“The breath should be slow, smooth and powerful.
It should be held for 1”-2” after the inhale to prevent contraction.
Retention is also the extension of the hold after the exhale
and it is carried out to retain the state of contraction.
It is necessary to complete an exhale otherwise the inhale will get shorter.
Contraction of the stomach after the exhale will make it more effective.”
– TKV Desikachar England 1992
“Using the breath in Āsana
makes the Āsana adaptable.
For example, by varying the
breath we can vary the effect.”
– TKV Desikachar England 1992
“The breath presents different possibilities in Āsana.
For example, there can be a refinement of the
posture through developing the breath.”
– TKV Desikachar England 1992
“The breath involves the spine,
and it brings out changes in
the most vital part of the body.”
– TKV Desikachar England 1992
“There are simple postures for Prāṇāyāma and Dhyāna,
so that we can relax in the body and not be distracted by it.
There are challenging postures,
to enable us to master our bodies and for young people who
will be engaged by the performance aspect of the posture.
There are also corrective postures.”
– TKV Desikachar England 1992
“Exhalation is the most important part of the breath,
it encourages the inhalation.
By increasing the exhalation we bring attention to the lower abdomen.”
– From study notes with TKV Desikachar England 1992
“The breath makes Āsana part of Yoga.”
– From study notes with TKV Desikachar England 1992
“The focus should be on
the contraction of the abdomen or
the expansion of the chest during Āsana.”
– From study notes with TKV Desikachar England 1992
“There are two categories of practice, the Śikṣaṇa Krama way, according to the rules,
or the Cikitsā Krama way, the application or adaptation of a posture
to suit a particular person or a particular situation.
Where postures need to be adapted to suit particular bodies and their limitations.
The authority for the postures comes from the teacher,
although some rules are indicated in the texts.”
– From study notes with TKV Desikachar England 1992
“The action of a posture may be delayed
because the student has tried to force the body into a posture.
Never measure something by its immediate effects.”
– From study notes with TKV Desikachar England 1992
“Students need to be aware of which parts of the body to bring attention to,
without the teachers hands to remind them;
so by reminding them in another posture,
they will be aware of which part to move.”
– From study notes with TKV Desikachar England 1992
“Any posture far removed from the normal posture is a problem
and therefore risky if there is any problem with the body.”
– From study notes with TKV Desikachar England 1992
“The hands should be upwards for counting and breathing,
with elbows slightly bent to keep the shoulders relaxed.”
– From study notes with TKV Desikachar England 1992
“It is possible to be aware of the state of the mind
by observing the body during an Āsana practice.”
– From study notes with TKV Desikachar England 1992
“Breathing should be done to have maximum effect on the spine;
so start the inhale at the top of the lungs down,
with contracted abdomen to hold spine erect, offering from top to bottom.
Inhale from top to bottom makes sure that the spine is erect.
It was believed that breathing from the bottom to the top
would send the internal organs further down, which wasn’t considered healthy,
whereas breathing from the top to the bottom lifted the organs.
It also helps to work on the upper portion of the spine, which is a very sluggish area,
this type of breathing helps to create movement.”
– From study notes with TKV Desikachar England 1992
“The breath becomes very short using Bandha.
It is necessary to have a very long exhale
before it is possible to work with them effectively.”
– From study notes with TKV Desikachar England 1992
“We need to hold knowledge back to see something fresh.”
– From study notes with TKV Desikachar England 1992
“In the student-teacher relationship, is the ball in the teachers court?
The student must also take responsibility for his or her learning, as an adult.”
– From study notes with TKV Desikachar England 1992
