Downs, Samara Victoria Colette (2013). Coping and injury in a professional ballet company: an investigation of stressors, appraisal, coping processes and injury in professional ballet dancers. University of Birmingham. M.Phil.
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Downs13MPhil.pdf
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Abstract
The purpose of this study was to longitudinally explore relationships between stressors, appraisals, coping processes and injury among professional ballet dancers, examining differences between rank and performance/rehearsal weeks. Twenty ballet dancers from one professional touring ballet company completed self-report daily diaries consisting of open ended questions and Likert-type scales for 22-days. These were then inductively and deductively content analysed. Findings revealed corps ranks experienced more stressors than soloist ranks, and that the two groups experienced different frequencies of stressor dimensions. Variations in coping strategies used between corps and soloist groups were also revealed. Additionally, different frequencies of stressors were also recorded between performance and rehearsal weeks. Findings supported the transactional coping model, as no consistent relationship was found between stressors and/or appraisals and coping responses. Further, supporting the goodness-of-fit model, problem-focused coping recorded higher appraised levels of control over stressors, than emotionfocused coping. Moreover, days on which new injuries occurred coincided with higher stressor numbers and intensities, suggesting a positive relationship between stress and injury. Based on findings, further research is suggested to better establish causality of these results, by comparing coping processes and injury patterns over longer time periods and differing settings.
| Type of Work: | Thesis (Masters by Research > M.Phil.) | |||||||||
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| Award Type: | Masters by Research > M.Phil. | |||||||||
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| College/Faculty: | Colleges (2008 onwards) > College of Social Sciences | |||||||||
| School or Department: | School of Education | |||||||||
| Funders: | None/not applicable | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/4127 |
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