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13
Chapter
Swedish Massage
Techniques
Topic 13-1: Effleurage
Topic 13-2: Petrissage
Topic 13-3: Friction
Topic 13-4: Vibration
Topic 13-5: Tapotement
Topic 13-6: Joint Movements
Topic 13-7: Putting It All Together
I. Learning Contracts
Learning contracts are an excellent way to create a personalized strategy to successfully learn new material. The
learning objectives for Chapter 13 are listed here. Think about how you’ll master each of these learning objectives
and complete the chart with a plan for each objective. Use the example provided in Chapter 1 as a guide, but keep
your own learning style and how you learn best in mind and get creative! You may be asked to create these learning contracts on your own, or your instructor may collaborate with you.
Learning Objective
What am I going to learn?
Resources and
Strategies
Evidence of
Accomplishment
Verification of
Accomplishment
What resources,
strategies, and
experiences will I
use to learn this?
How will I know I
have learned this?
How will I prove I
have learned this?
Completion Date
To be added
by student and
instructor.
13-1. List two physiological effects
from each of the six Swedish
massage techniques described.
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M A S S A G E T H E O R Y A N D T E C H N I Q U E : S T U DY G U I D E
Learning Objective
What am I going to learn?
Resources and
Strategies
Evidence of
Accomplishment
Verification of
Accomplishment
What resources,
strategies, and
experiences will I
use to learn this?
How will I know I
have learned this?
How will I prove I
have learned this?
13-2. Compare and contrast the
effects of a friction stroke applied
briskly and lightly with those of a
friction stroke applied with slow,
moderate pressure.
13-3. Explain the different effects
of applying an effleurage stroke in
different directions: away from the
heart and towards the heart.
13-4. Briefly explain the effect of
petrissage on Golgi tendon organs.
13-5. Briefly explain the effect of
friction on adhesions.
13-6. Compare and contrast
active, passive, and resisted range
of motion techniques.
13-7. Describe the effects of
subtle factors such as rhythm,
depth, and pacing on the client’s
massage experience.
II. Glossary Terms
Instructions: Please write in a brief definition of each term.
Effleurage
End feel
Friction
Completion Date
To be added
by student and
instructor.
CHAPTER 13: SwEDISH MASSAGE TECHNIQUES
Joint movements
Joint play
Petrissage
Range of motion
Routines
Sequencing
Synovial joints
Tapotement
Vibration
III. True or False?
Instructions: Indicate whether each of the following statements is true or false.
1.
Swedish massage still uses the six traditional stroke techniques first named by Mezger.
2.
Usually effleurage strokes are applied away from the heart (proximal to distal) to enhance blood and
lymph circulation.
3.
Petrissage is particularly suited for decreasing muscle tension.
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M A S S A G E T H E O R Y A N D T E C H N I Q U E : S T U DY G U I D E
4.
Friction is used to heat the local tissue, break up adhered tissue, and reorganize collagen fibers into
parallel patterns allowing for greater range of motion.
5.
Initially vibration is relaxing because it briefly activates the sympathetic nervous system.
6.
Short bursts of forceful tapotement are stimulating to both the local area and the body as a whole, but
longer applications tend to relax the body area and body as a whole.
7.
Joint mobilization techniques using a high-velocity, low-amplitude thrusting movement, such as used
by physical therapists and chiropractors, are popular with many massage therapists.
8.
Active-resisted movements help build the client’s strength while taking a joint through its full range of
motion to lubricate the joint structure with synovial fluid.
9.
In Swedish massage, the strokes often follow a defined progression from tapotement to vibration, to
friction, to petrissage, to effleurage, with joint movement added as appropriate.
10.
Since most Swedish strokes do not require the use of lubrication, the choice to use or not use lubricant
depends completely on the client’s preferences.
IV. Matching
Instructions: Match the correct answer to its description.
A.
B.
C.
D.
E.
Effleurage
Petrissage
Superficial friction
Coarse vibration
Tapotement
F.
G.
H.
I.
J.
Pincement
Active-assisted joint movements
Active-resisted joint movements
Passive joint movements
Passive stretches
1.
Applied with the palms in a quick, light motion with little or no lubricant
2.
Applied against the client’s movement to build strength
3.
Applied with the ulnar side of the hand, cup-shaped hands, or hands held open
4.
Applied with the palm of the hand, fingertips, edge of the hand, forearms, knuckles, or thumbs
5.
Applied by gently, slowly, and evenly by pushing a little way past firm-end feel
6.
Applied using the fingertips
7.
