CAS Dance Science: Psychology & Education Study Programme …€¦ · The CAS in Dance Science: Psychology & Education focuses on the psychological and pedagogical aspects in dance

CAS Dance Science: Psychology & Education

Study Programme 2017

CAS Dance Science: Psychology & Education 2017 The Science of Dance

Welcome, all of you, to the first dance science programme in continental Europe!

Dance is the art of human movement. Dance science, therefore, should be seen as an important area within the larger field of the human movement sciences. Dance Science is concerned with the primary instrument in dance: the dancer himself. How should this instrument be maintained to ensure a long and healthy career? How can this instrument be efficiently improved through targeted training? These related questions are important for all dance professionals, be they dance teachers, choreographers, or artistic directors. In order to answer them, it helps tremendously if dance professionals are intimately familiar with the primary instrument in dance. Such familiarity can only be achieved through a multidisciplinary scientific approach: Dance professionals benefit from an acquaintance with the state of the art in human anatomy, physiology, neuroscience, medicine, motor control, science of training, and psychology, as all of these pertain to dance.

In this respect, dance is unique among the arts: No other art form can pride itself with an instrument of such magnificent complexity, and in no other art form does its perfection and conservation require so much knowledge and skill. This is the responsibility that rests on your shoulders. It is this level of knowledge and skill that you seek in this programme. After its completion, you will have gained a level of understanding of ‘the dancer’ that gives you a critical advantage among many of your peers. As absolvents of the first Master of Advanced Studies (MAS) programme in Dance Science in continental Europe, you will be the pioneers that will eventually lift the whole field of dance to a new, evidence-based approach to dance practice and training.

Of course, your new-found knowledge and skills are not limited to ‘the dancer’. They will be applicable to other population groups as well: Dance is currently being rediscovered on a large scale as an important weapon in the fight against many problems that face our modern age: obesity, depression, anti-social behaviour among our youth and functional dependence among our elderly, to name just a few. After obtaining your MAS or CAS in Dance Science, you may well go on to pioneer one of these emerging fields as well.

In the programme you will not only learn the most important facts and skills to sustainably allow a dancer to excel. You will also gain an understanding of something that will allow you to stay up to date as the frontiers of our understanding are pushed further – something that might even help you push those frontiers a tiny bit further yourself: the Scientific Method. How do I test which of several training or rehabilitation programs work best? How do I assess whether our strength training programme had a positive effect on the rate of injury? How can I quantify the functional independence a group of elderly gained after following our dance intervention? In order to answer such questions adequately, we have to master the general method that underlies all the knowledge and skill that you will gain in this program: the method of scientific enquiry.

Of course, mastery of the scientific method does not automatically make you a good scientist, just as mastery of all the skills of your art does not make you a good artist. What is essential in both – but often overlooked in the area of science – is creativity. Creativity is what underlies both the formation of a new hypothesis and the creation of a new choreography. Creativity is at the root of both art and science. This realisation is comforting in that it shows how closely related the ‘hip’ field of dance and the ‘square’ field of science actually are.

So although the Arts and the Sciences at first may seem incompatible, we hope that you will soon realise that when it comes to being a dance professional, it’s hip to be square! So open your minds, think critically, be creative, enjoy the scientific discourse on the art of dance and above all, delight in being part of the exciting new field that is dance science.

Andrea Schärli, programme leader MAS Dance Science, Institute of Sport Science, University of Bern

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CAS Dance Science: Psychology & Education 2017 Overview

Introduction to the programme 3

Programme organisation 3

Target audience 4

Programme content 4

Lifelong Dancing 5

Learning and Teaching in Dance I 6

Learning and Teaching in Dance II 9

Learning and Teaching in Dance III 12

Balancing a Dancer’s Life 15

Performance Psychology I 16

Performance Psychology II 19

Performance Psychology III 22

Educating the Gifted Dancer 25

Applied Gifted Education I 26

Applied Gifted Education II 29

Transition I 32

Transition II 35

Embedded Research Skills 38

Ethics in Research and Methods of Survey Techniques 39

Assessment 42

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CAS Dance Science: Psychology & Education 2017 Introduction to the programme

Dance Science addresses training, lifestyle and performance of professional dancers as well as the effects of dance activities on different populations. With origins in sport science, dance science establishes a strong link between theory and practice.

The CAS in Dance Science: Psychology & Education focuses on the psychological and pedagogical aspects in dance. Candidates will acquire different psychological concepts and compare and reflect upon them critically in relation to their practical experience. The programme will encourage candidates to develop advanced skills, which allow them to design and implement dance curricula for a range of dance populations.

Dance Science becomes increasingly important to a variety of dance populations: whereas the focus of the early stages of dance science lies on the professional ballet dancer, current discourses in dance science investigate a large pool of issues, both in terms of dance genres (e.g. contemporary and urban dance) and in terms of population groups. Graduates of the CAS in Dance Science: Psychology & Dance will be at the forefront of an emerging field, which will allow dancers to train in healthier ways and to open up dance training for different population groups.

