We’re pleased to bring you a timely article revolving around the current COVID-19 crisis / quarantine, and the many online dance classes that we are now seeing on social media. It is wonderful that we have these online resources for our dancers–however, we need to continually be mindful of how best to safely bring online dance classes to homebound students.
Our guest contributor is Sutton Anker, MSc. Sutton has a strong background in dance medicine and science, having done her BFA (concentration in dance science) at University of Wyoming, with Margaret Wilson, PhD and Jennifer Deckert, MFA–two prominent researchers in the field. She went on to obtain her MSc in Dance Science from Trinity Laban Conservatoire of Music and Dance in London, and remained in the UK for two years. While in the UK, she completed her Safe in Dance International (SiDI) Certification, and also became a SiDI Provider (meaning she can teach courses for certification), one of only two in the USA. She is based in Denver, CO, USA, where she is affiliated with Denver Dance Medicine Associates, and teaches at a competition dance studio. She is also a BASI Pilates instructor, and works for IADMS (International Association for Dance Medicine and Science).
Enjoy the article, and please pass it on.
Take care / stay healthy / stay safe — Jan Dunn, Dance Wellness Editor
Almost overnight, due to the COVID-19 pandemic, some elements of our lives have turned upside down, including many activities moving to virtual platforms. From work meetings and coffee dates to game nights and dance classes, our activities are now largely mediated by a screen. My partner’s workspace used to be a corporate office, sitting at a desk, with a computer screen in front of him, talking to people. The only thing that has changed now for him is no more corporate office, but instead a bedroom office and our cat is able to cuddle up next to him.
In comparison, my workspace used to be a vast open room, with a marley sprung floor, a surround sound system, and barres along the perimeter. My workspace is now my 6ft by 6ft carpeted living room, with no overhead lights, a couch, and a coffee table I have to move into the dining area before every class. Luckily, cat is also included.
My dance students are dancing in their bedrooms, because their family is occupying other parts of the house. Their only option is a 3ft by 4ft (if that) carpeted area next to a bed and a cluttered desk, with a lamp as their only light source. Or, they’re dancing in their family living room where the dog won’t let them successfully hold a plank and thinks it’s play time, and you hear a parent talking in the background! Distraction much? This dark, small, cluttered bedroom might be ideal to a teenager when they can use this space as their getaway sleeping nook–but suddenly it has become their classroom, bedroom, social hangout, and now dance studio.
Social media is booming with virtual class offerings from local studios, professional companies, and individual dance artists. This provides dancers an exciting opportunity to stay connected to a community and to keep their bodies active during these uncertain times. As I see young students taking classes and videos of dancers popping up on all of my social media pages, I can’t help but think, “Is this safe?” Although there are several benefits to offering online classes–financially, socially, and personally–it is our duty as dance teachers, parents, students, and professionals to safeguard these artists in these changing contexts. Both teachers and dancers must adapt our expectations to meet the change in environment and mental wellbeing.
It is normal to feel sad, unsure, scared, and angry during this time of quarantine. This time is not, and should not be social isolation, but a physical isolation. Fortunately, the virus cannot spread from one screen to another–so aren’t we lucky to have a way to connect? As advised by the World Health Organization, during this time we should stay connected to our family, friends, community, and arts to maintain a healthy mental wellbeing.
Teaching a dance class virtually has allowed us to see our students, maintain our sense of dance community and teachers can continue sharing their passion. But, to what extent? What should we be expecting of them? Should our class flow and demands shift as their dance environment has had to shift? The short answer? Absolutely!
Here is what the research says on the impact the dance environment and mental wellbeing has on safeguarding our students:
- Dance floor: The quality, size, and characteristics of the dance floor directly relate to injury. Research has shown that that an unsuitable floor is associated with injury when jumping and turning (Quin et al, 2015). Experienced and novice dancers are susceptible to injury, particularly in the lower limb that takes the most impact (Laws, 2008). Injuries associated with jumping on hard or inadequate surfaces include patellar tendonitis, stress fractures in the feet, and shin splits (Simmel, 2009). When turning on an inadequate floor space, like carpet, this can cause a higher risk of injuries in the knee and ankle due to not having the proper foot mechanics. An ideal floor is flat, smooth, sprung to absorb impact, and vast in space.
