@article{
 title = {The Effectiveness of Mental Practice in Improving the Performance of College Trombonists},
 type = {article},
 year = {1985},
 identifiers = {[object Object]},
 pages = {221},
 volume = {33},
 id = {438aa182-aca0-3c6e-9f55-94294e24e292},
 created = {2015-10-12T18:17:09.000Z},
 file_attached = {false},
 profile_id = {67edaefc-f885-37e4-bc00-882f4d80d81f},
 group_id = {0838b8f1-9c9e-3c79-8522-3879cfb89b62},
 last_modified = {2015-10-12T18:17:09.000Z},
 tags = {papers,rol profesor},
 read = {true},
 starred = {false},
 authored = {false},
 confirmed = {true},
 hidden = {false},
 abstract = {This study examined the relative effectiveness of mental practice in improving trombone performance. The experiment involved 30 trombonists from three colleges. They were randomly assigned to one of five experimental practice conditions: (1) all physical practice, (2) all mental practice, (3) a combination of physical and mental practice, (4) mental practice with simulated slide movement, and (5) no practice (control). A short etude served as both a pre- and posttest. A one-way analysis of covariance and subsequent Scheffe's Test found three pairs of groups significantly different from each other: (1) combined practice and no practice, (2) combined practice and mental practice, and (3) physical practice and no practice. The results of the study suggest that the use of mental with physical practice can accrue many benefits for the skilled trombonist.},
 bibtype = {article},
 author = {Ross, Stewart L.},
 journal = {Journal of Research in Music Education},
 number = {4}
}

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