UNIT 2: The Breath In this unit we’ll look at the breath from many perspectives, including:

▶ Mechanics of breathing

▶ Language of teaching about breathing

▶ Ujjayi

▶ Bandhas

2.1 “GETTING TO KNOW YOU”

“Knowing a little bit of anatomy and using it

badly can actually be more dangerous than

just describing what you see in the room and

inviting people to have an experience.”

—Amy Matthews

2.2 BREATHING: AN INTRODUCTION

tapah svadhyaya ishvara pranidhana kriya yogaha— Yoga Sutras of Patanjali, ii.1

Breathing is both voluntary and involuntary, restricted by our physiology. Desikachar’s interpretation of this sutra goes right to the heart of our biological process of breathing.

Tapah: changing what is changeable (how we relate to things we have control over).

Svadhaya: self knowledge, awareness (learning to recognize the difference between what you can and cannot control).

Ishvara pranidhana: surrendering to natural forces over which you have no control (how we relate to the things that we have no control over).

KEY POINTSBe prepared to discuss in class.

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-1

UNIT 2: The Breath

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-2

UNIT 2: The Breath

2.3 CELLULAR BREATHING

Breathing: From Lungs to Cells and Back AgainAll of this movement is happening at the same time: our cells are breathing, taking in and letting go; oxygen and carbon dioxide are moving through the blood to and from our lungs and heart; and we’re inhaling and exhaling.

External Respiration: EXCHANGE OF GASES BETWEEN THE AIR AND THE OUT-SIDE ENVIRONMENT

WHEN WE INHALE: Air (a mixture of oxygen, carbon dioxide & other molecules) comes in through the nose (or mouth), travels down through the trachea and from there branches out to the right and left lungs, and through smaller and smaller bronchial tubes until it reaches the globes of the alveoli.

It is at the level of the alveoli that oxygen enters the bloodstream by crossing the thin membranes of the alveoli and surrounding capillaries, which are tiny blood vessels.

Internal Respiration: EXCHANGE OF GASES BETWEEN THE BLOOD AND TISSUES OF THE BODY

Once the oxygen is in the bloodstream it travels on red blood cells from the lungs back to the heart, and from the heart out into the body.

This oxygen rich blood travels through smaller and smaller arteries until it reaches tiny capillaries where the oxygen can cross the membrane and be picked up by nearby cells.

Cellular Respiration: PROCESS OF CELLS TAKING IN NUTRIENTS, CONVERTING THEM TO ENERGY, AND RELEASING UNNEEDED BYPRODUCTS

ON THE CELLULAR LEVEL: Cells take in oxygen for use in their metabolic activities, and they release carbon dioxide as a by-product of their metabolism.

Carbon dioxide released by cells travels back to the lungs almost the same way oxygen was delivered: diffusing across the membranes of capillaries to get into the bloodstream, being carried back to the heart via larger and larger veins and from the heart to the lungs, then crossing the membranes of capillaries and alveoli in the lungs…

…and leaving the body during an exhale, completing the process of external respiration.

2.5 THE MECHANICS OF BREATHING

In breathing, prana – air, the in-breath – moves downward. And apana – the out-breath – moves upward.

In digestion, prana – food and liquid – moves downward as does apana – the waste products of eating and drinking.

2.4 SOMATIZATION: CELLULAR RESPIRATIONBe prepared to discuss in class.

◻Briefly describe the path that air takes as it enters your body, and then briefly describe the path that oxygen molecules take as they enter your body. NOTE: you are encouraged to think about the difference between movement of air vs the process of oxygenating the cells. The beginning of both processes is the same...

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-3

UNIT 2: The Breath

Breathing is the shape-change of the abdominal and thoracic cavities.

Thoracic cavity

Abdominal cavity

KEY POINTSBe prepared to discuss in class.

◻Why does Leslie use a water balloon to represent the abdominal cavity?

◻Why does Leslie use an accordion to represent the thoracic cavity?

◻Consider the common cue to “expand the belly” during a belly breath. Though generally understood, why is this anatomically inaccurate?

“The movement of the breath can travel throughout your body, but the air only goes into and out of your lungs.” —Amy Matthews

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-4

UNIT 2: The Breath

All breathing is 3-dimensional, and all breathing is diaphragmatic.

“The real benefit that comes from the breathing exercise is not in the

*doing* of the exercise. It’s in the

*undoing* of the old pattern that

lets us learn a new pattern.”

— Leslie Kaminoff

“If we are breathing, our

diaphragm is moving.”

— Amy Matthews.

KEY POINTSBe prepared to discuss in class.