Programme organisation

The CAS in Dance Science: Psychology & Education of the University of Bern comprises 16 ECTS points and is part of the Master of Advanced Studies (MAS) in Dance Science. This CAS programme can also be completed separately.

The programme comprises 22 course days (ca. 150 contact hours) and 16 ECTS-points (ca. 480 working hours in total) and will be organised by the Institute of Sport Science, University of Bern, Switzerland.

Duration of the CAS in Dance Science: Psychology & Education is one year (first round: February 2017 - February 2018). The programme allows dance professionals to pursue their degree whilst continuing to work. It is aimed at dancers, teachers, choreographers and artistic directors as well as allied health care specialists and scientists with an affinity for dance.

The regular study time for the CAS in Dance Science: Psychology & Education is 12, the maximal study time 18 months. Upon well-founded request, an extension of this time may be granted by the programme management. Exceedance of the 18 months study time without prior authorisation by the programme management can lead to the exclusion of the programme.

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CAS Dance Science: Psychology & Education 2017 Teaching language is English. Written assignments, tests and exam can be completed in English or German (if the lecturer is german speaking).

Upon completion of all module components, candidates will receive a CAS in Dance Science: Psychology & Education from the University of Bern (CAS DSPE Unibe). A diploma supplement lists the detailed content of the programme as well as the effected skills and abilities. The applied CAS programme qualifies the absolvents to continue their study in the MAS in Dance Science programme of the University of Bern.

Target Audience and admission criteria

The continuing education programme in Dance Science addresses the following target audience from the field of movement, sports, and dance:

• Dance professionals (dancers, teachers, choreographers) • Artistic directors of schools, dance companies and theatres • Human Movement Scientists / Sport Scientists • Physical education teachers • Physiotherapists, Mensendiek-therapists, Osteopaths, Alexander-, Feldenkrais-,

Spiraldynamik-, Pilates- or Gyrotonic instructors • Experts in the area of medicine, psychology, pedagogy and education, nutrition,

biology and biomechanics

Candidates must have a first degree from a University, ‚Fachhochschule‘, vocational education or equivalent as well as having proof of appropriate experience in the field of dance or another movement related field. This requirement may be waived if the candidate displays exceptional experience in the dance field and a strong motivation to continue his/her education in this scientific field.

Programme content

In the following the block descriptions of the four modules: Lifelong Dancing, Balancing a Dancer’s Life, Educating the Gifted Dancer, and Embedded Research Skills:

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Lifelong Dancing

5

MAS Dance Science / CAS DSPE / 2017

Module

Block Title

ECTS-Credits

First Lecture Last update

Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes

Lifelong Dancing

Learning and Teaching in Dance I: Children

1.5

17 June 2017 September 2016

17 June 2017 18 June 2017

45 hours

12

Dr. Mirko Schmidt

Physical activity, and dance in particular, can have a vast range of positive effects not only on participants’ physical, but also on their psychological and mental health. However, these effects do not occur by itself. Purposeful teaching, taking into account the needs of both students and teachers, is a prerequisite to achieve the main aim of joyful motor learning. This block focuses on the psychological and pedagogical aspects of teaching and learning in physical education and dance. Students will get to know the theoretical foundations to create a positive motivational climate in their teaching class. They will learn the most common theories and concepts used in the pedagogical setting and should reflect on their teaching in the light of these.

The students will be able to: - describe the fundamental psychological and pedagogical theories and concepts for teaching, - use specific concepts to reflect and improve their own teaching style, - communicate in a self-worth protecting manner, - describe and recognize psychological processes induced by the group setting, - adapt basic didactical methods to their own teaching.

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Content

Modes of study

Assessment

Course material

- Fundamental psychological and pedagogical theories and concepts for teaching - Goal setting - Achievement goal theory - Motivational climate - Competence beliefs - Self-concept - Communication - Etc.

- Lectures - Group work - Discussion - Practical exercises - Reflection

Written reflections on the implementation of a self-chosen theory for one's own teaching

- Handouts - Papers - Book chapters

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Literature EN Elliot, A.J. & Dweck, C.S. (2007). Handbook of competence and motivation. New York: Guilford press. Liukkonen, J., Auweele Y.V., Vereijken, B., Alfermann, D., & Theodorakis, Y. (2007). Psychology for physical educators: Student in focus. Champaign, IL: Human Kinetics. Wentzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. New York, NY: Taylor Francis. DE Gerber, M. (2016). Pädagogische Psychologie im Sportunterricht. Ein Lehrbuch in 14 Lektionen. Aachen: Meyer und Meyer.

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes

Lifelong Dancing

Learning and Teaching in Dance II: People with special needs/challenges

1.5

14 October 2017 August 2016

14 October 2017 15 October 2017

45 hours

12

Dr. Thom Hecht

This block will introduce students to theories of the body, the disabled dancer, and people with special needs/challenges (elderly people, people with Parkinson, etc.). Students will be introduced to theories of disability studies in the wider context of dance as an art form, and learn how to critically evaluate the growing pool of literature in this field. With this theoretical knowledge as a base, students will explore examples of the abled/disabled body in dance and the challenges of learning and teaching for and with people with disablities, special needs/challenges. Practical tasks will involve the development of a dance curriculum and/or project designed for a particular group, with a particular focus on creating an inclusive environment. We will also reflect on ethical issues of working with people with disabilities.

