Design and Evaluation of a Collective Preventive Program for Musical Performance Anxiety (ConfiDance)
Abstract
:1. Introduction
1.1. Incidence
1.2. Symptoms
- (a)
- (b)
- (c)
- Cognitive: such as lack of confidence in one’s abilities, anticipating catastrophic outcomes, setting unattainable goals, etc. [23].
- (d)
1.3. Age and Gender
1.4. Etiology
1.5. Therapeutic Approaches
- Cognitive-behavioral approach: widely studied; it trains individuals to recognize, examine, and modify harmful behaviors and thought patterns [4,44]. Grounded in the use of self-instructions and attention techniques, cognitive-behavioral therapy (CBT) addresses anxiety through stress management methods, such as specific problem-solving related to the instrument, mental techniques, breathing exercises, and relaxation training [4,45]. Exposure to virtual reality has also shown positive results [4,46].
2. Materials and Methods
2.1. Design and Procedures
2.1.1. Literature and Research Review
2.1.2. Expert Committee and Informed Consent
2.1.3. Focus Groups
2.2. Population and Sample
2.3. Variables and Measurement Instruments
2.3.1. Independent Variable (IV): ConfiDance, Preventive Proposal for MPA
- (a)
- Reflection and sharing on various topics were conducted, including why they chose to pursue music, the persistence of their initial drive, perceptions of themselves as music students and performers, self-esteem evaluation, assessment of instrumental and musical strengths, management of self-criticism, awareness of their judgments of other musicians, revisiting personal concepts of success, reevaluating career alternatives, and assessing the flexibility (or inflexibility) of their professional life plan. Additionally, changes in their experience during exposure and musical interpretation after the sessions were explored, along with highly detailed guided visualization of the complete process (before, during, and after) of a concert or audition, incorporating errors as part of the performer’s experience. Furthermore, negative thoughts were reframed into constructive ones in a positive and realistic manner, and thoughts and impressions were reviewed from the evaluator’s perspective as part of a fictitious tribunal, supplemented by expressive-reflexive writing.
- (b)
- Breathing exercises (inhale for one count, exhale for double), apnea exercises to induce relaxation, mindfulness exercises (conscious breathing, awareness of thought flow, taking on the role of a passive observer without judgment), and yoga exercises (postures and sequences).
- (c)
- Dramatic art exercises for emotional connection with musical form, playing music considered fun and connecting with positive sensations and/or memories (preferably, different from the usual study material), passages or pieces that are or have been part of the study repertoire after certain activities aimed at inhibition and dramatization, aiming to regain playful and expressive reconnection to playing, devoid of formal goals.
- (a)
- Exercises used following the guidance of the expert committee: presentation and sharing/reflection (importance of fostering group cohesion and a trusting environment for sharing), theoretical introduction (providing support through scientific information to better understand this condition), awareness of personal escapes (practical work with this theoretical term), improvisation with five notes (without a formal objective, but playful and expressive), music autobiographical journey (using music for personal expressive purposes), guided music serving the image (limited free interpretation with a narrative purpose), mock tribunal (to experience firsthand the perception of a jury and what is judged by it), and flow map (to visually facilitate mental organization of the piece by zones and images).
- (b)
- (c)
- Exercises derived from ACT (acceptance and commitment therapy), CBT (cognitive-behavioral therapy), emotional regulation therapy, and positive psychology: self-concept review as a musician and person [44,62], generally positive feedback and reflection [39,62], review of personal thoughts as an audience [4,39], awareness of negative automatic thoughts and limiting beliefs [14,30,52], thought reprocessing exercises [14,62], review of the concept of success [62], reassessment of life plan under pressure [67], exercises on vulnerability and self-compassion, and letter to oneself [14,62].
- (d)
- Previous research based on serotonin treatments: laughter and well-being exercises to stimulate serotonin production (without medication) [28].
- (e)
- (f)
- Previous research based on expressive writing [9].
