Tai-Chi movements give clues about physical problems via posturing during practice. Initially, the student begins to learn how to simply stand still and “listen” to the body in the Wu-Chi posture before the movement into the form begins. Posture and alignment are crucial to proper Tai-Chi practice as the spine acts as an axis to carry the body through the form. The neck is relaxed by imagining that the top of the head is being pulled “like a puppet string” as mentioned in the Tai-Chi classics. The buttocks are positioned as if sitting on a board or flat-swing in mid air. As the student learns to be patient with stillness, the breathing patterns become less shallow and the shoulders drop as a relaxation response. Emotions such as anger and anxiety decrease as body posturing associated with the emotions melt into the posture of the form.

The student then leans to walk one step at a time with mindfulness, rolling the foot from heel to toe, then walking backwards toe to heel, and finally sideways using the instep of the feet. The student then watches for any emotions or distracting thoughts arising during these exercises.

The body then begins to move into the actual Tai-chi “form” or series of connected, uninterrupted movements. All movements originate from the ”Tan-Tien” which is located 2-3 inches below the navel and functions much like the hub of a wheel as the limbs move like spokes through the air. Tan-Tien is considered the “energy center” of the form and all movements arise from this center. The student then imagines that the rest of the body is propelled into movement by the “steam” of the Tan-Tien as it “travels” through the muscles, joints and limbs.

The student once again practices patience as they wait for the body to respond to the energy emanating from the Tan-Tien before movement. In this way they are able to let go of control and simply wait and relax into the internal energy that propels the body. This can be quite challenging for students, as everything is “fast-food” and does not require much patience of waiting for results.

The limbs begin to feel buoyant and free of tension, almost like they are effortlessly being pulled through the space around them. The body becomes increasingly relaxed as it responds to these sensations thereby decreasing stress and tension in muscle groups. This relaxation response can be very helpful in pain management and anxiety disorders.

The concepts of yin and yang are incorporated into the movements as each step and movement must be complete before entering the next. For instance, there is an exercise called the ”decision walk” in which the student focuses with undivided attention on the weighted side of the body before transferring the weight to the opposite side of the body. They then compare this experience to the patience it takes to complete one decision until it is completed and sorted out. In this way impulsive decision-making habits are reduced.

The student is encouraged to go at their own pace, and to not push themselves to “do it right”. They will learn to enjoy the freedom of listening to the individuality of their own body and how it interprets the form. In groups it is encouraged not to compare yourself with others, but to focus on a personal pace. It is by no means sterile and impersonal in the way each individual group pace or ”aura” that is dissimilar to any other group.

Another specific physical aspect of Tai-Chi as Therapy is the use of space and recognizing the body’s place in space. In expanding and contracting the limbs away from and toward the body, a student begins to recognize in this moment, their place in the universe. They discover their “personal” expression of the yin and yang as they move. In group work this becomes even more apparent as one makes room for others in the space, finding a comfortable distance from group members. An experience of rhythm and timing with others emerges. There is a sense of “oneness” and “interconnectedness”, much like being a drop in a wave of the ocean as the student is carried by the collective, spontaneous, internally prompted, movement of the group.

The student begins to enjoy a sense of belonging and a positive image as they watch their individual form refine in the context of the group. The similarity of the parts creates a communal whole.

Self-esteem, body awareness, and social phobia are addressed in a way that only others can help us grow.

A student finds the freedom to rediscover who they are and where they belong in the whole of their particular world and experience.

This satisfies the inner longing in all of us for inner peace. When the students only compete with themselves, all outer problems begin to disappear. This is particularly effective in competitive, over driven, and aggressive personality types. The stress of constantly pushing one’s self in competitive comparison with other decreases. Perhaps for the first time these students are able to relax and enjoy being in a group setting.