- Environment: Ensuring that a dance space is environmentally equipped and safe for dancers is key for overall safe dance practice (Quin et al, 2015). Environmental factors such as proper lighting, adequate space with no obstructions, and temperature can all relate to the safety and risk of injury. If any one of these components is not adequate, adaptations need to change for what can be expected of that dancer.
- Psychological: Injuries can occur due to psychological factors, meaning when an individual’s mental wellbeing is poor, they are more prone to injury (Skvarla & Clement, 2019). For many of the students, their social and emotional needs are not currently being fully met due to the quarantine, causing their psychological wellbeing to have shifted. Additionally, many young students are adapting to a new schedule and new routine for school, family, and dance. In consideration to routine, adding more to the schedule is unnecessary and can lead to burnout or other harmful physical and psychological outcomes. All of these mental and emotional changes should be considered by student, parent, and teacher in regard to safeguarding during online dance sessions.
Expectations of the dance class should adapt to respond to the changes in workspace- flooring, environment, and mental shifts. Although some students or teachers might have access to large open rooms and a ballet barre, not everyone has that privilege. Student’s safety and health is a teacher’s highest priority. But asking them to jump, turn, and do everything “full out” is not safe during this time.
It is the duty of the dancer to communicate what is possible for them to do in their space, and the responsibility of the teacher to adapt their teaching plans and demands to safeguard their students.
How can we create classes so that they are effective, progress training, and are accessible for each student–regardless of the space? Here are some places to start:
Consider the flow of the class:
First, and foremost, always, warm-up and cool-down. This goes for both teacher and student. Have your bodies and minds ready for the space you are about to move in (Quin et al, 2015).
- Avoid jumps. Without proper flooring, and adequate cueing from the teacher (which are both difficult in quarantine times), jumping could cause harm to the student and to the teacher demonstrating the movement.
- Avoid turns, particularly for those on carpet. Implement balance exercises or discuss the mechanics of the turns instead.
- Although it is recommended to have a peak stage in a class in regard to the demand or challenge of movement, consider how this stage can be reduced for safety or done in a different context than being met physically, like through discuss, research, or watching it done in video.
- To continue training these elements, consider doing conditioning work and utilizing motor imagery. Have the dancers visualize themselves performing the task or the dance full-out, as this has been shown to be beneficial for the firing of the muscles and success of the movement (Krasnow & Wilmerding, 2015).
Change the content of the class
Emphasize to your dancers they do not have to take every class offered. The body needs a physical and mental rest. Try to stick to your typical dance or workout schedule, including dance styles – avoid adding more in and do not feel obligated to participate.
- Play a game! This is a great way to keep them moving, thinking creatively, and connected to their fellow dancers. This can be something from your usual dance class transformed to the virtual world or create something new.
- Let them create movement rather than setting movement on them. We need to adapt to where they are, with a different setting and space allowance. So instead of setting our expectations and making them come to us, let’s come to them.
- Watch dance together. Find a YouTube video or other platform to watch dance and discuss it together. After watching, the students can create a piece using the film as inspiration.
- Discuss and implement psychological skills such as meditation, imagery, mindfulness, goal setting, and positive self-talk. It has been shown that teachers who discuss, encourage, and apply psychological skills have a positive impact on dancers’ wellbeing and overall performance (Klockare et al., 2011).
- Consider implementing Somatic practices taught by you or a Somatic professional.
- Introduce conditioning and strength training classes. There are various platforms available for Pilates, conditioning, etc. Be sure to check the qualifications of the instructor to ensure you are receiving correct and research supported information.
Ask the experts!
