Focus instructions in one-to-one teaching: a reconstructive analysis of violin and viola teachers’ subjective theories in higher music education

Background Since research in sport science discovered that an external focus of attention (FOA) can enhance motor performance, several experimental studies have explored its effect on music performance. While some studies highlight its pedagogical value, few have investigated the use of focus instructions (FIs) in music teaching. Furthermore, research on music teachers’ instructional strategies in one-to-one teaching at higher music education institutions is limited. Aims Therefore, this study investigated the use of FIs by violin and viola professors during individual lessons at higher music education institutions. Additionally, we analyzed how the professors positioned themselves and their students and how the professors perceived their agency when giving FIs. Methods Eight semi-structured interviews were conducted with violin or viola professors at higher music education institutions, seven of which were included in the analysis. All instructions mentioned in these interviews were incorporated into the analysis, and FIs were broadly defined as potential FOA cues. We reconstructed the underlying concepts of the participants using the integrative basic procedure, which applies microlinguistic techniques to analyze their positioning and perceived agency. Results The results indicate that teachers directed their main FOA toward the students’ playing during individual lessons to decide which FIs would be most beneficial for improvement. The FIs were evaluative, knowledge-based, or action-related. The teachers positioned themselves in a personal relationship with their students, helping them by evaluating their playing and providing knowledge, but also acting as the decision-making authority. The students were positioned collectively when they responded similarly to the FIs. If the students reacted differently than expected, the teacher adapted the FIs and positioned them individually. The professors’ perceived agency was related to their interpretation of how well each FI was understood. If the students seemed to apply the FIs directly to their playing, professors described experiencing a great sense of agency. Conclusion Since the students’ reactions seemed to guide the teachers’ FIs, future studies might examine the interaction between teachers and students in individual lessons at higher music education institutions.