This study introduces a comprehensive multimodal framework designed to cultivate coordinated movement that enriches sound quality while mitigating playing-related injury risks through heightened bodily awareness and technical refinement. Pianists function as highly trained fine-motor athletes, requiring sophisticated neuromuscular coordination, full-body integration, and sustained cognitive focus. Although piano playing may appear less physically dynamic than other athletic endeavours, it demands intricate motor control that extends far beyond isolated finger or hand movements. Much of this skill develops by habit and intuition, where beneficial practices could coexist with maladaptive ones. Consequently, many playing-related injuries arise not from deliberate choices but from unconscious execution of cumulative, inefficient movement patterns. Developing sensitivity to subtle motions—and their impact on musical output—is therefore essential for injury prevention and lasting artistry.The framework integrates Bloom’s Taxonomy and the VARK model (visual, auditory, read/write, kinesthetic) to facilitate multisensory engagement, scaffold cognitive understanding, and accommodate diverse learning preferences. It synthesises established pedagogical approaches—including Rae de Lisle’s Fit 4 Piano series, the Taubman Approach, the Lister-Sink Method, and Penelope Roskell’s holistic perspective—alongside principles from somatic practices such as body mapping, the Feldenkrais Method, the Alexander Technique, and Tai Chi. This convergence creates a synergistic, coherent system, further enriched by interdisciplinary insights and the researcher’s lived experience as a pianist, teacher, and learner.Nine interconnected elements form this pedagogical foundation. Rather than following a rigid sequence, they interact fluidly, allowing teachers to tailor guidance to students’ developmental stages, objectives, and learning preferences. The design emphasises practical application over abstraction, offering actionable strategies for students and versatile tools for teachers. Spaced revisitation of these elements aligns with cognitive and neuromuscular development, fostering personalised pathways toward expressive and resilient musicianship.Operationalised through concrete movement retraining exercises, initial implementation with emerging pianists has yielded promising outcomes. Students report greater movement awareness, while teachers’ evaluations confirm students’ improvement and underscore its practical value. By consolidating evidence-based strategies, the framework provides a systematic approach that is both preventive and performance-enhancing, making complex knowledge accessible, musically relevant, and potentially transferable to other instruments.The study is positioned not as a fixed endpoint but as a dynamic foundation, evolving through ongoing reflection, real-world application, and emerging evidence. Its implications are wide-ranging, highlighting the importance of continuous professional development, reflective pedagogical practices, and interdisciplinary integration in tertiary music education curricula. Ultimately, it advocates a sustainable model for holistic music education, uniting artistic excellence with long-term performer well-being.