The effect of preventive measures in a physiological context on upper extremity problems and performance in piano training

Playing the piano is a physical activity that requires a thorough understanding of the body's physiology. The technical and musical challenges expected to be overcome during the educational process can sometimes lead to strain on the musculoskeletal system, paving the way for related disorders. Analyzing piano playing techniques will help identify potential physiological issues and understand the impact of these issues on performance. This study aims to investigate the "Impact of Physiologically Preventive Measures in Piano Education on Upper Extremity Problems and Performance." The independent variable of the study is an 8-week piano training program that includes targeted preventive measures applied to the experimental group, consisting of students receiving basic piano education in the Music Department at Kocaeli University. In the control group, regular educational activities continued without intervention. The dependent variables of the study are the Disabilities of the Arm, Shoulder, and Hand (DASH) questionnaire and the Piano Educators' Observation Form. The research aimed to determine whether the independent variable influenced the dependent variables by forming experimental and control groups. Pre- and post-test measurements were conducted for both groups. No significant difference was found in the DASH scores between the experimental and control groups. This indicates that both groups were in similar physical condition at the beginning and that homogeneous groups were formed before the intervention. The results of the study show significant improvements in the musicianship skills and work module dimensions of the DASH questionnaire for the experimental group. Specifically, the training program that included targeted preventive measures was found to be more effective than the control group in reducing musician-specific disabilities and enhancing occupational performance. On the other hand, it was observed that the traditional piano education applied to the control group did not result in significant improvement in these areas. These findings underscore the critical role that health-focused and performance-supportive programs in music education can play, particularly concerning occupational functionality and musical competence.