip flexors. This makes it tough to get the
knee off of the floor while keeping the hip down. A certain amount of struggle
is to be expected in the posture.
Some students have tight arms, making it impossible or painful to put their
arms under their body. There is no need to force anyone to put their arms
under the body. These students can safely keep their arms to the outside of the
body and still get the full benefit of the posture in the hips. (Keeping the arms
outside of the body actually makes the posture more difficult in the lower
body.)
75
HALF LOCUST & LOCUST
MODIFICATIONS
MODIFICATION 1
If a student has pain or even
discomfort keeping the arms under
the body, place the arms to the
outside of the body. This still gives
full benefit in the lower body and
spine. The center of gravity will
be farther back toward the legs
making the lifting more difficult, one
of the few modifications that actually
makes the posture harder.
MODIFICATION 2
If the arms cannot straighten,
keep the arms to the outside of the
body with the elbows bent. Like
Modification 1, this will aid the
discomfort in the arms but make the
rest of the posture more challenging.
There is no need to worry about a
student sticking with this modification out of laziness. They will get the
full benefit of the posture in the spine
and hips.
76
HALF LOCUST & LOCUST
MODIFICATIONS
MODIFICATION 3
Some students have significant
weakness and tightness in their hips,
making this posture seem all but
impossible. Even extending the leg(s)
strongly to the back of the room, like
you were trying to push the back
wall, will use the right muscles. If
they can lift the knee(s) at all, even
better.
ALTERNATE EXERCISE
Bridge Posture uses the same muscle
groups as Locust, just upside down.
Lie on the back, bend the knees, lift
the hips up as high as possible. This
exercise strengthens the extending
muscles of the hip and releases the
flexors. This alternate is good for
students with large bellies.
77
FULL LOCUST
PURPOSE
1. The primary purpose of this posture is complete engagement of the muscles
of the back and hips. This includes the erectors of the spine and neck, and also
the glutes (butt muscles). Strength in these areas will improve posture, the
benefit of which is hard to overstate.
2. The secondary benefit is the strengthening of the back of the shoulders by
pulling the shoulder blades together. This action releases tightness in the chest
and throat, a common problem in our computer-focused, hunched society.
COMMON PROBLEMS
The range of motion in this posture is small, so it is appropriate for just about
everybody.
The most common problems are weakness or tightness that will be remedied
by the posture itself. This includes tightness and tension on the front side
of the body, common in the hip flexors, abdomen, chest and throat. Also
common is weakness in the glutes and back.
Those who find this posture uncomfortable due to extra weight should do the
posture but can rest in an “Alternate Rest” as explained on page 73.
79
FULL LOCUST
MODIFICATIONS
MODIFICATION 1
There is no real modification for
this posture, since the range of
motion is small and within normal
expectations. Students that really
struggle due to large bodies, tight
hips or spinal problems can just
focus on lifting a little. Lift the head
and shoulders, lift the arms, lift the
knees. That will give the benefits of
the posture.
ALTERNATE EXERCISE
Jastiasana is a back-strengthening
posture done lying supine. Lie on
the back, stretch the arms overhead,
lift the hips by pressing into the
arms, head, shoulders and feet. This
exercise uses the same muscles as
Full Locust.
80
BOW
PURPOSE
1. The primary purpose of this posture is to lengthen the front side of the
body, especially the chest (by extending the arms backward), the abdomen
and the hips.
2. The secondary purpose is the same as the other back strengthening
postures: to strengthen the muscles on the backside of the body.
COMMON PROBLEMS
The most common problem in this posture is a tight chest, which is almost
ubiquitous in our culture since we sit for so many hours per day, usually
hunched forward over a computer or phone. This leads to tight shoulders,
chest and throat, all of which will make this posture challenging.
The secondary purpose of the posture (back strengthening) can be
accomplished by any of the back-strengthening postures: Cobra, Locust or
Full-Locust. Accomplishing the primary purpose of Bow Posture requires
extension of the arms to the best degree possible.
81
BOW
MODIFICATIONS
MODIFICATION 1
If a student can grab one foot but
not both, do the posture one side at
a time. Hold one foot and kick it up
into Bow. For the second set, do the
other side.
MODIFICATION 2
If grabbing the feet is impossible because of inability to bend the knees,
tightness or body size, clasp the
hands together behind the back and
lift the upper and lower bodies like
Full Locust.
