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Journal articles on the topic 'Performance practice'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

McCaldin, Denis, and Norman del Mar. "Performance Practice." Musical Times 133, no. 1795 (September 1992): 463. http://dx.doi.org/10.2307/1002383.

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2

Mendes, Vanessa da Graça, Mário Say Ming Kong, and Regina Aparecida Sanches. "SWT: Designing Performance Wear for Balanced Beachwear Practice." International Journal of Materials, Mechanics and Manufacturing 7, no. 4 (August 2019): 190–95. http://dx.doi.org/10.18178/ijmmm.2019.7.4.457.

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3

Tassel, Eric Van. "Bach performance practice." Early Music XXVIII, no. 4 (November 2000): 679–80. http://dx.doi.org/10.1093/earlyj/xxviii.4.679.

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4

Duffy, Farifteh F., Joyce C. West, Laura J. Fochtmann, Lisa Dixon, Julie Kreyenbuhl, Eve K. Mościcki, Robert Plovnick, and Robert Kunkle. "Performance in Practice." FOCUS 10, no. 2 (January 2012): 157–71. http://dx.doi.org/10.1176/appi.focus.10.2.157.

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5

Pardo, Matt. "Teaching Performance Practice." Journal of Dance Education 19, no. 2 (November 15, 2018): 79–83. http://dx.doi.org/10.1080/15290824.2018.1434526.

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6

Stockhausen, Karlheinz, and Jerome Kohl. "Electroacoustic Performance Practice." Perspectives of New Music 34, no. 1 (1996): 74. http://dx.doi.org/10.2307/833486.

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7

Shaffer, Tracy Stephenson. "Performance as Practice." Text and Performance Quarterly 34, no. 1 (December 10, 2013): 102–3. http://dx.doi.org/10.1080/10462937.2013.840013.

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8

Grace, Sandra, and Julie Streckfuss. "Practice performance and performance anxiety: Preparing osteopathic students for practice." Focus on Health Professional Education: A Multi-Professional Journal 19, no. 1 (March 21, 2018): 38. http://dx.doi.org/10.11157/fohpe.v19i1.196.

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9

Rosowsky, Andrey. "Religious classical practice: Entextualisation and performance." Language in Society 42, no. 3 (May 14, 2013): 307–30. http://dx.doi.org/10.1017/s0047404513000250.

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AbstractThis article considers a particular contextualisation of the religious classical and practices associated with it within broader sets of linguistic resources or repertoires. Through a description and analysis of religious classical practices occurring in multilingual urban settings in the UK, the article employs the interpretive frame of performance to account for practice. An introductory overview of religious classical practices is provided, which is followed by a brief discussion of the theoretical considerations surrounding performance and entextualisation. This is followed by the sharing of ethnographic data that aim to demonstrate the performance-oriented and highly entextualised nature of religious classical practice. The article concludes with the suggestion that the latter is an example not only of a set of linguistic resources used predominantly for performative practice but has more in common with scripted theatrical performance than with other conventionally referential communicative practices. (Religious classical, language variety, performance, entextualisation, linguistic resources, linguistic repertoire, Muslim, multilingualism, practice)*
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10

McCormack, Derek P. "Diagramming Practice and Performance." Environment and Planning D: Society and Space 23, no. 1 (February 2005): 119–47. http://dx.doi.org/10.1068/d51j.

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In this paper I seek to apprehend some of the powers of nonrepresentational practice and performance through an encounter with the rhythmic movement of the body. I concentrate on eurhythmics, a practice that emerged in Geneva in the late 19th century and early 20th century as an effort to improve musical appreciation through rhythmic movement. Drawing on work in cultural and architectural theory, I argue that the historical and cultural geographies of eurhythmics can best be apprehended diagrammatically. Specifically, I situate eurhythmics in diagrammatic relation to the corporeal kinaesthetics of rhythmic movement, to practices of social and cultural transformation, and to architectures of performative potential. By apprehending the geographies of eurhythmics in this way, I not only work to demonstrate that nonrepresentational styles of thinking and working multiply rather than undermine the field of power in which geographers move, but also present a sense of how these powers can become implicated in the very practice and performance of geographical research.
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11

McKinney, Earl H., and Kevin J. Davis. "Effects of Deliberate Practice on Crisis Decision Performance." Human Factors: The Journal of the Human Factors and Ergonomics Society 45, no. 3 (September 2003): 436–44. http://dx.doi.org/10.1518/hfes.45.3.436.27251.

