Alexander Technique Research Articles

Modern Pain Science and Alexander Technique: How Might Alexander Technique Reduce Pain?

This article brings together research from the fields of pain science and Alexander Technique (AT) to investigate the mechanisms by which AT helps reduce pain. AT is a cognitive embodiment practice and a method for intentionally altering habitual postural behavior. Studies show that AT helps with various kinds of pain, although the mechanisms of pain reduction are currently not well understood. Advances in pain science may give insight into how this occurs. Modern interventions with efficacy for improving pain and function are consistent with active approaches within kinesiology. They also share similarities with AT and may have common mechanisms such as learning, mind–body engagement, normalization of sensorimotor function, improvement of psychological factors, and self-efficacy, as well as nonspecific treatment effects. AT likely has additional unique mechanisms, including normalization of muscle tone, neuronal excitability, and tissue loading, as well as alterations to body schema, attention redirection, and reduction in overall reactivity.

The Application of Alexander Techniques in Music

Instrumental performance is a process of matching the brain and body, especially when facing the piano. Beginners may encounter various problems during the piano learning period, such as memorizing scores, posture, sight singing and ear training. Incorrect playing posture often lays many hidden dangers, ranging from affecting the sound of the instrument to causing serious joint damage and interrupting the playing career. The "Alexander Technique" is a discipline that combines medical human body knowledge to help us understand the direction and working principle of body muscles, so as to correct incorrect playing posture and make the player's career go further and broader This paper will be based on the practical application of the "Alexander technique" in piano teaching, explaining the benefits this technique brings to piano learners

Comparison of the researched analyses evaluating the physiotherapy of the pain with a cause in the region of the cervical spine

Introduction. Neck pain is a common musculoskeletal problem. This individual and socio-economic health problem is associated with a reduction in daily activities, a reduction in labour productivity and an impact on quality of life levels. Objective. To evaluate the effectiveness of the therapy of non-specific pain originating from the cervical region in terms of the applied physiotherapy methods. Methods. 40 research articles published in 2018-2023 in journals with registration in databases Web of Science, Science Direct and Scopus were included in the research. Results. The most frequent target studied was the education of patients on ergonomics, correct posture and home exercises. The preparation phase of therapy included the administration of thermotherapy and electrotherapy – ultrasound or transcutaneous electrical nerve stimulation (TENS), classical massage, administration of non-steroidal anti-inflammatory drugs. The techniques often used were manipulation and/or mobilization, trigger and tender points therapy – acupressure, acupuncture, dry needle application. Among the therapeutic methods, the most frequently chosen are exercises in the form of pilates, yoga, Alexander technique, sensomotor training, proprioceptive neuromuscular facilitation, Jakobson progressive muscle relaxation. Reduction of painful mobility was addressed by the application of local immobilization and kineziotaping. Conclusion. According to the results of our analysis, the combination of several physiotherapy techniques and methods appears to be significantly effective for reducing pain and improving quality of life.

I’ll figure it out myself! Musical theatre students’ enhanced knowledge of embodied learning processes through application of the Alexander Technique

This paper aims to show how Alexander Technique (AT) can serve as a tool in embodied learning processes. The use of AT was explored with a group of 21 students, seven teachers, and three AT teachers who were practicing and performing musical theatre repertoire. Principles of action research methodology informed the projects. The research found that AT offered increased awareness of connections between thoughts, body and environment. Knowledge in embodied learning processes empowered the students in terms of better observation and rehearsal routines. We argue that these results might have implications for the field of embodied teaching and learning. Furthermore, the results may offer an invitation towards increased focus on embodiment in learning experiences within other fields as well.

A Study on the Application of Alexander Technique in Chinese Piano Pieces —— Take “Pinghu Autumn Moon” as an Example

The Alexander Technique is a scientifically recognized method that is widely used worldwide. In the field of piano playing, this technique enables individuals to comprehend their own body structure and movement characteristics, thereby correcting playing problems and bottlenecks caused by long-term incorrect movement habits. Numerous scholars have researched this topic. However, the author aims to begin with existing works to uncover principles and methods that can be applied to specific cases and effectively guide and advance Chinese piano music.

