Investigating the acute effect of an aerobic dance exercise program on neuro-cognitive function in the elderly

ObjectiveThe present study investigated the types of aerobic dance programs that positively impact cognition, such as executive function, in elderly people.DesignRandomized controlled trial.MethodThe study compared the effects of acute aerobic dance exercise on cognitive performance using two 40-min aerobic dance programs. Thirty-four elderly participants, aged 65–75 years, were randomly assigned into either free (N = 17) or combination (N = 17) style workout groups. The free style (FR) workout consisted of several patterns of movement, while the combination style (CB) workout consisted of similar patterns of movement to FR, but the patterns were joined to form a long choreographic routine. Both dance programs were controlled to be the same in exercise intensity, approximately 40% heart rate reserve. Reaction time and correct rates were measured using a task-switching reaction time test to evaluate executive cognitive performance immediately before and after the 40-min dance exercise.ResultsA two-way (dance program × pre-post dance exercise) repeated-measures analysis of variance for switch reaction time increase (switch cost) demonstrated a significant interaction (p = .006), showing that the switch cost in the CB group became smaller after the dance exercise than before (p = .009).ConclusionThe results suggest that the executive cognitive network was facilitated in a CB dance workout that has a dual-task nature and induces movement (task) interference with unexpected movement changes.     

Comparing the efficacy (RCT) of learning a dance choreography and practicing creative dance on improving executive functions and motor competence in 6–7 years old children

ObjectivesThis study examined the effect of two different dance curriculums on executive functions and motor competence in 6–7 years old primary-school children across an 8-week period. One dance curriculum was underscored by creativity and the other was based on a choreographed dancing curriculum with high cognitive challenge.DesignRandomised-controlled trial.MethodsSixty-two primary-school children (6.6 ± 0.5 years old; 47% females) participated for a control period in the regular school PE lessons, after which they were randomly assigned to two experimental groups – choreography dance group or creative dance group. The two experimental groups practiced dance for 8 weeks, twice a week, learning either a choreographed dance sequence with high cognitive challenge or creating their own dance sequence in a creative dance curriculum. Executive functions (working memory capacity, inhibition, and flexibility) and motor competence were assessed at three time points – baseline, pre-intervention and post-intervention.ResultsThere was a time effect for inhibitory control (p < 0.01), with a high improvement during the intervention (d = 0.76) than baseline (d = 0.46); for working memory capacity (p < 0.01), with a higher improvement during intervention (d = 0.43) than baseline (d = 0.31) in the high challenging task; and for motor competence (p < 0.01), with a higher improvement during baseline (d = 1.7) than intervention (d = 0.75); no other significant effects. Group differences revealed weak evidence that the choreography group improved inhibitory control and working memory more than the creative dance group. However, a check for pedagogy fidelity revealed that the creative-dance curriculum was not adopted as planned (i.e., high volume of teacher's instruction and small use of music).ConclusionsAn 8-week dance intervention improved inhibitory control and potentially working memory capacity in grade one and two primary-school children. Contrary to prediction, the dance intervention did not improve motor competence beyond typical development. Discrepancy between the planned and adopted creative-dance curriculum suggests caution in interpreting results. This study provides new insights into the exercise-cognition relationship.     

Exploring female dancer’s emotions and coping experiences following deselection: An interpretative phenomenological analysis

ObjectivesThe purpose of this study was to (a) explore female dancers’ experiences of emotions following deselection and (b) examine the coping mechanisms used by dancers to overcome these emotions.MethodsTwo one-on-one semi-structured interviews were conducted with ten female dancers (aged 20–26, average career length M = 6 years) from dance forms including ballet, jazz, commercial, and contemporary. Data were collected and analysed using interpretative phenomenological analysis by Smith (2009).ResultsDancers experienced a rollercoaster of emotions including disappointment, confidence impacts, and embarrassment, as well as changes in their feelings towards dance. To deal with these emotions the dancers often avoided their emotions, used dance as therapy, and sought social support as coping mechanisms.ConclusionsDancers’ emotional experiences of deselection seem to negatively influence the social identities of the dancer and the levels of motivation they held towards dance. Findings highlighted the importance of coping with these emotions, and suggested future sport psychologists should apply interventions to assist with this and the regulation of emotions to prevent dancers from dropping out.     

Using Celluloid to Break the Silence About Sexual Violence in the Black Community

Abstract

I am the producer, writer, and director of NO!, a feature length documentary that addresses intra-racial sexual assault in the Black community. Through this film, I hope to break the silence and give visual voice to a chorus of Black women rape survivors and Black women and men activists, historians, poets, attorneys, psychologists, and musicians. Their messages are conveyed through testimonies, scholarship, dance, music, and poetry.     