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This study examined the impact of deliberate practice on pilot decision making in once-in-a-career crisis decision scenarios. First we explored the impact of deliberate practice on pilot decision-making performance for crisis flying scenarios that had been practiced in their entirety. Then we looked at the impact of deliberate practice in which one aspect of the crisis scenario - the particular malfunction - was unpracticed. We analyzed pilot decision-making performance in response to 160 airborne mechanical malfunctions. We initially found that deliberate practice significantly improves decision-making performance for wholly practiced crises but does not improve decision-making performance when the specific malfunction has not been practiced. We then split decision making for each crisis into two phases: assessment and action selection. For wholly practiced crisis scenarios, additional deliberate practice positively impacts each decision-making phase. However, for part-practiced scenarios, deliberate practice appears to differentially affect phase of error. Specifically, pilots with more deliberate practice erred in action selection, whereas less-practiced pilots erred in assessment. Actual or potential applications of this research include training proscriptions for crisis decision making.
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12

Miksza, Peter. "Effective Practice." Journal of Research in Music Education 55, no. 4 (December 2007): 359–75. http://dx.doi.org/10.1177/0022429408317513.

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The primary goal of this study was to examine relationships among observed practice behaviors, self-reported practice habits, and performance achievement of high school wind players (N = 60). Participants practiced in three 25-minute sessions, rated their practice efficiency following each day, and completed a practice survey. Participants performed a researcher-composed étude six times across the duration of the study. Performances were rated using objective and subjective criteria. Practice sessions were observed for frequencies of selected practice behaviors. Interjudge reliability for performance ratings and observations was acceptable to high. A significant change (p < .001) in performance achievement was detected over time (d = .85). The behaviors exhibited the most were repeat measure, repeat section, and marks part. Significant correlations were found: (a) among the behaviors repeat section, whole-part-whole, and slowing; (b) between performance achievement and the behaviors repeat section, whole-part-whole, slowing, and skipping directly to or just before critical musical sections of the étude; and (c) between performance achievement and self-reports of percentage of time spent on formal and informal practice and use of metronome. Self-evaluations of practice efficiency were strongly related to performance achievement scores at day one, less so at day two, and not at all on day three. Lastly, several small relationships were also found between self-reported practice habits and observed practice behaviors.
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13

Koopmans, Jelle. "Farces and Sotties. Performance Practice, Print Practice, and Manuscript Practice." Le Moyen Français 82 (January 2018): 3–20. http://dx.doi.org/10.1484/j.lmfr.5.116468.

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14

DjeDje, Jacqueline Cogdell, Gerard Behague, Lynne Jessup, John Collins, and Keith Q. Warner. "Performance Practice: Ethnomusicological Perspective." Black Perspective in Music 14, no. 3 (1986): 306. http://dx.doi.org/10.2307/1215071.

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15

Shelemay, Kay Kaufman, and Gerard Behague. "Performance Practice: Ethnomusicological Perspectives." Notes 42, no. 1 (September 1985): 46. http://dx.doi.org/10.2307/898240.

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16

Herndon, Marcia, and Gerard Behague. "Performance Practice: Ethnomusicological Perspectives." Ethnomusicology 30, no. 2 (1986): 346. http://dx.doi.org/10.2307/852020.

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17

n/a. "Performance Practice Bibliography (1987)." Performance Practice Review 1, no. 1 (1988): 143–74. http://dx.doi.org/10.5642/perfpr.198801.01.11.

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18

n/a. "Performance Practice Bibliography (1988)." Performance Practice Review 2, no. 2 (1989): 178–239. http://dx.doi.org/10.5642/perfpr.198902.02.9.

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19

n/a. "Performance Practice Bibliography (1989)." Performance Practice Review 3, no. 2 (1990): 177–257. http://dx.doi.org/10.5642/perfpr.199003.02.8.

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20

n/a. "Performance Practice Bibliography 1990." Performance Practice Review 4, no. 2 (1991): 227–66. http://dx.doi.org/10.5642/perfpr.199104.02.11.

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21

n/a. "Performance Practice Bibliography (1991)." Performance Practice Review 5, no. 2 (1992): 204–45. http://dx.doi.org/10.5642/perfpr.199205.02.07.

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22

n/a. "Performance Practice Bibliography (1992)." Performance Practice Review 6, no. 2 (1993): 193–228. http://dx.doi.org/10.5642/perfpr.199306.02.13.

