This is the goal of learning how to make pieces sound good - not just presenting the correct notes in the correct order at the correct speed. The skills in this area enable the student to meet the challenges of more and more difficult material, and are necessary for polished execution of the music (beyond simply adequate). They are also essential for being able to play musically.
This goal leads to a higher standard of music-making and therefore a deeper musical enjoyment.
It brings a deep sense of accomplishment over time; the student becomes aware not only of playing more difficult pieces, but of how much their playing skills have improved along the way.
Like the general practising skills, development of technique involves many transferable skills and useful habits.
The necessary mindful listening and awareness also increases musical enjoyment as a listener.
How and when this goal can first be reached, and how it changes over time.
The early goals of technique focus on general good habits - posture, hand position, finger shape, arm and shoulder relaxation.
Later the goals, as demanded by the music, involve more problem solving and detailed work on coordination.
Throughout their studies the student learns to listen with growing perception and discrimination - to their own playing and to good examples of playing.
Much of the teaching towards these goals takes place in the lesson - inspiring, demonstrating and guiding.
The weekly Practice Guide is also vital. It contains instructions for the daily "warm-up" exercise, which changes over time as the student's skills grow. It often contains reminders of the general good habits along with specific guidance relevant to the current challenges.
Unaddressed technical problems present increasing obstacles to the student as the level of music makes more demands, until the student will be either unable to progress further or will end up consistently playing at a level of low competence.
The listening part of these goals - the student listening to their own playing and examples of good playing - is very important. A student who doesn’t learn early on to listen critically to their own playing might imagine their playing sounds much better than it actually does, and will not be able to aspire to a better level of performance.