The impact of training frequency on young dancers’ imagery use and ability

Abstract

It is well established that adult dancers have the ability to image and use various types of imagery (e.g., metaphorical, character/role) when training and performing; yet less is known about young dancers. From in-depth interviews, young dancers have reported using various types of imagery (e.g., technique, metaphorical, goal, environment, and motivational) and that their images were multisensory in nature including visual and kinesthetic modalities. Moreover, dance instructors have been found to influence their dancers’ use of imagery and imagery ability through incorporation and encouragement in their classes. However, the impact of training frequency on young dancers’ imagery use and ability has yet to be assessed. Therefore, the purpose of the current study was to examine imagery use, using the Dance Imagery Questionnaire for Children, and imagery ability, using the Movement Imagery Questionnaire for Children in dancers with different training frequency (i.e., number of classes per week). It was hypothesized that dancers with more weekly training would have higher imagery use and ability than dancers with less weekly training. The participants were dancers of various styles (e.g., ballet, tap, jazz, contemporary) between the ages of 7-14 years (M_age = 11.05, 1.88), with 36 dancers training 1- 4 dance classes/week, and 24 training 5-9 or more dance classes/week. A significant difference was found for metaphorical/role imagery such that dancers who trained more often used this imagery type more frequently than dancers who trained less often. Although the dancers who trained most scored higher on all imagery ability subscales (internal, external, and kinesthetic), no significant difference between the two dance groups was found. Based on the current findings, dance teacher training interventions are needed to guide and encourage young dancers’ imagery use and ability.