An investigation into the effects of breath coaching-based breath exercise practices on stage and exam performance

Abstract

An examination of the high school and undergraduate curricula in conservatory education reveals that breathing exercises are primarily incorporated as part of wind instrument and vocal instruction. There is no course content within the curricula of Turkish state conservatories that applies breathing exercises for stage anxiety or general well-being. Breath coaching has become formalized through the International Coaching Federation (ICF) and is approved by the Vocational Qualifications Authority (MYK). It has also started to be used as a therapeutic method within the discipline of psychology. The fact that these exercises can be applied to individuals across all professions and student populations—and that users have reported positive effects especially concerning anxiety and well-being—has generated the need to examine their impact on individuals pursuing a career in performing arts. A review of the literature shows that while there are descriptive studies on stage anxiety, the potential impact of exercises recommended in breath coaching on musicians’ performance has not yet been scientifically studied. This gap constitutes the point of departure for this research. The study is designed using the case study method, one of the qualitative research methods. Participants were selected using purposive sampling and include 22 individuals who have graduated from or are currently studying at Turkish state conservatories and continue to perform. As a data collection tool, a scale titled “Opinions on the Effects of Breathing Exercises on Stage and Exam Performance”—developed by the researcher—was used. The Wilcoxon signed-rank test, one of the nonparametric statistical tests, was employed for data analysis. In practice, the researcher served as the breath coach and provided participants with online training in breathing exercises and respiratory physiology. The data collection tool was administered both as a pre- test and a post-test. As a result of the study, it was found that breath coaching-based practices had no significant effect on the number of breaths taken per minute (p>.05) but had a significant positive effect on breath-holding duration (p<.05), performance anxiety before and during performance, sweating, trembling, chills, and difficulty in breathing (p<.05). It also positively affected shortness of breath during performance, breath-holding, throat tightness and dryness, saliva accumulation in the throat, muscular tension and clenching, muscular laxity and lack of control, breath control, and the ability to maintain focus during performance (p<.05). In the future, the impact of breath coaching-based breathing exercise practices could be studied across different participant groups, in face-to-face settings, and using various experimental designs.

Keywords

• breath coaching
• breathing exercise
• coaching
• music
• performance

References

1. Armağan, E., & Altınkan, D. (2022). Koçluk sürecinde bireylerin aktivite odaklı güdülenme, ilgilenim düzeyleri ve ağızdan ağıza iletişim eğilimlerinin incelenmesi (A Research on individuals activity focused motivation, levels of involvement and word of mouth communicatıon tendencies in the coaching process). Mehmet Akif Ersoy Üniversitesi Uygulamalı Bilimler Dergisi, 6(2), 323-353. https://dergipark.org.tr/tr/ download/article-file/2438895
2. Baydağ, C. (2018). Müzik eğitimi perspektifinde performans kaygısına genel bir bakış (An overview of performance anxiety in music education perspective). Journal of Social and Humanities Sciences Research, 5(25), 2204-2212. https://doi. org/10.26450/jshsr.600
3. Baydağ, C., & Alpagut, U. (2016). Müzik eğitimi bölümü ve konservatuvar öğrencilerinin sahne/performans kaygısı açısından karşılaştırılması (pilot çalışma) (Comparison of department of music education and conservatory students in terms of stage/performance anxiety (pilot study)). Uluslararası Sosyal Araştırmalar Dergisi, 9(44), 857-864.
4. Baydar, A. (2003). Bakır üflemeli çalgılarda nefes kontrolü ve geliştirilmesi (Breath control and development in brass wind instruments). Master thesis. Dokuz Eylül University. Izmir, Türkiye.
5. Cevanşir, B., and Gürel, G. (1982), Foniatri, İstanbul: İstanbul Üniversitesi Tıp Fakültesi Yayını.
6. Clark, D.M. (2001). A cognitive model of social phobia. New York: The Guilford Press.
7. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
8. Çaylan, K., and Otağ, A. (2020). Kalp yetersizliğinde nefes egzersizleri ve etkili egzersiz terapileri (Breath exercises and effective exercise therapies in heart failure). Turkish Journal of Science and Health, 1(2), 84-93. https://dergipark.org.tr/en/ download/article-file/1178067

