The Effects of a Positive Mindset Trigger Word Pre-Performance Routine on the Expressive Performance of Junior High Age Singers

Datos Bibliográficos

ID10201328
AutoresPaul Broomhead (0000-0002-2256-3520, Brigham Young University, Provo, UT, USA, autor de correspondencia), Jon B Skidmore (Brigham Young University, Provo, UT, USA), Dennis L Eggett (0000-0003-4109-4827, Brigham Young University, Provo, UT, USA), Melissa M Mills (Independent Researcher, Silver Spring, MD, USA)
Año2012
Volumen60
Número1
Páginas62-80
Fecha de publicación2012-02-15
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Research in Music Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4294 • E-ISSN: 1945-0095
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0022429411435363
OpenAlexW1985475198
IdiomaEN
Citas recibidas8
Referencias citadas52

The effects of a positive mindset trigger word intervention on the expressive performance of individual junior high singers were tested in this study. Participants ( N = 155) were assigned randomly to a control group or an experimental group. Members of the experimental group participated in a 40-min intervention while members of the control group participated in normal rehearsal. The intervention involved a pre-performance routine of breathing and silently repeating the words bold, confident, and free. It also involved practice activities for applying the technique to performance. Participants were tested individually directly before and after the intervention and 2 weeks later. Results indicated a significant positive effect on Overall Expressive Performance ( p < .001) and on the subcategories Dynamics ( p < .001), Performance Factors ( p < .001), and Timing ( p < .001). There was no significant effect on subcategories Articulation ( p = .195) and Tone ( p = .035). Implications were that (1) use of positive mindset trigger words in a pre-performance routine may bring immediate improvement in expressive performance for junior high age singers, (2) junior high age singers may possess higher levels of expressive performance skill than they or teachers recognize, and (3) review and repetition likely are needed for junior high age students to retain the intervention benefits

Articulation (sociology · Developmental psychology · Intervention (counseling · Mindset · Communication in Education and Healthcare · Diverse Music Education Insights · Neuroscience and Music Perception · Psychology