Appraisals
The majority of dance literature often didn’t explicitly used terms such as «appraisal», «threat» or «challenge», yet described the mechanism underlying primary appraisal processes. Secondary appraisal as well as meta-cognitions and -emotions were primarily described or suggested as interest for future investigation in most of the literature. Dependent on the study, some research discussed both negative and positive appraisals. Generally, appraisal seemed interconnected with depictions of Personal qualities, Stressors and/either Unrelenting or Facilitative environments.
Negative appraisal
Negative appraisals describe an individual’s negative perception of a situation, such as threat or harm and were often connected to descriptions of Unrelenting environments, Stressors and Personal qualities. Set physical ideals, either in the dance world or in social media, the pressure to conform to the aforementioned and ego-orientation were often appraised as threats. Harm evulations generally entailed injury occurence, narrow minded identity and obsessive passion.
Positive appraisals
Positive appraisals indicate individual’s positive perception of a situation, such as challenge or benefit and were often associated with descriptions of Facilitative environments and Personal qualities. Overall, studies have described challenge appraisal in connection to task-oriented climates and development, support, self development and career transitions being mentioned in relation to all identified stressors. Benefit has been mentioned in relation to factors such as surveillance of development, emotional intelligence and goal orientation.
Appraisal
Negative appraisals
Threat
Alexias, G., & Dimitropoulou, E. (2011). The body as a tool: Professional classical ballet dancers’ embodiment. Research in Dance Education, 12(2), 87-104.
Aujla, I. J., Nordin-Bates, S. M., Redding, E., & Jobbins, V. (2014). Developing talent among young dancers: Findings from the UK Centres for Advanced Training. Theatre, dance and performance training, 5(1), 15-30.
Aujla, I. J., Nordin-Bates, S., & Redding, E. (2014). A qualitative investigation of commitment to dance: findings from the UK Centres for Advanced Training. Research in dance education, 15(2), 138-160.
Aujla, I. J., Nordin-Bates, S. M., & Redding, E. (2015). Multidisciplinary predictors of adherence to contemporary dance training: findings from the UK Centres for Advanced Training. Journal of sports sciences, 33(15), 1564-1573.
Archinard, M., & Scherer, U. (1995). Training in classical dance in childhood and adolescence: What influence on bulimia nervosa in adult patients?. European Eating Disorders Review, 3(2), 111-116.
Backlund, H., & Wallén, F. (2016). Pre-professionella balettdansares upplevelser och erfarenheter av dansrelaterade skador.
Batur, S., Kabakci, E., & Gulol, C. (2003). Maladaptive eating attitudes of elite and amateur Turkish dancers: are they at risk?. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 8(4), 263-267.
Benn, T., & Walters, D. (2001). Between Scylla and Charybdis. Nutritional education versus body culture and the ballet aesthetic: The effects on the lives of female dancers. Research in dance education, 2(2), 139-154.
Bennett, D. (2009). Careers in dance: Beyond performance to the real world of work. Journal of Dance Education, 9(1), 27-34.
Blevins, P., Erskine, S., Hopper, L., & Moyle, G. (2020). Finding Your Balance: An Investigation of Recovery–Stress Balance in Vocational Dance Training. Journal of Dance Education, 20(1), 12-22.
Blevins, P., Erskine, S., Moyle, G., & Hopper, L. (2020). Student and teacher attitudes towards overtraining and recovery in vocational dance training. Theatre, Dance and Performance Training, 11(1), 5-24.
Bottamini, G. L. (2000). Ballet teachers: A source of perceived weight loss pressure in female ballet students. University of Ottawa (Canada).
Carr, S., & Wyon, M. (2003). The impact of motivational climate on dance students’ achievement goals, trait anxiety, and perfectionism. Journal of Dance Medicine & Science, 7(4), 105-114.
Clements, L., & Nordin-Bates, S. M. (2020). Inspired or Inhibited? Choreographers’ Views on How Classical Ballet Training Shaped Their Creativity. Journal of Dance Education, 1-12
Dantas, A. G., Alonso, D. A., Sánchez-Miguel, P. A., & del Río Sánchez, C. (2018). Factors dancers associate with their body dissatisfaction. Body image, 25, 40-47.
de las Heras Fernández, R., Espada Mateos, M., Carrascal Dominguez, S., & Garcia Coll, V. (2020). Evaluation and analysis of emotional intelligence, mood and coping strategies in two Spanish dance companies. Research in Dance Education, 21(3), 231-244.
