Jan 7 / Arianna Shimits, MA, CMPC

Training the Mind: Why Mental Skills Training Is Essential for Young Dancers

Every young dancer walks into the studio with a dream, and for many it is to express something that words can’t. But behind the strength and artistry, dance training can also bring immense physical and psychological pressures. From a dancer’s first class to competitions or auditions, young dancers face constant evaluation, comparison, and the pursuit of perfection.

While hours are spent perfecting technique and building physical strength, one of the most important “muscles” (the mind) is often left untrained. That’s where Mental Skills Training (MST) comes in.

MST helps dancers build focus, resilience, and emotional regulation, essential tools not only for performance but also for well-being. Without developing these mental skills, dancers risk anxiety, burnout, and even losing the joy that first brought them to the studio. As recent research highlights, MST isn’t an optional extra; it’s a vital part of healthy dancer development (Dwarika et al., 2025).

Mental wellness challenges in dance don’t appear out of nowhere…they grow out of the environments dancers train in, so why aren’t we thinking more about prevention? Researchers describe three major sources of stress: situational, interpersonal, and cultural (Dwarika & Haraldsen, 2023).

  • Situational stressors include injuries, competition, external expectations, and uncertainty about future careers.
  • Interpersonal stressors stem from teacher–student dynamics, constant feedback, and comparison with peers.
  • Cultural stressors come from the perfectionism and “silent conformity” that often define traditional dance settings, especially in classical ballet (Benn & Walters, 2001).

Over time, these pressures can teach young dancers to internalize unrealistic standards and harsh self-criticism. Even the most supportive environments can’t completely eliminate stress…which is why developing mental skills early is essential. MST gives dancers the inner tools to stay resilient and confident, no matter what kind of studio or teacher they encounter in their dance journey.

What Exactly is Mental Skills Training?

Originally developed in the world of sport psychology, MST helps performers manage thoughts, emotions, and behaviors for both peak performance and personal well-being (Vealey, 2007). It is worth noting that since its inception, sport psychology has evolved from working with just athletes to helping anyone who wants/needs to perform well under pressure! With this fact in mind, it is probably not surprising that the biggest employer of sport psychologists and certified mental performance consultants (CMPC) was the US military - where performing under pressure is truly life or death.

According to Dwarika et al. (2025), MST includes three key components:

  1. Mental techniques — such as imagery, self-talk, and goal-setting.
  2. Mental skills — like focus, concentration, and emotional control.
  3. Mental qualities — including self-awareness, confidence, and resilience.

In practice, MST teaches dancers to approach their craft with a growth mindset, viewing challenges as opportunities to improve rather than as threats. It helps them manage nerves, cope with feedback, and recover from setbacks more effectively. Importantly, MST isn’t just a response to problems… it’s preventive, supporting dancers before mental health struggles develop or are exacerbated.

Why MST Matters

Dance training begins early, often before children have developed the emotional tools to handle pressure or criticism. Without mental preparation, these experiences can easily lead to anxiety, self-doubt, or unhealthy coping habits (Dwarika & Haraldsen, 2023).

Here’s how MST makes a difference:

  • Emotional regulation: Young dancers learn to identify and manage emotions before they turn into negative habits like avoidance, perfectionism, or harsh self-talk.
  • Intrinsic motivation: Instead of dancing for approval, dancers rediscover why they love to move …for joy, mastery, and self-expression (Aujla & Farrer, 2015).
  • Resilience: Mistakes and criticism become growth opportunities, not personal failures.
  • Injury prevention: Psychological stress and perfectionism can increase the risk of injury. By managing these factors, MST helps protect both body and mind (Mainwaring & Finney, 2017).

When dancers feel mentally equipped to handle challenges, they don’t just perform better, they dance and thrive longer.

The Mind–Body Connection

In dance, body and mind are inseparable. Studies show that psychological distress directly affects physical health, correlating with higher injury rates and slower recovery times (Mainwaring & Finney, 2017). In fact, research has found that up to 28% of professional dancers experience mental wellness problems within a single season (Junge et al., 2024).

For young dancers, this connection is even more important. Their bodies and identities are still developing, and habits formed early tend to last. Introducing MST at a young age fosters self-care, body awareness, and balance. These skills are the foundations for a sustainable dance journey.

Bringing MST into the Studio

The good news? You don’t need a psychology degree to start integrating MST principles into dance training, though it is recommended that you work with a sport psychologist or CMPC to help you get started! Teachers and parents can weave mental skills into everyday practice through small, intentional habits.

