Environment

Overall, dance literature showed a tendency to think of «the dance encvironment» in one-dimensional terms. Following the challenge support matrix’s suggestion to divide that very «dance environment» into sub-categories enabled the idenfitication of the three types of sub-environments: Unrelenting, Facilitative and Stagnant. Sanford’s theory also addressed an underlying theme in dance in general, which is the seemingly prevailing notion that high challenge and low support will lead to learning from adversity (Collins & McNamara, 2012).

This might indicate why the majority of studies described an Unrelenting environment in which high challenge and low support in form of cultural hegemony, hierarchies, ego-orientation and authoritarian teaching negatively impacted dancers’ mental health. Yet, there were also indications for Facilitative environments which, by offering high challenge and high support, has been shown to promote the demonstration of resilience in sport (Fletcher & Sarkar, 2016). In dance, these environments were described as task-oriented, psychologically safe and focused on self-development. Last but not least a Stagnant environment was mentioned but underpresented in the research. In the latter, dancers reported to feel stagnant at certain stages in their development and career by not being promoted, overlooked or unsuccessful in auditions

Environment

Collins, D., & MacNamara, Á. (2012). The rocky road to the top. Sports medicine, 42(11), 907-914.

Fletcher, D., & Sarkar, M. (2016). Mental fortitude training: An evidence-based approach to developing psychological resilience for sustained success. Journal of Sport Psychology in Action, 7(3), 135-157.

Unrelenting environment

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. Thea- tre, dance and performance training, 5(1), 15-30.

Aujla, I. J., Nordin-Bates, S., & Redding, E. (2014). A qualitative investigation of com- mitment to dance: findings from the UK Centres for Advanced Training. Research in dance education, 15(2), 138-160.

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 educa- tion versus body culture and the ballet aesthetic: The effects on the lives of fe- male dancers. Research in dance educa- tion, 2(2), 139-154.

Bennett, D. (2009). Careers in dance: Be- yond 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.

Bottamini, G. L. (2000). Ballet teachers: A source of perceived weight loss pressure in female ballet students. University of Ot- tawa (Canada).

Cahalan, R., Comber, L., Gaire, D., Quin, E., Redding, E., Ni Bhriain, O., & O’sullivan, K. (2019). Biopsychosocial characteristics of contemporary and Irish University-level student dancers a pilot study. Journal of Dance Medicine & Science, 23(2), 63-71.

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.

Dryburgh A. & Fortin S. (2010): Weighing in on surveillance: perception of the im- pact of surveillance on female ballet danc- ers’ health, Research in Dance Education, Volume 1, number 2.

Gittens, C. Y. (2012). A comparative study: Perfectionism in elite ballet dancers and artistic gymnasts (Doctoral dissertation, University of Birmingham).

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). Applica- tion of alpha/theta neurofeedback and heart rate variability training to young contemporary dancers: State anxiety and creativity. International Journal of Psycho- physiology, 93(1), 105-111.

Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their perfor- mances 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.

Haraldsen, H. M., Halvari, H., Solstad, B. E., Abrahamsen, F. E., & Nordin-Bates, S. M. (2019). The role of perfectionism and con- trolling conditions in Norwegian elite jun- ior performers’ motivational processes. Frontiers in psychology, 10, 1366.

Haraldsen, H. M., Nordin-Bates, S. M., Abrahamsen, F. E., & Halvari, H. (2020). Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Pro- cesses and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport. Roeper Review, 42(2), 109-125.

Haraldsen, H. M., Solstad, B. E., Ivarsson, A., Halvari, H., & Abrahamsen, F. E. (2020). Change in basic need frustration in relation to perfectionism, anxiety, and perfor- mance in elite junior performers. Scandinavian journal of medicine & science in sports, 30(4), 754-

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.

Heiland, T. L., Murray, D. S., & Edley, P. P. (2008). Body image of dancers in Los An- geles: the cult of slenderness and media influence among dance students. Research in Dance Education, 9(3), 257-275.

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), 125-14

Kushida, M. A. (2017). The Environment and Identity Processes: The Dancer Iden- tity as a Case Study (Doctoral dissertation, UC Riverside).

