Born to Walk

11/07/2026

Excited to be recording a new presentation for Polestar Pilates on how to understand anatomy!!

29/06/2026

My focus for the last 10 years has been on improving the understanding rather than the rote learning of anatomy. I believe we should learn how to describe the reality of full-body movement before we try to learn any details about attachments and so-called 'actions'.

There is much more to come in terms of education possibilities, but this webinar is a fantastic way to dip your toes in the water - especially if you want to be able to describe any movement and how it travels through the body.

In this workshop, James Earls, author of Born to Move will introduce a clearer way to organize the language of anatomy so movement professionals can better understand how the body functions as an integrated system.

15/06/2026

I recently came across a social media post defending the use of a trademarked model of anatomy.
The argument was familiar: all models are imperfect, but they don't have to be perfect, they just have to be useful.

And in one sense, perhaps that's true.
Every model is wrong.

The problem is that some models are more wrong than others, and some limitations matter more than others.
As educators, clinicians, and therapists, our responsibility is not simply to give students a model that is easy to remember. Our responsibility is to help them understand reality as accurately as possible, while equipping them with the tools to adapt when new evidence emerges.

A model can be useful.
A model can organise information.
A model can create a shared language within a community.

But what happens when the model becomes more important than the reality it is supposed to describe?

What happens when learners are encouraged to fit what they see into the model, rather than allowing their observations to challenge the model?
What happens when the language of the model replaces the language of anatomy?
This is where the ethical question begins.

Education should expand a student's ability to think, not narrow it.
It should increase curiosity, not reduce it.
It should encourage exploration, not allegiance.

When we know a model oversimplifies the complexity of the human body, ignores contradictory evidence, or encourages "parts thinking" where systems thinking is needed, we have a responsibility to be honest about those limitations.
The goal of anatomy education should never be to create followers of a model.
The goal should be to create practitioners who can think critically, observe carefully, and adapt their understanding as knowledge evolves.

Models are tools.
They are not truths.

And the moment we forget that distinction, we stop teaching anatomy and start teaching belief systems.

04/06/2026

13/07/2025

18/03/2025

Interested in the jaw, head and neck?
Come and celebrate 25 yers of the excellent and highly regarded Blend approach to TMJ work.

Just follow the instructions below to get the best price.

The priority waitlist tickets are now available to purchase for this event! If you signed up to the waitlist you should have received an email this morning with the link to purchase your ticket with £25 off!
If you didn’t receive an email send a quick message to [email protected] today and we will send you the link.
Tickets go on general sale tomorrow at 8am and are limited so take advantage of the waitlist price today

22/12/2024

I’m looking forward to sharing new techniques and strategies for full body movement with soft tissue work.

Come and join us on 1 & 2 February in Exeter.

02/09/2024

Our understanding of the human body, anatomy, and movement has developed in such a way as to strongly emphasise the separation into parts. This reductionist approach has given us a huge amount.

However, as physicist David Bohm realised, the notion of a separate parts to an organism is an abstraction. Separation is an idea, a concept, and that underlying all our division/anatomising is an unbroken wholeness.

We realise then that living systems cannot be understood by analysis, that the properties of the parts are not intrinsic properties, but can be understood only within the context of the larger whole. Improving a lunge may improve gait but is unlikely to improve your deadlift.

Systems thinking is contextual.

Movement is contextual.

Our context is movement.