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23

n/a. "Performance Practice Bibliography (1993)." Performance Practice Review 7, no. 2 (1994): 255–96. http://dx.doi.org/10.5642/perfpr.199407.02.15.

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24

Thompson, Carla J. "Preparation, Practice, and Performance." Research in Education 81, no. 1 (May 2009): 53–62. http://dx.doi.org/10.7227/rie.81.5.

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25

Roels, Guillaume. "High-Performance Practice Processes." Management Science 66, no. 4 (April 2020): 1509–26. http://dx.doi.org/10.1287/mnsc.2019.3286.

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Despite their idiosyncrasies, motor and cognitive learning and endurance sports training have in common that they involve repeated practice. While considerable research has been devoted to the effect of practice on performance, little is known about optimal practice strategies. In this paper, we model the practice process for both skill acquisition and retention, and optimize its profile to maximize performance on a predefined date. For skill acquisition, we find that the optimal process involves multiple phases of practice increase and decrease, yielding U-shaped effort consistent with the principle of distributing practice, and that the transitions between phases are smoother for skills that are easily forgotten (e.g., cognitive skills) than for those that are easily retained (e.g., continuous motor skills). In particular for the latter, an extended period of rest should precede an ultimate high-intensity stress. For skill retention, the optimal practice strategy consists of cycles of either constant effort (for skills that are easily forgotten) or pulsed effort (for skills that are easily retained) consistent with the principle of alternating stress and rest. Our parametric model thus indicates when commonly used high-performance practice strategies are indeed optimal. This paper was accepted by Serguei Netessine, operations management.
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26

EGNATIOS, DONNA, LINDA DUPREE, and CATHY WILLIAMS. "Performance Improvement in Practice." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 28, no. 10 (November 2010): 620–28. http://dx.doi.org/10.1097/nhh.0b013e3181f85d44.

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27

&NA;. "Performance Improvement in Practice." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 28, no. 10 (November 2010): 628–30. http://dx.doi.org/10.1097/nhh.0b013e3181f85e87.

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28

NEUMANN, FREDERICK. "PERFORMANCE PRACTICE IN MOZART." Music and Letters 74, no. 4 (1993): 653–54. http://dx.doi.org/10.1093/ml/74.4.653.

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29

NEUMANN, FREDERICK. "PERFORMANCE PRACTICE IN MOZART." Music and Letters 75, no. 1 (1994): 143–44. http://dx.doi.org/10.1093/ml/75.1.143.

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30

Maunder, Richard. "PERFORMANCE PRACTICE IN MOZART." Music and Letters 75, no. 1 (1994): 144–45. http://dx.doi.org/10.1093/ml/75.1.144.

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31

Gallagher, Shaun. "Theory, practice and performance." Connection Science 29, no. 1 (December 27, 2016): 106–18. http://dx.doi.org/10.1080/09540091.2016.1272098.

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32

Cunningham, Maria. "Effective performance management practice." SecEd 2017, no. 34 (December 7, 2017): 4. http://dx.doi.org/10.12968/sece.2017.34.4.

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33

Morgenstern, Norbert R. "Performance in Geotechnical Practice." HKIE Transactions 7, no. 2 (January 2000): 2–15. http://dx.doi.org/10.1080/1023697x.2000.10667819.

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34

Carlton, Ian, and Martyn Sloman. "PERFORMANCE APPRAISAL IN PRACTICE." Human Resource Management Journal 2, no. 3 (March 1992): 80–94. http://dx.doi.org/10.1111/j.1748-8583.1992.tb00261.x.

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35

Ondategui-Parra, Silvia, Jui G. Bhagwat, Ileana E. Gill, Eric Nathanson, Steven Seltzer, and Pablo R. Ros. "Essential practice performance measurement." Journal of the American College of Radiology 1, no. 8 (August 2004): 559–66. http://dx.doi.org/10.1016/j.jacr.2004.03.020.

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36

Kneebone, Roger L. "Practice, Rehearsal, and Performance." JAMA 302, no. 12 (September 23, 2009): 1336. http://dx.doi.org/10.1001/jama.2009.1392.

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37

Verma, Manish. "Measuring the Effect of Revenue Management Practice on Hotel Performance." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 548–64. http://dx.doi.org/10.47059/revistageintec.v11i3.1958.

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38

Karabacak, Nermin, Mehmet Küçük, and İsa Korkmaz. "Investigation of Performance Based Academic Incentive Practice in Higher Education." Journal of Qualitative Research in Education 8, no. 3 (July 30, 2020): 1–34. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.3s.4m.