Downs, S. V. C. (2013). Coping and injury in a professional ballet company: an investigation of stressors, appraisal, coping processes and injury in professional ballet dancers (Doctoral dissertation, University of Birmingham).
Dryburgh A. & Fortin S. (2010): Weighing in on surveillance: perception of the impact of surveillance on female ballet dancers’ health, Research in Dance Education, Volume 1, number 2
Green, J. (1999). Somatic authority and the myth of the ideal body in dance education. Dance research journal, 31(2), 80-100
Gruzelier, J. H., Thompson, T., Redding, E., Brandt, R., & Steffert, T. (2014). Application of alpha/theta neurofeedback and heart rate variability training to young contemporary dancers: State anxiety and creativity. International Journal of Psychophysiology, 93(1), 105-111.
Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
Hamilton L.; Hamilton, W.G.; Warren, M.P.; Keller, K. and Molnar, M. (1997): Factors contributing to the attrition rate in elite ballet students. Journal of Dance Medicine and Science, Volume 1, number 4.
Hancox, J. E., Quested, E., Ntoumanis, N., & Duda, J. L. (2017). Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. Personality and Individual Differences, 115, 137-143.
Hancox, J. E. (2014). Examination of the social-environmental and motivational processes operating in dance contexts: a self-determination theory approach (Doctoral dissertation, University of Birmingham).
Haraldsen, H. M., Nordin-Bates, S. M., Abrahamsen, F. E., & Halvari, H. (2020). Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport. Roeper Review, 42(2), 109-125.
Haraldsen, H. M., Halvari, H., Solstad, B. E., Abrahamsen, F. E., & Nordin-Bates, S. M. (2019). The role of perfectionism and controlling conditions in Norwegian elite junior performers’ motivational processes. Frontiers in psychology, 10, 1366.
Haraldsen, H. M., Abrahamsen, F. E., Solstad, B. E., & Halvari, H. (2021). Narrative Tensions in Strained Junior Elite Performers’ Experiences of Becoming Elite Performers. Frontiers in Psychology, 12, 1767
Harper, S. (2012). A critical comparative study of career transition policy, practice and experiences for ballet company dancers and musical theatre independent dancers (Doctoral dissertation, University of Birmingham).
Heiland, T. L., Murray, D. S., & Edley, P. P. (2008). Body image of dancers in Los Angeles: the cult of slenderness and media influence among dance students. Research in Dance Education, 9(3), 257-275.
Hoffer, D. L. (1981). The classical ballet dancer: a psycho-social analysis of the dance personality profile. Nova University.
Hopper, L. S., Blevins, P., Erskine, S., Hendry, D., Hill, R., & Longbottom, R. (2020). Sustaining dancer wellbeing through independent professional dance careers. Theatre, Dance and Performance Training, 11(4), 470-486.
Kerr, J. H., Fujiyama, H., Wilson, G. V., & Nakamori, K. (2006). The experience of a modern dance group: arousal, motivation, and self‐rated performance. Research in Dance Education, 7(2), 125-140.
Kosmidou, E., Giannitsopoulou, E., & Moysidou, D. (2017). Social Physique Anxiety and pressure to be thin in adolescent ballet dancers, rhythmic gymnastics and swimming athletes. Research in Dance Education, 18(1), 23-33.
Kushida, M. A. (2017). The Environment and Identity Processes: The Dancer Identity as a Case Study (Doctoral dissertation, UC Riverside).
Lacaille, N., Koestner, R., & Gaudreau, P. (2007). On the value of intrinsic rather than traditional achievement goals for performing artists: A short-term prospective study. International Journal of Music Education, 25(3), 245-257.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Liederbach, M., & Compagno, J. M. (2001). Psychological aspects of fatigue-related injuries in dancers. Journal of Dance Medicine & Science, 5(4), 116-120.
Lopez, B. (2019). Dance students at a two year college: making sense of their academic, cultural, and social world. Research in Dance Education, 20(2), 174-183.
Macchi, R., & Crossman, J. (1996). After the fall: reflections of injured classical ballet dancers. Journal of Sport Behavior, 19(3), 221.
Mainwaring, L., Krasnow, D., & Young, L. (2003). A teacher’s guide to helping young dancers cope with psychological aspects of hip injuries. Journal of dance Education, 3(2), 57-64.
