Alexander Technique Research Articles

The Effects of Therapeutic Singing on Vocal Functions of the Elderly: A Study on Korean Elderly

This study investigated the effects of therapeutic singing as an intervention for improving the vocal functions of the elderly. Data collection for this study took place at five senior community centers in Seoul, South Korea, from August 2018 to March 2019. A total of 54 elderly with healthy voices were assigned to a therapeutic singing group, a general singing group, or a control group, using convenience sampling. The therapeutic singing intervention involved using the Alexander technique, performing oral motor and respiratory exercises, and singing participant-written songs, across 12 sessions. The general singing group sang popular and folk songs of their choice. The control group received no treatment. Using peak expiratory flow rate (PEF) and Praat analysis, the participants' vocal functions were measured before and immediately after the intervention. Vocal function was compared among the groups pre- and post-test; the therapeutic singing group showed statistically significant improvement in all vocal parameters: PEF, maximum phonation time, voice intensity (intensity), fundamental frequency (F0), jitter, shimmer, and noise-to harmonics ratio. The general singing group showed improvement only in F0, jitter, and noise-to harmonics ratio. The control group showed an overall reduction in all vocal functions, with a significant decrease in PEF and intensity, and a decrease in jitter and shimmer. Although singing is considered helpful for the voice health of the elderly, therapeutic singing, which involves posture correction and breathing exercises, is even more effective, thus proving to be a viable intervention for preventive voice care of the elderly.

Somatic ethnographic research: Achoreographic process informed byAlexander Technique

I write from the perspective of a dance artist interested in reflecting on and sharing my experiences of applying the Alexander Technique (AT) to a choreographic process. The inquiry was framed by dance ethnography, and I choreographed, danced, interviewed and performed with emerging to established dance artists specializing in Contact Improvisation, and interviewed and participated in lessons and workshops with AT teachers. During each phase of the research, I asked: why and how does AT guide me to embody my practice as a choreographer and dancer? This self-ethnographic research outlines an AT-inspired dance methodology using a systematic somatic process to enhance physical, mental and emotional coordination for choreographers and dancers. I propose that AT expanded my attention moment-to-moment to develop my choreographic intentions and desires.

Gender Affirming Voicework: A Queer Autoethnographic Account

I’ve previously offered an initial introduction to gender affirming voicework (Maevon Gumble, 2019b) as informed by personal experiences, my queer autoethnographic research (Maevon Gumble, 2019a), and literature from the fields of speech-language pathology, vocal pedagogy, and music therapy. Gender affirming voicework is a new holistic method aimed at assisting individuals with accessing and embodying affirming gender expressions, particularly vocal expressions. I encourage you to read the aforementioned introductory text (2019b) prior to moving forth. In this current article, I will expand upon those understandings by offering a queer autoethnographic account of engaging within intensive personal work as a nonbinary trans person. This article will more deeply consider my personal experiences and journey of engaging with literature as well as participating in the following: voice lessons with a former voice teacher; several Alexander Technique lessons; both full and adapted Guided Imagery and Music (GIM) sessions; and solo voicework sessions, where I more directly explored the possibilities of gender affirming voicework. This queer story – or rather set of stories – that I tell here is a version of what is presented within my thesis research (2019a); however, in queer autoethnographic fashion, revisiting my stories to put together this current story has led to further ‘becomings’ of something new. It is my hope that this creative text provides one personal example of what gender affirming voicework might be within the field of music therapy.

Alexander Technique To Reduce Lower Back Pain In 3rd Trimester of Pregnancy

Background : Studies back pain due to pregnancy 25-90%, was estimated 50% of pregnant women experience back pain. As many as 80% of pregnant women said that back pain during pregnancy interfere with daily routines and 10% unable to work. The Alexander Technique exercises 65-72% effective in reducing back pain. Learning the Alexander technique have an impact on long-term reductions significantly to lower back pain. Research to determine the effectiveness of the Alexander Technique to the level of lower back pain in the third trimester pregnant mothers.Method : pre-experimental research with one group pretest posttest design. Population this study the third trimester pregnant women who experience lower back pain amounting to 31 people in Selopampang public health center Temanggung district. Collecting data used a pain scale observation sheet NRS (Numerical Rating Scale). Analyze data used Wilcoxon test.Result : research showed the Z value of -3.859. It showed that the Alexander technique is effective in reducing low back pain that is felt as much as 3x with Asymp. Sig. (2-tailed) 0.000, which means there is a difference low back pain before and after alexander technique intervention.Conclusion : the Alexander Technique could be an alternative to reduce lower back pain in 3rd trimester of pregnancy

Lighten Up! Postural Instructions Affect Static and Dynamic Balance in Healthy Older Adults.

