TCC: Retreat Or Intensive?

Students and teachers have asked me, “What is the difference between a retreat and an intensive?” The short answer is that an intensive is longer and, not surprisingly, more intense. But that doesn’t begin to scratch the surface. My first experience of T’ai Chi Chih was during a 5-day spiritual retreat at Asilomar on the Central California Coast in 1984; so it’s natural for me to associate TCC with retreats. I’ve found many rewards from them; it’s an enjoyable way to support one’s practice with a group of like-minded people from all across the country, and to make new friends.

A TCC retreat, usually three or four days at a peaceful retreat facility, offers ways to deepen your experience and understanding of TCC while refining and becoming more comfortable with the movements, especially the “Taffies.” It’s open to anyone who knows or wants to learn TCC. If space is available, you can bring along an adult guest who doesn’t do TCC and will do their own thing while you are doing TCC.

A retreat provides a time of deep relaxation, away from the usual responsibilities and distractions of daily life. It offers time for self-care and re-charging your physical, mental and spiritual batteries. The schedule is leisurely, with a TCC workshop in the morning and another in the afternoon, with a couple hours of free time after lunch. In the evenings there are discussions and light-hearted activities.

A TCC intensive is 4-1/2 days; participants arrive the day before for an orientation meeting that evening. It is also generally held at a retreat facility except in Albuquerque, where it is held at the TCC Center and participants stay at a local hotel. The intensive is open to TCC teachers, teacher candidates and serious students who have practiced TCC regularly for at least a year.

The focus is on how to move well for the greatest flow of Chi, embodying the principles of flowing from the center with softness and continuity, while shifting the weight correctly, focusing in the soles of the feet, and being aware of circularity and polarity in the movements. A lot of individual feedback is given. Teachers learn to develop a discerning eye for what corrections students need, as well as knowing how to better prepare candidates for accreditation.

Teacher candidates receive an important part of accreditation preparation and leave knowing what they still need to work on. Ideally, they will have two to six months to incorporate those changes before attending an accreditation course.

If you are considering one or the other, plan to attend a retreat first. If you are drawn to or recommended to do an intensive, don’t let its name keep you from an amazing experience.