Link Between Health Psychology and Pure Classical Pilates

Possibly it is not a coincidence that Joseph Pilates’ Universal Reformer or Mat equipment and the psychoanalyst’s couch demand that students lie down. In the discipline of health psychology, reclining in a horizontal arrangement simply enables individuals to listen to themselves with no distraction, to relax, to travel back in time, and to freely associate thoughts and ideas. Analogously, in Pure Classical Pilates, pupils generally begin in flat-back, supine position to allow them to concentrate their attention inward, to listen and connect with their bodies, and to associate with the necessary muscles. In flat-back, supine position, we do not have a localized gravity force pulling the weight of the head and torso downward into hip joints, knee joints, ankles joints and feet, as we do in vertical standing position.



In the horizontal position, with the ground as a tactile cue, there is an chance to practice placement, alignment and muscular articulation with gravity’s force being more equally dispersed through the length of our body. Flat-back supine position also gives the learner with significant tactile feedback from the Mat, Reformer, Cadillac or Barrels, because they maintain the back and, in some cases, the total body. Supine position encourages psychological regression, which can actually facilitate psychological growth and progression. Psychoanalysts call this process "active regression in service of the ego" or ARISE. It is likely that Joseph Pilates planned for us to cautiously consider our alignment, position, length, energetic intensity and muscular stabilization in a slightly regressive emotional state-yet more focused mental state-in order to prepare us for learning the complexity of his technique.



In the conventional technique, complexity expands quickly as we advance from flat-back supine to sitting, to kneeling and standing positions with ever growing movement vocabulary. When a traditional trainer observes certain emotions communicated through a student’s body (for example, disappointment, anxiety, anger or depression), it can be appropriate to suggest ways of working through these feelings. In other cases, pupils may manifest threads of frustration that unconsciously deflect from feeling unconscious self-criticism. Students may alternately come for aid in actualizing their idealized self. In this case, if someone feels an inner drive to transform qualities or attributes into an idealized state, we can gradually help these individuals move from idealistic aspirations to self-acceptance. These students, with our guidance, may shift from working toward an impractical outcome and move toward appreciating the process and journey toward healing.



Again, our work as traditional instructors frequently includes assisting students in experiencing their true, authentic selves, helping them work with constructive trends toward development and fulfillment. During this procedure, students may have to work through their own self-criticism, and even shame. Both health psychology and traditional health professionals also assess the kind and degree to which students rely upon imaginary, unrealistic ways of perceiving themselves. The more a student identifies with exaggerated ego and pride, the more motivation there is to repress unconscious disturbance, thus staying put in an emotionally crippling, fantasy-constructed world. Attitudes and perceptions that comprise irrational or faulty beliefs are powerfully entrenched because they were formed a long time ago during early childhood and young adulthood. They develop under the duress of basic anxiety and are used strategically to cope with the dissonance.



Dr. Pete Fiasca is a licensed Psychology Doctor focusing on Health Psychology. Prior to his career as a health consultant, Dr. Pete earned master's degrees in Developmental Psychology and Psychological Counseling from Columbia University. His lifetime study of Pilates and psychology come together in a succession of remarkable workshops exploring the interrelationship between the two disciplines.