Johannes Lunde Hatfield

• Hatfield, Johannes Lunde & Tone Elin, Soløst (2024). Assessing the assessment: exploring Norwegian primary education teachers’ perceptions of national accountability testing. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–18. doi: 10.1080/00313831.2024.2308883.
• Hatfield, Johannes Lunde (2023). Determinants of motivation in world-class musicians and Olympic athletes: Exploring the front and the back side of the medallion. Psychology of Music. ISSN 0305-7356. doi: 10.1177/03057356231155973. Fulltekst i vitenarkiv Vis sammendrag

  The aim of the present case study was to obtain an in-depth understanding of the long-term motivation in four world-class musicians and two Olympic athletes. One part of the sample (Case 1) included three world famous musicians and one Olympic champion who all currently enjoy busy successful careers. These individuals are referred to as High Performing Stayers (HPS). The other part of the sample (Case 2) included one highly gifted musician and one Olympic athlete who both decided to put an end to their highly successful careers. These individuals are referred to as High Performing Quitters (HPQ). The performers’ perceptions of underlying driving forces and motivational impediments on their journey toward excellence were investigated through the lens of Self-Determination Theory. Semi-structured interviews revealed conspicuous and contrasting motivational patterns throughout the development of the six performers. All the four HPS were largely driven by autonomous forms of motivation such a self-initiative, passion, curiosity and a desire for endless discovery and aspiration. In contrast, despite reaching the highest international level, the two HPQ turned out to be driven by controlled coercive forms of motivation throughout their journey toward excellence. Educational implications are discussed in relation to the main findings.

• Gonzalez Sanchez, Victor Evaristo; Dahl, Sofia; Hatfield, Johannes Lunde & Godøy, Rolf Inge (2019). Characterizing movement fluency in musical performance: Toward a generic measure for technology enhanced learning. Frontiers in Psychology. ISSN 1664-1078. 10. doi: 10.3389/fpsyg.2019.00084. Fulltekst i vitenarkiv Vis sammendrag

  Virtuosity in music performance is often associated with fast, precise, and efficient sound-producing movements. The generation of such highly skilled movements involves complex joint and muscle control by the central nervous system, and depends on the ability to anticipate, segment, and coarticulate motor elements, all within the biomechanical constraints of the human body. When successful, such motor skill should lead to what we characterize as fluency in musical performance. Detecting typical features of fluency could be very useful for technology-enhanced learning systems, assisting and supporting students during their individual practice sessions by giving feedback and helping them to adopt sustainable movement patterns. In this study, we propose to assess fluency in musical performance as the ability to smoothly and efficiently coordinate while accurately performing slow, transitionary, and rapid movements. To this end, the movements of three cello players and three drummers at different levels of skill were recorded with an optical motion capture system, while a wireless electromyogrphy (EMG) system recorded the corresponding muscle activity from relevant landmarks. We analyze the kinematic and coarticulation characteristics of these recordings separately and then propose a combined model of fluency in musical performance predicting music sophistication. Results suggest movements from expert performers' are characterized by consistently smooth strokes and scaling of muscle phasic coactivation. The explored model of fluency as function of movement smoothness and coarticulation patterns was shown to be limited by the sample size but serves as a proof of concept. Results from this study show the potential of a technology-enhanced objective measure of fluency in musical performance, which could lead to improved practices for aspiring musicians, instructors, and researchers.

• Hatfield, Johannes Lunde (2017). Goal Setting and Self-Determination in Music Making: Tenets of Becoming an Deliberate and Motivated Music Practitioner. Nordisk musikkpedagogisk forskning : Årbok. ISSN 1504-5021. 18, s. 271–294.
• Hatfield, Johannes Lunde; Halvari, Hallgeir & Lemyre, Nicolas (2016). Instrumental practice in the contemporary music academy: A three-phase cycle of Self-regulated Learning in music students. Musicae Scientiae. ISSN 1029-8649. doi: 10.1177/1029864916658342. Vis sammendrag

  The purpose of the present study was to test an adapted model of self-regulated learning (Zimmerman, 1989) in the context of higher music education (n = 204). The following four hypotheses were tested: 1) Forethought phase constructs such as goal setting, self-efficacy, and time management were hypothesized to positively predict the use of psychological skills (i.e., self-observation, arousal-regulation, imagery, concentration, and self-control); 2) The use of psychological skills was expected to predict self-reflection phase constructs such as coping and perception of progress; 3) The links from the forethought phase to the reflection phase of the model were predicted to be indirect through psychological skills; 4) Self-reflection phase constructs were expected to positively predict forethought phase constructs. Applying Structural Equation Modeling, hypotheses 1 and 2 were partly supported. Regarding hypothesis 3, goal setting was indirectly positively linked to coping and perception of progress through self-observation and self-control. Self-efficacy was indirectly positively linked to coping through arousal-regulation. A follow-up multiple regression analysis was conducted in regard to hypothesis 4. The self-reflection phase constructs positively predicted forethought phase activities. Moreover, the study verified adaptive cyclical learning in the music students who were self-regulated learners.

