Developing musicians are expected to accumulate many hours of self-regulated practice to attain expertise on a musical instrument. The ability to choose appropriate strategies based on the internal and external feedback obtained while performing in the absence of the teacher’s support constitutes an important aspect of self-regulated practice. Nevertheless, performing and simultaneously monitoring the performance for feedback represents a challenge for any learner, therefore possibly affecting the resulting choice of strategies. A possible solution to this problem might be to videotape the performance and watching it afterwards to fully concentrate on each task. Studies that have used video feedback in the domain of sports suggest that there may be many similar potential benefits of self-recording for musicians’ self-regulation practices. In our study, we examined how video feedback might affect the choice of strategies of intermediate–advanced musicians (n = 16) while practising a new piece of music. To attain this objective, we compared the number of qualitative text entries coded against an observation framework derived from observations of a group of musicians who used video feedback four times over a period of ten practice sessions with the number of coding entries of a group of musicians who did not use video feedback. Our results indicated that musicians who used video feedback practised at a slow tempo more often and that they played longer segments of the piece earlier in the learning process than the musicians who did not use video feedback.

成长中的音乐家有望积累许多小时的自我调节练习，以获得乐器方面的专业知识。根据在没有老师支持的情况下进行表演时获得的内部和外部反馈来选择适当策略的能力，构成了自我调节练习的重要方面。然而，执行和同时监视反馈性能对任何学习者来说都是一个挑战，因此可能会影响最终选择的策略。解决此问题的可能方法是将性能录制下来，然后观看，以完全专注于每个任务。在体育领域使用视频反馈的研究表明，自我录制对于音乐家的自我调节做法可能具有许多类似的潜在好处。n = 16）练习新音乐时。为了实现此目标，我们将根据在10个练习阶段中四次使用视频反馈的一组音乐家的观察结果得出的观察框架中编码的定性文本条目数与一组音乐家的编码条目数进行了比较谁没有使用视频反馈。我们的结果表明，使用视频反馈的音乐家比不使用视频反馈的音乐家更慢地练习节奏，并且他们在学习过程中演奏乐段的时间更长。