A new systematic review has provided the most comprehensive overview to date of how mental skills training supports dancers’ performance and wellbeing.
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A new mixed-methods systematic review led by the University of Birmingham has provided the most comprehensive overview to date of how mental skills training (MST) is used to support dancers’ performance and wellbeing.
Published in BMJ Open, the study brings together 21 investigations from around the world, identifying what makes MST interventions effective for dancers and how consistently they are reported within the scientific literature.
MST refers to structured psychological strategies - such as imagery, goal-setting, and emotional regulation - designed to help performers manage pressure, build confidence, and enhance wellbeing. While widely established in sport and other high-performance environments, MST research in dance has until now been scattered and inconsistent, making it difficult for practitioners to draw evidence-based conclusions.
The review was led by Michelle Schachtler Dwarika, a doctoral researcher in the School of Sport, Exercise and Rehabilitation Sciences, alongside co-authors Dr Mary Quinton, Professor Jennifer Cumming, and Professor Sanna Nordin-Bates (Swedish School of Sport and Health Sciences, Stockholm).
By analysing quantitative, qualitative and mixed-methods studies, the team mapped how MST interventions have been designed, delivered, and evaluated across ballet, contemporary, jazz and other dance genres. The authors examined each study using the Template for Intervention Description and Replication (TIDieR) - an internationally recognised 12-item checklist that promotes transparency and replicability in intervention research.
Their analysis revealed that while most studies described what activities were delivered and why, far fewer detailed essential components such as fidelity (whether the intervention was delivered as intended), modifications made during delivery, or how content was tailored to dancers’ individual needs.
Only a small number of interventions achieved all of their intended outcomes, but the review identified clear patterns:
Across the 855 dancers included in the review, mental health outcomes such as anxiety, depression and wellbeing - as well as mental qualities like confidence and self-awareness - were the most commonly measured targets.
Lead author Michelle Schachtler Dwarika emphasised the importance of listening to dancers’ lived experiences when designing psychological support
Our review shows that mental skills training is most effective when dancers’ voices are central to the process. Rather than applying pre-existing programmes, we need to develop MST with dancers, not for them - understanding their needs, their values, and the contexts in which they train and perform. This is essential if we want to create interventions that are meaningful, supportive, and genuinely impactful
The authors highlight several actions that could strengthen future MST interventions in dance:
The findings underline the growing recognition of mental health and psychological resilience as vital components of dance training. As dance schools and companies increasingly look to enhance wellbeing provision, the University of Birmingham’s review provides a strong foundation for future evidence-based practice.
The research was supported by the Economic and Social Research Council (ESRC) and the University of Birmingham.
Michelle is a doctoral researcher, investigating the lived experiences and insights of dancers and how MST can be conceptualised in dance.
Professor of Sport and Exercise Psychology
Dr Jennifer Cumming is an expert in the imagery and observational learning use of athletes, exercisers, and dancers.
Assistant Professor in Sport and Exercise Psychology
Dr Quinton studies how sport, dance, and community environments support mental health and motivation through strengths-based psychology.
