Guidelines For Teaching TCC To Seniors

(Originally Published November 2009)

By Pam Towne, Oceanside, California

As in teaching T’ai Chi Chih movements to any population, our primary guide for instructing the senior population is, of course, our own TCC practice. Regular and sincere practice will certainly enhance our awareness of how to provide for the particular needs of seniors.

One of their most important needs is for social interaction. Allowing a bit of time for this before or after class may not only help to fill this need, but also serve as a motivation for them to participate in our TCC class.

Other needs may include more pronounced physical challenges than might be found in younger populations. These may include hearing loss, instability in balance, joint and muscle discomfort, stamina and other difficulties related to habit, disease or injury. One of the main distinctions is that in seniors, these challenges are more long standing, so that physical traits and movement or posture habits are likely to be more ingrained.

Relying on the guidance, insight and intuition from our personal practice, it should be relatively easy to anticipate special considerations in adapting to these possible challenges. For instance, we may need to speak in a deeper voice, more clearly and distinctly than usual.

It may also prove important to point out the benefits of proper footwear, focusing the eyes ahead and taking a shorter stance to improve balance while moving. These suggestions can help our senior students to move with greater ease.

It is useful to have chairs available and encourage everyone to do the movements seated, or to rest a hand on the back of the chair for support as needed, due to stamina, balance or other physical limitations.

It will be clear that being attentive to feedback from senior students in regard to all these points may prove insightful, and help much in gaining understanding of their particular needs. Additional special physical needs of senior students, such as stiffness, muscle weakness, poor eyesight and limited body awareness, may be readily anticipated and/or discovered with experience.

In addition, it may be advisable to become familiar with the emergency procedures of the facilities where we teach, as they are more likely to be needed with seniors.

To sum up, regular and sincere personal practice (including practicing seated TCC), respect and regard for particular needs of our senior population, connecting with other teachers who may have more experience with this population, and relying on inner wisdom and teh will be most helpful in teaching TCC movements to our senior students. The rewards, as always, far outweigh the efforts of preparation, and the privilege is self-evident.