Effectiveness of the Alexander Technique on Quality of Life in Young Men With Upper Crossed Syndrome

Effectiveness of the Alexander Technique on Quality of Life in Young Men With Upper Crossed Syndrome

Extending understanding of ‘care’ as an embodied phenomenon: Alexander Technique teacher perspectives on restoring carers to themselves

Data from an international survey of teachers of the Alexander Technique – an embodied form of self-care – illustrate their perspectives on how the Alexander Technique supports caring by combatting carer self-loss. Understanding of care as an embodied phenomenon is furthered by describing: (1) specific embodied habits that seem highly pertinent to care of self and others; and (2) how they might be (re)acquired in learning the Alexander Technique. In offering both practical and philosophical ways in which the Alexander Technique differs from alternatives, the article invites fresh thinking about theory and practice in supporting care, and argues that research on the Alexander Technique in the context of caring is warranted.

Somatic education approaches in piano studies: A snapshot of Spanish conservatoire practices

Somatic education in professional instrumental teaching is an emerging field in Spanish conservatoire culture. Although we find that the Alexander Technique was included in some European institutions since the middle of the XXth Century, this was not the case in the Spanish context. By means of a qualitative study, through document analysis and fifteen in-depth interviews with somatic teachers, the statutory frameworks of professional Piano studies and teaching plans related to somatic education in Spanish conservatoires, the principles that support them and the current practices that are undertaken in professional piano studies were analyzed. We found that there are eclectic approaches and practices in correlation with the background of the teachers in charge of the courses. Four main orientations can be described: somatic education per se; ergonomics and postural technique; body communication, training and technique; and mental and concentration control techniques. Further research to explore the interrelationships between somatic approaches and instrumental teaching would greatly benefit the field.

The effect of lessons in the Alexander Technique on pianists’ posture during performance

The Alexander Technique (AT) is a somatic method often employed by musicians, including pianists, which teaches its students to become consciously aware of their own postural behavior while carrying out various tasks. Little research has been conducted as to whether, and if so, how the AT affects the posture of pianists while they are playing the piano, and quantitative measurements of their postural angles have not yet been taken. The purpose of this study was to determine the effects of an intervention consisting of 10 AT lessons on pianists’ postural angles while playing, and to find out if the effects were still evident 4 weeks later. The following postural angles were measured before and after the intervention: craniovertebral angle, head tilt, head–neck–trunk angle, trunk angle, thoracic angle, thoracolumbar angle, and lumbar angle. There were significant effects of the intervention such that the craniovertebral and head–neck–trunk angles were found to have increased, and trunk, thoracic, and thoracolumbar angles were found to have decreased both immediately post-intervention and 4 weeks later. The AT appears to be a viable method of altering postural behavior while playing the piano, as seen in an overall pattern of spinal extension.

Altered coordination strategies during upright stance and gait in teachers of the Alexander Technique.

Deterioration in movement and posture often occurs with aging. Yet there may be approaches to movement training that can maintain posture and movement coordination patterns as we age. The Alexander Technique is a non-exercise-based approach that aims to improve everyday movement and posture by increasing awareness and modulating whole-body postural muscle activity. This study assessed whether nineteen 55-72-year-old Alexander Technique teachers showed different posture and movement coordination patterns than twenty age-matched controls during a standing and walking protocol using 3D inertial sensors. During upright stance, Alexander Technique teachers showed lower centroidal sway frequency at the ankle (p = .04) and lower normalized jerk at the sternum (p = .05) than controls. During gait, Alexander Technique teachers had more symmetrical gait cycles (p = .04), more symmetrical arm swing velocity (p = .01), greater arm swing velocity (p < .01), greater arm swing range of motion (p = .02), and lower range of acceleration of the torso in the frontal plane (p = .03) than controls. Smoother control of upright posture, more stable torso motion, and less restrained arm mobility suggest that Alexander Technique training may counter movement degradation that is found with aging. Results highlight the important balance between mobility and stability within the torso and limbs.

