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
4
MethodologyMethodology
•Introduction
•Methodology
•Main Findings
•Reflection
5
Action researchAction research
•Introduction
•Methodology
•Main Findings
•Reflection
6
‘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
10
Literature Review (secondary research)
•Introduction
•Methodology
•Main Findings
•Reflection
11
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
14
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
15
•Introduction
•Methodology
•Main Findings
•Reflection
0
1
2
3
4
5
6
7
81
- P
osi
tive
Re
info
rcm
en
t
2 -
Co
nst
ruct
ive
Crit
icis
m
3 -
Su
cce
ssfu
lP
erf
orm
an
ce
4 -
Th
ou
gh
tS
top
pin
g
5 -
Vis
ua
lisa
tion
6 -
Be
ing
Ob
vio
us
Inco
ncl
usi
ve
No
of
Chi
ldre
n
Students with Low Self-ConfidenceStudents with Low Self-Confidence
16
0
1
2
3
4
5
6
71-
Pos
itive
Rei
nfor
cem
ent
2 -
Con
stru
ctiv
eC
ritic
ism
3 - S
ucce
ssfu
lP
erfo
rman
ce
4 - T
houg
htS
topp
ing
5 -
Vis
ualis
atio
n
6 - B
eing
Obv
ious
•Introduction
•Methodology
•Main Findings
•Reflection Students with Medium Self-ConfidenceStudents with Medium Self-Confidence
Inco
ncl
usi
ve
No
of
Chi
ldre
n
17
0
1
2
3
4
5
61
-Po
sitiv
eR
ein
forc
em
en
t
2 -
Co
nst
ruct
ive
Crit
icis
m
3 -
Su
cce
ssfu
lP
erf
orm
an
ce
4 -
Th
ou
gh
tS
top
pin
g
5 -
Vis
ua
lisa
tion
6 -
Be
ing
Ob
vio
us
•Introduction
•Methodology
•Main Findings
•Reflection
Inco
ncl
usi
ve
Students with High Self-ConfidenceStudents with High Self-ConfidenceN
o o
f C
hild
ren
18
0
1
2
3
4
5
6
7
8
1-P
osi
tive
Re
info
rce
me
nt
2 -
Co
nst
ruct
ive
Cri
ticis
m
3 -
Su
cce
ssfu
lP
erf
orm
an
ce
4 -
Th
ou
gh
tS
top
pin
g
5 -
Vis
ua
lisa
tion
6 -
Be
ing
Ob
vio
us
Low
Mid
High
Cross Correlation of all Self-Confident rangesCross Correlation of all Self-Confident ranges
•Introduction
•Methodology
•Main Findings
•Reflection
Inco
ncl
usi
ve
19
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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