6.2 An example of limited changes in pre- and post-training performances: Dual views between teacher's evaluation and student's self-awareness and perceived progress

This video set presents a pre- and post-intervention comparison of an overseas participant. While observable technical changes in the video were limited—primarily because the selected repertoire was not practised during the training period—the data remains highly instructive. External variables, such as inconsistent camera angles and variations in piano timbre, further necessitate a cautious interpretation of the visual-auditory evidence.The student’s self-report revealed a critical factor: the absence of repertoire-specific practice during the intervention. Consequently, the post-training recording may not serve as a representative proxy for her overall progress. Nevertheless, the participant’s weekly practice journal and post-training questionnaire consistently reported subjective improvements in playing facility and musicality following the movement retraining programme.This excerpt highlights the discrepancy between objective technical assessment and subjective personal growth. Such constraints underscore the necessity of a dialectical assessment framework—one that integrates teacher evaluation and observational data with the student’s self-reflection. This case reveals a nuanced divergence between external judgments based on immediate performance outcomes and broader indicators of longitudinal learning. While observers typically prioritise auditory and physical output, this perspective captures “invisible” progress, such as shifts in mindset, practice habits, and embodied awareness. Ultimately, this case exemplifies the need for holistic piano pedagogy: where a single snapshot may suggest static, the student’s internal data reveals significant growth in self-awareness and artistic commitment.These videos form part of a broader research project investigating the development of coordinated movement in piano performance, with applications in piano pedagogy, injury prevention, and performance enhancement.