Play as a Support for Dancer Wellbeing: Between Performance and Playfulness

Abstract

This article focuses on the potential of play as a tool for supporting the subjective emotional state of college students in pedagogical, educational, and therapeutic practice. The theoretical framework draws on the psychology of play and dance pedagogy. We understand play as a dynamic space in which a dancer can move freely between creation, expression, and regeneration. The practical section of the article presents specific forms of playful approaches, ranging from movement improvisation and group movement games to the integration of playfulness into daily training routines. The research section of the article presents a qualitative analysis of responses from 108 participants (college students) taking part in a game called Masquerade. The results highlight the participants’ experiences regarding both positive aspects and challenges. Key research findings include the benefits of this game for safety, relaxation, joy, and self-confidence. The article emphasizes the need to shift the perception of dance from a model focused exclusively on performance to a more mindful, playful, and sustainable approach that recognizes play as a legitimate and valuable means of fostering positive emotional experiences among participants.