Adaptation and destabilization of interpersonal relationships in sport and music during the Covid-19 lockdown

Abstract

The 2020 COVID-19 pandemic and the resulting imposition of physical distancing rules had consequences in the domains of music and sport. The present study sought to analyze how the COVID-19 lockdown period affected interpersonal relationships between music teachers and students and sports coaches and athletes. As part of a semi-structured interview, eighteen participants—six athletes and their three coaches and six musicians and their three teachers—were asked to recall how their interpersonal relationships evolved during the lockdown. Findings showed that these changes could be grouped into four dimensions: establishing a new relationship ; working on a new form for the relationship ; developing functional, positive adaptations; and developing non-adaptive, detached relationships . Findings also showed that members of the dyad gave meaning to their interpersonal relationship in a dynamic way, even over such a short time. There were some similarities between the experiences of musicians and athletes, highlighting the importance of a well-functioning dyad and good communication between the parties.

Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning

“…However, a number of challenges and negative experiences can be triggered by the sense of such physical, emotional, and social distance from others. As reported by Philippe et al (2020) [13], both students and instructors, when applying social and physical distancing, discover unexpected facts about each other, which might lead to an unexpected and unsatisfactory relationship. In particular, students can suddenly recognize the limits and limitations of their lecturers, particularly with regard to the use of technologies and addressing problems with time management.…”

“…In particular, students can suddenly recognize the limits and limitations of their lecturers, particularly with regard to the use of technologies and addressing problems with time management. This could deteriorate social belonging and learning process and undermine students' sustainable learning and wellbeing [13].…”

Music Student’s Approach to the Forced Use of Remote Performance Assessments

“…Our findings provide further insight into the influence of COVID-19 on student experience. However, given the scarcity of research including musicians during this period (Philippe et al, 2020;Spiro et al, 2020;Tymoszuk et al, 2021), the sample size being determined by accessibility and time constraints (as is common in psychology research; Lakens, 2021) and the influence posed by this pandemic, we encourage caution when interpreting the study's p-values in a generalizable way. As such, future researchers must extend the current findings (e.g., comparing the impact of teaching and student experience before, during and after COVID-19).…”

“…The higher education sector has not been immune to the disruption and has met the situation by quickly and dramatically adjusting aspects of learning, teaching, and assessment. Music students in higher education have been impacted by the move to online education during this pandemic, specifically in terms of their interpersonal relationships with their teachers, and in general, by reporting more stress and fewer dedicated practice hours (Philippe et al, 2020;Rosset et al, 2021). Although in recent decades student learning processes have been more actively integrated into the assessment process, the range of assessment strategies within the higher education sector is not diverse (Boud and Falchikov, 2006;Craddock and Mathias, 2009).…”

A Breathing Sonification System to Reduce Stress During the COVID-19 Pandemic

“…Other musical activities such as in education have moved online and toward remote learning methods during the COVID-19 pandemic (Biasutti et al, 2021). Given the demonstrated flexibility of musical practitioners to adapt to these changes (Schiavio et al, 2021), distance-based musical interventions and methods for well-being and education could compensate for some of lost interpersonal interactions as well as create new ones (Philippe et al, 2020).…”