Ground Reaction Forces in Ballet Dancers Landing in Flat Shoes Versus Pointe Shoes

Total Page:16

File Type:pdf, Size:1020Kb

Ground Reaction Forces in Ballet Dancers Landing in Flat Shoes Versus Pointe Shoes Original Article Ground Reaction Forces in Ballet Dancers Landing in Flat Shoes versus Pointe Shoes Heather L. Walter, M.S., L.A.T., A.T.C., Carrie L. Docherty, Ph.D., L.A.T., A.T.C., and John Schrader, H.S.D., L.A.T., A.T.C. Abstract injuries in dancers include talar im- perform on resilient floors. Reports in the literature suggest an abun- pingement syndromes, tendonitis, Incorrect technique can also con- dance of lower extremity injuries in ballet stress fractures, problems with the tribute to greater ground reaction dancers; however, few studies have identi- first metatarsophalangeal joint, and, force. Every day dancers participate fied the underlying causes of these inju- perhaps most common of all, acute in a conditioning program that ries. Excessive ground reaction forces and ankle sprains.2 While a great deal of includes elements of strength and shoe type are two potential contributing research identifies the types of inju- flexibility training, muscular and factors. Eighteen collegiate female ballet ries dancers sustain, there is a relative cardiovascular endurance, neuro- majors volunteered for this study. Each lack of information pertaining to muscular coordination, and balance.8 participant performed 12 trials of a basic ballet jump, six trials in flat shoes and 6 why these injuries occur. Forces that The repetition of this program, when trials in pointe shoes, landing on a force the body has to absorb during dance done incorrectly, can contribute to plate. Ground reaction force (Newtons) activities are an obvious causal factor; injuries. Dancers must always be and jump height (centimeters) were as- as a dancer makes contact with the aware of their bodies in space but sessed for each trial. The mean ground re- ground, the ground returns a reaction especially so when jumping and action force and jump height for each shoe force that is absorbed by the dancer’s landing. Much attention is generally condition was used for statistical analysis. body. Excessive ground reaction given to the technique required to go Two dependent t-tests were conducted to forces may be attributed to a variety into the air, but the landing is often determine differences between the shoe of factors including hard landing sur- overlooked. Three phases of landing types, one for ground reaction force and faces,3-5 faulty technique,1 inadequate should occur when a dancer com- one for jump height. Alpha level was set or inappropriate instruction,6 and the pletes a jump correctly.9 In the first at p < .05. We found that the ground reaction force was significantly higher dance footwear involved. phase, the toes make initial contact when landing in flat shoes than in pointe Most dance studios have sprung with the ground. During the second shoes (p = .003). There was no significant wooden flooring, often covered with phase, the ball of the foot contacts difference in jump height between the two linoleum or Marley vinyl. A sprung the ground and the foot begins to shoe conditions. This leads us to believe floor is needed because it is resilient5; descend to a flat position. In the that the increase in ground reaction force the more resilient the floor, the more final phase, the heel has to contact was produced primarily by the shoe type. force it can absorb.5 Some dance the ground. A controlled landing movements, most obviously landings occurs when the dancer completes all ancers tend to be plagued from jumps, can expose the lower phases correctly and the heel stays in with a great number of extremities to loads up to 14 times contact with the ground.9 The dancer injuries throughout their body weight.7 These forces need to be who does not understand correct Dcareers, nearly 86% of which occur dissipated to reduce the risk of injury. technique for landing jumps is likely in the lower extremities.1 Chronic Thus, it is important that dancers to suffer the effects of higher ground reaction forces. Heather L. Walter, M.S., L.A.T., A.T.C., Carrie L. Docherty, Ph.D., L.A.T., An additional factor, type of A.T.C., and John Schrader, H.S.D., L.A.T., A.T.C., are in the Department of instruction, may also affect ground Kinesiology, Indiana University, Bloomington, Bloomington, Indiana. reaction force. McNair and col- Correspondence: Carrie L. Docherty, Ph.D., .L.A.T., A.T.C., 2805 East 10th Street, leagues6 demonstrated that when Bloomington, Indiana 47408; [email protected]. subjects were given instructions 61 62 Volume 15, Number 2, 2011 • Journal of Dance Medicine & Science on how correctly to position their degree program in ballet