Effectiveness of the Alexander Technique on the Static and Dynamic Balance of Young Men With Upper Crossed Syndrome

Background and Aims Studies show that individuals with upper crossed syndrome have poor balance compared to healthy people for various reasons, including displacement of their center of gravity toward forward. This study aimed to evaluate the effectiveness of the Alexander technique on the static and dynamic balance of young men with the upper crossed syndrome. Methods In this quasi-experimental study, 24 subjects were purposefully selected and assigned to the experimental and control groups. The static and dynamic balance of the subjects were assessed by the Sharpened Romberg and timed up and go tests. The experimental group underwent 12 sessions of Alexander technique training during 6 weeks in individual and group sessions. The duration of individual sessions was 40, and that of group sessions was 60 minutes. The control group did not receive any training. During the training sessions, the subjects were taught the Alexander technique via manual guidance, as well as tactile, verbal, visual, and proprioception feedback. After collecting data, the data were analyzed using the analysis of covariance (ANCOVA) and paired sample t test. Results The study’s final results showed a significant difference (P&lt;0.001) between the experimental and control groups in the static balance after the Alexander technique intervention. Also, there was a significant difference (P&lt;0.001) between the experimental and control groups in the dynamic balance after the Alexander technique intervention. Conclusion Based on the findings, the Alexander technique had high effectiveness on the static and dynamic balance and improved the balance of the subjects. Considering the importance of balance in health and improving daily activities, the researchers suggested that health and rehabilitation professionals can apply the Alexander technique as a psychophysical re-education method to improve balance in people with upper crossed syndrome.

Efficacy of Alexander Technique Versus Progressive Relaxation Technique in Improving the Functional Activity of Security Guards with Mechanical Low Back Pain- A Randomized Experimental Trial

Low Back Pain is quite common in them. Changes in posture or poor body mechanics may cause the above spine-related problems, causing other muscles to be misused and become painful. However, mechanical Low Back Pain usually does not cause weakness or numbness in the lower extremities because the problem is not due to compression of the spinal nerves. The study aims to compare the effectiveness of the Alexander and progressive relaxation techniques in inducing relaxation and improving the functional activity of individuals with mechanical low back pain. It is a simple experimental study. For the study, 40 subjects were divided randomly into groups, namely group A and group B, each consisting of 20 subjects. Group A was given the Alexander technique, and Group B was given the progressive relaxation technique. The Visual Analogue Scale and the Oswestry Disability Index were used.: The collected data were recorded and tabulated. The data were analyzed using the Statistical Package for Social Science (SPSS 20 version – USA ) to present the study's findings. Comparison of pre-and post-visual analog scale (VAS) using the Alexander technique shows pre-VAS 6.75 and post-VAS reduced to 2.55, given t-value 20.03, thus providing significant results with p&lt; 0.001 s.s. Comparison of pre and post-VAS using progressive relaxation technique shows pre-VAS at 6.9 and post-VAS reduced to 3.6. Given a t-value of 14.91 gives a significant result with a p&lt; 0.001. This study concluded that the Alexander technique is more effective in mechanical low back pain subjects. This study will help select interventions in mechanical low back pain subjects.

