Vocal Health Education: A Program for High-School Cheerleaders

Transcription

1 Vocal Health Education: A Program for High-School Cheerleaders Ronald D. Schaefer, Ph.D. Tara Massey, Graduate Student Tahlequah, OK Alli Moore, M.S. Warm Spring Hospital and Rehabilitation San Antonio, TX Poster Session #2481

2 Purpose A high prevalence of voice disorders among cheerleaders has been reported in the literature (Case, 2002). It is the purpose of this program to provide a simple method for increasing awareness and providing strategies for reducing vocal abuse associated with cheerleading by providing simple, easilypresented vocal hygiene instruction to highschool cheerleaders and their coaches.

3 Method A one-hour Power Point presentation was developed for the purpose of providing basic information about voice production, vocally abusive behaviors, the effects of vocal abuse, and ways to reduce abuse while continuing with cheerleading activities. Instruction includes an introduction to anatomy and physiology of the vocal mechanism, recognition of vocal abuse, and 12 slides designed to help reduce the vocally abusive behaviors associated with cheerleading.

4 Method (continued) In addition to the Power Point presentation, laryngeal models, humor, and question-andanswer time are used to provide information designed to reduce the vocal abuse associated with cheerleading. The presentation can be made by well-trained graduate students or any speech-language pathologist with an interest in and basic knowledge of vocal hygiene activities.

5 The following slides review the 12 steps of the program (with references). Much of the material is taken from other (noncheerleading) vocal hygiene programs. Evidence of the usefulness of these suggestions from other areas is yet to be determined. Data will be collected as the program/study develops to determine their effectiveness on this extremely stressful and vocally abusive activity.

6 The 12 Steps of Vocal Hygiene Activities for Cheerleaders Presented in the Study 1. Never cheer when your throat is sore or when you have a hoarse voice. (Colton, Casper, & Leonard, 2006; Aaron & Madison, 1991) 2. Never scream or screech or cheer in a lower or higher than normal voice. (Case 2002) 3. Maintain Hydration (water not caffeine). (Titze, 105; Case, 2002)

7 12 Steps (continued) 4. Avoid tobacco, alcohol, and other drugs. (Colton, Casper, & Leonard, 2006, Stemple, Glaze, & Gerdeman, 1995) 5. Breathe deeply and use plenty of air when you cheer. (Andrews, 1999) 6. Avoid cheering in dusty conditions or when you are fatigued. (Case, 2002; Aaron & Madison, 1991) 7. Warm up your voice, as well as your body, and allow a cool-down period after cheering. (Case, 2002)

8 12 Steps (continued) 8. Avoid hard glottal attacks. (Titze, 1994; Case, 2002) 9. Take frequent breaks during a game or practice, using that time to drink water and rest your voice. (Colton, et al., 2006) 10. As you workout to get your other muscles in shape, focus on keeping the vocal folds relaxed. (Andrews, 1999; Colton, et al. 2006)

9 12 Steps (continued) 11. With your coach s permission, work with your teammates to allow each member of the squad to take a 5-minute break from cheering (on a rotational basis) every 15 to 20 minutes. (Boone, McFarlane, & Von Berg, 2005) 12. Use amplification whenever possible (controversial with some state athletic associations). (Roy, et al., 2002) Bonus: Help your teammates recognize their vocally abusive behaviors and notify them if they are abusing their voice in any way. - Develop a buddy-system.

10 Throughout the presentation each of the program steps is discussed and opportunities for questions or comments are provided. Students and coaches are encouraged to share experiences and the moderator/presenter(s) help the group arrive at answers or solutions to problems. Prior to, and immediately following the presentation, a questionnaire designed to evaluate the effectiveness of the program is presented to the participants.

11 The next slide is the title page for the presentation at a local high school. School colors and school mascots are used, along with occasional cartoons to heighten interest among the students. Laminated copies of the 12 steps are made and left with the cheerleader coach to be hung in the practice facility.

