Intervención Formativa con el Profesorado de Danza e Influencia Motivacional en su Alumnado

Abstract

Se diseña un programa de formación para el profesorado con el principal objetivo de evaluar si sus estudiantes mejoran sus niveles motivacionales. Integraron la muestra 5 profesores voluntarios de un Conservatorio de danza (3 del grupo experimental y 2 del grupo control), así como sus respectivos alumnos (N=60). Se evaluó antes de la intervención la conducta de instrucción mediante el CBAS (Coaching Behaviour Assessment System) adaptado a danza, así como la motivación de los alumnos a través de un Cuestionario de Motivación para Estudiantes de Danza. Después del trabajo con profesores del grupo experimental, se les evaluó de nuevo para comprobar si los niveles iniciales reflejaban algún cambio. Los resultados muestran variaciones significativas en las escalas del CBAS y en los cuestionarios de Motivación en dicho grupo sugiriendo la efectividad de la intervención.

The Effect of Manipulated and Accurate Assessment Feedback on the Self-Efficacy of Dance Students

“…Research has indicated that repetitive negative comments from teachers, for instance, can lead to a decrease in dance students' perceived competence. 12 Dance teachers' messages and feedback have been found to exert an important influence on students' self-efficacy and also to directly influence their motivation. 13 In another study, Garcia-Dantas and Caracuel showed that those teachers who exhibited higher frequency of positive reinforcement had more motivated students (defined as those with a stronger desire to invest effort in training and to perfect themselves).…”

“…13 In another study, Garcia-Dantas and Caracuel showed that those teachers who exhibited higher frequency of positive reinforcement had more motivated students (defined as those with a stronger desire to invest effort in training and to perfect themselves). 12 Teachers' feedback behavior can also influence what dancers believe they can achieve, the goals they set, and therefore the effort exerted to reach those goals. 14 These findings from past research justify further examination of teachers' feedback practices to identify the strategies and methods that promote optimal self-efficacy in dancers.…”

Receptiveness of Spanish and Flamenco Professional Dancers in Their Training and Development

“…The younger dancers are at the end of their higher education or entering the professional world and their maximum reference are their teachers. Intervention proposals have been mentioned for improving the teaching in the staff of a professional conservatory (García-Dantas, Caracuel-Tubío, and Peñaloza-Gómez, 2013). Perhaps it would be advisable for such interventions also to be implemented in areas of higher education and professional environments, where there International Journal of Instruction, April 2020 • Vol.13, No.2 are older dancers.…”

Psychological stress responses to a live performance by professional flamenco dancers

“…Moreover, there are very few studies on professional dance that determine the differences in psychological stress with regard to gender ( Van Winden et al, 2020 ), probably due to the low number of men who practice dance ( Ibáñez-Granados, Ortiz-Camacho & Baena-Extremera, 2018 ; Requena-Pérez, Martín-Cuadrado & Lago-Marín, 2015 ). However, some studies done with female dancers found differences in psychological stress, showing greater stress in both dance students, due to the lack of time to be able to make it compatible with their studies ( García-Dantas & Caracuel, 2011 ) and in professional dancers during their performance ( De Wet, Africa & Venter, 2022 ). Other studies indicate that professional men dancers show psychological unease that is significantly more negative than the women dancers ( Hamilton et al, 1989 ).…”