Abdollahipour, R., Palomo Nieto, M., Psotta, R., & Wulf, G. (2017). External focus of attention and autonomy support have additive benefits for motor performance in children. Psychology of Sport and Exercise, 32, 17–24.
Aghdaei, M., Farsi, A., Khalaji, M., & Porter, J. (2021). The Effects of an Associative, Dissociative, Internal, and External Focus of Attention on Running Economy. Journal of Motor Learning and Development, 9(3), 1–13.
Allingham, E., & Wöllner, C. (2021). Effects of Attentional Focus on Motor Performance and Physiology in a Slow-Motion Violin Bow-Control Task: Evidence for the Constrained Action Hypothesis in Bowed String Technique. Journal of Research in Music Education.
Atkins, R. L., & Duke, R. A. (2013). Changes in tone production as a function of focus of attention in untrained singers. International Journal of Research in Choral Singing, 4, 28–36.
Atkins, R. L. (2017). Effects of Focus of Attention on Tone Production in Trained Singers. Journal of Research in Music Education, 64(4), 421–434.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/Henry Holt & Co.
Bandura, A. (2010). Self-Efficacy. The Corsini Encyclopedia of Psychology.
Banks, S. Higgins, P., Sproule, J., & Wulf, G. (2015). External focus distance and level of expertise in kayak sprinting. Poster presented at the Annual Meeting of the North American Society for the Psychology of Sport and Physical Activity (NASPSPA), Portland, OR.
Baumeister, R. F. (1984). Choking under pressure: Self-consciousness and paradoxical effects of incentives on skillful performance. Journal of Personality and Social Psychology, 46(3), 610–620.
Becker, K. A., Georges, A. F., & Aiken, C. A. (2019). Considering a holistic focus of attention as an alternative to an external focus. Journal of Motor Learning and Development, 7(2), 194–203.
Bishop, L., Bailes, F., & Dean, R. T. (2013). Musical imagery and the planning of dynamics and articulation during performance. Music Perception: An Interdisciplinary Journal, 31(2), 97–117.
Blakeslee, T. R. (1980). The Right Brain. London: Macmillan.
Bonneville-Roussy, A., Hruska, E., & Trower, H. (2020). Teaching music to support students: how autonomy-supportive music teachers increase students’ well-being. Journal of Research in Music Education, 68(1), 97–119.
Brand, S. (2021). Attentional Focus Effects and Singing: Enhancing Vocal Performance through Body Movements and Gestures as External Foci of Attention. The International Journal of Arts Education, 16(2), 1–12.
Buma, L. A., Bakker, F. C., & Oudejans, R. R. D. (2015). Exploring the thoughts and focus of attention of elite musicians under pressure. Psychology of Music, 43(4), 459–472.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
Cheng, L., Wong, P., & Lam, C. (2020). Learner autonomy in music performance practices. British Journal of Music Education, 37(3), 234–246.
Doran, G.T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review (AMA FORUM), 70(11), 35–36.
Duke, R., Cash, C. & Allen, S. (2011). Focus of attention affects performance of motor skills in music. Journal of Research in Music Education, 59(1), 44–55.
Eberspächer, H. (1990). Mentale Trainingsformen in der Praxis. Ein Handbuch für Trainer und Sportler. Oberhaching: Sportinform.
Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., & Salvatore, S. (2018). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. Frontiers in Education, 3(95).
Green, B., & Gallwey, W. T. (1986). The inner game of music.
Green, L. (2016). Popular Music Education in and for Itself, and for ‘Other’ Music: Current Research in the Classroom. International Journal of Music Education 24(2), 101–118.
Hardy, L., Mullen, R., & Jones, G. (1996). Knowledge and conscious control of motor actions under stress. British Journal of Psychology, 87(4), 621–636.
Harris, D. J., Vine, S. J., & Wilson, M. R. (2018). An external focus of attention promotes flow experience during simulated driving. European Journal of Sport Science, 19(6), 824–833.
Hidalgo, M. M. (2020). Mindful practicing - Mindfulness and goal setting exercises for fostering self-efficacy.Research Catalogue.
Kearney, P. E. (2015). A distal focus of attention leads to superior performance on a golf putting task. International Journal of Sport and Exercise Psychology, 13(4), 371–381.
Kenny, D. T. (2011). The psychology of music performance anxiety. Oxford University Press.
King, A., & Power, M. (2021). The role of attainability and external focus of attention on standing long jump performance. Brazilian Journal of Motor Behavior, 15(3), 207–215.
Lotfi, G. (2018). Optimal distance of an external focus of attention in standing long jump performance of athletes. Physical Education of Students, 22(3), 134–139.
Masters, R. S. (1992). Knowledge, knerves and know‐how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British journal of psychology, 83(3), 343–358.
Maxwell, J.P., Masters, R.S.W., & Eves, F.F. (2000). From novice to no know-how: A longitudinal study of implicit motor learning. Journal of Sports Science, 18, 111–120.
McCormick, J., & McPherson, G. (2003). The Role of Self-Efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis. Psychology of Music, 31(1), 37–51.
McKay, B.; Wulf, G. (2012). A distal external focus enhances novice dart throwing performance. International Journal of Sport and Exercise Psychology, 10(2), 149–156.
McNevin, N. H., Shea, C. H., & Wulf, G. (2003). Increasing the distance of an external focus of attention enhances learning. Psychological Research, 67, 22–27.
