Access Dance for Life! www.accessdanceforlife.com
Photo: Bonnie Holmes (2012)
September 2012: Olympic Inspiration! Access Dance for Life! An online resource promoting health and wellness in dance for students, parents, and teachers of dance.
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Dear Readers, THANK YOU, thank you, thank you, for taking the time to read this newsletter and blog posts. Creating a collaborative experience to be shared with our subscribers has been a truly rewarding experience. I hope that this has brought new perspectives to your dance experience, as it has ours. You may have noticed a change in the presentation of this newsletter - Do you like it? We feel its certainly a much more slick way to read and present the newsletter to readers. From what I understand some subscribers have been printing the newsletter for students and staff (yay!). To continue facilitating this, the .pdf version has been included in your email (subscriber bonus!). Watching the 2012 Olympics and Paralympics was a great way to get motivated for a new season of dance. I so admire those athletes and coaches who demonstrate such respect for their sport, and the games. This reminds us of the importance of respect and etiquette in the studio setting. Injuries are taken seriously at all levels of sport, and its time that the dance world pay closer attention to a specific area – concussions – they are not to be taken lightly! Of course, with the start of a new year we need some new recipe ideas to make eating healthy fun, and delicious. Wishing you wellness in dance, and life!
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“I think I see stars??!!” (concussions) Kick start your Olympic Health! Parent/teacher communication Kick start (part 2!) Hydration Reminders The Dance of Respect
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“I think I see stars??!!” Not the Hollywood Kind; Safety in the Studio Authors: Sam Steinfeld/Kevin Dyck/Janine Didyk Concussion has been a hot topic of conversation in the sports world of late with a few notable high profile athletes dealing with this injury. Although this is not a common injury in the world of dance, it can and does happen occasionally and could potentially go unrecognized and untreated. The medical community has begun to pay more attention to concussion injuries as we are learning from the research into concussions that many short and long term effects can result if this is not managed properly. First of all, what is a concussion? A concussion is a minor, traumatic head injury that may result from a moving object striking the head or the head striking an object. Examples of this might be in a slip and fall and striking your head on the floor or in a collision with another dancer. It is not necessarily the blow itself that is the problem, but the sudden acceleration/de-acceleration of the brain inside the skull that injures the brain. Symptoms of a concussion can range from mild to severe. In other words, someone does not have to be rendered unconscious to have suffered a concussion. Some people may tell you that they “see stars” or “things went black” for a moment.
What are some of the symptoms of concussion? The symptoms may include any of the following: ü ü ü ü ü ü ü ü
Acting confused or not thinking straight Feeling drowsy or having a hard time staying awake Headache Loss of consciousness Memory loss of events before the injury or right after Nausea and/or vomiting Seeing flashing lights Feeling like you have “lost time”
Any individual who has sustained a concussion must be evaluated by a medical professional. Many individuals who have suffered a mild concussion will tell you that they are fine and do not need any care. Keep in mind, however, that their judgement may be impaired by the injury and only a truly objective examination can tell if the person was not injured or has recovered. One of the important things to do if someone has sustained a concussion is to monitor them over a 12-hour period to insure that no worsening of their symptoms is occurring, which could be a sign of deteriorating brain function. So, for example, on the first night after sustaining a concussion, awakening the person once or twice during the night to check their alertness would be advisable. If they are difficult to arouse or seem more confused, then a return to a hospital for re-evaluation would be in order.
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What will you experience while recovering from a concussion? It is not uncommon for people who have suffered a concussion to feel withdrawn, upset easily and at times feel confused. You may have a hard time performing even simple tasks or have trouble concentrating or remembering details. Headaches may persist for a while or be brought on with physical or mental challenges. All of these symptoms are as a result of changes in brain performance after the injury and are signs of a brain that is still trying to heal. How long does it take to recover from a concussion? Depending on the severity of the injury, it may take days to weeks or even months to completely resolve. Rest (both physical and mental) is vitally important in the early stages of recovery. Symptoms should be showing signs of improvement over the first two to three weeks. The thing to keep in mind is that you cannot return to full activity until all of your symptoms have completely resolved. That means no heavy physical exertion or difficult mental challenges (eg. learning new choreography). You must be cleared by a medical professional before resuming dance or any other physical activity. This is important as if you return too early, you may exacerbate your symptoms or may sustain a re-injury with a minor blow that would not have injured you normally (second impact syndrome). The current research is telling us that you put yourself at risk to permanent brain changes if the brain is challenged too early after injury. You may put yourself and others at more risk to other types of physical injury as well if a return to activity is too soon as coordination and judgement may still be impaired. Only a medical professional can properly assess your ability to return safely to activity. A graded return to activity should be instituted and symptoms monitored by a health professional as new challenges are added. Dance teachers should not accept a student back into a class who has sustained a concussion in dance class or with any other activity unless they have a written note from a medical professional stating that the concussion has fully resolved and they are safe to participate. How do you prevent concussions? A number of things can be done in the studio to prevent these injuries. Making sure that the floor is dry is one. Wipe up any wet spots that may have arisen during class. Keep water bottles around the perimeter of the studio and drink from them there to minimize the risk of water being spilled unknowingly on the studio floor. Keep spacing in the studio adequate to prevent collisions and to avoid being hit by flying arms or legs. Take extra caution when props are being utilized in rehearsal. Make sure they are secure and make sure the extra space needed for them is taken into account. Finally, take appropriate steps to minimize the risks of teaching new lifts or partnering techniques to again avoid the chance of collision or someone falling. As much as all steps can be taken to avoid concussion as an injury in the studio, head trauma can still happen. Never take these injuries lightly. If you think someone has sustained a concussion, get them checked by a medical professional even if they tell you they are fine. If you are really unsure of the severity of the injury, then do not hesitate to seek emergency medical attention. The sooner that appropriate treatment is started for these injuries, the faster and better the outcomes will be. Sam Steinfeld/Kevin Dyck/Janine Didyk are Physiotherapists with Sports Physiotherapy Centre, Winnipeg & Canada’s Royal Winnipeg Ballet.
