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

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.

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

BACKGROUND

Professional 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.

OBJECTIVES

To 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.

METHODS

Responses 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.

RESULTS

The 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.

CONCLUSIONS

Purpose-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.