2.3.2. Dependent Variable (DV): Perceived MPA
2.3.3. Within-Subject Intervening Variable: Evolution over Time
2.3.4. Between-Subject Intervening Variable: Gender
2.3.5. Between-Subject Intervening Variable: Participants’ Previous MPA History
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- World Health Organization. ICD 10: International Statistical Classification of Diseases and Related Health Problems, 10th ed.; American Psychiatric Association Publishing Inc.: Geneva, Switzerland, 1992; Volume 1, ISBN 978-92-4-154419-1. [Google Scholar]
- American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR); American Psychiatric Association: Washington, DC, USA, 2023. [Google Scholar]
- Paliaukiene, V.; Kazlauskas, E.; Eimontas, J.; Skeryte-Kazlauskiene, M. Music Performance Anxiety among Students of the Academy in Lithuania. Music Educ. Res. 2018, 20, 390–397. [Google Scholar] [CrossRef]
- Cortés-Hernández, N.L.; González-Santoyo, I.; López-Tello, A.; Moreno-Coutiño, A.B. Intervención basada en atención plena compasiva en estudiantes de música con sintomatología ansiosa. Psicol. Salud 2023, 33, 131–145. [Google Scholar] [CrossRef]
- Conti, G. La Ansiedad por Performance Musical como Emergente de las Modalidades de Intervención Docente Durante la Clase de Instrumento. Ph.D. Thesis, Universidad Nacional de La Plata, La Plata, Argentina, 2018. [Google Scholar]
- Papageorgi, I.; Hallam, S.; Welch, G.F. A Conceptual Framework for Understanding Musical Performance Anxiety. Res. Stud. Music Educ. 2007, 28, 83–107. [Google Scholar] [CrossRef]
- Arias-Gonzáles, J.L.A.; Cáceres-Chávez, M.d.R.C. Ansiedad escénica y ejecución musical en estudiantes del conservatorio de música en Arequipa, 2020. ESCENA. Rev. Artes 2021, 81, 170–182. [Google Scholar] [CrossRef]
- Pecen, E.; Collins, D.J.; MacNamara, Á. “It’s Your Problem. Deal with It.” Performers’ Experiences of Psychological Challenges in Music. Front. Psychol. 2018, 8, 2374. [Google Scholar] [CrossRef] [PubMed]
- Tang, Y.; Ryan, L. Music Performance Anxiety: Can Expressive Writing Intervention Help? Front. Psychol. 2020, 11, 1334. [Google Scholar] [CrossRef] [PubMed]
- Herrera-Torres, L.; Campoy-Barreiro, C. Ansiedad escénica musical en profesorado de conservatorio: Frecuenciay análisis por género. Rev. Psicol. Educ. 2020, 15, 32. [Google Scholar] [CrossRef]
- Tamborrino, R.A. An Examination of Performance Anxiety Associated with Solo Performance of College-Level Music Majors; ProQuest Information & Learning: Ann Arbor, MI, USA, 2001; Volume 62, p. 1636. [Google Scholar]
- Kaspersen, M.; Götestam, K.G. A Survey of Music Performance Anxiety among Norwegian Music Students. Eur. J. Psychiatry 2002, 16, 69–80. [Google Scholar]
- Williamon, A.; Thompson, S. Awareness and Incidence of Health Problems among Conservatoire Students. Psychol. Music 2006, 34, 411–430. [Google Scholar] [CrossRef]
- Clarke, L.K.; Osborne, M.S.; Baranoff, J.A. Examining a Group Acceptance and Commitment Therapy Intervention for Music Performance Anxiety in Student Vocalists. Front. Psychol. 2020, 11, 1127. [Google Scholar] [CrossRef]
- Ballester-Martínez, J. Un Estudio de la Ansiedad Escénica en los Músicos de los Conservatorios de la Región de Murcia. Ph.D. Thesis, Universidad de Murcia, Murcia, Spain, 2015. [Google Scholar]