The students will be able to: - critically evaluate literature on disability theories, in particular in relation to dance, - develop tools for learning and teaching for and with people with disabilities or special needs/challenges, - design a(n) (inclusive) dance curriculum and/or project for a particular group, - reflect on the ethics of teaching and learning dance for people with disablities.

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Content

Modes of study

Assessment

Course material

- Theories of disabilities studies - Curriculum design for dance with disabilities, special needs/challenges - Practical tasks/exercises for working with people with disabilities - Ethics in dance with disabilities

- Lectures - Group discussion - Practical group work

Written outline for a dance curriculum and/or project working with people with disablities, special needs/challenges

- Handouts - Papers

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Literature Amans, D. (2013). Age and dancing: Older people and community dance practice. Houndmills, Basingstoke: Palgrave Macmillan. Benjamin, A. (2002). Making an entrance.London: Routledge. Bremer, Z. (2007). Dance as a form of exercise. The British Journal of General Practice, 57(535), 166. Carter, Alexandra, and Janet O'Shea, eds. The Routledge dance studies reader. Routledge, 2010. Earheart, G.M. (2009). Dance as Therapy for Individuals with Parkinson Disease. European Journal of Physical and Rehabilitation Medicine, 45(2), 231-238. Judge, James Oat. "Balance training to maintain mobility and prevent disability." American journal of preventive medicine 25.3 (2003): 150-156. McNeely, M.E., Duncan, R.P., Earhart, G.M. (2015). A comparison of dance interventions in people with Parkinson disease and older adults. Maturitas. 2015 May; 81(1), 10-6. Murrock, Carolyn J., and Christine Heifner Graor. "Effects of dance on depression, physical function, and disability in underserved adults." Journal of aging and physical activity 22.3 (2014): 380-385. Whatley, Sarah. "Dance and disability: the dancer, the viewer and the presumption of difference." Research in Dance Education 8.1 (2007): 5-25.

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes

Lifelong Dancing

Learning and Teaching in Dance III: Adults and the elderly

1

16 December 2017 August 2017

16 December 2017 17 December 2017

30 hours

12

Clare Guss-West

This block provide a practical introduction to developing a scheme of work adapted to adult beginners and older adult dancers. Psychological and physiological differences in the maturing adult will be identified as they relate to differing teaching strategy and content. Elements of an holistic approach will be explored along with the component elements of falls, as one of the principal health challenges facing older adults. The block will include a literature review of 'Attentional Focus' research as it applies to (older) adult dance practice and a review of some recent scientific research on the wellbeing benefits of dance for (older) adults will be discussed. Essential arguments will be identified for dance to begin to interface effectively with public and private health sectors and to establish dance as a viable preventative health intervention.

The students will be able to: - name several specific considerations of the adult learner as distinct from the challenges and considerations of the older adult learner. - identify the component elements leading to falls and loss of balance and develop appropriate dance material to enhance reaction. - design an adapted scheme of work. - identify several practical applications of ‘Attentional Focus’ research findings for (older) adult dance practice to facilitate embodied learning, retention and performance. - construct an argument to begin to establish dance as a viable preventative health intervention.

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Content

Modes of study

Assessment

Course material

- Introduction and specific theory related to teaching adult and older adult learners - An holistic approach will be explored combining inclusion, differentiation and the powerful 'Act as if . . .' principal as tools for adapted teaching - Practical tasks and exercises for developing adapted material for adult and older adult learners, with specific focus on falls and balance - Design of a scheme of work for older adult dance - Literature review and practical exploration of 'Attentional Focus' research findings as they relate to Adult and Older Adult dance teaching. The most effective approach to promote enhanced learning and performance for any age and skills level - Group guided discussion to develop communication strategy and identify opportunities to establish dance as a viable preventative health intervention

-Lecture/Presentation - Practical Experience, - Practical Guided Discovery - Self Evaluation - Discussion

Prepare a scheme of work for an inclusive practice for Older Adults with appropriate long-term learning objectives and strategies for differentiation and inclusion and an example lesson plan.

