Continuum Movement Training Program (CMTP)

Continuum Movement



The Continuum Movement Training Program is a 3 year, 500 hour professional development curriculum:

  • Prerequisite:
  • 10 Teaching Modules:
    • Consisting of ≥500 training hours
    • Modules of 7 days each, spaced at least three months apart. Modules will be a process of deepening the students understanding of the philosophy and concepts of Continuum Movement, incorporate elements of Embodied Anatomy/Physiology, and serve as a practicum for the student.



  • Focus- Breath and Sound I: Wave Motion

Continuum proposes that the primary characteristic of any fluid system is its ability to keep transforming itself. Inquiring into our Fluid Nature, students develop the capacity to understand a potentially dynamic, multi-dimensional perspective of human awareness and omni-directional movement. Study is designed to deepen the student’s ability to notice and sustain sensory awareness, and track experiences of flow which invoke the fluid system internally by creating a mix of interpenetrating cues and signals. These signals become wave motions that are carried through the watery substances of the body, softening our defenses and arousing the life force in the matrix of every tissue, bone and cell. Our inquiry into Wave Motion, investigating how principles of fluid dynamics permeate bodymind processes, and implications for a global body experience of becoming. Students learn the significance that all fluids, whether in the cell, the body or the planet, function as a resonant intelligent whole and can never be separated. In Continuum, we refer to this entirety as the fluid system and recognize its essential and ancestral role in healing, movement and fundamental wisdom. Students learn that by amplifying wave motion through movement, our entire body resonates as a fluid, vital whole. All of Continuum’s teachings are designed to quicken and enrich the fluid system, invoking its genius to transform structure and foster the art of self-renewal.

  • Practicum- Students will present a class and receive feedback first from peers and then teachers.


  • Focus – Breath and Sound 2: Fluidity of the Body, Spatial Dynamics, & Three Anatomies

A continuation of the inquiry into Wave Motion. Continuum’s sound, breath, movement and awareness practices make an art form of dissolving constraint, welcoming the liberation of the entire person at every level. Students are encouraged to observe the flow of their sensory awareness through diverse experiential activities that include movement, meditation, breath work, internal flow patterning, partnering exercises, and other fundamentals of bodymind self-direction. Refined awareness of inner spaces, body rhythms, fluid wave motion, and the space around us will be tracked sensorially. Spatial planes, dimensionality, and movement in relationship to gravity will be explored. The skeletal system will be explored as a means to help define our experience in space. Class will include an introduction to Emilie Conrad’s concept of the Three Anatomies; primoridial, cultural and cosmic. An overview of the various fluids of the body are covered, including the basic function and location of lymph, blood, cranial-sacral, interstitial and cellular fluids. Rather than following a fixed system of postures or formalized exercises that maintain patterned structure without release, our explorations delve into the play of emerging and dissolving of form. This theater of life becomes the source of continuous well-being, wisdom and creative imagination. As modern people, most of our difficulties originate with the repressive constraints that mute our innate responses and dull the momentum of our creative intelligence and growth, resulting in illness, immobility, depression, and isolation.

Practicum- Students will present a class and receive feedback first from peers and then teachers.

Module 3 (50 hours)

  • Focus- Physics underlying Continuum philosophy, Baseline and Open attention

Students are encouraged to examine the experience and meaning of resonant states through the lens of nature and scientific interpretation.   The fractal nature of existence is considered in terms of how spiraled movement of water mirrors our organic developmental and evolutionary process, and how that can creatively alter our way of seeing and experiencing life. This mutable and fractal model of the human form can be useful for dynamic postural analysis as well as an observational tool for injury rehabilitation and physical restoration. Students learn to see how fluid re-patterning is orchestrated with the movement of human awareness within the bodymind. Students learn how this awareness can change the quality of our internal processes— i.e. of pain, of movement, of shaping, of emotion, of thought. Students learn an overview of the 5 basic senses and sense organs, plus proprioception and interoception, and how to work with language that supports the tracking of sensory-motor experience and self-regulation.
Practicum- Students will present a class and receive feedback first from peers and then teachers.

Module 4 ANATOMY I (50 hours)

  • Focus- A biological and cellular overview of the human body as a bio-system existing within a biosphere. As students deepen into the experience of conventional perspectives of anatomy, they will also learn the transformational aspects of tissue and fluids. In addition to studying the “body” as a defined boundary that features a head, two arms and legs, and body systems that encompass very specific locales, student’s will recognize that the body is mutable, multi-functional and containing a process that is not defined by boundaries. What Continuum calls a “body” is movement — a fractal dance of cells, molecules and interpenetrating wave motions. All of these movements stabilize in order to function in the environment of planet earth. Beyond conventional functioning exist domains of an unfathomable fluid mystery. Students will learn how that all has been forgotten of this legacy except for our primordial pulsating, undulating environment of blood, organs, membranes and connective tissue. Students will learn an overview of the three different groupings of our human bio-system, often called levels of cellular organization, where one cell is the basic level or unit of cellular organization, tissue is the second level, then organs. Cellular and subcellular consciousness will be explored in class. The body’s four basic types of tissue will be covered; connective – muscle – nervous – epithelial tissues, including their basic roles, location, and their relationship to form-dissolve and structure-tensegrity. Plus, a technical and experiential introduction to the organ system through the lens of fluid dynamics will be explored.
  • Practicum- Students will present a class and receive, feedback first from peers and then teachers.