- Fishbein, M.; Middlestadt, S.E.; Ottati, V.; Straus, S.; Ellis, A. Medical Problems among ICSOM Musicians: Overview of a National Survey. Med. Probl. Perform. Artist. 1988, 3, 1–8. [Google Scholar]
- Kenny, D.; Driscoll, T.; Ackermann, B. Psychological Well-Being in Professional Orchestral Musicians in Australia: A Descriptive Population Study. Psychol. Music 2014, 42, 210–232. [Google Scholar] [CrossRef]
- Brodsky, W. Music Performance Anxiety Reconceptualized: A Critique of Current Research Practices and Findings. Med. Probl. Perform. Artist. 1996, 11, 88–98. [Google Scholar]
- Chang-Arana, Á.M. Ansiedad ante el desempeño musical: Introducción conceptual y casuística peruana. Antec Rev. Peru. Investig. Music 2020, 4, 42–59. [Google Scholar] [CrossRef]
- Brugués, A.O. Music Performance Anxiety--Part 1. A Review of Its Epidemiology. Med. Probl. Perform. Art. 2011, 26, 102–105. [Google Scholar] [CrossRef] [PubMed]
- Brugués, A.O. Music Performance Anxiety-Part 2. A Review of Treatment Options. Med. Probl. Perform. Art. 2011, 26, 164–171. [Google Scholar] [CrossRef] [PubMed]
- Nagel, J.J. Treatment of Music Performance Anxiety via Psychological Approaches: A Review of Selected CBT and Psychodynamic Literature. Med. Probl. Perform. Art. 2010, 25, 141–148. [Google Scholar] [CrossRef] [PubMed]
- Fernholz, I.; Mumm, J.L.M.; Plag, J.; Noeres, K.; Rotter, G.; Willich, S.N.; Ströhle, A.; Berghöfer, A.; Schmidt, A. Performance Anxiety in Professional Musicians: A Systematic Review on Prevalence, Risk Factors and Clinical Treatment Effects. Psychol. Med. 2019, 49, 2287–2306. [Google Scholar] [CrossRef] [PubMed]
- Yoshie, M.; Kudo, K.; Ohtsuki, T. Effects of Psychological Stress on State Anxiety, Electromyographic Activity, and Arpeggio Performance in Pianists. Med. Probl. Perform. Artist. 2008, 23, 120–132. [Google Scholar] [CrossRef]
- Yoshie, M.; Kudo, K.; Murakoshi, T.; Ohtsuki, T. Music Performance Anxiety in Skilled Pianists: Effects of Social-Evaluative Performance Situation on Subjective, Autonomic, and Electromyographic Reactions. Exp. Brain Res. 2009, 199, 117–126. [Google Scholar] [CrossRef] [PubMed]
- Taylor, A.; Wasley, D. Physical Fitness. In Musical Excellence: Strategies and Techniques to Enhance Performance; Williamon, A., Ed.; OUP Oxford: New York, NY, USA, 2004; pp. 163–178. ISBN 978-0-19-852535-6. [Google Scholar]
- West, R. Drugs and Musical Performance. In Musical Excellence: Strategies and Techniques to Enhance Performance; Williamon, A., Ed.; Oxford University Press: Oxford, UK; New York, NY, USA, 2004; pp. 271–290. ISBN 978-0-19-852535-6. [Google Scholar]
- Barbar, A.E.M.; de Souza Crippa, J.A.; de Lima Osório, F. Performance Anxiety in Brazilian Musicians: Prevalence and Association with Psychopathology Indicators. J. Affect. Disord. 2014, 152–154, 381–386. [Google Scholar] [CrossRef] [PubMed]
- Ryan, C.; Andrews, N. An Investigation into the Choral Singer’s Experience of Music Performance Anxiety. J. Res. Music Educ. 2009, 57, 108–126. [Google Scholar] [CrossRef]
- Spahn, C. Treatment and Prevention of Music Performance Anxiety. In Progress in Brain Research; Altenmüller, E., Finger, S., Boller, F., Eds.; Music, Neurology, and Neuroscience: Evolution, the Musical Brain, Medical Conditions, and Therapies; Elsevier: Amsterdam, The Netherlands, 2015; Volume 217, pp. 129–140. [Google Scholar]