Background and ObjectivesIncreased fall risk in older adults is associated with declining balance. Previous work showed that brief postural instructions can affect balance control in older adults with Parkinson’s disease. Here, we assessed the effects of brief instructions on static and dynamic balance in healthy older adults.Research Design and MethodsNineteen participants practiced three sets of instructions, then attempted to implement each instructional set during: (1) quiet standing on foam for 30 s with eyes open; (2) a 3-s foot lift. “Light” instructions relied on principles of reducing excess tension while encouraging length. “Effortful” instructions relied on popular concepts of effortful posture correction. “Relax” instructions encouraged minimization of effort. We measured kinematics and muscle activity.ResultsDuring quiet stance, Effortful instructions increased mediolateral jerk and path length. In the foot lift task, Light instructions led to the longest foot-in-air duration and the smallest anteroposterior variability of the center of mass, Relax instructions led to the farthest forward head position, and Effortful instructions led to the highest activity in torso muscles.Discussion and ImplicationsThinking of upright posture as effortless may reduce excessive co-contractions and improve static and dynamic balance, while thinking of upright posture as inherently effortful may make balance worse. This may partly account for the benefits of embodied mindfulness practices such as tai chi and Alexander technique for balance in older adults. Pending larger-scale replication, this discovery may enable physiotherapists and teachers of dance, exercise, and martial arts to improve balance and reduce fall risk in their older students and clients simply by modifying how they talk about posture.

Physical activity interventions for adults who are visually impaired: a systematic review and meta-analysis

ObjectivesCompared with sighted individuals, people with visual impairment have a higher prevalence of chronic conditions and lower levels of physical activity. This review aims to systematically review physical activity interventions...

" The Alexander technique in relation to practising, performing and teaching "

" The Alexander technique in relation to practising, performing and teaching "

Application of the «Alexander Technique» in violin and viola classrooms. Analysis of its impact through audiovisual materials

The teaching and learning process of a musical instrument is intrinsically related to the development of procedural skills, where the acquisition of control in the execution of the actions occupies a highly significant place. From this point we turn our gaze towards the Alexander Technique (AT), where the mind-body is assumed to function in an integrated way. In the present study we examine the impact of its implementation in violin and viola classrooms, in relation to the modeling of specific behaviors to the performance and musical interpretation through a recording technology. To do this, we use the qualitative methodological paradigm, which conforms both to the objectives of our research as well as to the theoretical-practical foundation of AT, characterized by a holistic vision. The study starts from a specific course in this subject for elementary and professional teachers of violin and viola. After its completion, different teachers videotaped their pedagogical practices implementing the TA, which we analyzed through our proposed analytical model of classroom praxis. Using the Atlas.ti software for the treatment of the data from the audiovisual records, the results revealed that the professors subject to research incorporate various aspects of the AT in their pedagogical-didactic classroom action. The conclusions point to a set of potentialities that the application of AT presents in relation to the instrumental teaching-learning process.

Protocolo de entrenamiento vocal fonoaudiológico para cantantes - VOCALICAL -

El entrenamiento vocal es un campo que puede ser apoyado por profesiones con experticia y conocimiento en el tema de la voz, como la fonoaudiología. La presente investigación evidencia y describe el diseño de un protocolo de entrenamiento vocal fonoaudiológico basado en los principios de aprendizaje sensoriomotor con ejercicios de la técnica Alexander, la técnica Pranayama, el método Pilates y el tracto vocal semiocluido y su relación con: la propiocepción, el control respiratorio, el aumento de la capacidad pulmonar y la eficiencia fonatoria necesarios para lograr una economía vocal en pro del desempeño profesional del cantante. El protocolo fue validado en su contenido por 3 jueces expertas en el tema, quienes delimitaron que es pertinente, relevante, suficiente y coherente, en cuanto a la claridad se encontró que el protocolo debía mejorar algunos aspectos referidos a las imágenes de apoyo y claridad en las instrucciones (repeticiones y desarrollo), sugerencias que fueron tenidas en cuenta para realizar los respectivos ajustes. En conclusión, el entrenamiento vocal es un proceso extenso que requiere una gran disciplina por parte del estudiante, sin embargo, profesiones con la experticia y conocimiento en el campo de la voz como lo es la fonoaudiología, deben brindar herramientas para apoyar el trabajo de los profesionales de la voz previo a la aparición de patologías vocales.

Exploring the Use of Psychological Skills Training Interventions in a Music Domain: A Systematic Review.