- PTT Handout - Lecture Notes

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Literature Guss-West, C. (Ed) Hogan, A. (2014) The Song of the Body. London: RAD, Chapter ‘holistic ballet’ pgs 131-137 Guss-West, C, & Wulf, G. (2016) Attentional focus in classical ballet: A survey of professional dancers. Journal of Dance Medicine & Science. Vol 20, 1, Hartman-Stein, P, La Rue, A. (2011) Enhancing Cognitive Fitness in Adults. New York: Springer Liponis, M. (2007) Ultra-longevity. New York: Little, Brown & Company, Step 4 ‘Dance’ Powers, R. (2011) Use it or lose it: Dancing makes you smarter. [online] Available at: http://socialdance.stanford.edu/syllabi/smarter.htm [accessed 15.6.12] Powers, R. (2011) Intelligent Dancing [online] Available at: http://socialdance.stanford.edu/syllabi/intelligent.htm RAD, Guss-West, C. (contributing author) (2013) Report “Dance for Life Long Well Being” Available at: https://www.rad.org.uk/more/dance-for-lifelong-wellbeing/report Trinity Laban. (2011) Dancing towards wellbeing in the third age. London: TLCMD. [online] Available at: http://www.trinitylaban.ac.uk/media/315435/literature%20review%20impact%20of%20dance%20elderly%20populations%20final%20draft%20with%20logos.pdf Wulf, G. (2013) Attentional focus and motor learning: A review of 15 years. Int Rev Sport Exerc Psychol, 6, 77-104. Wulf, G. (2007) Attention and Motor Skills Learning. Champaign: Human Kinetics Wulf G, Lewthwaite R. (2016) Optimizing performance through intrinsic motivation and attention for learning: the OPTIMAL theory of motor learning. Psychon Bull Rev. January 29, 2016. http://dx.doi.org/10.3758/ s13423-015-0999-9 Audio/Visual Company of Elders. (2012) [online] Available at: https://www.youtube.com/watch?v=0s7e0KTcXnE Gillette, M. (2015) Brain Dance. [online] Available at: https://www.youtube.com/watch?v=vcYXZP4NWfw Guss-West, C, Greenwood, A. Dance & Creative Wellness Foundation, (2016) Dutch National Ballet. "Dance for All - Dance for MS". [online] Available at: www.streamprovider.tv/danceandcreativewellness Morom, D. (2012) Dancing could help the elderly keep their feet. [online] Available at: http://www.abc.net.au/7.30/content/2012/s3402235.htm

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Balancing a Dancer’s Life

15


Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes

Balancing a Dancer's Life

Performance Psychology I: Motivation

1

15 July 2017 October 2016

15 July 2017 16 July 2017

30 hours

12

Dr. Eleanor Quested

Students will be introduced to the topic of motivation, and the relevance of motivation to the learning, performance and well-being of dancers will be emphasized. The module will consider definitions of motivation and will explore a range of myths and misconceptions regarding how motivation could or should be maximised. Students will be introduced to contemporary theories of motivation, including self-determination theory and achievement goal theory. Via exploration of the theories and research undertaken in the context of dance and other performance settings, students will gain an understanding of the social-psychological processes involved in optimizing motivation and outcomes such as learning, performance and health. The module will also cover practical application of how theories and research findings can be applied .

The students will be able to: - describe the construct of motivation and its' relevance to learning, performance and health, - explain the role of the social environment and psychological processes in fostering motivation, - critically evaluate contemporary theories of motivation, - apply theoretical principles to suggest how the social-environment can be optimised by, teachers and other significant figures in the dance domain.

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Content

Modes of study

Assessment

Course material

- What is motivation? - The evolution of theories of motivation - Self-determination theory - Achievement goal theory - Applying theory into practice

- Lectures - Workshop activities - Small group work - Discussion/reflection

Design of a motivation education resource for dance teachers

Handouts

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Literature Jago, R., Edwards, M. J., Sebire, S. J., Cooper, A. R., Powell, J. E., & Bird, E. L. (2013). Bristol girls dance project (BGDP): protocol for a cluster randomised controlled trial of an after-school dance programme to increase physical activity among 11--12 year old girls. BMC Public Health, 13 doi: 10.1186/1471-2458-13-1003 Quested, E., Bosch, J. A., Burns, V. E., Cumming, J., Ntoumanis, N., & Duda, J. L. (2011). Basic psychological need satisfaction, stress-related appraisals, and dancers’ cortisol and anxiety responses. Journal of Sport & Exercise Psychology, 33, 828-846. Quested, E., & Duda, J. L. (2009). Setting the stage: social-environmental and motivational predictors of optimal training engagement. Performance Research, 14(2), 36-45. Quested, E., Duda, J. L., Ntoumanis, N., & Maxwell, J. P. (2013). Daily fluctuations in the affective states of dancers: A cross-situational test of basic needs theory. Psychology of Sport and Exercise, 14, 586-595. doi: 10.1016/j.psychsport.2013.02.006 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. www.selfdeterminationtheory.org

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes


Performance Psychology II: Mental Skills Training and Perfectionism

1

19 August 2017 August 2016

19 August 2017 20 August 2017

30 hours

12

Dr. Sanna Nordin-Bates

Students will be introduced to two sets of related psychological topics, as they apply to dance: mental skills training (including goal setting, relaxation and self-talk, but with a particular emphasis on imagery) and perfectionism (including some of its correlates, with particular emphasis on disordered eating). Definitions, relevance to dance, and the current evidence base for various strategies will be in focus, including the potential impacts of these constructs on dancers’ well-being and performance. Links will also be made with theories of motivation, introduced during the preceding module ”Balancing a Dancers’ Life II”.

