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Situational stressors

Situational stressors are factors or concerns outside of dance training, worries about employability, finances and time- management issues.

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Situational stressors

General situational stressors included limited economic means, race/ethnicity, gender, high commitment and the sacrifice of social lives, friendships, and life goals outside of the dance environment. Consequently, negative outcomes from the latter include anxiety, weaker support systems and thwarting of personal autonomy (Sanchez et al., 2013; Aujla et al.,2014).

Appraisals

Threat

  • ideals in society and within the dance world
  • Social background
  • Career pathway (schedule, promotions…)
  • financial means
  • Weak support systems

    Challenge/Benefit

  • Support systems

Personal qualities

  • Proactivity
  • Relatedness
  • Confidence
  • Motivation

Overview over responses to Situational stressors

 Facilitative responses

  • Displaying help seeking behaviors ( using social support from parents and family)
  • Reducing stress
  • Prioritizing and looking after mental health and self worth
  • Establishing a Work/ life balance

 Debilitative responses

  • Thwarting personal autonomy
  • Isolation (weakening one’s support-system from family and friends)
  • Neglect of mental health and self worth
  • Being passive in navigation of one’s career
  • Perceiving dance as the only interest worthwhile maintaining

General about responses to Situational stressors

Social support, not only within the dance training environment but also outside the dance environment, such as from parents and other family members is of importance to motivation, learning and coping with situational stressors (Sanchez et al., 2013). This is especially noteworthy considering that young dancers often sacrifice friendships and other experiences in their commitment to dance. The pressure to succeed as well as limited economic means can cause anxiety and a weaker support system in their lives (Lopez, 2019; Sanchez et al., 2013). Rather, dancers can manage and reduce stress by looking after their mental health and self- worth, being proactive in the navigation of their career, and growing as an artist while living a life as a whole person (Kim & Tasker, 2020).

Situational Stressors:

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.

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

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.

Reis, N. M., Cardoso, A. A., de Araújo, C. R., Moratelli, J., Boing, L., Borgatto, A. F., & de Azevedo Guimarães, A. C. (2019). Quality of life is associated with fatigue among Brazilian professional dancers. Motricidade, 15(1), 33-38.

Risner, D. (2014). Bullying victimisation and social support of adolescent male dance students: an analysis of findings. Research in Dance Education, 15(2), 179-201.

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.

Appraisals

Threat

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.

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

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

Personal qualities

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.

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.

Confidence

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.

Reis, N. M., Cardoso, A. A., de Araújo, C. R., Moratelli, J., Boing, L., Borgatto, A. F., & de Azevedo Guimarães, A. C. (2019). Quality of life is associated with fatigue among Brazilian professional dancers. Motricidade, 15(1), 33-38.

Risner, D. (2014). Bullying victimisation and social support of adolescent male dance students: an analysis of findings. Research in Dance Education, 15(2), 179-201.

Motivation

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.

Relatedness

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

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.

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.

Responses to Situational 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.

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

Aujla, I. J., Nordin-Bates, S. M., & Redding, E. (2015). Multidisciplinary predictors of adherence to contemporary dance training: findings from the UK Centres for Advanced Training. Journal of sports sciences, 33(15), 1564-1573.

de las Heras Fernández, R., Espada Mateos, M., Carrascal Dominguez, S., & Garcia Coll, V. (2020). Evaluation and analysis of emotional intelligence, mood and coping strategies in two Spanish dance companies. Research in Dance Education, 21(3), 231-244.

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 academic, cultural, and social world. Research in Dance Education, 20(2), 174-183.

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.

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