’I am teaching them and they are teaching me’: Experiences of teaching Alexander Technique to people with dementia

: To enable people with dementia to live well we must support the person as a whole. The Alexander Technique (AT) offers an approach which addresses both physical and psychological issues which may be suitable to help people with dementia. In this new area of research, this study aimed to establish whether the AT is currently taught to people with dementia and if so to bring together the experiences of AT teachers in relation to the perceived benefits and suitability of the AT for this group. : This qualitative study included data from responses to survey questions, interview transcripts and published articles. : A total of 84 AT teachers took part in an international survey of whom 18 (21%) had taught one or more people with dementia. Thematic analysis generated the following superordinate themes: ‘The AT can help people with dementia’, ‘How change comes about’, and ‘Adapting the AT for people with dementia’. : AT teachers described perceiving improvements in movement, pain and flexibility; increased calm, sociability and environmental awareness. They highlighted the reciprocal nature of the relationship between teacher and student and highly valued this. Touch was seen as a key means of communication, helping people with dementia to feel safe. It seems that the AT does not require major adaptation to work with this group although the challenges of working in a care setting were discussed. The AT offers the potential to be a valuable intervention for people with dementia and further research is warranted.

‘Partnering with Poise’: Alexander technique online group classes are a promising intervention to decrease loss‐of‐self and increase agency for care partners of people living with dementia

AbstractBackgroundStudies show 1:1 in‐person Alexander technique (AT) sessions can reduce anxiety and musculoskeletal pain with long‐term benefits [1‐4]. Care partners (CP) often experience role engulfment and loss of self [5]. AT is an embodied approach to choose functional patterns that transform disruptive stress reactions to adaptive responses, increasing confidence, self‐control, and self‐awareness. Previous in‐person group course results from 71 Parkinson’s CP showed promise with benefits retained at 12 months. COVID‐19 provided an opportunity to test synchronous online AT‐based courses for CP of people living with dementia.Method Design: Controlled feasibility trial. AT group: 14 participants (12F/2M) from 9 states; mean age 68; 72% provided 41+ hrs/wk care for family member with dementia; 13 lived with care‐receiver. Control group: 9 participants (8F/1M) from 4 states; mean age 63; 67% provided 41+ hrs/wk care; 6 lived with family care‐receiver. AT groups met 90 min/week x 10wks. Intervention: Delivered in‐home via Zoom. Embodied self‐management strategies included intentional strategies to interrupt automatic reactions and affirm centrality of the self, taught via verbal and visual instruction, activities, anatomical models/images, and demonstration videos. AT principles were embedded in everyday activities (gait, sit‐to‐stand, IADLs, etc.). Outcome Measures: Self‐report, executive function, anonymous evaluations, interviews.Result70% retention, 87% attendance. AT group improved executive function (Digit Span p = .003; Stroop p = .05); control group did not. AT group reported increased self‐efficacy (caregiver scale p = .08); and reduced fear (p = .004); control group did not. On 0‐10 scale, mean rating was &gt;9 for novelty of ideas, practical tools for physical self‐management, and would recommend to a friend; and &gt;8 for enjoyment of group interaction, practical tools for self‐management of emotions and reactions, and prevention of pain; 7.9 for feeling better prepared for CP daily challenges. Six‐month follow‐up is underway.ConclusionAlexander technique shows promise as a long‐term self‐management approach to reduce loss‐of‐self in CP of people living with cognitive decline. Group classes can provide cost‐effective delivery with social benefits. Online classes can increase accessibility. A full‐scale study is merited.1.Little (2008) 2.MacPherson (2015) 3.Klein (2014) 4.Stallibrass (2002) 5.Skaff, Pearlin (1992)

Poised for Parkinson's: Retention of Benefits 6-7 Months After Alexander Technique Synchronous Online Group Course