9. Davis, P., Merrith, L., & Richards, A. (2001). Performance anxiety: loss of spoken edge. Journal of Voice, 15(2), 257- 269. https:// doi.org/10.1016/S0892-1997(01)00026-1
10. Demir, Ö., & Doğanay, A. (2009). Öğretmen eğitiminde bilişsel koçluk yaklaşımı (Cognitive coaching approach in teacher education). Journal of Uludag University Faculty of Education, 22(2), 717-739. https://dergipark.org.tr/tr/pub/uefad/ issue/16690/173468
11. Demirbilek, H., Nalçacı, S. O., Taş, D., Parmaksız, E., Akgüç, E., Durmaz, S., & Külah, E., (2019). Doğru nefes alarak, diyaliz kaygısını azaltabilir miyiz? (Can we reduce dialysis anxiety by proper breathing?). NefroHemDergi,14(3), 97-102. https:// dergipark.org.tr/tr/download/article- file/818884
12. Durak, M. (2020). Müzik eğitimi anabilim dalı öğrencilerinin piyano performansına yönelik öz yeterlik algıları ile sınav kaygıları arasındaki ilişki (The relationship between music education department students’ self-efficacy perceptions towards piano performance and their exam anxiety). Master thesis. Marmara University. Istanbul, Türkiye.
13. Dündar, K. (2019). Diyafram solunumu ile akciğer solunumu kullanımının özellikleri, herkes için spor ve wellness araştırmaları 2 (Features of diaphragmatic breathing and lung breathing, sports and wellness research for everyone 2).Ankara: Sonçağ Matbaacılık.
14. Erdoğan, M., & Yeygel, Ç. (2023). Doğuma hazırlık sınıflarında uygulanan yoga nefes egzersizleri, yoga hareketleri ve meditasyon teknikleri (Breathing exercises, yoga movements and meditation techniques used in birth preparation classes). Kadın Sağlığı Hemşireliği Dergisi, 9(Özel Sayı-1), 67-72. https://dergipark.org.tr/tr/download/ article-file/3151713
15. Ersöz, B. (2020). Flüt çalma sanatında nefes tekniğini geliştirici çözümler (Solutions that enhance breathing technic in art of flute playing). Sahne Ve Müzik, (11), 187-209. https://dergipark.org.tr/tr/pub/smead/ issue/56125/772159
16. Fehm, L., & Schmidt, K. (2006). Performance anxiety in gifted adolescent musicians. Journal of Anxiety Disorders, 20(1), 98-109. https://pubmed.ncbi.nlm.nih.gov/16325117
17. Galway, J. (1990). Flute, London: Kahn & Averill.
18. Garcia, M. (1894). Hints on Singing, Ascherberg, New York: Hopwood Crew Limited.
19. Glesne, C. (2012). Nitel araştırmaya giriş. Ankara: Anı Yayıncılık.
20. Güdek, B., & Çiçek, V. (2017). Mesleki müzik eğitimi alan lisans öğrencilerinin müzik öğrencilerinin müzik performans kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi (Investigating the music performance anxiety levels of undergraduate students who have professional music education according to various variables). The Journal of Academic Social Science Studies, 58 (Summer II), 1-10. http://dx.doi. org/10.9761/JASSS7143
21. Hiperventilasyon. (2020). Wikipedia. https:// tr.wikipedia.org/wiki/Hiperventilasyon
22. Hopa, E. (2013). Tahta ve bakır üflemeli çalgı çalan müzisyenlerde nefes kontrolü (Breath control of woodwind and brass instrument players). Sanat Ve Tasarım Dergisi, 4(4), 109-116. https://dergipark.org.tr/tr/pub/ sanattasarim/issue/20648/220300
23. Işkın, S. (2018). Mesleki müzik eğitimi veren kurumlarda performans kaygısı ve öz-yeterlik algısının çalgı başarısına etkisi (The effects of performance anxiety and self-efficacy perception on instrument success in institutions providing vocational music education). Master thesis. Marmara University. Istanbul, Türkiye.
