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dc.contributor.authorMornell, A
dc.contributor.authorOsborne, MS
dc.contributor.authorMcPherson, GE
dc.date.accessioned2020-11-25T01:56:28Z
dc.date.available2020-11-25T01:56:28Z
dc.date.issued2020-03-01
dc.identifier.citationMornell, 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.
dc.identifier.issn1029-8649
dc.identifier.urihttp://hdl.handle.net/11343/251875
dc.descriptionTitle on the "Accepted manuscript" is "PRACTICE STRATEGIES IN ELITE PERFORMERS".
dc.description.abstractTypical 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 developing 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.
dc.languageEnglish
dc.publisherSAGE PUBLICATIONS LTD
dc.titleEvaluating practice strategies, behavior and learning progress in elite performers: An exploratory study
dc.typeJournal Article
dc.identifier.doi10.1177/1029864918771731
melbourne.affiliation.departmentMelbourne Conservatorium of Music
melbourne.source.titleMusicae Scientiae: the journal of the European Society for the Cognitive Sciences of Music
melbourne.source.volume24
melbourne.source.issue1
melbourne.source.pages130-135
melbourne.identifier.arcDP150103330
melbourne.elementsid1323729
melbourne.contributor.authorOsborne, Margaret
melbourne.contributor.authorMcPherson, Gary
dc.identifier.eissn2045-4147
melbourne.identifier.fundernameidAUST RESEARCH COUNCIL, DP150103330
melbourne.accessrightsOpen Access


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