Alexander Technique Research Articles

Minding the Body: An interdisciplinary theory of optimal posture for musicians

Posture influences music technique, and poor posture is associated with performance-related problems in musicians. Student musicians rely on music teachers, physiotherapists, and Alexander Technique teachers for advice about posture and performance-related problems. However, it is unknown whether these professional groups share a common understanding of optimal posture, or if posture management strategies align with performance goals. The aim of this study was to develop an interdisciplinary theory of posture to support musicians’ health and performance. This qualitative study used constructivist grounded theory as its methodological framework. Purposive sampling recruited four heads of university instrumental departments, three university physiotherapy lecturers and three heads of Alexander Technique teacher training schools to participate in semi-structured interviews. Interview transcripts were analyzed using grounded theory, and results were discussed applying the Theory of Planned Behaviour. The overarching theory of posture for musicians was Minding the Body, suggesting mind-body coordination. Subprocesses included rebalancing the self with the instrument and performance environment (Finding balance); minimizing effort (Maintaining ease); addressing adverse habits (Challenging habits); overcoming traditional perspectives to optimize performance (Expanding the framework), and addressing barriers to optimal posture (Barriers to change). This interdisciplinary theory presents posture as dynamic mind-body coordination to facilitate health and performance.

Effects of Implementing the Alexander Technique on Enjoying the Sense of Motherhood in the Postpartum Period.

Background:The broad concept of maternal well-being includes psychological concepts, social aspects, and aspects of becoming a mother. The present study aimed to investigate the effects of implementing the Alexander technique on enjoying the sense of motherhood.Materials and Methods:This study was a clinical trial conducted in two phases. In the first phase, using the exploratory and confirmatory factor analysis, 226 mothers were asked to undergo a scale test of enjoying the sense of motherhood after childbirth. In the second phase, 88 pregnant women were divided into two experimental groups. The data collection tool was a researcher-made questionnaire about enjoying the sense of motherhood. Independent samples t-test, Mann–Whitney test, Chi-square test, Fisher's exact test, analysis of variance test, Box test, and Levine test were used to analyze the data.Results:Results of this study showed that the mean scores of the constructs of enjoying pregnancy (P > 0.001), motherhood, and child care satisfaction (P > 0.001) in the experimental group were significantly higher than the control group. Moreover, the construct of trusting their own abilities to cope with maternal duties (P > 0.01) did not show significant differences between the two groups.Conclusions:The findings indicated that the Alexander technique can promote mothers’ psychological well-being and their pleasure of becoming a mother and the related constructs. Results also revealed that using this technique, educating and recommending pregnant women to use this technique will be beneficial.

Somatic influences on my Alexander Technique practice

Abstract Studying the Alexander Technique for one’s own use or learning to teach it to others implies a long-term process of disentangling habits whose very nature has led to an unconscious use of the self and an unreliable kinaesthetic sense. When these habits become inefficient or harmful, the Alexander Technique offers an effective course of action for change – normally realized in a series of private lessons between a certified teacher and a student, although some teachers have sought to develop methodologies to facilitate the collective work. This personal narrative relates 27 years of first-person research by a teacher of the Alexander Technique geographically isolated from professional colleagues, who, following his inspiration to research on himself, has developed a unique somatic strategy for continuing to learn on his own while enriching his range of teaching skills, whether in groups or private lessons, integrating lessons learned from a variety of somatic educational techniques.

Onstage Synergy: Integrative Alexander Technique Practice for Performing Artists. By Cathy Madden.

Onstage Synergy: Integrative Alexander Technique Practice for Performing Artists. By Cathy Madden. Published by: Intellect: Univ. of Chicago Press, Chicago, Dec 2014. 389 pp, ISBN 9781783202188.

