MMus Performance

and Pedagogy

Recognising and Dealing with

Tension and Anxiety in Pupils

with

Karen OConnor
B Sc (Hons) Psychol GRNCM PPRNCM ARCM MBPsS

City of Birmingham Symphony Orchestra

VIDEO - DR DAVE COLLINS WITH ROYAL MARINES WALKING ON PARALLEL

Learning Objectives
To understand more about an emerging application
of sport psychology research and practice
To reflect on causes of T & A
What to expect when youre expected to teach
To introduce a selection of different strategies that
can be used in teaching situations

Recognising T & A
Physical
Use your eyes
Psychological
Use your ears

Causes of T & A
Burnout
Disorganised preparation
Eating disorders
Family problems, e.g. bereavement,
dysfunctional relationships
Inadequate technique
Lack of confidence/low self-esteem

Causes of T & A
Learned behaviour
Negative cognitions
Parental pressure
Perfectionism
Prior negative experience
School problems, e.g. bullying
Your teaching style?

Case Example
My pupil is very analytical and is too hard
on
himself.

Goal Setting

(Lacaille et al, 2005)

GOAL SETTING/
TRIGGERS

GOAL SETTING/TRIGGERS

Case Example
My pupil gets terrified about exams and
always
under-achieves.

Peak performance is achieved through.....

......encouraging maximal transfer from
training to
competition. (Kenny, 2011)

PRACTICE

EXAM

RENT-A-CROWD

 Simulation Training
Stress Inoculation

(Orlick, 1990)

(Meichenbaum, 1985)

Case Example
My pupil always plays her scales better on
the
second attempt.
Expert at false starts
Novice at keeping going
Negative reinforcement/conditioning

Case Example
My pupils father sits in on her singing
lessons
and whenever I ask her a question, she looks
to him for the answer.
Confusion of roles in pupils head
In sport a parent is advised to be a fan, not a
coach!
Set clear boundaries: for you, pupil & parent

Case Example
My pupil doesnt practice enough!

 Purposeful practice

(Syed, 2010)

Deliberate practice

(Eriksson, 1993)

Case Example
My pupil has done too much practice and
has
got pains in her arm.
Achieve professional diagnosis
Rarely is a performer told to stop practising
Structure, structure, structure!

Dealing with T & A

Dont be an island: share the load
Be sensitive to the complexities of the
studentteacher relationship
What if? games with children
Educate pupil about anxiety/adrenaline
reaction

Do you practise what you teach?

Centre for Performance Science (CPS)

Royal College of Music
www.rcm.ac.uk/cps
Ongoing activities fall into the following areas:
Applied performance psychology and physiology
Musicians' health and wellbeing
Musical development, education, and expertise

The Society for Education, Music and

Psychology Research (SEMPRE)
www.sempre.org.uk

Journal of Research in Music Education

www.jrm.sagepub.com