Performers, such as actors, dancers, musicians and vocalists, apply the skills and knowledge outlined in this unit.
In a highly competitive market place, performers have to apply a range of psychological techniques to perform with the skill and artistry needed to further their careers.
Developing strategies to deal with performance issues is a largely self-directed activity, but may involve some mentored guidance.
Not applicable.
1. Refine understanding of behavioural principles | 1.1. In discussion with relevant personnel confirm understanding of the key developmental stages in perception, cognition and understanding of self and how these relate to performers 1.2. Clarify the difference between psychology and psychiatry and discuss the circumstances in which performers may need to consult with professionals from these disciplines 1.3. Clarify the basic influences on social, individual and group behaviour with particular reference to competitive environments |
2. Develop strategies to overcome performance anxiety | 2.1. Develop a clear understanding of the causes and effects of performance anxiety 2.2. Discuss with relevant personnel the positive and negative effects of physiological arousal on performance 2.3. In consultation with relevant personnel develop strategies to cope with performance anxiety and achieve optimal arousal 2.4. Use rehearsal and performance opportunities to test and evaluate strategies 2.5. Reflect on own experience of, and responses to, a range of coping mechanisms and adjust strategies accordingly |
3. Develop strategies to cope with injuries | 3.1. Develop a clear understanding of the psychological effect of injuries on performers 3.2. Recognise the signs of problematic adjustment to injury in self and in other performers 3.3. Apply techniques to minimise the risk of injuries 3.4. Ensure that strategies to deal with injuries take account of individual differences in response to injury |
4. Develop strategies to enhance performance | 4.1. Discuss with relevant personnel strategies and psychological tools to enhance resilience and improve performance technique 4.2. Incorporate understanding of the effects of motivation on physical condition of the human body into performance strategies 4.3. Apply the principles of internal imagery to improve motivation and performance 4.4. Develop preparation and pre-performance routines 4.5. Reflect on personal responses to motivating stimuli and adjust approach to performance accordingly 4.6. Develop creative ways of coping with working and performing in a competitive environment |
Required skills
communication skills to discuss issues associated with maintaining resilience in a competitive environment
critical thinking and analytical skills to:
reflect on complex behavioural issues and make judgments and decisions about those issues
improve own behavioural and thinking patterns through critical self-analysis
initiative and enterprise skills to develop lateral solutions for coping with performance anxiety
learning skills to understand and apply psychological theories to improve own performance
literacy skills to interpret varied information dealing with complex issues from a range of sources
planning and organisational skills to develop and action strategies to deal with aspects of working and performing in a competitive environment
problem-solving skills to adjust to constraints and limitations
technology skills to use the internet as a research tool.
Required knowledge
cognitive behavioural model of psychology
theories of social behaviour
terminology associated with psychological research and behavioural theories
operation of the nervous system
anxiety theories
physiological responses to stress and anxiety.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: develop strategies to address performance issues that demonstrate understanding of: behavioural principles ways to cope with performance anxiety implement, monitor and adjust strategies in light of self-reflection work collaboratively with others on developing techniques for maintaining resilience in a competitive environment. |
Context of and specific resources for assessment | Assessment must ensure: access to information on behavioural theories opportunities to reflect on effectiveness of strategies developed. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance evaluation of strategies developed to deal with a range of performance issues verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of maintaining resilience in a competitive environment direct observation or video recording of candidate in pre-performance situations. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling). |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUAPRF503A Prepare for and perform in a competitive environment CUVPRP502A Prepare for sustainable professional practice. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Relevant personnel may include: | teacher medical practitioner psychologist counsellor psychiatrist physiotherapist dietician mentor qualified fitness instructor supervisor colleague fellow student performer. |
Key developmental stages | Piaget’s four stages of cognitive development: sensorimotor period preoperational period concrete operational stage formal operational stage relationship between motor, perceptual, cognitive and social development role of the nervous system in the transmission of information. |
Basic influences | attitudes, including: envy of others’ success resentment at not being selected for a role ambition. |
Causes of performance anxiety may include: | lack of confidence fear of not meeting audience’s expectations fear of being judged fear of failure negative thinking. |
Effects of performance anxiety may include: | physical symptoms, such as: racing heart dry mouth shaky voice blushing trembling sweating nausea ‘butterflies’ in the stomach hyperventilating bodily response, such as: release of adrenaline into the blood stream causing ‘flight or fight’ syndrome with physical characteristics, such as: contraction of neck muscles back muscles drawing the spine into a concave position tensing of muscles feeling of cold in fingers, toes, ears, nose increased blood pressure dilation of pupils increased breathing behavioural effects, such as: not knowing what to do or say inability to read notes due to temporary impairment of close vision increased awareness of members of the audience due to temporary improvement in long range vision feeling embarrassed. |
Strategies may relate to: | cognitive restructuring, such as: reducing the perceived or imagined power of audience members to make negative judgements reducing anxiety by perceiving performances as challenges rather than threats recognising and eliminating negative self-talk making affirmations to eliminate the tendency to imagine negative outcomes reducing the significance of the event causing anxiety by placing it in the bigger context of one’s whole life focusing on the present focusing on a single element or action at a time managing physiological arousal symptoms stretching deep breathing light aerobic exercises meditative techniques, such as: yoga tai chi creative visualisation meditation related to kinaesthetic awareness drug therapies, such as: beta blockers anti-depressants. |
Coping mechanisms may include: | breathing exercises visualisation and imagery self-talk internalising or self-focus centring cue words pre-performance routines distraction self-monitoring using feedback goal setting cognitive restructuring relaxation thought stoppage feedback from others concentration and attention. |
Techniques may relate to: | exercise program nutrition and diet warm-up and cool-down procedures appropriate clothing and footwear. |
Individual differences may relate to: | dancer identity support network severity of injury secondary gain additional life stressors thinking style coping style. |
Psychological tools may relate to: | relating examples of the four attention dimensions to personal strengths and weaknesses: internal narrow internal broad (analysis) external narrow external broad distractors and strategies to help maintain focus progressively relaxing muscles relating the stages of change to individual life experience: pre-contemplation contemplation preparation action relating learned life skills to past and future change. |
Understanding | attribution theory self-efficacy internal and external locus of control arousal and effect self-determination goal orientation and goal setting creative visualisation techniques mind body education options, such as: tai chi meditation martial arts common factors that affect motivation, such as: lifestyle perceptions or beliefs work or family commitments injury and health issues nutrition. |
Motivation may relate to: | attribution theory and belief systems and cause and effect self-efficacy internal and external locus of control arousal and effect neuromuscular facilitation (muscle memory) aggression interpersonal behaviour. |
Internal imagery relates to: | visuo-motor imagery, including use of: mental imagery to improve motor behaviour one’s imagination to simulate an action. |
Performing arts - OHS
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.