performance on a runway and landed on an X in limbs during jumps, ground reaction (19.94 ± 1.16 years of age, 169.12 ± the center of a force plate (AMTI force was reduced. Also, when the 6.40 cm in height, 55.44 ±5 .40 kg in Accugait System Model ACG, Wa- subjects were instructed to decrease weight) volunteered to participate in tertown, Massachusetts). They were the “sounds” they made on impact, this study. All participants had similar instructed to use maximal effort ground reaction force was dimin- activity levels (22.97 ± 8.41 hours of (amplitude) during the test trials. ished.6 This shows that when dancers ballet training a week) and years of ex- To evaluate this, jump height was concentrate on a given task they can perience (14.17 ± 2.92 years). Prior to assessed during each jump. All danc- affect maximal ground reaction force, participating, subjects read and signed ers wore an elastic band around their either positively or negatively. an informed consent form approved waist and performance was recorded The last factor that may affect by the University Institutional Review with a standard video camera (Pana- ground reaction force is type of foot- Board for Protection of Human Sub- sonic PV-GS500). Using a postural wear. To date this factor has received jects, which also approved the study. grid the resulting video footage was minimal attention. Traditionally, analyzed for jump height. ballet dancers use two different shoes. Test Procedures To perform the assemblé, one The first is a flat technique shoe that Subjects were tested at the Athletic foot goes into the air as the dancer is made out of canvas or soft leather Training Research Laboratory on pushes off the floor with the sup- and has no padding or arch support one occasion for approximately 30 porting leg and extends the toes. of any kind. The second is the classical minutes. They performed an assem- Both legs then land simultaneously pointe shoe, made of corset satin on blé (Fig. 1) in both flat shoes (Fig. 2) in fifth position—i.e., with the feet the outside. The toe box of the pointe and pointe shoes (Fig. 3). The shoe completely crossed so that the heel of shoe consists of layers of burlap, card- order was randomized, with half the the front foot touches the toe of the board, paper, or a combination of dancers completing the trials in the back foot, and vice versa. The dancers these materials. There is a shank in the flat shoe first and half in the pointe were instructed to land in a proper sole of the shoe that is made of card- shoe first. Each dancer was allowed fifth position, hold for two seconds, board, leather, or a combination of to practice the jump until she was and then step off the platform. The the two.9 Pointe shoe construction has comfortable with it. trial was repeated if deemed unac- improved dramatically over the years. To standardize test procedures ceptable. An unacceptable trial was It was not until the 1950s that the all dancers started at the same place defined as one in which the dancer modern shoe was constructed.10 When the dancer acquires new shoes, she will usually customize them to her own foot by hitting them with a hammer, slamming them in a door, or steaming them over boiling water.10 This act of fitting the shoe to one’s own foot quickly breaks down the integrity of the shoe. Many times pointe shoes last only one performance, despite the layers of leather and fabric. Dancers wear pointe shoes to achieve a variety of aesthetic and practical advantages.10 As increased ground reaction force may lead to increased injury rates in dancers, investigating the effect of different types of ballet shoes on these forces is a potentially valuable step in determining how injuries may be prevented. Therefore, the purpose of this study was to determine whether the type of dance shoe used affects maximal ground reaction force (GRF- max) during a basic ballet jump. Methods Eighteen healthy female dancers en- rolled in a rigorous bachelor of science Figure 1 Assemblé jump. Journal of Dance Medicine & Science • Volume 15, Number 2, 2011 63 Table 1 Means and Standard Deviations for Each Shoe Condition We believe increased GRFmax in Maximal Ground Reaction Vertical Jump Height the flat shoe could have occurred Force (Newtons) (centimeters) for several reasons. First, the pointe Flat Shoe 1742.9 ± 252.6 33.1 ± 7.7 shoe may have absorbed more forces Pointe Shoe 1612.7 ± 261.5 32.4 ± 7.2 because of the layers of material that make up its sole. Conversely, the lack of any type of padding in the did not land in fifth position, lost her conditions (t = 1.22, p = .24, Effect flat shoe allowed most of the forces balance, landed with a double heel size = .08, Power = .21). to be absorbed by the body. Miller strike, or did not give maximal effort.