- Williamon, A. Physiological Self-Regulation: Biofeedback and Neurofeedback. In Musical Excellence: Strategies and Techniques to Enhance Performance; Williamon, A., Ed.; Oxford University Press: Oxford, UK, 2004; ISBN 978-0-19-852535-6. [Google Scholar]
- Barlow, D.H. Unraveling the Mysteries of Anxiety and Its Disorders from the Perspective of Emotion Theory. Am. Psychol. 2000, 55, 1247–1263. [Google Scholar] [CrossRef] [PubMed]
- Kenny, D. The Psychology of Music Performance Anxiety; Oxford University Press: Oxford, UK, 2011; ISBN 978-0-19-958614-1. [Google Scholar]
- Fernández-Granados, L.M.F.; Bonastre, C. La Ansiedad en la Interpretación Musical: Programa de intervención en un coro. Rev. Electrón. Complut. Investig. Educ. Music.-RECIEM 2021, 18, 49–60. [Google Scholar] [CrossRef]
- Sharma, K.; Srinivasan, M.; Sarkar, S.; Kaur, R.; Venketasan, L.; Gupta, S.; Venugopal, A. Depression, Anxiety, Insomnia, and Distress among Health-Care Workers Posted in COVID-19 Care. Indian J. Psychiatr. Nurs. 2023, 20, 28–35. [Google Scholar] [CrossRef]
- Altenmüller, E.; Jabusch, H.-C. Focal Dystonia in Musicians: Phenomenology, Pathophysiology, Triggering Factors, and Treatment. Med. Probl. Perform. Artist. 2010, 25, 3–9. [Google Scholar] [CrossRef]
- Belmonte-Useros, E. Canto. Bases y Método, 1st ed.; Almud Ediciones de Castilla-La Mancha: Albacete, Spain, 2017; ISBN 978-84-946676-3-3. [Google Scholar]
- Fernández-Morante, B.; de Paula-Ortiz, F.D.P.; Blanco-Piñeiro, P. Profesionales de la psicología como docentes en los conservatorios de música: Hacia una educación musical sostenible. Pap. Psicol. 2020, 41, 38–45. [Google Scholar] [CrossRef]
- Burin, A.B.; Barbar, A.E.M.; Nirenberg, I.S.; Osório, F. de L. Music Performance Anxiety: Perceived Causes, Coping Strategies and Clinical Profiles of Brazilian Musicians. Trends Psychiatry Psychother. 2020, 41, 348–357. [Google Scholar] [CrossRef] [PubMed]
- Kenny, D.T. A Systematic Review of Treatments for Music Performance Anxiety. Anxiety Stress Coping 2005, 18, 183–208. [Google Scholar] [CrossRef]
- Burin, A.B.; Osório, F.D.L. Interventions for Music Performance Anxiety: Results from a Systematic Literature Review. Arch. Clin. Psychiatry (Impr.) 2016, 43, 116–131. [Google Scholar] [CrossRef]
- Gómez-López, B.; Sánchez-Cabrero, R. Current Trends in Music Performance Anxiety Intervention. Behav. Sci. 2023, 13, 720. [Google Scholar] [CrossRef] [PubMed]
- Birk, L. Pharmacotherapy for Performance Anxiety Disorders: Occasionally Useful but Typically Contraindicated. J. Clin. Psychol. 2004, 60, 867–879. [Google Scholar] [CrossRef] [PubMed]
- Kenny, D. Treatment Approaches for Music Performance Anxiety: What Works? Music Forum 2004, 10, 38–43. [Google Scholar]
- Sadock, B.J.; Sadock, V.A.; Ruiz, P. (Eds.) Kaplan and Sadock’s Comprehensive Textbook of Psychiatry, 9th ed.; Lippincott Williams & Wilkins: Philadelphia, PA, USA, 2009; ISBN 978-0-7817-6899-3. [Google Scholar]
- Bissonnette, J.; Dubé, F.; Provencher, M.D.; Moreno Sala, M.T. Virtual Reality Exposure Training for Musicians: Its Effect on Performance Anxiety and Quality. Med. Probl. Perform. Artist. 2015, 30, 169–177. [Google Scholar] [CrossRef] [PubMed]