Interventions for music performance anxiety: results from a systematic literature review

Background Music performance anxiety (MPA) is characterised by fears related to performing music. It may result in damages to personal life and professional career, so treatment and prevention are very important. Objective To undertake a systematic literature review on the effectiveness/efficacy of MPA interventions and to integrate these findings to those in the literature reviewed previously. Methods We used PubMed, PsycINFO and SciELO databases and keywords music*, performance anxiety, treatment, therapy and intervention and manual research. We selected articles published between October-2002/July-2016. Results Out of 97 articles, 23 were reviewed. Sixteen studies presented inter-group experimental design, and seven presented pre-post experimental design. The intervention modalities reviewed were cognitive behavioural therapy (CBT), virtual reality exposure, biofeedback, yoga, meditation, music therapy and the Alexander technique. Although the interventions presented some indicators of efficacy in the MPA outcomes and improvement in performance quality, important methodological limitations were observed: low number of individuals and non-specific criteria for their inclusion/exclusion. This reinforces previous findings regarding methodological fragilities associated with this context. Discussion CBT is the most frequently studied modality and with the greatest number of effectiveness indicators. The remaining modalities indicate tendencies in positive outcomes that require further and efficient investigation in more rigorous studies with greater methodological control.

Kirkpatrick Evaluation of Theory-Based Educational Program for Low Back Pain Management in Teachers

Background: Low back pain (LBP) is the primary cause of disability for individuals under 45 years of age, the second most common reason for physician visits, and the third most common diagnosis for surgery. Evidence supports the effectiveness of the Alexander technique (AT) for chronic LBP. Health promotion programs must be evaluated to determine their sustainability and validity. The purpose of this study was to evaluate the theory-based AT program for the management of LBP in teachers according to the Kirkpatrick evaluation model. Methods: This was a quasi-experimental study of female teachers with nonspecific LBP in southern Tehran in 2014. Group one AT training based on the integrative model (IM) of behavioral prediction contained 42 subjects and group 2 AT training alone contained 35 subjects. To evaluate the groups based on Kirkpatrick, a previously confirmed questionnaire was used for the reaction stage, and for the learning and behavior stage, a self-designed questionnaire was used that was confirmed for validity and reliability using content validity (CVR 0.94, CVI 0.90) and Cronbach’s α (0.83). Skill was assessed using a checklist objectively. The data from before the intervention, after, and 3 months later were assessed with an independent and one sample t-test, paired t-test, correlation, and univariate (GLM) assessment via SPSS 19. Results: Significant differences were not recorded between the two groups in terms of teaching methods (P = 0.36), class conditions (P = 0.49), and general assessment (P = 0.11). For teaching methods, the patients’ satisfaction as reported in all items in both groups was higher than 4 (P < 0.001). In both groups, significant differences were recorded in knowledge, skills, and behavior before and after the intervention, but the AT training based on IM group was higher than the AT training only group in behavior and skills (P < 0.001). Conclusions: Applying an educational framework such as IM to the design of AT lessons has positive effects on behavior and skills that can facilitate LBP management. Keywords: Program Evaluations; Low Back Pain; Teachers; Educational Model