Recommended publications
  • A Comparative Mechanical Analysis of the Pointe Shoe Toe Box an in Vitro Study Bryan W
    0363-5465/98/2626-0555$02.00/0 THE AMERICAN JOURNAL OF SPORTS MEDICINE, Vol. 26, No. 4 © 1998 American Orthopaedic Society for Sports Medicine A Comparative Mechanical Analysis of the Pointe Shoe Toe Box An In Vitro Study Bryan W. Cunningham,* MSc, Andrea F. DiStefano,† PT, Natasha A. Kirjanov,‡ Stuart E. Levine,* MD, and Lew C. Schon,*§ MD From *The Orthopaedic Biomechanics Laboratory, Department of Orthopaedic Surgery, The Union Memorial Hospital, Baltimore, †Health South Spine Center, St. Joseph Hospital, Towson, and the ‡Ballet Theatre of Annapolis, Annapolis, Maryland ABSTRACT ical demands on the body while requiring the production of aesthetic and graceful movements. From the 1581 in- Dancing en pointe requires the ballerina to stand on troduction of ballet at the French Court (attributed to her toes, which are protected only by the pointe shoe Catherine de Medici), the popularization of this art form toe box. This protection diminishes when the toe box by Louis XIV, and the 1661 creation of the Academie loses its structural integrity. The objectives of this study Royale de Danse,2 the technique of ballet has become more were 1) to quantify the comparative structural static and fatigue properties of the pointe shoe toe box, and demanding, requiring refinement of the dancer’s strength, 2) to evaluate the preferred shoe characteristics as technique, and tools. This was highlighted by Marie determined by a survey of local dancers. Five different Taglioni, who, in 1832, was the first to dance en pointe. pointe shoes (Capezio, Freed, Gaynor Minden, Leo’s, This was originally done with soft satin slippers contain- and Grishko) were evaluated to quantify the static stiff- ing a leather sole.
    [Show full text]
  • Fall Schedule Booklet 7-5-21 UPDATE.Pub
    Excellence in educating dancers, empowering individuals, and elevating well-being. 7-5-21 “Rollin’ Out the Red Carpet” Fall Open House & Pre -Registration All About Dance! by Kristen WALK THE ‘RED CARPET’ AT ONE OF OUR AUGUST OPEN HOUSE PRE -REGISTRATION DAYS! 2021-2022 Fall Schedule Monday, August 23rd: 5:005:00----8:008:00 pm Tuesday, August 24th: 5:005:00----8:008:00 pm Classes begin Tuesday, September 7th! Wednesday, August 25th: 5:005:00----8:008:00 pm Thursday, August 26th: 5:005:00----8:008:00 pm ~Enjoy a tour of the All About Dance! by Kristen studio! ~Meet & Greet with our teachers and staff to find the class that is right for you! ~Register for fall classes! ~Enjoy viewings of our past original recital productions! We offer a VISITOR PASS so that you can try a class one -time for FREE! WE’RE ON SOCIAL MEDIA! • Not sure what classes you want? • Look at our schedule, then... • Call our office at 330 -688 -6000 and set up a time to visit the one -time FREE class(es) you are interested in! 3038 Graham Road Stow, Ohio 44224 330-688-6000 www.allaboutdancebykristen.com 8 1 NEWExcellence 2021-2022 in educating INSTRUCTORS dancers, empowering individuals, and elevating well-being. Erika Hunt (EH) is a native of Northeast Ohio and began her training in 1990 at the University of Akron Dance Institute. While at the Institute, Erika had the AADbK Delegates of Dance 2021-2022 pleasure of working with a diverse and talented faculty including Ana Lobe, Tatyana and Roman Mazur, Richard Dickinson, Jane Startzman, Lana Carroll, Delegates of Dance ~ A perfect opportunity to be the face of All About Dance! by Kristen! Andrew Carroll, MaryAnn Black, Amy Miller, Christina Foisie, and Felise Bagley.
