Psychological wellbeing

Study Tasks

1. Reading and Research

As discussed in this Unit, there are a number of psychological factors which might impact upon a dancer’s ability to dance and perform optimally.

a) Read the Voight article and identify how you might apply some of the psychological considerations presented in your teaching practice. Share your thoughts on the Unit 8 forum.

b) Identify at least three further articles from the current literature in relation to psychological health for dancers (and/or in relation to sport) and share these on the Unit 8 forum. You may wish to use Athens and other online database to help you with this research.

c) From your research and experience as a dance teacher, create a table which lists the potentially positive and negative psychological effects of dance as a physical activity. Then think about the potential impact of each factor on the dancer (see examples in the table below).

2. Reading and writing

As dance teachers, it is our responsibility to enable dancers to train and perform optimally in a healthy and safe environment. The level of support provided and the inclusivity of this environment relies on the teacher knowing each of their students. As noted by Michelle Miulli and Sanna Nordin-Bates, the atmosphere or ‘climate’ created by the teachers is a vital part of a healthy dance teaching environment:

Not only do teachers have a significant influence on climates, but they also impact greatly on dancers’ well- and ill-being through the climate they create.

Miulli and Nordin-Bates, 5

a) Read Miulli and Nordin-Bates (5-7) and Nordin and McGill (4-6).

b) Describe the concept of Motivational Climate and the three strands of the Theory of Self Determination. (150 words)

c) It has been suggested that dance students are instructed in a more ‘performance-oriented’ climate. What are the common ‘traits’ of this climate, which of these traits are desirable and which are less desirable?

What implications does this research have on your role as a dance teacher? (250 words)

3. Reading, note taking and reflection

a) Read Monsma et al. and Farruque.

b) What methods could be used to combat the negative effects of performance anxiety, sometimes referred to as stage fright, in dance? If appropriate and relevant, reflect on examples from your own experience of performance anxiety in a class or performance, and how you overcame them. (250 words)

4. Reading and note taking

a) Read Mainwaring, Krasnow and Kerr 105-115.

b) How can the dance teacher best support the psychological recovery of an injured student? (150 words)

5. Reflection

a) As discussed in this Unit, psychological health and well-being can be developed in a number of ways. In this task, think about the methods which you have used previously (if any). How effective were they for you/your dance students? Why were they in/effective?

b) Find out more about one method that is new to you and think about how you might incorporate this into a dance class. How will it enhance your teaching and support your students’ learning? (150 words)

c) Based on the previous study tasks, your research and own experience, write either a bullet pointed list or a number of paragraphs which summarise the main psychological considerations for dance training and performance (500 words).

Think about:

- Which aspects of the dance teaching environment might pose a challenge in relation to a healthy psychological climate for your dancers?

- How might you address any potentially negative aspects/challenges?

- Which aspects of the dance class provide positive psychological influences for your dancers?

- How you might develop any further positive aspects