82
BOW
MODIFICATIONS
MODIFICATION 3
If the previous two modifications
are impossible, the student can do
Full Locust, which offers many of the
same benefits as Bow but requires a
much smaller range of motion in all
parts.
ALTERNATE EXERCISE
Camel Posture is almost identical in
form and benefit to Bow Posture. The
different relationship of the body to
gravity makes Camel a little more
focused on stretching the abdomen.
83
FIRM & FIXED FIRM
PURPOSE
1. The primary purpose of this posture is to lengthen the muscles and
connective tissue that cross the front of the knees, mostly the quadriceps.
2. The secondary purpose comes about in Fixed Firm, when the body lies
back. This purpose is to further lengthen the quadriceps and hip flexors which
cross the hip.
COMMON PROBLEMS
This posture is a common point of struggle with new, older and injured
students. Significant flexibility in the knees and thighs is required to even sit
on the heels without pain. One should always be careful in this posture, since
the weight of the body can force the knees into bending deeper than is safe.
All pain and uncomfortable tension should be avoided here.
Most of the danger in this posture comes from the weight of the body which
puts pressure on the knees to bend. If the knees are flexible enough, this
pressure is welcome. But if they are not, the pressure is a problem. Most of
the modifications for this posture involve reducing the pressure on the knees,
allowing them to bend the appropriate amount without pushing them too far.
85
FIRM & FIXED FIRM
MODIFICATIONS
MODIFICATION 1
For students who can nearly sit on
the heels and who don’t have much
pain or pressure in the knees, keep
the hands on the floor. Keep some
weight in the hands, allowing the
knees to release slowly.
MODIFICATION 2
Some students have one injured knee.
They can do the posture by bending
the good leg and keeping the injured
leg straight, even going all the way
into the reclined posture this way.
This method can maintain healthy
function of the non-injured leg.
86
FIRM & FIXED FIRM
MODIFICATIONS
MODIFICATION 3
For those who cannot sit on their
heels, do the posture seated. Bend
the knees as much as possible, pull
the heels toward the hips and the
knees to the chest. Every few weeks,
try the normal version.
MODIFICATION 4
If the knees are quite different in
their flexibility, they can be pulled to
the chest according to their mobility.
One knee may be bent more deeply
than the other.
87
HALF TORTOISE
PURPOSE
1. The primary purpose of this posture is the same as Wind Removing: to
relax the body and nervous system by combining abdominal breathing with
pressure of the abdomen on the thighs.
2. The secondary purpose is to place the head below the heart, creating a slight
inversion and altering the heart rate and blood pressure.
3. The tertiary purpose is to lengthen the latissimus dorsi, one of the largest
muscles in the body, that connects the arms to the mid and lower spine. This
is achieved by stretching the arms overhead.
COMMON PROBLEMS
Students may have pain in the shoulders when they are stretched overhead.
They can adjust the position of their arms (Modification 1) or remove the arms
from the posture entirely (Modification 2) and still get the primary benefits.
Some struggle to bring both the forehead to the floor and the hips to the
heels. Because this posture should relax the nervous system, it is best to
rest the hips down as far as possible and rest the forehead on stacked hands
or a block (Modification 3). Some students have discomfort in the knees,
making it difficult to sit on the heels and making the relaxation of the
posture impossible. These students can do the posture with straight legs
(Modification 4).
89
HALF TORTOISE
MODIFICATIONS
MODIFICATION 1
If a student has pain in the top
of the shoulders, turn the palms
upward and bend the elbows slightly.
This can remove pain from a common shoulder (supraspinatus) injury.
MODIFICATION 2
If there is still pain in the shoulders
in Modification 1, the hands can be
placed under shoulders (as pictured)
or back by the feet. This retains the
primary and secondary benefits of
the posture.
90
HALF TORTOISE
MODIFICATIONS
MODIFICATION 3
Many students can sit on the heels,
but their head doesn’t reach the
ground due to body size, spinal
tightness or proportion. Place the
forehead on stacked hands or fists.
This has the dual benefit of putting
pressure on the nerve center between
the eyebrows and releasing tension
from the back of the body. These
two elements will aid relaxation and
enable the posture to progress.
MODIFICATION 4
If it is impossible to bend the knees,
a student can do a passive version of
Stretching Posture, with the legs
stretched forward and the upper body
draped forward as in Half Tortoise.
