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Thecompetenceofperformance:Mentalaspectsofsucceedingandfailinginmusicians

CONFERENCEPAPER·SEPTEMBER2015

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Proceedings of the Ninth Triennial Conference of the European Society for the Cognitive Sciences of Music, 17-22 August 2015, Manchester, UK

Ginsborg, J., Lamont, A., Phillips, M., Bramley, S. (Editors)

The competence of performance: Mental aspects of succeeding and failing in musicians

Sebastian Peschke,*1

Richard von Georgi#2

*Dept. of Psychology., Ludwig-Maximilian University Munich, Germany

#International Psychoanalytic University Berlin, Germany

1sebastian.peschke@campus.lmu.de,

2richard.vongeorgi@ipu-berlin.de

ABSTRACT

Background

Being good when it counts (Eberspächer, 2004) is crucial for

professionalism of musicians. Music performance anxiety

(MPA) is prevalent even among well experienced professional

musicians. It may impair cognitive and motor aspects of

performance and is therefore often experienced as

existence-threatening. The amount of experience seems to be

no significant impact on the occurrence of mpa to have

(Mornell, 2002). Research in sports psychology suggests a

specific competition-related expertise: a set of cognitive skills

that foster the ability to perform under challenging conditions

significantly (Janelle et al., 2007). Due to diverse identified

similarities of the development of excellence in sports and

music (Hagemann et al., 2007), a competition-related expertise

– or performance competence (PCO) – can also be assumed for

musicians as having extensive potential for influencing MPA

and the capacity to perform the personal best.

Aims

The presented study investigates the PCO and its correlation

with MPA in challenging situations in musicians: H0:

rMPA,PCO = 0; H1: rMPA,PCO ≠ 0 (Significance level α=≤0.05).

Method

A questionnaire for the evaluation of PCO was constructed.

MPA was evaluated with an own German translation of the

revised Kenny music performance anxiety inventory (Kenny,

2009; K-MPAI-d). Further MPA influencing variables were

evaluated with the following questionnaires: fear of negative

evaluation (SANB-5; Kemper et al., 2011), PANAS-d (Krohne

et al., 1996), coping with stress (SVF-44; Janke et al. 1995),

NEO-ffi (Borkenau et al. 1993). Sample (n=130; nfemale=64;

nmale=65; Mage=29,52 years (SD=12.03; min=17; max=76))

consists of 55 professionals, 60 students und 15 amateurs

(nclassical/jazz=124; nrock/pop=3; nother=3). CPO and K-MPAI-d were

tested with explorative factor, scale and item analyses.

Hypothesis of correlation of PCO and MPA was tested by

correlation analysis (Cronbach’s α: p≤0.05). K-MPAI-d was

tested with factor, scale and item analyses.

Results

Six well interpretable factors of PCO were found

(Cronbach’s Alpha and sample items in brackets): conviction of

performance competence (α=.918; e.g. I am deeply convinced

that I am able to retrieve my best performance when it matters

most; I know exactly what I can do to be able to provide my

personal best even under difficult conditions), progress

focussing (α=.847; e.g. I am happy about every little practice

progress; By practicing I gain self-confidence), deficit

orientation (as impairment factor) (α=.858; e.g. I think in

everyday life most of what did not work well in a performance;

After a prelude situation I evaluate my performance against the

failed points / false notes), relation to teacher (α=.912; e.g. My

teacher is pleased with every one of my progress; My teacher

understands exactly what I need), concentration (α=.793; e.g.

I'm not able to concentrate very good in general; While

practicing, I'm with my attention precisely at what I'm doing

[reversed]), and practice strategy (α=.789; e.g. If I can not play

a certain passage, I analyze exactly on which technical aspect

it refers to; Practicing for me is the deliberate induction of

tangible improvements up to the desired state). Hypothesis of

correlation between MPA and PCO was affirmed: negative

correlations between factors of PCO and MPA (positive

between MPA and deficit orientation). Moreover, correlations

were found between PCO and the other evaluated MPA

influencing variables. Moreover positive correlations were

found between PCO (resp. negative with deficit orientation)

and personality traits extraversion, openness, agreeableness and

conscientiousness, positive affectivity and the positive coping

strategies of stress. Negative correlations were found between

PCO and neuroticism, fear of negative evaluation, negative

affectivity and the negative coping strategies of stress.

In this sample, the factor structure of the K-MPA-I as

published by Kenny (2009), could not be replicated with the

German version KMPAI-d.