Applied to help complete the client’s movement
8.
Applied with one hand wrapped around the tissue, keeping your fingers together as a unit
9.
Applied in a number of different directions with the client fully relaxed
10.
Applied by lifting and shaking a muscle group to confuse proprioceptors
CHAPTER 13: SwEDISH MASSAGE TECHNIQUES
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V. Sentence Completion
Instructions: Fill in the blanks with the correct answer.
1. Effleurage should not be applied distal to an area of inflammation, injury, or severe bruising because these
conditions may cause fluid
.
2. The
quality of ground substance means that it becomes more fluid when it is stirred
and more solid when undisturbed.
3. Deep friction is applied
to the muscle fibers to separate the fibers so that they can more
readily slide over each other and move freely.
4. Pay careful attention to your body
when performing friction.
5. When tapotement is used correctly over the chest or back,
easier expulsion.
6. Joint movement techniques focus predominantly on
joints where the bones do not touch each other.
7.
joints, which are freely moveable
end feel occurs when bone runs into bone, such as when the elbow is extended and the
shape of the joint stops the movement (anatomical restriction).
8. Clients often experience
9.
is loosened in the chest for
when they are placed face down on the table.
are a series of strokes that are planned in advance, delivered to body areas in a pre-set
order, and practiced until they flow smoothly together.
10. Flow and
refer to the progression of massage strokes from one technique to another,
and from one body area to another.
VI. Short Answer Questions
Instructions: Complete all of the following short answer questions.
Topic 13-1:
Effleurage
Explain why effleurage is often the first stroke applied to a body area.
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M A S S A G E T H E O R Y A N D T E C H N I Q U E : S T U DY G U I D E
Topic 13-2: Petrissage
How does petrissage help decrease adhesions in soft-tissue structures?
Topic 13-3: Friction
Explain how cross-fiber friction is performed differently from friction applied following the muscle fiber direction.
What is the difference in the effects?
Topic 13-4: Vibration
When are shaking and jostling particularly contraindicated (beyond the usual contraindications of open skin
legions, skin diseases, bruises, acute injuries, inflammation, and varicose veins)? Why?
Topic 13-5:
Tapotement
1. Name at least two body areas where tapotement is contraindicated in all clients. Why?
2. Name a time period when tapotement should not be used in some clients. Why?
CHAPTER 13: SwEDISH MASSAGE TECHNIQUES
7
Topic 13-6: Joint Movements
If a client has surgical pins in place to help stabilize a joint, what precautions are needed when working with that joint?
Topic 13-7:
Putting It All Together
1. What are the benefits of using a massage routine?
2. What are potential drawbacks for clients and the therapist to using a massage routine?
VII. Case Studies
Topic 13-6: Joint Movements
You are providing a wellness massage to a new client who has never before had a massage. You reach a point in
your routine where you will be using active joint methods, and when you begin to explain to the client what to do,
she objects, “That doesn’t sound like massage! Why are we going to use up time doing that?” What do you say?
Topic 13-7:
Putting It All Together
1. You are giving a customized wellness massage to a client who is new to you but who says he has had many
massages in the past. He requested a “usual” full-body massage in the intake interview. You begin your
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M A S S A G E T H E O R Y A N D T E C H N I Q U E : S T U DY G U I D E
routine with light effleurage, and immediately he says he prefers deeper, more strenuous work and asks you
to jump ahead to “the good stuff.” What do you do and/or say?
2. It has been a bad day, with several clients arriving late and another therapist at the spa where you work
calling in sick. You are feeling overworked and anxious. Then at lunchtime you check your email and find a
notice from your bank that you seem to be late on a loan payment. Now you’re really stressed. Your next client casually asks how you’re doing, and you try to smile and say “Just fine” as you start the routine, but you
can’t stop wondering if you really missed the bank payment or if there’s been a mistake. Now your client is
seeming to tense up, and you’re wondering why. What should you do?
VIII. Activities
Topic 13-1:
through 13-6 – the Swedish Techniques
This chapter focuses on learning the six different Swedish techniques and putting them together meaningfully in a
sequence for wellness massage. At this point in your learning you may still need more practice with the individual
techniques. Get together with another student to practice the strokes. Feel free to have your textbook open as you
practice, referring to Techniques 18 to 27.
First practice each technique one at a time at different locations on the body. After each, ask your “client” how
he or she felt about how you used the technique. It is very important for each of you to give honest, constructive
criticism to the other during this practice. If needed, identify what areas you need additional practice in, and get
together with another student for additional practice and critique. Write down what you learned, what was challenging for you, and what you want to remember.