Efficacy of a 7-week dance (RCT) PE curriculum with different teaching pedagogies and levels of cognitive challenge to improve working memory capacity and motor competence in 8–10 years old children

ObjectivesThis study examined how learning a dance choreography with different teaching pedagogies and different cognitive challenge influenced the development of working memory capacity and motor competence in primary school children.DesignRandomised-controlled trial.MethodsEighty primary school children (8.8 ± 0.7 years old; 61% females) were recruited and randomly assigned to two experimental groups – a high-cognitive and a low-cognitive group – and a control group. The two experimental groups practiced dance for 7 weeks, twice a week, learning a choreography, while the control group participated in the school standard PE curriculum. In the high-cognitive group, the dance teachers limited visual demonstrations and encouraged children to memorise and recall movement sequences to increase the cognitive challenge.ResultsWhile the pre-to post-test improvements did not statistically differ between experimental groups, the analysis showed that the high-cognitive group statistically improved their working memory capacity (p < 0.01; d = 0.51), while the low-cognitive (p = 0.04; d = 0.48) and control groups did not (p = 0.32; d = 0.17). All three groups improved their motor competence from pre-to post-test, and there was a significant group*time effect (p < 0.01, η_p² = 0.13) with the high-cognitive group showing larger improvement than the control.ConclusionsThe results of this study provide initial support that dance practice coupled with a high cognitive challenge could improve working memory capacity and motor competence in children; however, the difference between groups was not statistically significant, and future research is necessary to examine the generalization of this finding.     

Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project

ObjectivesTo report the theory-based process evaluation of the Bristol Girls' Dance Project, a cluster-randomised controlled trial to increase adolescent girls' physical activity.DesignA mixed-method process evaluation of the intervention's self-determination theory components comprising lesson observations, post-intervention interviews and focus groups.MethodFour intervention dance lessons per dance instructor were observed, audio recorded and rated to estimate the use of need-supportive teaching strategies. Intervention participants (n = 281) reported their dance instructors' provision of autonomy-support. Semi-structured interviews with the dance instructors (n = 10) explored fidelity to the theory and focus groups were conducted with participants (n = 59) in each school to explore their receipt of the intervention and views on the dance instructors' motivating style.ResultsAlthough instructors accepted the theory-based approach, intervention fidelity was variable. Relatedness support was the most commonly observed need-supportive teaching behaviour, provision of structure was moderate and autonomy-support was comparatively low. The qualitative findings identified how instructors supported competence and developed trusting relationships with participants. Fidelity was challenged where autonomy provision was limited to option choices rather than input into the pace or direction of lessons and where controlling teaching styles were adopted, often to manage disruptive behaviour.ConclusionThe successes and challenges to achieving theoretical fidelity in the Bristol Girls' Dance Project may help explain the intervention effects and can more broadly inform the design of theory-based complex interventions aimed at increasing young people's physical activity in after-school settings.     

Dancing faith: contemporary Christian dance in Norway

ABSTRACT

Although dance is a common religious expression, its place in the Christian tradition has been contested. In modern Protestant Norway, dance has mostly been considered irrelevant to church life or even sinful. In recent decades, however, dance has become increasingly common in Norwegian churches. The present analysis of empirical data on dance in Christian settings in contemporary Norway is based on participant observation and interviews. While younger dancers (born after 1990) consider it natural to dance in church, and are usually welcome to do so, older participants have met significant resistance. When dancing, dancers find personal meaning (wellbeing, processing emotions and life events), social meaning (communication, belonging), and religious meaning (contact with God, prayer, growth). Dance emerges as a part of lived religion that clearly highlights how bodies matter, and how spiritualities are gendered, in this contribution to understanding the embodied dimensions of religion.     

