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Essentials of Dance Psychology

Essentials of Dance Psychology

  • Author: Nordin-Bates, Sanna

Book

$116.00

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Contents

  • Introduction to Dance Psychology
  • What Is Dance Psychology?
  • Cognitive Behavioral Therapy in Dance Psychology
  • Part I. Individual Differences
  • Chapter 1. Personality
  • What Is Personality?
  • Structure of Personality
  • Origins of Personality
  • Consequences of Personality
  • Narrow Identity: Are Dancers at Risk?
  • Chapter 2. Perfectionism
  • What Is Perfectionism?
  • Origins of Perfectionism in Dance
  • Consequences of Perfectionism
  • How Can Perfectionism Be Managed?
  • Chapter 3. Self-Esteem and Self-Confidence
  • What Are Self-Esteem and Self-Confidence?
  • Origins of Self-Esteem
  • Consequences of Self-Esteem
  • Origins of Self-Confidence
  • Consequences of Self-Confidence
  • How Can Self-Esteem and Self-Confidence Be Strengthened?
  • Chapter 4. Anxiety
  • What Is Anxiety?
  • Sources of Anxiety
  • Consequences of Anxiety
  • How Can Anxiety Be Managed?
  • Part II. Dance-Specific Characteristics and Dispositions
  • Chapter 5. Motivation
  • What Is Motivation?
  • Achievement Goal Theory Perspective on Motivation
  • Self-Determination Theory Perspective on Motivation
  • How Can Healthy Motivation Be Nurtured? An Intrapersonal Perspective
  • Chapter 6. Attentional Focus
  • What Is Attentional Focus?
  • Performance-Related Consequences of Different Attentional Foci
  • Attentional Focus Research in Dance
  • Why Attentional Focus Has an Impact
  • How Can Optimal Attentional Focus Be Nurtured?
  • Chapter 7. Creativity
  • What Is Creativity?
  • Sources of Creativity
  • Correlates of Creativity
  • How Can Creativity Be Nurtured?
  • Part III. Psychological Skills
  • Chapter 8. Mindfulness
  • What Is Mindfulness?
  • Origins of Mindfulness
  • Consequences of Mindfulness
  • Mindfulness Research in Dance
  • Why Mindfulness Has an Impact
  • How Can Mindfulness Be Nurtured?
  • Chapter 9. Goal Setting and Self-Regulation
  • What Is Goal Setting?
  • Sources of Goals: Assigned Goals Versus Personal Values
  • Consequences of Goal Setting
  • Why Goal Setting Has an Impact
  • What Is Self-Regulation?
  • How Can Goal Setting and Self-Regulation Be Optimized?
  • Chapter 10. Imagery
  • What Is Imagery?
  • Revised Applied Model of Deliberate Imagery Use
  • Sources of Imagery
  • Consequences of Imagery
  • Why Imagery Has an Impact
  • How Can Imagery Be Optimized?
  • Part IV. Dance Environments and Challenges
  • Chapter 11. Motivational Climates
  • What Is a Motivational Climate?
  • Achievement Goal Theory (AGT) Perspective: Task- and Ego-Involving Climates
  • Self-Determination Theory Perspective: Need-Supportive Versus Controlling Leadership
  • Origins of Motivational Climates: What Makes Teachers Support or Thwart Healthy Motivation?
  • Consequences of Motivational Climates
  • How Are Healthy Motivational Climates Created?
  • Chapter 12. Talent
  • What Is Talent?
  • Sources of Talent
  • Consequences of Talent Beliefs and of Talent Identification
  • How Can Talent Identification and Development Be Optimized?
  • Chapter 13. Injury
  • What Are the Key Psychological Aspects of Injury in Dance?
  • Psychological Risk Factors for Acute Injury: Stress-Injury Model
  • Beyond the Stress-Injury Model: Other Psychological Risk Factors for Dance Injury
  • Dancers' Experiences of Becoming and of Being Injured
  • Psychological Aspects of Injury Rehabilitation
  • Using Psychology to Reduce Injury Risk and Optimize Rehabilitation
  • Chapter 14. Body Image and Disordered Eating
  • What Is Body Image?
  • Eating Disorders Versus Disordered Eating
  • Origins of Negative Body Image and Disordered Eating in Dance
  • Consequences of Body Image and Disordered Eating
  • How Can Healthy Body Image Be Nurtured?
  • How Can Disordered Eating Be Prevented, Identified, and Managed?