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Kick start your Olympic inspired Health!
Contributor Natalie Duhamel is a Winnipeg-based Nutrition Ninja, Fitness Rockstar, Green Smoothie Guru and Spiritual Gangster. These two recipes are great breakfasts, but also would make a nutritious lunch or dinner. Easy to prepare, they're nutrition powerhouses to keep up your energy all day long. Ruby Red Smoothie ½ cup frozen berries 1 cup spinach ½ cup baby carrots or 1 large carrot 1 apple 1 beet 1 banana 2 tbsp hemp seeds or flax seeds 1 cup water Wash and chop your produce. Combine all ingredients in a high-powered blender, blend to desired consistency (about one minute on high). Hint: If you don't have a high-powered blender, you can still make this smoothie but you may want to finely chop or grate the ingredients first. Enjoying Natalie’s recipes? Stop by her webpage at www.natalieduhamel.com for more!
Bookstore Be sure to check out the AD4L Bookstore on our website for readings and resources specific to dance and wellness. Recommended Reads & Resources: Inside Ballet technique, Valerie Grieg. In Pursuit of Excellence, Terry Orlick, Ph.D. The Anatomy Coloring Book, Wynn Kapit.
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Practical Suggestions for Positive Parent/Teacher Interactions Author: Jacqui Davidson When teaching young & new teachers in training one of the most common questions/fears is ‘How do I talk to parents about their child?’
Here are a few pointers: 1. Be respectful and kind. Remember that you are speaking to them about their #1 priority in life – their precious child. 2. Express your concerns precisely, avoid over exaggeration. 3. Be clear about your expectations and consequences. 4. Offer a solution and (if appropriate) explain the consequences given in class. 5. Should any conflict arise that is a sign that it is time to end the conversation politely. If appropriate for your school (I hope it is!), suggest that the director of the school be brought into the conversation. Or, redirecting the conversation to a later time may allow cooler heads to prevail, facilitating movement toward a resolution. Note: These situations can feel less awkward when teachers take the time to build the teacher – student relationship by making themselves visible to the parents. It is very easy to park ourselves in a studio at the start of our evening/day and only take the time run out to the bathroom or office.
“But I don’t have time to talk to every parent between classes!”
Actually, by using a few proactive strategies, you will not need to! Here are a few tested and successful strategies for creating a positive and open relationship with parents. 1. Greet parents and students when you see them come into the building, or in the waiting area. Make an effort to smile (even when you are exhausted!). 2. For little ones: Have students line up at the door before every class. Parents generally will stay with them until they go into the studio. This creates a moment where you can make eye contact and parents can come to you with questions, comments, conversation, etc. 3. When there has been a concern addressed, be sure to take the time to follow up and let the parent know if there has been a change (whether positive OR negative). 4. If a student seems ‘not themselves’ in classes, take the time to not only speak to the student (for teens) but also take a moment to contact the parent to express your concern. This shows not only that you care, but may also bring to light or solidify a concern brought forward by other educators or family members.
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Kick start your Olympic inspired Health! (Part 2) Author: Natalie Duhamel Baked Eggs in Avocado
1 avocado 2 eggs Salt Pepper
Heat oven to 425 F. Cut the avocado lengthwise all around, then twist the halves and break apart. Remove the pit by firmly striking it with your knife. Twist and it should come out. Use a spoon to make the hole in each avocado half a little bigger. Crack an egg in the centre of each avocado half. Garnish with salt and pepper, to taste. Place the avocado halves onto a cookie sheet or in a baking pan. Bake for 10-15 minutes, until the eggs are at the firmness you like. To eat, simply scoop out the delicious insides with a fork or a spoon.
The beautiful cover photo is by Winnipeg photographer Bonnie Holmes. This series of photos features dancers from Canada’s Royal Winnipeg Ballet, Soloists Sofia Lee and Yosuke Mino in one of Manitoba’s amazing parks. Thank you Bonnie!
