The Alexander Technique

The Alexander technique (AT) has been practiced for over 125 years. Despite evidence of its clinical utility, a clear explanation of how AT works is lacking, as the foundational science needed to test the underlying ideas has only recently become available. The authors propose that the core changes brought about by Alexander training are improvements in the adaptivity and distribution of postural tone, along with changes in body schema, and that these changes underlie many of the reported benefits. They suggest that AT alters tone and body schema via spatial attention and executive processes, which in turn affect low-level motor elements.

To engage these pathways, AT strategically engages attention, intention, and inhibition, along with haptic communication. The uniqueness of the approach comes from the way these elements are woven together. Evidence for the contribution of these elements is discussed, drawing on direct studies of AT and other relevant modern scientific literature.

https://bit.ly/ATKinesiologyReview 

Cohen, Rajal et al (2015). Neural Rehabilitation & Neural Repair, Journal of the American Society of Neurorehabilitation

Instructions based on the Alexander Technique given to people with Parkinson's Disease led to reduced postural sway, reduced axial postural tone, greater modifiability of tone, and a smoother center of pressure trajectory during step initiation, possibly indicating greater movement efficiency. 

Timothy W. Cacciatore, Omar S. Mian, Amy Peters, Brian L. Day Journal of Neurophysiology. Published 1 August 2014  Vol. 112 no. 719-729 DOI: 0.1152/jn.00617.2013

While Alexander Technique (AT) teachers have been reported to stand up by shifting weight gradually as they incline the trunk forward, healthy untrained (HU) adults appear unable to rise in this way. This study examines the hypothesis that HU have difficulty rising smoothly, and that this difficulty relates to reported differences in postural stiffness between groups. 

Neuromuscular interference of posture on movement: evidence of Alexander Technique teachers rising from chair

Woodman J.P., Moore N.R.  International Journal of Clinical Practice January 2012

The aim of this review was to systematically evaluate available evidence for the effectiveness and safety of instruction in the Alexander Technique in health-related conditions. Conclusions: Strong evidence exists for the effectiveness of Alexander Technique lessons for chronic back pain and moderate evidence in Parkinson’s-associated disability. Preliminary evidence suggests that Alexander Technique lessons may lead to improvements in balance skills in the elderly, in general chronic pain, posture, respiratory function and stuttering, but there is insufficient evidence to support recommendations in these areas.

Video of Author summarizing study

Cacciatore TW, Gurfinkel VS, Horak FB, Day B.Gait and Posture, June 2011. 

This study compared coordination of 14 teachers of the Alexander Technique to 15 healthy control subjects during rising from a chair. The Alexander Technique teachers were able to achieve a smoother, more continuous movement than the control subjects, consistent with previous claims that the Alexander Technique teaches more efficient movement.

Reddy P et al. Journal of Urology, October 2011. Volume 186, Issue 4, Supplement, Pages 1658-1662.  

(Poster presentation at The American Urological Association Annual Meeting, San Francisco.)

This pilot study found that surgeons who underwent instruction in the Alexander Technique experienced a significant improvement in posture and surgical ergonomics as well as decreased surgical fatigue.

Yardley L et al (2010). Family Practice 27 (2):198-204.  

Subjects from the ATEAM study (above) were interviewed about their experience with the Alexander Technique lessons and exercise. Whereas many obstacles to exercising were reported, few barriers to learning the Alexander Technique were described, since it ‘made sense’, could be practiced while carrying out everyday activities or relaxing, and the teachers provided personal advice and support. (Abstract)

Shafarman E, Geisler MW (2003). American Psychological Association Convention, Toronto, Canada.

In this preliminary study of computer mouse use, subjects without Alexander Technique training could reduce muscle activation only by slowing down, whereas subjects with Alexander Technique experience were able to reduce muscle activation while continuing to move rapidly. Implications for prevention of repetitive strain injury are discussed. The work was written up in Alexander Journal, 21. Available from the Society of Teachers of the Alexander Technique (an affiliated society in the United Kingdom) or from the lead author of the study: E. Shafarman.

Dennis (1999). Journal of Gerontology - Series A: Biological and Medical Sciences, 54A(1): M8-M11.

Women aged 65-88 who received 8 Alexander Technique lessons showed a 36% improvement in forward-reaching distance (a common measure of balance control), while control subjects of the same age showed a 6% decrease over the same time-period.

Fisher K (1988). Holistic Medicine, 3(1):47-56. (Note: the journal has since been renamed Journal of Interprofessional Medicine.)

Chronic pain sufferers participated in a multiple-intervention study. During the study, after three months, and one year later, the subjects rated the Alexander Technique as the most helpful method for relieving chronic pain.

Nobel Lecture entitled Ethology and Stress Diseases. Tinbergen N (1973).

Nikolaas Tinbergen, Nobel Laureate, wrote about F. M. Alexander, the importance of Alexander's discoveries and the benefits he and his wife experienced from lessons.  He strongly recommended it as a sophisticated form of rehabilitation for all stress-related diseases, i.e., rheumatism, high blood pressure, breathing problems and sleep disorders.

Video of Nikolaas Tinbergen's Nobel lecture, the last third of which is devoted to his discussion of Alexander's work and its various beneficial effects.