Personal stressors
The performance identity
Studies show that dancers experience pressure to identify with predetermined ideal identities in dance environments (van Staden et al., 2009; Haraldsen et al., 2021). These entailed expected behaviors – such as dedication, passion and mental toughness – resulted in expectations of a linear road to success (Haraldsen et al., 2021). With self-worth often depending on success or the ability to «do things right», dancers reported experiencing physical, psychological, and social problems and have shown indications of obsessive passion, withdrawal and displayed feelings such as shame and loss of self- esteem (Cahalan et al., 2019). Especially obsessive passion was shown to increase risk behavior and has been associated with chronic injury, maladaptive perfectionism, struggle with self-regulation and a persistence to dance through injuries (Cahalan et al., 2019).
Appraisals
Threat
- Setting of externalized goals
- Pressure from within and outside the dance environment to conform to set ideals, identities and eating attitudes
- Media and social media portraying body ideals in dance and in society
- Body dissatisfaction
- Perceived ego-oriented climates
- Ego-orientation
- Self objectification
Challenge
- Personal growth and development
- Perceived task-oriented cimates
- Career transitions
Personal qualities
- Harmonious passion
- Proactivity
- Motivation
- Confidence
- Optimism
Responses
Facilitative responses to Dance Identity
- holistic perspective on dancer’s identity
- harmonious passion
- Nurturing interests and friendships outside the dance realm
Debilitative responses to dance identity
- Expectations of linear road to success
- Self worth depending on success or ability «to do things right»
- Obsessive passion
- Feelings of shame and guilt
- Isolation and alienation
- Showing signs of fear and distress
General overview over responses to dance identity
Several studies point to the stringent demand that the ballet profession and community imposes on dancers. It therefore suggests that pre-professional dancers receive early training in self-development with a holistic perspective with regards to the dancer’s identity (Solomon et al., 2002; Diaz et al., 2008, van Staden et al., 2009).
Also, psychological skills training, including goal setting, focus, imagery and simulation training, might be essential to promote well- being in dancers (Carratini, 2020, Redding & Quested, 2006, Klockare et al., 2011). Furthermore, looking closer at a younger population. Research shows that young dancers exhibiting harmonious passion adhere to self- defining activity due to their passion while this doesn’t necessarily overshadow other aspects of life or taking up a disproportionate part of their identity (Aujla et al., 2014, 2015).
Thus, nurturing harmonious passion might be key to contributing to aspiring dancers’ well- being as well as enabling them to stay engaged in dance (Aujla et al., 2014, 2015).
Gender identity
While opportunities should be offered based on skill rather than gender, data indicates that opportunities are still far from equal across gender (Clements & Nordin-Bates, 2020). Female dancers, for one, have reported their autonomy to be thwarted either directly through punishment or indirectly via elements of the training environment such as requiring corps de ballet members to train for longer hours (Clements & Nordin-Bates, 2020).
Male dancers, on the other hand, self-identify with or perceive a sexual minority status and are therefore at least seven times more likely than the public to be bullied, teased, or harassed – regardless of their sexual orientation (Risner, 2014). Thus, stereotypes, homophobia, heterosexism bias and harassment are accepted as commonplace and expected, negotiated, and endured (Risner, 2014; Polasek & Roper, 2011). Furthermore, being part of the male ballet culture requires dancers engage in heteromasculinity in performance and negotiate their identities as men while performing a dance form that is highly stigmatized as effeminate and gender codified (Haltom & Worthern, 2014).
Consequently, male dancers report the need to challenge dominant cultural stereotypes of male dancers as gay, effeminate, weak, not athletic, and not being real boys. (Risner, 2014; Haltom & Worthern, 2014; Polasek & Roper, 2011). Therefore, male dancers seem to engage in the management of stigma and negative stereotypes by idolizing powerful and strong performers, asserting heterosexuality by highlighting their access to women or mentioning girlfriends as well as making comparisons of ballet to sports in order to masculinize ballet (Risner, 2014; Haltom, 2014; Polasek & Roper, 2011). Additionally, some report not sharing their occupation with other people and expressed embarrassment about wearing dance clothes or carrying dance equipment (Polasek & Roper, 2011; Li, 2011). Finally, some subsequently leave dance due to not being willing to challenge or resist stereotypes any longer (Polasek & Roper, 2011).