Hand Discomfort

Objective: The study aimed to explore preventive and treatment options used by university-level piano students in relieving hand discomfort. The study also explored piano students’ perception on the effectiveness of the selected options. Materials and Methods: This was an exploratory cross-sectional study. Undergraduate and graduate students majoring in piano studies or piano performance were asked to rate their level of hand discomfort using the Borg CR10 (category ratio) scale during a typical week. Students were then asked to indicate their preventive and treatment options used in relieving hand discomfort. Students were also asked to rate the effectiveness of the selected options. Results: The study recruited 105 piano students. There were 69 (65.7%) female and 36 (34.3%) male, with a mean age of 22.5 years (±4.03, range, 18-43). Twenty-three students indicated that they experienced no discomfort at all during a typical week. The remaining 82 students, on average, indicated having weak discomfort (score, 1.57 ± 1.25). Of these, 46 (56.1%) have participated in various preventive activities such as yoga (n = 24, 29.3%), fitness (n = 16, 19.5%), Alexander Technique (n = 11, 13.4%), and so on. It is noted that 16 students have received treatments such as hand therapy, psychological management, and acupuncture (each n = 3, 18.8%). Majority of students (n = 6, 37.5%) reported that the treatments have moderately relieved their discomfort. There is no significant difference in terms of level of discomfort between students who received treatment (score, 1.85 ± 1.33) and those who received no treatment (score, 1.51 ± 1.24). For students who received treatment, level of discomfort is associated positively with treatment options ( r = .59, P = .02). No association exists between level of discomfort and preventive options. Conclusions: Piano playing is often linked to hand discomfort. To overcome this, piano students have opted to participate in various preventive and treatment activities. Given no complete relief of discomfort after treatment was reported by piano students, this issue of hand discomfort warrants specific attention and close examination.

Dancing with Disease: A Dancer's Reflections on Moving with People with Parkinson's and Memory Loss.

I am a professional dancer, choreographer, and Alexander Technique instructor. I joined the Performing Arts faculty at Washington University in St. Louis in 1994, where I teach contemporary concert art dance and somatic practices. Dancing is fundamentally a study of coordination, balance, and movement control. Because these essential goals are shared in movement therapies, I have become interested in contributing knowledge gained by dancing and collaboration with scientists working on therapeutic interventions. I am particularly interested in evidence that, for people attempting to mitigate symptoms of Parkinson’s disease (PD), dancing in a variety of forms is emerging in scientific literature as an effective approach (1, 2). Furthermore, dancing is valuable to people who do it, not only for cognitive and motor issues but for social and personal fulfillment, while living with PD (3). I am also interested in correlative evidence suggesting that dancing, as a lifestyle activity, may confer a protective effect against risk of dementia (4). In this article, I would like to share several personal insights regarding dancing and why I believe it is so effective. In 2008, I met Madeleine Hackney and Gammon Earhart who were engaged in a series of studies demonstrating that Argentine Tango improved balance and functional mobility in people with PD (5–7). I was invited to create and administer an untested intervention for PD using “contact improvisation” (8). We showed similar improvements as the Tango pilot study. However, participants reported preferring improvising (not having to learn step patterns), and the increased human touch that the practice fostered became valuable to them. This report in the participant survey is among the most meaningful to me; I firmly believe that live human touch is an essential ingredient in physical, mental, and emotional health. During this past year, my students and I conducted a dozen non-scientific workshops for people with Alzheimer’s disease (AD), applying creative dance practices I learned from dance artist Liz Lerman (9). Memories are not just “in our heads,” they are whole-person, embodied experiences – what I call “corps memories.” I am intrigued by evidence that integrating a motoric component such as pantomimic gesture or sign language during learning improves memory retention (10, 11). In workshops, people shared memories, and we created dance from the spontaneous gestural movements that typically accompany speech when they become immersed in reverie. This organic combination of narrative and kinesthetic sensation seems to enhance the details of memory. Artistically, there is something poignant, “dancing” memories that will be lost.

Alexander Technique Training Coupled With an Integrative Model of Behavioral Prediction in Teachers With Low Back Pain.

BackgroundIndividuals suffering from chronic low back pain (CLBP) experience major physical, social, and occupational disruptions. Strong evidence confirms the effectiveness of Alexander technique (AT) training for CLBP.ObjectivesThe present study applied an integrative model (IM) of behavioral prediction for improvement of AT training.MethodsThis was a quasi-experimental study of female teachers with nonspecific LBP in southern Tehran in 2014. Group A contained 42 subjects and group B had 35 subjects. In group A, AT lessons were designed based on IM constructs, while in group B, AT lessons only were taught. The validity and reliability of the AT questionnaire were confirmed using content validity (CVR 0.91, CVI 0.96) and Cronbach’s α (0.80). The IM constructs of both groups were measured after the completion of training. Statistical analysis used independent and paired samples t-tests and the univariate generalized linear model (GLM).ResultsSignificant differences were recorded before and after intervention (P < 0.001) for the model constructs of intention, perceived risk, direct attitude, behavioral beliefs, and knowledge in both groups. Direct attitude and behavioral beliefs in group A were higher than in group B after the intervention (P < 0.03).ConclusionsThe educational framework provided by IM for AT training improved attitude and behavioral beliefs that can facilitate the adoption of AT behavior and decreased CLBP.

