iConference 2020 Enduring Materials - Part 4: Interactive/Movement

From March through to August we will be sharing select presentations from our 2020 iConference; free and open access here on the IADMS blog and on our eLearning page. This month we have two presentations from the ‘Interactive/Movement' theme. We also asked the presenters some questions regarding their experiences of being involved in our 2020 iConference.

IADMS Big Messy Conversations: “How did we get here?” – How did it go?

Author: Claire Farmer on behalf of the IADMS Dance Educators' Committee

The first of the IADMS Big Messy Conversations, curated by the Dance Educators’ Committee took place on April 25 with attendees from all corners of the globe.  Rather than identifying facts, this inaugural conversation aimed to open doors for new discussions, open to all voices and passions.

iConference 2020 Enduring Materials - Part 3: Dance Research

From March through to August we will be sharing select presentations from our 2020 iConference; free and open access here on the IADMS blog and on our eLearning page. This month we have three presentations from the ‘Dance Research' theme. We also asked the presenters some questions regarding their experiences of being involved in our 2020 iConference.

Dance Educators' Committee: Big Messy Conversation Series

Author: Ellie Kusner on behalf of the IADMS Dance Educators' Committee

In acknowledgement of where we are now and what might come next, the Dance Educators’ Committee presents: BIG MESSY CONVERSATIONS: Where is Dance Science Education going in 2021, and beyond? 

iConference 2020 Enduring Materials - Part 2: Dance Medicine

From March through to August we will be sharing select presentations from our 2020 iConference; free and open access here on the IADMS blog and on our eLearning page. This month we have two presentations from the ‘Dance Medicine’ theme. We also asked the presenters some questions regarding their experiences of being involved in our 2020 iConference.

An introduction to using an external focus of attention in physiotherapy

Authors: Clare Guss-West & Johanna Osmala

If you use a roll, tape or other therapeutic resources in your day to day practice, or you use touch, ask for sensory feedback or focus on the flow of the breath, then it's probable that you are already using an external focus of attention (EFA) in your physiotherapy practice. However, you may not necessarily be aware of the evidenced-benefits of applying an EFA systematically, relative to an internal focus of attention, as your chosen movement control strategy. 

iConference 2020 Enduring Materials - Part 1: Dance for Health

From March through to August we will be sharing select presentations from our 2020 iConference; free and open access here on the IADMS blog and on our eLearning page. Up first we have two presentations from the ‘Dance for Health’ theme. We also asked the presenters some questions regarding their experiences of being involved in our 2020 iConference.

Introducing the 2020 iConference Student Research Award Recipients (Part 2)

This is the second of two blog posts introducing the six recipients of the 2020 iConference Student Research Award. Make sure you check out Part 1 to see the three previously introduced awardees.

Introducing the 2020 iConference Student Research Award Recipients (Part 1)

Across two blog posts we will be introducing the six recipients of the 2020 iConference Student Research Award. Part 1 introduces the first three awardees - make sure to check out Part 2 to see the next three awardees. 

Ballet for All – shifting focus to adapt practice

Authors: Clare Guss-West, MA and Irma Becker, BA

More than any other dance form, ballet presents perhaps the greatest challenges to all aspects of accessibility with its prevailing focus on the physical achievement of the form and on conformity to traditional aesthetics and yet the demand for adapted ballet practice is growing fast. Institutions such as the Royal Academy of Dance and the Joffrey Ballet school’s Adaptive dance program embrace such diversity and inclusivity and in many cases, integrate children with motor challenges into regular class.