Appraisals
Threat
- Pressure from within and outside the dance environment to conform to set ideals, identities and eating attitudes
- Media and social media portraying body ideals in dance and in society
- Self objectification
Challenge
- Personal growth and development
- Re-appraisal of demands and environment
- Flexible mindsets
Personal qualities
- Confidence
- Proactivity
- Motivation
- Relatedness
Responses
Facilitative responses to gender identity
- Displaying help seeking behavior
- Establishing and nurturing healthy support systems
- Appraising stress and anxiety
- Nurturing relationships with other male dancers, athletes and healthy role models
Debilitative responses to gender identity
- Displaying signs of fear and distress
- Displaying signs of anxiety
- Suppressing individuality
- Avoidance of disclosing one’s profession as a dancer
- Using strategies to defend dance as a worthy and «masculine» occupation
General overview over responses to gender identity
Research offers several useful suggestions of how to aid male dancers in coping with obstacles they might face. A support system, of which parental support was highlighted as most important, is essential. This, especially considering that perceived social support seemed more significant than actual support received, resulting in decreased depression, stress, anxiety and a higher self-esteem as well as fewer injuries.
Role models such as male professionals or senior students might also help to prepare pre-professionals by identifying and foreseeing potential challenges that they might face and boost their self-esteem (Li, 2011). The latter and increased help by the management might also help to alienate challenges connected to transitions out of the profession, such as the closed nature of the dance world inhibiting reaching out to other areas of social and professional life, causing lack of confidence and dependence on the institution (Parker, 2011). Furthermore, teachers seemed aware of the social pressure male dancers might face and worked to counter negative assumptions and stereotypes by challenging the dancers and giving them extra attention (Posalek & Roper, 2011; Li, 2011
Eating attitudes and disorders
In general, there are indications that ballet dancers are at a higher risk of developing eating disorders than contemporary dancers (Nordin-Bates et al., 2011; Schluger, 2010; Benn & Walters, 2001; Dantas et al., 2018). While the latter seem more accepting of different body shapes and weight than ballet, the former shows patients with eating disorders who had extensive ballet training exhibiting significant differences in emotional deficiency, such as interoceptive awareness and maturity fears (Dantas et al., 2018; Archinard & Scherer, 1995). Stressors in the ballet environment such as mirrors, ballet aesthetics, demands of choreography, role models, the power of directors, choreographers, and teachers as well as the climate’s ingrained power cultures and the cult-like behavior it induces might be significant indicators to why ballet dancers seem more prone to developing eating disorders (Benn & Walters, 2001; Dan- tas et al., 2018; Schluger, 2010). Consequently, individuals are still taking short cuts to meet physical ideals and are not heeding advice that was not related to the real de- mands of the profession (Benn &Walters, 2001).
Overall, warnings signs of disordered eating included increased stress, perfectionism, fatigue, excessive exercising outside of dance, sleep disturbances and menstrual dysfunctions (Nordin-Bates et al., 2011; Batur et al., 2003; Rodrigues et al., 2020; Puddu, 1998). While these factors seemed prevalent in females, perfectionism seemed a common predictor variable for both male and female dancers. (Nordin-Bates et al., 2011).
As a result, eating disordered performers were shown to be more depressive, impulsive, emotionally disturbed, isolated, and alienated from their work than their healthy peers and described themselves as failures, felt physically unacceptable, and remained at the egocentric stage of development (Hamilton et al, 1997).
