Page 19 - How to Shine on Stage

concern the process, and performance goals, which concern the result
(Miksza, 2011). The mastery goals approach focuses on the development
of competences and on progress (Ranellucci et al., 2013). This orienta-
tion can generate greater musical creativity (Schatt, 2011), as the goal is
related to an internal interest, a strategic approach, and persistence and
effort in problem solving (Janssen & van Yperen, 2004). Performance
orientation, by contrast, focuses on the demonstration of normative com-
petences and is motivated by external factors, such as competitions or
the receipt of incentives from the environment (Ranellucci et al., 2013). 17
The latter is more often about short-term achievements (Schatt, 2011).
Numerous studies have established that achievement motivation, guided
by performance excellence goals, is an important predictor of success in
music performance delivery (Diaz, 2010; Miksza, 2009; Schmidt, 2005).
Musical performance delivery is one of the most demanding forms
of professional performance delivery, requiring high levels of musical
ability, skills, and competence, and involving motor functions and phys-
iological responses, cognition, and emotion. Music performers thus need Musical Performance Success
to master a wide range of motor, cognitive, and musical skills, as well as
possessing emotional and social competences (Habe et al., 2019).
In discussing musical performance success, we most often encoun-
ter terms such as performance excellence, expert performance delivery,
peak performance delivery, optimal performance delivery, or perfor-
mance expertise (Berkopec, 2016). Peak performance delivery is defined
as a quantitatively and/or qualitatively absolutely outstanding result,
achieved in normal circumstances. It means operating at the threshold
of one’s limits and requires complete dedication in the area of expertise
(Nitsch & Hackfort, 2016).
Performance excellence is the result of the subtle interplay between
a musical piece (composition), the performer(s), the performance envi-
ronment, and the audience (Waddell et al., 2018). Of course, the path
to its achievement is long, based on developing the mastery of musical
abilities and skills, which enables the development of musical giftedness
(innate musical potential) into musical talent (development of musical
potential by means of deliberate and systematic efforts). Musical talent
is built on the solid foundations of musical abilities, with the help of ad-
equate motivation from within the individual (interest, curiosity, per-
sonal satisfaction) and social encouragement (the role of parents and
teachers). Above-average musical abilities are not the only abilities re-
quired to succeed in music. A musician needs adequate motor predis-
positions to play a particular instrument or to sing, and in the cognitive
domain they need to be able to form and process complex mental struc-