CHAPTER 13: SwEDISH MASSAGE TECHNIQUES
Topic 13-7:
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Putting It All Together
1. Without looking back at the chapter, on a separate piece of paper write an outline of what you feel is a “perfect” full-body wellness massage. Beside each segment in your sequence, write down how many minutes (to
the nearest half-minute) that you will spend on it. Then add up all your times and see how well that total
compares to the allotted time for a one-hour session. Are you surprised if your timing is off somewhat? Then
adjust the times, and give a massage to another student using a watch to follow your scripted time. Don’t be
surprised if there’s a difference between what your hands and your mind tell you about timing—but use this
exercise to get a better sense of how to handle the different parts of a wellness massage routine effectively
without feeling rushed at the end. Write about what you learned and what you want to remember about timing in a massage session.
2. With another student or friend, practice giving a full-body massage without interruptions or pauses between
body areas or types of strokes. Be conscious of maintaining contact with the “client’s” skin at all times. Can
you keep one hand in contact while adjusting the draping with the other as you change body areas? Can you
smoothly transition from one type of stroke to another? From one body area to another? Make it your goal to
avoid breaking contact with the skin and transitioning smoothly between strokes and different body areas.
Write about what you learned and what you want to remember.
IX. Rubrics
Learning Objective
Excellent
Good
Needs Improvement
13-1. List two physiological
effects from each of the six
Swedish massage techniques
described.
The student is able to accurately
list at least two physiological
effects from each of the six
Swedish massage techniques
with as much detail as is given in
the chapter.
The student is able to list one or
two physiological effects from
each of the six Swedish massage
techniques, but is not able to
describe them in detail.
The student is not able to list
one or two physiological effects
from each of the six Swedish
massage techniques.
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M A S S A G E T H E O R Y A N D T E C H N I Q U E : S T U DY G U I D E
Learning Objective
Excellent
Good
Needs Improvement
13-2. Compare and contrast
the effects of a friction stroke
applied briskly and lightly
with those of a friction stroke
applied with slow, moderate
pressure.
The student is able to accurately
describe the effects of a friction
stroke applied briskly and lightly
and those of a friction stroke
applied with slow, moderate
pressure and then compare and
contrast the two.
The student is able to articulate
some of the effects of a friction
stroke applied briskly and lightly
and those of a friction stroke
applied with slow, moderate
pressure, and is able to partially
compare and contrast the two.
The student is unable to accurately define the effects of
either a friction stroke applied
briskly and lightly or those of
a friction stroke applied with
slow, moderate pressure, and
cannot describe the differences
between the two.
13-3. Explain the different
effects of applying an
effleurage stroke in different
directions: away from the
heart and towards the heart.
The student can clearly and
correctly explain all of the
effects of applying an effleurage
stroke away from the heart and
towards the heart and contrast
the two.
The student can explain in general the effects of applying an
effleurage stroke away from the
heart and towards the heart.
The student is unable to explain
any difference in the effects of
applying an effleurage stroke
away from the heart and
towards the heart.
13-4. Briefly explain the effect
of petrissage on Golgi tendon
organs.
The student is able to thoroughly and accurately explain
the effect of petrissage on Golgi
tendon organs.
The student can explain in
general the effect of petrissage
on Golgi tendon organs.
The student is unable to identify
the effect of petrissage on Golgi
tendon organs.
13-5. Briefly explain the effect
of friction on adhesions.
The student is able to thoroughly and accurately explain
the effect of friction on
adhesions.
The student can explain in
general the effect of friction on
adhesions.
The student is unable to identify the effect of friction on
adhesions.
13-6. Compare and contrast
active, passive, and resisted
range of motion techniques.
The student is able to accurately
describe the effects of active,
passive, and resisted range of
motion techniques and then
compare and contrast the two.
The student is able to articulate
some of the effects of active,
passive, and resisted range of
motion techniques and can
partially compare and contrast
the two.
The student is unable to
accurately describe active,
passive, and resisted range of
motion techniques and cannot
adequately describe differences
among them.
13-7. Describe the effects of
subtle factors such as rhythm,
depth, and pacing on the
client’s massage experience.
The student can correctly and
in detail describe the effects of
subtle factors such as rhythm,
depth, and pacing on the client’s
massage experience, including
examples.
The student can describe in
general the effects of subtle factors such as rhythm, depth, and
pacing on the client’s massage
experience.
The student is unable to identify
the effects of subtle factors such
as rhythm, depth, and pacing on
the client’s massage experience.