E-book bibliography

Books

Adams, M. (2015) Change your questions change your life, 3rd Edition

Agarwal, P, & Bain, P. (2019). Powerful Teaching: Unleash the Science of Learning

Alred, D. (2016). The Pressure Principle

Brandon, C. & Ivens, C. (2009). Thinking Skills for Peak Performance - Coach’s Manual & Student Workbook

Brown, P. (2014). Make it Stick: The Science of Successful Learning

Clear, J (2018). Atomic Habits

Colvin, G. (2008). Talent is Overrated

Coyle, D. (2012). The Little Book of Talent

Coyle, D. (2009). The Talent Code

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience

Dweck, C. (2006). Mindset: The New Psychology of Success

Ericsson, A. & Pool, R. (2016). Peak: Secrets from the New Science of Expertise

Goodhart, G. (2019). The Ecosystem of Learning Music and anything else

Greene, D. (2002). Performance Success: Performing Your Best Under Pressure

Griffin, M. (2013). Learning Strategies for Musical Success, 2nd Edition

Griffin, M. (2019). Metacognition, Improving Teaching and Learning

Rotella, B. (1995). Golf is Not a Game of Perfect

Steenstrup, K. (2017). Blow Your Mind

Syed, M. (2010). Bounce: The Myth of Talent and the Power of Practice

Walker, M. (2017). Why We Sleep: The New Science of Sleep and Dreams

Weisinger, H, & Pawliw-Fry, J.P. (2015). How to Perform Under Pressure: The science of doing your best when it matters most

Online resources

Alred, D. Dair Magazine. You’re a failure. Says who? Says you? https://dairmagazine.com/youre-a-failure/

Alred, D. Dair Magazine. Don’t feel good, be ready. https://dairmagazine.com/dont-feel-good-ready/

Bosler, A, and Greene, D. (2017) TED-Ed. How to practice effectively…for just about anything. https://www.youtube.com/watch?v=f2O6mQkFiiw

Bjork, R., & Bjork, E. (n.d.). Bjork Learning and Forgetting Lab. https://bjorklab.psych.ucla.edu/research/

Bjork, R (2016), How We Learn Versus How We Think We Learn. University of California Television, https://www.youtube.com/watch?v=oxZzoVp5jmI

Century Tech iDEA Courses (2016), Interleaved Learning (Brain Hack). https://www.youtube.com/watch?v=WbDpYMp8F6o

Clear, J. Avoid the Second Mistake. https://jamesclear.com/second-mistake

Clear, J. Constraints Make You Better: Why the Right Limitations Boost Performance. https://medium.com/the-blog-of-james-clear/how-constraints-make-you-better-why-the-right-limitations-boost-performance-caf424ee9bb1

Cooper, B. B. (2013). Buffer. Why Getting New Things Makes Us Feel So Good: Novelty and the Brain. https://buffer.com/resources/novelty-and-the-brain-how-to-learn-more-and-improve-your-memory/

Cuddy, A. (2012). Your body language may shape who you are | Amy Cuddy https://www.youtube.com/watch?v=Ks-_Mh1QhMc

Daubney, G. & Daubney, A. (2018). Play: A psychological toolkit for optimal music performance

DBT-RU. (2020). Radical Acceptance. https://www.youtube.com/watch?v=vwNnG7mIu1E

Dweck, C. (2014). TEDxNorrköping. The Power of Yet. https://www.youtube.com/watch?v=J-swZaKN2Ic

Gebrian, M. (2022). Mental Practice Part I: Enhancing Mental Practice and Its Benefits. https://www.youtube.com/watch?v=UhZGg4A7kHg

Gebrian, M. (2021). The Power of Attentional Focus Part 1. https://www.youtube.com/watch?v=F0dKzQ3bB88

Gebrian, M. (2021). The Power of Attentional Focus Part 2. https://www.youtube.com/watch?v=SJxhSI7TZGQ&t=0s

Gebrian, M. (2021). The Power of Attentional Focus Part 3. https://www.youtube.com/watch?v=genRuueXPLM&t=0s

Haaheim, J. (2020) Deliberate Practice Bootcamp. https://jasonhaaheim.com/

Happier Human. Goal Setting Research. https://www.happierhuman.com/goal-setting-research/

Happier Human. Goal Setting Theory. https://www.happierhuman.com/goal-setting-theory/

Huberman, A. (2021) Reduce Anxiety & Stress with the Physiological Sigh | Huberman Lab Quantal Clip https://www.youtube.com/watch?v=rBdhqBGqiMc

Kageyama, N. (2016). Benefits of Interleaved Practice with Dr. Noa Kageyama. https://www.youtube.com/watch?v=jDPayczkWyI