- Stern, J.R.; Khalsa, S.B.S.; Hofmann, S.G. A Yoga Intervention for Music Performance Anxiety in Conservatory Students. Med. Probl. Perform. Artist. 2012, 27, 123–128. [Google Scholar] [CrossRef]
- Rodríguez, N. Mindfulness: Instrumentos de Evaluación. Una Revisión Bibliográfica. PSOCIAL Rev. Investig. Psicol. Soc. 2017, 3, 46–65. [Google Scholar]
- Williamon, A.; Aufegger, L.; Wasley, D.; Looney, D.; Mandic, D.P. Complexity of Physiological Responses Decreases in High-Stress Musical Performance. J. R. Soc. Interface 2013, 10, 20130719. [Google Scholar] [CrossRef] [PubMed]
- McGinnis, A.M.; Milling, L.S. Psychological Treatment of Musical Performance Anxiety: Current Status and Future Directions. Psychother. Theory Res. Pract. Train. 2005, 42, 357–373. [Google Scholar] [CrossRef]
- Czajkowski, A.-M.; Greasley, A.; Allis, M. Mindfulness for Musicians: A Mixed Methods Study Investigating the Effects of 8-Week Mindfulness Courses on Music Students at a Leading Conservatoire. Music. Sci. J. Eur. Soc. Cogn. Sci. Music 2020, 26, 259–279. [Google Scholar] [CrossRef]
- Shaw, T.A.; Juncos, D.G.; Winter, D. Piloting a New Model for Treating Music Performance Anxiety: Training a Singing Teacher to Use Acceptance and Commitment Coaching with a Student. Front. Psychol. 2020, 11, 882. [Google Scholar] [CrossRef] [PubMed]
- Zhukov, K. Current Approaches for Management of Music Performance Anxiety: An Introductory Overview. Med. Probl. Perform. Artist. 2019, 34, 53–60. [Google Scholar] [CrossRef] [PubMed]
- Sánchez-Cabrero, R.; Sandoval-Mena, M.; Saez-Suanes, G.P.; Prado, E.L.-A. Design and Validation of the Classroom Climate for an Inclusive Education Questionnaire (CCIEQ). Environ. Soc. Psychol. 2024, 9, 1754. [Google Scholar] [CrossRef]
- Kenny, D.T. The Kenny Music Performance Anxiety Inventory (K-MPAI): Scale Construction, Cross-Cultural Validation, Theoretical Underpinnings, and Diagnostic and Therapeutic Utility. Front. Psychol. 2023, 14, 1143359. [Google Scholar] [CrossRef] [PubMed]
- Zimmerman, D.W.; Zumbo, B.D. Relative Power of the Wilcoxon Test, the Friedman Test, and Repeated-Measures ANOVA on Ranks. J. Exp. Educ. 1993, 62, 75–86. [Google Scholar] [CrossRef]
- Kingsbury, H. Music Talent & Performance: Conservatory Cultural System; Temple University Press: Philadelphia, PA, USA, 2001; ISBN 978-1-56639-891-6. [Google Scholar]
- Nettl, B. Heartland Excursions: Ethnomusicological Reflections on Schools of Music; University of Illinois Press: Urbana, IL, USA, 1995; ISBN 978-0-252-06468-5. [Google Scholar]
- Kegelaers, J.; Hoogkamer, L.; Oudejans, R.R. Practice and Performance Management Strategies of Emerging Professional Musicians in Preparation for Orchestra Auditions. Res. Stud. Music Educ. 2022, 44, 175–191. [Google Scholar] [CrossRef]
- Bonneville-Roussy, A.; Bouffard, T. When Quantity Is Not Enough: Disentangling the Roles of Practice Time, Self-Regulation and Deliberate Practice in Musical Achievement. Psychol. Music 2015, 43, 686–704. [Google Scholar] [CrossRef]
- Cohen, S.; Bodner, E. The Relationship between Flow and Music Performance Anxiety amongst Professional Classical Orchestral Musicians. Psychol. Music 2019, 47, 420–435. [Google Scholar] [CrossRef]