The students will be able to: - describe what mental skills training is, and give basic best practice guidelines for dance, - design an imagery training program for a dancer or teacher, - critically discuss the nature and potential impacts of perfectionism in dance, - identify common risk factors and symptoms for disordered eating in dance contexts and recommend evidence-based prevention strategies - explain links between the topics of motivation, mental skills training, and perfectionism.

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Content

Modes of study

Assessment

Course material

- Introduction to mental skills training - Imagery: models and conceptualizations - Perfectionism: models and conceptualizations - The potential impacts of perfectionism in dance - Disordered eating: risk factors, symptoms, prevention and action

- Lectures - Discussions - Small group exercises

- Design of an imagery training programme to enhance performance and/or well-being - Critical discussion concerning how this programme may nurture or thwart perfectionistic tendencies

Handouts

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Literature Arcelus, J., Witcomb, G. L., & Mitchell, A. (2014). Prevalence of eating disorders amongst dancers: A systemic review and meta-analysis. European Eating Disorders Review, 22, 92-101. http://dx.doi.org/10.1002/erv.2271. Cumming, J., & Williams, S. E. (2013). Introducing the revised applied model of deliberate imagery use for sport, dance, exercise, and rehabilitation. Movement & Sport Sciences – Science & Motricité, 82, 69-81. doi: 10.1051/sm/2013098 Hall, H. K., Hill, A. P., & Appleton, P. R. (2012). Perfectionism: A foundation for sporting excellence or an uneasy pathway toward purgatory? In G. C. Roberts, & D. Treasure (Eds.), Advances in motivation in sport and exercise (3rd ed., pp. 129-168). Champaign, IL: Human Kinetics. Martinsen, M., Bahr, R., Børresen, R., Holme, I., Pensgaard, A. M., & Sundgot-Borgen, J. (2014). Preventing eating disorders among young elite athletes: A randomized controlled trial. Medicine and Science in Sports and Exercise, 46(3), 435-447. http://dx.doi.org/10.1249/mss.0b013e3182a702fc. Nordin-Bates, S. M., Hill, A. P., Cumming, J., Aujla, I. J., & Redding, E. (2014). A longitudinal examination of the relationship between perfectionism and motivational climate. Journal of Sport & Exercise Psychology, 36, 382-391. http://dx.doi.org/10.1123/jsep.2013-0245 Nordin-Bates, S. M., Cumming, J., Aways, D., & Sharp, L. (2011). Imaging yourself dancing to perfection? Cognitive correlates of perfectionism among ballet and contemporary dancers. Journal of Clinical Sport Psychology, 5, 58-67. Nordin-Bates, S. M. & Abrahamsen, F. (2016). Perfectionism in Dance: Applied considerations and a Case Example. In A. P. Hill (Ed.), Perfectionism in Sport, Exercise and Dance. Routledge. Pavlik, K., & Nordin-Bates, S. M. (2016). Dance imagery: A literature review. Journal of Dance Medicine and Science, 20(2), 51-63. DOI: 10.12678/1089-313X.20.2.51 Piran, N. (2005).The Role of Dance Teachers in the Prevention of Eating Disorders. In R. Solomon, J. Solomon, & S. C. Minton (Eds.), Preventing Dance Injuries (2nd Ed). Champaign, IL: Human Kinetics. Williams, S. E., Cooley, S. J., Newell, E., Weibull, F., & Cumming, J. (2013). Seeing the difference: Advice for developing effective imagery scripts for athletes. Journal of Sport Psychology in Action, 4, 109-121. doi: 10.1080/21520704.2013.781560

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes


Performance Psychology III: Dance and Health

1

20 January 2018 December 2016

20 January 2018 21 January 2018

30 hours

12

PD Dr. Mirko Wegener

The present block focuses on the link between dance as sport or exercise and its effects on psychological, physical, and social aspects of health. In addition to an understanding of the health concept, students will get to know basic models of change in health behavior (e.g. Health Belief Model, Theory of Planned Behavior, Social Cognitive Theory, Transtheoretical Model, Volitional Models) that are currently discussed in sports and exercise science. Accordingly, within this block students will learn how participating in dance facilitates personal resources (like self-efficacy), social resources (like perceived social support), and physiological health aspects (like cardiovascular fitness). A further focus will be on concept of anxiety and stress and ways to cope with stage or performance-related stress.

The students will be able to: - name and differentiate definitions of health, disease and prevention, - name, differentiate and apply models of health change to dance-related questions, - name and explicate how being involved in dancing facilitates psychological, physiological and social aspects of health, - explicate how stress relates to dance and dance performance, name basic concepts of stress and coping and apply current research to aspects of dancing, - discuss how dance facilitates health in different age groups.

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Content

Modes of study

Assessment

Course material

- Theoretical models of health behavior change - Personal and social health resources - Basics in physiological health process - Stress, anxiety and coping - Exercise addiction - Psychology of injury and rehabilitation - Athlete burnout and overtraining

- Theoretical inputs - Applied team work - Experiencing methods of measurement - Small experiments

The learning process will be accompanied by short quizzes and examples from dance practice that help applying theory into practice.

