Abstract
An experimental study was conducted to observe the effect of the Alexander Technique (AT) on piano performance within curriculum learning, specifically aimed at reducing pre-examination anxiety caused by China's National Art Entrance Examination (NAEE). The study employed a pretest-posttest controlled design with a sample of 60 NAEE piano students aged 16-20 years, who were randomly divided into four groups: a group (Group A) that received continuous AT intervention, a group (Group B) where the AT was terminated after three months, a group (Group C) where the AT intervention was introduced after a three-month delay, and a traditional pedagogy control group within a formal educational context. Anxiety levels were assessed using the Beck Anxiety Inventory (BAI). The results indicated significant reductions in anxiety among the AT intervention groups (A, B, C; p< 001); average BAI scores attenuated from moderate anxiety (21.87, 22.87, 21.53) to non-clinical levels (2.93, 5.20, 3.27). We found the largest reduction in anxiety in Group A (combining full AT integration), which outperformed Groups B and C. There was no significant change for the control group (D), as p = .339. AT integration is a viable method to alleviate pre-exam anxiety, and the best outcome can be achieved with continuous application. These results endorse the didactic potential of AT in high-stakes exam preparation, as it enhances mind-body interfacing and sustainable action skills.