A student's grip tightens just before the fast passage. You notice it again on the next attempt. It's worth asking about, especially if that passage has been giving them trouble.
“Did that feel different in your hand?” gives you somewhere to start. “You're nervous” is a guess, and it may send you off working on the wrong problem.
Ask before assuming
They might say the instrument feels heavy there, or that they're trying to force the notes out. Ask them to show you where it starts. Now you've got something to work on together.
Avoid using eye contact, fidgeting, or stillness as a test of engagement. People attend and communicate differently. Ask a musical question, invite a demonstration, or check whether the task is clear instead of interpreting a pose.
Compare the student with their own comfortable playing. Instrument, body proportions, disability, and preferred supports can all affect the setup.
Check the chair and stand
Can the student see the music without twisting? Does the chair suit the task? Are the instrument's weight and reach manageable? Would an appropriate support or footrest make the position more comfortable?
Change one thing, play a short passage, and ask what changed. A different stand height might help. It might also reveal that the stand was never the problem.
BAPAM's healthy practice guidance discusses supported posture, instrument supports, breaks, and adjustments to playing demands. It also advises seeking qualified help for symptoms such as pain, weakness, or pins and needles. If the student reports those symptoms, stop playing and help them find qualified advice.
Try an easier version
If a passage appears effortful, try a shorter section or slower tempo. For a wind player, separate planning the breath from playing the phrase. For a keyboard player, try one hand or a smaller pattern. Use an exercise appropriate to the instrument.
Ask whether the easier version feels different. Then build back toward the original passage. This gives you more information than repeatedly saying “relax.” For a breathing exercise, put the wind instrument down first so the student can focus on the breath.
A comfortable gesture, tapped beat, or seated weight shift can provide another way to explore a phrase. Offer a choice and model the activity first. Difficulty with the movement does not prove that the student lacks musical understanding.
If the activity helps, return to the instrument and listen for a specific change. If it adds confusion or discomfort, choose something else. Getting Off the Bench has adaptable examples.
After an adjustment, ask how it feels and hear the passage again. If it's no easier, keep looking rather than insisting the student hold the new position.