Conclusions

The findings indicate that a specific PCO could improve the

ability to perform the personal best, even under potentially

anxiety triggering conditions. Further research is needed to

examine these assumptions as well as the question, whether

PCO also moderates the relation between personality factors

and MPA. Moreover, it is necessary to examine the relation of

the PCO factors found to established constructs like

self-efficacy. Sample size and the pending validation of the

PCO questionnaire and of the German translation of the

K-MPAI-d are limiting factors of this study. Nevertheless, as

part of the professional training, PCO can make a significant

contribution to the success of musicians.

Keywords

Peak Performance, Music Performance Anxiety,

Performance Competence, KMPA-I, Performance Psychology,

Practicing

Proceedings of the Ninth Triennial Conference of the European Society for the Cognitive Sciences of Music, 17-22 August 2015, Manchester, UK

Ginsborg, J., Lamont, A., Phillips, M., Bramley, S. (Editors)

REFERENCES

Borkenau, P. & Ostendorf, F. (1993). NEO-Fünf-Faktoren Inventar

(NEO-FFI) nach Costa und McCrae. Göttingen, Bern, Toronto,

Seattle: Hogrefe

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role

of deliberate practice in the acquisition of expert performance.

Psychological review, 100(3). 363.

Hagemann, N., Tietjens, M., Strauß, B. (Eds.). (2007). Psychologie

der sportlichen Höchstleistung: Grundlagen und Anwendungen

der Expertiseforschung im Sport. Göttingen: Hogrefe

Janelle, C. M., Coombes, S. A., Singer, R. N. & Duley, A. R. (2007).

Veranlagung und Umwelt: Zum Verständnis von

Expertenleistungen im Sport. In: Hagemann, N., Tietjens, M.,

Strauß, B. (Eds.). Psychologie der sportlichen Höchstleistung.

Grundlagen und Anwendungen der Expertiseforschung im Sport

(S. 40-70). Göttingen: Hogrefe.

Hoffman, Sophie L. & Hanrahan, Stephanie J. (2012). Mental Skills

for Musicians: Managing Music Performance Anxiety and

Enhancing Performance. Sport, Exercise, and Performance

Psychology, Vol. 1, No. 1, S. 17–28

Janke, W., Erdmann, G., Kallus, K. W. & Boucsein, W. (1995).

Stressverarbeitungsfragebogen - SVF-S 44, Göttingen: Hogrefe

Kemper, C. J., Lutz, J., & Neuser, J. (2011). Konstruktion und

Validierung einer Kurzform der Skala Angst vor negativer

Bewertung (SANB-5). Klinische Diagnostik und Evaluation, 4,

342- 359

Kenny, D. T. (2009). The factor structure of the revised Kenny Music

Performance Anxiety Inventory. Paper presented at the

International Symposium on Performance Science, Auckland,

New Zealand.

Krohne, H. W., Egloff, B., Kohlmann, C.-W. & Tausch, A. (1996).

Untersuchungen mit einer deutschen Form der Positive und

Negative Affect Schedule (PANAS). Diagnostica, 42, 139-156

Mayer, Jan, Hermann, Hans-Dieter (2011). Mentales Training.

Grundlagen und Anwendung in Sport, Rehabilitation, Arbeit und

Wirtschaft. Berlin, Heidelberg: Springer

Mornell, A (2002). Lampenfieber und Angst bei ausübenden

Musikern: Kritische Übersicht über die Forschung. Schriften zur

Musikpsychologie und Musikästhetik, 14. Frankfurt a. M.: Peter

Lang, Europäischer Verlag der Wissenschaften

The Competence of Performance: Mental Aspects of Succeeding and Failing in Musicians    Sebas'an  Peschke[1]  &  Richard  von  Georgi[2]

Background  Excelling   when   it   counts   (Eberspächer,   2004)   is   crucial   for   professionalism   of  musicians.   Music   performance   anxiety   (MPA)   is   prevalent   even   among   well  experienced  professional  musicians.  It  may  impair  cogni've  and  motor  aspects  of  performance   and   is   therefore   oKen   experienced   as   an   existen'al   threat.   The  amount  of  experience  seems  to  have  no  significant  impact  on  the  occurrence  of  MPA  (Mornell,  2002).  Research  in  sports  psychology  suggests  the  existence  of  a  specific  compe''on-­‐related  exper'se:  a  set  of  cogni've  skills  which  significantly  foster   the  ability   to  perform  under   challenging   condi'ons   (Janelle  et  al.,   2007).  Due  to   iden'fied  diverse  similari'es  of  the  development  of  excellence   in  sports  and   music   (Hagemann   et   al.,   2007),   a   compe''on-­‐related   exper'se   –   or  performance   competence   (PCO)   –   can   also   be   assumed   as   having   extensive  poten'al   for   influencing  MPA  and   the   capacity   to  perform  at  personal  best   for  musicians.      

