Table 4.

Models exploring how MPA disrupts performance.

Zinn et al. (2000)	Zinn et al.’s (2000) Psychophysiological MPA model attributes MPA to physiological manifestation of repressed anxiety; performance quality is impaired through errors caused by SNS overactivation.
Kirchner (2003)	Based on her qualitative study investigating MPA in solo pianists, Kirchner (2003) proposes a model wherein MPA is initially triggered by threat, and then manifests in cognitive, emotional and physiological responses which interact, both with each other, and with the performer’s identity. This model clearly shows the circularity of MPA – each domain interacts with the others, rendering the cycle difficult to stop once in motion.
Papageorgi et al. (2007)	Papageorgi et al. (2007) offer a conceptual framework of MPA, which maps out comprehensively out the different temporal stages of MPA’s trajectory, from intrapersonal, task and environmental factors, to the performer’s evaluation of the performance context, through the performance to post-performance conditions.
Chow and Mercado (2020)	Chow and Mercado (2020) critique existing psychological MPA theories based on an overreliance on relating a performer’s physiological and psychological state to their capacity to maintain focus and execute learned skills, without accounting for how past experience and task-specific expertise moderate the intensity of anxiety experienced in performance. The authors propose a Connectionist Model in which MPA is co-determined by experience-dependent plasticity, cognitive and physiological states and competition between motivational systems. The model offers valuable insight into how experience-dependent plasticity may contribute to the development of socio-evaluative anxiety in pressurized situations.
Osborne and Kirsner (2022)	The most recent MPA model (Osborne and Kirsner, 2022) illustrates how relevant past experiences interacting with maladaptive schemas and low self-efficacy to distort a musician’s perception of the likelihood and consequences of negative evaluation in highly evaluative performance situations. In performance, physiological and attentional changes interact to produce performance problems, which can either lead to coping strategies enabling the performer to re-engage in performance, or to disengagement or avoidance.