Citations (76)
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Courtney Liu. (2023) The Challenges and Possibilities of a Pedagogy of Flow as a Foil to Self-Objectification in the Ballet Classroom. Journal of Dance Education 23:3, pages 223-233.
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Michele Biasutti & Katarina Habe. (2023) Teachers’ perspectives on dance improvisation and flow. Research in Dance Education 24:3, pages 242-261.
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Ana Costa, Alexandra Martins & Luísa Faria. (2023) Correlates of dispositional flow and emotional intelligence: an exploratory study with ballet dancers. Research in Dance Education 0:0, pages 1-16.
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Pirkko Markula, Allison Jeffrey, Jennifer Nikolai, Simrit Deol, Stephanie Clout, Corinne Story & Pari Kyars. (2023) Doing dance research in pandemic times: fostering connection and support in a 7-step online collaborative interview analysis process. Research in Dance Education 0:0, pages 1-19.
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Motohide Miyahara & Brigit Mirfin-Veitch. (2023) Developmental passages to dance improvisation: an interpretive phenomenological study of lived and living conscious experiences. Research in Dance Education 24:2, pages 173-192.
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Ellis Martin-Wylie, Elsa Urmston & Emma Redding. (2022) Impact of creative dance on subjective well-being amongst older adults: an arts-informed photo-elicitation study. Arts & Health 0:0, pages 1-17.
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Helen Clegg & Lucie Clements. (2022) From the Wings to the Stage and Beyond: Performance Anxiety and Flow in UK Vocational Dance Students. Journal of Dance Education 0:0, pages 1-12.
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Louisa Petts & Elsa Urmston. (2022) An exploration into the experience of family caregivers for people living with dementia in a community dance class. Research in Dance Education 23:1, pages 126-141.
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Frédéric Martineau & Romain Roult. (2021) L’art du flow et le développement spirituel dans la société hypermoderne. Leisure/Loisir 45:3, pages 423-457.
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Klara Łucznik, Jon May & Emma Redding. (2021) A qualitative investigation of flow experience in group creativity. Research in Dance Education 22:2, pages 190-209.
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Hannah Gray, Caroline Clarke, Suzanne Sambrook & Laura Lee. (2021) Service user experiences of risk assessment and management in a low secure service. The Journal of Forensic Psychiatry & Psychology 32:2, pages 198-212.
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Lucie Clements & Emma Redding. (2020) Creativity in Higher Education Contemporary Dance. Journal of Dance Education 20:2, pages 88-98.
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Heidi M. Haraldsen, Sanna M. Nordin-Bates, Frank Eirik Abrahamsen & Hallgeir Halvari. (2020) Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport. Roeper Review 42:2, pages 109-125.
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Andrés Kaltwasser Hamilton, David Martínez Pernía, Carolina Puyol Wilson & Daniela Carrasco Dell’Aquila. (2019) What makes metalheads happy? A phenomenological analysis of flow experiences in metal musicians. Qualitative Research in Psychology 16:4, pages 537-565.
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Phaedra Petsilas, Jennifer Leigh, Nicole Brown & Catriona Blackburn. (2019) Creative and embodied methods to teach reflections and support students’ learning. Research in Dance Education 20:1, pages 19-35.
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Ashleigh Ritchie & Fiona Brooker. (2018) Imaging the future: an autoethnographic journey of using a guided and cognitive-specific imagery intervention in undergraduate release-based contemporary dance technique. Research in Dance Education 19:2, pages 167-182.
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Jonathan A. Smith. (2017) Interpretative phenomenological analysis: Getting at lived experience. The Journal of Positive Psychology 12:3, pages 303-304.
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Grant J. Rich. (2017) The promise of qualitative inquiry for positive psychology: Diversifying methods. The Journal of Positive Psychology 12:3, pages 220-231.
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Sheryl L. Chatfield & Jeffrey S. Hallam. (2016) Flipping the on switch: Men who became regularly physically active during middle age. International Journal of Sport and Exercise Psychology 14:4, pages 340-352.
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Fabio Polanco & Diane B. V. Bonfiglio. (2016) Stanislavski’s objectives, given circumstances and magic “if”s through the lens of optimal experience. Stanislavski Studies 4:2, pages 205-216.
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Paula Thomson & S. Victoria Jaque. (2016) Overexcitability and Optimal Flow in Talented Dancers, Singers, and Athletes. Roeper Review 38:1, pages 32-39.
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Boel Englund & Birgitta Sandstrom. (2015) ‘Expression’ and verbal expression: on communication in an upper secondary dance class. Research in Dance Education 16:3, pages 213-229.
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Tali Stolovy, Rachel Lev-Wiesel & Zvi Eisikovits. (2015) Dissociation and the Experience of Channeling: Narratives of Israeli Women Who Practice Channeling. International Journal of Clinical and Experimental Hypnosis 63:3, pages 346-364.
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Joey Chua. (2014) Dance Talent Development: Case Studies of Successful Dancers in Finland and Singapore. Roeper Review 36:4, pages 249-263.
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Clorinda Panebianco-Warrens. (2014) Exploring the dimensions of flow and the role of music in professional ballet dancers. Muziki 11:2, pages 58-78.
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Joey Chua. (2014) Dance talent development across the lifespan: a review of current research. Research in Dance Education 15:1, pages 23-53.
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Amy
Herstein Gervasio. (2012) Toward a psychology of responses to dance performance. Research in Dance Education 13:3, pages 257-278.
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Victoria Jaque. (2012) Dancing with the Muses: Dissociation and Flow. Journal of Trauma & Dissociation 13:4, pages 478-489.
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Paula Thomson, Lilia
Alexieva Kibarska & S.
Victoria Jaque. (2011) Comparison of dissociative experiences between rhythmic gymnasts and female dancers. International Journal of Sport and Exercise Psychology 9:3, pages 238-250.
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Paula Thomson & S. Victoria Jaque. (2023) Creativity and Flow: Not a Simple Relationship. The Journal of Creative Behavior 57:3, pages 397-408.
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Francesca Vescovelli, Giulia Cesetti, Daniele Sarti & Chiara Ruini. (2023) Adapted Physical Activity Can Increase Life Appreciation in Patients with Parkinson's Disease. The International Journal of Aging and Human Development.
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