Aims  The   presented   study   inves'gates   the   PCO   and   its   correla'on   with   MPA   in  musicians  in  challenging  situa'ons.  

Method  A  ques'onnaire   for   the   evalua'on  of   PCO  was   developed.  MPA  was   evaluated  with  an  own  German  transla'on  of  the  revised  Kenny  music  performance  anxiety  inventory   (Kenny,   2009;   K-­‐MPAI-­‐d).   Further   MPA   influencing   variables   were  evaluated  with  the  following  ques'onnaires:  fear  of  nega've  evalua'on  (SANB-­‐5;  Kemper   et   al.,   2011),   PANAS-­‐d   (Krohne   et   al.,   1996),   coping   with   stress  ques'onnaire   (SVF-­‐44;   Janke   et   al.   1995)   and   NEO-­‐ffi   (Borkenau   et   al.   1993).  Sample   (n=130;   nfemale=64;   nmale=65;   Mage=29,52   years   (SD=12.03;   min=17;  max=76))  consists  of  55  professionals,  60  students  und  15  amateurs    (nclassical/jazz=124;   nrock/pop=3;   nother=3).   CPO   and   K-­‐MPAI-­‐d   were   tested   with  explora've  factor,  scale  and  item  analyses.  The  Hypothesis  of  correla'on  of  PCO  and  MPA   was   tested   by   correla'on   analysis   (Cronbach’s   α:   p≤0.05).   K-­‐MPAI-­‐d  was  tested  with  factor,  scale  and  item  analyses.  

Conclusions  The  items  of  the  six  iden'fied  PCO  scales  show  a  similarity  with  the  psychological  factors  for  successful  performance  as  reported  in  sports  psychology:    

Factor   1,   interpreted   as   convic'on,   to   be   able   to   retrieve   one‘s   personal   best,  when  it  mamers  most,  reflects  aspects  of  expecta'on  of  success,  self-­‐confidence,  self-­‐efficacy   and   achievement  mo'va'on   (Krane  &  Williams,   2006;  MacNamara  2010a,  2010b;  Harmison,  2006).    

Factor  2,  interpreted  as    focussing  on  and  posi've  evalua'on  of  progress,  reflects  one  important  aspect  of  self-­‐regula'on  strategies  (Leon-­‐Guerrero,  2008;  Zhukov,  2009;  MacNamara,  2010b).    

Factor  3,  interpreted  as  focus  on  deficit,  can  be  seen  as  the  counteragent  of  PCO.  It   reflects   those   psychological   mechanisms,   which   are   part   of   rumina'on,  worrying  and  the  distrac'on  theories  of  choking  under  pressure.  Oudejans  et  al.  (2011)   pointed   to   the   relevance   of   the   capacity   to   reduce  worries   and   enforce  skill  focused  amen'on  and  posi've  monitoring,  to  avoid  choking.    

Factor   4,   interpreted   as   rela'on   to   teacher,   reflects   aspects   of   the   influence  of  the  teacher‘s  communica'onal  behaviour  on  the  development  of  self-­‐efficacy  and  self-­‐regula'on  (e.g.  Zhukov,  2009;  Ericsson,  1993).    

Factor  5,   interpreted  as   concentra'on  and   focussing,   reflects  an  oKen   reported  crucial   requirement     for   successful   development   and   retrieval   of   performance  (e.g.   Krane   &   Williams,   2006;   MacNamara   2010a,   2010b;   Harmison,   2006;  Zhukov,  2009).  At  the  same  'me,  the  loss  of  concentra'on  plays  a  central  role  in  choking  under  pressure.    

Factor   6,   interpreted   as   prac'ce   strategy,   reflects   the   relevance   of   high   quality  learning  for  PCO  (e.g.  MacNamara  2010a,  2010b;  Ericsson  1993,  Zhukov,  2009).    

