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

Abstract

A qualitative investigation of commitment to dance: findings from the UK Centres for Advanced Training.. Research in Dance Education

Multidisciplinary predictors of adherence to contemporary dance training: findings from the UK Centres for Advanced Training

“…Dance and sport research has typically focused on enjoyment (e.g., Alter, 1997;Weiss & Petlichkoff, 1989) but has not explored whether a deeper emotional attachment can predict adherence. Given the role of passion in dance commitment and dropout highlighted in recent qualitative research (Aujla et al, 2013;Walker et al, 2012), such a finding is a valuable step forward in establishing not only the role of passion itself but also of the types of passion in adherence to dance.…”

“…According to descriptive studies, common reasons for adhering to sport are enjoyment, social relationships and perceived competence (e.g., Weiss & Petlichkoff, 1989), and similar participation motives have been reported in dance (Alter, 1997;Nieminen, 1998). For example, a recent qualitative study of young talented dancers found that the most important factors associated with commitment were enjoyment, stemming from sources such as selfexpression and performing, and social relationships in terms of positive peer interactions and teacher behaviour (Aujla, Nordin-Bates, & Redding, 2013).…”

“…Sport studies indicate that task-involving climates are associated with adherence (Boiché & Sarrazin, 2009;Le Bars, Gernigon, & Ninot, 2009) while ego-involving climate perceptions are associated with dropout (Pelletier, Fortier, Vallerand, & Brière, 2001;Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002), yet these relationships have yet to be examined in dance. In qualitative studies of commitment and dropout, young dancers identified teacher behaviours characteristic of motivational climates, such as autonomy support and favouritism, which influenced their decisions to stay or leave training (Aujla et al, 2013;Walker et al, 2012). In dance talent contexts, teachers may employ normative comparison and punishment of mistakes in order to promote talent development, but such behaviours could have a detrimental effect on retention rates.…”

Developing talent among young dancers: findings from the UK Centres for Advanced Training

“…Social relationships such as family support and friendships with peers also played a key role in commitment (Aujla et al 2013; Sanchez, Aujla and Nordin-Bates 2012). Parents provided emotional, motivational and logistical support, while peers not only represented a supportive group with similar interests, but also fellow artists with whom to collaborate, create and perform.…”

“…In order to enhance commitment to dance training, educators should maximise the enjoyable aspects of training wherever possible (Aujla et al 2013). For example, teachers can encourage self-expression in technique classes and provide formal and informal opportunities for performing; these could also be linked to opportunities for creative exploration outside of specific creative sessions.…”