Investigating Strategies to Build Investigating Strategies to Build Self-Confidence in Dance Self-Confidence in Dance

Students aged 11-16Students aged 11-16

By Danielle StaceyBy Danielle Stacey

1

INTRODUTION

METHODOLOGY

MAIN FINDINGS

REFLECTION

•Introduction

•Methodology

•Main Findings

•Reflection

2

IntroductionIntroduction

•Introduction

•Methodology

•Main Findings

•Reflection

3

‘‘A feeling of trust in one’s abilities, qualities A feeling of trust in one’s abilities, qualities and judgment’and judgment’

(Oxford Dictionary,(Oxford Dictionary,Pearsall, 2002: pp1299)Pearsall, 2002: pp1299)

•Introduction

•Methodology

•Main Findings

•Reflection

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MethodologyMethodology

•Introduction

•Methodology

•Main Findings

•Reflection

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Action researchAction research

•Introduction

•Methodology

•Main Findings

•Reflection

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‘The essentially practical, problem – solving nature of action research makes this approach attractive to practitioners – researchers who have identified a problem during the course of their work and see the merit of investigating it and, if possible improving practice’.

Bell (1999, p8) cites Bartholomew (1971), Cope and Gray (1979), Raven and Parker (1981)

•Introduction

•Methodology

•Main Findings

•Reflection

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•Introduction

•Methodology

•Main Findings

•Reflection

Carry out research in

The community of practice

Identify problems/

Issues for investigation

Analysis resultsReflect and re-evaluate

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Method of Data Collection Observations (dance classes)

•Introduction

•Methodology

•Main Findings

•Reflection

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Interviews (teachers and students within the community of practice)

•Introduction

•Methodology

•Main Findings

•Reflection

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Literature Review (secondary research)

•Introduction

•Methodology

•Main Findings

•Reflection

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Main FindingsMain Findings

•Introduction

•Methodology

•Main Findings

•Reflection

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All Teachers interviewed said that building self-confidence was very important.

When asked what methods they used, all said positive reinforcement, but many only used a few methods.

All Teachers but one said they would be open to changing and learning about different methods.

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•Introduction

•Methodology

•Main Findings

•Reflection

Strategies tested in the dance classes: (1) Positive Reinforcement to the Entire Class Not Individuals. This

technique was implemented by using constant positive key words to the entire class without focusing on any individuals.

(2) Two/Three Positive Comments to One Constructive Criticism. Giving a student constructive criticism to help them improve, then giving the same student two/three positive comments.

(3) Successful Performance. After splitting the class into groups, they would then perform the routine to the rest of the class whom sat at the front, acting as audience.

(4) Thought Stopping. Speaking to the students about thought stopping which aims at turning any negative thoughts into positive thoughts.

(5) Visualisation of Being Confident, Various Exercises. Students would identify confident people in their lives and think about the qualities these people have which makes them appear confident. Students would then apply these thoughts to various exercises.

(6) Being Obvious! Talking About Self-Confidence in Class. Explaining to students in detail about the effects of self-confidence.

•Introduction

•Methodology

•Main Findings

•Reflection

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Measurement of Self-Confidence Interviews with the dance students Assessment of body language Using the above information to gauge a level

of Self-Confidence

•Introduction

•Methodology

•Main Findings

•Reflection

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•Introduction

•Methodology

•Main Findings

•Reflection

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•Introduction

•Methodology

•Main Findings

•Reflection Students with Medium Self-ConfidenceStudents with Medium Self-Confidence

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•Introduction

•Methodology

•Main Findings

•Reflection

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Students with High Self-ConfidenceStudents with High Self-ConfidenceN

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Mid

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Cross Correlation of all Self-Confident rangesCross Correlation of all Self-Confident ranges

•Introduction

•Methodology

•Main Findings

•Reflection

Inco

ncl

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ve

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Multiple strategies benefited Multiple strategies benefited multiple students of various multiple students of various

self-confidence levels. self-confidence levels.

•Introduction

•Methodology

•Main Findings

•Reflection

SummarySummary

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ReflectionReflection

•Introduction

•Methodology

•Main Findings

•Reflection

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The Community

Of Practice

Shared

Practice

Intelligence/

Knowledge

Common Purpose

Trust Amongst

The Community

Or Practice

Shared

Knowledge

Which Creates

Within

Which Develops

Then Builds

In order to

•Introduction

•Methodology

•Main Findings

•Reflection

Benefit to The Community of Practice

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Benefit to Self-Development

•Introduction

•Methodology

•Main Findings

•Reflection

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