<h3>Research Objectives</h3> To test retention of symptom-management success for people living with Parkinson's (PWP) after participation in an online Alexander technique (AT) group course that showed benefits post-course. AT is a cognitive embodiment training combining inhibition, body schema, and goal awareness to enhance daily activity. In-person one-to-one and group AT training has shown benefits retained at 1-12 months. <h3>Design</h3> Feasibility study. Pre-course, post-course, and 6-7 month follow-up data collection. <h3>Setting</h3> Participants' homes via Zoom. <h3>Participants</h3> Three courses recruited participants from North and South Carolina. Care partners (CP) were included to increase follow-through. 16 PWP (H&Y Stages 1-3)/14 CP began course; 14 PWP/12 CP completed course. Funding allowed only 8 PWP/6 CP for survey/interviews and only 6 PWP for functional assessments follow up. <h3>Interventions</h3> Classes met for 105 minutes via Zoom 2x/week x 9 weeks. Coursework included functional anatomy and self-management strategies taught through verbal instruction, physical demonstration, visual aids, and activities. Embodiment-enhancing approaches were embedded in everyday movement, including gait, sit-to-stand, and functional IADLs. Review handouts and session recordings were provided. <h3>Main Outcome Measures</h3> Functional reach, one-leg stance, TUG, and 7-item Physical Performance Test (PPT), administered via Zoom in-home with care partner assistance. Symptom-management self-report. Anonymous evaluations. Audio interviews. <h3>Results</h3> At 6-7 months, simulated eating, book-lift, jacket, penny-pickup, right-leg balance, TUG, 50-foot walk, and forward reach were better than pre-course. Simulated eating, book-lift, and forward reach maintained post-course improvements. Penny-pickup, right-leg balance, and TUG were better than post-course. Numerically, all scores were closer to post-course than pre-course (PPT: 2.69 pre; 2.85 post; 2.81 follow-up. BriefBEST: 1.92 pre; 2.13 post; 2.08 follow-up), though N is too small for significance. PWP and CP both reported symptom-management improvement from pre-course in shuffling, festination, balance, falls, pain, fine motor, handwriting, mumbling, apathy, depression, and physical control. Both agreed pain management even better at follow-up than post-course. CP reported continued vocal volume improvement. <h3>Conclusions</h3> Alexander technique shows strong potential for long-term symptom-management retention for PWP with increased benefits after 6-7 months in some areas. Large RCTs are justified. <h3>Author(s) Disclosures</h3> None.

중추 조절의 회복이 뮤지컬 발성에 미치는 영향 연구 - 알렉산더 테크닉을 중심으로 -

The current study aims to examine the effectiveness of central control in the recovery and growth of vocal competencies through efficient vocal training of musical actors. Musica l actors cannot be free from neck strain while they play musical songs that require a wide range of vocal ranges and intense vocals. Based on the theoretical support of the Alexander Technique's primary control that neck-head-body coordination is significant not only for breathing but also for the operation of efficient vocal organs, the dynamic principles were applied to vocalization and the effectiveness was assessed by interviewing 10 university students majoring in musicals and analyzing voiceprint. The results are as follows: Signifi cant changes when the central control was restored were experienced first, as the head came to mind, the pressed larynx, stuffy breathing, and the sense of length, width, and depth of the pressed torso were restored. Second, during voice scale, the movement of the larynx became smooth and expanded, and the vocal range expanded. Third, during Hands-On on the back of the neck, the clearness and resonance of the tone were improved, and the sense of vibrati on was strengthened with a higher effort in the head. In addition, the stability and vibrati on of the body were strengthened, and the stability of pitch and resonance was also experien ced. The results of the study suggest the effectiveness of the Alexander Technique in vocal training as well as proposing basic data for more advanced vocal training programs in the future.

A Research on the Use of the Alexander Technique in Flute Education Given in the Music Department and Music Teaching Departments of Faculties of Fine Arts in Turkey

The Alexander Technique is a method that emerged as a result of Actor Frederick Matthias Alexander&amp;rsquo;s work on himself to solve the problems he had with his voice during his performance. This technique, which was effective for himself, rapidly became widespread because it was tried by different people over time and positive results were obtained. Today, it is effective not only for music but also for people from different disciplines to use their bodies more comfortably and thus have a natural posture. In this sense, in the study, ten different instructors working in various locations were selected as the study group to reach the findings related to the use of the Alexander Technique and the results of the technique in flute lessons given in the music departments of higher education institutions in Turkey. Framed by the researcher, interview questions with expert opinions were asked, and the data obtained were tabulated and presented with the content analysis method, one of the qualitative research methods.

