The main approach for improving the performance experience and/or performance quality for musicians has been to find solutions for music performance anxiety. An alternative model is prevention through psychological skills training (PST), which is increasingly being shown to have beneficial effects. Pre-performance routines (PPRs) are a common strategy used in such programs. PPRs are thought to help musicians be “ready to perform,” and that musicians could benefit from a deliberate introduction to PPRs by an instructor. This article reports on the teaching of PPRs to recreational piano pupils in an exploratory action research project designed to introduce a PST approach in regular piano lessons. PPRs were taught for 4 weeks in two action cycles leading up to a performance and were evaluated by teachers and pupils. The findings demonstrate how PPRs can be developed, learned, and implemented and suggest that PPRs function in two ways: to improve concentration and to achieve a sense of calm prior to the performance. Consequent increases in performance confidence and improved performance quality could not be attributed to the PPRs alone as the teaching of routines led to changes in working practice. Implications for future research are discussed.

改善音乐家的演奏体验和/或演奏质量的主要方法是寻找解决音乐演奏焦虑的方法。另一种模式是通过心理技能训练（PST）进行预防，这种方法越来越多地显示出有益的作用。性能前例程（PPR）是此类程序中常用的策略。PPR被认为可以帮助音乐家“准备表演”，并且音乐家可以从教师的故意介绍PPR中受益。本文在一个探索性行动研究项目中向休闲钢琴学生介绍了PPR的教学，该项目旨在在常规钢琴课中引入PST方法。PPR在两个动作周期中进行了为期4周的教学，以提高表现，并由老师和学生进行了评估。这些发现证明了PPR的开发，学习和实施方式，并暗示了PPR的功能有两种：提高注意力和在表演前保持镇定。绩效信心的随之提高和绩效质量的提高不能仅归因于PPR，因为常规教学导致工作实践的改变。讨论了对未来研究的意义。