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The Olympics also show us how proper nutrition and hydration can help our overall performance. But do we all NEED to be drinking sport/energy drinks? In the September 2011 newsletter, Sports Dietitian Jorie Janzen reminded us of the following:
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Dehydration decreases the performance (for all ages) . Be aware of the symptoms of dehydration: fatigue, light-headedness, muscle cramps, struggling with exercise. Be responsive to signs of heat illness: nausea, dizziness, sudden fatigue, profuse sweating, confusion, irritability, rapid shallow breathing. Consume fluids before during and after training sessions to limit rise in core body temperature and to prevent heat illnesses in hot and humid environments (studios). Choose water, juices and sports drinks over energy drinks Maintain hydration and take longer breaks in the shade/out of the heat when acclimatizing to the heat/temperature change. Dehydration decreases the performance (for all ages). Be aware of the symptoms of dehydration: fatigue, light-headedness, muscle cramps, struggling with exercise Be responsive to signs of heat illness: nausea, dizziness, sudden fatigue, profuse sweating, confusion, irritability, rapid shallow breathing. Consume fluids before during and after training sessions to limit rise in core body temperature and to prevent heat illnesses in hot and humid environments (studios) Choose water, juices and sports drinks over energy drinks. Maintain hydration and take longer breaks in the shade/out of the heat when acclimatizing to the heat/temperature change.
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Sport drinks and juices also make good recovery drinks. After a long rehearsal/workout, consuming simple, fast absorbing carbohydrates stimulates muscle recovery.
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Energy drinks are less ideal for good hydration. Carbohydrate concentration ranges from 20- 25%. Studies have shown that drinks with a carbohydrate concentration of 8% and higher slow down fluid absorption in the intestine.
[Excerpt from September 2011 AD4L Newsletter]
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The Dance of Respect Author: Jacqui Davidson Watching the exciting performances of the 2012 Olympians and Paralympians it is inspiring to witness the results of their high performance training, but to also see how they conduct themselves within the arena of the Olympics. In Canada, Respect for Sport is taught from a young age and is modeled at all levels and ages. This aspect of Olympic performance is a good reminder of the importance of teaching respect in dance as well. Teaching and encouraging respect in dance is not only part of its history, but one of the ways that dance will continue to evolve in a positive light. Whether you/your child dances once a week or trains six days a week – respect is an important lesson. to be carried forward Respect for each other Every level of dance training has the potential to teach us the common courtesies of dance, aka. studio etiquette. What are the common courtesies? •
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Be ready to dance when your teacher enters the room. Be standing and ready to dance. Excess clothing has been removed, your hair is in place, dance bags are put away, water bottles in place, and you have found your spot (at the barre/in the centre) to begin class. Work in your personal space without infringing on your neighbours space. Be aware of where you are and how much space you have to move. And when you move to the centre of the room – take the time to look around and make lines, rather than dancing in a mass. Be polite. If you accidentally get in another dancers way, say ‘excuse me’ or ‘sorry!’ Acknowledge that you are aware of their presence and that you were perhaps in the wrong. When a teacher gives you a correction, say ‘thank you’. Be supportive. If another dancer is asked to demonstrate something, acknowledge their efforts by saying ‘nice job’, ‘good work’, ‘well done’, ‘that was beautiful!’ or (if appropriate) give them some applause! Show your thanks. It is a tradition in dance to perform a reverence of some sort at the end of class. This is a bit like say thank you through dance. Whether you perform it or say thank you as a group, do your best. Avoid moving around while saying thank you. Stand tall and make eye contact. If appropriate for your studio, take a moment to go to the teacher and the accompanist and say a personal thank you.
Respect of Self In dance our bodies are our instruments. The discipline of dance fosters a heightened understanding and respect for our bodies. When we take the time to properly warm-up, to study corrections give in class, to consume the best foods/fuels for our performance, we are respecting that our bodies are complex organisms that can either work with us, or against us (chronic injury, decreased energy and stamina).
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Ultimately, we have a stronger respect, appreciation and awareness of our bodies. Make the effort to take care of it, to encourage a positive/healthy body image, and teach your dancer (and your self!) to take good care of their instrument. Respect for the Art Form Again, whether you dance once a week or train six days a week, participating in dance opens our eyes to different perspectives of the art form. We can view a performance and have a stronger appreciation of the level of training required for that particular piece of work. When watching a performance, whether in studio (demonstrating) or in a theatre, the best (& most appreciated) way to express your enthusiasm and support is to applaud, maybe even shout a ‘Bravo!’ or two. And if you want to make your dancer feel extra special – bring them some flowers – the ultimate expression of your pride and support of his/her performance!
Dance-Ability: Programming for youth & adults living with disability! AD4L is pleased to be offering/providing dance programming at the following locations in Winnipeg, Manitoba. beginning September 2012: Rady Jewish Community Centre Trailblazers Life Choices, Inc. Rehabilitation Centre for Children Central Corydon Community Centre (Crescentwood) Sturgeon Heights Community Centre
Share and share alike... A great way to share this information is to simply refer friends/clients/students to the site or provide a link to the site – the more subscribers and readers we have, the more interactive the project becomes! If you find that you do wish to share this work with others, we trust that credit will be given to both the author/s and ‘Access Dance for Life!’
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