    [Show full text]
  • Study Guide Table of Contents Pre-Performance Activities and Information
    For Grades K - 12 STUDY GUIDE TABLE OF CONTENTS PRE-PERFORMANCE ACTIVITIES AND INFORMATION TEKS Addressed 3 Attending a ballet performance 5 The story of The Nutcracker 6 The Science Behind The Snow 13 The Artists Who Created Nutcracker: Choreographers 16 The Artists Who Created Nutcracker: Composer 17 The Artists Who Created Nutcracker: Designer 18 Animals Around The World 19 Dancers From Around The World 21 Look Ma, No Words 22 Why Do They Wear That? 24 Ballet Basics: Fantastic Feet 25 Ballet Basics: All About Arms 26 Houston Ballet: 1955 To Today 27 Appendix A: Mood Cards 28 Appendix B: Set Design 29 Appendix C: Costume Design 30 Appendix D: Glossary 31 Program Evaluation 33 2 LEARNING OUTCOMES Students who attend the performance and utilize the study guide will be able to: • Identify different countries from around the world; • Describe the science behind the snow used in The Nutcracker; • Describe at least one dance from The Nutcracker in words or pictures; • Demonstrate appropriate audience behavior. TEKS ADDRESSED §112.11. SCIENCE, KINDERGARTEN (6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life §117.112. MUSIC, GRADE 3 (1) Foundations: music literacy. The student describes and analyzes musical sound. §117.109. MUSIC, GRADE 2 (1) Foundations: music literacy. The student describes and analyzes musical sound. (6) Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performances. §117.106. MUSIC, ELEMENTARY (5) Historical and cultural relevance. The student examines music in relation to history and cultures.
    [Show full text]
  • Post Sale Results for 671 - Summer Fashion & Accessories (Online Only) July 16, 2019
    Post Sale Results for 671 - Summer Fashion & Accessories (Online Only) July 16, 2019 Lot and Description Low High Price Realized 1 - Christian Dior Haute Couture Dress and Shawl, 2008 In 2008, Renée Fleming was the first woman to open the season of New York’s $3,000 $4,000 $10,625 Metropolitan Opera. For the occasion, she wore four haute couture creations, including this dress by John Galliano for... 2 - Vivienne Westwood Couture Dress, 2005 Renée Fleming wore this dress for the PBS Great Performances broadcast of Renée Fleming: $1,500 $2,500 Unsold Sacred Songs and Carols, which was recorded at Mainz Cathedral in Germany. Property from the Collection of Renée Fleming, New... 3 - Metropolitan Opera 18th Century Costume, 2009 Costume worn by Renée Fleming for her role as Marschallin in Act III of Der Rosenkravalier $3,000 $4,000 $3,250 at the Metropolitan Opera, 2009. Property from the Collection of Renée Fleming, New York, New York, to benefit the... 4 - Vivienne Westwood Couture Dress, 2008 Renée Fleming wore this dress at the New York Public Library for the Library Lions Gala and in $1,000 $2,000 Unsold Washington DC for her performance in the Washington National Opera’s opening night of Donizetti’s Lucrezia Borgia.... 5 - Reem Akra Dress, 2011 Renée Fleming wore this dress for her performance with the German pianist, Hartmut Höll at New York City’s $400 $600 $500 Carnegie Hall. Property from the Collection of Renée Fleming, New York, New York, to benefit the Renée Fleming... 6 - Akris Two-Piece Dress, 2008 Renée Fleming wore this dress for her performance for the US Supreme Court Justices in 2008.
    [Show full text]
  • Guide to Dance 2019-2020 Study Guide
    Dancers: Grace-Anne Powers and Leiland Charles | Photo: Jennifer Zmuda GUIDE TO DANCE 2019-2020 STUDY GUIDE Learn about the art of dance and go behind-the-scenes with a professional dance company. Written and compiled by Ambre Emory-Maier, Director of Education, and other contributors l ©2019 BalletMet Columbus TABLE OF CONTENTS Behind the Scenes ............................................................................................................................................. 2 Brief History of BalletMet ................................................................................................................................. 3 BalletMet Offerings ........................................................................................................................................... 4 The Five W’s and H of Dance .......................................................................................................................... 5 Brief History of Ballet ..................................................................................................................................... 6-7 Important Tutu Facts ......................................................................................................................................... 8 Important Pointe Shoe Facts .......................................................................................................................... 9 Glossary of Dance Terms ........................................................................................................................
