Improvisation meeting the 3 Basic Psychological Needs

The satisfaction and fulfillment of these three needs are considered necessary and essential to vital, healthy human functioning, regardless of culture or stage of development (Silva, Marques, & Teixeira, 2014). According to the Self-Determination Theory (Ryan & Deci, 2000), the degree to which the three basic psychological needs of autonomy, competence, and relatedness are met strongly influences the motivation.

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Competence

feeling effective

How to increase your student’s experienced level of Competence

Your student will be confident that he has what it takes to dance freely and follow physical sensations and creative impulses if you

  • optimally challenge him
  • present clear and neutral information about his ongoing behaviour during the improvisation
  • encourage him to follow up and develop his own ideas
  • provide positive feedback
  • support self-efficacy

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Autonomy

feeling of being the origin of a behaviour

How to increase your student’s experienced level of Autonomy

Your student is more likely to relax, to listen to himself and to try out new movements if you give him the opportunity to define some of the purposes of the improvisation himself. You can try to

  • avoid obligation, coercion and confrontation
  • encourage an attitude of change and discovery
  • explore options
  • let the student make decisions about what and how he want to experiment

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Relatedness

feeling cared for and understood by others

How to increase your student’s experienced level of Relatedness

Your student is more likely to trust you and to feel heard if you

  • build an empathic connection
  • explore the student’s concerns, creativity and physical needs
  • demonstrate an understanding of the student’s position as a learner
  • avoid judgment or blame

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Download here your plan of the workshop in pdf format for use in the dance studio

References

  • Silva, M. N., Marques, M. M., & Teixeira, P. J. (2014). Testing theory in practice: The example of self-determination theory-based interventions. European Health Psychologist, 16(5), 171–180.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

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