PDF(Pubmed)
Abstract：
Performance anxiety is a widespread issue that can affect musicians across their education and career. It can develop in musicians from a young age leading to short-term and long-term impacts on not only their performance, but also their wellbeing. There is potentially a significant role that music educators hold in the development of their students and how they handle performance anxiety, though it is not clear how, or how often, teachers support their students in this way. Through a PRISMA-based systematic review, this paper explores what is known about the strategies used by music educators to help manage their students\' performance anxiety. The paper also discusses the role that instrumental/vocal tutors and school classroom teachers might hold in this area. The findings show that music educators are implementing multiple strategies to assist their students with MPA, with the most common being simulated performance, positive outlook, preparation and breathing. It was found that there is a role for teachers to address MPA management with their students. While some students prefer to receive MPA support from experts in the field of psychology, students still expressed a need to have this support come from their teacher. Though many teachers felt a need for additional training for them to help their students cope with MPA, many of the strategies were found to be multifunctional and embedded into the regular teaching practices or teaching styles of the educator. Although these strategies might be implicit rather than explicit, the findings suggest that music educators could represent a valuable source of support for MPA management.
摘要：
表演焦虑是一个普遍存在的问题，可能会影响音乐家的教育和职业生涯。它可以在年轻的音乐家中发展，不仅会对他们的表演产生短期和长期的影响，还有他们的幸福。音乐教育者在学生的发展以及他们如何处理表现焦虑方面可能发挥着重要作用，虽然不清楚如何，或者多久，老师以这种方式支持他们的学生。通过基于PRISMA的系统审查，本文探讨了音乐教育者用来帮助管理学生表现焦虑的策略。本文还讨论了乐器/声乐导师和学校课堂教师在这一领域可能扮演的角色。调查结果表明，音乐教育者正在实施多种策略来帮助学生获得MPA，最常见的是模拟性能，积极的前景,准备和呼吸。发现教师可以与学生一起解决MPA管理问题。虽然有些学生更喜欢接受心理学领域专家的MPA支持，学生们仍然表示需要得到老师的支持。尽管许多老师认为他们需要额外的培训来帮助他们的学生应对MPA，发现许多策略是多功能的，并嵌入到教育者的常规教学实践或教学风格中。尽管这些策略可能是隐含的而不是明确的，研究结果表明，音乐教育者可以成为MPA管理的宝贵支持来源。
