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    Evaluating practice strategies, behavior and learning progress in elite performers: an exploratory study

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    Author
    Mornell, A; Osborne, MS; McPherson, GE
    Date
    2020
    Source Title
    Musicae Scientiae: the journal of the European Society for the Cognitive Sciences of Music
    Publisher
    SAGE Publications
    University of Melbourne Author/s
    Osborne, Margaret; McPherson, Gary
    Affiliation
    Melbourne Conservatorium of Music
    Metadata
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    Document Type
    Journal Article
    Citations
    Mornell, A., Osborne, M. S. & McPherson, G. E. (2020). Evaluating practice strategies, behavior and learning progress in elite performers: an exploratory study. Musicae Scientiae, 24 (1), pp.130-135. https://doi.org/10.1177/1029864918771731.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/251875
    DOI
    10.1177/1029864918771731
    ARC Grant code
    ARC/DP150103330
    Description

    Title on the "Accepted manuscript" is "PRACTICE STRATEGIES IN ELITE PERFORMERS".

    Abstract
    Typical musicians devote most of their time to blocks of physical practice and mistake-avoidance, as opposed to mental preparation, desirable difficulties, and strategies that strengthen self-efficacy and autonomy. For this reason, teachers try to steer students away from mindless drill and towards self-regulated learning strategies. Yet, both the scientific and pedagogical literature lack guidelines for development musicians that are supported by empirical research. This exploratory study with 14 musicians was designed to capture what they planned to practice, as well as what they actually did in the practice room, in order to assess the level of repetition and innovation intended and carried out. A questionnaire captured the musician’s self-reported intentions (cognitions), behavior, and emotions during practice. The questionnaire accompanied a self-recorded video of a practice session of the participant’s choice. Evaluation of the questionnaire and videos provided evidence that participant’s own ratings of the effectiveness of their practice supported their belief in the importance of repetition. The evaluation scores of these students’ practice sessions by two independent raters, in contrast, indicated that varied strategies were more beneficial with regard to individual progress than habitual repetition.

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