Volume 3, Article 2
Dancing and Coaching Psychology: The impact of rhythmic movement or music on the effectiveness of a single peer coaching session
Katharina Leocadia Klyk, Stephen Palmer, and Tanja Zimmermann
Citation: Klyk, K. L., Palmer, S., & Zimmermann, T. (2022). Dancing and Coaching Psychology: The impact of rhythmic movement or music on the effectiveness of a single peer coaching session. International Journal of Coaching Psychology, 3, 2, 1-12. https://ijcp.nationalwellbeingservice.com/volumes/volume-3-2022/volume-3-article-2/
Abstract
Objective: Coaching has proven to be an effective way to foster wellbeing and mental health; similar positive effects have been reported for dance interventions. The present study was a first attempt to investigate the effects of dancing followed by a coaching intervention on the psychological wellbeing, vitality, and subjective goal achievement of 69 non-clinical participants.
Methods: A randomised two-group repeated-measure design compared the dance group (DG; dance with music followed by coaching, n = 36) to a second group (MG; music followed by coaching, n = 33). Both groups conducted peer coaching according to the PRACTICE solution focused framework. The DG danced an engaging but straightforward choreography (5 min) before their coaching session, whereas the MG listened to the music before their session while seated. The design included quantitative measures with questionnaires before the intervention, after the intervention, and after the follow-up.
Results: A single peer coaching session using the PRACTICE framework, combined with dancing and music, had significant positive effects on depression, anxiety, stress, vitality, and subjective goal attainment for both groups. The results show that the scores did not significantly differ between the conditions (dance versus music group), but varied significantly over time (p < .05), meaning that both groups benefited to a comparable extent from the interventions. There were no differences in mood or self-efficacy.
Conclusions: These preliminary results are encouraging and helpful for setting priorities in further research into the combination of dancing or music interventions and coaching processes. If coachees benefit from dance and music interventions, this could be a good starting point to investigate further the value of dancing or music for coaching effectiveness. The high level of satisfaction indicated that these interventions might be well received.
Keywords: Coaching Psychology, Dancing, Music, Wellbeing, peer coaching, PRACTICE coaching framework
Processing dates: Submitted 1 June 2021; Re-submitted 16 December 2021; Accepted 20 December 2021; Published 7 April 2022
Available on ResearchGate
Biographies
Katharina Leocadia Klyk is an undergraduate student at Technische Universität Braunschweig, Germany, who has conducted her own research regarding a possible connection of the benefits of dancing movement and coaching processes.
https://orcid.org/0000-0002-0036-9057
Prof Stephen Palmer PhD is Professor of Practice at the Wales Academy for Professional Practice and Applied Research, University of Wales Trinity Saint David and Adjunct Professor of Coaching Psychology in the Coaching Psychology Unit, Department of Communication and Psychology, Aalborg University. He is Coordinating Director of the ISCP International Centre for Coaching Psychology Research, and Director of the National Academy of Coaching Psychology. He is the Honorary President of the International Society for Coaching Psychology. He has written and edited 60 books and has published over 275 articles.
http://orcid.org/0000-0002-0108-6999
Prof Dr rer. nat. Tanja Zimmermann Dipl.-Psych., is a Psychotherapist and Psycho-oncologist. 1997-2002: Psychology studies at the Technical University Braunschweig; 2006: PhD (partnership and gynecological cancer) TU Braunschweig; 2006: Licensed psychological psychotherapist (cognitive behavioral therapy); 2008-2015: Academic Councillor TU Braunschweig; 2011: Additional qualification “Cognitive Behavioral Therapy
with Children and Adolescents; 2012: Additional qualification “Psychooncologist” (German Cancer Society); 2012/13: Substitute professorship “Clinical child and adolescent psychology and psychotherapy” at Bielefeld University; 2014: Habilitation (“A cancer affects the whole family – individual, dyadic and familial effects of a female breast cancer and psychooncological treatment approaches”; Since 01.03.2015: Professorship for psychosomatics and psychotherapy with a focus on transplant medicine and oncology at the Hannover Medical School.
https://orcid.org/0000-0002-5069-7278