Personal qualities
The scoping review associated five personal qualities with individuals who withstand stressors: positive personality, confidence, relatedness, harmonious passion, and optimism
Positive personality
Positive personality describes dancers that are striving for self-actualization, self-assessment, self-efficacy, self-management, autonomy, self-development, flexibility, and versatility. Several studies suggested that these factors aid dancers to form a holistic identity or buffer stressors they encounter (van Staden et al., 2009; Klockare et al., 2011; Mitchell et al., 2017; Blevins et al., 2020; de Las Heras Fernández et al., 2020). However, according to the included studies, these qualities are deemed in need of development, nurturing, and strengthening, not only in dance but in future dance research in general.
Confidence
Confidence can be seen as the degree of certainty one possesses about their ability to be successful in dance. Self awareness, self-esteem and self-acceptance were, alongside studies that specifically mentioned confidence, the most referred qualities in dance literature. These were often reported in relation to the use of body image, creativity, career transitions, gender identity and talent development and identified as an especially important factor to withstand pressure, ideals and predetermined identities in the dance world (Aujla et al., 2014; Haltom et al., 2014; Green, 1999; Dearborne et al., 2006; Watson et al., 2012; Van Winden et al., 2020). However, despite these findings confidence was deemed in need to be developed, nurtured, strengthened and further researched in dance.
Relatedness
Relatedness describes the ability to establish and maintain social relationships with friends, family, peers, teachers, and organizations. Apart from acknowledging these relationships as essential, dance research also repeatedly points to the stress-buffering effect of the perception and experience of social support (Li, 2011; Walker et al., 2012; Aujla et al., 2014; Risner, 2014; Reis et al., 2019).
Harmonious passion
Harmonious passion is considered a flexible and autonomous approach to involvement in dance, in which the individual participates of his/her own volition, and the activity does not dominate his/her identity (Aujla et al., 2015). This entails striking a dance-life balance that offers room for the building and maintenance of friendships and nurturing other interests/hobbies outside of the dance realm. It appars that harmonious passion strengthened support systems, contributed to the shaping of more flexible identities and increased motivation and adherence, which potentially eases career transitions (Aujla et al., 2015).
Optimism
Seen as either an expectancy for successful outcomes (Fletcher & Sarkar, 2013) or as an approach explaining positive and negative events (Fletcher & Sarkar, 2013) was optimism a personal quality that researchers were often left wanting in dance. Yet, optimism was identified as important for mental well-being but in dire need to be nurtured and further investigated in dance.
Facilitative environment
Generally, facilitative environments are mastery-oriented motivational climates that are task-oriented, nurture dancers’ autonomy and self-development and are perceived as psychologically safe. Several studies highlighted that dancers regulated by self-determined motivation appeared more robust and engaged in a healthier, harmonious way in their development (Quested and Duda, 2009; Hancox et al., 2017; Haraldsen et al., 2020, 2021a). Teachers play an essential role in both the creation and in the perception of these climates. In this respect, studies show that an autonomy supportive and student-centered teaching style nurture high motivational quality, dancers’ self-determined motivation, and create more harmonious development paths in dance.
Personal qualities
Positive personality
Benn, T., & Walters, D. (2001). Between Scylla and Charybdis. Nutritional education versus body culture and the ballet aesthetic: The effects on the lives of fe- male 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., & Hop- per, L. (2020). Student and teacher attitudes towards overtraining and recovery in vocational dance training. Theatre, Dance and Performance Training, 11(1), 5- 24.
Carattini, C. M. (2020). Psychological skills in ballet training: An approach to peda- gogy 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.
de las Heras Fernández, R., Espada Mateos, M., Carrascal Dominguez, S., & Garcia Coll, V. (2020). Evaluation and anal- ysis 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 inves- tigation of stressors, appraisal, coping pro- cesses and injury in professional ballet dancers (Doctoral dissertation, University of Birmingham).
Flower, L. (2019). Spiritual experiences of post-performance career ballet dancers: a qualitative study of how peak perfor- mance spiritual lived experiences continued into and influenced later teaching lives. Research in Dance Education, 20(2), 184-196
Hancox, J. E., Quested, E., Ntoumanis, N., & Duda, J. L. (2017). Teacher-created so- cial environment, basic psychological needs, and dancers’ affective states during class: A diary study. Personality and Indi- vidual 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)
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).
Karin, J., & Nordin-Bates, S. M. (2020). Enhancing Creativity and Managing Perfectionism in Dancers Through Implicit Learning and Sensori-Kinetic Imagery. Journal of Dance Education, 20(1), 1-11.
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.
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Mala- daptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook University).
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.
Parker, R. (2011). An exploration of the identity issues faced by retiring male ballet dancers (Doctoral dissertation, University of Birmingham).
