“…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.…”