Performing at the Top of One's Musical Game.
Identifieur interne : 000B83 ( Main/Exploration ); précédent : 000B82; suivant : 000B84Performing at the Top of One's Musical Game.
Auteurs : Johannes L. Hatfield [Norvège]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2016.
Abstract
The purpose of the present mixed method study was to investigate personal benefits, perceptions, and the effect of a 15-week sport psychological skills training program adapted for musicians. The program was individually tailored for six music performance students with the objective of facilitating the participants' instrumental practice and performance. The participants learnt techniques such as goal setting, attentional focus, arousal regulation, imagery, and acceptance training/self-talk. Zimmerman's (1989) cyclical model of self-regulated learning was applied as a theoretical frame for the intervention. The present study's mixed-method approach (i.e., quan+ QUAL) included effect size, semi-structured interviews, a research log, and practice diaries of the participants (Creswell, 2009). Thematic analysis revealed that participants had little or no experience concerning planning and goal setting in regard to instrumental practice. Concentration, volition, and physical pain were additional issues that the participants struggled with at the time of pre-intervention. The study found that psychological skills training (with special emphasis on planning and goal setting) facilitated cyclical self-regulated learning patterns in the participants. In essence, the intervention was found to facilitate the participants' concentration, self-observation, self-efficacy, and coping in the face of failure. The appliance of practice journals facilitated the participants' self-observation, self-evaluation, and awareness of instrumental practice. Finally, the psychological skills intervention reduced participants' worry and anxiety in performance situations. An 8-month follow up interview revealed that the participants were still actively applying psychological skills.
DOI: 10.3389/fpsyg.2016.01356
PubMed: 27679586
PubMed Central: PMC5020095
Affiliations:
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Hatfield</name><affiliation wicri:level="1"><nlm:affiliation>Music Education, Norwegian Academy of Music Oslo, Norway.</nlm:affiliation><country xml:lang="fr">Norvège</country><wicri:regionArea>Music Education, Norwegian Academy of Music Oslo</wicri:regionArea><wicri:noRegion>Norwegian Academy of Music Oslo</wicri:noRegion></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2016">2016</date><idno type="RBID">pubmed:27679586</idno><idno type="pmid">27679586</idno><idno type="pmc">PMC5020095</idno><idno type="doi">10.3389/fpsyg.2016.01356</idno><idno type="wicri:Area/Main/Corpus">000B08</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000B08</idno><idno type="wicri:Area/Main/Curation">000B08</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000B08</idno><idno type="wicri:Area/Main/Exploration">000B08</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Performing at the Top of One's Musical Game.</title><author><name sortKey="Hatfield, Johannes L" sort="Hatfield, Johannes L" uniqKey="Hatfield J" first="Johannes L" last="Hatfield">Johannes L. Hatfield</name><affiliation wicri:level="1"><nlm:affiliation>Music Education, Norwegian Academy of Music Oslo, Norway.</nlm:affiliation><country xml:lang="fr">Norvège</country><wicri:regionArea>Music Education, Norwegian Academy of Music Oslo</wicri:regionArea><wicri:noRegion>Norwegian Academy of Music Oslo</wicri:noRegion></affiliation></author></analytic><series><title level="j">Frontiers in psychology</title><idno type="ISSN">1664-1078</idno><imprint><date when="2016" type="published">2016</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">The purpose of the present mixed method study was to investigate personal benefits, perceptions, and the effect of a 15-week sport psychological skills training program adapted for musicians. The program was individually tailored for six music performance students with the objective of facilitating the participants' instrumental practice and performance. The participants learnt techniques such as goal setting, attentional focus, arousal regulation, imagery, and acceptance training/self-talk. Zimmerman's (1989) cyclical model of self-regulated learning was applied as a theoretical frame for the intervention. The present study's mixed-method approach (i.e., quan+ QUAL) included effect size, semi-structured interviews, a research log, and practice diaries of the participants (Creswell, 2009). Thematic analysis revealed that participants had little or no experience concerning planning and goal setting in regard to instrumental practice. Concentration, volition, and physical pain were additional issues that the participants struggled with at the time of pre-intervention. The study found that psychological skills training (with special emphasis on planning and goal setting) facilitated cyclical self-regulated learning patterns in the participants. In essence, the intervention was found to facilitate the participants' concentration, self-observation, self-efficacy, and coping in the face of failure. The appliance of practice journals facilitated the participants' self-observation, self-evaluation, and awareness of instrumental practice. Finally, the psychological skills intervention reduced participants' worry and anxiety in performance situations. An 8-month follow up interview revealed that the participants were still actively applying psychological skills. </div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">27679586</PMID><DateCompleted><Year>2016</Year><Month>09</Month><Day>28</Day></DateCompleted><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>7</Volume><PubDate><Year>2016</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Performing at the Top of One's Musical Game.