Antonini Philippe, Roberta

Kosirnik, Céline

Pomini, Valentino

English

Serveur académique lausannois

INTRODUCTIONSelf-compassion and the performer's environment: A winning combo for wellbeing in the performing arts and artistic sportsCéline KOSIRNIK1, Roberta ANTONINI PHILIPPE1, and Valentino POMINI21Institute of Sport Sciences, University of Lausanne; 2Institute of Psychology, University of Lausanne MIXED METHODOBJECTIVESEXPECTED RESULTS AND POSSIBLE IMPLICATIONSPerformers (i.e., artists and athletes) seek toacquire a strong mindset to face the challengesassociated with their activity. Unfortunately, thismental toughness can sometimes fosterconditions in which personal resources, such asovercoming obstacles or perseverance, are sohighly valued that athletes may be less likely orunwilling to seek help for mental health issues(Gucciardi, Hanton, & Fleming, 2017). A new concept,self-compassion, has been studied andhighlighted to complement this mentaltoughness (Neff, 2003). Self-compassion ischaracterized by three components: self-compassion, common humanity andmindfulness. The development of self-compassionate skills has been shown to havebenefits for personal performance and well-being (Baltzell, Röthlin & Kenttä, 2020). Thedevelopment of personal coping skills oftendepends on one’s environment and not only ononeself (Frentz, McHugh & Mosewich, 2020). Theperformer’s social environment (i.e., peers,parents, coaches) has a role to play in theirpersonal development (Ingstrup, Mosewich & Holt,2017). The use of a mixed method will helpanswer these questions:How is self-compassion perceived and defined by performers and coaches? What role does the social environment play in the development of these skills? How performers could develop self-compassionate skills ?  This study aims at :• Exploring the concept of self-compassionwithin performers• Studying the links between self-compassionand performers’ social environment• Creating guidelines for coaching andsupporting the development of these skillsParticipants• Between 25 and 30 performers• Aged 14 to 25 years• Activities: classical music, ballet, artistic sports(rhythmic gymnastics, figure skating)• French-speaking part of SwitzerlandProcedureThe data is collected by conducting a semi-structured interview with each performer.• Initial instruction: Tell me about yourclasses/trainings with your coach/teacher andhow you deal with/talk to yourself during practice.Then, two dimensions are explored:a) Relationship to oneself, self-compassionb) Roles of meaningful people around andrelationships with those peopleThe performers are also confronted with quotes towhich they must react and a last question is askedon how they would like to receive help to developtheir self-compassionate skills.The expected results, thanks to data from mixedmethods, are :• An insight into what self-compassion is forthese performers• A clarification of the role of the socialenvironment in the development of self-compassionate skills• The prevalence of self-compassion in thesepopulations• Guidelines on how to accompany performersin developing self-compassionate skillsAPPLIED INTERVENTION*References are available upon request(celine.kosirnik@unil.ch)QUALITATIVE DATAQUANTITATIVE DATAParticipants• Approximately 250 performers (classical music, classical dance, artistic sports), aged between 14 and25, practicing in the French-speaking part of SwitzerlandOnline or paper questionnairesData analysisThe data will be analyzed using SPSS statistical software.Participants• Three focus groups including, in total, 15 to 20coaches (teachers, trainers, ballet masters)• Activities taught: classical music, ballet, artisticsports (rhythmic gymnastics, figure skating)• French-speaking part of Switzerland• Not the coaches of the interviewed’ performersProcedureThe focus groups will bring together coaches fromdifferent disciplines (i.e., one focus group = 2dance teachers, 2 music teachers and 2 artisticsports’ coaches).During the focus groups, different vignettes,created from the interviews, will be presented tothe coaches, from which they will react:a) Performers’ negative and positive attitudestowards themselvesb) A coach-performer situation hindering thedevelopment of self-compassionc) A coach-performer situation promoting self-compassionSEMI-STRUCTURED INTERVIEWS GROUP FOCUS Self-compassion scale (Neff, 2003a) Mental Health Continuum (Doré, O'Loughlin, Sabiston & Fournier, 2017).Interpersonal Behavior Questionnaire (IBQ) (Rocchi, Pelletier & Desmarais, 2016)Data analysis: Thematic analysis according to Grounded Theory (Strauss & Corbin, 1998).International Symposium on Performance Science, 2021Based on the results of the qualitative andquantitative studies, an intervention program ofapproximately 4 to 6 weeks will be created andoffered to a sample of performers, coachesand/or parents. This program will be proposed bya certified sport psychologist.Results of previous research will help create theprogram (Kuchar et al., 2020; Flegar, 2021; Röthlin &Leiggener, 2021).

Poster "Self-compassion and the performer's environment: A winning combo for wellbeing in the performing arts and artistic sports" - International Symposium on Performance Science, 2021

https://serval.unil.ch/resource/serval:BIB_6E15A1DC4E75.P001/REF.pdf

Poster "Self-compassion and the performer's environment: A winning combo for wellbeing in the performing arts and artistic sports" - International Symposium on Performance Science, 2021

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