Older adult Alexander Technique practitioners walk differently than healthy age-matched controls

The Alexander Technique (AT) seeks to eliminate harmful patterns of tension that interfere with the control of posture and movement and in doing so, it may serve as a viable intervention method for increasing gait efficacy in older adults. The purpose of this study was to compare the comfortable pace gait kinematics of older AT practitioners with those of healthy, age-matched controls. Participants were six licensed AT practitioners and seven healthy age-matched controls between the ages of 61-76. During the stance phase, AT participants exhibited significantly greater ankle stance range of motion (ROM) and plantar flexion at toe off, as well as lower ROM of the trunk and head compared to controls. During the swing phase, the AT practitioners had significantly increased hip and knee flexion and a trend toward significantly increased dorsiflexion. The findings suggest that the older AT practitioners walked with gait patterns more similar to those found in the literature for younger adults. These promising results highlight the need for further research to assess the AT's potential role as an intervention method for ameliorating the deleterious changes in gait that occur with aging.

In chronic nonspecific neck pain, adding Alexander Technique lessons or acupuncture to usual care improved pain.

Source Citation MacPherson H, Tilbrook H, Richmond S, et al. Alexander technique lessons or acupuncture sessions for persons with chronic neck pain: A randomized trial. Ann Intern Med. 2015;163:653...

The Relationship between Mental and Somatic Practices and Wisdom.

In this study we sought to explore how experience with specific mental and somatic practices is associated with wisdom, using self-report measures of experience and wisdom. We administered standard surveys to measure wisdom and experience among four groups of practitioners of mental and somatic practices, namely, meditators, practitioners of the Alexander Technique, practitioners of the Feldenkrais Method, and classical ballet dancers. We additionally administered surveys of trait anxiety and empathy to all participants to explore possible mediating relationships of experience and wisdom by characteristics thought to be components of wisdom. Wisdom was higher on average among meditation practitioners, and lowest among ballet dancers, and this difference held when controlling for differences in age between practices, supporting the view that meditation is linked to wisdom and that ballet is not. However, we found that increased experience with meditation and ballet were both positively associated with wisdom, and that lowered trait anxiety mediated this positive association among meditation practitioners, and, non-significantly, among ballet dancers. These results suggest that not all practices that are purported to affect mental processing are related to wisdom to the same degree and different kinds of experience appear to relate to wisdom in different ways, suggesting different mechanisms that might underlie the development of wisdom with experience.

John Dewey, New Education, and Social Control in the Classroom

This case study investigates John Dewey’s role in debates on the topic of New Education and Progressive Education schools. It deals about William H. Kilpatrick’s learning by projects method, Gertrude Hartman’s learning by activities method, and the late-1920s and early-1930s Activity Program. In his writings between 1902 and 1938, Dewey advised to walk the middle path between teacher-centered education and child- or student-centered education. Surprisingly enough, his Experience and Education holds a hidden message, which promotes the so-called Alexander Technique as a means of achieving the “ideal aim of education,” that is, the “creation of power of self-control” (Dewey, 1938, p. 75).

