The training of elite dancers has not changed in the last 60 years; it is often only those that have survived the training that go on to have a career, not necessarily the most talented. It is time to challenge and change how we train tomorrow's professional dancers. This book brings you the reasons why and all tools to implement change.
10 years ago, Matthew Wyon and Gaby Allard introduced a new pedagogical approach to training vocational dancers: Periodization. This ground-breaking new methodology provides an adaptable framework to optimise training - it's goal-focused, fits to performance schedules, and is highly sustainable for the dancer. It is the future.
For the first time, Wyon and Allard have put their discoveries to paper. Periodization provides clear context to why change is needed, and explores the theoretical underpinnings of this new approach and how it can be effectively applied to a dance environment.
Author(s): Matthew Wyon, Gaby Allard
Publisher: Bloomsbury Academic
Year: 2022
Language: English
Pages: 256
City: London
Cover
Halftitle page
Title page
Copyright page
CONTENTS
FIGURES
TABLES
PREFACE
Introduction FIT FOR A REASON, MOTIVATION OF THE CONCEPT OF PERIODIZATION FOR DANCE TRAINING
Gaby Allard’s story
Matthew Wyon’s story
PERIODIZATION FOR DANCE EDUCATION: FIRST INTRODUCTION
A SHORT HISTORY OF THE COLLABORATION: HOW DANCE EDUCATION AND APPLIED SCIENCE MET
HOW TO USE THIS BOOK
ON A PERSONAL NOTE: ‘ARE YOU AWARE OF THE RISKS YOU’RE TAKING?’ APROPHETIC WARNING OR DISCLAIMER?
PART ONE Explanation of the concept
1 From the educational/didactical perspective
ArtEZ School of Dance: periodization for dance education
The curriculum outlines
Design principles
One four-year training cycle; four annual plans
Learning tracks and cycles
Circle of Guides
Periodizing theory and practice
Making it all fit
2 Periodization: A sport science perspective
Importance of planning
Development of the biomotor abilities
Coaching teams
Athlete education
3 Periodization: A psychological perspective
Introduction
Theory
The complex system of training successful dancers
Bronfenbrenner’s Bioecological Model
Gagné’s Integrative Model of Talent Development
Self Determination Theory and motivational climate
4 Developing a coaching philosophy for talent development
Indicators of coherence
Diversity of coaching styles within the coaching team
Coach development
Summary
5 Getting the most out of class: Motor learning in a person-centred dance education curriculum Derrick Brown
Introduction
Cognitive stage
Associative stage
Autonomous stage
The interwoven, integrated process of learning
PART TWO Culture change: more than a schedule – a radical turn around
6 The start
One for all, or all for one?
Finding the end goal
Identifying the (new) end goal
7 Who does what?
Back to the origin of the (dance) class
8 Train the trainer
Intensity vs. difficulty
9 Beginner’s mistakes
Dancers just want to dance: the importance of feedback and feedforward
From the teacher’s perspective
From the student’s perspective
PART THREE Applying the science
10 Periodization
Goal-setting
Annual phases
In-phase priorities
11 Macro- and micro-cycles
Timetable priorities
A note about guest teachers and choreographers
Be flexible
12 Goal-setting revisited
13 Training load
Fatigue and technique
Technique emphasis
Training intensity and load
Preparing for rehearsal and performance
Monitoring the training load by dancers/students
PART FOUR Curriculum change: it doesn’t happen over night
14 The influence of the external
Working with guest teachers and/or choreographers within a periodized programme
15 The risk of relapse: Look who is stressing now
Resisting relapse: old habits die hard
16 The power of self-regulating students
Empowering the students’ voice
17 The teachers’ perspective Erin Sanchez
Introduction
What was your previous knowledge of periodization at the start of the project?
What do you see as the key moments in the process of the innovation of periodization?
How has periodization changed your current teaching practice?
What’s the most rewarding part of working with periodization as a method for structuring the education programme?
What’s the most difficult part of periodization?
How do you inform the students about what you expect?
What do you see as the benefits that are measurable from periodization?
What has changed in the build-up of your classes?
What has changed in how you see your contribution to the curriculum?
How could an outsider recognize an ArtEZ dancer in relation to the system of periodization?
Is there anything else you want to share about your experiences with periodization?
PART FIVE Other things to think about
18 Physical fitness training
Cardiorespiratory components
Muscular training
Plyometrics
Core training
Flexibility
Warming up and warming/cooling down
Fitting it all in
Rest and holidays
Fitness testing
Training programme examples
REFERENCES
APPENDICES
INDEX
