What Are the 5 Directions in the Alexander Technique? A Simple Guide for Beginners
Many people ask me that question about what the 5 directions of the Alexander Technique are. And how can they be useful in real life. Mostly, people who have never heard about the work will associate the Alexander technique with the 5 directions.
I decided that it could be interesting to write about it and give my opinion as an Alexander Technique Teacher of what are the 5 directions and how useful they can be when learning the Technique.
Why learning the 5 directions and what use can they have in our lives?
Learning the 5 directions of the Alexander Technique offers a practical way to improve posture, movement efficiency, and overall body awareness. These directions are mental cues used to gently guide the body into a more coordinated and balanced state without force or tension.
The directions aren’t physical commands but intentions—gentle, ongoing thoughts that allow the body to reorganize naturally.
And what are those directions?
In classical Alexander, the 5 directions can be comprised in a sentence. “Allow your neck to be free, so that the head can go forward and up, and the back can length and widen”. So, as mentioned above, those directions are intentions and gentle ongoing thoughts. And that is where I would like to pause and talk about my experience as an Alexander Teacher.
Misunderstandings of using the Alexander principle of “directions”?
Talking about the 5 directions of the Alexander Technique can be confusing and lead to doing rather than non-doing because the very act of focusing on or “applying” them can easily become a goal-oriented or mechanical process, which is the opposite of what the Technique promotes—conscious inhibition and easeful coordination.
Phrases like “Let the neck be free”, “to let the head go forward and up”, etc., may sound like instructions to actively do something with the body, rather than to inhibit interfering habits. This can prompt people to try and “make” the directions happen physically. I experienced that multiples time with people that came for Alexander sessions. The urge to cling into the “directions” as a command for life.
Also, the word direction can be misleading—it doesn’t mean moving in a direction, but rather thinking in a direction, inviting a quality of lengthening, widening, or releasing. Many people mistake this for something they must produce with effort.
When people try to do the directions perfectly, they often become more focused on results than on process. This undermines the awareness and inhibition that form the basis of the Technique. The 5 directions are meant to be light, mental reminders, not detailed instructions. Overanalysing or repeating them rigidly can interrupt natural coordination.
The value of “directions”.
In essence, the 5 directions are valuable when thought with clarity and ease, not when they become tasks. The Alexander Technique is about promoting during a session organic releasing interference, not adding effortful correction.
In my opinion, other Alexander Technique principles are more important than directions, such as inhibition, primary control, and awareness.
Other major Alexander Technique principles
Inhibition (the conscious choice to stop habitual, harmful patterns) creates the space where directions can even be applied effectively. Without inhibiting old habits, directions might just be ignored or misapplied.
Primary control (the dynamic relationship between head, neck, and spine) is the foundational coordination pattern in your body. If that isn’t functioning well, simply giving directions won’t bring lasting change.
Awareness and sensory feedback are crucial to know how your body actually responds. Without awareness, directions become abstract concepts rather than practical changes.
Final Thoughts.
So, directions, in my opinion, can be an important part of a session, if they are experienced in a context, but not per se. Without the fundamental principles that prepare and support your body and mind, directions alone may not work well. It’s like having instructions but no clear connection or readiness to follow them.