Since its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The secondary aim was to assess dancer perceptions of the benefits and future use of the revised performance profile technique. Using a RCT design, 44 collegiate dancers were randomly allocated to participate in either a revised PP (experimental; n = 22) condition or a didactic PP (active control; n = 22) condition to examine the pre-post impacts of a single performance profile intervention on the outcome measures. Systematic intervention protocols were developed to guide the implementation of the individually based revised PP and the didactic PP interventions. Results revealed significant differences in the pre-post intervention self-awareness scores between conditions, with a significant increase within the revised PP condition and a decrease within the didactic PP condition. There was no significant difference in pre-post behavior scores between the experimental and active control conditions. Analysis of a brief post-workshop evaluation administered to revised PP participants indicated that dancers felt the intervention provided several benefits and that they were highly likely to use their individual performance profiles again in the future. Applied implications and future directions are discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2018. / April 30, 2018. / behavior change, intervention, Performance profiling, self-awareness, sport psychology / Includes bibliographical references. / Graig M. Chow, Professor Directing Dissertation; K. Anders Ericsson, University Representative; Gershon Tenenbaum, Committee Member; Angel Canto, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_647202 |
| Contributors | Castillo, Elmer Alfonzo (author), Chow, Graig Michael (professor directing dissertation), Ericsson, Anders (university representative), Ericsson, K. Anders, 1947- (university representative), Tenenbaum, Gershon (committee member), Canto, Angela I. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (116 pages), computer, application/pdf |
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