    [Show full text]
  • Coppelia-Teacher-Resource-Guide.Pdf
    Teacher’s Handbook 1 Edited by: Carol Meeder – Director of Arts Education February 2006 Cover Photo: Jennifer Langenstein – Pittsburgh Ballet Theatre Principal Dancer Aaron Ingley – Pittsburgh Ballet Theatre Corps de Ballet Dancer Ric Evans – Photographer 2 Introduction Dear Educator, We have often thanked you, the academic community and educators of our children, for being partners with us in Arts Education. We have confirmed how the arts bring beauty, excitement, and insight into the experience of everyday living. Those of us who pursue the arts as the work of our lives would find the world a dark place without them. We have also seen, in a mirror image from the stage, how the arts bring light, joy, and sparkle into the eyes and the lives of children and adults in all walks of life. Pittsburgh Ballet Theatre strives not only to entertain but to demonstrate the significance and importance of presenting our art in the context of past history, present living, and vision for the future. In this quest we present traditional ballets based on classic stories revered for centuries, such as Coppelia and Cinderella; and contemporary ballets by artists who are living, working, and creating everyday, such as our jazz program Indigo In Motion and the premiers we have done to the music of Sting, Bruce Springsteen, and Paul Simon. In this way we propel our art into the future, creating new classics that subsequent generations will call traditional. It is necessary to see and experience both, past and present. It enhances our life and stirs new ideas. We have to experience where we came from in order to develop a clear vision of where we want to go.
    [Show full text]
  • Pre-Pointe Or Pointe Or Pointe Or Pointe Shoes
    Page 111 of 666 PrePre----PointePointe or Pointe Shoes Pre-Pointe shoes are the next step in advancing in ballet. These shoes prepare students for pointe work. Dancing on pointe creates the illusion of dancers floating across the stage. They can make a dancers lines look longer, which adds to the beauty of ballet. Pointe shoes and pre-pointe shoes need fit snug on the foot and are required to be properly sewn in order to keep the foot supported in the shoe. If the shoes are too loose the shoes can cause injury to the dancer, and the risk of not sewing one’s shoe properly can result in injury. We ask that students DON’T wear their shoes at home. How to Sew Your Pointe Shoes: Material List: Pre-Pointe Shoes or Pointe Shoes Needle Light Pink Thread Satin Ribbons Elastic Scissors Ribbons: 1. Cut the ribbons into four equal parts. Each shoe should have two ribbons. Page 222 of 666 2. Thread a needle.* To do this take the thread and cut a long strand. Put the thread through the eye of the needle and knot the ends of the thread to prevent the needle from sliding off. The knot will also help stop the thread from going all the way through the shoe. *Please note that this example is using colored thread for demonstration purposes only. Please use light pink thread ONLYONLY. 3. Fold the pre-pointe/pointe shoe’s heel over to find a good placement for the ribbons. Mark the placement with a pencil.
    [Show full text]
  • Preparatory Pointe Shoes Called «3 Steps to a Dream»
    Girls between the ages of 4-10 years wear soft ballet slippers to class. Generally, the transition to pointe shoes is perceived to be painful for children. Made in Russia The Grishko® Company specialists have developed a unique range of children’s preparatory pointe shoes called «3 steps to a dream». en.wikipedia.org/wiki/grishko GRISHKO HEAD OFFICE This line includes 3 models: Tel.: +7 (495) 980-91-10 www.facebook.com/grishkoworld Fax.: +7 (495) 980-91-12 «Exam», «Alice» & «Novice» twitter.com/grishkoshop [email protected] which help children’s feet to adapt gradually, www.youtube.com/user/thegrishko Preparatory pointe shoes instagram.com/grishkoworld step by step, without pain. THREE STEPS TO A DREAM www. grishko-world.com Alice Novice ExAm TRANSITIONAL STYLE BETWEEN THE FIRST POINTE SHOES FOR BEGINNERS THE «EXAM» AND «NOVICE» FOR ADVANCING BEGINNERS 1 2 for first-year students 3 Quickly become Prepare acquainted to the children’s feet for Work in pointes at the confining pointe shoe standing on the pointe barre and in the center inner space shoe platform at the of the ballet class barre PRODUCT BENEFITS PRODUCT BENEFITS PRODUCT BENEFITS Demi pointe style provides transition between soft ballet shoes Lightweight ½ box (due to special elastic paste) and stiff yet 1/2 box guarantees reduced pressure on the forefront and pointe shoes flexible sole for sensitive and immature foot Soft shank allows easier roll up from demi-pointe Helps to develop the forefoot and guarantees stress-free Soft brushed cotton inside the shoe and lower heel height to full pointe switch to pointework are designed for comfortable fit Allows elements of pointe work except complicated Absence of shank and extra soft box are specially engineered Allows elements of pointe work at the barre fouette at the barre and in the center of classroom for optimum care of the Dancers foot MODEL № 0512 MODEL № 0526 MODEL № 0511.
