Abstract
In this study, the author examined the effects of type of practice (physical, mental, I alternating physical/mental, and a motivational control) and aural knowledge of results on improving piano performance. Forty music education and music therapy majors participated in a pretest and posttest experiment using one of eight treatment conditions. The dependent variables were performance time, number of pitch errors, and number of rhythm errors. Results revealed that (a) all three practice conditions had significantly shorter performance times than did the control condition, (b) treatments using physical practice and alternating mental/physical practice yielded significantly shorter performance times than did the mental practice treatment alone, and (c) the physical practice treatment did not differ significantly from the alternating mental/physical practicel treatment in improving performance times. No other statistically significant differences were found among the three practice conditions.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 187-196 |
| Number of pages | 10 |
| Journal | Journal of Research in Music Education |
| Volume | 38 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1990 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
- Music
Cite this
Effects of Mental Practice, Physical Practice, and Knowledge of Results on Piano Performance. / Coffman, Don.
In: Journal of Research in Music Education, Vol. 38, No. 3, 1990, p. 187-196.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of Mental Practice, Physical Practice, and Knowledge of Results on Piano Performance
AU - Coffman, Don
PY - 1990
Y1 - 1990
N2 - In this study, the author examined the effects of type of practice (physical, mental, I alternating physical/mental, and a motivational control) and aural knowledge of results on improving piano performance. Forty music education and music therapy majors participated in a pretest and posttest experiment using one of eight treatment conditions. The dependent variables were performance time, number of pitch errors, and number of rhythm errors. Results revealed that (a) all three practice conditions had significantly shorter performance times than did the control condition, (b) treatments using physical practice and alternating mental/physical practice yielded significantly shorter performance times than did the mental practice treatment alone, and (c) the physical practice treatment did not differ significantly from the alternating mental/physical practicel treatment in improving performance times. No other statistically significant differences were found among the three practice conditions.
AB - In this study, the author examined the effects of type of practice (physical, mental, I alternating physical/mental, and a motivational control) and aural knowledge of results on improving piano performance. Forty music education and music therapy majors participated in a pretest and posttest experiment using one of eight treatment conditions. The dependent variables were performance time, number of pitch errors, and number of rhythm errors. Results revealed that (a) all three practice conditions had significantly shorter performance times than did the control condition, (b) treatments using physical practice and alternating mental/physical practice yielded significantly shorter performance times than did the mental practice treatment alone, and (c) the physical practice treatment did not differ significantly from the alternating mental/physical practicel treatment in improving performance times. No other statistically significant differences were found among the three practice conditions.
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UR - http://www.scopus.com/inward/citedby.url?scp=84970393138&partnerID=8YFLogxK
U2 - 10.2307/3345182
DO - 10.2307/3345182
M3 - Article
AN - SCOPUS:84970393138
VL - 38
SP - 187
EP - 196
JO - Journal of Research in Music Education
JF - Journal of Research in Music Education
SN - 0022-4294
IS - 3
ER -