Psychoeducational interventions in learning instrumental practice in music conservatories: Self-regulation, training in psychological skills and mindfulness

Abstract

Instrumental practice involves complex motor and cognitive activity that has been the subject of multiple studies, yet there is little research investigating the effects of intervention programs designed to optimize instrumental learning in musicians. In this article we have made a review of studies that include as methodological procedure an intervention directed to the improvement of the instrumental practice that use either techniques of self-regulation of the learning, training in psychological skills or mindfulness. These three types of interventions, common in sport, have been recently incorporated in the musical context. The main conclusion is that these interventions can be positive for the various cognitive and motivational facets of the musician, helping to achieve an autonomous and efficient study practice.