Louise Rothols

Louise Rothols, M.A.F.G. Certified Feldenkrais Practitioner

Who Am I?

My first experience of the Feldenkrais Method was in 2001.  I was working in the UK and training to become a Kinesiologist.

I attended a one-day Feldenkrais workshop in London and had a vague idea about what the workshop was about.  The day began with doing familiar movements, like rolling and progressed to movements that were novel, if somewhat bizarre, in my way of experience.  My rational mind could not explain how this way of moving on the floor could bring such vitality, exhilaration and the feeling of transformation. My curiosity was  piqued. This workshop experience marked a major turning point in my life. It changed the way I wanted to work.

I began attending 'Awareness through Movement' classes in East London and soon decided that I wanted to learn and share this work with others.  I started training in the Feldenkrais Method in 2002.

During the next three years I enjoyed every moment of my time in Biel/Neuchatel, Switzerland. I graduated in August 2005.

Back in Australia I set up a private practice in Melbourne's inner-eastern suburbs for adults and children.
In 2007 I was introduced to the Anat Baniel Method. The following year I visited Anat Baniel's Clinic in San Francisco where I was able to observe her work and her colleague's work assisting children to explore their learning potential through movement. I was impressed with the scope of change that could be provided for children with  learning challenges.

I completed Anat Baniel's Child Mastery Program in 2010.

I currently work with infants to adults of all ages with a wide range of learning challenges or physical discomfort. Together we seek ways to open a learning path towards a clearer sense of self and to improve the relationship of the physical to how one feels about one's self.  Experiential movement is the basis for cognitive and physical change.


I work with movement development.

Cerebral Palsy, Brachial Plexus Injury, Dyspraxia, Klippel Feil Syndrome, Acquired Brain Injury, Down Syndrome, Genetic Abnormalities and many other syndromes. It is not necessary to have a diagnosis. You may just notice that your child is needing help in certain areas and getting frustrated by not being able to work something out.
When I start working with a child I am less interested in the diagnosis/pathology than I am with where that child is in terms of their development and how I can create a successful learning situation that follows the child's interests or picks up where the gaps are in the child's self-learning and awareness. The work is play-based and aims to evoke deep neurological connections in the brain to encourage maturation of the nervous system.

My role is to create ways to make this happen.

How can the work provide the most effective learning environment for your child?

I recommend that initially you work intensively. Your child might visit once a day a few times in the first week or come once a week for e.g. three weeks. Following this initial intensive cluster of lessons, we can then discuss the way forward.
Parents say that working in this way helps their child to be more confident and more curious about the world around them. Working over consecutive days or weeks allows us to build on relevant themes individual to the needs that present on the day of the session.


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