Acute Effects of Self-Selected Music Intervention on Golf Performance and Anxiety Level in Collegiate Golfers: A Crossover Study.

Music has been reported as a positive intervention for improving psychophysiological conditions and exercise performance. However, the effects of music intervention on golf performance in association with psychophysiological responses have not been well examined in the literature. The purpose of the study was to investigate the acute effects of self-selected music intervention on golf swing and putting performance, heart rate (HR), HR variability (HRV), and anxiety. Twenty collegiate golfers voluntarily participated in this study (age = 20.2 ± 1.4 years, height = 171.7 ± 8.0 cm, body weight = 69.5 ± 14.6 kg, golf experience = 7.5 ± 2.1 years). A cross-over and within-subject design was used in this study. Participants performed a non-music trial (T1), pre-exercise music trial (T2), and simultaneous music trial (T3) in a randomized order with 48-72 h apart. The participants were attached to a HR monitor to record the HR and HRV during the measurement. The golf swing and putting performance was assessed by using the Golfzon golf simulator system. The state-trait anxiety inventory-state questionnaire (STAI-S) was used to evaluate anxiety state. All measurements were taken during baseline (phase one) and after resting or music intervention (phase two). Repeated measurement of analysis of variance (ANOVA) and Cohen's effect size (ES) were used for statistical analyses. The results show no significant differences in golf swing and putting performance (p > 0.05). However, significant decrease in STAI-S score was found in T2 (p = 0.047, ES = 0.32). A significant increase in the standard deviation of normal R-R interval (SDNN), low-frequency power spectrum (LF), standard deviation of along the line-of-identity (SD2) in T2 and T3 were observed (p < 0.05). In conclusion, a single pre-exercise or simultaneous self-selected music intervention contributes minor effects to golf performance in collegiate golfers. The positive benefits of self-selected music intervention on the psychological condition and cardia-related modulation while practicing golf is warranted.

Estudio cuasi experimental sobre la efectividad de la musicoterapia para reducir la ansiedad ante una técnica intervencionista en la unidad del dolor / Quasi-experimental study on effectiveness of music therapy to reduce anxiety before an interventional technique in the pain unit

OBJETIVOS: Valorar la eficacia de la musicoterapia en la disminución de la ansiedad en pacientes a los que se les realiza técnica intervencionista (TI) en la Unidad del Dolor (UD) del Hospital Universitario Sagrat Cor de Barcelona. MATERIAL Y MÉTODO: Estudio cuasi experimental con grupo control, prospectivo, pre y postintervención, transversal, no aleatorizado. Aprobado por el Comité Ético de Investigación IDC Salud Catalunya. Población estudio: pacientes programados para realización de TI en la UD. Criterios inclusión: > 18 años de edad. Indicación de TI. Criterios exclusión: trastorno psiquiátrico, incapacidad contestar variables de estudio. Grupo intervención: se ha realizado la TI reproduciéndose aleatoriamente la música elegida, libre de contaminación acústica. Grupo control: se ha realizado la TI sin musicoterapia. Se ha empleado la escala visual análoga modificada como instrumento de medida para valorar el nivel de ansiedad. RESULTADOS: 80 pacientes (71,6 % mujeres, media de edad 66,7 [SD 14] años, 49,4 % estudios medios, 64,2 % pensionistas). El 60,5 % no realiza tratamiento con ansiolíticos. El 59 % presenta lumborradiculalgia, se les realiza bloqueo epidural caudal. Al 33,3 % se les realiza técnica intervencionista por primera vez. En el grupo control el valor de EVA intra es de 5,83 (SD 3,2) y en el grupo de musicoterapia de 5,0 (SD 2,2), esta diferencia no es estadísticamente significativa (F = 1,614, p = 0,208). En el valor de EVA postintervención sucede lo mismo. En el grupo control el valor de EVA post es de 3,7 (SD 3,3) y en el grupo de musicoterapia de 3,1 (SD 2,4); esta diferencia no es estadísticamente significativa (F = 0,755, p = 0,387). En el grupo control el valor de la escala visual analógica intra es de 4,3 (SD 3,1) y en el grupo de musicoterapia de 3,0 (SD 2,0), esta diferencia sí es estadísticamente significativa (F = 4,83, p = 0,031). En el grupo control el valor de la escala visual analógica post es de 2,7 (SD 2,8) y en el grupo de musicoterapia de 1,3 (SD 1,5); esta diferencia también es estadísticamente significativa (F = 7,427, p = 0,008). El 81,5 % considera que ha recibido suficiente información sobre la técnica intervencionista y el 18,5 % están satisfechos. El 95,1 % considera que los profesionales le han aportado confianza y seguridad y el 4,9 % restante se consideran satisfechos. De los que han valorado (40 pacientes) si la música ha creado un ambiente relajado el 80 % se consideran muy satisfechos y el 20 % restante satisfechos. CONCLUSIÓN: Aunque el dolor no se ve mejorado significativamente en el grupo intervencionista sí lo hace la ansiedad tanto en la fase intra como en la post TI. Los pacientes se sienten muy satisfechos sobre la información recibida y consideran muy satisfactoria la confianza y seguridad que les aportan los profesionales. Además, el grupo de musicoterapia considera, en general, muy satisfactorio el ambiente relajado que les crea la música. La musicoterapia es una excelente herramienta terapéutica, fácil de usar, accesible y económica, que puede utilizarse como coadyuvante en las TI en la UD

