How does learning happen? Why do people learn differently? How can we use neuroscience and psychology to tailor our teaching to students' individual needs and tend to group dynamics?
Overwhelm, fear, distraction, hesitation, perfectionism, forgetting, and inconsistent skill acquisition are not mysteries but predictable nervous system and cognitive patterns. When aerial teachers understand those patterns, they can transform student outcomes.
This research-backed program draws from concepts in neuroscience and psychology as applied to teaching and learning aerial arts. We'll look at how the brain, body, and nervous system are involved in learning. We'll consider the neuroscience and psychology of learning, attention habits, proprioception, the nervous system, body maps, social dynamics, adaptive teaching, and more.
M O D U L E S
HOW LEARNING WORKS
1. The Brain & Body in Skill Acquisition - motor learning, body maps & schemas, attention style, memory encoding, somatic experiencing.
HOW TRAITS AND STATES AFFECT LEARNING
2. The Nervous System in Aerial Learning - amygdala & prefrontal cortex, stress & reward hormones, sensory gating, proprioception, nociception (pain), mirror neurons, arousal curves, window of tolerance, cognitive load
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PERSONAL EXPERIENCE IN TEACHING & LEARNING
3. Psychology of Teaching & Learning Aerial Arts - self-perception, student-teacher relationship, emotional interpretation of feedback, personal narrative, context, meaning construction, identity, motivation, perfectionism, imposter syndrome
IN PRACTICE
4: Pedagogy & Group Dynamics - tailored teaching strategies, cueing strategies (and not cueing), progressions, regressions, scaffolding, safety communication, leadership, coregulation, culture, community​
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Translating Science to the Aerial Classroom
I’m an aerial educator with a background in education, science writing, and anthropology, applying research from neuroscience, psychology, and learning theories to aerial instruction. I am not a neuroscientist, and this class is not presented as clinical neuroscience or psychology.
This class is research-informed, cross-referenced, and grounded in established science, but distilled specifically for movement educators. I synthesize the most relevant, applicable pieces of the research and present them in a way that’s easy to understand and immediately usable in your teaching.
Disclaimer & Transparency
This course is not clinical neuroscience, psychology, or medical training. It does not diagnose, treat, or certify anyone to assess neurological or psychological conditions. It is not a substitute for formal academic coursework in neuroscience or psychology. This course is an applied educational program created by an experienced aerial educator. It draws from established research in neuroscience, psychology, and learning science and translates those concepts into accessible, practical insights for aerial instructors. All material is research-informed, cross-referenced, and presented with transparency and appropriate limitations.The focus of this course is on teaching practice: understanding how learning, attention, memory, stress, perception, and motivation influence the student experience in aerial arts — and how instructors can apply that information ethically and effectively in a movement-based environment. I do not claim clinical authority or neuroscientific credentials. I am committed to accuracy, ongoing learning, and updating the material as research evolves.