Appraisals
Threat
- Setting of externalized goals
- Pressure from within and outside the dance environment to conform to set ideals, identities and eating attitudes
- Media and social media portraying body ideals in dance and in society
- Body dissatisfaction
- Perceived ego-oriented climates
- Ego-orientation
- Self objectification
- Perfectionistic strivings and concerns
Challenge
-
Personal growth and development
- Flexible mindset
- Perceived task oriented climates
Personal qualities
- Proactivity
- Confidence
- Harmonious Passion
- Motivation
- Relatedness
Responses
Facilitative Responses to Eating Attitudes and Disorders
- Awareness of negative effects of comments about physical appearance of others
- Establishment of protocols which outlines actions and steps to undertake
- Acceptance of different body shapes and reduction of overvaluation of extreme thinness
Debilitative responses to Eating attitudes and Disorders
- Excessive exercising
- Showing signs of increased stress
- Fatigue
- Isolation and alienation
- Perceiving oneself as failures
- Feeling physically inadequate and unacceptable
- Displaying perfectionistic tendencies
- Obsessive pre-occupation with one’s body and food
General overview over responses to eating attitudes and eating disorders
Overall, it is important to make students aware of the negative effects comments about physical appearance have on others (Dantas et al., 2018). Specifically for teachers this means the use of anatomic terms for instructions, basing feedback on the functionality of the body rather than physical appearance and promotion of a students’ skills and personal strengths thus reducing the overevaluation of extreme thinness and increasing satisfaction with body image (Dantas et al., 2018). Studies further suggest that dance schools and studios should follow a protocol which outlined actions and steps to early detection and prevention of eating disorders (Dantas et al., 2018; Bonbright, 1995). These protocols should entail measures such as nutritional assessments, wellness workshops, counselling, screenings focusing on skeletal and muscular development, alignment, and function (Bonbright, 1995). However, it might be feasible to target those dancers at risk when developing such a program instead of the general population of university or dance students (Batur et al., 2003).
Injury
The mental state of dancers influences not only if an injury might occur but also how effectively an injury will be coped with. Studies show that coping skills, personality traits such as perfectionism and self-regulation, fatigue, stress and overtraining are amongst those that can be singled out as risk factors for substantial injuries in dance (Kenny et al., 2019; van Winden et al., 2020; Liederbach & Compagno, 2011; Pentith et al., 2020).
While accumulation of stressors significantly related to onset of acute injuries, sleep deprivation has been reported to increase the risk for fatal errors and injuries (Fietze et al., 2009; Downs, 2013; Reis et al., 2019). Sleep data from two studies reflected ongoing stress in ballet dancers which increase before a premiere performance, highlighting that baseline sleep duration and sleep efficiency were already lower in this group than in the normal population (Fietze et al., 2009; Stracciolini et al., 2017; Reis et al., 2019).
Consequently, dancers have reported feeling frustration, fear, distress, demotivation, anger, and depression when first injured (Macci & Crossman, 1996; Backlund & Wallén, 2016). Thus, the immediate post injury period is one of maximum emotional disorganization. Shock-like responses might entail denial concerning the seriousness of the injury or the impact it will have on future performances or goals (Macci & Crossman, 1996; Backlund & Wallén, 2016). While several indicated that they feared the reactions of teachers, peers, staff, and parents and what impact the injury would have on their dance career, some dancers said watching a class would evoke feelings of guilt and anger (Macci & Crossman, 1996; Backlund & Wallén, 2016).
Reactions during rehabilitation seemed, on the other hand, to vary between optimism to resume a career to pessimism about the severity of the injury and the amount of time to fully heal (Macci & Crossman, 1996). Furthermore, there are indications that it is the sever- ity of the injury and the related degree of psy- chological trauma that will impact whether the dancer reacts adversely to the injury (Macci & Crossman, 1996).
Appraisals
Threat
- Negative reactions to injury occurrence
- Pressure from within and outside the dance environment to conform to set ideals, identities
- Body dissatisfaction
- Insufficient recovery
- Perceived ego-oriented climates
- Ego-orientation
- Self objectification
- Perfectionistic strivings and concerns
Harm
- Injury occurrence (trauma)
- Conforming to set ideals and identities
Challenge
- Personal growth and development
- Perceived task oriented climates
- Medical and psychological attention during injury recovery
Personal qualities
- Proactivity
- Optimism
- Confidence
- Relatedness
Responses
Facilitative responses to Injuries
- Acknowledging the importance of rest
- Appraising stress and anxiety
- Following protocols established by experts
- Setting realistic goals and allowing time for recovery
Debilitative Responses to Injuries
- Struggle with self-regulation
- Pushing through pain
- Ignoring safe advice from professionals
- Displaying signs of obsessive passion
- Ignoring the importance of rest
- fear of negative reactions of teachers and peers
- fearing impact of injury on career
- pessimism about severity of injury and time needing to heal
General overview over responses to Injuries
Because effective coping strategies might facilitate psychological adjustment to stressful and traumatic experiences of injury and improved recovery time, therapists play an essential role in the dancers’ rehabilitation by offering emotional, informational, and tangible support throughout the process (Pentith et al., 2020; Macci & Crossman, 1996). However, it seems essential that coaches and medical professionals acknowledge the utilization of different coping styles and the need to change the psychological meaning of the dancers’ experience in order to facilitate the coping process (Pentith et al., 2020). Furthermore, therapists, sport psychologists, medical professional, coaches, and teachers should be encouraged to work collaboratively in order to provide a holistic approach to injury management and also to identify those who may be struggling mentally but are not seeking psychological help and support, or are showing signs of maladaptive coping (Politt & Hutt, 2021; Macci & Crossman, 1996 Mainwaring et al., 2003).