Module 5 ANATOMY II   (50 hours)

  • Focus- Further inquiry into the relationship of physical systems to states of being, moving, perceiving and other clinically important areas. Neurophysiology will be touched upon as it pertains to the practice of Continuum, including an overview of the Nervous System, Neuro-Muscular System, the Polyvagal System, and Psychophysical Integration. Students will deepen their understanding of body-mind connections, becoming attuned to the story that people’s bodies are telling, and possible correlations between the body and past physical–emotional-environmental trauma that may be stored in the tissues. Continuum’s concept of the three Anatomies; primoridial, cultural and cosmic will be further explored, as well as implications of species inclusive movement.
    Practicum- Students will present a class and receive feedback first from peers and then teachers.


  • Focus- Embryological implications, Pre and Perinatal imprints on the body

Basics of our early and ongoing potential, as well as our limiting historical imprints, are addressed in class through a lens of biological processes including cellular/embryological development, and the epigenetic or contextual influences that impact our growth and evolution. Students further learn the fluid system’s importance and recognize its primordial/ancestral/cosmic role in healing, movement and fundamental wisdom. Emilie Conrad stated that “we moderns, now separated from the ongoing living process of our planet, hunger to remember our true origins.” Students learn how embodiment of Continuum principles provides an opening to the deepest and most satisfying nourishment. Able to release restrictive imprints and access our early potential, with experiences that include such aspects as embodying our embryological midline, we are relieved from our linear mechanical existences and from our hardened beliefs and limitations. Illness, aging and deterioration take on new possibilities when the experience of “body” is expanded and sustained by this inherent undulating wisdom.
Practicum- Students will present a class and receive feedback first from peers and then teachers.


  • Focus- Understanding what the Body is Saying

Through movement expression of tissues/fluids, students will learn principles of witnessing movement as a fluid re-mapping of the body, an ever shifting process as an extension of a planetary process. Students deepen their capacity to embody and to observe in others, micro-movements and interpenetrating layers of fluid/cells/tissues. The groundwork is laid for a more sophisticated perspective of body and mind as being plastic in relation to context. Exploration in physical, perceptual and conceptual phenomena become bio-creative events that interconnect with the unified field. Students will be introduced to thinking/feeling concepts that are important to somatic psychology, learning to assess basic elements of psychophysical processing and emotional expression, what it means to be self-referential and self-responsible.
Practicum- Students will present a class and receive feedback first from peers and then teachers.

Module 8: LEADING GROUPS (50 hours)

  • Focus- Working and Developing Classes and Workshops

Teaching strategies on the practical implementation of a somatic class for group instruction and transmission are discussed and practiced. Class structure, planning and recording will be topics of emphasis. Students will have the opportunity to lead activities during classroom hours. Students will be given basic templates to deal with various individual or groups situations. Students will also be given opportunities to lead class activities and to discuss real-life situations they may encounter. Explorations in reaching fluid resonance states of thinking/feeling/moving. Study of how thinking/feeling concepts can be applied to classroom settings. Students learn to look for restrictions in student’s tissue and sensory-motor capacity as it presents within the expression of the movement. We cover the Language of Somatic Movement, Somatic Movement Teaching Tips, and review foundations of Continuum.
Practicum- Students will present a class and receive feedback first from peers and then teachers.

Module 9:  WORKING WITH CLIENTS (50 hours)

  • Focus- Teaching Continuum to Individuals, and hands-on facilitation

Students learn the practical implementation of a somatic practice, how to apply Continuum concepts to private practice; actual physical challenges/restrictions that might arise in breathing, other physical activities, and daily life. Instruction includes discussion of the benefits and cautions of touch methods. Study of how thinking/feeling concepts can be applied to private sessions. Through aspects of Continuum’s embodiment and facilitation of fluid touch, students will learn distinctions between active/passive manipulation and use of different touch textures to bring clients to various depths and states of awareness. Conscious awareness and empathy are developed through touch and observation methods, growing the capacity to sense into one’s own and other’s bio-systems, helping to invoke a restful sense of Open Attention and to encourage wave motion in the fluids and tissues. Continuum’s gentle, non-invasive approach to touch promotes a philosophy of cooperation and respect in all of our interactions, almost a form of listening through the hands with an intention of supporting, comforting, nurturing, and promoting fluidity.   Ethics of touch are addressed regarding how and when to use touch in an ethical and therapeutic manner, including appropriate boundaries, respect, listening, and informed consent of touch. Emphasis will be placed on relevance to bodywork, experiential activities and safety.
Practicum– Students will present a private class/session geared toward an individual and receive feedback first from peers and then teachers.


