MPA5. A Holistic Understanding of Music Performance Anxiety

In previous discussions, we've explored the complex nature of Music Performance Anxiety (MPA), its psychological and physiological components, and the role of the audience in influencing anxiety levels. Now, as we move toward a broader understanding, we must consider the bigger picture: how MPA fits within the spectrum of musical experience and how we can move beyond viewing it solely as a negative phenomenon.

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Beyond the Anxiety Lens

MPA is often framed as a purely detrimental force that musicians must overcome. However, research suggests that MPA is not inherently negative: it exists on a continuum. Some level of physiological arousal can enhance performance, improving focus and energy (Fancourt et al., 2015; Kenny, 2011). The key lies in understanding where anxiety shifts from being beneficial to becoming debilitating. This perspective encourages a shift from attempting to eliminate MPA to learning how to manage and even harness it.

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The Role of Individual Differences

An important consideration is that MPA does not affect all musicians equally. Factors such as personality traits, prior performance experiences, and coping mechanisms significantly shape how anxiety manifests (Osborne et al., 2014). Studies have highlighted that musicians with a higher tendency for perfectionism may struggle more with MPA (Stoeber & Eismann, 2007), whereas those who engage in cognitive reappraisal techniques (such as reframing anxiety as excitement) tend to experience less distress (Gross & John, 2003).

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The Interaction Between Training, Environment, and Mindset

Another crucial aspect is the interaction between training, environmental factors, and personal mindset. Musicians who are exposed to supportive, low-pressure performance settings during their training often report lower levels of MPA in high-stakes scenarios (Papageorgi et al., 2011). This suggests that educational and performance environments play a key role in shaping anxiety responses. Additionally, mindfulness-based approaches and mental skills training have been identified as promising strategies for reducing performance anxiety (Cohen & Bodner, 2019).

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Looking Forwards

With a more holistic understanding of MPA in mind, we now turn to practical strategies. How can musicians actively manage MPA based on the latest research? In our next post, we will explore evidence-based strategies that can help musicians develop resilience, reframe anxiety, and cultivate a healthier relationship with performance. These strategies, rooted in both psychological theory and practical experience, provide tangible ways to navigate the complex world of performance anxiety. Stay tuned for our final installment on managing MPA effectively!

References

• Cohen, A. J., & Bodner, E. (2019). Music performance anxiety: The role of positive and negative traits. Psychology of Music, 47(4), 558-573.

• Fancourt, D., Williamon, A., Carvalho, L. A., Steptoe, A., & Dow, R. (2015). The psychoneuroendocrine implications of music performance anxiety. Psychoneuroendocrinology, 52, 28-40.

• Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362.

• Kenny, D. T. (2011). The psychology of music performance anxiety. Oxford University Press.

• Osborne, M. S., Greene, D. J., & Immel, D. T. (2014). Managing performance anxiety and improving mental skills in conservatoire students through performance psychology training: A pilot study. Psychology of Well-Being: Theory, Research, and Practice, 4(1), 1-17.

• Papageorgi, I., Hallam, S., & Welch, G. F. (2011). A conceptual framework for understanding performance anxiety in musicians. Research Studies in Music Education, 33(1), 91-118.

• Stoeber, J., & Eismann, U. (2007). Perfectionism in young musicians: Relations with motivation, effort, achievement, and distress. Personality and Individual Differences, 43(8), 2182-2192.