Overall, effective tools include goal setting, visualization and imagery which can be integrated into rehabilitation and recovery programs or even into a collaboration between physical therapists and psychologists (Politt & Hutt, 2021; Nordin-Bates, 2020; Mainwaring et al., 2003). Evaluating media use and screen time as well as including short naps during daytime, might further compensate for sleep deficit and assist dancers toward improving their training intensity, enhancing physical and psychological fitness and avoiding injuries and fatal errors (Fietze et al., 2009; Stracciolini et al., 2017)
Adopting an objective stance to circumstances, accepting of the experience, and maintaining a positive mindset might also reduce the negative emotions surrounding the situation and generate higher levels of happiness and self-esteem (Pentith et al., 2020). Furthermore, teachers can facilitate recovery by encouraging their students to use psychological strategies (Mainwaring et al., 2003).
These include promoting positive self-talk, social support “get togethers”, reading information about the injury and the rehabilitation process, journal/logbook entries of experience and goal setting, learning relaxation skills as well as setting SMARTER goals (Mainwaring et al., 2003). Thus, such strategies might act as a buffer against negative impact of injury induced time away from training and performing (Pentith et al., 2020)
Perfectionism
Perfectionism is usually considered to be a personality trait or disposition that influences domains of personal significance (Nordin-Bates et al., 2014). Further, it can be broadly defined as a combination of perfectionistic strivings and perfectionistic concerns (Nordin-Bates et al., 2014).
Perfectionistic striving
Perfectionistic striving captures aspects of perfectionism that reflect the pursuit of perfection and setting exceedingly high standards (Nordin-Bates et al., 2014)
Perfectionistic concerns
Perfectionistic concerns entail aspects of perfectionism reflecting concerns over performance, evaluative fears about others, and negative reactions to imperfection (Nordin-Bates et al., 2014)
Perfectionism
Perfectionism, or perfectionistic tendencies, seems prevalent among pre- professional ballet and contemporary dance students (Haraldsen et al., 2021; Nordin-Bates et al., 2014, 2011). Significant predictors for female dancers entailed, for example, experiencing heightened perfectionistic strivings and concerns in comparison to themselves (Nordin-Bates et al., 2014; Schluger, 2010). It also seems that dancers who pick up on cues emphasizing comparison and normative abilities in their environment are more likely to develop a dispositional tendency to define achievement in socially comparative terms (Carr & Wyon, 2003).
Consequently, perfectionism can be linked to debilitative imagery, greater anxiety intensities and lower levels of self-confidence (Haraldsen et al., 2021; Nordin-Bates et al., 2014, 2011). Furthermore, perfectionism is a common predictor variable for eating disorders in both male and female dancers (Nordin-Bates et al., 2014). Other research findings indicate that mental health problems related to perfectionism can be seen in relation to self-critique and the overly evaluative processes and not to holding personal standards for performance or actions per se (Stornæs et al., 2019).
