Developing an Online Intervention to Equip Tertiary Piano Students With Skills and Strategies for Effective Practice

Abstract

Over recent years, many researchers have developed and tested interventions to help music students practice and prepare for performances effectively. While these interventions have led to positive outcomes, their scalability is currently limited. To address this challenge, we developed PractiseWell, an online intervention to equip tertiary piano students with skills and strategies for effective practice. We used a theory- and evidence-based approach to develop the content. In designing the intervention (i.e., how the content is delivered), we drew on the person-based approach and the literature on design features from the field of healthcare. This article reports the development of PractiseWell in three parts. Part I reports a systematic review that was conducted to inform the content of the intervention. Part II reports the development of PractiseWell using the Guidance for Reporting of Intervention Development (GUIDED) checklist. Part III describes the intervention using the Template for Intervention Description and Replication (TIDieR). We discuss implications and future directions for intervention research in the context of performance psychology for musicians.

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