It is important to keep the focus on
abdominal relaxation and breathing,
and not let it turn into a hamstring
stretch.
91
CAMEL
PURPOSE
1. The primary purpose of this posture is to lengthen the front side, namely
the chest, shoulders, throat and abdomen.
2. The secondary purpose of this posture is to bend the spine backward and
strengthen the muscles of the back.
COMMON PROBLEMS
The biggest problem in this posture comes from the great distance between
the hips—where the hands begin—and the heels where they finish. This gap
is usually navigated without looking, so a fear response is natural. Often the
front of the body will engage to prevent us from falling over backward, which
is the opposite of the correct engagement of the posture. A simple way to
overcome this is to gently twist to one side, look for the heel and grab it with
one hand (Modification 1).
Students with high blood pressure should be careful with this posture, as it
raises the heart rate and blood pressure. They should stay upright, with the
hands on the hips. Extend/backbend the spine slightly, but don’t drop the
head back (Modification 2). Modification 3 is a one-sided Camel Posture. It
can be useful for students who have pain in one knee, one shoulder, or fear
about bending back. Kneeling on a single knee feels more normal and controlled, so this may help overcome insecurity.
93
CAMEL
MODIFICATIONS
MODIFICATION 1
It is normal for older and tighter
students to avoid Camel posture out
of fear. These students can keep the
hands on the hips, turn the head to
the right and look for the right heel.
Reach back with the right hand and
try to touch the heel. Hold in this
position, then come back to the
beginning and go to the other side.
MODIFICATION 2
For students with high blood
pressure, upright backbends like
Camel and the Half Moon Backbend
should be done carefully or not at
all. Always keep the head above the
heart. Place the hands on the hips
and extend the spine, reaching the
chest up. Lift the chin a little, but
don’t drop the head back.
94
CAMEL
MODIFICATIONS
MODIFICATION 3
Camel can be done one-sided by
those students with a knee injury or
a shoulder injury that prevents them
from reaching back with both hands.
Kneel on one knee with the other
foot forward. Place both hands on
the back, then drop the head back,
reach back and grab the heel with the
hand of the same side. This modification can be just as deep of a spinal
bend as normal Camel.
ALTERNATE EXERCISE
Bow Posture is almost identical to
Camel in its use of the body and its
benefits. They differ only in their
relationship to gravity.
95
RABBIT
PURPOSE
1. The main goal of this posture is to bend the spine forward, strengthening
the muscles on the front of the torso and lengthening the back.
2. The secondary goal is to put the head below the heart, causing a shift in
blood pressure and heart rate.
COMMON PROBLEMS
The most common issue with this posture is the inability to grab the heels.
Students with this issue can place their hands on the floor by their head
(Modification 1). Some may find they can grab their heels once they have
rounded their spine. Regardless, students should focus on engaging their
abdominal muscles to enhance the rounding of the spine and release of the
back muscles.
Some are unable to sit on the heels or bend the knees deeply. They can do the
posture seated (Modification 2). In extreme cases, the legs can be kept straight
(Modification 3). With this modification, take special care to focus on the
spine, not letting the posture turn into a hamstring stretch.
This posture is contraindicated for students with high blood pressure. They
should do Modification 2, where the head stays above the heart.
97
RABBIT
MODIFICATIONS
MODIFICATION 1
Some students have a difficult time
holding their heels due to lack of
flexibility or extra body mass. It
is better to place the hands on the
floor by the knees than to keep the
hands reaching back toward the feet.
This will protect the neck from the
forward-rolling force of the posture.
Maintain strong abdominal engagement and pressure of the chin to the
chest.
MODIFICATION 2
Some students are unable to kneel
due to pain or injury in their knees.
These students can do the posture
seated. Bend the knees, grab the
ankles, press the forehead to the
knees, round the spine as much as
possible. Maintain strong abdominal
engagement and pressure of the chin
to the chest. This modification is
recommended for students with high
blood pressure.
98
RABBIT
MODIFICATIONS
MODIFICATION 3
Those who cannot bend their knees
at all can do the posture with both
legs straight. Bring the forehead as
close to the knees as possible, pulling
it toward the abdomen, maintaining
strong abdominal engagement and
pressure of the chin to the chest.
Don’t let this modification turn into
a hamstring stretch.