    [Show full text]
  • Improper Pointe Shoe Health and Practices
    Running Head: IMPROPER POINTE SHOE HEALTH AND PRACTICES The Effects of Improper Pointe Shoe Health and Practices: A Literature Synthesis Submitted by Kathryn Rose Calleja Dance To The Honors College Oakland University In partial fulfillment of the requirement to graduate from The Honors College Mentor: Elizabeth Kattner, Ph.D., Associate Professor of Dance Department of Dance Oakland University April 30, 2020 IMPROPER POINTE SHOE HEALTH AND PRACTICES 2 Abstract This research aims to examine the consequences of improper alignment and poor pointe shoe health and fit, to analyze extant research on what are recommended healthy pointe shoe practices, as well as to discuss the implications of allowing pre-pubescent students to dance in pointe shoes. In the form of a literature synthesis, various sources are presented to address conflicts, discrepancies, or similarities in order to compile and communicate the current knowledge of ballet injuries related to pointe work. This research found that taking extreme measures to break in pointe shoes causes decreased ability for the shoe to support the dancer, compromising stability in the foot and ankle. Wearing pointe shoes that are too worn-down or ‘dead’ can result in extreme stretching of the metatarsal ligaments, which proves dangerous to dancers. It is vital that dancers employ healthy practices with their pointe shoes in order to avoid injury. Additionally, teachers must establish their practices, while keeping health and safety in mind, to ensure that young dancers may continue to pursue dance for years to come. Teaching correct alignment and technique and monitoring and evaluating students properly is imperative for the safety of dancers.
    [Show full text]
  • Monday Classes Performance Tight and Shoe Requirements
    Monday Classes Performance Tight and Shoe Requirements **All tights are CAPEZIO HOLD AND STRETCH, With the exception of classes that require Capezio Professional Fishnets with Back Seam * or Capezio Professional Mesh Transitional with Back Seam **transitional tights are fine to use in place of footed (adult sizes only) ** **”Converse” style shoe- can be any brand** Miss Lisa Monday, 3:45pm P1 Combo- Lisa-Lt. Suntan tights/Black tap shoes Monday, 4:30pm Jazz- Lisa- Any tan tight/ Tan Jazz shoe Monday, 5:15pm Jazz-Lisa- Lt. Suntan tight/ Tan Jazz shoe Monday, 6:15pm Lyrical-Lisa- Lt. Suntan Stirrups/ Tan Paws Monday, 7:15pm Ballet-Lisa-*Professional Mesh Transitional Tights with back seam in Theatrical Pink/Pink ballet shoes Monday, 8:15pm Jazz-Lisa- Lt. Suntan Stirrups/ Tan Paws Miss Christine Monday, 6:15pm Modern- Christine– Black CoJo leggings/NO shoes Monday, 7:15pm Ballet-Christine- Tan Stirrups/Tan paws Monday, 8:15pm HH- Christine-Any tan footed tight/Black “Converse” Miss Michelle Monday, 4:30pm Tap- Michelle- Lt. Suntan tights/Black OXFORD style tap shoe (no bow or Mary Jane) Monday, 5:15pm Jazz- Michelle- Lt. Suntan Stirrups, Tan Paws Monday, 6:15pm Jazz- Michelle- Lt. Suntan Stirrups, Tan Paws Monday, 7:15pm Ballet- Michelle- Ballet pink tights/Pink ballet shoes Monday, 8:15pm Jazz- Michelle-Tights TBA/Tan Paws Miss Melissa Monday, 6:15pm Ballet- Melissa- Ballet Pink tights/Pink ballet shoes Monday, 7:15pm Ballet-Melissa- Ballet Pink tights/Pink ballet shoes Tuesday Classes Performance Tight and Shoe Requirements **All tights are CAPEZIO HOLD AND STRETCH, With the exception of classes that require Capezio Professional Fishnets with Back Seam * or Capezio Professional Mesh Transitional with Back Seam **transitional tights are fine to use in place of footed (adult sizes only) ** **”Converse” style shoe- can be any brand** Miss Christine Tuesday, 6:00pm Jazz-Christine- Lt.
