Examining the effectiveness of specialist coaching for music performers: A case study

Abstract

This research combines the discipline of music with expert coaching practices affiliated with an international federation. Although musicians encounter numerous difficulties in their work or playing throughout their careers, these are often considered too minor to be discussed with a professional because they are deemed outside the realm of psychology. However, negative emotions and experiences that remain unresolved eventually become chronic in their instrumental and playing performance. Coaching, without delving into the realm of psychology, guides the individual by asking questions about the issue they bring to mind. Unlike teaching or mentoring, there is no hierarchical communication. The goal of this study is to guide individuals in finding their own path regarding the issue they are consulting about, through the coach’s questions. In this study, one to three online sessions were conducted with students and graduates from numerous state conservatories across Turkey; they were asked to report on the effects of the sessions through questionnaires sent before and after their first performances. The number of individuals providing performance coaching in the field of music is very small in Turkey, and there are no scientific studies in this area. Therefore, this is the first applied evaluation in this field. The main aim of this research was to help address issues frequently encountered in music performance, such as the loss and inability to regain work discipline, difficulties in creating a healthy work environment, problems with time management, and difficulties arising from stage/performance anxiety, through the application of coaching. Coaching sessions were conducted in one to three 45-minute one-on-one online meetings on topics chosen by the volunteer. The project leader acted as the coach during the sessions. The coach did not direct the volunteer during the sessions; instead, they asked questions within the topic to guide the volunteer in finding the most suitable method for themselves. Following the sessions, participants showed a positive increase in their work motivation, work environment organization, and performance; and a decrease in chronic negative experiences. In this study, which applied a single-group pre-test-post-test experimental design, hypothesis validation was performed on the survey results using the Wilcoxon test. The hypothesis was found to be acceptable for all topics outside of working hours. In the qualitative findings, it was concluded that the coaching approach helped reduce anxiety, increase attention and awareness, improve breath control, and gain new perspectives.

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