- Power Point Slides - Handouts

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Literature Biddle, S. J. H., Hagger, M. S., Chatzisarantis, N. L. D., & Lippke, S. (2007). Theoretical frameworks in exercise psychology. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 537-559). Hoboken: John Wiley & Sons. Landers, D. M., & Arent, S. M. (2007). Physical activity and mental health. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (pp. 469-491). Hoboken: John Wiley & Sons. Rimmele, U., Seiler, R., Marti, B., Wirtz, P. H., Ehlert, U., & Heinrichs, M. (2009). The level of physical activity affects adrenal and cardiovascular reactivity to psychosocial stress. Psychoneuroendocrinology, 34(2), 190-198. Schwarzer, R., & Knoll, N. (2010). Social support. In D. French, K. Vedhara, A. A. Kaptein & J. Weinman (Eds.), Health psychology (pp. 283-302). Chichester: BPS Blackwell. Taylor, S. E. (2003). Coping, resilience, and social coping. In S. E. Taylor (Ed.), Health psychology (pp. 134-154). New York: McGraw Hill. Weinberg, R. S., & Gould, D. (2007). Addictive and unhealthy behavior. In R. S. Weinberg & D. Gould (Eds.), Foundations of sport and exercise psychology (4th ed., pp. 463-488). Champaign: Human Kinetics. Weinberg, R. S., & Gould, D. (2007). Arousal, stress, and anxiety. In R. S. Weinberg & D. Gould (Eds.), Foundations of sport and exercise psychology (4th ed., pp. 77-100). Champaign: Human Kinetics. Weinberg, R. S., & Gould, D. (2007). Athletic injuries and psychology. In R. S. Weinberg & D. Gould (Eds.), Foundations of sport and exercise psychology (4th ed., pp. 447-462). Champaign: Human Kinetics. Weinberg, R. S., & Gould, D. (2007). Burnout and overtraining. In R. S. Weinberg & D. Gould (Eds.), Foundations of sport and exercise psychology (pp. 489-509). Champaign: Human Kinetics.

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Educating the Gifted Dancer

25


Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes


Applied Gifted Education I

1.5

24 February August 2016

24 February 2017 25 February 2017

45 hours

12

Dr. Claudia Zuber

This block will give an overview on important theories and models of talent research as well as on actual findings concerning talent identification and promotion in different sports. Besides lectures and theoretical inputs, this block will focus on group discussions on the transfer of this basic knowledge from other sports to dance. It will also be discussed how a scientifically sound talent identification tool should look like in order to select the young dancers the most congenial for a career as professional dancers.

The students are able to: - expound the most important theories and models of talent research, - transfer actual findings from talent research in different sports to dance, - design a multidisciplinary tool for the selection of talented young dancers in a self-chosen dance style, - selectively assess programs for talent promotion and discuss critical aspects.

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Content

Modes of study

Assessment

Course material

- Introduction to talent research and theoretical overview - Talent research from a psychological point of view - Developmental aspects of talent research - Talent testing - Nature-nurture debate in talent research - Early specialisation versus sampling

- Lectures - Group work - Discussions and Reflections

Design of a multidisciplinary tool for the selection of talented young dancers in a self-chosen dance style

- Handouts - Papers

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Literature EN Durand-Bush, N., & Salmela, J. (2001). The development of talent in sport. In R. N. Singer, H. A. Hausenblas, & C. M. Janelle (Eds.), Handbook of sport psychology (2nd ed., pp. 269–289). New York. Van Rossum, J., & Gagné, F. (2006). Talent development in sports. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education (pp. 281–316). Waco, Tex: Prufrock Press. DE Güllich, A. (2013). Talente im Sport. In A. Güllich & M. Krüger (Eds.), Sport. Das Lehrbuch für das Sportstudium (pp. 623–653). Heidelberg: Springer. Additonal literature follows

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes


Applied Gifted Education II

0.5

26 February August 2016

26 February 2017

15 hours

6

Dr. Emma Redding

This block will focus on talent identification and development in the context of dance. First, there will be a presentation of the findings of a three-year research study into dance talent, which took place across the UK. We will consider the findings of this project in the context of existing literature into talent identification in other domains such as sport. Secondly, the purpose of multi-disciplinary dance screening will be explored with practical examples of screening assessments offered at a UK leading conservatoire. We will discuss its relevance as a method of preventing injuries and enhancing performance. Lastly, the audition techniques used to identify dancers with potential for full-time training in dance conservatoire settings will be shared.

The students are able to: - critically evaluate research into dance talent identification and development, - discuss the value and relevance of screening for dance performance enhancement and injury prevention, - explain criteria used for the selection of dancers in conservatoire settings.