OBJECTIVE: To assess the efficacy of music therapy in reducing anxiety in patients undergoing interventional technique (IT) in the Pain Unit (UD) of the University Hospital Sagrat Cor in Barcelona. MATERIAL AND METHOD: Quasi-experimental study with a control group, prospective, pre- and post-intervention, transversal, non-randomized. Approved by the Research Ethics Committee IDC Salud Catalunya. Study population: patients scheduled to perform IT in the UD. Inclusion criteria: > 18 years old. IT indication. Exclusion criteria: psychiatric disorder, inability to answer study variables. Intervention group: IT has been performed by randomly playing the chosen music, free of noise pollution. Control group: IT has been performed without music therapy. The modified analog visual scale has been used as a measuring instrument to assess the level of anxiety. RESULTS: 80 patients (71.6 % women, mean age 66.7 (SD 14) years, 49.4 % average studies, 64.2 % pensioners). 60.5 % do not perform treatment with anxiolytics. 59 % have low back pain, caudal epidural block is performed. 33.3 % underwent interventional technique for the first time. In the control group the value of intra VAS is 5.83 (SD 3.2) and in the music therapy group 5.0 (SD 2.2), this difference is not statistically significant (F = 1.614, p = 0.208). The same happens in the value of post-intervention EVA. In the control group the value of post VAS is 3.7 (SD 3.3) and in the music therapy group 3.1 (SD 2.4), this difference is not statistically significant (F = 0.755, p = 0.387). In the control group the value of the intra analog visual scale is 4.3 (SD 3.1) and in the music therapy group 3.0 (SD 2.0), this difference is statistically significant (F = 4, 83 p = 0.031). In the control group the value of the post analog visual scale is 2.7 (SD 2.8) and in the music therapy group 1.3 (SD 1.5), this difference is also statistically significant (F = 7.427, p = 0.008). 81.5 % consider that they have received enough information about the interventionist technique and 18.5 % are satisfied. 95.1 % consider that the professionals have given him confidence and security and the remaining 4.9 % are considered satisfied. Of those who have assessed (40 patients) if music has created a relaxed atmosphere, 80% are considered very satisfied and the remaining 20 % satisfied. CONCLUSION: Although pain is not significantly improved in the interventionist group, anxiety does in both the intra and post-IT phases. Patients feel very satisfied about the information received and consider the confidence and security provided by professionals very satisfactory. In addition, the music therapy group considers, in general, the relaxed atmosphere created by the music. Music therapy is an excellent therapeutic tool, easy to use, accessible and economical, which can be used as an adjunct in IT in the UD

Sexual Performance Anxiety.