  • Focus- Course work will strengthen professionalism in areas such as business skills, case management, and development of a private practice. The curriculum will include a minimum of two hours of instruction on the ISMETA Code of Ethics, Scope of Practice, and Standards of Practice, as well as clarifying the value in becoming an ISMETA RSME/RSMT. Issues of administration, marketing and networking will also be addressed. Students learn how to creatively use their Continuum knowledge and apply it in the broader activities in life. Students will present their personal embodiment projects and attempt to draw connections to future goals.
  • Practicum- Students will present a class and receive feedback first from peers and then teachers.



Continuum Program Director, Donnalea Van Vleet Goelz, PhD candidate (2015), RSMT, RSME, is executive director of Continuum Movement, a worldwide organization of somatic teachers, founded by Emilie Conrad-Daoud. She is also the founder and owner of Cobalt Moon Center, a center for integrative health in Neptune Beach, Florida. A Registered Somatic Movement Therapist (2002) and Registered Somatic Movement Educator (2002), an authorized Continuum teacher (1998), and a T’ai Chi Instructor (1990). She is a graduate of the Barbara Brennan School of Healing where she served as senior faculty, as Dean of the third year class in the US and Europe. She is also certified to be a Brennan Integration Practitioner, a graduate degree at BBSH that incorporates psychology and the human energy field. Other certifications include Object Relational Psychotherapy from Center for Intentional Living and Kabalistic Healing from the Society of Souls. She has an extensive training in Dance (Ballet, modern, African) and Technical Dance Movement of Irmgard Bartenieff and Frances Cott. She teaches workshops nationally and internationally in Continuum, Tai Chi, and healing arts. Currently she is pursuing her PhD in Somatic Psychology at the Chicago School of Professional Psychology.

Program Contributing Instructors:


Teri Carter shares her 35 years of experience in dance and mindful body practices through workshops and performances internationally. As an authorized Continuum Movement™ Teacher she co-taught the Somatic Performance Lab with Emilie Conrad, performed in the Continuum Movement Theater Ensemble, and substitute taught for Emilie in the studio 2007-2014. Teri is the founder and director of SOMAfest (Somatic Movement Arts Festival), the Infinite Waves of Health and Creativity virtual somatic speaker summit, the Somatic Movement Arts training program, and the Equine Somatic Arts training program. Her private practice, Embody Life, is a synergy of somatic movement education, life performance coaching, and bodywork therapies integrating Cranial Sacral, MyoFascial Release, Reflexology, Massage, and Reiki.  Teri is a Registered Somatic Movement Educator/Therapist, Contact Improvisation Teacher, and is certified as a Life Coach, Fitness Trainer, Tai Chi/Chi Gung Instructor, and a graduate of the 4 year Body-Mind Centering® practitioner training.  She has a Masters and BFA in Dance and has presented her choreography and taught somatics in the U.S., Europe, Mexico and Asia, she is the recipient of myriad grants and fellowships, and she founded L.A.’s Intention Dance Theatre and NYC’s former Mobility Junction Dance Company of mixed physical ability artists.  Teri serves on the Boards of ISMETA (2007-present) and the Journal of Dance and Somatic Practices (2010-present).

In addition to Donnalea leading class sessions, other Authorized Continuum Teachers will lead certain modules.

The Continuum Training Program, under Donnalea’s direction, has procedures in place that support faculty members in understanding the goals and objectives of the curriculum. The program has policies and procedures in place, with aspects of somatic psychology, to support and contain psychophysical processing and emotional expression by teachers and students as well.




Continuum Movement as an ISMETA-approved training programs meets the following requirements:

  1. The program director is an ISMETA registered practitioner and has taught well over 300 hours in a professional movement-based certification.
  2. All teachers in the program will be ISMETA Registered Somatic Movement Educators or Therapists. When a non-ISMETA member is teaching as a guest for no more than 3 hours in our program, an ISMETA member will be present.
  3. Avenues have been established for student feedback and evaluation as well as an articulated policy to guide students in registering a grievance against a faculty member or the program
  4. The program has clearly stated tuition and refund policies.
  5. The program agrees to provide updated curricular details and policy changes through an annual questionnaire and be available for a full program review not more than once every three years.
  6. The program agrees to notify ISMETA promptly of any changes in school curriculum, policies, procedures, faculty or philosophy.
  7. The program director agrees to allow ISMETA representatives to observe classes or programs at the school site, if requested, or to submit sample classes for review by videotape.
  8. The program director or a representative must attend Member Organization Council teleconferences twice per year.
  9. The program agrees to participate in occasional conferences and other types of ISMETA advocacy.
  10. The program encourages its students to join ISMETA as student members and their graduates to join ISMETA as Professional Registered Practitioners.
  11. The program’s website and marketing materials state clearly that graduates are eligible to become ISMETA-Registered Somatic Movement Educators and/or Therapists upon graduation and their website should provide a link to the ISMETA website.
  12. The program agrees to keep its ISMETA Webpage updated with its latest activities.