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Development of a structured method o...

Galyen, Stephen Daniel.

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Development of a structured method of mental practice and its effect on the performance of high school band students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Development of a structured method of mental practice and its effect on the performance of high school band students./
作者:	Galyen, Stephen Daniel.
面頁冊數:	297 p.
附註:	Advisers: Russell L. Robinson; David A. Waybright.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3224537
ISBN:	9780542755835

Development of a structured method of mental practice and its effect on the performance of high school band students.
Galyen, Stephen Daniel.

Development of a structured method of mental practice and its effect on the performance of high school band students. - 297 p.

Advisers: Russell L. Robinson; David A. Waybright.

Thesis (Ph.D.)--University of Florida, 2006.

These results suggest that high school students taught using a structured method of mental practice perform better or just as well as those using an unstructured form of mental practice or physical practice.

ISBN: 9780542755835Subjects--Topical Terms:

1017808
Education, Music.

Development of a structured method of mental practice and its effect on the performance of high school band students.
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100 1 $a Galyen, Stephen Daniel. $3 1292362
245 1 0 $a Development of a structured method of mental practice and its effect on the performance of high school band students.
300 $a 297 p.
500 $a Advisers: Russell L. Robinson; David A. Waybright.
500 $a Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2090.
502 $a Thesis (Ph.D.)--University of Florida, 2006.
520 $a These results suggest that high school students taught using a structured method of mental practice perform better or just as well as those using an unstructured form of mental practice or physical practice.
520 $a This study developed and tested a structured method of teaching mental practice to high school band students. This method served as an attempt to synthesize various mental practice techniques so that the school music teacher could apply the techniques during class instruction. The method involved exercises in (a) visual, auditory, and motor imagery, (b) a combination of physical and mental practice, and (c) alternating physical and mental practice.
520 $a Four high school bands in Southwest Virginia practiced a unison etude and an excerpt from a concert band composition for six weeks. Each intact band was assigned to one of three practice conditions (mental practice method, unstructured mental practice, or physical practice) or to a no practice control condition. Selected students (N = 86) were evaluated in terms of individual sight-reading, individual prepared performance, and intact ensemble prepared performance. For individual sight-reading, the mental practice method group had the highest mean gain score for pitch and dynamics, and the lowest mean gain for rhythm. No significant differences were found among the groups.
520 $a For individual prepared performance, the mental practice method group had the highest mean gain scores in all performance areas. The mental practice method group made statistically significant gains over the control group in every performance area, and over the unstructured mental practice group in dynamics (p < .05). The physical practice group made significantly greater gains than the control group in rhythm (p < .05) and pitch (p < .01). The unstructured mental practice group made significant improvement over the control group in rhythm ( p < .01).
520 $a For ensemble performance, analysis was based solely on raw scores due to a low N (N = 4). All three experimental groups had considerably higher gain scores than the control group for all performance areas (pitch, tone quality, and rhythm). There was no noticeable difference in the gain scores among the three experimental groups for the three performance areas.
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790 1 0 $a Waybright, David A., $e advisor
791 $a Ph.D.
792 $a 2006
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