The aim of this paper was to systematically review existing empirical literature addressing the use of psychological skills training (PST) interventions commonly employed in sport applied to a music domain. Included PST studies must have an experimental or quasi-experimental design and no clinical or pharmacological interventions and/or assessments. The databases MEDLINE (EBSCO), PsychInfo, Psych Articles, CINAHL Plus with full text, Google Scholar, SportDiscus, and Music Index were searched using a combination of the terms. music*, performance psychology, performance enhancement, music performance, intervention, psychological skills training, and music performance psychology. Due to the novelty of the existing literature, there were no limitation restrictions to publication year, the standard of musician (e.g., expert, novice, professional, amateur), participant age, or type of intervention setting. The initial search revealed 323 published articles. After applying the inclusion and exclusion criteria, 10 articles were deemed sufficient for review. Four additional articles were found via pen-and-paper method by evaluating the reference sections of the included articles. All reviewed studies demonstrated that aspects of PST interventions commonly employed in sport (except Alexander technique) are effective at subjectively enhancing performance in a music domain. The PST interventions varied vastly in duration, as well as the types of (and a theoretical and empirical rationale for) psychological skills employed. Music performers may benefit from PST interventions typically used in sport; however, unique considerations of the music performance environment must be addressed in the design of such PST interventions.

Hands On/Hands Off: Pedagogical Touch in the #MeToo Era

ABSTRACT This study explores two key questions: (1) How and why the use of touch—defined here as hands-on physical touch—is effective in teaching voice and Alexander Technique, and (2) How might the use of this powerful pedagogical tool change in light of the #MeToo era? The article first discusses when, how, and why touch is effective in teaching. The article then examines when teachers might choose not to touch and discusses curricular methods that can encourage individual choice in this area. The article argues for practices that ensure no student feels coerced or pressured to comply with assumed directives regarding personal space. The authors argue that clear communication about the specific use of touch in the classroom, rehearsal hall, and in private coaching is imperative if teachers are to create a working environment that respects personal boundaries and individual needs. The article includes the authors’ experiences with students in performing arts programs, professional actors, private clientele, and community work. Also included are perspectives from the authors’ work with Intimacy Directors International (IDI) and from colleagues. Ultimately, the purpose of this article is to engender further inquiries in this area of research and practice.

Poised for Parkinson’s: Alexander Technique Course improves Balance, Mobility and Posture for People With PD

Alexander technique (AT) is an embodied cognitive approach to daily living. Private AT lessons have reduced motor symptoms in people living with Parkinson’s disease (PlwPD). However, one-to-one sessions may be cost-prohibitive. We tested feasibility and promise of an AT-based group course to improve posture and functional mobility for PlwPD.

Alexander Technique classes for tertiary music students: Student and teacher evaluations of pre- and post-test audiovisual recordings

Tertiary music students show patterns of playing-related musculoskeletal disorders (PRMDs) similar to professionals, indicating the need for effective education in management and prevention during student years. When problems occur, music students are most likely to seek advice from their instrumental teachers; therefore, it is important for teachers to be involved in ensuring education programs are relevant to the occupational and artistic needs of both student and professional musicians. Musicians have previously reported improvements in outcomes associated with PRMDs and performance quality following Alexander Technique (AT) classes. In this study, 12 university music students and eight of their teachers evaluated video-recordings filmed before and after a semester of weekly, purpose-designed AT classes. Positive changes were observed in muscle tension, posture, tonal resonance, breathing, instrumental technique, and movement quality. Noted improvements were consistent with student participants’ subjective experiences, reported previously from questionnaire data. The results suggest that AT training at the instrument may have a direct positive impact on key factors associated with PRMDs as well as playing quality. Use of video assessments as a component of controlled, mixed-method studies with larger populations is recommended to establish the potential value of AT for inclusion in music training.

Alexander Technique (AT) Group Classes: Feasible Intervention for Care Partners of People Living With Parkinson's

To test an adapted Alexander technique (AT) group course to improve quality of life for care partners of people living with Parkinson’s disease (PLwPD).

Education of Teachers with Chronic Low Back Pain Based on Integrative Model of Behavioral Prediction

Background: Individuals 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. Objectives: The present study applied an integrative model of behavioral prediction (IM) to design AT training for education of teachers with CLBP. Methods: This was a quasi-experimental study conducted on female teachers with non-specific LBP in southern Tehran in 2014. The intervention group consisted of 42 teachers (AT training based on IM) and the control group included 35 teachers (AT training only). The validity and reliability of the 108-item AT questionnaire based on IM constructs were confirmed using content validity (CVR 0.87, CVI 0.96) and Cronbach’s α (0.84). Data were analyzed by Independent and Paired Sample t-test, Mann-Whitney U test, Wilcoxon, and covariance. Results: The results of the study indicated that AT behaviors, skills and abilities, direct and indirect perceived behavioral control, indirect subjective norms, direct and indirect attitude, and perceived risk were higher in the intervention group three months after the intervention (all P values < 0.05). Disability score (P < 0.001), hand to floor test (P = 0.023), and pain frequency (P = 0.022) showed a significantly higher reduction in the intervention group. Conclusions: The IM educational framework coupled with AT training may facilitate applying AT directions and finally, lead to pain reduction in CLBP.

