Physical and Mental Workloads in Professional Dance Teachers

Abstract

OBJECTIVE: The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students’ age, technique level, or dance style. METHODS: A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. RESULTS: The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. CONCLUSION: Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.