The role of psychological factors in the career of the independent dancer

Previous research indicates that psychological factors such as motivation and mental skills play an important role in relation to performance and to negotiating talent development stages. However, little is known about these factors in dance, particularly with regard to the independent dancer whose career may involve multiple roles, varied work patterns, and periods of instability. The aim of this study was to explore dancers’ motivation to work in an independent capacity, and the extent to which dancers’ psychological characteristics and skills enabled them to navigate a career in this demanding sector. In-depth semi-structured interviews were conducted with 14 dancers at different stages of their careers. Interviews were transcribed verbatim and content analyzed. Analysis revealed that the dancers were intrinsically motivated and highly committed to the profession. Working in the independent sector offered dancers opportunities for growth and fulfillment; they appreciated the autonomy, flexibility and freedom that the independent career afforded, as well as working with new people across roles and disciplines. In order to overcome the various challenges associated with the independent role, optimism, self-belief, social support, and career management skills were crucial. The mental skills reported by the participants had developed gradually in response to the demands that they faced. Therefore, mental skills training could be invaluable for dancers to help them successfully negotiate the independent sector

Categorizing and Defining Popular Psychological Terms Used Within the Youth Athlete Talent Development Literature: A Systematic Review

Inconsistencies in the use and definition of psychological terms within the talent development literature have been identified. To advance the scientific field, the creation of a shared language is recommended. This review aimed to systematically (i) identify terms used in empirical studies to describe psychological components purported to facilitate athletes' development; (ii) analyse definition and meanings of these terms; and (iii) group, label and define terms into meaning clusters. A systematic review using a narrative approach to synthesise information was conducted. A comprehensive literature search of SPORTDiscus, PsycINFO, PsycARTICLES, and ERIC was completed in May 2015. In total 21 empirical studies, published between 2002 and 2015, met the inclusion criteria and were included in the narrative synthesis. Thematic analysis was used to analyse the findings. Identified psychological terms were categorised as psychological skills or psychological characteristics. Psychological skills were defined as athletes’ ability to use learned psychological strategies (e.g., self-talk) to regulate and facilitate the enhancement of psychological characteristics. Psychological characteristics were defined as predispositions that impact upon athlete development (e.g., self-confidence). Despite being relatively enduring and consistent across a range of situations, psychological characteristics can be regulated and enhanced through the use of psychological skills

Excellence in the performing arts: A study of elite musicians' mental readiness to perform.

Sixteen elite classical musicians from six countries were interviewed to explore and document their mental readiness to excel and to assess the relevance of Orlick's model of excellence (1989) to musical excellence. Five of Orlick's components were found to be common among elite musicians: an extremely high level of commitment, a clear focus on the music, an ability to refocus, highly developed imagery (or visualization) skills and constructive performance evaluation. Musicians do not have very specific or detailed mental preparation plans for practicing or for performing; they prefer to follow general guidelines. Three qualities were added to the list of skills/qualities required to excel in music: spontaneity, creativity and flexibility. Other determining factors in the musician's level of excellence were the nature of their goals, the perspective they carry into their musical endeavours and their abiding love and enjoyment of music. Problems encountered are discussed and future avenues of research are suggested

A qualitative investigation of commitment to dance: findings from the UK Centres for Advanced Training

Commitment to an activity forms an essential part of the talent development process, yet little is known about the reasons why young people commit to dance training. The aim of this study was to investigate the factors that affect young dancers’ commitment to a selective dance talent scheme. Semi-structured interviews were conducted with 19 committed dancers and transcripts were content analysed. Enjoyment was the most important factor relating to commitment, and stemmed from several sources such as self-expression, movement sensations and feelings associated with performing. Relationships with dance peers and teachers, parental support and the opportunities available on the scheme also enhanced commitment. While some potential barriers to participation were identified, such as concerns about injury, these seemed insufficient to affect the participants’ commitment. The results of the study may help educators to develop young dancers’ talents optimally by enhancing their commitment to training