Development of a Mindfulness Training Program for Voca8onal Dance Students Peta Blevins, MSc 1 , Luke Hopper, PhD 1 , Shona Erskine, PhD 1 , Gene Moyle, DPsych 2 1 Western Australian Academy of Performing Arts, Edith Cowan University; 2 Crea8ve Industries Faculty, School of Crea8ve Prac8ce, Queensland University of Technology 0 4% 4% 8% 38% 21% 25% Not at all Neutral Extremely 4% 8% 17% 13% 21% 33% 4% Not at all Neutral Extremely Figure 1. Par8cipant ra8ngs of importance of mindfulness in dance training and performance Figure 2. Par8cipant ra8ngs of usefulness of MTP seminars STUDY DESIGN & PROGRAM OVERVIEW PARTICIPANT FEEDBACK OBJECTIVES METHODS BACKGROUND q Mindfulness based interven8ons in sport and performance contexts are effec8ve in promo8ng enhanced skills, performance, and personal well-being 1 . q Recent research exploring the inclusion of mindfulness into University voca8onal dance training curriculum demonstrates enhanced learning, performance, and well- being among voca8onal dance students 2 . q Provide an empirical evalua8on of a dance- specific Mindfulness Training Program (MTP) based on Acceptance Commitment Therapy (ACT) 3,4 and Mindfulness-Acceptance Commitment (MAC) 5 approaches. q Inves8gate the impact of a dance specific Mindfulness Training Program (MTP) on voca8onal dance students’ experience of stress, recovery, coping, and well-being. REFERENCES 1.Gardner, F.L., & Moore, Z.E. Current Opinion in Psychology 2017, 16:180-184 2.Moyle, G.M. Mindfulness and Dancers. In Mindfulness and Performance. Edited by Baltzell, A. Cambridge University Press, 2016:367-388. 3.Hayes, S.C., Strossahl, K.D., Wilson, K.G. Acceptance and Commitment Therapy: The Process and Prac9ce of Mindful Change.2 nd ed., Guildford; 2016 4.Harris, R. ACT Made Simple. New Harbinger Publica8ons Inc, 2009. 5.Gardner, F.L., & Moore, Z.E. The Psychology of Enhancing Human Performance: The Mindfulness-Acceptance-Commitment (MAC) Approach. Springer, 2007. ParDcipants: First-year University voca8onal Ballet and Contemporary dance students (n=24) PRELIMINARY RESULTS Design: One group pre-test post-test design used to assess changes in stress, recovery, coping, and well-being. MTP Sessions and DuraDon: Week 1 – Introduc8on, Psychoeduca8on, Pre- test ques8onnaires (1.5 hours) Week 2 – Mindfulness and Thoughts (1 hr) Week 3 – Mindfulness and Emo8ons (1 hr) Week 4 – Contac8ng the present moment (1hr) Week 5 – Values and Goals, Post-test ques8onnaires (1.5 hours) Measures: Mindful Ajen8on Awareness Scale; Recovery-Stress Ques8onnaire; Brief COPE; Posi8ve and Nega8ve Affect Schedule; Self- ra8ng of performance; Program evalua8on. NEXT STEPS Further analysis of pre- and post-test descrip8ve sta8s8cs on all measures and paired samples t- test to compare mean scores on measures. Peta Blevins is a recipient of an Australian Postgraduate Award Scholarship and an Edith Cowan University Excellence Award. Authors have no financial disclosures that would be a poten8al conflict of interest with this presenta8on. Thank you to the dancers who par8cipated and the University staff who supported the implementa8on of the project. ACKNOWLEDGEMENTS q Mindfulness strategies helped dance students cope with demands of elite dance training. q Future studies should explore effec8veness of ongoing mindfulness training in curriculum. CONCLUSIONS Benefits RecommendaDons q Implementa8on of new strategies to manage difficult thoughts & feelings. q More experien8al ac8vi8es and opportuni8es for in- session prac8ce. q Enhanced ability to cope with training demands. q Sessions scheduled early in the day. ANZACBSposter_submitted20171013_withlogo.pdf 1 16/10/17 08:45