Appraisals
Threat
- Setting of externalized goals
- Pressure from within and outside the dance environment to conform to set ideals, identities and eating attitudes
- Media and social media portraying body ideals in dance and in society
- Body dissatisfaction
- Perceived ego-oriented climates
- Ego-orientation
- Perfectionistic strivings and concerns
Challenge
- Personal growth and development
- Perceived task oriented climates
Personal qualities
- Confidence
- Optimism
- Motivation
- Proactivity
- Relatedness
Responses
Facilitative Responses
- Using terms such as «excellence» rather than «perfection»
- Appraising stress and anxiety
- Work/life balance
- Mindful approach to tasks and skill acquisition
Debilitative responses
- Struggle with self-regulation
- experiencing heightened perfectionistic strivings and concerns in comparison to themselves
- picking up cues emphasizing comparison and normative abilities in their environment
- Excessive training
- Overly self-critical
- Feeling inadequate and «never good enough»
- Showing signs of fear and distress
- Holding exceedingly high personal standards
General overview over responses to perfectionism
Overall, it seems that dancers benefit from engaging in visualizations and multisensory images that seem to lead to an absorption in the tasks, which leaves little space for perfectionistic thoughts (Karin & Nordin-Bates, 2020; Kveton-Bohnert, 2017). Another study has shown that mindful learning facilitates focus, psychological flexibility, and creativity which, in turn, can reduce tyrannical self-criticism and nurtures dancers’ personal development toward self-compassionate and autonomous self-mentorship (Kveton-Bohnert, 2017).
Therefore, practicing mindfulness and mindful learning strategies might be well suited measures to foster the development of mental and emotional patterns which assist dancers to achieve flow in peak performance states (Flower, 2019; Kveton Bohnert, 2017).
Personal stressors
Performance identity
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.
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.
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.
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.
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 performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
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.
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
Hoffer, D. L. (1981). The classical ballet dancer: a psycho-social analysis of the dance personality profile. Nova University.
Petrides, K. V., Niven, L., & Mouskounti, T. (2006). The trait emotional intelligence of ballet dancers and musicians. Psicothema, 18, 101-107.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Skaardal, E. (2006). Kroppen som middel og symbol: en kvalitativ studie av unge jenters bearbeidelse av prestasjoner og kroppsidealer i dansen (Master’s thesis).
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
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.
Gender identity
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.
Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
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.
Parker, R. (2011). An exploration of the identity issues faced by retiring male ballet dancers (Doctoral dissertation, University of Birmingham).
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.
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.
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.
Eating attitudes and eating disorders
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.
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.
Bonbright, J. M. (1995). Discriminating physiological, behavioral and psychological characteristics in eating disorders: Clinical and psychometric comparisons between clinically diagnosed patients, ballet dancers and controls (Doctoral dissertation, Temple University).
Bottamini, G. L. (2000). Ballet teachers: A source of perceived weight loss pressure in female ballet students. University of Ottawa (Canada).
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.
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.
Kartawidjaja, J. E., & Cordero, E. D. (2013). Fat talk and body dissatisfaction among college dancers. Journal of Dance Education, 13(4), 122-129.
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.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Puddu, C. (1998). The relationship between stress and eating attitudes and behaviour in female dancers and field hockey players.
Rodrigues, Y. C. F., Reis, N. M., Vieira, M. D. C. S., Machado, Z., & Guimarães, A. C. D. A. (2017). Fatigue and symptoms of eating disorders in professional dancers. Revista Brasileira de Cineantropometria & Desempenho Humano, 19(1), 96-107.
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.
Slater, A., & Tiggemann, M. (2002). A test of objectification theory in adolescent girls. Sex Roles, 46(9), 343-349.
Spadafora, A. (2010). Predictors of eating pathology in adolescents: a comparison of ballet dancers and non-dancers.
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.
Injury
Backlund, H., & Wallén, F. (2016). Pre-professionella balettdansares upplevelser och erfarenheter av dansrelaterade skador.
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).
Fietze, I., Strauch, J., Holzhausen, M., Glos, M., Theobald, C., Lehnkering, H., & Penzel, T. (2009). Sleep quality in professional ballet dancers. Chronobiology international, 26(6), 1249-1262.
Kenny, S. J., Palacios-Derflingher, L., Shi, Q., Whittaker, J. L., & Emery, C. A. (2019). Association between previous injury and risk factors for future injury in preprofessional ballet and contemporary dancers. Clinical journal of sport medicine, 29(3), 209-217.
Liederbach, M., & Compagno, J. M. (2001). Psychological aspects of fatigue-related injuries in dancers. Journal of Dance Medicine & Science, 5(4), 116-120
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.
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.
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
Pollitt, E. E., & Hutt, K. (2021). Viewing Injury 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.