Concepts of the Alexander Technique and Practical Ideas for Musicians

Concepts of the Alexander Technique and Practical Ideas for Musicians

Alexander Technique classes improve pain and performance factors in tertiary music students

BackgroundProfessional and student instrumental musicians experience high rates of playing-related pain (PR pain) and other playing-related musculoskeletal disorders (PRMDs). This significant occupational health risk signals an urgent need for preventive education at the college level. During tertiary studies however, music students may be more focused on musical skill development than health outcomes. Alexander Technique (AT) is reputed to be beneficial for factors relating to both PR pain and the improvement of performance quality in musicians, therefore AT training for music students could be relevant for prevention. ObjectivesTo examine the effects of AT classes for tertiary music students on PR pain, associated risk factors for PR pain, and factors associated with improvements in music performance quality. MethodsResponses were collected from 23 volunteer music performance students at an Australian University who undertook weekly AT classes for one semester using a curriculum specifically designed for music students. ResultsThe majority of participants rated AT classes as beneficial for all factors, particularly reduction of PR pain, posture, ability to release excess muscle tension, improvements in instrumental technique, and improvements in performance level. Benefits to practice effectiveness and a reduction in non-playing-related pain, stress levels and performance anxiety were also reported. ConclusionsPurpose-designed AT classes may contribute to the management of PR pain and pertinent risk factors in music students, thus further investigation of the potential role of AT classes in pain prevention programs is warranted. Reports of benefit across a range of performance-related skills strengthen relevance to music practice and performance.

Current Approaches for Management of Music Performance Anxiety: An Introductory Overview.

Music performance anxiety (MPA) is a complex area with many individual factors contributing to the level of anxiety experienced by musicians during live performances. This paper provides an overview of research literature on performance anxiety, intended for music teachers, students, and professional musicians, to highlight strategies that have been suggested to manage the accompanying physical and cognitive symptoms. Treatment of MPA includes mindfulness-based approaches, physiological/physically-based therapies, cognitive/behavioural therapies, prescribed medication, music therapy, and psychotherapy. The most popular approaches for managing the physical symptoms are relaxation techniques, in particular, deep breathing exercises, yoga, and meditation. Other strategies include Alexander technique, bio- and neuro-feedback, healthy lifestyle, and prescription drugs. Self-handicapping and perfectionism are some of the examples of negative behaviours in musicians. Management of cognitive symptoms of MPA includes cognitive restructuring, realistic goal-setting, systematic desensitisation, music therapy, and/or psychotherapy. Combining behavioural techniques with cognitive therapy strategies appears to be the most promising approach among interventions aimed at reducing MPA and improving the quality of music performance. Cautious interpretation of the efficacy of interventions is needed due to methodological weaknesses of some research, and this overview of current approaches is intended to facilitate understanding for those less familiar with this topic.

Exploring the field application of combined cognitive-motor program with mild cognitive impairment elderly patients.

This study evaluated combined cognitive-motor program based on Alexander technique and Bartenieff fundamental method for mild cognitive impairment (MCI) patients. The purpose was to explore the field application of combined cognitive-motor learning program centering on proprioceptive neuromuscular facilitation, developing sensory-motor coordination and enhancing focused attention to one’s whole body. Two practice methods were applied to the 40 MCI elder. The combined cognitive-motor learning program (CM) was applied to the 20 MCI elder while 20 elder took traditional movement learning program (TM). Mini Mental States Examination-Korea (MMSE-K), Time Up & Go Test (TUG), Flexibility Test and Pegboard Test were measured and analyzed. The collected data were analyzed by paired t-test. The results were as follows: Both groups showed similar learning effect in Flexibility Test and Pegboard Test. However, in MMSE-K and TUG, CM group showed significant learning effect than TM group. Our data suggested body awareness and body consciousness through Alexander technique and Bartenieff fundamental program facilitated patients’ kinaesthesia: sensory awareness and conscious control of the whole movement. From these results, we conclude that combined cognitive-motor learning program is valuable as alternative program for cognitive development as well as physical development of MCI elder.

Alexander Technique Classes are a Feasible, Cost-Effective, and Promising Intervention for Balance in Older Women

Alexander Technique Classes are a Feasible, Cost-Effective, and Promising Intervention for Balance in Older Women