The benefit of instruction
The idea may be effective as a marketing strategy, but have you ever heard anyone play piano after their sixth lesson? In reality nothing is learned that quickly - except perhaps how to bake a cake. Yet even a chef would say that the cookery class shows you the basic techniques, but from that point on it's a matter of practise, a matter of baking the same Victoria sponge a few thousand times before you'll be performing reliably in the kitchen.
Learning tennis can also be described in a half dozen moves equivalent to the methods of baking. The ball may be sent across the court by a forehand, a backhand, a serve, a volley or a lob. But only a facile assessment by means of those prevalent reductions called "competencies" would be so daft as to pronounce the pupil a tennis player after a brief course of lessons encompassing the moves. Nor would we recommend that after being shown the procedures, the apprentice should simply continue practising. Building the skill of ball placement needs guided rehearsals over many years. Wimbledon pros retain their trainers. And if Ian Thorpe needs a coach to guide him through the water, then we can all use a pair of good Alexander Technique hands to continuously refresh our manner of use.
The procedures for learning the Alexander Technique are as brief and simple in outline as those for baking or tennis. If in cake-making we say step one is: "First grease your tin," then "First free your neck" would be the equivalent when our object is improved co-ordination. The remaining half dozen steps in AT are as plain, but they are learned more gradually as the pupil changes his or her habitual way of moving. You can go to cookery class and learn the basic techniques in a week or two, and thereafter hone your skills over dinners and tea parties on your own. But learning how to change the way you move requires more monitoring.