- Moral-Bofill, L.; López de la Llave, A.; Pérez-Llantada, M.C.; Holgado-Tello, F.P. Development of Flow State Self-Regulation Skills and Coping with Musical Performance Anxiety: Design and Evaluation of an Electronically Implemented Psychological Program. Front. Psychol. 2022, 13, 899621. [Google Scholar] [CrossRef] [PubMed]
- Lledó-Valor, R. Las Habilidades Interpretativas y Personales del Músico: Programa para Mejorar la Interpretación Saxofonística en Público. Ph.D. Thesis, UCAM Universidad Católica San Antonio de Murcia, Murcia, Spain, 2022. [Google Scholar]
- Shorey, A. Testing the Effects of Mindfulness Meditation in Reducing Music Performance Anxiety as Measured by Cortisol and Self-Report. In Honors Program Theses; Department of Psychology, University of Northern Iowa: Cedar Falls, IA, USA, 2020. [Google Scholar]
- Onwuegbuzie, A.; Collins, K. A typology of Mixed Methods Sampling Designs in Social Science Research. Qual. Rep. 2007, 12, 281–316. [Google Scholar] [CrossRef]
- Cuddy, A. Your Body Language May Shape Who You Are. October 2012.
- Martinez-Thomas, M.; Castillo, S.; Pinzón Sánchez, D.; Ait-Ali, C.; Astier, M.; Bordetas Bonilla, A.; Aussel, L.; Descombe, B.; Besson, R.; Péran, B.; et al. Teatro Aplicado: Cuestiones Epistemológicas y Estudios de Caso 2021. Ph.D. Thesis, Universidad de Toulouse, Toulouse, France, 2017. [Google Scholar]
- Sauer-Zavala, S.; Barlow, D.H. Neuroticism: A New Framework for Emotional Disorders and Their Treatment; Guilford Publications: New York, NY, USA, 2021; ISBN 978-1-4625-4718-0. [Google Scholar]
- Kenny, D. Music Performance Anxiety: Theory, Assessment and Treatment; LAP LAMBERT Academic Publishing: Saarbrücken, Germany, 2017; ISBN 978-3-659-96979-9. [Google Scholar]
- Ackermann, B.J.; Kenny, D.T.; O’Brien, I.; Driscoll, T.R. Sound Practice—Improving Occupational Health and Safety for Professional Orchestral Musicians in Australia. Front. Psychol. 2014, 5, 973. [Google Scholar] [CrossRef] [PubMed]
- Juncos, D.G.; Heinrichs, G.A.; Towle, P.; Duffy, K.; Grand, S.M.; Morgan, M.C.; Smith, J.D.; Kalkus, E. Acceptance and Commitment Therapy for the Treatment of Music Performance Anxiety: A Pilot Study with Student Vocalists. Front. Psychol. 2017, 8, 986. [Google Scholar] [CrossRef] [PubMed]
- Kenny, D.T.; Halls, N. Development and Evaluation of Two Brief Group Interventions for Music Performance Anxiety in Community Musicians. Psychol. Music 2018, 46, 66–83. [Google Scholar] [CrossRef]
- Hoffman, A.M.; Kaire, J. Comfortably Numb: Effects of Prolonged Media Coverage. J. Confl. Resolut. 2020, 64, 1666–1692. [Google Scholar] [CrossRef]
- Sánchez-Cabrero, R. Mejora de la satisfacción corporal en la madurez a través de un programa específico de imagen corporal. Univ. Psychol. 2020, 19, 1–15. [Google Scholar] [CrossRef]
- Barrett, K.; Stewart, I. A Preliminary Comparison of the Efficacy of Online Acceptance and Commitment Therapy (ACT) and Cognitive Behavioural Therapy (CBT) Stress Management Interventions for Social and Healthcare Workers. Health Soc. Care Community 2021, 29, 113–126. [Google Scholar] [CrossRef]
- Butković, A.; Vukojević, N.; Carević, S. Music Performance Anxiety and Perfectionism in Croatian Musicians. Psychol. Music 2022, 50, 100–110. [Google Scholar] [CrossRef]
