Techniques for Maximizing Your Potential Psychologically
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The role of psychological qualities in achieving peak performance is backed by a rapidly expanding body of evidence in sport psychology. Athletes have traditionally benefited from interventions that aim to improve their mental skills. been used, and the results may be seen for themselves. Peak performance training, also known as psychological skills training, has mainly been studied in athlete populations, with less attention paid to its effects in other highly competitive fields. However, there is good evidence to suggest that performers in other highly competitive domains may similarly benef...
The role of psychological qualities in achieving peak performance is backed by a rapidly expanding body of evidence in sport psychology. Athletes have traditionally benefited from interventions that aim to improve their mental skills. been used, and the results may be seen for themselves. Peak performance training, also known as psychological skills training, has mainly been studied in athlete populations, with less attention paid to its effects in other highly competitive fields. However, there is good evidence to suggest that performers in other highly competitive domains may similarly benefit from domain-specific interventions designed to improve psychological skills. This thesis reports on the accomplishment of two primary goals: The goals of this study were twofold: (a) to develop a specialised academic peak performance intervention for music students at the university level, and (b) to evaluate the intervention's effectiveness by gauging the degree to which it influenced participants' scores and perceptions of key psychological variables associated with superior achievement. The intervention was designed after a survey of highly accomplished musicians provided insight into the unique requirements of college-level and professional music students. Potentially helpful interventions in encouraging peak performance outcomes among tertiary music students include recalibrating students' confidence, developing optimally effective work habits, teaching students strategies to cope with music performance anxiety, teaching students how to self-regulate, and teaching students how to manage stress. Later research compared students' and teachers' (on the assessment panel) opinions of the quality of student performances just after the recitals. The participants in this study reported a negative correlation between their levels of state anxiety and their levels of state confidence. Both factors were changeable during the performance. The research also revealed that students had a much better idea of what grade they would receive than of how closely their recital performances matched a professional benchmark.