◻ If you don’t use the word “expand” to describe what happens to the belly when you breathe, what other language or images can you come up with that are more anatomically accurate?

◻How does Leslie’s “breathing bottle” model the dynamics of breathing?

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-5

UNIT 2: The Breath

KEY POINTS

Be prepared to discuss in class.

◻Describe how the diaphragm creates three-

dimensional shape-change in the thoracic

cavity on an inhale. (Use the jellyfish image if you’d like.)

◻What are some images you would use to

describe the shape of the diaphragm?

◻How would you describe its location, in relation to your internal organs?

◻What is a simple way to describe the action of the diaphragm?

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-6

UNIT 2: The Breath

2.6 LOOKING AT LANGUAGE: BREATH VS AIR

Teaching language

Breath a broad term that can refer to the movement of air into and out of the lungs, the movement of blood carrying oxygen to the cells, movement created by breathing, cells taking in and letting go, etc..

Air air goes into and out of the lungs; associated with external respiration.

2.7 GEEK OUT: S-L-A-R-A THE DIAPHRAGM FORMULA

Understanding the respiratory diaphragm

S-L-A-R-A:

▶ Shape

▶ Location

▶ Attachments

▶ Relations

▶ Action chest breath

SEE-SAW BREATH: EXPERIENTIAL NOTESHow was your experience of “see-sawing” between belly breaths and chest breaths? Did you discover any preferences or patterns? Did you find new possibilities of shape-change by varying the patterns in your accessory muscles?

When answering the questions below, you may answer in words or draw/shade/label your experiences on these diagrams.

BELLY BREATH Where in your body did you have to engage and/or release when you shifted your attention to moving your breath to your abdominal region?

CHEST BREATH Where in your body did you have to engage and/or release when you shifted your attention to moving your breath to your thoracic region?

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-7

UNIT 2: The Breath

2.8 ACCESSORY BREATHING MUSCLES

Accessory breathing muscles are any muscle, other than the diaphragm, that contributes to the shape change of the abdominal and thoracic regions.

Though many anatomy texts categorize accessory muscles as either muscles of inhalation or exhalation, we believe that it is misleading to divide muscles into inhaling or exhaling groups. At all times and in all positions, there are muscles from both groups that are active.

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-8

UNIT 2: The Breath

2.9 “DIAPHRAGMATIC BREATHING”: DISCUSSION AND EXPLORATION

Thoughts on Breath

▶ There is no one right way to breathe.

▶ We can’t predict what someone’s experience will be based only on their physical movement. It is never just which part of the body is moving that creates a psychological or emotional state.

▶ Our previous experience can have a huge effect on what we consider comfortable or familiar.

▶ There’s no automatic correlation between belly breath and ease, or between chest breath and anxiety.

▶ We cannot use babies as a model of what works for us as adults.

2.10 HOW DO YOU USE YOUR UJJAYI

Any action that produces a narrowing of the airway – valving – can be considered ujjayi.

“The point of exploring breath,

and the point of exploring different

breathing techniques is not to find one that we can master, but to see

how many different ones we can do.

How adaptable can we be?”

—Amy Matthews

KEY POINTSBe prepared to discuss in class.

◻Reflect on your own breath patterns: What is familiar, unfamiliar, comfortable & uncomfortable in your breathing?

◻Briefly explain why babies are not good breathing role models for adults?

KEY POINTSBe prepared to discuss in class.

◻Where do you think ujjayi happens?

◻What purpose do you think ujjayi serves?

◻Did you come into this class with ideas or opinions about belly breathing and chest breathing? Have your ideas shifted?

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-9

UNIT 2: The Breath

2.11 UJJAYI FOR STABILITY

Ujjayi may be used as stabilizing breath support for movement. And, ujjayi may be used by the practitioner or called for by a teacher for reasons other than stability.

“Yoga is a controlled stress experiment.”

—Leslie Kaminoff

2.12 BANDHAS

More than a set of muscles

▶ The act of integrating breath and movement gives rise to the bandhas. Ujjayi is one way of integrating breath and movement.

▶ Bandhas help us manage the flow of movement through diaphragms and layers of our body, and in this way, they support the integration of our vertical axis.

▶ A lock, or seal, in any of the diaphragms (ex: thoracic diaphragm, pelvic floor, soft palate, vocal cords, etc) could be called a bandha.