Mitchell, S. B., Haase, A. M., & Cumming, S. P. (2021). Of Grit and Grace: Negotiating Puberty, Surviving, and Succeeding in Professional Ballet. Women in Sport and Physical Activity Journal, 1(aop), 1-12.
Mitchell, S. B., Haase, A. M., & Cumming, S. P. (2020). Experiences of delayed maturation in female vocational ballet students: An interpretative phenomenological analysis. Journal of adolescence, 80, 233-241.
Mitchell, S. B., Haase, A. M., Cumming, S. P., & Malina, R. M. (2017). Understanding growth and maturation in the context of ballet: a biocultural approach. Research in Dance Education, 18(3), 291-300.
Nieminen, P. (1998). Participation motives in relation to background and involvement variables among Finnish non-professional dancers. Dance Research Journal, 30(2), 53-70.
Nordin-Bates, S. M. (2020). Striving for Perfection or for Creativity? A Dancer’s Dilemma. Journal of dance education, 20(1), 23-34.
Nordin-Bates, S. M., Walker, I. J., & Redding, E. (2011). Correlates of disordered eating attitudes among male and female young talented dancers: Findings from the UK Centres for Advanced Training. Eating disorders, 19(3), 211-233.
Nordin-Bates, S. M., Walker, I. J., Baker, J., Garner, J., Hardy, C., Irvine, S. & Blevins, P. (2011). Injury, imagery, and self-esteem in dance healthy minds in injured bodies?. Journal of Dance Medicine & Science, 15(2), 76-85.
Nordin-Bates, S. M., Cumming, J., Aways, D., & Sharp, L. (2011). Imagining yourself dancing to perfection? Correlates of perfectionism among ballet and contemporary dancers. Journal of Clinical Sport Psychology, 5(1), 58-76.
Parker, R. (2011). An exploration of the identity issues faced by retiring male ballet dancers (Doctoral dissertation, University of Birmingham).
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Polasek, K. M., & Roper, E. A. (2011). Negotiating the gay male stereotype in ballet and modern dance. Research in Dance Education, 12(2), 173-193.
Pollatou, E., Bakali, N., Theodorakis, Y., & Goudas, M. (2010). Body image in female professional and amateur dancers. Research in Dance Education, 11(2), 131-137.
Puddu, C. (1998). The relationship between stress and eating attitudes and behaviour in female dancers and field hockey players.
Radell, S. A., Adame, D. D., & Cole, S. P. (2004). The impact of mirrors on body image and classroom performance in female college ballet dancers. Journal of Dance Medicine & Science, 8(2), 47-52.
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Reis, N. M., Cardoso, A. A., de Araújo, C. R., Moratelli, J., Boing, L., Borgatto, A. F., & de Azevedo Guimarães, A. C. (2019). Quality of life is associated with fatigue among Brazilian professional dancers. Motricidade, 15(1), 33-38.
Risner, D. (2014). Bullying victimisation and social support of adolescent male dance students: an analysis of findings. Research in Dance Education, 15(2), 179-201.
Risner, D. (2002). Sexual orientation and male participation in dance education: Re- visiting the open secret. Journal of Dance Education, 2(3), 84-92.
Schluger, A. E. (2010). Disordered eating attitudes and behaviors in female college dance students: Comparison of modern dance and ballet dance majors. North American Journal of Psychology, 12(1), 117-128.
Skaardal, E. (2006). Kroppen som middel og symbol: en kvalitativ studie av unge jenters bearbeidelse av prestasjoner og kroppsidealer i dansen (Master’s thesis).
Slater, A., & Tiggemann, M. (2002). A test of objectification theory in adolescent girls. Sex Roles, 46(9), 343-349.
Solomon, R., Solomon, J., Micheli, L. J., Saunders, J. J., & Zurakowski, D. (2002). Using the test of attentional and interpersonal style (TAIS) for profiling and counseling dancers. Journal of Dance Medicine & Science, 6(4), 119-127.
Spadafora, A. (2010). Predictors of eating pathology in adolescents: a comparison of ballet dancers and non-dancers.
Stanway, A. R., Fein, E. C., & Bordia, S. (2020). The moderating role of conscientiousness between psychological contract breach and loyal boosterism. Research in Dance Education, 21(1), 82-97.
Stracciolini, A., Stein, C. J., Kinney, S., McCrystal, T., Pepin, M. J., & Meehan III, W. P. (2017). Associations between sedentary behaviors, sleep patterns, and BMI in young dancers attending a summer intensive dance training program. Journal of Dance Medicine & Science, 21(3), 102-108.
