The Effectiveness of the Alexander Technique in Reducing Upper Body Muscle Tension and Preventing Overuse Injury in Collegiate

Violin and Viola Players

Rachelle Wolf , MM in Violin Performance
Research Methods
Group Alexander Technique Lessons
Subjects will engage in 10 weekly Alexander Technique lessons. Initially these onehour long sessions will provide basic anatomical information through a variety of activities listed below. Gradually connections will be made between the students thought processes and the quality of their movements. Eventually, the students will begin to address habitual movement patterns as they perform on their instruments. Activities include, but are not limited to:

The Abstract
Upper string players are often faced with performance related injuries as a result of unnecessary muscle tension and narrowed focus. Musicians are trained to attend to aural and visual senses, to the detriment of kinesthetic awareness. This can lead to debilitating performance problems in collegiate instrumentalists seeking music degrees. The Alexander Technique (AT) is one method that addresses these concerns by approaching a given task from a process of whole-body consciousness. This research project studies habitual movement patterns in collegiate upper string players (violinists and violists) that often lead to over-use injuries. The premise is that incorporation of AT concepts into performance practice will lead to a reduction of static tension in playing and result in both prevention of injury and improved quality of performance. Investigators measure muscle tension in specific areas of the neck and back through the use of the kinesiology departments EMG equipment and the psychology departments Flock of Birds. Video is also taken of these performances and evaluated for aspects of performance quality by an outside reviewer who is a qualified expert in violin or viola performance. Subjects engage in ten weeks of one hour group Alexander Technique lessons and keep a personal journal of their progress. The anticipated result is an improved dynamic interplay of tension and release that results in a better technical and musical performance. A control group will be tested with EMG, FOB, and video analysis, but will receive no AT training and will not keep a personal journal.

Drawing initial perceptions of the skeleton; the size shape and function of major joints and limbs.
Examination of skeletal models and writing about the differences between their perceptions and the model Performing ordinary daily activities such as getting up off a chair, sitting down in a chair, typing on a computer, reading a book, and walking. Picking up the instrument and eventually performing in the class.

One of the most important methods of overuse treatment is musical, not medical. Some change of practice and performance habits and techniques is mandatory in treating most forms of musical over-use conditions. For many, this may begin by relearning how to hold and play the instrument in a physically relaxed and physiologically efficient posture, avoiding the muscle tension and cramped hand positions that so often are a cause of pain.
(William J. Dawson)

Predicted Results
Increased proprioception should result in more efficient and deliberate movement. This requires a fundamental change in thinking. It is predicted that subjects will experience psychophysical re-education that increases body awareness and allows inhibition of debilitating habits that cause pain and/or overuse injury. They will experience increased field of motion and will feel more at ease with their playing. Participation may also cause a decrease in perceived and recorded muscle tension involved in holding and playing the violin or viola. This will result in a more dynamic relationship with the instrument, and ultimately an increase in the quality of performance. These outcomes will be assessed by perceived self- improvement by the player, evaluated performance progress by an outside reviewer, and evidence of change in physical movement and muscular activity. Data from this study will be used in the creation of a learning tool (utilizing the recorded movement data collected), which can enhance the learning process of the participant

Quantitative Assessment:
Muscle tension and movement are recorded using Electromyography (EMG) and the Flock of Birds (FOB), as subjects play a scale and a excerpt from Kreutzer Etude #10. This occurs both before and after the 10 week AT training. Electromyography measures electric muscular activity. Data is collected from the following muscles: upper trapezius (bilateral), sternocleidomastoid (bilateral), the lumbar area of the spinal erector muscles (bilateral), the anterior deltoid (left), and the biceps (left). Maximal voluntary isometric contraction (MVIC) is measured for EMG normalization. Flock of Birds measures 3-dimensional motion in space (kinematics). The six sensors from the FOB will be attached to each participant in the areas of the head (occipital lobe), the 6th cervical vertebra, the upper left arm, the left forearm, the left hand (right above wrist), and the shoulder (left scapula).

Principles of the Alexander Technique

The Alexander Technique: A system of psycho-physical education developed by F. Matthias Alexander that helps to prevent and eliminate musculoskeletal problems resulting from the inefficient use of the body while practicing or performing (The American Center for the Alexander Technique, Inc.)
Human beings are incredibly well-made. When we get in the way of our well-madeness we are creating interference in our coordination. This is true whether the interference originates from thought or movement, because we are a psychophysical whole. This interference is characterized by an over tightening in the relationship between the head and body in movement. Once we begin over tightening in this way, all of our movement patterns are made more difficult, breathing is incomplete, emotional access is limited, and thinking is less clear. What Alexander discovered was a way to consciously undo the interference in the relationship between head and body so that we can restore our coordination- or prevent the miscoordination in the first place. This involves using constructive thinking to initiate change. This thinking has two parts- it begins with a message to the overall coordination, to ease between head and body so that the whole body can respond- and continues with the activity-related message- so that I can do what I am doing.

Refereneces:
Alexander, F.M. The Use of Self. London: Orion, 2001. Dawson, William J. Playing without Pain: Strategies for the Developing Instrumentalist. Music Educators Journal, Vol. 93, No. 2 (Nov. 2006), pp. 36-41. http://www.jstor.org/stable/3878469. (Accessed: 22/01/2013).

Qualitative Assessment:
Subject Survey: Perceived level of pain and effort

Video Evaluation Each video is evaluated by a 4 level rubric on 22 different criteria, such as quality of tone, resonance, and intonation.

Gelb, Michael J. Body Learning: An Introduction to the Alexander Technique. New York: Henry Holt and Company, 1994.
Guptill, Christine: Personal consultation at the Performing Arts Medical Association Conference, July 2013. Madden, Cathy. The Mind-Body Connection: An Introduction to the Alexander Technique. Teaching Theatre, Spring 2003, 22-25. 2003. Russell, Brian Eugene, "The Empirical Testing of Musical Performance Assessment Paradigm" (2010). Open Access Dissertations. Paper 387. App. C and D. Valentine, Elizabeth and Aaron Williamon. Alexander Technique and Music Performance: Evidence for Improved ''Use''', in R. Kopiez, A.C. Lehmann, I. Wolther and C. Wolf (eds.) Proceedings of the Fifth Triennial ESCOM Conference, pp. 145-7. Hanover: Hanover University of Music and Drama.

Journal: Participants fill out a weekly journal in the following format:

What? Identify the principle involved: provide quote from FM, teacher or reading. So What? What is your interpretation of this principle/quote? Include questions, struggles, frustrations. Now What? What conclusions can you draw concerning the way you think and move?

Basic Terms: The Means Whereby: he must give up all thought of the end for which he was working and focus instead on the steps leading to that end.By paying attention to the quality of his action rather than to his specific goal, Alexander began to free himself from his unreasoned control of his organism.

Use: the choices we make about what we do with ourselves to a large extent determine the quality of our lives. Primary Control:the dynamic relationship of the head, neck, and torso is the primary factor in organizing human movement. Inhibition: the ability to delay response until adequately prepared to make it (Terms quoted from Michael J. Gelb. Body Learning: An Introduction to the Alexander Technique. )

Visentin, Peter. Personal consultation at the Performing Arts Medical Association Conference, July 2013.