Piano performance requires complex cognitive and physical processes. For beginners, learning to play the keyboard involves practicing a specific piece of music step by step, often without knowing how long or how much practice is needed to reach the desired level of performance. For example, it is often difficult for beginners to predict how much practice is required to perform confidently on stage. Therefore, it may be helpful for both learners and educators to track performance progression by observing accumulated data. This study aims to identify the types of data that are essential and appropriate for understanding practice progress in piano performances.Eight adults (six males and two females; mean age = 42.5 years) who were beginners in keyboard playing participated in this study. All participants received a newly composed piece of sheet music and were asked to practice it for three minutes on an electric piano after watching a demonstration. After each three-minute practice session, the participants were asked to perform the piece from beginning to end. This cycle of three minutes of practice followed by a performance was repeated five times. All performance and practice sessions were recorded using two cameras and exported as MIDI audio data.The practice data were analyzed and categorized into two main phases based on practicing style: (1) the use of hands together versus hands separately, and (2) the length of the musical passage, classified as either a section or a full run-through. The number of practice styles was calculated quantitatively based on the number of bars practiced.The results revealed four types of data that were appropriate for understanding learners’ progress: (1-A) transition in the degree of completeness of performance, (1-B) distribution of the degree of completeness, (2-A) transition in the amount of practice, and (2-B) distribution of the amount of practice. These findings suggest that practice data can be organized into four summarized categories, enabling learners and educators to track performance progress by observing a minimal set of practicing behavior data. This approach may help learners better understand their learning progression and use this information to set realistic performance goals. The outcomes of this study could contribute to developing a conceptual map that visualizes the developmental path from basic to advanced skills in musical proficiency.