A Crucial Time for Prevention
Transitioning into college is an exciting yet stressful time. Music students have to meet the demands of their private instructors, and learn how to prepare for what is expected of them in lessons and ensembles. Consequently, students transitioning into university level music programs are at a greater risk of experiencing playing-related pain than before (Barton & Feinberg, 2008). Professionals and students in schools of dance or music make up the majority of those referred to doctors for performance-related health problems (Lederman, 2003).
There needs to be a greater focus on preventing playing-related injuries in the first place. Contributing factors have been well addressed in scientific literature, but not enough attention has been paid to what can be done to prevent pain and injury amongst the at-risk population of musicians. Due to the nature and competitiveness of the industry, it is extremely difficult for musicians to be able to take an extended period of time away from their instruments in the event of a performance-related injury. A more significant emphasis on injury prevention early on in a musician’s career will help negate this potential threat.
Role of Teachers
Private teachers and band teachers can play an important role in injury prevention and awareness prior to students entering music school. Flute and band teachers are advised to emphasize ergonomic playing postures and adopt simple injury prevention strategies (Lonsdale, Laakso, & Tomlinson, 2014). Music educators have a big influence on modifiable risk factors including a proper physical warm-up, efficient technique, and playing with a relaxed posture (Guptill & Zaza, 2010).
Educational Modules
In a study by Stegink, Dittrick, Narvaez, Boyette, & Staines (2006), two different educational modules were proven to be effective for student musicians. One module covered all information in one session, while the other covered information over two sessions. Participants in both groups were tested on their knowledge before and after the programs, and both groups showed an increase of test scores on injury prevention and wellness. The educational program covered the following topics: “Performance endurance for musicians”, “Cardiovascular fitness and general conditioning”, “Basic concepts in core stabilization”, and “Relaxation techniques”. More research needs to be done on how to best design specific educational models for student musicians.
Raising awareness of modifiable risk factors and injury prevention techniques is an important step in reducing the pervasiveness of performance-related pain and
injury. It is essential for musicians to learn and be able to incorporate these techniques into their everyday lives. One solution would be to require a class on injury prevention for first year music school students. Implementing an educational course when musicians are at a greater risk for injury would be beneficial. Since musicians spend so much time practicing alone, it may be useful to enact a system of accountability, such as a practice log or journal. Barton and Feinberg (2008) emphasize the importance of accountability since using health and prevention strategies involves behavioral change.
What Should be Taught and Who is Responsible?
Blackie, Stone, and Tiernan (1999) emphasize the need for injury education for musicians. They advocate that injury prevention should include understanding ergonomic playing, managing the difficulty of repertoire, integrating warm-up routines into practice schedules, sustaining physical fitness, and raising awareness of high-risk behaviors associated with injury. In a survey concerning injury prevention, Blackie et al. (1999) found that the majority of participants received little injury education, and most received what knowledge they did have from private instructors. The most beneficial timing of injury prevention education needs to be determined. Ideally, it should be before problematic habits arise, but that will vary depending on the individual. Additionally, it may be beneficial for musicians and health professionals to join forces in teaching injury prevention. The National Association of Schools of Music and the Performing Arts Medicine Association are beginning to do this. Refer to the “Suggested Further Reading” list for more information.
A required injury prevention course would ensure easy access to information that may positively influence the way students practice, their posture, their general and musical health, and their stress management among other things. On the other hand, this may be a costly option for schools, and thus hinder music schools from pursuing it in the first place. Furthermore, it may be difficult to implement appropriate strategies to hold students accountable for the practice of injury prevention techniques. In whatever way it is implemented, prevention education can be instrumental in lessening the prevalence of injury amongst musicians.
What are some other options on how to teach injury prevention? Who do you think is responsible for disseminating this information? Comment below on if and how you think injury prevention should be approached in music schools.
Related Posts:
Musicians and osteoarthritis
Guidelines for teachers: Specific injury prevention methods
[toggle title=”Suggested Further Reading“]
- Dawson, W. J., & MENC, the National Association for Music Education (U.S.). (2008). Fit as a fiddle: The musician’s guide to playing healthy. Lanham: Rowman & Littlefield Education.
The following website and document offer reliable information on neuromusculoskeletal and vocal health for students, faculty, and staff of music schools:
- National Association of Schools of Music. (2015). NASM-PAMA advisories on neuromusculoskeletal and vocal health. Retrieved from http://nasm.arts-accredit.org/index.jsp?page=NASM-PAMA%3a+Neuromusculoskeletal+and+Vocal+Health.