- Zarza-Alzugaray, F.J.; Casanova-López, Ó.; Robles-Rubio, J.E. Relación entre ansiedad escénica, perfeccionismo y calificaciones en estudiantes del Título Superior de Música [Relationship between Performance Anxiety, Perfectionism and Grades Students Graduate Degree in Music]. ReiDoCrea 2016, 5, 16–21. [Google Scholar] [CrossRef]
- Osborne, M.S.; Kenny, D.T. The Role of Sensitizing Experiences in Music Performance Anxiety in Adolescent Musicians. Psychol. Music 2008, 36, 447–462. [Google Scholar] [CrossRef]
- Nepon, T.; Pepler, D.J.; Craig, W.M.; Connolly, J.; Flett, G.L. A Longitudinal Analysis of Peer Victimization, Self-Esteem, and Rejection Sensitivity in Mental Health and Substance Use among Adolescents. Int. J. Ment. Health Addict. 2021, 19, 1135–1148. [Google Scholar] [CrossRef]
- Preti, E.; Casini, E.; Richetin, J.; De Panfilis, C.; Fontana, A. Cognitive and Emotional Components of Rejection Sensitivity: Independent Contributions to Adolescent Self- and Interpersonal Functioning. Assessment 2020, 27, 1230–1241. [Google Scholar] [CrossRef] [PubMed]
- Dobos, B.; Piko, B.F.; Kenny, D.T. Music Performance Anxiety and Its Relationship with Social Phobia and Dimensions of Perfectionism. Res. Stud. Music Educ. 2019, 41, 310–326. [Google Scholar] [CrossRef]
- Mor, S.; Day, H.I.; Flett, G.L.; Hewitt, P.L. Perfectionism, Control, and Components of Performance Anxiety in Professional Artists. Cogn. Ther. Res. 1995, 19, 207–225. [Google Scholar] [CrossRef]
Sessions | Activities per Session |
---|---|
Session 1 | Presentation and sharing (20 min) Theoretical introduction to MPA (30 min) Awareness of personal escapes (20 min) Group free improvisation with five notes (15 min) Body awareness/connection with the body (singing/body). Option for individual volunteers (20 min) Sharing and reflection: group discussion (10 min) Weekly plan and closing: attention to escapes and avoidance strategies, expressive writing (5 min) |
Session 2 | Sharing (15 min) Apnea exercises (20 min) Group cohesion devoid of musical demands or formal objectives: cooperative activity (singing in small choral groups if not singers, small theatrical piece, etc.) (40 min) Self-concept review as a musician and person (40 min) Weekly plan and closure: reworking thoughts, expressive writing, meditation, and reflection (5 min) |
Session 3 | Sharing (15 min) Musical autobiographical journey (30 min) General positive feedback and reflection (30 min) Review of personal thoughts as an audience (20 min) Group reversal of these thoughts (20 min) Weekly plan and closure: awareness during the next week, expressive writing, meditation, and reflection (5 min) |
Session 4 | Sharing (15 min) Awareness of negative automatic thoughts and limiting beliefs (30 min) Thought reprocessing exercises (30 min) Laughter and well-being (serotonin) (10 min) Playful and limited performance: guided music serving the image (30 min) Weekly plan and closure: negative automatic thoughts reversal, expressive writing, meditation, and thought reversal (5 min) |