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Content

Modes of study

Assessment

Course material

- Presentation of 3-year research study into dance talent identification and development - Multidisplinary dance screening programme used in conservatoires with a review of existing literature and practical experience of tests - Audition selection criteria with debate

- Presentation - Practical workshop - Discussions and Reflections

- Handouts - Papers

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Literature Dancer Screening (1997). Journal of Dance Medicine and Science,1(3). Walker, I., Nordin-Bates, S., & Redding, E. (2010). Talent identification and development in dance: A review of the literature. Research in Dance Education, 11 (3), 165-189. Additonal literature follows

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes


Transition I

0.5

3 June December 2016

3 June 2017

15 hours

6

Prof. Dr. Pia-Maria Wippert

The end of a career as an elite dancer is simultaneously the beginning of a new life phase. This transition can be accompanied by traumatic feelings - hopelessness, helplessness and disorientation - until a new personal identity can be found. This process takes time. People who are familiar with this situation know how to help retired dancers temper their extreme reactions and adjust safely to their new life. Building a career after the artistic career is over is the most challenging and complicating task for artists, especially those who thrive on love from their audience. Within this series of lectures we will discuss important topics such as identity formation, psychological issues, health problems, and coping strategies.

The students will be able to: - raise awareness about career transitions, - identify relevant problems, - use coping strategies and skills.

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Content

Modes of study

Assessment

Course material

- Basic knowledge about scientific evidence of transitions - Phases of transition and their psycho-social outcomes - Resources and management tools for the transition phase

- Lectures - Group Work - Project work - Discussion / Reflection

- Presentations - Papers - Handout

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Literature - Ogilvie, B. C., & Howe, M. (1986). The trauma of termination from athletics. In J. M. Williams (Ed.), Applied Sport Psychology (pp. 365-382). Palo Alto: Mayfield. - Roncaglia, I. (2006). Retirement as a career transition in ballet dancers. International Journal for Educational and Vocational Guidance, 6(3), 181-193. - Roncaglia, I. (2008). The ballet dancing profession: a career transition model, Australian Journal of Career Development (Vol. Autumn 2008). - Wippert, Pia-Maria (2011), Kritische Lebensereignisse in Hochleistungsbiographien. Untersuchungen an Spitzensportlern, Tänzern und Musikern. Lengerich: Pabst Science Publishers.

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes


Transition II (Skill transfer into a new field)

1.5

3 June July 2016

3 June 2017 4 June 2017 5 June 2017

45 hours

12

Oliver Dähler

This block will show the challenges, which professional dancers face after their career as a performing artist. After an average of 15 years of the highest physical effort dancers are confronted with the question of a requalification or re-training. If the end of the career results of an injury or other health problems, this transition can be a crisis-ridden or traumatic stage of live. During this module, we will discuss, how professional dancers can get support or prepare themselves to translate their exceptional skills into successful new careers and make a healthy career and life transition. Besides lectures and theoretical inputs on emotional problem fields of transition under psychological and sociological aspects, this block focuses on practical examples to develop individual transition projects as well as group work and discussions.

The students will be able to: - critically identify the problem areas of transition, - identify tools which are necessary for a transition, - know where dancers get support to make a healthy career and live transition, - identify skills to be used in new fields, - draft a transition project.

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Content

Modes of study

Assessment

Course material

- Definition of transition (comparability of transition in dance and top-level sport) - Emotional problem fields of transition under psychological and sociological aspects - Competences acquired during the dance career - Transition from a financial perspective - Strategies to implement a transition project successfully (concept, vision statement, business plan, coaching)

- Lectures - Group Work - One-to-one consulting - Practical exercises - Discussion / Reflection

Draft a business plan and mission statement for a model transition project. (You will be asked to hand in a short concept of a transition project (business idea) befor the module.)

- Handouts - Papers

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Literature Baumol, William/Jeffri, Joan/Throsby, David (2004). Making Changes: Facilitating the transition of dancers to post‐performance careers. New York, NY: The Ad-vance Project Research report New York. http://www.cpanda.org/data/a00191/changes.pdf Borggrefe, Carmen/Cachay, Klaus/Riedl, Lars (Hg.) (2009): Spitzensport und Studium. Eine organisationssoziologische Studie zum Problem Dualer Karrieren. Schorndorf: Hofmann. Bundesamt fur Kultur BAK (2006). Das Projekt Tanz. Weg zu einer umfassenden Tanzförderung: Schlussbericht. http://www.bak.admin.ch/kulturschaffen/04237/04306/index.html - Wippert, Pia‐Maria (2011), Kritische Lebensereignisse in Hochleistungsbiographien. Untersuchungen an Spitzensportlern, Tänzern und Musikern. Lengerich: Pabst Science Publishers.

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Embedded Research Skills

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Module

Block Title

ECTS-Credits


Dates

Overall workload

Contact hours

Lecturer

Introduction

Learning outcomes

Embedded Research Skills

Ethics in Research and Methods of Survey Techniques

1

22 April 2017 Dec 2016

22 April 2017 23 April 2017

30 hours

12

Dr. Rolf van de Langenberg

This block will introduce the students to ethical considerations in research, such as those pertaining to intellectual property, human experimentation, objectivity and honesty. Moreover, the basic scientific method will be introduced: We will discuss the construction of scientific hypotheses and the methods of data collection and analysis involved in hypothesis testing. This should grant students the necessary bird's eye view of the scientific landscape as it exists today. We will then dive down into the land of the questionnaire: the collection of standardised data from a large number of people. Students will be introduced to the different types of questionnaires, and to the main principles underlying their construction and analysis.