Impact of Alexander technique, mirror therapy versus conventional therapy on musician’s cramp in guitarists

Introduction and Aim: Musicians may perceive the early symptoms of dystonia because of faulty technique or lack of sufficient preparation. Hand dystonia affecting musicians is often called musician’s dystonia or musician’s cramp. Guitarists are typically affected in their left hand and the spasms may cause the fingers to contract and curl under when attempting to play. The condition called focal dystonia (musician’s cramp), can afflict typist or anyone else who makes repetitive, forceful, precise movements. The objective of the study is to observe the impact of alexander technique versus mirror therapy on musician’s cramp. Methodology: A total of 150 subjects were randomly selected based on the inclusion criteria. The selected subjects were divided in three groups namely group A, B and C respectively. The evaluation parameters were performed using the Likert scale and was framed based on pain, mobility, and grip. Results: Likert scale for pain, mobility and grip was used to analyse data. The results of this study show that the Alexander Technique is more effective than mirror therapy and conventional therapy to reduce pain and improve mobility and grip for guitarists. Conclusion: These results suggest that playing guitar by adapting Alexander technique is advantageous for building speed.

EFFECT OF ALEXANDER TECHNIQUE ALONG WITH THERAGUN IN NECK PAIN AMONG BUS DRIVERS-A RANDOMIZED CONTROL TRIAL.

Background: Neck pain is a 'discomfort, ache, or pain'. Bus drivers adopt the posture of driving that leads them to suffer from neck pain (60%- 69%) of drivers suffer from it. The Alexander Technique is based on poor posture gives rise to a range of health problems. Theragun aims to help alleviate pain and also increase the range of motion. Aim And Objectives: Aim:To determine the Effect of the alexander technique along with the theragun in neck pain patients among bus drivers. Objectives:To nd out the effect of the alexander technique and theragun on neck pain. To compare the experimental group to the control group. Method: The study population consisted of thirty participants who had undergone neck pain. The subjects will randomly be allocated into two groups: An Experimental Group (n-15) and A Control Group (n-15). The participants who will allocate to an experimental group will complete fourty eight sessions of classic PT for 12 weeks (4 sessions per week) Study setting in OPD, Nootan College of Physiotherapy at Sankalchand Patel University. Results: The data was analyzed using SPSS version 22.0. The parametric test is used within the group analysis. Greater statistically signicant improvement was seen in Group-A (p-value is 0.00) as compared to Group-B. Conclusions: Alexander technique along with theragun is more effective in relieving neck pain, improving the posture and quality of life of bus drivers.

EFFECTIVENESS OF ACUPRESSURE PEN WITH ALEXANDER TECHNIQUE IN PARTICIPANTS WITH LOW BACK PAIN AMONG BUS DRIVERS- A RANDOMIZED CONTROLLED TRIAL

Background: Low back pain has a signicant impact on functional capacity, as pain restricts occupational activities and is a major cause of malingering. Acupressure is originated from China basically and it is in use from ages in every disease and disorders to treat participants with manual acupressure and after a time electro acupressure came into introduction. Frederick Matthias Alexander, founder of the Alexander technique and it uses enhanced kinaesthetic awareness and voluntary inhibition to prevent non-benecial movement pattern. Aim:To nd out the effect of acupressure pen with alexander technique in low back pain among bus drivers. Objectives:To decrease pain sensitivity To improve exercise tolerance and endurance To compare the experimental group to the control group Method: Thirty participants were selected based on inclusion and exclusion criteria. They were treated with acupressure pen for three days/week and AT for ve days/week Results:The data was analyzed using SPSS Version22. Parametric test was used. In group A improvement was seen. Conclusions: Acupressure pen along with Alexander technique are effective to reduce low back pain and improve daily life activities among bus drivers.