INTRODUCTION: Sexual performance anxiety (SPA) is one of the most prevalent sexual complaints; yet, no diagnosis is recognized for either gender. Thus, research into treatment has been minimal. AIM: Review the prevalence of SPA and its relation to sexual dysfunctions and anxiety disorders. Compare SPA to (non-sexual) performance anxiety and social anxiety (PA/SA). Apply pharmacologic principles to the known properties of drugs and phytotherapies to hypothesize treatments for SPA. METHODS: Review SPA and PA/SA through PubMed searches for relevant literature from 2000 to 2018. MAIN OUTCOME MEASURE: Prevalence was estimated using population-representative surveys. For treatment results, controlled clinical trial results were prioritized over open-label trial results. RESULTS: SPA affects 9-25% of men and contributes to premature ejaculation and psychogenic erectile dysfunction (ED). SPA affects 6-16% of women and severely inhibits sexual desire. Cognitive behavior therapy and mindfulness meditation training have been proven effective for PA/SA and are recommended for SPA, but controlled studies are lacking. Phosphodiesterase type 5 inhibitors are effective for psychogenic ED and premature ejaculation, both of which include SPA as a major element. Drugs proven for PA/SA have adverse sexual and sedative effects, but serotonergic anxiolytics with prosexual effects (buspirone ± testosterone, trazodone ± bupropion) may have potential, and sage, passionflower, l-theanine, and bitter orange are anxiolytic. Nitric oxide boosters (l-citrulline, l-arginine, Panax ginseng) have the potential for increasing genital tumescence and lubrication, and plant-based alpha-adrenergic antagonists may aid sexual arousal (yohimbine/yohimbe, Citrus aurantium/p-synephrine). CONCLUSION: SPA causes or maintains most common sexual dysfunction. No treatments are well proven, although cognitive behavior therapy, mindfulness meditation training, and serotonergic anxiolytics (buspirone, trazodone, gepirone) have potential, and phosphodiesterase type 5 inhibitors are effective for psychogenic ED and premature ejaculation. Several phytotherapies also appear to have potential. Pyke RE. Sexual Performance Anxiety. J Sex Med 2020;8:183-190.

Performance anxiety in professional musicians: a systematic review on prevalence, risk factors and clinical treatment effects.

Music performance anxiety (MPA) is one of the most common disorders among professional musicians, nevertheless, little is known about the disease. With this systematic review, prevalence, risk factors and treatment procedures for MPA were assessed, and for the first time, quality assessments were carried out for all studies using standardized assessment tools. A systematic literature search was conducted via search algorithms in the databases MEDLINE, EMBASE, CINAHL, PsycArticles, PsycInfo and ERIC. Included were case reports, case-control, cohort, cross-sectional and intervention studies examining professional musicians with MPA. For quality assessment, adapted tools of the National Heart, Lung, and Blood Institute were used. A total of 43 studies were included (10 case reports, 21 intervention, 11 cross-sectional, one cohort study). Quality ratings ranged from -11 to 6 out of a maximum of 15/16 points for cross-sectional/cohort studies and -4 to 11 out of 18 points for intervention studies. The prevalence of MPA was between 16.5% and 60%. More women than men were affected and musicians older than 45-50 years reported less MPA than younger musicians. Regarding treatment cognitive behavioural therapy (CBT) and ß-blockers were most often researched with beneficial results for CBT. However, studies with adequate control groups for CBT interventions are needed to clarify its efficacy. Studies showed methodological weaknesses, especially in the selection of participants, recording of influencing factors, blinding of interventions, randomization of participants and analysis of comorbidity. Recommendations for further research are made.

