我以前也很容易被“正确位置”吸引。它听起来清楚、安全，也很容易教：骨盆放这里，肋骨放那里，肩膀不要这样，膝盖要对准那里。
这些提示当然可以有用。某些任务确实需要更明确的组织方式，尤其当目标、负荷或器械都很具体的时候。但慢慢教得越多，我越发现，一个动作看起来“对”，并不代表这个人真的理解了自己正在做什么。
位置不是答案，它只是某一刻的结果
身体不是静止的结构。站立、走路、跑步、推、拉、旋转，甚至只是呼吸，都会让身体不断重新组织。
所以我更愿意把“位置”看成某个任务里暂时出现的结果，而不是一个需要长期维持的标准答案。
如果一个人只能在一种方式里感觉自己是“对的”，那通常还谈不上真正拥有选择。
我更关心的是：你能不能察觉变化
练习里，我常常先观察一个人原本怎么做，而不是马上纠正。因为原来的方式本身就包含信息：哪里习惯先动，哪里容易固定，哪里在用力，哪里没有参与。
然后我们可能换一个提示、一个支撑点、一个速度，或者只是把注意力放到别的地方。重点不是让动作瞬间“变漂亮”，而是看看身体会不会出现新的反应。
如果你能感受到差别，能在不同方法之间比较，并知道什么时候哪一种更合适，练习才开始真正变成你自己的东西。
选择不是“随便怎么动都可以”
我说的选择，并不是没有标准，也不是所有动作方式都一样好。
负荷、疼痛、目标、速度、疲劳、运动项目，都会改变什么是合适的选择。有时候我们需要稳定，有时候需要更多活动；有时候要减少自由度，有时候恰恰需要把自由度重新找回来。
所以好的练习不是取消判断，而是让判断越来越具体。
Observe → Guide → Build
这也是为什么我现在越来越喜欢用三个词概括自己的教学：观察、引导、建立。
Observe：先看见身体现在正在怎么做。
Guide：给它一个不同的线索、环境或任务，看看有没有新的可能。
Build：把有效的变化留下来，让它进入更复杂的动作，也进入日常生活。
我不太希望一个人离开课堂后，只记得“我骨盆应该摆在哪里”。我更希望他能多一点判断：今天的身体是什么状态？现在这个任务需要什么？我还有没有别的做法？
练习最后应该留下什么
对我来说，练习最有意思的地方，从来不是把身体做成某个样子。
而是它让你越来越能看见自己，理解自己，然后在需要的时候做出不同的选择。
这是我目前的教学理解，而不是一条适用于所有人的固定规则。不同目标、身体状况与运动任务，都会改变练习里的判断。
I used to be drawn to the idea of the “correct position” too. It sounds clear, safe and teachable: put the pelvis here, keep the ribs there, do not let the shoulders do this, line the knees up like that.
Those cues can absolutely be useful. Some tasks do benefit from more specific organisation, especially when the goal, load or apparatus is clear. But the more I teach, the more I notice that a movement can look “right” without the person actually understanding what they are doing.
A position is not the answer. It is a result.
The body is not a static structure. Standing, walking, running, pushing, pulling, rotating and even breathing keep changing how we organise ourselves.
So I prefer to think of position as something that emerges in a task, rather than a shape that must be held as a permanent standard.
If someone only feels “right” in one strategy, they may not yet have many choices.
I care more about whether you can notice change
In practice, I often begin by watching what someone already does instead of correcting immediately. Their current strategy contains information: what moves first, what stays fixed, where effort gathers and what seems absent.
Then we might change a cue, a point of support, the speed, or simply where attention goes. The aim is not to make the movement look better instantly. It is to see whether another response becomes available.
When you can feel the difference, compare strategies and recognise when one may suit the task better, practice starts to become your own.
Choice does not mean “anything goes”
By choice, I do not mean that there are no standards or that every way of moving is equally useful.
Load, pain, goals, speed, fatigue and sport all change what may be appropriate. Sometimes we need more stability; sometimes more movement. Sometimes reducing options helps. Sometimes the work is to find options again.
Good practice does not remove judgement. It makes judgement more specific.
Observe → Guide → Build
This is why I increasingly come back to three words in my teaching.
Observe: notice what the body is already doing.
Guide: offer a different cue, environment or task and see what becomes possible.
Build: keep what is useful and let it travel into more complex movement and daily life.
I do not want someone to leave class remembering only where their pelvis is “supposed” to be. I would rather they leave with more judgement: What is my body like today? What does this task need? Do I have another option?
What should practice leave behind?
For me, the most interesting thing about practice is not making the body look a certain way.
It is becoming better at seeing yourself, understanding yourself and choosing differently when the situation asks for it.
This is my current teaching perspective, not a universal rule. Different goals, bodies and movement tasks change what good judgement looks like.