99
FOREHEAD TO KNEE
PURPOSE
1. The primary purpose of this posture is to lengthen the backside of the
body on the side of the bent leg. This includes the knee, thigh, hip, pelvis and
lower back (on the side of the bent leg). Contrary to appearance, stretching
the straight leg is not the primary purpose.
2. The secondary purpose is stretching the backside of the straight leg,
especially the calf and hamstrings.
COMMON PROBLEMS
The most common issue with this posture is tight hamstrings of the straight
leg, which can be easily remedied by bending the knee a little (Modification 1).
Another common issue is tightness in the back, especially the low back. The
best option for these students is to keep the legs of the posture the same,
but don’t come down very far, placing the hands on the floor or on the leg
(Modification 2).
If there is pain in the bent knee, the student can open the knee a little, placing
the foot closer to the straight knee (Modification 3). If there is significant
pain or injury in the knee, the student can keep both legs straight and simply
stretch the upper body to one side (Modification 4). This modification should
be a last resort, since it removes the primary goal of the posture.
101
FOREHEAD TO KNEE
MODIFICATIONS
MODIFICATION 1
For students with tight hamstrings,
bend the knee of the straight leg
and grab the toes. Bring the forehead to the knee. This is also the best
modification for anyone with injured
hamstrings, as it removes a lot of
tension from the muscle.
MODIFICATION 2
For students with tightness in the
back, keep the legs the same as
normal but place the hands on the
floor instead of reaching for the toes.
Focus on relaxation of the bent hip
and spine.
102
FOREHEAD TO KNEE
MODIFICATIONS
MODIFICATION 3
If it is impossible to bend the knee
deeply or there is pain, take the foot
away from the groin and put it closer
to the opposite knee. This will open
the bent knee a little and lift it off
the ground, releasing some pressure.
Proceed to grab the toe of the straight
leg and continue with the posture.
MODIFICATION 4
If there is significant knee pain in the
bent knee, the student can keep both
legs straight. Separate the legs, then
grab the toes of one foot and bend
down over the leg. This modification
loses the primary benefit of the
posture—length in the hip and
spine—but retains the hamstring
stretch.
103
STRETCHING
PURPOSE
1. Physically, this posture has a single purpose: to lengthen the backside of the
body completely, from the toes to the head. Anything that can be done to aid
this goal serves the posture.
COMMON PROBLEMS
The most common issue with this posture is tightness in one or several areas.
It could be tightness in the calves, which is very common in runners and anyone who wears shoes with heels. Calf tightness tends to be quite intense and
benefits from bending the knees slightly or relaxing the feet (Modification 1).
Tightness in the hamstrings is also common, especially in older people,
cyclists and runners. Hamstring tightness also benefits from bending the
knees slightly (Modification 1).
Tightness in the low back is common in anyone who sits for long periods
of time, perhaps at a desk or in a car. This is best approached by placing the
hands on the floor and letting gravity help (Modification 2).
Students with low back injuries like disc herniation should skip this posture
or do it lying flat on the back (Alternate Exercises 1 & 2).
105
STRETCHING
MODIFICATIONS
MODIFICATION 1
For students with a hamstring injury,
tight calves or tight hamstrings, bend
the knees slightly and grab the toes.
Very gently straighten the legs.
MODIFICATION 2
For students with tight backs, place
the hands on the floor next to the
legs and relax the back as much as
possible. Gravity will help pull the
upper body down toward the legs.
106
STRETCHING
MODIFICATIONS
ALTERNATE EXERCISE 1
Some students have issues in their
lower back including disc bulges or
herniation. They should be careful
when forward bending or avoid it
altogether. They can lie on the back,
keeping the spine and pelvis flat on
the floor. Raise the legs up and hold
the toes. Lengthen the legs as much
as possible, being careful to keep the
spine and pelvis on the floor.
ALTERNATE EXERCISE 2
Just like in Alternate Exercise 1,
students with low back problems can
stretch the legs by lying on the back.
This can be done one leg at a time,
which will make it easier to keep the
spine and pelvis on the floor.
107
SPINAL TWIST
PURPOSE
1. The primary purpose of this posture is to balance the spine and torso by
rotating it. Our daily posture and natural muscular imbalances can create a
lopsided nature to the spine. Twisting is a great way to even this out.
2. The secondary purpose is to massage the intestines and abdominal viscera,
which has a positive effect on digestion.
3. The tertiary purpose is to draw the legs into the body, extending the
twisting motion to the hips and outer thighs.