Here are some simple ways to start:

  1. Begin class with a centering exercise. A minute of deep breathing or visualization can help dancers focus their energy and attention.
  2. Encourage process goals. Shift focus from outcomes (“win the competition”) to effort-based goals (“maintain balance longer,” “stay grounded through turns”).
  3. Model positive self-talk. Replace phrases like “don’t mess up” with “breathe and focus.”
  4. End class with reflection. Ask questions like, “What went well today?” or “What do I want to work on next time?”
  5. Offer autonomy and choice. Let dancers make creative decisions about choreography or combinations, this builds intrinsic motivation (Aujla & Farrer, 2015).
  6. Normalize emotions. Talk about stress, nerves, and frustration openly. Help dancers see them as natural parts of growth (Dwarika & Haraldsen, 2023).


These small shifts can transform studio culture. When dancers feel safe to make mistakes and focus on growth instead of comparison, confidence replaces fear!

The Power of Starting Early

Mental skills learned in childhood and adolescence don’t just help in dance…they support all areas of life. Early MST helps young people develop:

  • Self-regulation: Managing attention, effort, and emotion under pressure.
  • Confidence and creativity: Believing in their knowledge skills and abilities. Reduced performance anxiety: Approaching auditions and performances with calm and controlled focus.
  • Balanced identity: Understanding that self-worth extends beyond their identity as a dancer or performer.
  • Resilience: Bouncing back from challenges with perspective, motivation, and strength.


Perhaps most importantly, MST helps prevent burnout (the emotional exhaustion that often appears later in pre-professional or professional ranks; Junge et al., 2024). Dancers who learn to care for their minds early on are more likely to sustain their passion for the long term.

The Future of Dance Education

As the field of dance psychology grows, one message is becoming clear: training the mind is just as important as training the body. For too long, mental wellness in dance has been treated as secondary, something to address only after problems arise. But as evidence mounts, it’s time to shift that mindset.

Dance educators, dance institutions, and other stakeholders have a unique opportunity to lead this change. By embedding MST into syllabi and daily practice, they can bridge the gap between research and real-world application. Imagine if every class began with a mindful moment, every rehearsal encouraged reflective self-talk, and every dancer felt supported to grow holistically.

This is not just about preventing mental health crises; it’s about redefining what excellence means in dance. True excellence is not perfection — it’s the ability to perform with presence, authenticity, and joy (in a sustainable way).

References:

Aujla, I., & Farrer, R. (2015). The role of psychological factors in the career of the independent dancer. Frontiers in Psychology, 6, 1688. https://doi.org/10.3389/fpsyg.2015.01688

Benn, T., & Walters, D. (2001). Between Scylla and Charybdis. Nutritional education versus body culture and the ballet aesthetic: The effects on the lives of female dancers. Research in Dance Education, 2(2), 139–154. https://doi.org/10.1080/14647890120100773

Dwarika, M. S., & Haraldsen, H. M. (2023). Mental health in dance: A scoping review. Frontiers in Psychology, 14, 1090645. https://doi.org/10.3389/fpsyg.2023.1090645

Dwarika, M., Quinton, M., Nordin-Bates, S., & Cumming, J. (2025). Enhancing mental skills for freelance dance artists: A qualitative study protocol. International Journal of Qualitative Methods, 24.https://doi.org/10.1177/16094069241312014

Junge, A., Hauschild, A., Stubbe, J. H., & van Rijn, R. M. (2024). Health problems of professional ballet dancers: An analysis of 1627 weekly self-reports on injuries, illnesses and mental health problems during one season. Sports Medicine - Open, 10(1), 79. https://doi.org/10.1186/s40798-024-00753-1

Mainwaring, L. M., & Finney, C. (2017). Psychological risk factors and outcomes of dance injury: A systematic review. Journal of Dance Medicine & Science: Official Publication of the International Association for Dance Medicine & Science, 21(3), 87–96. https://doi.org/10.12678/1089-313X.21.3.87

Vealey, R. S. (2007). Mental skills training in sport. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed., pp. 287–309). John Wiley & Sons. https://doi.org/10.1002/9781118270011.ch13

Arianna Shimits, MA, CMPC

Arianna Ciccarelli Shimits, MA, CMPC, completed her Master’s degree in Sport and Performance psychology at the University of Denver and her bachelor’s degree in Psychology at the New College of Interdisciplinary Arts and Sciences at Arizona State University.

While working towards her BA she danced professionally at the Washington Ballet, Ballet Arizona, and the Colorado Ballet. She performed soloist and corps de ballet roles in ballets choreographed by Petipa, Balanchine, Tudor, Tharp, Webre, Deane, Liang, York, and Stevenson. After retiring from ballet Arianna pursued an MA in Sport and Performance Psychology (SPP), believing that the performing arts could benefit from the skills and training offered by SPP.

Additionally, Arianna is a doctoral student at Springfield College studying Counseling Psychology. Throughout her graduate school education, she has worked with dancers, musicians, runners, basketball players, soccer players, cyclists, surgeons, first responders, and adults with eating disorders.

She is passionate about helping people perform at their best and believes that complementing rigorous physical training with SPP will help performers of all ages achieve exactly that.