• Hatfield, Johannes Lunde (2016). Performing at the top of one's musical game. Frontiers in Psychology. ISSN 1664-1078. 7(1356), s. 1–16. doi: 10.3389/fpsyg.2016.01356. Vis sammendrag

  The purpose of the present mixed method study was to investigate personal benefits, perceptions, and the effect of a 15-week sport psychological skills training program adapted for musicians. The program was individually tailored for six music performance students with the objective of facilitating the participants' instrumental practice and performance. The participants learnt techniques such as goal setting, attentional focus, arousal regulation, imagery, and acceptance training/self-talk. Zimmerman's (1989) cyclical model of self-regulated learning was applied as a theoretical frame for the intervention. The present study's mixed-method approach (i.e., quan+ QUAL) included effect size, semi-structured interviews, a research log, and practice diaries of the participants (Creswell, 2009). Thematic analysis revealed that participants had little or no experience concerning planning and goal setting in regard to instrumental practice. Concentration, volition, and physical pain were additional issues that the participants struggled with at the time of pre-intervention. The study found that psychological skills training (with special emphasis on planning and goal setting) facilitated cyclical self-regulated learning patterns in the participants. In essence, the intervention was found to facilitate the participants' concentration, self-observation, self-efficacy, and coping in the face of failure. The appliance of practice journals facilitated the participants‘ self-observation, self-evaluation, and awareness of instrumental practice. Finally, the psychological skills intervention reduced participants' worry and anxiety in performance situations. An 8-month follow up interview revealed that the participants were still actively applying psychological skills.

• Hatfield, Johannes Lunde & Lemyre, Nicolas (2016). Foundations of Intervention Research in Instrumental Practice. Frontiers in Psychology. ISSN 1664-1078. 6. doi: 10.3389/fpsyg.2015.02014. Vis sammendrag

  The goals of the present study are to evaluate, implement, and adapt psychological skills used in the realm of sports into music performance. This research project also aims to build foundations on how to implement future interventions to guide music students on how to optimize practice toward performance. A 2-month psychological skills intervention was provided to two students from the national music academy's bachelor program in music performance to better understand how to adapt and construct psychological skills training programs for performing music students. The program evaluated multiple intervention tools including the use of questionnaires, performance profiling, iPads, electronic practice logs, recording the perceived value of individual and combined work, as well as the effectiveness of different communication forms. Perceived effects of the intervention were collected through semi-structured interviews, observations, and logs.

Se alle arbeider i Cristin

• Hatfield, Johannes Lunde (2024). Determinants of motivation in World class musicians and Olympic athletes: exploring the front and the backside of the medallion.
• Hatfield, Johannes Lunde (2023). Quality of motivation in the strive for musical excellence: The role of motivation in aspiring musicians’ daily endeavors, struggles, ambitions and achievements .
• Hatfield, Johannes Lunde (2022). Idrettspsykologi for utøvende musikere.
• Hatfield, Johannes Lunde (2019). Motivasjon i instrumentaløving.
• Hatfield, Johannes Lunde (2018). Øving, aksept og personlig utrykk.
• Hatfield, Johannes Lunde (2018). Prøvespillpsykologi.
• Hatfield, Johannes Lunde (2018). Musikk i det interaktive rom.
• Hatfield, Johannes Lunde (2018). Prestasjonsforberedelser for unge musikere .
• Hatfield, Johannes Lunde (2018). Prestasjonsforberedelser for unge musikere.
• Hatfield, Johannes Lunde (2017). Motivasjon i høyere utdanning.
• Hatfield, Johannes Lunde (2017). Motivasjon i undervisning i den videregående skole.
• Hatfield, Johannes Lunde (2017). Øving og læring i musikk.
• Hatfield, Johannes Lunde (2017). Self-Determination in Instrumental Practice.
• Hatfield, Johannes Lunde (2017). Performance Psychology for Musicians.
• Hatfield, Johannes Lunde (2017). Deliberate Practice in Music.
• Hatfield, Johannes Lunde (2017). Undervisning og motivasjon i øving.
• Hatfield, Johannes Lunde (2017). Performing on The Top of One´s Musical Game.
• Sætre, Jon Helge; Brøske , Brit Ågot; Carlsen, Morten; Gaunt, Helena; Harris, John & Hatfield, Johannes Lunde [Vis alle 9 forfattere av denne artikkelen] (2017). Ownership of learning in specialist higher music education. Vis sammendrag