The students will be able to: - describe the ethical considerations in doing scientific research, - describe the general scientific method that underlies all scientific research, - describe the place of questionnaire research in the whole scientific landscape, - describe the principles underlying the development of a scientific questionnaire, - describe the different types of questionnaire, - describe and apply the statistical methods involved in analysing questionnaires.

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Content

Modes of study

Assessment

Course material

- Lecture 1: The scientific method - Lecture 2: Ethics in scientific research - Lecture 3: Introduction to questionnaires - Lecture 4: Constructing questionnaires - Lecture 5: Analysing questionnaires

- Lectures - Group work - Discussion - Practical sessions with Microsoft Excel and IBM SPSS Statistics

Critical review of a scientific research paper involving questionnaires

- Handouts - Papers

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Literature Field, A., Hole, G., (2003). How to Design and Report Experiments.London: SAGE Publications Thomas, J.R., Nelson, J.K., Silverman, S.J., (2015). Research methods in physical activity (7th ediction). Champaign, IL: Human Kinetics

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CAS Dance Science: Psychology & Education 2017

Final Assessment

In order to round of this Certificate, an attendance of 90% (missing one weekend maximally) is a pre-requisite.

The final assessment is subdivided into two parts:

• Average of all grades from the block assessments (the worst grade will be neglected), 70% of final grade

• Oral presentation (30% of final grade)

Block Assessment

The block assessments will be marked by the respective lecturer. Assessments judged as failed can be revised once and sent in a second time. Assessment criteria will be handed out by the respective lecturer. All students hand in all block assessments. The grade will be calculated as follows: The nine block assessments grades minus the worst grade divided by eight. This grade accounts for 70% of the final grade.

Deadlines for the block assessments:

Applied Gifted Education 1 April 2017, midnight

Research Methods 1 June 2017, midnight

Transition 1 August 2017, midnight

Learning and Teaching in Dance I 1 September 2017, midnight

Performance Psychology I 1 October 2017, midnight

Performance Psychology II 1 November 2017, midnight

Learning and Teaching in Dance II 1 December 2017, midnight

Learning and Teaching in Dance III 1 February 2018, midnight

Performance Psychology III 1 March 2018, midnight

Oral presentation

In a 15 minutes long oral presentation, students will choose a topic from all presented blocks (e.g., motivation, teaching in the elderly) and present on their transfer of this concept into their daily dance practice (presenting what has been done or presenting what they plan to do).

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Content:

• Short theoretical framework of the topic/concept • Why did you choose this topic? • How did you transfer the theoretical knowledge into your dance practice? • Present concrete examples/ideas what you have done/plan to do • Present on how this did affect (or would impact) you/your pupils etc. • Conclusion

Form:

• 10 minutes presentation followed by 5 minutes for questions/discussion

Assessment Criteria

• Expression (2 points) (clear and eloquent articulation of chosen topic and its transfer into practice, use of scientific language)

• Structure (2 points) Clear and logical structure of the presentation including choice of presentation (slides, flipchart, etc.)

• Transfer (5 points) Method, framework and content of transfer (does it make sense how it has been done based on the theoretical background?)

• Conclusion (3 points) General and personal statement summarising the implementation and success of the transfer including the ability to answer questions

The grade for the oral presentation will be calculated as follows: Sum of all points (max. 12) divided by 2. This grade accounts for 30% of the final grade.

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The final assessments will test whether the students reached the competency goals of the programme. Pass grades are as follows:

4 sufficient

4.5 satisfactory

5 good

5.5 very good

6 excellent

Fail grades are as follows: 3.5, 3, 2.5, 2, 1.5, 1

The final grade will be rounded as follows

5.75 to 6.00 grade 6

5.25 to < 5.75 grade 5.5

4.75 to < 5.25 grade 5

4.25 to < 4.75 grade 4.5

4.00 to < 4.25 grade 4

3.25 to < 4.00 grade 3.5

2.75 to < 3.25 grade 3

2.25 to < 2.75 grade 2.5

1.75 to < 2.25 grade 2

1.25 to < 1.75 grade 1.5

1.00 to < 1.25 grade 1

Failed assignments/exams can be repeated once within three months following the grade notification. The students will be informed of their grades and new assignment deadline/date and place of exam by the programme leader.

An exam counts as failed if a student uses illegal help during the exam, did not write his/her assignments/thesis him/herself or made use of improper referencing (e.g., using parts of a text that is literally or analogously resumed without indicating the source). Severe cases of plagiarism may lead to exclusion from the programme.

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Documents

CAS Dance Science: Psychology & Education Study Programme …€¦ · The CAS in Dance Science: Psychology & Education focuses on the psychological and pedagogical aspects in dance