Priska Gauger-Schelbert

Since 1995, Priska has taught and practised the Alexander Technique from her studio in central Switzerland. She also studied with Tommy Thompson, Boston, who has been a very inspiring teacher in the last 30 years. His teaching has touched her life on a profound level of her being and throughout her life.

Between 2001 and 2003 Priska developed and pioneered the innovative and adaptable concept ‘balance-time®’ which is based on the Alexander Technique. This concept is a health promotion program for companies. It involves coaching employees by applying the Alexander Technique directly in the workplace and incorporating mindful pauses where employees take 5 minutes 2-3 times in their working day to do ‘balance-time®’ movements to come completely into the moment and to themselves.

This program has been successfully introduced in the workplace at the globally renowned company, Victorinox AG, with significant measurable success: a reduction in absenteeism by 40% within 4 years. Since then, the concept is in high demand and has been adopted by numerous institutions and prominent companies in Switzerland, including Siemens, Confectionery Sprüngli, Swiss South-Eastern Railway and Pilatus Aircraft Ltd. Responding to the high demand, Priska has trained a skilled balance-time® team, who now operate under her leadership and guidance across various companies.

For Priska, a mother of four, it is paramount that individuals take responsibility for their own health. In line with the Alexander Technique, she views this personal accountability not as an obligation or chore, but as an inherent capacity for lightness, freedom, naturalness, and an awareness in navigating one’s self, in daily tasks and activities. Facilitating the realization of this potential in both herself and her clients has long been the driving force behind her work. Conscious awareness has been a primary motivator in Priska’s life. This has led Priska into the studies of Mindfulness (MBSR 2014 and with Angus Ford Robertson in London 2023) which she is now integrating into her teachings and practice.