Daily fluctuations in the affective states of dancers: A cross-situational test of basic needs theory

ObjectivesThis study tested the generalizability of basic needs theory (BNT; Deci & Ryan, 2000) across situations in which dancers learn and perform within vocational dance. Specifically, we examined the inter-relationships between daily and typical perceptions of autonomy support, basic psychological need satisfaction, and changes in affective states, across dance situations that were divergent in their learning and evaluative potential (dance classes, rehearsals, and performances). Genre differences were also examined.DesignA one-month diary study examined the inter-relationships between typical and daily perceptions of autonomy support, basic psychological need satisfaction and positive and negative affect among dancers studying three distinct genres and in three situations (classes, rehearsals, performances).MethodFifty-five dancers completed a series of scales tapping the variables of interest. Abbreviated versions of the scales were completed before (affective states) and after (affective states, basic needs and autonomy support) dance classes, rehearsals and performances over four weeks. Analyzes tested the BNT sequence across the learning and performance situations. Interactions between typical and state experiences were tested. Cross-genre comparisons were also made.ResultsResults partially supported the BNT sequence across classes, rehearsals and performances. There were situational differences in the salience of each need as a predictor of affective states. When comparing genres, some differences were also found in perceived autonomy support, basic need satisfaction and affective states.ConclusionsFindings point to the importance of promoting autonomy supportive dance teaching to facilitate dancers' day-to-day experiences of well-being.     

A Psychotherapist Retires

Abstract

This article reflects on a year of my personal experience as I prepared to retire from my psychotherapy practice of 40 years. While aware that this might be a poignant experience for bothmyself and my clients, my own surprising emotions and dreams demanded that I pay attention to myself. By acknowledging my feelings I was able to direct sensitive attention to the clients' feelings of loss and sadness. Finding the balance between the sadness that filled the therapy room and my own enthusiasm for what awaited me outside that room, was not a simple task     

Individual differences in athletes' perception of expressive body movements

ObjectivesUnderstanding others' actions depends on the observer's individual characteristics and sensorimotor experience. Motor performance domains, such as sports and the performing arts, provide optimal situations to investigate the determinants of action perception. We investigated athletes' perceptual identification of expression intensity in body movements.DesignA within-subjects design was used.MethodParticipants watched point-light displays (1000 ms long) depicting expressive and inexpressive dance movements. The task was to identify the dancer's intended expression intensity.ResultsThe results indicate that expressive body movements can be reliably identified, with judgement accuracy correlating with self-report empathy indices, intuitive/deliberate decision-making preferences, and indices of sports training. Only years of sports training could predict perceptual identification accuracy.ConclusionsWe discuss the findings in relation to motor and cognitive–emotional contributions to action simulation. The potential of cross-domain transfer of motor expertise for boosting perceptual judgements and a hierarchical role of factors eliciting action simulation are also outlined.     

A dancer's well-being: The influence of the social psychological climate during adolescence

ObjectivesResearch suggests promoting task-involving dance climates is beneficial to well-being (Quested & Duda, 2009, 2010). Likewise, caring climates are integral to optimizing well-being (Fry et al., 2012). However, perceptions of a caring climate have not been examined in dance studios and little is known about the relationship between perceptions of a broader climate and aspects of psychological well-being. This study examined the relationship between perceptions of the social psychological climate (task-involving, ego-involving, and caring) and aspects of psychological well-being (positive and negative affect, body-esteem, and teacher and peer friendship quality) in adolescent dancers.DesignCross-sectional correlational design.MethodEighty-three female dancers (M age = 16.28 ± .93) self-reported well-being and perceptions of their studio's dance climate.ResultsPerceptions of task-involving and caring climates were related to better positive affect, body-esteem, and relationships with teachers and peers (r range: .33–.68). Two climate cluster profiles emerged: a Positive Climate (n = 57) with lower ego-involving and greater task-involving and caring climate perceptions and a Mixed Climate (n = 26) with higher ego-involving and lesser task-involving and caring climate perceptions. MANOVA revealed significant differences (V = 0.266, F (6, 76) = 4.59, p < .001) between the profiles on well-being. Discriminant function analysis showed dancers in the Positive Climate cluster reported greater body esteem, more friends, and less negative affect than dancers in the Mixed Climate cluster.ConclusionsPromoting a task-involving and caring climate and de-emphasizing an ego-involving climate is an effective strategy for promoting well-being in dancers.     

Patrides,Plotinus and the Cambridge Platonists

ABSTRACT

Discussion of the Cambridge Platonists, by Constantinos Patrides and others, is often vitiated by the mistaken contrasts drawn between those philosophers and late antique Platonists such as Plotinus. I draw attention especially to Patrides’s errors, and argue in particular that Plotinus and his immediate followers were as concerned about this world and our immediate duties to our neighbours as the Cambridge Platonists. Even the doctrine of deification is one shared by all Platonists, though it is also here that genuine differences between pre-Christian and Christian exegesis can be found. All, it can be said, hope and expect to join ‘the dance of immortal love’, but Christian Platonists had a deeper sense of God’s ‘humility’ in His Word’s material and temporal manifestation. Not Olympian Zeus but the Crucified Christ was their preferred image of divine involvement, and their better guide to heaven.     