Kageyama, N. (2017). Beyond Practicing, Version 2.5, online course

Kageyama, N. (2020). Beyond Practicing, Version 3.0, online course

Kageyama, N. (2020). Performance Psychology Essentials for Educators, online course

Kageyama, N. (2020). The term “Plan, Play, Reflect” comes from Beyond Practicing, Version 3.0 online course

Klickstein, G. (2017). Varied, Distributed, and Interleaved Practice. https://www.musiciansway.com/blog/2017/10/varied-distributed-and-interleaved-practice/

Knopper, R. (2017). How to deal with negative self-talk. https://www.youtube.com/watch?v=M5lr5xENxUk

Koornhot, P. (2002). The Strad. 7 mental techniques to boost your practice

https://www.thestrad.com/playing-and-teaching/7-mental-techniques-to-boost-your-practice/152.article

Martelli, M. (2015). Unchain My Brain. How to Visualize? Learn to Create Mental Imagery – From Scratch. https://unchainmybrain.com/learn-to-visualize/

Mole, G. (2020) Condor Performance. Goal Setting – Done Right. https://condorperformance.com/goal-setting/

Morgenstern, J. (2017) Performance Under Pressure (how to manage stress) https://first10em.com/performance-under-pressure/

Rae, K. (2017) The Ultimate Debriefing Process. “Result, Reason, Response” https://www.youtube.com/watch?v=4IcRJugiUcY

Sinek, S. (2021). How to Stop Holding Yourself Back | Simon Sinek. https://www.youtube.com/watch?v=W05FYkqv7hM

Shen, J. (2013). Buffer. Why Practice Actually Makes Perfect: How to Rewire Your Brain for Better Performance. https://buffer.com/resources/why-practice-actually-makes-perfect-how-to-rewire-your-brain-for-better-performance/

The [P]rehab Guys. (2016). Diaphragmatic Breathing. https://www.youtube.com/watch?v=Q1Me3bMx5Dc

UAB Student Affairs. (2021). Square Breathing Visual. https://www.youtube.com/watch?v=bF_1ZiFta-E

Young, E. (2020). Our Ability To Perceive Musical Beat Becomes More Refined Through Childhood.

https://digest.bps.org.uk/2020/09/18/our-ability-to-perceive-musical-beat-becomes-more-refined-through-childhood/

Zimmer, K. (2019). The Scientist. Karaoke-Sleep Study Links Disrupted REM With Poor Memory Processing. https://www.the-scientist.com/news-opinion/karaoke-sleep-study-links-disrupted-rem-with-poor-memory-processing-66139

Useful websites

https://bulletproofmusician.com/ - The Bulletproof Musician by Dr. Noa Kageyama

https://composeddocumentary.com/ - Fantastic documentary with lots of additional resources

https://ggoodhart.com/ - Gregg Goodhart, the Learning Coach

https://www.health.gov.au - General health advice

https://jasonhaaheim.com/ - Principal Timpanist in the MET Orchestra, and Deliberate Practice expert

https://thelearnerlab.com/ - Trevor Ragan unpacks the science of how to get better at getting better

https://www.musiciansway.com/ - Musician's Way by Gerald Klickstein

https://jamesclear.com/ - Best selling writer James Clear on ways to improve your habits

https://mollygebrian.com/music-and-the-brain/ - Neuroscientist and Viola Professor, Dr. Molly Gebrian

https://www.retrievalpractice.org/ - Unleash the Science of Learning

https://www.sleepfoundation.org/ - Everything you need to know about sleep

https://www.sleephealthfoundation.org.au/ - Australia's Leading Advocate for Healthy Sleep

Selected research papers

Abushanab, B., & Bishara, A. J. (2013). Memory and metacognition for piano melodies: Illusory advantages of fixed-over random-order practice. Memory & cognition, 41(6), 928-937.

Atkins, R. L., & Duke, R. A. (2013). Changes in tone production as a function of focus of attention in untrained singers. International Journal of Research in Choral Singing, 4(2), 28.

Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 2(59-68).

Simon, D. A., & Bjork, R. A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27(4), 907.

Carter, C. E., & Grahn, J. A. (2016). Optimizing music learning: Exploring how blocked and interleaved practice schedules affect advanced performance. Frontiers in psychology, 7, 1251.

Chua, L. K., Jimenez-Diaz, J., Lewthwaite, R., Kim, T., & Wulf, G. (2021). Superiority of external attentional focus for motor performance and learning: Systematic reviews and meta-analyses. Psychological bulletin, 147(6), 618.

Cleary, T. J., Zimmerman, B. J., & Keating, T. (2006). Training physical education students to self-regulate during basketball free throw practice. Research Quarterly for Exercise and sport, 77(2), 251-262.

Delaney, P. F., Reder, L. M., Staszewski, J. J., & Ritter, F. E. (1998). The strategy-specific nature of improvement: The power law applies by strategy within task. Psychological science, 9(1), 1-7.