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39

Cunha, Miguel Pina e., Daniel Veiga Vieira, Arménio Rego, and Stewart Clegg. "Why does performance management not perform?" International Journal of Productivity and Performance Management 67, no. 4 (April 9, 2018): 673–92. http://dx.doi.org/10.1108/ijppm-11-2016-0243.

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Purpose The purpose of this paper is to ask why poor performance management practices persist in Portugal, in the middle of claims to increase productivity. Design/methodology/approach An inductive micro-practice analysis is used to understand barriers to management practice that do not require massive institutional changes. Findings The practice of performance management in Portugal typically displays three weaknesses: (1) insufficient planning (2) process and integrity issues, and (3) a non-meritocratic logic. Research limitations/implications The paper discusses the important topic of persistence of bad practices, showing how institutionalized patterns might be difficult to eradicate even they are suboptimal. Practical implications The authors identity key issues in the functioning of performance management, therefore helping managers in developing remedies to improve the quality of their practice. Originality/value The paper explains the persistence of bad management practice whose continuity hinders not only organizations’ effectiveness but also that of their members.
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40

McCloskey, Rose, Pamela Jarrett, and Linda Yetman. "Putting Performance Measurement Recommendations into Practice: Building on Current Practices." HealthcarePapers 17, no. 2 (October 30, 2017): 65–71. http://dx.doi.org/10.12927/hcpap.2017.25407.

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41

Chen, Shu-Yuan, Jin Feng Uen, and Chih-Chan Chen. "Implementing high performance HR practices in Asia: HR practice consistency, employee roles, and performance." Asia Pacific Journal of Management 33, no. 4 (April 28, 2016): 937–58. http://dx.doi.org/10.1007/s10490-016-9466-z.

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42

Bowen, José Antonio. "Performance Practice Versus Performance Analysis: Why Should Performers Study Performance." Performance Practice Review 9, no. 1 (1996): 17–34. http://dx.doi.org/10.5642/perfpr.199609.01.03.

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43

Gillies, Malcolm. "Bartók performance practice through correspondence." Studia Musicologica 53, no. 1-3 (September 1, 2012): 103–12. http://dx.doi.org/10.1556/smus.53.2012.1-3.8.

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Questions of source, style and interpretation have been central to the work of the Budapest Bartók Archives over its first half-century. The author looks at various issues of work genesis, structure, and interpretation, in works by Mahler and Riley, before considering the “definitive” state of Bartók’s Viola Concerto and the Sonata for Solo Violin, and the current availability of different editions of Bartók’s late works. He then outlines ways in which correspondence, both to and from Bartók, illuminates the rich and varied path from sketch to score to work première, and on to the earliest stages of performing interpretation. The paper concludes with seven examples where performance practice is enlightened by observations in Bartók’s correspondence: innovative work combination, comparative work quality or difficulty, compositional archetypes and models, processes of work revision, song-text translations, section or movement timings, and issues of correction versus revision.
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44

Martin, David. "An Edwardian Choir's Performance Practice." Musical Times 131, no. 1772 (October 1990): 563. http://dx.doi.org/10.2307/966520.

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45

Binkley, Thomas, and Frederick Neumann. "New Essays on Performance Practice." Notes 48, no. 2 (December 1991): 482. http://dx.doi.org/10.2307/942042.

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46

Kimura, Mari. "Performance Practice in Computer Music." Computer Music Journal 19, no. 1 (1995): 64. http://dx.doi.org/10.2307/3681300.

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47

Kmetz, John, Howard Mayer Brown, and Stanley Sadie. "Performance Practice: Music before 1600." Notes 49, no. 2 (December 1992): 626. http://dx.doi.org/10.2307/897949.

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48

Alper, Brian S., and Daniel C. Vinson. "Evaluating Evidence-Based Practice Performance." ACP Journal Club 145, no. 3 (November 1, 2006): A10. http://dx.doi.org/10.7326/acpjc-2006-145-3-a10.

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49

Pedrick, David. "Effective Practice Makes Successful Performance." Music Educators Journal 85, no. 2 (September 1998): 33–35. http://dx.doi.org/10.2307/3399170.

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50

Jackson, Roland. "Performance Practice: Criticism, Summary, Discovery." Performance Practice Review 1, no. 1 (1988): 5–9. http://dx.doi.org/10.5642/perfpr.198801.01.2.

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