</ArticleTitle><Pagination><MedlinePgn>1356</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2016.01356</ELocationID><Abstract><AbstractText>The purpose of the present mixed method study was to investigate personal benefits, perceptions, and the effect of a 15-week sport psychological skills training program adapted for musicians. The program was individually tailored for six music performance students with the objective of facilitating the participants' instrumental practice and performance. The participants learnt techniques such as goal setting, attentional focus, arousal regulation, imagery, and acceptance training/self-talk. Zimmerman's (1989) cyclical model of self-regulated learning was applied as a theoretical frame for the intervention. The present study's mixed-method approach (i.e., quan+ QUAL) included effect size, semi-structured interviews, a research log, and practice diaries of the participants (Creswell, 2009). Thematic analysis revealed that participants had little or no experience concerning planning and goal setting in regard to instrumental practice. Concentration, volition, and physical pain were additional issues that the participants struggled with at the time of pre-intervention. The study found that psychological skills training (with special emphasis on planning and goal setting) facilitated cyclical self-regulated learning patterns in the participants. In essence, the intervention was found to facilitate the participants' concentration, self-observation, self-efficacy, and coping in the face of failure. The appliance of practice journals facilitated the participants' self-observation, self-evaluation, and awareness of instrumental practice. Finally, the psychological skills intervention reduced participants' worry and anxiety in performance situations. An 8-month follow up interview revealed that the participants were still actively applying psychological skills. </AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Hatfield</LastName><ForeName>Johannes L</ForeName><Initials>JL</Initials><AffiliationInfo><Affiliation>Music Education, Norwegian Academy of Music Oslo, Norway.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2016</Year><Month>09</Month><Day>13</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">goal setting</Keyword><Keyword MajorTopicYN="N">instrumental practice</Keyword><Keyword MajorTopicYN="N">motivation</Keyword><Keyword MajorTopicYN="N">perfectionism</Keyword><Keyword MajorTopicYN="N">psychological skills</Keyword><Keyword MajorTopicYN="N">self-efficacy</Keyword><Keyword MajorTopicYN="N">self-regulation</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2016</Year><Month>05</Month><Day>09</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2016</Year><Month>08</Month><Day>24</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2016</Year><Month>9</Month><Day>29</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2016</Year><Month>9</Month><Day>30</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2016</Year><Month>9</Month><Day>30</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">27679586</ArticleId><ArticleId IdType="pmc">PMC5020095</ArticleId><ArticleId IdType="doi">10.3389/fpsyg.2016.01356</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Psychol Rev. 1977 Mar;84(2):191-215</Citation><ArticleIdList><ArticleId IdType="pubmed">847061</ArticleId></ArticleIdList></Reference><Reference><Citation>Psychol Rev. 1985 Oct;92(4):548-73</Citation><ArticleIdList><ArticleId IdType="pubmed">3903815</ArticleId></ArticleIdList></Reference><Reference><Citation>Am Psychol. 2002 Sep;57(9):705-17</Citation><ArticleIdList><ArticleId IdType="pubmed">12237980</ArticleId></ArticleIdList></Reference><Reference><Citation>Scand J Med Sci Sports. 2008 Apr;18(2):221-34</Citation><ArticleIdList><ArticleId IdType="pubmed">17617173</ArticleId></ArticleIdList></Reference><Reference><Citation>Front Psychol. 2016 Jan 22;6:2014</Citation><ArticleIdList><ArticleId IdType="pubmed">26834660</ArticleId></ArticleIdList></Reference><Reference><Citation>Med Sci Monit. 2006 Aug;12(8):CR325-31</Citation><ArticleIdList><ArticleId IdType="pubmed">16865063</ArticleId></ArticleIdList></Reference><Reference><Citation>J Consult Clin Psychol. 1982 Jun;50(3):353-62</Citation><ArticleIdList><ArticleId IdType="pubmed">7096738</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Norvège</li></country></list><tree><country name="Norvège"><noRegion><name sortKey="Hatfield, Johannes L" sort="Hatfield, Johannes L" uniqKey="Hatfield J" first="Johannes L" last="Hatfield">Johannes L. 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