Activity in the dorsal ACC causes deterioration of sequential motor performance due to anxiety.

Performance anxiety can profoundly affect motor performance, even in experts such as professional athletes and musicians. Previously, the neural mechanisms underlying anxiety-induced performance deterioration have predominantly been investigated for individual one-shot actions. Sports and music, however, are characterized by action sequences, where many individual actions are assembled to develop a performance. Here, utilizing a novel differential sequential motor learning paradigm, we first show that performance at the junctions between pre-learnt action sequences is particularly prone to anxiety. Next, utilizing functional magnetic resonance imaging (fMRI), we reveal that performance deterioration at the junctions is parametrically correlated with activity in the dorsal anterior cingulate cortex (dACC). Finally, we show that 1 Hz repetitive transcranial magnetic stimulation of the dACC attenuates the performance deterioration at the junctions. These results demonstrate causality between dACC activity and impairment of sequential motor performance due to anxiety, and suggest new intervention techniques against the deterioration.

Attentional bias modification in reducing test anxiety vulnerability: a randomized controlled trial.

BACKGROUND: A tendency to selectively process a threat to positive information may be involved in the etiology of anxiety disorders. The aim of this study is to examine whether attentional bias modification (ABM) can be used to modify high test-anxiety individuals' attention to emotional information and whether this change is related to anxiety vulnerability. METHODS: Seventy-seven undergraduates were included: 28 individuals received a 5-day modified dot probe task as ABM training, 29 individuals received a 5-day classic dot probe task as placebo, and 20 individuals did not receive an intervention between the two test sections. In addition to the measure of biased attention, salivary α-amylase (sAA) and the visual analogue scale of anxiety were assessed as emotional reactivity to stress. RESULTS: A repeated measurement of variance analysis and paired sample t-test indicated that the ABM group showed a significant change in attentional bias scores after the 5-day training, whereas there were no changes in the attentional bias scores in the placebo or waiting list groups. Importantly, anxiety vulnerability with attention to threats was significantly decreased in the training group. CONCLUSIONS: These results suggest that attentional bias toward threat stimuli may play an important role in anxiety vulnerability. The attentional bias modification away from the threat is effective for the individuals preparing for an exam. TRIAL REGISTRATION: This trial was retrospectively registered on June 22, 2017 with the registration number ChiCTR-IOR-17011745 and the title 'Attentional Bias in high anxiety individuals and its modification'.

A better state-of-mind: deep breathing reduces state anxiety and enhances test performance through regulating test cognitions in children.

A pre-test/post-test, intervention-versus-control experimental design was used to examine the effects, mechanisms and moderators of deep breathing on state anxiety and test performance in 122 Primary 5 students. Taking deep breaths before a timed math test significantly reduced self-reported feelings of anxiety and improved test performance. There was a statistical trend towards greater effectiveness in reducing state anxiety for boys compared to girls, and in enhancing test performance for students with higher autonomic reactivity in test-like situations. The latter moderation was significant when comparing high-versus-low autonomic reactivity groups. Mediation analyses suggest that deep breathing reduces state anxiety in test-like situations, creating a better state-of-mind by enhancing the regulation of adaptive-maladaptive thoughts during the test, allowing for better performance. The quick and simple technique can be easily learnt and effectively applied by most children to immediately alleviate some of the adverse effects of test anxiety on psychological well-being and academic performance.

