This case study explores the effect of using directed practice worksheets and practice logs on student performance, self-reported practice attitudes, and deliberate practice. We compared two groups (control, n = 42; experimental, n = 41) of early intermediate group-piano students (N = 83). Experimental participants were guided through practice worksheets during two class sessions, while the control group rehearsed without worksheets. Then, all students practiced individually for 1 week before recording the repertoire. Forty participants (control and experimental; purposeful sample) completed individual practice logs; everyone completed practice questionnaires. Performances were evaluated for accuracy and data were triangulated from performance scores, researcher observations, questionnaires, and practice logs. Participants in the experimental groups performed the compositions more accurately and practiced more efficiently, transferring strategies from the practice worksheets to individual practice. Control group participants performed with more mistakes, exhibited less self-efficacy, and cited lack of time, coordination, or ability (rather than lack of deliberate practice) as reasons for poor performances. Implications of using sequenced practice worksheets and journaling to lead students from teacher-directed learning toward independent self-regulation and self-efficacy during practice are discussed in this paper.
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