2.13 PRANA-AYAMA

The traditional definition – breath control – comes from dividing the word into prana and yama. Prof. T. Krishnamacharya, a master grammarian, broke it down as prana and ayama, implying a broader definition: breath un-obstruction, consistent with the reality of the voluntary and involuntary aspects of our breath.

prana life force, breath

yama restrain, control

ayama lengthen, extend, stretch

“Nature, in order to be commanded, must be obeyed.” —Sir Francis Bacon

Anatomy in ActionNOTE: There are no right or wrong answers to the questions below.

As teachers and yoga practitioners, we believe it’s very valuable to be able to ask these questions in any context, and our breathing habits are no exception.

This is how Amy likes to ask it:

▶ “Do you know what you are doing?

▶ Do you know why you are doing what you are doing?

▶ Are you doing what you want to be doing?

▶ Can you make another choice?” In short, can you identify your current habits and then choose if you want to continue them, or make a change?

KEY POINTSBe prepared to discuss in class.

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-10

UNIT 2: The Breath

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-11

UNIT 2: The Breath

UJJAYI

◻How do you use ujjayi in your current practice? If you don’t currently use ujjayi, how might it fit in to your practice? Do you find that this breath pattern emerges when you need it and fades away when you don’t? How often are you conscious of “turning it on” and “turning it off”?

◻How do you talk about ujjayi in your style or school? How does it get cued to students, if at all?

◻How has this unit supported or challenged your previous ideas about ujjayi?

BANDHAS

◻Think about how you use bandhas right now in your practice. Do you feel like they emerge when you need them and fall away when you don’t, or are you conscious of trying to “engage” them?

◻How do you talk about bandhas in your style or school? How do they get cued to students, if at all?

BREATH AND YOGA

◻How has this unit supported or challenged your previous thoughts about breath & breathing in yoga?

◻What are some ways you could play with these ideas in your practice to try to embody them?

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-12

UNIT 2: The Breath

UNIT 2: Terms & Definitions

abdominal cavity the area below the diaphragm containing the digestive organs; the back of this cavity is bounded by the spine and the top is within the lower ribcage.

accessory breathing muscles any muscles other than the diaphragm that can participate in shape-change of the abdominal and thoracic cavities

alveoli deepest part of lungs, at the ends of all the branches; where oxygen and carbon dioxide are exchanged between the air and blood; surrounded by capillaries

ayama to lengthen or extend, remove restraints (lit. “stretching, extending”)

bandha support, seal a diaphragm of the body (lit. “bind, fasten, restrain”)

capillaries tiniest blood vessels in the body; small enough to allow oxygen and carbon dioxide to pass through thin membranes

cellular respiration cells taking in oxygen across their membranes and releasing carbon dioxide back out

diaphragm the primary muscle responsible for the shape-change of breathing

external respiration inhale and exhale; air into and out of the lungs; exchange of gases between the air and alveoli in the lungs

internal respiration exchange of gases between blood and tissues in the body; the movement of oxygen and carbon dioxide through the blood to and from cells; includes cellular respiration

ishvara aspects of nature we cannot change (lit. - “master, lord, supreme soul”)

prana life force (lit. pra “first, before” + ana “breath”)

pranayama breath control, or breath extension, un-obstruction

© The Breathe Trust and Embodied Asana LLC | Unless Otherwise Noted Illustrations by Sharon Ellis or Lydia Mann Unit 2-13

UNIT 2: The Breath

S-L-A-R-A characteristics of the diaphragm:

S = shape double dome shape convex cranially (concave caudally)

L = location the top is behind the nipples within the ribcage and the bottom extends to the lumbar spine behind the navel

A = attachments lower attachments are to lower margins of the ribcage and front of lumbar spine, upper attachments are to central tendon

R = relations heart and lungs are attached (via connective tissue) to the superior surface; the abdominal organs are attached (via connective tissue) to the inferior surface

A = action the action of the diaphragm is to increase the volume of the thoracic cavity three-dimensionally by approximating its upper and lower attachments.

svadhayaya study of oneself, introspection (lit. – sva “self” + adhyaya “reading”)

tapah changing what is changeable, working against habits (lit.“heat”)

thoracic cavity the area surrounded by the ribcage above the diaphragm; contains the heart and lungs; the back of this cavity is the spine

ujjayi breathing technique that produces sound, involving a narrowing of the airway (lit. udana “upward breath” + jaya “victorious, conquering”)

yama to restrain or control (lit. suppress, restrain)How do you talk about ujjayi in your style or school? How does it get cued to students, if at all?

Suggested Reading in Yoga Anatomy

▶ Chapter 1, pp. 4 – 21

ADDITIONAL RESOURCES http://fundamentals.yogaanatomy.net/glossary/

▶ Video Glossary – Diaphragm Attachments