Entrenamiento psicológico deportivo aplicado a una estudiante de oposición / Psychological training aplied to a student of public competition exam

El objetivo del trabajo es valorar la eficacia de la intervención psicológica en la preparación de un aspirante a oposición (estudio/examen) desde el mismo tratamiento con el que se abordaría un caso de preparación para la competición en deporte (entrenamiento/competición). El sujeto es una joven de 26 años, doctora en psicología, que se presentaba por segunda vez a la oposición PIR, y cuya demanda fue «entrenar habilidades psicológicas que favorecieran el máximo rendimiento en situación de examen». La intervención tuvo lugar durante las 11 semanas previas al examen, a razón de una sesión semanal. Se realizó una evaluación pre y post intervención, mediante una entrevista cualitativa, y la intervención que constó de tres bloques de trabajo: a) valoración y objetivos; 2) intervención cognitivo-conductual; y 3) rutina competitiva. Los resultados apoyan la obtención de beneficios en cuanto a rendimiento (estado de la opositora en la situación de examen y en la fase final de estudio), y colateralmente pudo recoger un resultado satisfactorio (superación de la oposición) (AU)

The objective of this work is to evaluate the efficacy of a psychological intervention in the preparation of a candidate for a state exam (study / examination) with the same basis as the preparation of a sport competition (training / competition). The participant is a 26-year-old, doctor in Psychology, who was presented for the second time to the state exam «PIR», and whose demand was «to train psychological skills that favored the maximum performance under examination.» The intervention took place during the 11 weeks prior to the exam, by reason of a weekly session. A pre and post intervention evaluation was carried out, through a qualitative interview. The intervention consisted of three parts: a) assessment and objectives; 2) cognitive-behavioral intervention; and 3) competitive routine. The results suggest the benefits from the intervention (state of the opponent in the examination situation and in the final phase of study) and a satisfactory result can be collected in a satisfactory way (passed the state exam) (AU)

Audio Feedback with Reduced Self-focus as an Intervention for Social Anxiety: An Experimental Study.

BACKGROUND AND OBJECTIVES: Socially anxious individuals tend to underestimate their performance largely due to attentional bias. Video and audio feedback (AF) with cognitive preparation (CP) have shown to improve socially anxious individuals' evaluation of their performance in previous studies. In the present study, it was hypothesized that one of the three steps in CP, reduced self-focus (RS), is sufficient to cause an improved voice evaluation after AF. This was tested in a single-session randomized controlled experiment. METHOD: Forty-one socially anxious participants were asked to give a speech, then to listen to and evaluate a taped recording of their performance. Half of the sample were instructed to reduce their self-focus prior to AF, the rest received AF only. RS involved asking participants to listen to the audio recording as though they were listening to a stranger. Generalization effects were assessed by a second speech. RESULTS: AF with RS led to more improved voice evaluations than AF-only after the first speech, and the effects remained in the evaluation of the second speech. More positive speech evaluations were associated with corresponding reductions of performance anxiety. LIMITATIONS: small sample, analogue study. CONCLUSION: One component of cognitive preparation-(RS)-appears to be sufficient to cause significant effects on voice evaluation in socially anxious individuals. If the results are replicated in clinical samples, AF with RS may be a promising intervention in the treatment of social anxiety.

Therapist activities preceding setbacks in the assimilation process.

OBJECTIVE: This study examined the therapist activities immediately preceding assimilation setbacks in the treatment of a good-outcome client treated with linguistic therapy of evaluation (LTE). METHOD: Setbacks (N = 105) were defined as decreases of one or more assimilation stages from one passage to the next dealing with the same theme. The therapist activities immediately preceding those setbacks were classified using two kinds of codes: (a) therapist interventions and (b) positions the therapist took toward the client's internal voices. RESULTS: Preceding setbacks to early assimilation stages, where the problem was unformulated, the therapist was more often actively listening, and the setbacks were more often attributable to pushing a theme beyond the client's working zone. Preceding setbacks to later assimilation stages, where the problem was at least formulated, the therapist was more likely to be directing clients to consider alternatives, following the LTE agenda, and setbacks were more often attributable to the client following these directives shifting attention to less assimilated (but nevertheless formulated) aspects of the problem. CONCLUSIONS: At least in this case, setbacks followed systematically different therapist activities depending on the problem's stage of assimilation. Possible implications for the assimilation model's account of setbacks and for practice are discussed.

