Talent identification and development in dance: a review of the literature

Walker, Imogen J; Nordin-Bates, Sanna M; Redding, Emma

doi:10.1080/14647893.2010.527325

Cited by 36 publications

(38 citation statements)

References 124 publications

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“…Dance talent may be difficult to define but it too can be described as multidisciplinary (Walker et al 2010). Therefore considerations of dance talent should include physical and technical ability, psychological factors, creativity and expressive ability, as well as the impact of teachers and other social agents (Walker et al 2010). This paper outlines the key findings of an interdisciplinary longitudinal investigation into dance talent development conducted in the UK between 2008 and 2011 .…”

Section: Introductionmentioning

confidence: 99%

“…Talent identification refers to the recognition of an individual's abilities -or their potential ability -while talent development refers to the conditions that facilitate the fulfilment of potential (Walker, Nordin-Bates and Redding 2010). Research in related domains including sport and music indicates that talent is comprised of multiple factors, such as physical and technical skills, psychological characteristics, and in certain activities, artistic abilities.…”

Section: Introductionmentioning

confidence: 99%

“…Baker and Horton 2004;Ericsson et al 1993;Haroutounian 1995 Vaeyens et al 2006;Williams and Reilly 2000). Dance talent may be difficult to define but it too can be described as multidisciplinary (Walker et al 2010). Therefore considerations of dance talent should include physical and technical ability, psychological factors, creativity and expressive ability, as well as the impact of teachers and other social agents (Walker et al 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, literature reviews in both sport and dance indicate that optimal talent development depends upon a range of variables including student commitment, teacher behaviour, structured learning and practice, as well as physical facility, all of which educators can influence in the studio (e.g. Walker et al 2010;Williams and Reilly 2000).…”

Section: Introductionmentioning

confidence: 99%

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

Aujla¹,

Nordin-Bates²,

Redding³

et al. 2014

Theatre, Dance and Performance Training

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Developing talent among young dancers: Findings from the UK Centres for Advanced Training.Theatre, dance and performance training, 5(1): [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30] http://dx.doi.org/10. 1080/19443927.2013.877964 Access to the published version may require subscription. AbstractThe identification and development of talent is a key concern for many dance educators, yet little research has been conducted in the area. In order to understand better how to optimise dance talent development among young people, systematic and rigorous research is needed. This paper will summarise and discuss the key findings of a ground-breaking longitudinal interdisciplinary research project into dance talent development. Over two years, almost 800 young dancers enrolled at one of the eight nationwide Centres for Advanced Training (CATs) participated in the project. Physical factors, psychological characteristics, and injury data were collected quantitatively while the students' thoughts and perspectives on commitment, creativity and cultural variables were captured using qualitative methods. The largest study of its kind, the project yielded a wide range of findings with a number of practical implications. The main focus of this paper is on how the project findings apply to important pedagogic topics such as audition criteria, passion and commitment, and teaching behaviour. The area of talent identification and development is complex, yet this research has begun to shed new light on the notion of talent and has provided novel insights to support its development.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Aujla¹,

Nordin-Bates²,

Redding³

et al. 2014

Theatre, Dance and Performance Training

Self Cite

View full text Add to dashboard Cite

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“…Sourcing knowledge from other fields seems to have become a common practice in dance. Examples where dance has sourced knowledge from other fields include: sport (Chua, 2013;NordinBates, 2012;Walker, Nordin-Bates, & Redding, 2010), psychology (Mainwaring & Krasnow, 2010;Moyle, 2012;Murphy, Nordin, & Cumming, 2008), motor learning (Enghauser, 2003;Kimmerle & Côté-Laurence, 2003;Skrinar, 1986), skill acquisition (Bailey & Pickard, 2010;Vintere, Hemmes, Brown, & Poulson, 2004), pedagogy (Connell, 2009;Warburton, 2008;Wilson, 2009), physiology (Angioi, Metsios, Twitchett, Koutedakis, & Wyon, 2009;), education (Bonbright, 1999;Bradley, 2001;Gilbert, 2005), and complex systems (Batson, 2008;Hopper, 2012).…”

Section: Outsourcing Knowledge From Other Fieldsmentioning

confidence: 99%

The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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