Neurotango® | The Concept – Methodology and Framework of Application
NEUROTANGO® – THE CONCEPT
Neurotango® is a tool-based, movement-oriented training system that is applied in a range of professional contexts.
Professionals from medicine, therapy, coaching, and training use the methodology in different countries as part of their respective professional practice. The concept is designed so that the exercises are clearly structured, comprehensible, and applicable in various working settings, both in individual and group situations.
The Neurotango® training program is intended for professionals who already work with people and wish to expand their methodological repertoire with movement-based approaches. The focus lies on body awareness, movement, interaction, and the conscious engagement with embodiment processes. These elements are didactically structured within the Neurotango® system and embedded in a professional framework of application. A scientific contextualization of the underlying concepts can be found in the section “Investigation.”
Neurotango® comprises more than individual exercises. The concept is based on the systematic application of so-called Neuro Technical Tools (NTT), which are combined and applied differently depending on the professional field, target group, and contextual setting.
In addition to medical and therapeutic fields of practice, Neurotango® is also applied in coaching and organizational contexts. In particular, the principles of leading and following, as well as the conscious work with body language, make it possible to experience and reflect on patterns of interaction, role understanding, and leadership dynamics through embodied practice.
NEUROTANGO® – EXEMPLARY CONTEXTS OF APPLICATION
The following examples illustrate how Neurotango® is conceptually applied by trained professionals in different fields of professional practice.
The concepts presented serve professional illustration purposes only and do not constitute therapy or treatment offers. Responsibility for application and contextualization always lies with the respective professionals.
MILESTONES
OBSERVED DIMENSIONS IN THE CONTEXT OF NEUROTANGO®
The aspects described below are based on observations and experiential reports gathered in the course of professional Neurotango® application by trained professionals.
They do not constitute promises of effect and do not replace medical, therapeutic, or psychological treatment. The classification is descriptive and contextualized.
Psychological and Emotional Dimension
At a psychological level, professionals describe processes related to contact and relational capacity, emotional self-perception, and regulatory abilities.
This includes observations related to attention, inner balance, the management of proximity and distance, and the experience of safety within clearly structured forms of interaction.
Aspects such as self- and other-perception, social resonance, and the conscious handling of boundaries are also described in this context.
Physical Dimension
Within the framework of application, changes in movement organization, body awareness, and motor coordination are described, among other aspects.
This includes observations related to muscular tension and relaxation, mobility, balance, postural stability, and differentiated perception of movement processes.
Aspects such as breath–movement coordination, rhythmic adaptation, hand–foot coordination, and sensorimotor differentiation are also addressed in connection with the exercises.
Social Dimension Neurotango
Social aspects emerge from the interaction of physical, psychological, and cognitive dimensions.
Within the framework of application, changes in interaction, role understanding, cooperation, and social orientation are described, among other aspects.
These observations are always context-dependent and closely related to the respective field of practice, target group, and professional framework in which Neurotango® is applied.
Cognitive and Neurological Dimension
In the cognitive and neurological context, the exercises are described as involving processes related to attention, decision-making, spatial orientation, and cognitive–motor coupling.
The combination of movement, music, rhythm, and interaction is understood as a learning environment in which new perceptual and movement-related relationships can be experienced.
A scientific contextualization of these interrelations can be found in the section “Science.”