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.
van Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., Stubbe, J. H., van Winden, D., … & Stubbe, J. H. Limited coping skills, young age, and high BMI are risk factors for injuries in contemporary dance.
Perfectionism
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.
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.
Gittens, C. Y. (2012). A comparative study: Perfectionism in elite ballet dancers and artistic gymnasts (Doctoral dissertation, University of Birmingham).
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
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.
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).
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.
Nordin-Bates, S. M., Hill, A. P., Cumming, J., Aujla, I. J., & Redding, E. (2014). A longitudinal examination of the relationship between perfectionism and motivational climate in dance. Journal of Sport and Exercise Psychology, 36(4), 382-391.
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
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.
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 Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., Stubbe, J. H., van Winden, D., … & Stubbe, J. H. Limited coping skills, young age, and high BMI are risk factors for injuries in contemporary dance.
References Appraisals and Personal qualities Personal stressors
Appraisals Performance identity
Threat
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.
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.
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 performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
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.
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
Hoffer, D. L. (1981). The classical ballet dancer: a psycho-social analysis of the dance personality profile. Nova University.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Skaardal, E. (2006). Kroppen som middel og symbol: en kvalitativ studie av unge jenters bearbeidelse av prestasjoner og kroppsidealer i dansen (Master’s thesis).
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
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.
Challenge
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.
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
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Personal qualities Performance identity
Harmonious passion
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.
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.
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.
Motivation
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.
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.
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
Proactivity
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.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
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.
Confidence
Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778
Appraisals Gender identity
Threat
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.
Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Nieminen, P. (1998). Participation motives in relation to background and involvement variables among Finnish non-professional dancers. Dance Research Journal, 30(2), 53-70.
Parker, R. (2011). An exploration of the identity issues faced by retiring male ballet dancers (Doctoral dissertation, University of Birmingham).
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.
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.
Challenge
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.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Nieminen, P. (1998). Participation motives in relation to background and involvement variables among Finnish non-professional dancers. Dance Research Journal, 30(2), 53-70.
Personal qualities Gender identity
Proacitvity
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.
Parker, R. (2011). An exploration of the identity issues faced by retiring male ballet dancers (Doctoral dissertation, University of Birmingham).
Confidence
Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
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.
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.
Relatedness
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.
Appraisals Eating Attitudes and Disorders
Threat
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.
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.
Bottamini, G. L. (2000). Ballet teachers: A source of perceived weight loss pressure in female ballet students. University of Ottawa (Canada).
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.
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.
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.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Puddu, C. (1998). The relationship between stress and eating attitudes and behaviour in female dancers and field hockey players.
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.
Slater, A., & Tiggemann, M. (2002). A test of objectification theory in adolescent girls. Sex Roles, 46(9), 343-349.
Spadafora, A. (2010). Predictors of eating pathology in adolescents: a comparison of ballet dancers and non-dancers.
Personal qualities Eating Attitudes and Disorders
Confidence
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.
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.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Motivation
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.
Rodrigues, Y. C. F., Reis, N. M., Vieira, M. D. C. S., Machado, Z., & Guimarães, A. C. D. A. (2017). Fatigue and symptoms of eating disorders in professional dancers. Revista Brasileira de Cineantropometria & Desempenho Humano, 19(1), 96-107.
Proactivity
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.
Pickard, A. (2013). Ballet body belief: Perceptions of an ideal ballet body from young ballet dancers. Research in Dance Education, 14(1), 3-19.
Relatedness
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.
Rodrigues, Y. C. F., Reis, N. M., Vieira, M. D. C. S., Machado, Z., & Guimarães, A. C. D. A. (2017). Fatigue and symptoms of eating disorders in professional dancers. Revista Brasileira de Cineantropometria & Desempenho Humano, 19(1), 96-107.
Harmonious Passion
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.
Appraisals Injuries
Threat
Backlund, H., & Wallén, F. (2016). Pre-professionella balettdansares upplevelser och erfarenheter av dansrelaterade skador.
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).
Liederbach, M., & Compagno, J. M. (2001). Psychological aspects of fatigue-related injuries in dancers. Journal of Dance Medicine & Science, 5(4), 116-120
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.
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.
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
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.