Two Interventions for Chronic Neck Pain: A Randomized Trial

Evidence supporting any particular intervention for patients with chronic nonspecific neck pain is limited. In this U.K. trial, researchers evaluated the effect of acupuncture or Alexander Technique lessons versus usual care in 517 patients with chronic nonspecific neck pain (mean duration, 6 years). According to one website, the Alexander Technique is a “method for improving …

Alexander technique for chronic non-specific neck pain

Alexander technique for chronic non-specific neck pain

Alexander Technique Lessons or Acupuncture Sessions for Persons With Chronic Neck Pain: A Randomized Trial.

Management of chronic neck pain may benefit from additional active self-care-oriented approaches. To evaluate clinical effectiveness of Alexander Technique lessons or acupuncture versus usual care for persons with chronic, nonspecific neck pain. Three-group randomized, controlled trial. (Current Controlled Trials: ISRCTN15186354). U.K. primary care. Persons with neck pain lasting at least 3 months, a score of at least 28% on the Northwick Park Questionnaire (NPQ) for neck pain and associated disability, and no serious underlying pathology. 12 acupuncture sessions or 20 one-to-one Alexander lessons (both 600 minutes total) plus usual care versus usual care alone. NPQ score (primary outcome) at 0, 3, 6, and 12 months (primary end point) and Chronic Pain Self-Efficacy Scale score, quality of life, and adverse events (secondary outcomes). 517 patients were recruited, and the median duration of neck pain was 6 years. Mean attendance was 10 acupuncture sessions and 14 Alexander lessons. Between-group reductions in NPQ score at 12 months versus usual care were 3.92 percentage points for acupuncture (95% CI, 0.97 to 6.87 percentage points) (P= 0.009) and 3.79 percentage points for Alexander lessons (CI, 0.91 to 6.66 percentage points) (P= 0.010). The 12-month reductions in NPQ score from baseline were 32% for acupuncture and 31% for Alexander lessons. Participant self-efficacy improved for both interventions versus usual care at 6 months (P< 0.001) and was significantly associated (P< 0.001) with 12-month NPQ score reductions (acupuncture, 3.34 percentage points [CI, 2.31 to 4.38 percentage points]; Alexander lessons, 3.33 percentage points [CI, 2.22 to 4.44 percentage points]). No reported serious adverse events were considered probably or definitely related to either intervention. Practitioners belonged to the 2 main U.K.-based professional associations, which may limit generalizability of the findings. Acupuncture sessions and Alexander Technique lessons both led to significant reductions in neck pain and associated disability compared with usual care at 12 months. Enhanced self-efficacy may partially explain why longer-term benefits were sustained. Arthritis Research UK.

Integrative treatment for low back pain: An exploratory systematic review and meta-analysis of randomized controlled trials.

Low back pain (LBP) is a common musculoskeletal condition often treated using integrative medicine (IM). Most reviews have focused on a single complementary and alternative medicine (CAM) therapy for LBP rather than evaluating wider integrative approaches. This exploratory systematic review aimed to identify randomized controlled trials (RCTs) and provide evidence on the effectiveness, cost effectiveness and adverse effects of integrative treatment for LBP. A literature search was conducted in 12 English and Chinese databases. RCTs evaluating an integrative treatment for musculoskeletal related LBP were included. Reporting, methodological quality and relevant clinical characteristics were assessed and appraised. Metaanalyses were performed for outcomes where trials were sufficiently homogenous. Fifty-six RCTs were identified evaluating integrative treatment for LBP. Although reporting and methodological qualities were poor, meta-analysis showed a favourable effect for integrative treatment over conventional and CAM treatment for back pain and function at 3 months or less follow-up. Two trials investigated costs, reporting £ 5332 per quality adjusted life years with 6 Alexander technique lessons plus exercise at 12 months follow-up; and an increased total costs of $244 when giving an additional up to 15 sessions of CAM package of care at 12 weeks. Sixteen trials mentioned safety; no severe adverse effects were reported. Integrative treatment that combines CAM with conventional therapies appeared to have beneficial effects on pain and function. However, evidence is limited due to heterogeneity, the relatively small numbers available for subgroup analyses and the low methodological quality of the included trials. Identification of studies of true IM was not possible due to lack of reporting of the intervention details (registration No. CRD42013003916).