Liederbach, M., & Compagno, J. M. (2001). Psychological aspects of fatigue-related in- juries in dancers. Journal of Dance Medi- cine & Science, 5(4), 116-120

Lopez, B. (2019). Dance students at a two year college: making sense of their aca- demic, cultural, and social world. Research in Dance Education, 20(2), 174-183.

Mitchell, S. B., Haase, A. M., & Cumming, S. P. (2021). Of Grit and Grace: Negotiating Puberty, Surviving, and Succeeding in Pro- fessional Ballet. Women in Sport and Phys- ical Activity Journal, 1(aop), 1-12.

Mitchell, S. B., Haase, A. M., & Cumming, S. P. (2020). Experiences of delayed matu- ration in female vocational ballet stu- dents: An interpretative phenomenologi- cal 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.

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 Fe- male Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.

Pickard, A. (2013). Ballet body belief: Per- ceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.

Pickard, A., & Bailey, R. (2009). Crystallis- ing experiences among young elite dancers. Sport, Education and Society, 14(2), 165-1

Polasek, K. M., & Roper, E. A. (2011). Ne- gotiating the gay male stereotype in ballet and modern dance. Research in Dance Ed- ucation, 12(2), 173-193.

Pollatou, E., Bakali, N., Theodorakis, Y., & Goudas, M. (2010). Body image in female professional and amateur dancers. Re- search in Dance Education, 11(2), 131-137.

Pollitt, E. E., & Hutt, K. (2021). Viewing Injury in Dancers from a Psychological Per- spective-A Literature Review. Journal of Dance Medicine & Science, 25(2), 75-79.

Radell, S. A., Adame, D. D., & Cole, S. P. (2004). The impact of mirrors on body im- age 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. Mo- tricidade, 15(1), 33-38.

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.

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.

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

van Staden, A., Myburgh, C. P., & Poggen- poel, 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 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 profes- sional dance teachers. Medical problems of performing artists, 30(1), 54-60

Facilitative environment

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.

Carattini, C. M. (2020). Psychological skills in ballet training: An approach to pedagogy for the fulfilment of student potential (Doctoral dissertation, Queensland Univer- sity of Technology).

Critien, N., & Ollis, S. (2006). Multiple engagement of self in the development of talent in professional dancers. Research in Dance Education, 7(2), 179-200.

Dearborn, K., Harring, K., Young, C., & O’Rourke, E. (2006). Mirror and phrase difficulty influence dancer attention and body satisfaction. Journal of Dance Educa- tion, 6(4), 116-123.

Diaz, H., Chatfield, S. J., & Cox, J. (2008). Cultivating Presence in Movement: Student Refections on the Practice of Feld- enkrais Awareness Through Movement® in Dance Training. Journal of Dance Education, 8(3), 79-93.

Demelius, Y. (2003). Steps of a dance production: the working lives of professionals at a dance company (Doctoral dissertation, Concordia University).

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

Klockare, E., Gustafsson, H., & Nordin- Bates, S. M. (2011). An interpretative phenomenological analysis of how profes- sional dance teachers implement psychological skills training in practice. Research in dance education, 12(3), 277-293.

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).

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.

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.

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.

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), 175-193.

Quested, E., & Duda, J. L. (2009). Percep- tions of the motivational climate, need satisfaction, and indices of well-and ill-being among hip hop dancers. Journal of Dance Medicine & Science, 13(1), 1

Rodrigues, F. R., e Cunha, M. P., Cas- tanheira, 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.

Sanchez, E. N., Aujla, I. J., & Nordin-Bates, S. (2013). Cultural background variables in dance talent development: findings from the UK centres for advanced training. Research in Dance Education, 14(3), 260-278.

Senning, C. B. (2020). A Study on the Con- fluence of Resilience Skill Building and Contact Improvisation on Collegiate Dancers (Doctoral dissertation, UC Irvine).

Tvedt, M. S. (2011). Danseelevers mål- orientering og opplevelse av det motivasjonelle klima i relasjon til selvoppfatning og emosjonelle problem (Master’s thesis, University of Stavanger, Norway).

Watson, D. E., Nordin-Bates, S. M., & Chappell, K. A. (2012). Facilitating and nur- turing creativity in pre-vocational dancers: Findings from the UK Centres for Advanced Training. Research in Dance Educa- tion, 13(2), 153-173.