Duke, R. A., Cash, C. D., & Allen, S. E. (2011). Focus of attention affects performance of motor skills in music. Journal of Research in Music Education, 59(1), 44-55.

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.

Hall, K. G., Domingues, D. A., & Cavazos, R. (1994). Contextual interference effects with skilled baseball players. Perceptual and motor skills, 78(3), 835-841.

Landin, D. K., Hebert, E. P., & Fairweather, M. (1993). The effects of variable practice on the performance of a basketball skill. Research quarterly for exercise and sport, 64(2), 232-237.

Lin, C. H. J., Knowlton, B. J., Chiang, M. C., Iacoboni, M., Udompholkul, P., & Wu, A. D. (2011). Brain–behavior correlates of optimizing learning through interleaved practice. Neuroimage, 56(3), 1758-1772.

Locke, E., & Latham, G. (2015). Goal-setting theory. Organizational behavior, 1, 159-183.

Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705.

Ludovico, L. A., & Mangione, G. R. (2014). Self-Regulation Competence in Music Education. International Association for the Development of the Information Society.

McPherson, G. E. (2005). From child to musician: skill development during the beginning stages of learning an instrument. Psychology of Music, 33(1), 5–35.

McPherson, G. E. (2022). Self-regulated learning music microanalysis. In The Oxford Handbook of Music Performance, Volume 1.

McPherson, G. E., Miksza, P., & Evans, P. (2018). Self-regulated learning in music practice and performance. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 181–193)

McPherson, G. E., Nielsen, S. G., & Renwick, J. M. (2013). Self-regulation interventions and the development of music expertise. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 355–382)

McPherson, G. E., Osborne, M. S., Evans, P., & Miksza, P. (2019). Applying self-regulated learning microanalysis to study musicians’ practice. Psychology of Music, 47(1), 18-32.

McPherson, G. E., & Renwick, J. M. (2011). Self-regulation and mastery of musical skills. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance, 234–248.

McPherson, G. E., & Zimmerman, B. J. (2011). Self-regulation of musical learning: A social cognitive perspective on developing performance skills. In MENC handbook of research on music learning. Oxford University Press.

Mornell, A., Osborne, M., McPherson, G. (2020) Evaluating practice strategies, behavior and learning progress in elite performers: An exploratory study. Musicae Scientiae, Vol. 24(1) 130–135.

Mornell, A., & Wulf, G. (2019). Adopting an external focus of attention enhances musical performance. Journal of Research in Music Education, 66(4), 375-391.

Rao, S. M., Harrington, D. L., Haaland, K. Y., Bobholz, J. A., Cox, R. W., & Binder, J. R. (1997). Distributed neural systems underlying the timing of movements. Journal of Neuroscience, 17(14), 5528-5535.

Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.

Porter, J. M., & Saemi, E. (2010). Moderately Skilled Learners Benefit by Practicing with Systematic Increases in Contextual Interference. International journal of coaching science, 4(2).

Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental psychology: Human Learning and memory, 5(2), 179.

Stambaugh, L. A. (2011). When repetition isn’t the best practice strategy: Effects of blocked and random practice schedules. Journal of Research in Music Education, 58(4), 368-383.

Soderstrom, N. C., & Bjork, R. A. (2015). Learning versus performance: An integrative review. Perspectives on Psychological Science, 10(2), 176-199.

Wegner, D. M., Schneider, D. J., Carter, S. R., & White, T. L. (1987). Paradoxical effects of thought suppression. Journal of personality and social psychology, 53(1), 5.

Wilson, R. C., Shenhav, A., Straccia, M., & Cohen, J. D. (2019). The eighty five percent rule for optimal learning. Nature communications, 10(1), 1-9.

Wolfson, A. R., & Carskadon, M. A. (1998). Sleep schedules and daytime functioning in adolescents. Child development, 69(4), 875-887.

Wulf, G. (2013). Attentional focus and motor learning: a review of 15 years. International Review of sport and Exercise psychology, 6(1), 77-104.

Wulf, G., Chiviacowsky, S., Schiller, E., & Ávila, L. T. G. (2010). Frequent external focus feedback enhances motor learning. Frontiers in psychology, 1, 190.

Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin & review, 23(5), 1382-1414.

Xie, L., Kang, H., Xu, Q., Chen, M. J., Liao, Y., Thiyagarajan, M., ... & Nedergaard, M. (2013). Sleep drives metabolite clearance from the adult brain. science, 342(6156), 373-377.

Zarza-Alzugaray FJ, Casanova O, McPherson GE and Orejudo S (2020) Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support. Frontiers in Psychology, 11:1249.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. The psychology of problem solving, 233262.

Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education (pp. 311-328). Routledge

Other

Rayburn, M. The term "Play & Pray"