12 Tahlequah Tiger Spirit Squads Nobody Does It Better!

13 References and suggested further reading: Aaron, V. L. & Madison, C. L. (1991). A Vocal Hygiene Program for High- School Cheerleaders. Language, Speech and Hearing Services in Schools, 22, Andrews, M. (1999). Manual of Voice Treatment. San Diego, CA: Singular. Andrews, M. L. (1996). Treatment of Vocal Hyperfunction in Adolescents. Language, Speech, and Hearing Services in School, 27, Andrews, M., & Shank, K. H. (1983). Some Observations Concerning the Cheering Behavior of School-Girl Cheerleaders. Language, Speech, and Hearing in Schools, 14, Boone, D. R., McFarlane, S. C., & Von Berg, S. L (2005). The Voice and Voice Therapy. Needham Heights, MA: Allyn & Bacon. Bovo, R., Galceran, M., Petruccelli, & Hatzopoulos, S. (2007). Vocal Problems Among Teachers: Evaluation of a Preventive Voice Program. Journal of Voice, 12,

14 Campbell, S. L., Reich, A., Klockars, A. J., & McHenry, M. A. (1988). Factors Associated With Dysphonia in High School Cheerleaders. Journal of Speech and Hearing Disorders, 53, Case, J. L. (2002). Clinical Management of Voice Disorders. Austin, TX: Pro-Ed. Colton, R. H., Casper, J. K., & Leonard, R. (2006). Understanding Voice Problems: A Physiological Perspective for Diagnosis and Treatment. Baltimore, MD: Lippincott Williams & Wilkins. Dworkin, J. P., Abkarin, G. G., Stachler, R. J., Culata, R. A., & Meleca, R. J. (2004). Is Voice Amplification for Teachers With Dysphonia Really Beneficial? Journal of Speech, Language, and Hearing Research, 47, Gottliebson, R. O., Lee, L., Weinrich, B., & Sanders, J. (2007). Voice Problems of Future Speech-Language Pathologists. Journal of Voice, 21,

15 Jacobson, B. H., Johnson, A., Grywalski, C., Silbergleit, A., Jacobson, G., Benninger, M.S., & Newman, C. W. (1997). The Voice Handicap Index (VHI): Development and Validation. American Journal of Speech-Language Pathology, 6, Kent, R. D., & Ball, J. M. (2000). Voice Quality Measurement. San Diego, CA: Singular. Klimas, N. (2002). Fine-Tuning the Instrument: Prevention Strategies for Professional Voice Users. Advance for Speech-Language Pathologists, 12, 6-8. Pannbacker, M. (1999). Treatment of Vocal Nodules and Outcomes. American Journal of Speech-Language Pathology, 8, Pannbacker, M. (1998). Voice Treatment Techniques: A Review and Recommendations for Outcome Studies. American Journal of Speech-Language Pathology, 7,

16 Pasa, G., Oates, J., & Dacakis, G. (2007). The Relative Effectiveness of Vocal Hygiene Training and Vocal Function Exercises in Preventing Voice Disorders In Primary School Teachers. Logopedics Phoniatrics Vocology, 32, Reich, A., McHenry, M., & Keaton, A. (1986). A Survey of Dysphonic Episodes in High-School Cheerleaders. Language, Speech, and Hearing Services in Schools, 17, Roy, N., Weinrich, B., Gray, S. D., Tanner, K., Toledo, S. W., Dove, H., Corbin-Lewis, K., & Stemple, J. C. (2002). Voice Amplification Versus Vocal Hygiene Instruction for Teachers With Voice Disorders: A Treatment Outcomes Study. Journal of Speech, Language, and Hearing Research, 45, Stemple, J. C., Glaze, L. E., & Gerdeman, B. K. (1995). Clinical Voice Pathology: Theory and Management. San Diego, CA: Singular. Titze, I. R. (1994). Principles of Voice Production. Englewood Cliffs, NJ: Prentice-Hall.