| When a student, with arthritis, joins your class, make | | | | bending, will help those with arthritis in the hands and |
| sure you ask them if their doctor has put any specific | | | | arms. Ankle bending and rotation increase circulation |
| limitations on their movement. You want to make sure | | | | and flexibility in the lower legs. These very basic |
| that you can provide the proper modifications to | | | | movements, along with full body poses, such as the |
| poses, if necessary. Yoga should be a safe and | | | | corpse pose, are a good place to begin. |
| healthy exercise for your arthritic students. It is the | | | | Care should be taken in the number of repetitions and |
| responsibility of students to communicate with their | | | | the length of time a position is held for students with |
| instructors, but make sure you stay observant to their | | | | arthritis. Poses recommended for osteoarthritis include |
| difficulties. | | | | Trikoasana (triangle pose), Urdvha Mukha Svanasana |
| Make sure that you encourage students with arthritis | | | | (upward facing dog), and Adho Mukha Svanasana |
| to begin with what is comfortable. Some students may | | | | (downward facing dog). Also recommended are one |
| have limited flexibility or may not be able to kneel. | | | | and two-legged forward bends, Navasana (the boat), |
| Remind them that overcoming difficulties, while | | | | twists, and resting in Savasana (corpse pose). |
| accepting your capabilities, is an essential part of yoga. | | | | Rheumatoid arthritis differs from osteoarthritis in its |
| Yoga is not about competition; this should be a core | | | | manifestation and can require different poses. |
| value already present in your instruction. | | | | Encourage students with Rheumatoid arthritis to focus |
| Single leg raises, shoulder stretches, and neck | | | | on breathing pranayama and smoother, wavelike, |
| exercises, are a good start to get the student ready | | | | movement. |
| for more challenging poses. Hand clenching, and wrist | | | | |