Stornæs, A. V., Rosenvinge, J. H., Sundgot-Borgen, J., Pettersen, G., & Friborg, O. (2019). Profiles of perfectionism among adolescents attending specialized elite-and ordinary lower secondary schools: A Norwegian cross-sectional comparative study. Frontiers in psychology, 10, 2039
Tvedt, M. S. (2011). Danseelevers målorientering og opplevelse av det motivasjonelle klima i relasjon til selvoppfatning og emosjonelle problem (Master’s thesis, University of Stavanger, Norway).
van Staden, A., Myburgh, C. P., & Poggenpoel, M. (2009). A psycho-educational model to enhance the self-development and mental health of classical dancers. Journal of Dance Medicine & Science, 13(1), 20-28.
van Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., & Stubbe, J. H. (2020). Limited Coping Skills, Young Age, and High BMI Are Risk Factors for Injuries in Contemporary Dance: A 1-Year Prospective Study. Frontiers in Psychology, 11, 1452.
Van Zelst, L., Clabaugh, A., & Morling, B. (2004). Dancers’ Body Esteem, Fitness Esteem, and Self-esteem in Three Contexts. Journal of Dance Education, 4(2), 48-57.
Wanke, E. M., Schmidt, M., Leslie-Spinks, J., Fischer, A., & Groneberg, D. A. (2015). Physical and mental workloads in professional dance teachers. Medical problems of performing artists, 30(1), 54-60
Wenn, B., Mulholland, R., Timmons, W., & Zanker, Y. (2018). Towards a developing construct in dance education–exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom. Research in Dance Education, 19(1), 14-38.
Harm
Macchi, R., & Crossman, J. (1996). After the fall: reflections of injured classical ballet dancers. Journal of Sport Behavior, 19(3), 221.
Positive appraisals
Challenge
Carattini, C. M. (2020). Psychological skills in ballet training: An approach to pedagogy for the fulfilment of student potential (Doctoral dissertation, Queensland University of Technology).
Clements, L., & Nordin-Bates, S. M. (2020). Inspired or Inhibited? Choreographers’ Views on How Classical Ballet Training Shaped Their Creativity. Journal of Dance Education, 1-12.
Dearborn, K., Harring, K., Young, C., & O’Rourke, E. (2006). Mirror and phrase difficulty influence dancer attention and body satisfaction. Journal of Dance Education, 6(4), 116-123.
Demelius, Y. (2003). Steps of a dance pro- duction: the working lives of professionals at a dance company (Doctoral disserta- tion, Concordia University
Downs, S. V. C. (2013). Coping and injury in a professional ballet company: an investigation of stressors, appraisal, coping processes and injury in professional ballet dancers (Doctoral dissertation, University of Birmingham).
Hancox, J. E., Quested, E., Ntoumanis, N., & Duda, J. L. (2017). Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. Personality and Individual Differences, 115, 137-143.
Hancox, J. E. (2014). Examination of the social-environmental and motivational processes operating in dance contexts: a self-determination theory approach (Doctoral dissertation, University of Birmingham).
Haraldsen, H. M., Nordin-Bates, S. M., Abrahamsen, F. E., & Halvari, H. (2020). Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport. Roeper Review, 42(2), 109-125.
Haraldsen, H. M., Halvari, H., Solstad, B. E., Abrahamsen, F. E., & Nordin-Bates, S. M. (2019). The role of perfectionism and controlling conditions in Norwegian elite junior performers’ motivational processes. Frontiers in psychology, 10, 1366.
Haraldsen, H. M., Abrahamsen, F. E., Solstad, B. E., & Halvari, H. (2021). Narrative Tensions in Strained Junior Elite Performers’ Experiences of Becoming Elite Performers. Frontiers in Psychology, 12, 1767
Kim, H., Tasker, S. L., & Shen, Y. (2020). How to persevere in a ballet performance career: exploring personal wisdom of retired professional ballet dancers. Research in Dance Education, 1-26.
Klockare, E., Gustafsson, H., & Nordin-Bates, S. M. (2011). An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice. Research in dance education, 12(3), 277-293.
Kushida, M. A. (2017). The Environment and Identity Processes: The Dancer Identity as a Case Study (Doctoral dissertation, UC Riverside).
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Lopez, B. (2019). Dance students at a two year college: making sense of their academic, cultural, and social world. Research in Dance Education, 20(2), 174-183.