The Effect of Combination of Video Feedback and Audience Feedback on Social Anxiety: Preliminary Findings.

Although video feedback (VF) is shown to improve appraisals of social performance in socially anxious individuals, its impact on state anxiety during a social situation is mixed. The current study investigated the effect of combined video feedback and audience feedback (AF) on self-perceptions of performance and bodily sensations as well as state anxiety pertaining to a speech task. Forty-one socially anxious students were randomly allocated to combined video feedback with audience feedback (VF + AF), video feedback only (VF), audience feedback only (AF), or a control condition. Following a 3-min speech, participants in the VF + AF, VF, and AF conditions watched the videotape of their speech with cognitive preparation in the presence of three confederates who served as audience, and/or received feedback from the confederates, while the control group watched their videotaped speech without cognitive preparation. Both VF + AF and AF conditions improved distorted appraisal of performance and bodily sensations as well as state anxiety. The clinical implications of these findings are discussed.

Treatment and prevention of music performance anxiety.

Music performance anxiety (MPA) regularly occurs when musicians present themselves before an audience in performance situations, and thus, it plays an important role in the careers of professional musicians. MPA is expressed on the emotional and physical level, as well as on the levels of thinking and behavior, and extends along a continuum of varying severity. Its performance-impairing, afflicting form is considered to be a specific type of social phobia, which requires therapy. There are different psychological theories, which contribute to the understanding of the phenomenon of MPA and provide basic principles for the various treatment approaches. Current "best practice," in our clinical experience, is a personal- and problem-oriented approach within a multimodal therapy model, including the range of psychoanalytic and cognitive behavioral therapies, body-oriented methods, and mental techniques. In order to avoid severe MPA, prevention in the field of music pedagogic is very important. Thus, the concepts of dealing positively with MPA should be implemented very early into the instrumental and vocal education of musicians.

Intensive short-term dynamic psychotherapy for severe music performance anxiety: assessment, process, and outcome of psychotherapy with a professional orchestral musician.

This paper reports on the process and outcome of therapy using intensive short-term dynamic psychotherapy (ISTDP) with a professional musician who had suffered severe music performance anxiety over the course of his entire 30-year career. In this paper, we describe the nature of the therapy, the case history of the musician, the first assessment and trial therapy session, and the course and successful outcome of therapy. The patient underwent 10 sessions of ISTDP over a period of 4 months. This paper reports on the first 6 sessions, which were most relevant to the understanding and treatment of the patient's severe music performance anxiety. This case study is the first reported application of ISTDP to a professional musician. We believe that this case study provides initial support that moderate to severe performance anxiety, in at least some cases, has its origins in unresolved complex emotions and defences arising from ruptures to early attachment relationships.

[Comparison of the effectiveness of cognitive restructuring and systematic desensitization in reducing high-stakes test anxiety]. / Yüksek Riskli Sinav Kaygisinin Azaltilmasinda Sistematik Duyarsizlastirma ile Bilissel Yeniden Yapilandirmanin Etkililiginin Karsilastirilmasi.

OBJECTIVE: This study aimed to compare the effectiveness of systematic desensitization (behavioral therapy and cognitive restructuring (cognitive therapy) in reducing high-stakes test anxiety. We hypothesized that cognitive restructuring would be superior to systematic desensitization in reducing the severity of the cognitive symptoms of anxiety, whereas systematic desensitization would be superior to cognitive restructuring in reducing the severity of the physiological symptoms of anxiety. MATERIALS AND METHOD: The study included 50 (36 female and 14 male) high school graduates and high school seniors aged 16-22 years (mean:18.3 years) that experienced test anxiety while taking their university entrance exam. Participants were randomly assigned to the behavior therapy or cognitive therapy groups. Participants in both groups received 9 sessions of structured group therapy with the same therapist. Each participant's level of anxiety and depression, psychiatric symptoms, and dysfunctional thoughts were measured throughout the therapy process. RESULTS: Statistical analysis showed that there was a significant decrease in the score of each outcome measure employed in both groups. There weren't any significant differences in terms of the alleviation of the cognitive symptoms of anxiety, as measured with the Dysfunctional Attitudes Scale, or physiological symptoms, as assessed with the Beck Anxiety Inventory between the 2 groups. The 2 therapy methods resulted in statistically significant reductions in the level of test anxiety, as well as state anxiety, trait anxiety, self-reported depression, and general symptom levels. CONCLUSION: The behavioral and cognitive therapies were equally effective in reducing the severity of the cognitive and physiological components of test anxiety.

