Supported or Thwarted? An Exploration of Autonomy Support in Ballet Teaching Informed by the Circumplex Model

ABSTRACT

In this small-scale study we investigated ballet teachers’ views and experiences of autonomy and autonomy support. For this purpose, we conducted semi-structured interviews with six ballet teachers in a prestigious pre-professional ballet school in Europe. Findings indicate that when and how autonomy was provided seemed to be impacted by whether a teacher either challenged or adhered to ballet ideals. By using the Circumplex Model of motivation, three different levels of autonomy support could be identified: high autonomy support, moderate autonomy support, and controlling approaches. The findings present a nuanced picture of ballet teachers’ views, experiences, and teaching styles and suggest that dance educators move on a continuum of autonomy supportive and controlling behaviors.

KEYWORDS:

• Dance teaching
• ballet
• motivation
• self-determination theory
• pedagogy

Acknowledgments

The authors want to thank Andrea Schärli at the University in Bern for her support.

Disclosure Statement

No potential conflict of interest was reported by the authors.