The  findings   indicate  that  the  same  psychological  mechanisms  which  are  closely  related  to  MPA-­‐induced  impaired  performance  on  one  side,  could  be  seen  as  vital  ingredients   of   a   selec've   trainable   specific   performance   competence   on   the  other   side,   which   could   improve   the   ability   to   perform   at   personal   best,   even  under  poten'ally  anxiety  triggering  condi'ons.      

As   part   of   the   professional   training,   developing   PCO   can   make   a   significant  contribu'on  to  the  success  of  musicians.  

Results  Six  well  interpretable  factors  of  PCO  (explaining  42,19%  of  variance)  were  found.  Each  scale  was  built  through  the  combina'on  of  the  ten  most  selec've  respec've  items,  with  regard  to  content  (Cronbach’s  Alpha  and  sample   items   in  brackets):  convic'on  of  performance  competence  (α=.918;  e.g.  I  am  deeply  convinced  that  I  am  able   to   retrieve  my  best  performance  when   it  ma6ers  most;   I   know  exactly  what   I   can   do   to   be   able   to   perform   at   my   personal   best   even   under   difficult  condi;ons),  progress  focussing  (α=.847;  e.g.  I  am  happy  about  every  li6le  prac;ce  progress;  By  prac;cing  I  gain  self-­‐confidence),  deficit  orienta'on  (as  impairment  factor)   (α=.858;  e.g.   In  everyday   life   I   think  most  of  what  did  not  work  well   in  a  performance;  ABer   a   performance   situa;on   I   evaluate  my  performance  against  mistakes  /  wrong  notes),  rela'on  to  teacher  (α=.912;  e.g.  My  teacher  is  pleased  with   every   progress   I   make;   My   teacher   understands   exactly   what   I   need),  concentra'on   (α=.793;   e.g.   I'm   not   able   to   concentrate   very   well   in   general  [reversed];   While   prac;cing,   my   a6en;on   is   fully   with   what   I'm   doing),   and  prac'ce  strategy  (α=.789;  e.g.  If  I  can  not  play  a  certain  passage,  I  analyse  exactly  which  technical  aspect  it  refers  to;  Prac;cing  is  for  me  the  deliberate  genera;on  of  tangible  improvements  up  to  the  desired  state).        

