J Eldred1, A Hopton2, E Donnison3, J Woodman4, H MacPherson2. 1. Department of Health Sciences, University of York, Heslington, York YO10 5DD, UK. Electronic address: janet.eldred@york.ac.uk. 2. Department of Health Sciences, University of York, Heslington, York YO10 5DD, UK. 3. Society of Teachers of the Alexander Technique (STAT), Grove Business Centre, 560-568 High Road, Tottenham, London N17 9TA, UK. 4. Department of Health Sciences, University of York, Heslington, York YO10 5DD, UK; Society of Teachers of the Alexander Technique (STAT), Grove Business Centre, 560-568 High Road, Tottenham, London N17 9TA, UK.
Abstract
OBJECTIVES: Given the rising profile of the Alexander Technique in the UK, there is a need for a comprehensive description of its teachers and of those who currently take lessons. In a national survey of Alexander teachers, we set out to address this information gap. DESIGN: A cross-sectional survey of 871 UK members of three main Alexander Technique teachers' professional associations was conducted. A questionnaire requested information about their professional background, teaching practice and methods, and about the people who attend lessons and their reasons for seeking help. RESULTS: With an overall response rate of 61%, 534 teachers responded; 74% were female with median age of 58 years, 60% had a higher education qualification, and 95% were self-employed, many with additional non-Alexander paid employment. The majority (87%) offered lessons on their own premises or in a privately rented room, and 19% provided home visits; both individual and group lessons were provided. People who took lessons were predominantly female (66%) with a median age of 48 years, and 91% paid for their lessons privately. Nearly two-thirds (62%) began lessons for reasons related to musculoskeletal conditions, including back symptoms, posture, neck pain, and shoulder pain. Other reasons were general (18%, including well-being), performance-related (10%, including voice-, music-, and sport-related), psychological (5%) and neurological (3%). We estimate that Alexander teachers in the UK provide approximately 400,000 lessons per year. CONCLUSIONS: This study provides an overview of Alexander Technique teaching in the UK today and data that may be useful when planning future research.
OBJECTIVES: Given the rising profile of the Alexander Technique in the UK, there is a need for a comprehensive description of its teachers and of those who currently take lessons. In a national survey of Alexander teachers, we set out to address this information gap. DESIGN: A cross-sectional survey of 871 UK members of three main Alexander Technique teachers' professional associations was conducted. A questionnaire requested information about their professional background, teaching practice and methods, and about the people who attend lessons and their reasons for seeking help. RESULTS: With an overall response rate of 61%, 534 teachers responded; 74% were female with median age of 58 years, 60% had a higher education qualification, and 95% were self-employed, many with additional non-Alexander paid employment. The majority (87%) offered lessons on their own premises or in a privately rented room, and 19% provided home visits; both individual and group lessons were provided. People who took lessons were predominantly female (66%) with a median age of 48 years, and 91% paid for their lessons privately. Nearly two-thirds (62%) began lessons for reasons related to musculoskeletal conditions, including back symptoms, posture, neck pain, and shoulder pain. Other reasons were general (18%, including well-being), performance-related (10%, including voice-, music-, and sport-related), psychological (5%) and neurological (3%). We estimate that Alexander teachers in the UK provide approximately 400,000 lessons per year. CONCLUSIONS: This study provides an overview of Alexander Technique teaching in the UK today and data that may be useful when planning future research.