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), 165-181.
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. Re- search in Dance Education, 14(3), 260-278
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 Es- teem, 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
Confidence
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.
Aujla, I. J., Nordin-Bates, S. M., & Redding, E. (2015). Multidisciplinary predictors of adherence to contemporary dance train- ing: findings from the UK Centres for Advanced Training. Journal of sports sciences, 33(15), 1564-1573
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.
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
Dearborn, K., Harring, K., Young, C., & O’Rourke, E. (2006). Mirror and phrase dif- ficulty influence dancer attention and body satisfaction. Journal of Dance Educa- tion, 6(4), 116-123.
de las Heras Fernández, R., Espada Mateos, M., Carrascal Dominguez, S., & Garcia Coll, V. (2020). Evaluation and anal- ysis of emotional intelligence, mood and coping strategies in two Spanish dance companies. Research in Dance Education, 21(3), 231-244.
Green, J. 1999. Somatic authority and the myth of the ideal body in dance education. Dance Research Journal, 31(2): 80–100
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.
Klockare, E., Gustafsson, H., & Nordin- Bates, S. M. (2011). An interpretative phe- nomenological analysis of how profes- sional 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).
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.
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 maturation in female vocational ballet stu- dents: 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.
Nordin-Bates, S. M. (2020). Striving for Perfection or for Creativity? A Dancer’s Dilemma. Journal of dance education, 20(1), 23-34.
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: Preva- lence 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), 165-181.
Peters, P. J. (2020). Grit for Dance Stu- dents: What, Why, and How. Dance Education in Practice, 6(1), 7-12
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
Radell, S. A., Keneman, M. L., Adame, D. D., & Cole, S. P. (2014). My body and its reflection: a case study of eight dance stu- dents and the mirror in the ballet class- room. Research in Dance Education, 15(2), 161-178
Risner, D. (2000). Making dance, making sense: Epistemology and choreog- raphy. Research in dance education, 1(2), 155-1
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. Re- search in Dance Education, 14(3), 260-278
Tvedt, M. S. (2011). Danseelevers mål- orientering og opplevelse av det motiva- sjonelle klima i relasjon til selvoppfatning og emosjonelle problem (Master’s thesis, University of Stavanger, Norway).
van Winden, D., van Rijn, R. M., Savels- bergh, 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, 1
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.
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 Educa- tion, 13(2), 153-17
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 stu- dent teachers in the United Kingdom. Re- search in Dance Education, 19(1), 14-38
Harmonious Passion
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.
Aujla, I. J., Nordin-Bates, S. M., & Redding, E. (2015). Multidisciplinary predictors of adherence to contemporary dance train- ing: findings from the UK Centres for Ad- vanced Training. Journal of sports sciences, 33(15), 1564-1573
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.
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
Peters, P. J. (2020). Grit for Dance Students: What, Why, and How. Dance Education in Practice, 6(1), 7-12
Walker, I. J., Nordin-Bates, S. M., & Red- ding, E. (2012). A mixed methods investi- gation of dropout among talented young dancers: Findings from the UK Centres for Advanced Training. Journal of Dance Medi- cine & Science, 16(2), 65-73.
Walker, I. J., Nordin-Bates, S. M., & Red- ding, E. (2011). Characteristics of talented dancers and age group differences: find- ings from the UK Centres for Advanced Training. High Ability Studies, 22(1), 43- 60.
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
Relatedness
Demelius, Y. (2003). Steps of a dance pro- duction: the working lives of professionals at a dance company (Doctoral disserta- tion, Concordia University).
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.
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
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 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 maturation in female vocational ballet stu- dents: 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.
Nordin-Bates, S. M. (2020). Striving for Perfection or for Creativity? A Dancer’s Dilemma. Journal of dance education, 20(1), 23-34.
Pollitt, E. E., & Hutt, K. (2021). Viewing In- jury in Dancers from a Psychological Perspective-A Literature Review. Journal of Dance Medicine & Science, 25(2), 75-79
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. (2000). Making dance, making sense: Epistemology and choreog- raphy. Research in dance education, 1(2), 155-1
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. Re- search in Dance Education, 14(3), 260-278
Optimism
Kveton-Bohnert, L. A. (2017). The Voices of Classical Ballet Dancers: Alleviating Maladaptive Perfectionism through Resilience, Mindful Learning, and Self-Compassion (Doctoral dissertation, Saybrook Univer- sity).
Macchi, R., & Crossman, J. (1996). After the fall: reflections of injured classical ballet dancers. Journal of Sport Behavior, 19(3), 221.
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.
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 stu- dent teachers in the United Kingdom. Re- search in Dance Education, 19(1), 14-38.
Facilitative environment
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 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).
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
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.
