Page 95 - How to Shine on Stage

ing from the increased pre-performance excitement, on its adaptation-
al functions, and how they can harness them to perform better (Brooks,
2014). Thus, the performer learns to adapt their responses and thereby
improves their psychological well-being (Gross & John, 2003).

Emotion Regulation Therapy (ERT) and Cognitive Therapy
for Emotional Regulation
Emotion regulation therapy is a person-oriented approach to addressing
affective reactions. It aims to help individuals recognize, acknowledge, 93
and describe their own emotions, allow unconditional self-acceptance
which ultimately produces emotional regulation, prevent avoidance
of emotions, and choose actions that contribute to well-being, as well
as learning to make better decisions and develop constructive critical
thinking and problem-solving skills (Mennin & Fresco, 2014). ERT in-
terventions operate on four levels: attention and acceptance, cognitive re-
structuring, emotional distancing, and stimulation of positive emotions.
Cognitive therapy interventions used in emotion regulation include
cognitive distraction, which refers to the shifting of attention from a
negative emotion to something pleasant (Gross, 1998). The approach is Direct Factors of Musical Performance Success
practical: a therapist or coach provides their client with encouragement
on which the client can focus during moments of distress. Gradually, the
client learns to divert their attention the moment they catch themself
surrendering to dysfunctional emotions (Nolen-Hoeksema et al., 2008;
Sheppes et al., 2011). Cognitive labelling is a neurolinguistic process of
recognizing emotions as they arise. Research results suggest that when
we are able to recognize and literally name our feelings and have full
awareness of our emotional boundaries, the response of the amygdala,
the part of the brain controlling negative emotions, diminishes (Lieber-
man et al., 2007).

Breathing Techniques
Breathing techniques are one of the most commonly used musicians’
strategies to regulate pre-performance excitement (Habe, 2002; MacA-
fee & Comeau, 2023; Zhukov, 2019). This is not surprising, as rapid and
shallow breathing is among the most frequently reported physiological
symptoms of performance anxiety (Habe, 2002; Kenny, 2011).
Breathing techniques increase the endurance and strength of the
muscles responsible for expanding the chest during inspiration (Gosse-
link, 2004). Breathing therapies have been practised for over a thou-
sand years, but it was not until the late 20th century that they gained