The Theory and Practice of Psychiatry by Frederick C. Redlich and Daniel X. Freedman

Abstract

The noted humorist Dave Barry, in looking back over his life and thinking of things he had learned, said one of the things he learned was that “There is a very fine line between ‘hobby’ and ‘mental illness’” (1998, p. 182).

Following in Dave Barry’s path, I would like to look back over the 45+ years I’ve been practicing group therapy and see if there is anything to be learned by what I have learned over those years.     

Mechanisms for Affect Communication from Dance: A Mixed Methods Study

Dance is a multifaceted creative act that has been used to communicate emotions throughout human evolution. Despite this history, there has been no empirical exploration of components of dance that allow it to communicate emotion. We address this with a mixed methods study in which a quantitative study with dance viewers builds upon qualitative findings with dance artists. Qualitative analysis revealed proposed components of dance responsible for emotion communication are narrative content, social interaction, emotion portrayal intent, and textural quality of movement. These elements were then manipulated using dance video stimuli to quantitatively test viewers' emotion perception accuracy. Results revealed emotion portrayal intent (i.e., expression intent in dance creation) is an important factor for viewers to accurately perceive emotion, regardless of narrative content. While prior studies have focused on the perceiver's role in emotion perception from dance, this is the first study to demonstrate emotions are perceived from dance based on intent during dance creation. Findings highlight the nuanced structure of emotion communication in dance, for which we pose a theoretical framework. Together, dance holds possibilities for studying distinct mechanisms for creative communication that may be important for the study of generalized affect communication outside of creative arts contexts.     

Achievement goal theory and disordered eating: Relationships of disordered eating with goal orientations and motivational climate in female gymnasts and dancers

ObjectivesTo examine the relationships between disordered eating in female gymnasts and dancers and their perspective towards achievement in sport and dance, respectively. With an emphasis on outperforming others (ego involvement), more disordered eating was expected than when personal progress (task involvement) was emphasized.MethodsNinety-four aesthetic performers from gymnastics (n = 59) and dance (n = 35) completed questionnaires measuring ego and task involvement (individual orientation and motivational climate), dieting, self-esteem, perfectionism and weight-related peer and coach pressure.ResultsPartial correlations indicated that a stronger ego orientation was related to more dieting, greater perfectionism, more weight-related peer pressure, and lower self-esteem. Similar relationships were found for performance climate. Mastery climate on the other hand was negatively related to dieting, and coach and peer pressure, suggesting that when performers perceived the motivational climate as mastery, less frequent dieting was reported and less weight-related coach and peer pressure was perceived. No relationships were found between task orientation and disordered eating. Most importantly, regression analysis showed that after controlling for BMI, both ego orientation and mastery climate made a unique significant contribution to explaining dieting variance.ConclusionsGoal achievement theory is an important framework for explaining disordered eating in female aesthetic performers. Both ego orientation and mastery climate play a role in dieting of gymnasts and dancers. Aesthetic performers who are strongly ego-oriented tend to display more disordered eating correlates. Furthermore, it seems that to protect against disordered eating, coaches and teachers should create a mastery climate and target self-improvement and self-referenced comparisons over interpersonal competitiveness.     

Managing and developing a boundaryless career: Lessons from dance and drama

Abstract

As the structure of employment opportunities has been transformed by economic and technological changes, we have been forced to re-examine our ideas about what careers involve. We expect to make more and different sorts of career transitions and to have to take more responsibility for managing our own careers. It is suggested that information from the pattern of employment and career opportunities in dance and drama can provide useful insights into the skills that many more of us will need to manage and develop our careers in the future. This article uses data from a study of careers and training in dance and drama (Jackson, Honey, Hillage, & Stock, 1994) to identify key features of the ways careers are managed in this labour market. Implications from this analysis are discussed as part of a review of the way careers are changing.     

Self-compassion and women athletes' responses to emotionally difficult sport situations: An evaluation of a brief induction

