Att som danselev ha en hög perfektionistisk strävan är tveeggat. Det kan å ena sidan bidra till utveckling och framgång inom yrket, men även leda till överarbete, rigiditet och ökad skaderisk. Implicita inlärningstekniker kan minska det perfektionistiska tänkandet och göra balansgången lättare, skriver Sanna Nordin-Bates, Fil Dr. i Idrottsvetenskap vid GIH.

Dance imagery is a consciously created mental representation of an experience, either real or imaginary, that may affect the dancer and her or his movement. In this study, imagery research in dance was reviewed in order to: 1. describe the themes and ideas that the current literature has attempted to illuminate and 2. discover the extent to which this literature its the Revised Applied Model of Deliberate Imagery Use. A systematic search was performed, and 43 articles from 24 journals were found to it the inclusion criteria. he articles were reviewed, analyzed, and categorized. he findings from the articles were then reported using the Revised Applied Model as a framework. Detailed descriptions of Who, What, When and Where, Why, How, and Imagery Ability were provided, along with comparisons to the field of sports imagery. Limitations within the field, such as the use of non-dance-specific and study-specific measurements, make comparisons and clear conclusions difficult to formulate. Future research can address these problems through the creation of dance-specific measurements, higher participant rates, and consistent methodologies between studies.

The understanding of the significance of movement to learning benefits from advances in neuroscience. This study considered a neurophysiological perspective in relation to the educational theory of Accelerated Learning (AL) for which little empirical evidence exists. Childhood development themes and learning strategies from a neurophysical-psychological viewpoint were investigated through the use of developmental dance movement (DDM) as a kinaesthetic tool over an eight-session programme with three early years practitioners and two reception classes in two UK primary schools. The research strategy included both qualitative and quantitative methods to capture examples of accelerated learning and transfer. Qualitative data from three semi-structured interviews with early years practitioners was based on their observations of intervention sessions on a whole-group level and selected case studies of children in their class. The data were analysed with the aim of addressing their views on the children’s learning, which influenced and elucidated the practitioners own learning outcomes. Quantitative methods utilised the Goodenough–Harris draw-a-person test with participating children to explore change in visual-motor integration and developmental maturity as a measure of accelerated learning and transfer. Findings supported neuroscientific research and highlighted useful and contradictory aspects of AL theory. Practitioners were able to identify benefits for pupils with specific learning needs. Case studies demonstrated accelerated learning through observed changed behaviour. T-test results from Aston index pre-post scored drawings showed significant differences (p = 0.005) in visual-motor integration and developmental maturity. It is concluded that DDM can provide opportunity for physical/cognitive advancement for young children.

In the present chapter we describe and discuss perfectionism  as we have seen it manifest in dance and especially in classical ballet.

Objectives This longitudinal study examined potential predictors of disordered eating attitudes (DEA) for male and female dancers, with a particular focus on whether environmental predictors (perceptions of task- and ego-involving motivational climate) added significantly to the prediction made by intrapersonal predictor variables (demographics/training, self-esteem, perfectionism).