Session 5 | Sharing and discussion (15 min) Body relaxation and breathing exercises (15 min) Voluntary performance for enjoyment, unrelated to repertoire, style, or even the instrument of study (15 min) Guided visualization and voluntary performance (40 min) Positive feedback in small groups and reflection (30 min) Weekly plan and closure: expressive writing, meditation, and reflection (5 min) |
Session 6 | Sharing and discussion (15 min) Body awareness and power posture exercises (Amy Cuddy) (20 min) Review of the concept of success (40 min) Reassessment of life plan under pressure (40 min) Weekly plan and closure: expressive writing, meditation, and reflection (5 min) |
Session 7 | Sharing and individual preparation (15 min) Mock tribunal where participants act as both jurors and performers (90 min) Final analysis and conclusion (15 min) |
Session 8 | Group discussion (15 min) Exercises on vulnerability and self-compassion (20 min) Letter to oneself (15 min) Flow map (20 min) Voluntary performance (20 min) Final reflection and group discussion (30 min) |
Pre-Treatment | Post-Treatment | Tracking | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
Women | Men | Total | Women | Men | Total | Women | Men | Total | ||
Has experienced or currently experiences MPA | Yes | 6 (35.3%) | 4 (23.5%) | 10 (58.8%) | 6 (35.3%) | 5 (29.4%) | 11 (64.7%) | 3(17.6%) | 3 (17.6%) | 6 (35.3%) |
No | 1 (2.7%) | 4 (23.5%) | 5 (29.4%) | 2 (11.8%) | 4 (23.5%) | 6 (35.3%) | 0 (0%) | 1 (2.7%) | 1 (2.7%) | |
TOTAL | 7 (41.2%) | 8 (47.1%) | 15 (88.2%) | 8 (47.1%) | 9 (52.9%) | 17 (100%) | 3 (17.6%) | 4 (23.5%) | 7 (41.2%) |
Pre-Treatment (Mean (SD)) | Post-Treatment (Mean (SD)) | Tracking (Mean (SD)) | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
Women | Men | Total | Women | Men | Total | Women | Men | Total | ||
Has experienced or currently experiences MPA | Yes | 3.77 (0.79) | 2.8 (0.56) | 3.38 (0.84) | 3.6 (0.92) | 2.56 (0.55) | 3.13 (0.94) | 2.45 (0.59) | 2.12 (0.8) | 2.28 (0.65) |
No | 2.48 | 1.91 (1.15) | 2.02 (1.02) | 2.11 (0.9) | 1.72 (1.06) | 1.85 (0.94) | - | 1.33 (0) | 1.33 (0) | |
TOTAL | 3.58 (0.87) | 2.35 (0.56) | 2.93 (1.09) | 3.23 (1.09) | 2.18 (0.91) | 2.68 (1.1) | 2.45 (0.59) | 1.92 (0.77) | 2.15 (0.7) |
Contrasts | Chi-Square | p (Friedman Test) | p (t Wilcoxon Signed-Rank Test) | Partial eta Squared |
---|---|---|---|---|
Pre-post | 1.667 | 0.197 | 0.125 | 0.176 |
Pre-tracking | 3.571 | 0.059 | 0.028 * | 0.715 |
Post-tracking | 0.143 | 0.705 | 0.176 | 0.450 |
Pre-post-tracking | 7.714 | 0.021 ** | . | 0.661 |
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Gómez-López, B.; Sánchez-Cabrero, R. Design and Evaluation of a Collective Preventive Program for Musical Performance Anxiety (ConfiDance). Eur. J. Investig. Health Psychol. Educ. 2024, 14, 1260-1278. https://doi.org/10.3390/ejihpe14050083
Gómez-López B, Sánchez-Cabrero R. Design and Evaluation of a Collective Preventive Program for Musical Performance Anxiety (ConfiDance). European Journal of Investigation in Health, Psychology and Education. 2024; 14(5):1260-1278. https://doi.org/10.3390/ejihpe14050083
Chicago/Turabian StyleGómez-López, Belén, and Roberto Sánchez-Cabrero. 2024. "Design and Evaluation of a Collective Preventive Program for Musical Performance Anxiety (ConfiDance)" European Journal of Investigation in Health, Psychology and Education 14, no. 5: 1260-1278. https://doi.org/10.3390/ejihpe14050083