McPherson G. E. & McCormick, J. (2006). Self efficacy and music performance. Psychology of Music, 34, 322–336.
Miksza, P. (2012). The Development of a Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Music Students. Journal of Research in Music Education, 59(4), 321–338.
Miksza, P. (2015). The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. Psychology of Music, 43(2), 219–243.
Miksza, P., & Tan, L. (2015). Predicting Collegiate Wind Players' Practice Efficiency, Flow, and Self-Efficacy for Self-Regulation: An Exploratory Study of Relationships Between Teachers' Instruction and Students' Practicing. Journal of Research in Music Education 63(2),162–179.
Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The Relation of Self-Efficacy Measures to Sport Performance: A Meta-Analytic Review. Research Quarterly for Exercise and Sport, 71(3), 280–294.
Mornell, A. & Wulf, G. (2019). Adopting an external focus of attention enhances musical performance. Journal of Research in Music Education, 66(4), 375–391.
Mullen, R., & Hardy, L. (2010). Conscious processing and the process goal paradox. Journal of Sport and Exercise Psychology, 32(3), 275–297.
Nielsen, S. G. (2004). Strategies and self-efficacy beliefs in instrumental and vocal individual practice: a study of students in higher music education. Psychology of Music, 32(4), 418–431.
Pascua, L. A. M., Wulf, G., & Lewthwaite, R. (2015). Additive benefits of external focus and enhanced performance expectancy for motor learning. Journal of Sports Sciences, 33(1), 58–66.
Porter, J. M., Anton, P. M., & Wu, W. F.W. (2012). Increasing the Distance of an External Focus of Attention Enhances Standing Long Jump Performance. Journal of Strength and Conditioning Research, 26(9), 2389–2393.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Sakata, M., Wakamiya, S., Odaka, N., Hachimura, K. (2009). Effect of body movement on music expressivity in jazz performances. In Jacko, J. A. (Ed.), Human–computer interaction, Pt I (Vol. 5610, pp. 159–168). Berlin: Springer-Verlag.
Singh, H., & Wulf, G. (2020). The distance effect and level of expertise: Is the optimal external focus different for low-skilled and high-skilled performers? Human Movement Science, 73, 1–6.
Silverman, M. (2008). A performer’s creative processes: implications for teaching and learning musical interpretation. Music Education Research, 10(2), 249-269.
StGeorge, J. (2006). The relationship of practice to continued participation in musical instrument learning. In Proceedings of the XXVIII ANZARME National Conference (pp. 189–199). Sydney, Australia: Monash University.
Treinkman, M. (2021). Focus of Attention Research: A Review and Update for Teachers of Singing. Journal of Singing 77(3), 407–418.
van der Kamp, J., Duivenvoorden, J., Kok, M., & van Hilvoorde, I. (2015). Motor skill learning in groups: Some proposals for applying implicit learning and self-controlled feedback. RICYDE. Revista internacional de Ciencias del Deporte / The International Journal of Sport Science, 11(39), 33–47.
Varela, W., Abrami, P. C., & Upitis, R. (2016). Self-regulation and music learning: A systematic review. Psychology of Music, 44(1), 55–74.
Wehrle K., Fasbender U. (2019) Self-Concept. In: Zeigler-Hill V., Shackelford T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham.
Welch, G.F., Himonides, E., Papageorgi, I., Saunders, J., Rinta, T., Stewart, C., Preti, C., Lani, J., Vraka M., & Hill, J. (2009). The National Singing Programme for primary schools in England: an initial baseline study. Music Education Research, 11(1), 1–22.
Williams, S. (2017). Quality practice: A musician’s guide.
Williams, S. (2019). Finding Focus. Research Catalogue.
Williams, S. & Schlarmann, F. (2022). Learning Pods. Research Catalogue.
Wulf, G., Chiviacowsky, S., & Cardozo, P. L. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12–20.
Wulf, G., Chiviacowsky, S., and Drews, R. (2015). External focus and autonomy support: two important factors in motor learning have additive benefits. Human Movement Science, 40, 176–184.
Wulf, G., Höß, M., & Prinz, W. (1998). Instructions for motor learning: Differential effects of internal versus external focus of attention. Journal of Motor Behavior, 30(2), 169–179.
Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23(5), 1382–1414.
Wulf, G., Lewthwaite, R., Cardozo, P., & Chiviacowsky, S. (2018). Triple play: Additive contributions of enhanced expectancies, autonomy support, and external attentional focus to motor learning. Quarterly Journal of Experimental Psychology, 71(4),824–831.
Wulf, G., McNevin, N., & Shea, C. H. (2001). The automaticity of complex motor skill learning as a function of attentional focus. The Quarterly Journal of Experimental Psychology Section A, 54(4), 1143–1154.
Wulf, G., & Prinz, W. (2001). Directing attention to movement effects enhances learning: A review. Psychonomic Bulletin & Review, 8, 648–660.
Yamada, M., Raisbeck, L. D., & Porter, J. M. (2020). The effects of using imagery to elicit an external focus of attention. Research Quarterly for Exercise and Sport.
Zarza-Alzugaray, F. J., Casanova O., McPherson G. E., & Orejudo S. (2020). Music Self-Efficacy for Performance: An Explanatory Model Based on Social Support. Frontiers in Psychology, 11.
Zelenak, M. S. (2019). Predicting Music Achievement From the Sources of Self-Efficacy: An Exploratory Study. Bulletin of the Council for Research in Music Education, 222, 63–77.