BACKGROUND: Studies show a high cumulative prevalence of musculoskeletal disorders among musicians. Increased emphasis is needed on studying the effectiveness of education and prevention courses in music schools. OBJECTIVES: To investigate the effects on music students of an education and prevention course on body awareness and their attitude toward health and prevention. METHODS: 23 music students participated in this prospective descriptive comparative study, with 13 students taking the course and serving as a prevention education group (PG) and 10 students serving as a comparison group (CG). The course met once weekly for 2 semesters and included lectures and practical sessions. Before and after the course, participants answered a questionnaire about their level of physical activity, warm-up exercises prior to musical performance, health-promoting activities, and subjective body awareness during musical performance and during activities of daily living (ADL). RESULTS: Over the 9-month study period, the PG group increased, and the CG lessened, the amount of warm-up prior to music performance, showing a significant group difference after the course (p=0.036). Significant interactions were seen for subjective body awareness scores (between groups over time) during practice (p=0.026) and during ADLs (p=0.004), as the PG group had greater positive change over time. No group differences were found in students' subjective rating of body awareness during live performance. CONCLUSIONS: Participation in a prevention and education course may be beneficial for music students due to improved subjective body awareness and attitude toward prevention strategies.
BACKGROUND: Studies show a high cumulative prevalence of musculoskeletal disorders among musicians. Increased emphasis is needed on studying the effectiveness of education and prevention courses in music schools. OBJECTIVES: To investigate the effects on music students of an education and prevention course on body awareness and their attitude toward health and prevention. METHODS: 23 music students participated in this prospective descriptive comparative study, with 13 students taking the course and serving as a prevention education group (PG) and 10 students serving as a comparison group (CG). The course met once weekly for 2 semesters and included lectures and practical sessions. Before and after the course, participants answered a questionnaire about their level of physical activity, warm-up exercises prior to musical performance, health-promoting activities, and subjective body awareness during musical performance and during activities of daily living (ADL). RESULTS: Over the 9-month study period, the PG group increased, and the CG lessened, the amount of warm-up prior to music performance, showing a significant group difference after the course (p=0.036). Significant interactions were seen for subjective body awareness scores (between groups over time) during practice (p=0.026) and during ADLs (p=0.004), as the PG group had greater positive change over time. No group differences were found in students' subjective rating of body awareness during live performance. CONCLUSIONS: Participation in a prevention and education course may be beneficial for music students due to improved subjective body awareness and attitude toward prevention strategies.