ObjectivesTo examine self-compassion as a way to promote healthy responses in women athletes when faced with emotionally difficult sport-specific situations.DesignPhase I, cross-sectional; Phase II, experimental.MethodsIn Phase I, participants (N = 101; M_age = 20.0, SD = 2.8 years) completed measures of self-compassion, self-esteem, and narcissism, as well as reactions, thoughts, and emotions in response to hypothetical (i.e., responsible for a team loss) and recalled scenarios. Participants returning for Phase II were randomly assigned to a brief self-compassion induction (n = 21), self-esteem induction (n = 20), or writing control (n = 18) group. Following the induction, they responded to the same hypothetical scenario as in Phase I.Phase I resultsAfter partialling out self-esteem and narcissism, self-compassion was related (p < .01) to negative affect (r = −.40), catastrophizing thoughts (r = −.30), personalizing thoughts (r = −.32), and behavioral equanimity (r = .28) for the hypothetical scenario. A similar pattern was found for the recalled scenario.Phase II resultsA MANOVA with Phase I self-compassion, self-esteem, and narcissism as covariates resulted in a non-significant group by time interaction, Wilks' Lambda = .75, F(12,96) = 1.27, p = .25. Follow-up hierarchical regression analysis showed Phase I levels of self-compassion as the only significant predictor for negative affect, personalizing thoughts, and behavioral equanimity.ConclusionsWomen athletes with higher self-compassion levels generally responded in healthier ways to emotionally difficult hypothetical and recalled situations in sport than their less self-compassionate counterparts. However, future research needs continued focus on evaluating self-compassion inductions and interventions for use in sport.     

Counterfactual Discourse in Context

The classic Lewis‐Stalnaker semantics for counterfactuals captures that Sobel sequences are consistent sequences, for example:

• a. If Sophie had gone to the parade, she would have seen Pedro dance.
• b. But if Sophie had gone to the parade and been stuck behind someone tall, she would not have seen Pedro dance.

But reverse a sequence like this one and it no longer sounds so good, which is surprising on the classic semantics. This observation motivated Kai von Fintel (2001) and Thony Gillies (2007) to propose dynamic semantic accounts of counterfactual conditionals. Subsequently, Sarah Moss (2012) defended the classic semantics against the charge that it need be abandoned in the face of these order effects, arguing that the infelicity of the reverse sequences is pragmatic. I argue that both accounts are ultimately untenable, but each account has strengths. Seeing what works and what doesn't in each account points the way to the right positive view. With this in mind, I defend a contextualist account of counterfactuals that takes conversational relevance to play a central role.     

Experiences with social support among older adult women participating in gay square dancing

LGBTQI2S+ (lesbian, gay, bisexual, transgender, questioning, intersex, and two-spirit, etc.) individuals face unique challenges to physical activity participation, such as discrimination and exclusion. Square dance is a form of collaborative group dancing and while traditionally a heteronormative form of dance, gay square dance is typically open to everyone, regardless of sexual orientation. Square dancing offers opportunities to belong to a community of others engaged in the same activity, which older adults often find satisfying. The aim of this research was to understand how older adults who identify as women experience social support in the context of participating in gay square dance and the role previous experiences of social exclusion play in influencing these experiences. Fourteen self-identified women (age range 55–79 years; n = 11 White, n = 1 Black, n = 2 Jewish) belonging to a gay square dance club participated. Participants self-identified as heterosexual (n = 7), lesbian (n = 3), pansexual (n = 1), bisexual (n = 1), or did not identify with existing terminology (n = 2). Interviews were conducted during a gay square-dancing festival and thematically analyzed. Findings highlighted that participants experienced acceptance which affirmed their sense of self and enabled their authentic selves. To foster a sense of belonging and close relationships, specific actions (e.g., demonstrative welcoming of newcomers, mutual support) were taken by other participants in the group. Physical touch is an inherent part of square dancing, which took on different meanings for participants and was overall perceived as safe. Inclusive groups like gay square dance clubs are an important and consistent means where older adult women can experience meaningful social relationships and interactions.     

Normality in medicine: an empirical elucidation

Introduction

Dementia diseases, especially Alzheimer’s disease (AD), are of considerable importance in terms of social policy and health economics. Moreover, against the background of the current Karlsruhe judgement on the legalisation of assisted suicide, there are also questions to be asked about medical humanities in AD.

Methodology

Relevant literature on complementary forms of therapy and prognosis was included and discussed.

Results

Creative sociotherapeutic approaches (art, music, dance) and validating psychotherapeutic approaches show promise for suitability and efficiency in the treatment of dementia, but in some cases still need to be scientifically tested. Biomarker-based early diagnosis of dementia diseases is increasingly becoming a subject of debate against the background of the Karlsruhe ruling.

Discussion

Needs-oriented and resource-enhancing approaches can make a significant contribution to improving the quality of life of people with dementia. The discussion on the issue of “assisted suicide” should include questions of the dignity and value of a life with dementia.

Outlook

The integrative dementia therapy model can be complemented by a religion- and spirituality-based approach. Appropriate forms of psychotherapy should be scientifically evaluated.