DevelopmentofaMindfulnessTrainingProgramforVoca8onalDanceStudentsPetaBlevins,MSc1,LukeHopper,PhD1,ShonaErskine,PhD1,GeneMoyle,DPsych21WesternAustralianAcademyofPerformingArts,EdithCowanUniversity;2Crea8veIndustriesFaculty,SchoolofCrea8vePrac8ce,QueenslandUniversityofTechnology

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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.

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