COMMON PROBLEMS
Students with tight hips or painful knees may not be able to fold the bottom
leg underneath the body. They can keep the bottom leg straight without losing
any of the real benefit of the posture (Modification 1). If students have a lot of
pain in their hips or have a prohibitive amount of flesh in the torso and hips,
it may be impossible to bend the top leg up near the chest. These students can
keep both legs straight and twist the upper body in the same way as in the
normal posture (Modification 2).
Overweight students, pregnant women or anyone with a large abdomen will
find the posture difficult. They can keep the legs just as they are and twist in
the other direction. This is called the Reversed Spinal Twist (Modification 3).
109
SPINAL TWIST
MODIFICATIONS
MODIFICATION 1
Some students have tight hips or sore
knees, making it difficult to keep both
hips evenly on the ground. These
students can straighten the bottom
leg with virtually no negative impact
on the benefits of the posture.
MODIFICATION 2
For students with pain in their
knees or hips, or with extra mass in
their midsection, both legs can stay
straight on the floor. The upper body
twists the same as usual.
110
SPINAL TWIST
MODIFICATIONS
MODIFICATION 3
Pregnant students, obese students
and those with a hip cartilage injury
can do the Reversed Spinal Twist,
twisting the upper body in the opposite direction as usual. This posture is
still very beneficial but puts far less
pressure on the abdomen and hips.
ALTERNATE EXERCISE
A supine (lying) twist is relaxing
and can also be very deep. It
requires a relatively small amount of
physical effort and can be ideal for
very weak students or those with
significant knee or hip pain. However, it is best not to offer this modification to students who are always
looking for the easy way out.
111
BLOWING
PURPOSE
1. The most important function of this exercise is to improve awareness,
strength and function of the exhaling muscles of the abdomen, namely the
transverse abdominis.
2. The secondary goal is to reverse the mind’s orientation to the effort of
breathing. During normal breathing, we usually exert effort to inhale and
relax to exhale. This exercise does the opposite and begins to control our
functions of breathing.
3. The tertiary goal of this exercise is to hyper-ventilate the system, removing
carbon dioxide from the blood and changing its pH.
COMMON PROBLEMS
By far the most common problem in this exercise is the incorrect usage of the
muscles of the ribs/chest (intercostals) instead of the abdomen (transverse
abdominis). Breathing in this manner (with the chest) will prevent the
connection and control that we are looking for, and can create anxiety in
beginners by stimulating the sympathetic nervous system.
The other common problem is less significant; it involves inhaling actively
instead of passively. This is a mental issue more than a physical one, requiring
focus and relaxation on the part of the student.
113
BLOWING
MODIFICATIONS
MODIFICATION 1
If the student is unable to sit on the
heels due to knee or ankle pain, the
breathing exercise can be done in
a simple cross-leg position or in a
chair.
MODIFICATION 2
If a student struggles with the speed
of the exercise, you can instruct them
to go half the speed of the rest of the
class: inhale on one count, exhale on
one count. This may help them relax
enough to do the exercise correctly,
and you can keep the speed of your
counting the same.
114
ABOUT THE AUTHORS
Ida Jo and Scott Lamps are Yoga Acharyas (Masters of Yoga). They
travel internationally to teach yoga postures, pranayama (breathing
exercises), anatomy and yoga history and philosophy. They often lead
workshops about common injuries and modifications. They are perpetual
students of the traditions, methods and science of yoga.
Ida Jo works closely with Ghosh’s Yoga College in Kolkata, India, facilitating
the training of yoga teachers in therapeutic and prescriptive yoga by
Muktamala (Ghosh) Mitra, the granddaughter of Bishnu Charan Ghosh.
They have published three Practice Manuals describing more than 100
beginning, intermediate and advanced asanas, pranayamas and pratyahara
techniques. Their research, along with Jerome Armstrong, into the history of
the Ghosh lineage has yielded 4 publications from Bishnu Ghosh, Dr. Gouri
Shankar Mukerji and Buddha Bose.
Ida Jo is an award-winning musician who uses her music to promote wellness.
For more information about Ghosh Yoga and other publications, visit
www.ghoshyoga.org.
For more information about Ghosh’s Yoga College in Kolkata and therapeutic
yoga training, visit www.ghoshyogatraining.com.
w w w. g h o s h y o g a . o r g