Web Extra: Pranayama

In this Web Extra to the January 2016 Inner IDEA column, “Peace, Love, Yoga,” author Linda Webster offers guidelines on five basic breath practices.

Basic Breath Awareness (suitable for all students)

• Ask students to just “notice” or “observe” the breath as it is.
• Suggest paying attention to the length of the inhalation and of the exhalation.
• Suggest paying attention to physical sensations: Where does the breath touch? Where does it linger? Is there sound to the breath?
• Suggest beginning to use only the nostrils for both breath phases, if comfortable.
• See if students can begin to lengthen the breath—taking more air in, and gently controlling the exhalation.

Diaphragmatic Breath (3-Part Breath) (suitable for most; women late in pregnancy and students with breathing disorders should exercise caution)

• Inhale all the way to the pelvic floor, expanding the diaphragm (low belly), then the ribs (all directions) and then the chest.
• Exhale from the pelvic floor, engaging mula bandha (pelvic-floor contraction) and uddiyana bandha (low belly to spine) to press breath out of the diaphragm first, then the ribs and then the chest.
• Note that the sequencing of both breath phases is “bottom to top.”
• Cue the inhalation as expanding/lifting.
• Cue the exhalation as contracting/supporting.

Ujjayi Breath (Breath of a Soft Whisper) (suitable for most—if uncomfortable do not practice)

• Guide students to inhale, then open their mouth on the exhalation as if they were trying to fog up a mirror
  (you can have them place their hands in front of their mouth to feel the “fogging”).
• After several breaths, ask them to close their mouth on the exhalation and try to simulate the same “fogging.”
• Next instruct them to try to create the same noise and sensation on the inhalation and exhalation; the sound provides another element of focus.
• Sugggest they can try using this breath during asana practice as well.

Counting Breath 1 (suitable for all)

• Encourage students to put a count to their inhalation and their exhalation.
• Ask if they can even the breath out until both breath phases have an equal count.
• Let each student create his or her own count.
• Ask students to notice (just “observe”) if they need to adjust one breath phase or both.

Counting Breath 2 (suitable for all)

• After students have tuned into the breath, suggest they think about their energy level.
• If they feel they need to find more energy, have them try to lengthen their inhalation until it is 2–4 counts longer than their exhalation (emphasis: energizing).
• If they feel they need to find more calm, have them try to lengthen their exhalation until it is 2–4 counts longer than their inhalation (emphasis: calming).

Note: With all pranayama practices, those who have high or low blood pressure, have breathing disorders or are pregnant should proceed with caution.