Mainwaring, L., Krasnow, D., & Young, L. (2003). A teacher’s guide to helping young dancers cope with psychological aspects of hip injuries. Journal of dance Education, 3(2), 57-64.
Peters, P. J. (2020). Grit for Dance Students: What, Why, and How. Dance Education in Practice, 6(1), 7-12.
Pickard, A., & Bailey, R. (2009). Crystallising experiences among young elite dancers. Sport, Education and Society, 14(2), 165-181.
Quested, E., & Duda, J. L. (2009). Perceptions of the motivational climate, need satisfaction, and indices of well-and ill-being among hip hop dancers. Journal of Dance Medicine & Science, 13(1), 10-19.
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance students and the mirror in the ballet classroom. Research in Dance Education, 15(2), 161-178.
Rodrigues, F. R., e Cunha, M. P., Castanheira, F., Bal, P. M., & Jansen, P. G. (2020). Person-job fit across the work lifespan–The case of classical ballet dancers. Journal of Vocational Behavior, 118, 103400.
Senning, C. B. (2020). A Study on the Confluence of Resilience Skill Building and Contact Improvisation on Collegiate Dancers (Doctoral dissertation, UC Irvine).
Skaardal, E. (2006). Kroppen som middel og symbol: en kvalitativ studie av unge jenters bearbeidelse av prestasjoner og kroppsidealer i dansen (Master’s thesis).
Tvedt, M. S. (2011). Danseelevers målorientering og opplevelse av det motivasjonelle klima i relasjon til selvoppfatning og emosjonelle problem (Master’s thesis, University of Stavanger, Norway).
Wenn, B., Mulholland, R., Timmons, W., & Zanker, Y. (2018). Towards a developing construct in dance education–exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom. Research in Dance Education, 19(1), 14-38.
Benefit
Diaz, H., Chatfield, S. J., & Cox, J. (2008). Cultivating Presence in Movement: Stu- dent Refections on the Practice of Feld- enkrais Awareness Through Movement® in Dance Training. Journal of Dance Educa- tion, 8(3), 79-93
Flower, L. (2019). Spiritual experiences of post-performance career ballet dancers: a qualitative study of how peak performance spiritual lived experiences continued into and influenced later teaching lives. Research in Dance Education, 20(2), 184-196
Hopper, L. S., Blevins, P., Erskine, S., Hendry, D., Hill, R., & Longbottom, R. (2020). Sustaining dancer wellbeing through independent professional dance careers. Theatre, Dance and Performance Training, 11(4), 470-486.
Kim, H., Tasker, S. L., & Shen, Y. (2020). How to persevere in a ballet performance career: exploring personal wisdom of retired professional ballet dancers. Research in Dance Education, 1-26
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Lussier‐Ley, C., & Durand‐Bush, N. (2009). Exploring the role of feel in the creative experiences of modern dancers: a realist tale. Research in Dance Education, 10(3), 199-217.
May, J., Redding, E., Whatley, S., Łucznik, K., Clements, L., Weber, R., … & Reed, S. (2020). Enhancing creativity by training metacognitive skills in mental imagery. Thinking Skills and Creativity, 38, 100739.
Minton, S. C. (2001). Assessment of high school dance students’ self-esteem. Journal of Dance Education, 1(2), 63-73.
Nieminen, P. (1998). Participation motives in relation to background and involvement variables among Finnish non-professional dancers. Dance Research Journal, 30(2), 53-70.
Nieminen, P., Varstala, V., & Manninen, M. (2001). Goal orientation and perceived purposes of dance among Finnish dance students: A pilot study. Research in dance education, 2(2), 175-1
Rodrigues, F. R., e Cunha, M. P., Castanheira, F., Bal, P. M., & Jansen, P. G. (2020). Person-job fit across the work lifespan–The case of classical ballet dancers. Journal of Vocational Behavior, 118, 103400.
Walter, O., & Yanko, S. (2018). New observations on the influence of dance on body image and development of eating disorders. Research in Dance Education, 19(3), 240-251.
Watson, D. E., Nordin-Bates, S. M., & Chappell, K. A. (2012). Facilitating and nurturing creativity in pre-vocational dancers: Findings from the UK Centres for Advanced Training. Research in Dance Education, 13(2), 153-173.
Wenn, B., Mulholland, R., Timmons, W., & Zanker, Y. (2018). Towards a developing construct in dance education–exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom. Research in Dance Education, 19(1), 14-38.