There are many professionals in the dance and dance wellness world currently stuck in their homes eagerly wanting to share their knowledge. Reach out and invite them to your Zoom session and discuss their expertise with your dancers. This is a great opportunity to engage our students with the dance and dance wellness communities on a larger scale. For example:
- Invite a dance medicine PT in to talk about injury reduction.
- Invite a nutritionist in to inform them that as delicious as salty potato chips are in the midst of a quarantine, we should keep a balanced diet to fuel our bodies with proteins, starchy carbs, good amounts of veggies, and fruits (Challis & Stevens, 2016).*
- Ask a Pilates instructors or a conditioning coach to provide exercises that can be done with little to no equipment in small spaces to keep dancer’s bodies strong and mobile.
- Reach out to a professional dance company to see if one of their dancers will share their experiences.
- Need some contacts? Here are some sites to start searching:
- 4dancers.org (we have plenty of great resources right here!)
Although we all desperately miss our vast studios and the energy of the dance space, the quarantine is a necessity for the wellbeing of our communities and our economy, locally and globally. We are creative by nature and are able to continue moving, creating, learning, and sharing during this. Let’s be sure we are doing so in a manner that facilitates the safety and wellbeing of ourselves and our students.
(*Updated 4/11 to be more inclusive of healthy eating specifics.)
Sutton Anker has a strong passion for teaching: dance technique, dance science/wellness, Pilates, and creative movement classes for all ages and abilities. Her interest in dance medicine and science began at the University of Wyoming where she earned her B.F.A. in 2013 in Dance concentration of Science. Throughout her time at Wyoming, Sutton participated in and co-coordinated various dance science research projects, while also spending time on the stage both during her four years and post-graduation.
In 2015, Sutton graduated with her Masters of Science in Dance Science from Trinity Laban Conservatoire of Music and Dance in London, U.K. Sutton has presented two of her mirror research studies including her Master’s thesis, An Investigation of Pedagogical Rationales for Current Mirror Use in a Ballet Technique Class at the 2016 IADMS conference in Hong Kong.
Sutton’s personal and academic interest in pedagogy and advocacy for safe dance practice is what drew her to be a Safe in Dance International (SiDI) Registered Provider, teaching safe dance practice to dancers, teachers, and parents throughout the U.S. Alongside teaching dance technique at a local studio, Sutton is a BASI Pilates instructor educating and working with individuals, and dancers, on their personal wellness. In 2019, Sutton joined IADMS as the Program and Marketing Specialist to assist teams across the organization to plan, coordinate, and implement successful conference programming and marketing campaigns. In addition to her teaching and IADMS role, Sutton teaches workshops on dance wellness and Pilates for dancers on behalf of SiDI and Denver Dance Medicine Associates.
References:
Cumming J, Duda JL. Profiles of perfectionism, body-related concerns, and indicators of psychological health in vocational dance students: An investigation of the 2× 2 model of perfectionism. Psychol Sport Exercise. 2012; 13(6).
Challis, J. & Stevens, A. (2016). Nutrition Resource Paper. International Associations for Dance Medicine and Science Resources Paper Online.
Laws, K. (2008). Physics and the art of dance: Understanding movement (2nd ed). Oxford, England: Oxford University Press.
Klockare, E., Gustafsson, H., & Nordin-Bates, S. M. (2011). An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice. Research In Dance Education, 12(3). doi:10.1080/14647893.2011.614332
Krasnow, D., & Wilmerding, V. (2015) Motor Learning and Control for Dance. Champaign, IL: Human Kinetics.
Quin, E., Rafferty, S., & Tomlinson, C. (2015) Safe Dance Practice: An Applied Dance Science Perspective. Champaign, IL: Human Kinetics.
Skvarla, L. & Clement, D. (2019) The Delivery of a Short-Term Psychological Skills Training Program to College Dance Students. Journal of Dance Medicine and Science 23(4). https://doi.org/10.12678/1089-313X.23.4.159
