Radell Sally A, Keneman Margaret L, Mandradjieff Mara P, Adame Daniel D, Cole Steven P
University of Tennessee, Knoxville, Tennessee.
Research Design Associates, Yorktown Heights, New York.
J Dance Med Sci. 2017 Dec 15;21(4):135-143. doi: 10.12678/1089-313X.21.4.135.
This mixed methods study compares the level of satisfaction with one's body image between beginning- and advanced-level female collegiate ballet students. Thirty-six beginning-level students were enrolled in two ballet classes, and a second group of 16 advanced-level students was enrolled in a third class. A mirror was used in the teaching of both groups. During the first and thirteenth week of a 14-week semester, students completed the Cash 69-item Body Self-Relations Questionnaire. In addition, five students from each group were randomly selected to participate in semi-structured interviews during the second and last week of the semester. Researchers asked students questions about their kinesthetic experience and the mirror's role in the studio. The quantitative results indicated that over the course of the semester the beginning dancers decreased in feeling physically fit, while the advanced dancers felt more in shape. For both beginning and advanced dancers there was a decrease in body image satisfaction. By semester's end, the advanced dancers were more preoccupied with weight and exercised more than the beginning dancers. The interviews revealed that four out of the five beginning ballet students discussed the use of the mirror in class and reported experiencing thoughts and sensations characteristic of the objective self-awareness state, such as heightened self-consciousness, comparison of self to others, or negative self-evaluation. The advanced dancers, on the other hand, focused on developing ways to avoid the mirror and preferred to "feel" movements muscularly before using the mirror for feedback. Even though the advanced dancers had more knowledge of how to use a mirror beneficially in class, their body image scores were equally as compromised as the beginning students'. These results suggest that both beginning- and advanced-level ballet students experience a decrease in body image satisfaction in a mirrored studio environment.
这项混合方法研究比较了初级和高级女大学生芭蕾舞学生对身体形象的满意度水平。36名初级学生参加了两个芭蕾舞班，另一组16名高级学生参加了第三个班。两组教学中都使用了镜子。在14周学期的第一周和第十三周，学生们完成了卡什69项身体自我关系问卷。此外，在学期的第二周和最后一周，从每组中随机挑选五名学生参加半结构化访谈。研究人员向学生们询问了他们的动觉体验以及镜子在练功房中的作用。定量结果表明，在整个学期中，初级舞者感觉身体健康的程度下降，而高级舞者感觉身材更好。对于初级和高级舞者来说，身体形象满意度都有所下降。到学期末，高级舞者比初级舞者更关注体重，锻炼得更多。访谈显示，五名初级芭蕾舞学生中有四名讨论了课堂上镜子的使用情况，并报告了具有客观自我意识状态特征的想法和感觉，如自我意识增强、将自己与他人比较或进行负面自我评价。另一方面，高级舞者专注于开发避免使用镜子的方法，并且在使用镜子获取反馈之前，更喜欢通过肌肉感觉来“感受”动作。尽管高级舞者更了解如何在课堂上有益地使用镜子，但他们的身体形象得分与初级学生一样受到影响。这些结果表明，在有镜子的练功房环境中，初级和高级芭蕾舞学生的身体形象满意度都会下降。
