The practice planning project evolved into two phases, where the second phase built on the experiences gained in the first. Emphasis was on learning how to practise in most one-to-one lessons and classes – more so in phase 2 than in phase 1. The teacher felt that the experiment with a long-term plan was successful because it identified a need for individual adaptation and because the process resulted in numerous “offshoots”, such as conversations about mental preparation and correct use of the body. He also had the impression that the students took an interest in the concept of practice to a greater extent than in a normal semester, “they took more individual ownership of the practice process”, and showed “greater awareness of their own practice routines”.

The students were encouraged to take notes while they practised. The role of the notes in the process could be questioned: What should be the purpose of them? What should they contain? When and how should you write things down? Could the notes be given a bigger role, adapted to each student? Should they be incorporated into the one-to-one lessons and used by the teacher when teaching the students how to practise? Do they represent untapped potential? Similar questions were mooted during the project on concentration and awareness.