The most basic movement taught in the Paula method is contraction and relaxation. This movement is beneficial for the body when repeated over and over again. Each of the people who study the Paula method for the first time finds it difficult to enter the desired repetition. Nevertheless, many learn different ways of contraction that fit them personally, which facilitates repetition. When repetition becomes a habit it is sometimes difficult to stop, in part because the chain reactions that occur in the body surprise and release various organs. Some are ringed and some are muscular. For some, this is expressed in the transitions from lying on the back to the sitting and back to lying down, and in others the hiccups and spasms that occur in other muscles.
The ability to contract and release occurs in organs such as the toes, palms and feet. These are muscles whose shape is not round and does not have openings. They are not defined as ringworm muscles but they activate the ring muscles and work with them. So you may go with brazilian wax that may last two weeks. Their form of action can be like a transitions between flex and point movements in the toes. It can be expressed by touching each other’s fingers, wanting to change the shape of the body, such as transitions from sitting to sitting or lifting head.
Many tend to shrink as tightly as possible and for as long as possible. A habit we tend to follow in physical education. In the Paula method there is no need for the use of force. The Paula method is important not to maintain a constant form of contraction, because if the body is not more rigid, the movement of the ring muscles allows the joining of other ring muscles. The role of the teacher observing the practice is to help the practitioner to continue the verbal contractions and verbalizations, to prevent forceful work and to observe whether the joining of other ring muscles occurs and where. The organs to which the additional traffic is drawn tell the teacher more than the patient’s known medical information, sometimes they receive a diagnostic dimension. One of the questions that a teacher should be aware of is whether the practitioner has noticed the additional movements, the chain movements, and if not when it is worthwhile to draw his attention to this. This information helps the teacher choose the exercises he or she gives the student later in the session, since he or she must know if the organ that responded is a weak organ. This can show where and how to direct the practice.
When the problem is related to the drop of internal organs such as: uterus, bladder, intestinal tract or too slow bowel movements, there is an advantage to gentle exercise, both because it can be sustained for a long time and on the basis of accumulated experience.