This investigation is concerned with the problem of determining the effects of three kinds of practice (mental-physical, distributive, and physical) on improving the performance of the Modified Free-Throw. In addition, this study investigates whether or not any one of the practice methods used was superior to the others.

Studiens syfte är att belysa några yrkesverksamma elbasisters syn på egen utveckling och dess samband med övning. Som metod har halvstrukturerade intervjuer använts. Informanterna utgörs av tre yrkesverksamma elbasister som berättar om sin syn på övning och utveckling samt vad de anser vara viktigt för att utvecklas som elbasist. Den teoretiska utgångspunkten för denna studie är ett hermeneutiskt perspektiv då målet är att göra en djupare analys och tolkning av de intervjuades livsvärld. Resultatet visar att informanterna tycker att viktiga byggstenar i utvecklingen är att spela tillsammans med andra och lyssna på musik. De beskriver också sin syn på övning, tonbildning och sound samt sina upplevelser av att spela musik. Förhoppningen är att studien ska kunna bidra till mer instrumentspecifik forskning om övning samt inspirera utövare till att diskutera och dela med sig av sina varierade erfarenheter av övning. / The study aims to highlight some professional bass players approach to self-development and its connection with the exercise. The method that has been used is semi-structured interviews. The informants consist of three professional bass players who tell us about their views on practicing and development and what they consider to be important to develop as a bass player. The theoretical basis for this study is a hermeneutic perspective when the goal is to do a deeper analysis and interpretation of the interviewed life-world. The result shows that the interviewees think that the important building blocks in the development are to play with others and listen to music. They also describe their view of exercise, voice production and sound as well as their experiences of playing music. It is hoped that the study will contribute to more instrument-specific research on exercise and inspire practitioners to discuss and share their varied experiences of exercise.

I denna studie undersöks olika metoder och förhållningssätt för att bli mer medveten om hur jag kan förbättra min övningskoncentration, samt förstå hur min dygnsrytm påverkar min prestation i övningsrummet. Studien handlar också om att hitta och testa olika slags metoder för att effektivisera övningen och för att nå de mål vi strävar efter. Jag är en person som hela mitt liv spelat från ”mitt musikhjärta” och har egentligen inte tänkt över vad jag exakt gör. Jag spelar fiol och det låter fint, men vad gör jag exakt och vad kan jag göra för att få det till nästa nivå? I studien har jag genomfört två olika slags testperioder. Första experimentet handlar om att jag försöker göra hälsosamma val, och sedan tar reda på vilken tid på dygnet jag övar som bäst. Det andra experimentet går ut på att jag testar och finner egna metoder för att effektivisera min övning. I slutet av experimenten och hela studien gläds jag över hur mycket kunskap och personlig medvetenhet den har givit mig, och hoppas du kan ta åt dig något litet från min personliga resa. / In this study, different methods and approaches are examined to become more aware of one's own practice, to understand our own circadian rhythm and how it affects our lives and performance in the practice room. The study is also about finding and testing different kinds of methods to make the practice more efficient and to reach the goals we strive for. I am a person who all my life played from “my musical heart” and haven't really thought about what exactly I ́m doing. I play the violin and it sounds nice, but what exactly am I doing and which steps can I take to make it to the next level? In the study, I have carried out two different types of test periods. The first experiment is about me testing, together with healthy choices, what time of the day I practice the best. The second experiment involves me testing and finding my own methods to make my own practice more efficient and to simply become my own teacher. At the end of the experiments and the entire study, I rejoice in how much knowledge and personal awareness the weeks of experimenting has given me. I hope that someone else also might learn something from my personal journey.

Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.