What is the perceived impact of Alexander technique lessons on health status, costs and pain management in the real life setting of an English hospital? The results of a mixed methods evaluation of an Alexander technique service for those with chronic back pain.

BackgroundRandomised controlled trial evidence indicates that Alexander Technique is clinically and cost effective for chronic back pain. The aim of this mixed methods evaluation was to explore the role and perceived impact of Alexander Technique lessons in the naturalistic setting of an acute hospital Pain Management Clinic in England.MethodsTo capture changes in health status and resource use amongst service users, 43 service users were administered three widely used questionnaires (Brief Pain Inventory, MYMOP and Client Service Resource Inventory) at three time points: baseline, six weeks and three months after baseline. We also carried out 27 telephone interviews with service users and seven face-to-face interviews with pain clinic staff and Alexander Technique teachers. Quantitative data were analysed using descriptive statistics and qualitative data were analysed thematically.ResultsThose taking Alexander Technique lessons reported small improvements in health outcomes, and condition-related costs fell. However, due to the non-randomised, uncontrolled nature of the study design, changes cannot be attributed to the Alexander Technique lessons. Service users stated that their relationship to pain and pain management had changed, especially those who were more committed to practising the techniques regularly. These changes may explain the reported reduction in pain-related service use and the corresponding lower associated costs.ConclusionsAlexander Technique lessons may be used as another approach to pain management. The findings suggests that Alexander Technique lessons can help improve self-efficacy for those who are sufficiently motivated, which in turn may have an impact on service utilisation levels.

Soma in the City: How does listening and responding to a ‘somatic podcast’ affect one’s relationship to urban space?

Abstract This article describes a small piece of research carried out as part of an MA in Dance and Somatic Well–being at the University of Central Lancashire. The basis of the research was: a) An interest in bridging the gulf between somatic perceptual/movement practice and being in a challenging urban environment. b) Curiosity in how using digital technology can possibly create more, rather than less, connection to psychophysical self and environment. It assumed embodied person–environment mutuality and reciprocity, and was influenced by ecopsychology, the value of attending to movement, and by the somatic practices, particularly the Alexander Technique. The research methodology is influenced by Moustakas’ heuristic approach and involved an embodied first–person practice–led development of the content of the podcast. There were six participants and research ‘data’ was drawn from the time we shared together ‘post–podcast’. Conclusions were drawn from extracting themes from the subjective experience of the individuals.

Teachers of the Alexander Technique in the UK and the people who take their lessons: A national cross-sectional survey

Given the rising profile of the Alexander Technique in the UK, there is a need for a comprehensive description of its teachers and of those who currently take lessons. In a national survey of Alexander teachers, we set out to address this information gap. A cross-sectional survey of 871 UK members of three main Alexander Technique teachers' professional associations was conducted. A questionnaire requested information about their professional background, teaching practice and methods, and about the people who attend lessons and their reasons for seeking help. With an overall response rate of 61%, 534 teachers responded; 74% were female with median age of 58 years, 60% had a higher education qualification, and 95% were self-employed, many with additional non-Alexander paid employment. The majority (87%) offered lessons on their own premises or in a privately rented room, and 19% provided home visits; both individual and group lessons were provided. People who took lessons were predominantly female (66%) with a median age of 48 years, and 91% paid for their lessons privately. Nearly two-thirds (62%) began lessons for reasons related to musculoskeletal conditions, including back symptoms, posture, neck pain, and shoulder pain. Other reasons were general (18%, including well-being), performance-related (10%, including voice-, music-, and sport-related), psychological (5%) and neurological (3%). We estimate that Alexander teachers in the UK provide approximately 400,000 lessons per year. This study provides an overview of Alexander Technique teaching in the UK today and data that may be useful when planning future research.