24. İstanbul NLP Academy. (2023). İstanbul NLP International & Nefes Koçluğu Manuel (Istanbul NLP International & Breath Coaching Manual).
25. Janardan, C., & Madhavi, K. (2016). Influence of music therapy and breathing exercises on anxiety in post- operative cardiac diseased individuals. International Journal of Physiotherapy, Vol 3(1), 22–28. https://doi. org/10.15621/ijphy/2016/v3i1/88903
26. Karabacak, K. (2013). Akademik koçluk sisteminin öğrencilerin akademik başarısına etkisi (The effect of academic coaching on students academic performances). Sakarya Üniversitesi Eğitim Fakültesi Dergisi, (20), 81-94. https://dergipark.org.tr/tr/pub/ sakaefd/issue/11216/133949
27. Karakuş, K, H. (2019). Okul yöneticilerinin koçluk rolleri ile öğretmenlerin örgütsel özdeşleşme düzeyleri arasındaki ilişki (The relationship between the coaching roles of school principals and teachers’ organizational identification levels). Master thesis. Pamukkale University. Denizli, Türkiye.
28. Karaman, D. (2018). Koçluk eğitimleri ile sürdürülebilir bireysel performans ve istihdamınsağlanması(Providingsustainable individual performance and employment with coaching trainings). Sosyal Araştırmalar Ve Davranış Bilimleri Dergisi, 4(6), 300-310. https://dergipark.org.tr/tr/pub/sadab/ issue/38907/454726
29. Kenny, D.T. (2006). Music performance anxiety: origins, phenomenology, assessment and treatment. Context:A Journal of Music Research; Music Performance Anxiety, 1-11
30. Lage, S. M., Britto, R. R., Brandão, D. C., Pereira, D. A. G., Andrade, A. D., & Parreira, V. F. (2018). Can diaphragmatic breathing modify chest wall volumes during inspiratoryloadedbreathinginpatientswith heart failure? Brazilian Journal of Physical Therapy, 22(6), 452–458. https://doi. org/10.1016/j.bjpt.2018.04.005
31. Lewis D. (2015). Nefes almayı bilmek-adım adım nefes teknikleri (Knowing how to breathe - step by step breathing techniques). İstanbul: Şira yayınları.
32. Miller, R. (2004). Solutions For Singers, Oxford: Oxford University Press.
33. Miller, C.B. (2006). A discussion on performance anxiety. https://www. mostlywind.co.uk/perf.html
34. Mills, J.N. (1949) Variability of The Vital Capasity of The Normal Human Subject. Journal of Physiology, 110(1-2), 76-82. https://doi.org/10.1113/jphysiol.1949. sp004422
35. Osborne, M. S. & Franklin, J. (2002). Cognitive processes in music performance anxiety. Australian Journal of Psychology, 54(2), 86-93. https://doi.org/10.1080/0004 9530210001706543
36. Önal, G. F. (2023). Gündelik hayatta nefesin önemi ve mesleki nefes çalışmaları (The importance of breath in daily life and professional breathing works). Uluslararası Toplumsal Bilimler Dergisi, 7(2), 63- 83. https://dergipark.org.tr/tr/pub/ toplumsalbilimler/issue/79970/1284706
37. Önder, G.C. (2013). Flüt eğitiminde nefes tekniği (The technique of breath in flute education). Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (29), 153-163. https://dergipark.org.tr/tr/pub/susbed/ issue/61807/924728
38. Özgür, C. (2020). Nefes tekniklerinin profesyonel şarkıcılar ve solunum yolu hastaları üzerindeki etkileri (Effects of breath techniques on professional singers and patients with respiratory diseas). Asya Studies, 4(12), 67-75. https://doi. org/10.31455/asya.746207
