This course is intended to provide music students with knowledge of the theory underlying peak performance and the ability to put into practice the core skills associated with peak performance. It is an educational rather than a psychological intervention and the opportunity to learn core skills will be provided via exposure to educational materials and evidence based self-help methods. Students will also be provided with resources that will allow them to continue their development in this area as their careers progress.

The course has two core components: 1) a “problem-fixing” component, which will educate students in the theory and skills associated with successful behavioural change, giving them the opportunity to modify behaviour habits that currently limit their development and 2) a “potential-maximisation” component, which will provide students with the theory and skills associated with optimal performance outcomes, encouraging them to fully develop their potential and manage themselves optimally, especially in the lead-up to important performances.

On completion of this course students should:

(a) understand the prevalence, symptoms, and causes of performance anxiety; be able to take an evidence based approach to its management; and learn how performers can benefit from arousal;

(b) have learnt to develop peak performance and behavioural change plans that have the best possible chance of success using strategies with a robust evidence base.

(c) have learnt about the self-management and self-regulation skills necessary to optimal performance; and

(d) have developed an understanding of the principles of peak performance to inform future independent decision making and critical evaluation of alternative peak performance strategies.

Attendance required at 85% of classes for successful completion.

Assessment tasks:

1. Design a self-directed behavioural modification plan (2,000-2,500 words: worth 50% of overall course grade): Students will learn the scientific principles behind successful behavioural change. They will design personalised programs based on the theory and skills learnt in the course. This assessment task will enable students to address factors currently limiting performance outcomes. This is a problem-fixing plan.
2. Design a plan for peak performance (2,000-2,500 words; worth 50% of overall course grade): Students will learn the scientific principles driving peak performance. They will design peak performance plans based on the theory and skills learnt in the course. This assessment task will enable students to create personalised, empirically informed plans to maximise potential and facilitate peak performance. This is a potential-maximisation plan.

MARKING CRITERIA

When marking your written plans, the marker will be looking for the following:

- the use of clear and concise language
- an initial paragraph that outlines the purpose of the plan and any specific behavioural targets or goals
- a logical structure and presentation of information
- the use of strategies consistent with the theories and scientific principles presented in the course - in other words, are your plans based on sound design principles?  Are they going to work?
- reference to the key theories and scientific principles informing plan design - explain why you've selected the strategies you've chosen, with reference to relevant literature
- anticipation of obstacles and barriers to successful plan implementation - what challenges will you face if you try to implement your plan?  How will you overcome these challenges?
- inclusion of some form of feedback or progress measurement
- realistic targets and time frame
- the use of a consistent referencing system
- a reference list or bibliography.

The course will be delivered via 13 weekly 2 hour sessions. Each session contains a lecture component (theory/knowledge acquisition) and self-help exercises (the opportunity to apply knowledge).

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Davis, M., Eshelman, E.R., & McKay, M. (2000). The Relaxation and Stress Reduction Workbook, 5^th ed., Oakland, CA: New Harbinger Publications Inc.

Edelman, S. (2002). Change your thinking. Sydney: ABC Books.

Watson, D.L., & Tharp, R.G. (2002). Self-directed Behaviour: Self-modification for Personal Adjustment. Belmont, CA: Wadsworth/Thomson Learning.

None.