The Effect of Mental Practice on the Performance Achievement of Middle School Bands: An Exploratory Study
This exploratory study examines the effect of mental practice on school band performance. Two middle school bands participated, each assigned to a practice condition using either a combination of mental and physical practice or physical practice. Group performances of a selected band composition were compared on seven performance areas. Results suggest that there were no major differences between the bands in pitch accuracy, tone quality/intonation, tempo, and phrasing. The physical practice band showed greater improvement in rhythmic precision, articulation, and dynamics. It appears that mental practice may be an effective alternative rehearsal technique with student ensembles, but further investigation with a larger population is necessary to determine the extent of its effectiveness.
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Document Type: Research Article
Publication date: May 1, 2005
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- Research Perspectives in Music Education is the peer-reviewed biannual research journal of the Florida Music Educators Association. The journal publishes music education research using qualitative, quantitative, philosophical, historical, or theoretical methodologies and also reviews of literature with critical synthesis.
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