- National Associationa of Schools of Music & Performing Arts Medicine Association.Information and recommendations for faculty and staff in schools of music. Retrieved from http://nasm.arts-accredit.org/site/docs/PAMA-NASM_Advisories/2_NASM_PAMA_NMH-Faculty_and_Staff_June%202014.pdf.
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[toggle title=”References”]
- Barton, R., & Feinberg, J. R. (January 01, 2008). Effectiveness of an educational program in health promotion and injury prevention for freshman music majors. Medical Problems of Performing Artists, 23, 47-53. http://search.proquest.com/docview/196339617?accountid=12339
- Blackie, H., Stone, R., & Tiernan, A. (January 01, 1999). An investigation of injury prevention among university piano students – aspiring musicians may not be receiving injury prevention education and/or not applying the techniques to practice. Medical Problems of Performing Artists, 14, 3, 141. http://www.sciandmed.com/mppa/journalviewer.aspx?issue=1095&article=1052&action=1
- Guptill, C., & Zaza, C. (January 01, 2010). Injury prevention: What music teachers can do. Music Educators Journal, 96, 4, 28-34. http://dx.doi.org/10.1177/0027432110370736
- Lederman, R. J. (January 01, 2003). Neuromuscular and musculoskeletal problems in instrumental musicians. Muscle & Nerve, 27, 5, 549-61. http://dx.doi.org/10.1002/mus.10380
- Lonsdale, K., Laakso, E. L., & Tomlinson, V. (January 01, 2014). Contributing factors, prevention, and management of playing-related musculoskeletal disorders among flute players internationally. Medical Problems of Performing Artists, 29, 3, 155-62. http://www.sciandmed.com/mppa/journalviewer.aspx?issue=1205&article=2059&action=1
- Stegink, J. C. W., Dittrick, M. W., Narvaez, A., Boyette, J., & Staines, K. G. (October 01, 2006). The mechanics of music: A comparison of two education schedules to teach injury prevention and wellness awareness for student musicians. Journal of Hand Therapy, 19, 4, 450-451.http://dx.doi.org/10.1197/j.jht.2006.07.019
Media:
All pictures received from pixabay through Creative Commons.
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Great blog, Sarah. I wanted to support your ideas about an injury prevention course for first year students. I think this not just a good idea but also an essential one. Taking this idea one step farther, I would suggest that future teachers be trained in the basics of teaching injury prevention. I know we teach our future classroom music teachers how to play some of the “secondary” instruments but I don’t think enough is done to train them to help see and prevent injury in beginning instrumentalists. If musicians learned injury prevention basics at the start this would go a long way in being proactive instead of remedial.
Thanks for your comment, Brian. I completely agree. This goes along with the idea of music educators and health experts joining forces. Perhaps music education training should include a class on how to teach injury prevention in beginning/general music classes.
It seems that injury prevention should be taught and stressed at all levels of playing.
I agree!
I totally agree. It should start the first day they pick up an instrument.
The injury-prevention techniques of Dorothy Taubman has really helped me. Before I studied these techniques, I could only practice piano for about an hour before I would start feeling pain. Now I can practice 5-6 hours without feeling a thing. It’s all about playing properly and naturally. She spent her teaching career fixing pianist’s injuries. Her techniques has really changed the way I play for the better, it’s amazing!
That’s great to hear! Pianists are certainly at high-risk for injuries. Many studies have been done regarding injuries in pianists. Playing properly and naturally are huge components of helping us avoid pain and injury.
I wish this topic had come up earlier in my musical career! Transitioning to university, I was definitely unprepared for tackling the work load safely and ended up suffering some minor injuries. Soooo important for teachers to cover good posture and safe practicing from the beginning!
I agree Sally! I felt the same way when I transitioned into university. Perhaps we should advocate for injury prevention to be taught in private lessons from the onset of learning an instrument with continued education at the university level.
This is hugely important! Those first few lessons when someone is introduced to an instrument are essential. It might be impossible for every classroom music teacher to introduce each instrument “perfectly” but there are other ways. A colleague in Regina is part of a system that provides “head start” clinics to beginning instrumentalists. Colleagues and professionals volunteer to give beginners a head start by introducing them to the instrument they are a specialist on. Great concept and builds community as well.
The “head start” clinics sound like a great concept. I will have to look into those!
I’ll call you the next time I run one. Just don’t live too far away. 🙂