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0 4% 4%

38%

21%

25%

Notatall Neutral Extremely

17%

13%

21%

33%

Notatall Neutral Extremely

Figure1.Par8cipantra8ngsofimportanceofmindfulnessindancetrainingandperformance

Figure2.Par8cipantra8ngsofusefulnessofMTPseminars

STUDYDESIGN&PROGRAMOVERVIEW

PARTICIPANTFEEDBACK

OBJECTIVES

METHODS

BACKGROUNDq Mindfulnessbasedinterven8onsinsport

andperformancecontextsareeffec8veinpromo8ngenhancedskills,performance,andpersonalwell-being1.

q RecentresearchexploringtheinclusionofmindfulnessintoUniversityvoca8onaldancetrainingcurriculumdemonstratesenhancedlearning,performance,andwell-beingamongvoca8onaldancestudents2.

q Provideanempiricalevalua8onofadance-specificMindfulnessTrainingProgram(MTP)basedonAcceptanceCommitmentTherapy(ACT)3,4andMindfulness-AcceptanceCommitment(MAC)5approaches.

q Inves8gatetheimpactofadancespecificMindfulnessTrainingProgram(MTP)onvoca8onaldancestudents’experienceofstress,recovery,coping,andwell-being.

REFERENCES1. Gardner,F.L.,&Moore,Z.E.CurrentOpinioninPsychology2017,16:180-1842. Moyle,G.M.MindfulnessandDancers.InMindfulnessandPerformance.EditedbyBaltzell,A.CambridgeUniversityPress,2016:367-388.

3. Hayes,S.C.,Strossahl,K.D.,Wilson,K.G.AcceptanceandCommitmentTherapy:TheProcessandPrac9ceofMindfulChange.2nded.,Guildford;2016

4. Harris,R.ACTMadeSimple.NewHarbingerPublica8onsInc,2009.5. Gardner,F.L.,&Moore,Z.E.ThePsychologyofEnhancingHumanPerformance:TheMindfulness-Acceptance-Commitment(MAC)Approach.Springer,2007.

ParDcipants:First-yearUniversityvoca8onalBalletandContemporarydancestudents(n=24)

PRELIMINARYRESULTS

Design:Onegrouppre-testpost-testdesignusedtoassesschangesinstress,recovery,coping,andwell-being.

MTPSessionsandDuraDon:Week1–Introduc8on,Psychoeduca8on,Pre-testques8onnaires(1.5hours)Week2–MindfulnessandThoughts(1hr)Week3–MindfulnessandEmo8ons(1hr)Week4–Contac8ngthepresentmoment(1hr)Week5–ValuesandGoals,Post-testques8onnaires(1.5hours)

Measures:MindfulAjen8onAwarenessScale;Recovery-StressQues8onnaire;BriefCOPE;Posi8veandNega8veAffectSchedule;Self-ra8ngofperformance;Programevalua8on.

NEXTSTEPSFurtheranalysisofpre-andpost-testdescrip8vesta8s8csonallmeasuresandpairedsamplest-testtocomparemeanscoresonmeasures.

PetaBlevinsisarecipientofanAustralianPostgraduateAwardScholarshipandanEdithCowanUniversityExcellenceAward.Authorshavenofinancialdisclosuresthatwouldbeapoten8alconflictofinterestwiththispresenta8on.Thankyoutothedancerswhopar8cipatedandtheUniversitystaffwhosupportedtheimplementa8onoftheproject.

ACKNOWLEDGEMENTS

q Mindfulnessstrategieshelpeddancestudentscopewithdemandsofelitedancetraining.

q Futurestudiesshouldexploreeffec8venessofongoingmindfulnesstrainingincurriculum.

CONCLUSIONS

Benefits RecommendaDonsq Implementa8onof

newstrategiestomanagedifficultthoughts&feelings.

q Moreexperien8alac8vi8esandopportuni8esforin-sessionprac8ce.

q Enhancedabilitytocopewithtrainingdemands.

q Sessionsscheduledearlyintheday.

ANZACBSposter_submitted20171013_withlogo.pdf 1 16/10/17 08:45