  Specialist higher music education (HME) is both a bearer of valuable traditions and a learning and teaching arena facing important challenges. A number of research studies ask for critical examination of current HME practices, and they stimulate a scholarly debate that aims to understand and employ more collaborative and innovative models of learning and teaching in HME. This is also a central task for the Centre of Excellence in Music Performance Education (CEMPE). The symposium aims at addressing these issues from the perspective of ownership of learning. This is not a question of abandoning the traditional master-apprentice model in favour of student-centred approaches, but to understand the theoretical and practical relationships between learning and teaching. It is neither a question of abandoning tradition in favour of innovation, but of finding the most promising balance between these imperative aspects of HME. The symposium is structured around four themes. The first addresses educational cultures in HME, which in the international community of HME are characterized by great diversity in regard of values, traditions, power relations and educational models of HME learning and teaching. An increased understanding of these differences, and of the cultural fundament upon which they rest, is of importance for any developmental endeavour in the international field of HME. The second theme is instrument learning and teaching. CEMPE studies on peer learning and group tuition have identified the potential of such approaches. However, a proper understanding needs to address the underlying principles of learning as guided participation, in order to overcome the simple dichotomy between teacher-oriented and student-oriented approaches to learning. In addition, CEMPE studies on teaching of practicing demonstrate the need to establish group arenas for both teachers and students where knowledge and experiences in instrumental practice are shared and reflected upon, across genres and between disciplines, in order to enhance the quality of students’ instrumental practicing. The third theme is teacher development, and is linked to research undertaken to enlarge the pedagogical repertoire of teachers in HME with mentoring-coaching skills, and assess the impact of this work on both student experience and on these artist-teachers themselves. A picture emerges of individual transformational experiences and promising indications of gains in aspects of resilience and participants taking greater ownership of their own development process. The fourth theme is ownership of learning in professional practice. Projects and research studies of professional work placement as part of HME (e.g. Red Note Ensemble and CEMPE) underline the importance of learning through professional practice, and suggest that reflection, social relations and experiencing both familiar and unfamiliar practice settings stimulate students’ ownership of their artistic development.

• Hatfield, Johannes Lunde (2016). Prestasjonsforberedelser: Hvordan yte maksimalt når det virkelig gjelder?
• Hatfield, Johannes Lunde (2016). Undervisning i instrumentaløving: Et idrettspsykologiskk blikk på det å øve.
• Hatfield, Johannes Lunde (2016). From Music Student to professional Practitioner: Perspectives on instrumental practice.
• Hatfield, Johannes Lunde (2015). Fra øve-rommet til konsertscenen: Perspektiver på instrumental øving.
• Hatfield, Johannes Lunde (2015). Selvbestemmelse, motivasjon og undervisning: Pedagogiske perspektiver rundt motivasjon og menneskelig utvikling.
• Hatfield, Johannes Lunde (2015). Foundations of interventional research in instrumental practice of music.
• Hatfield, Johannes Lunde (2015). FOUNDATIONS OF INTERVENTIONAL RESEARCH IN INSTRUMENTAL PRACTICE OF MUSIC: A CASE STUDY INVESTIGATING DETERMINANTS OF FUNCTIONAL SOURCES FOR THE CONSTRUCTION OF PSYCHOLOGICAL SKILLS INTERVENTIONS FOR MUSIC STUDENTS.
• Hatfield, Johannes Lunde (2015). Mental skills training for music students: Exploring self-regulated learning in music students.
• Hatfield, Johannes Lunde (2014). Foredrag i mental trening.
• Hatfield, Johannes Lunde (2014). Foredrag i idrettens mentale treningslære.
• Hatfield, Johannes Lunde (2014). Foredrag i Mental øving.
• Hatfield, Johannes Lunde (2014). Prestasjonsforberedelser.
• Hatfield, Johannes Lunde (2014). Psychological skills training as source to excellence in music making.
• Hatfield, Johannes Lunde; Roberts, Glyn & Lemyre, Pierre-Nicolas (2022). Peak Performance. Oxford University Press. ISSN 9780190058890.

Se alle arbeider i Cristin