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.
van Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., Stubbe, J. H., van Winden, D., … & Stubbe, J. H. Limited coping skills, young age, and high BMI are risk factors for injuries in contemporary dance.
Challenge
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).
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.
Personal qualities Injuries
Proactivity
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).
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.
Relatedness
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.
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.
Pollitt, E. E., & Hutt, K. (2021). Viewing Injury 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.
Confidence
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.
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
van Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., Stubbe, J. H., van Winden, D., … & Stubbe, J. H. Limited coping skills, young age, and high BMI are risk factors for injuries in contemporary dance.
Appraisals Perfectionism
Threat
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.
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.
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
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.
Nordin-Bates, S. M., Hill, A. P., Cumming, J., Aujla, I. J., & Redding, E. (2014). A longitudinal examination of the relationship between perfectionism and motivational climate in dance. Journal of Sport and Exercise Psychology, 36(4), 382-391.
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
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.
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 Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., Stubbe, J. H., van Winden, D., … & Stubbe, J. H. Limited coping skills, young age, and high BMI are risk factors for injuries in contemporary dance.
Challenge
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
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).
Personal qualities Perfectionism
Proactivity
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).
Confidence
Nordin-Bates, S. M., Hill, A. P., Cumming, J., Aujla, I. J., & Redding, E. (2014). A longitudinal examination of the relationship between perfectionism and motivational climate in dance. Journal of Sport and Exercise Psychology, 36(4), 382-391.
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
van Winden, D., van Rijn, R. M., Savelsbergh, G. J., Oudejans, R. R., Stubbe, J. H., van Winden, D., … & Stubbe, J. H. Limited coping skills, young age, and high BMI are risk factors for injuries in contemporary dance.
Motivation
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
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 University).
Relatedness
Nordin-Bates, S. M., Hill, A. P., Cumming, J., Aujla, I. J., & Redding, E. (2014). A longitudinal examination of the relationship between perfectionism and motivational climate in dance. Journal of Sport and Exercise Psychology, 36(4), 382-391.
Responses to Personal stressors
Responses to dance identity stressors
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.
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).
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.
Diaz, H., Chatfield, S. J., & Cox, J. (2008). Cultivating Presence in Movement: Student Refections on the Practice of Feldenkrais Awareness Through Movement® in Dance Training. Journal of Dance Education, 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
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.
Pickard, A., & Bailey, R. (2009). Crystallising experiences among young elite dancers. Sport, Education and Society, 14(2), 165-181.
Redding, E., & Quested, E. (2006). When Art Meets Science. International Journal of Learning, 13(7).
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.
Responses to Gender identity stressors
Haltom, T. M., & Worthen, M. G. (2014). Male ballet dancers and their performances of heteromasculinity. Journal of College Student Development, 55(8), 757-778.
Li, Z. (2011). Adolescent males in dance: A closer look at their journey. Journal of Physical Education, Recreation & Dance, 82(7), 17-23.
Parker, R. (2011). An exploration of the identity issues faced by retiring male ballet dancers (Doctoral dissertation, University of Birmingham).
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.
Responses to Eating attitudes and disorders
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.
Bonbright, J. M. (1995). Discriminating physiological, behavioral and psychological characteristics in eating disorders: Clinical and psychometric comparisons between clinically diagnosed patients, ballet dancers and controls (Doctoral dissertation, Temple University).
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
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.
Puddu, C. (1998). The relationship between stress and eating attitudes and behaviour in female dancers and field hockey players.
Responses to injuries
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).
Fietze, I., Strauch, J., Holzhausen, M., Glos, M., Theobald, C., Lehnkering, H., & Penzel, T. (2009). Sleep quality in professional ballet dancers. Chronobiology international, 26(6), 1249-1262.
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.
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
Pentith, R., Moss, S., Lamb, K., & Edwards, C. (2020). Perfectionism Among Young Female Competitive Irish Dancers: Prevalence and Relationship with Injury Responses.
Pollitt, E. E., & Hutt, K. (2021). Viewing Injury in Dancers from a Psychological Perspective-A Literature Review. Journal of Dance Medicine & Science, 25(2), 75-79.
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.
Responses to Perfectionism
Gittens, C. Y. (2012). A comparative study: Perfectionism in elite ballet dancers and artistic gymnasts (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.
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).