References  Borkenau,  P.  &  Ostendorf,  F.  (1993).  NEO-­‐Fünf-­‐Faktoren  Inventar  nach  Costa  und  McCrae  (NEO-­‐FFI).  Manual  (2.  Aufl.).  Göwngen:  Hogrefe.  •  Eberspächer,  H.  (2004).  Gut  sein,  wenn's  drauf  ankommt:   die   Psycho-­‐Logik   des   Gelingens.  München:   Hanser.   •   Ericsson,   K.   A.,   Krampe,   R.   T.   &   Tesch-­‐Römer,   C.   (1993).   The   role   of   deliberate   prac'ce   in   the   acquisi'on   of   expert  performance.  Psychological  Review,  100(3),  363-­‐406.  •  Hagemann,  N.,  Tietjens,  M.  &  Strauß,  B.   (2007).  Psychologie  der  sportlichen  Höchstleistung  :  Grundlagen  und  Anwendungen  der  Exper;seforschung  im  Sport.  Göwngen:  Hogrefe.  •  Harmison,  R.  J.  (2006).  Peak  performance  in  sport:  Iden'fying  ideal  performance  states  and  developing  athletes'  psychological  skills.  Professional   Psychology:   Research  and  Prac;ce,   37(3),   233-­‐243.   •   Janelle,   C.  M.,   Coombes,   S.   A.,   Singer,   R.  N.  &  Duley,  A.   R.   (2007).   Veranlagung  und  Umwelt:   Zum  Verständnis   von  Expertenleistungen  im  Sport.  In  N.  Hagemann,  M.  Tietjens  &  B.  Strauß  (Hrsg.),  Psychologie  der  sportlichen  Höchstleistung.  Grundlagen  und  Anwendungen  der  Exper;seforschung  im  Sport  (S.  40-­‐70).  Göwngen:  Hogrefe.  •  Janke,  W.,  Erdmann,  G.  &  Kallus,  K.  W.  (1997).  Stressverarbeitungsfragebogen  (SVF);  mit  SVF  120:  Hogrefe,  Verlag  für  Psychologie.  •  Kemper,  C.  J.,  Lutz,  J.  &  Neuser,  J.  (2012).  Konstruk'on  und  Validierung  einer  Kurzform  der  Skala  Angst  vor  nega'ver  Bewertung  (SANB-­‐5).  Klinische  Diagnos;k  und  Evalua;on,  4,  343-­‐360.  •  Kenny,  D.  T.  (2009).  The  factor  structure  of  the  revised  Kenny  Music  Performance  Anxiety  Inventory.  Paper  presented  at  the  Interna'onal  Symposium  on  Performance  Science,  Auckland,  New  Zealand.  •  Krane,  V.  &  Williams,  J.  (2006).  Psychological  characteris'cs  of  peak  performance.  Applied  sport  psychology:  Personal  growth  to  peak  performance,  5,  207-­‐227.  •  Leon-­‐Guerrero,  A.  (2008).  Self-­‐regula'on   strategies   used   by   student   musicians   during   music   prac'ce.  Music   Educa;on   Research,   10(1),   91-­‐106.   ±   MacNamara,   Á.,   Bumon,   A.   &   Collins,   D.   (2010a).   The   role   of  psychological  characteris'cs  in  facilita'ng  the  pathway  to  elite  performance:  Part  I:  Iden'fying  mental  skills  and  behaviors.  The  Sport  Psychologist,  24(1),  52-­‐73.  •  MacNamara,  Á.,  Bumon,  A.  &  Collins,  D.  (2010b).  The  role  of  psychological  characteris'cs  in  facilita'ng  the  pathway  to  elite  performance:  Part  II:  Examining  environmental  and  stage-­‐related  differences  in  skills  and  behaviors.  The  Sport  Psychologist,  24(1),  74-­‐96.  •  Mornell,  A.  (2002).  Lampenfieber  und  Angst  bei  ausübenden  Musikern  :  Kri;sche  Übersicht  über  die  Forschung.  Frankfurt  a.  M.:  Lang.  •  Oudejans,  R.  R.  D.,  Kuijpers,  W.,  Kooijman,  C.  C.  &  Bakker,  F.  C.  (2011).  Thoughts  and  amen'on  of  athletes  under  pressure:  Skill-­‐focus  or  performance  worries?  Anxiety,  Stress  &  Coping:  An  Interna;onal  Journal,  24(1),  59-­‐73.  Ü  Zhukov,  K.  (2009).  Effec've  Prac'sing:  A  Research  Perspec've.  Australian  Journal  of  Music  Educa;on,  1,  3-­‐12.  

[1] Psychology, Ludwig-Maximilians-University München [2] Psychology, International Psychoanalytic University Berlin, Institute of Music Science and Music Education, Justus-Liebig University Gießen

-­‐0,8  

-­‐0,6  

-­‐0,4  

-­‐0,2  

0  

0,2  

0,4  

0,6  

0,8  

1  

ConvicAon  of  Performance  Competence  

Progress  Focussing  

Deficit  OrientaAon  

RelaAon  to  Teacher  

ConcentraAon   PracAce  Strategy  

CorrelaA

on  

Competence of Performance – Factor

Competence  of  Performance  &  Music  Performance  Anxiety  

KMPAI-­‐d_F1  KMPAI-­‐d_F2  KMPAI-­‐d_F3  

Hypothesis   of   correla'on   between   MPA   and   PCO   was   affirmed:   nega've  correla'ons  between  factors  of  PCO  and  MPA  (posi've  between  MPA  and  deficit  orienta'on).   Moreover,   correla'ons   were   found   between   PCO   and   the   other  evaluated  MPA   influencing  variables:  posi've  correla'ons  were   found  between  PCO  (resp.  nega've  with  deficit  orienta'on)  and  personality   traits  extraversion,  openness,   agreeableness   and   conscien'ousness,   posi've   affec'vity   and   the  posi've  coping  strategies   for   stress.  Nega've  correla'ons  were   found  between  PCO   and   neuro'cism,   fear   of   nega've   evalua'on,   nega've   affec'vity   and   the  nega've  coping  strategies  for  stress.    

In  this  sample,  the  factor  structure  of  the  K-­‐MPAI  as  published  by  Kenny  (2009),  could   not   be   replicated   in   the   German   version   KMPAI-­‐d.   Instead,   a   well  interpretable   three   factorial   version   was   dis'lled.   Factor   1:   MPA-­‐related  experiencing   immediately   before,   while   and   aKer   the   performance;   factor   2:  general   depression   and   psychological   vulnerability;   factor   3:   early   rela'onship  context  (genera'onal  transmission  of  anxiety  and  parental  empathy).