39. Rosinski, P. (2003). Coaching across cultures: New Failure Reports, 16, 98–107. https:// pubmed.ncbi.nlm.nih.gov/31161460/
40. Salmon, P.G., & Meyer, R.G. (1992). Coping with stesss and anxiety in musical performance. New York: Lexington Books.
41. Seo, Y., Yates, B., Laframboise, L., Pozehl, B., Norman, J.F., & Hertzog, M. (2016). A home- based diaphragmatic breathing retraining in rural patients with heart failure. Western Journal of Nursing Research, 38(3), 270-91. https://doi.org/10.1177/0193945915584201
42. Shakespear, W. (1898). The Art of Singing. Londra: Metzler.
43. Suner, L. (2011). Nefes ve oyuncu (Breath andtheactor).TiyatroAraştırmalarıDergisi, 31(31), 79-90. https://doi.org/10.1501/ TAD_0000000264
44. Şentürk, D., & Türkmen, E.F. (2024). Ses eğitiminde nefes kullanımına ilişkin yapılan çalışmaların incelenmesi (Investigation of studies on the use of breath in vocaleducation). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(4), 2566-2585. https://doi.org/10.17240/ aibuefd.2024..-1425973
45. Talak, K. (2020). Koçluk desteği alan çalışanların iş tatmin düzeylerinin incelenmesi (an examination of job satisfaction levels of employees receiving coaching support). 19 Mayıs Sosyal Bilimler Dergisi, 1(3), 191-204. https://dergipark.org.tr/tr/pub/19maysbd/ issue/57635/787440
46. Umuzdaş, M.S., & Tök, H. (2020). Müzik öğretmenliği lisans öğrencilerinin çalgı sınavındaki performans kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi (Investigation of job satisfaction level of employees who receive coahing support). IBAD Sosyal Bilimler Dergisi, Özel sayı, 396- 410. https://doi.org/10.21733/ibad.798006
47. Vardarlıer, P. (2017). Koçluk atölyesi (Coaching workshop). İstanbul: Abaküs Kitap Yayın Dağıtım.
48. Whitmore, J. (2009). Business coaching international: unlocking the secrets and the power. Coaching: An International Journal of Theory, Research and Practice, 2(2), 176-179. https://dx.doi. org/10.1080/17521880903102332
49. Yalcin, E., & Özbaşaran, F. (2021). Nefes terapisinin genel sağlık ve kadın sağlığı üzerine etkileri (Effects of breath therapy on general health and women’s health). İstanbul Sabahattin Zaim Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 3(2), 106-111. https://doi.org/10.47769/izufbed.866042
50. Yöndem, Z. D. (2012). Müzik öğrencilerinde algılanan performans kaygısının fiziksel, davranışsal ve bilişsel özellikleri: nitel bir çalışma(physical,behavioralandcognitive characteristics of perceived performance anxiety in music students: a qualitative study). Eğitim ve Bilim, 37(166), 181- 194. https://eb.ted.org.tr/index.php/EB/ article/view/1427/450
51. Web Sites Diyafram (2025, Şubat 9). http:// tr.wikipedia.org/wiki/Diyafram
52. International Coach Federation (2025, Şubat 9). http://www.icfturkey.org/icf-hakkinda/ icf-turkiye/icf-turkiye-hakkinda/
53. Nefes (2025, şubat 9). https://sozluk.gov.tr/
54. Litchfield, P.M. (2006). Good breathing, bad breathing., breathing is behavior, a unique behavior that regulates body chemistry, pH. https://www.breatheon.com/media/docs/ Peter-Litchfield-on-goodbad-breathing- CapnoTrainer8.pdf
55. Ulusal Meslek Standardı Koç Seviye 6. (2025, Şubat 9). https://www.myk.gov.tr/images/ articles/editor/020713/koc_seviye_6.pdf