Latent growth curve analysis of fear during a speech task before and after treatment for social phobia.

Models of social phobia highlight the importance of anticipatory anxiety in the experience of fear during a social situation. Anticipatory anxiety has been shown to be highly correlated with performance anxiety for a variety of social situations. A few studies show that average ratings of anxiety during the anticipation and performance phases of a social situation decline following treatment. Evidence also suggests that the point of confrontation with the feared stimulus is the peak level of fear. No study to date has evaluated the pattern of anxious responding across the anticipation, confrontation, and performance phases before and after treatment, which is the focus of the current study. Socially phobic individuals (N = 51) completed a behavioral avoidance task before and after two types of manualized cognitive behavioral therapy, and gave ratings of fear during the anticipation and performance phases. Results from latent growth curve analysis were the same for the two treatments and suggested that before treatment, anxiety sharply increased during the anticipation phase, was highly elevated at the confrontation, and gradually increased during the performance phase. After treatment, anxiety increased during the anticipation phase, although at a much slower rate than at pretreatment, peaked at confrontation, and declined during the performance phase. The findings suggest that anticipatory experiences are critical to the experience of fear for public speaking and should be incorporated into exposures.

The effect of values affirmation on psychological stress.

There is growing evidence for the efficacy of acceptance-based behavioral therapies, which aim to increase acceptance of internal experiences and values-consistent action. Further, experimental studies have demonstrated that acceptance decreases distress and increases willingness to engage in challenging tasks (e.g. Levitt, Brown, Orsillo, & Barlow, 2004). However, research demonstrating the positive effects of values articulation on psychological functioning is needed. The goal of the present study was to evaluate the efficacy of a brief intervention in reducing anxiety related to a stressful speech task. Contrary to predictions, engagement in values writing did not reduce anticipatory or posttask anxiety relative to engagement in a neutral writing task. However, self-esteem significantly predicted anxious response to the task. Experiential avoidance and valued living were also associated with anxious response to the task, although the contribution of these predictors was not statistically significant.

Stage fright: its experience as a problem and coping with it.

PURPOSE AND METHOD: This questionnaire survey of 190 university music students assessed negative feelings of music performance anxiety (MPA) before performing, the experience of stage fright as a problem, and how closely they are associated with each other. The study further investigated whether the experience of stage fright as a problem and negative feelings of MPA predict the coping behavior of the music students. Rarely addressed coping issues were assessed, i.e., self-perceived effectiveness of different coping strategies, knowledge of possible risks and acceptance of substance-based coping strategies, and need for more support. RESULTS: The results show that one-third of the students experienced stage fright as a problem and that this was only moderately correlated with negative feelings of MPA. The experience of stage fright as a problem significantly predicted the frequency of use and the acceptance of medication as a coping strategy. Breathing exercises and self-control techniques were rated as effective as medication. Finally, students expressed a strong need to receive more support (65%) and more information (84%) concerning stage fright. CONCLUSION: Stage fright was experienced as a problem and perceived as having negative career consequences by a considerable percentage of the surveyed students. In addition to a desire for more help and support, the students expressed an openness and willingness to seriously discuss and address the topic of stage fright. This provides a necessary and promising basis for optimal career preparation and, hence, an opportunity to prevent occupational problems in professional musicians.