    [Show full text]
  • Effect of Footwear on Dancers: a Systematic Review
    Original Article Effect of Footwear on Dancers A Systematic Review Alycia Fong Yan, B.App.Sc., Claire Hiller, Ph.D., Richard Smith, Ph.D., and Benedicte Vanwanseele, Ph.D. Abstract accomplishment. Therefore, the foot- percussive characteristics of flamenco Dancers need their feet to be healthy and wear that dancers use is very impor- and tap dancing, for example, can have pain-free; therefore, the footwear they use tant. Dance shoes range in design and an effect on the health of the dancer.3-5 is of great importance. Footwear has the construction depending on the dance The shock absorbing qualities of the potential to enhance or restrict move- style and purpose.1 The stiffness and shoes used in these styles should be ment and impact the dancer’s body in thickness of the sole, materials used in examined for their role in amplifying various ways. To evaluate the effects of construction, and overall design con- or reducing these forces. Both flamenco footwear on dancers, in particular the tribute to the flexibility and function- and some jazz routines require heeled effects on foot motion and injury dur- ality of the shoe. Research examining shoes, and the resultant forward move- ing dance movements, we undertook a systematic review of the literature. The the effects of footwear on the general ment of the center of mass can change population has found that stiffness body alignment and have implications major databases were searched for articles 2 6-8 on theatrical dance styles and dance affects the mechanics of walking ; it for posture and lower back pain.
    [Show full text]
  • 2019-2020 Class Dress Code
    2019-2020 Class Dress Code Acro, Contortion & Tumble Classes: Creative Movement: - Barefoot - Barefoot - Leotard/Sports Bra & spandex shorts, - Pink leotard (skirt must be attached if leggings or tights present) - Hair pulled back in low ponytail or low bun - Hair in ballet bun Adult Jazz Funk: Graduated Dancer: - Sneakers that don't stick too much - Shoes optional - Athletic attire - Athletic dance attire Ballet: Hip Hop: - Capezio, Pink Canvas Hanami Ballet Shoes - Sneakers (shoe requirement given in Jan.) Style # 2037 - Athletic dance attire - Capezio, Style # 1816 Ballet Pink Tights - Black leotard Jazz Classes: - Hair in ballet bun - Caramel Capezio E-Series (EJ2) jazz shoes - Any color leotard and shorts Boys Technique: - Hair pulled back -Black Capezio Hanami ballet shoes -White fitted T-shirt Leaps & Turns: -Black Leggings - Any dance shoe to turn in -White socks - Athletic dance attire - Hair pulled back Clogging: - White lace up clogging shoes with buck taps Musical Theater: - Athletic attire - Shoes TBD - Hair pulled back - Athletic dance attire Combo: Ballet/Jazz/Tap/Acro Musical Theater Dance: - Capezio, Pink Canvas Hanami Ballet Shoes - Shoes TBD Style # 2037 - Leotard & spandex shorts, leggings or tights - Caramel Capezio E-Series slip-on jazz shoes - Hair pulled back - Capezio, Caramel Mary Jane Tap Shoes Style # 3800C Nutcracker: - Any color Leotard and Shorts - See Ballet - Hair pulled back Contemporary & Lyrical: - Capezio, Nude Canvas Hanami Pirouettes Style # H064W - Athletic dance attire - Hair pulled back 2019-2020
    [Show full text]