Back to wall 'head-in' HS line and 'heel-pull' drill
Handstand supported-balance
•
51s
THE WHAT & HOW:
With regards to form, the 'head-in' position is essentially one in which the head is "tucked" in MAXIMALLY between the shoulders (chin-to-chest) and line of sight is changes from being fixed on the floor, to being fixed on the FEET. In the first instance, this change of head position challenges the vestibular system to adjust to an apparent change in orientation, although the fundamental structure of your straight-line handstand is ALMOST the same.
LEARN MORE (subscriber-only):
https://drive.google.com/file/d/1rvnPTonBp9ZQG5VS3H-ypZOI8YeVUAKh/view?usp=drive_link
___________________________
For programming, guidance, & support for your physical practice:
FREE fundamental prehabilitation program: https://www.movemoremp.com
Online Support (1 to 1 coaching): https://movemoremp.com/onlinesupport
Elements (standardised programs): https://www.movemoremp.com/elements-store
[email protected]
Up Next in Handstand supported-balance
-
Wall-facing handstand 'Toe-pull'
THE WHAT:
The wall-facing handstand 'toe-pull' is a staple in refining the point of balance in the straight-line handstand, one which is never really maintained for more than a few seconds, but rather FOUGHT for (a constant act of balancing & RE-balancing) during every moment of the hold. Profici... -
Back-to-wall Tuck HS hold & 'toe-pull'
THE WHAT & EXECUTION:
A back-to-wall support tool for developing conditioning & balance in the tuck-handstand position. Seen firstly is the HOLD which should be primarily used used for developing conditioning (i.e. sustaining the form with a maximal PUSH throughout).Stick with holding ONLY unti...
-
Back-to-wall handstand 'Heel-pull'
THE WHAT:
As with the 'Back-to-wall handstand line', the back-to-wall 'Heel-pull' context carries an increased danger of maintaining a suboptimal straight line (namely arching in the back in an undesirable 'banana' form), and yet still managing to fulfil the context of supported-balance.For thi...
