Stage Jitters Are Normal! Here’s How You Can Help.
By Shawn Lent, Manager of Dance Education
Is this your child’s first performance? Is your performer particularly irritable on recital days? Are they already experiencing a fear of failure at an upcoming audition? Do public performances have them shaking in their shoes, stomach in knots, or sweating through their costume? Are they showing sudden reluctance or resistance to class prior to a performance or auditions?
Performance jitters are normal, at any age, as any public activity has a sense of vulnerability. We can all probably recall an experience with stage fright. “Performance anxiety is one of the major challenges that . . . students experience as they progress in their training (Manley and Wilson).” There is an important, cyclic pattern between learning and performing, and the benefits of performing are well established. So how can we help students with their inevitable jitters?
Here are 15 ways to help a performer with performance anxiety:
Read a Social Story (such as this example Social Story for the upcoming dance recital) together to help know what to expect on recital day. Experts suggest “communication and delivery in a manner which is concise, clear, and direct” with children experiencing performance anxiety (Fisher); a tool such as Social Stories can be fantastic because they are concise, clear, and direct.
Remind the child about the Unconditional Acceptance from yourself and their teacher. Never give unsolicited critique without first making sure they are ready to receive your feedback.
Set them up to practice a little bit every day! Like studying for an exam or learning a new language, repeated and consistent practice is often more effective than cramming at the end. Don’t rehearse until you get it right; practice until you can’t get it wrong. Music House’s 100 Day Practice Challenge is a wonderful opportunity for prizes and added motivation for practicing. Practice materials are usually available to students.
Practice Having an Audience! Hold your own Informances in your home. Make sure your performer attends all Music House onstage rehearsals alongside their peers.
Encourage them to have a Mantra or Affirmation (Positive Self-Talk) for performance day, such as
“I’ve got this.”
“I’m here on stage for a reason.”
“It’s okay if I make mistakes. Failure is temporary.”
“I am a shining light.”
“I am going to attack this performance.”
“When I focus on the process, the results will come.”
“No one gets in my head.”
or “I am an amazing dancer / musician / actor / performer.”Help them draw their own Tree of Life. This therapeutic tool is connected to the theory that people who know where they come from, what they are good at, where they want to go, and what support networks they have, are capable—like the tree—of standing firm, facing adversities, and having the potential to grow (Denborough).:
Roots: origins, families, and histories;
Ground: present interests, hobbies, and daily activities;
Trunk: skills, abilities, unique strengths, competences;
Branches: motivations, dreams, and goals;
Leaves: most important people or relationships in their lives;
Fruits: the gifts they have received from people: care, support, love.
Help them develop a Growth Mindset. Be specific about their goals and keep the goals as things within their control. What would be a win for them? How do they want to feel during the performance? after the performance?
Transform negative thoughts into positive ones. Reframing one’s thinking can be super helpful. What could it be called when you are excited and nervous at the same time? Create a new, fun name for it. How is that feeling necessary for a great performance?
Play an exhilarating game, dance party, or free play to loosen up and release inhibitions prior to the performance.
Practice Mindfulness, Meditation, and/or Breathing exercises such as Take 5.
Put a surprise note in their bag on the day of the show. Tell them how proud you are and how excited you are to watch the performance. You can include a “backstage plan” with things like: stretch, breathe, repeat your mantra or affirmation, drink water, and smile.
Take distance. It might help to step back and see the challenge of performing for what it is. “Externalization enables a person to see a problem as something outside of themselves; the problem becomes an entity that could be addressed and solved, which helps students deal with unpleasant emotions and directs them toward the future with optimism (White and Epston).” Playing a character onstage can also help performers step outside themselves and their personal worries.
The field of performance psychology holds many beneficial strategies. One of these is mental imagery, visualizing oneself performing spectacularly (American Psychological Association).
For tweens and teens, putting Body wipes in their bag can help them manage any excessive sweating.
Stay Healthy. A great performer requires adequate fuel and rest. You can help by making sure they get proper sleep, eat balanced meals, drink plenty of water, exercise, stretch, and treat their body with care. Some great performance-day snacks and light meals (Fine) include…
Tangerines, mandarins, or orange slices
Berries (but not in costume!)
Deli meat sandwiches on whole-grain bread
Chicken soup with lots of vegetables
Toasted bagel with a healthy spread
Whole-grain pretzels and crackers
Rice cakes
Granola
Sliced vegetables
Performance jitters are NORMAL and can be managed when addressed. That said, while the above 15 strategies can be helpful for a moderate level of performance anxiety, it is important to notice if/when things intensify for the child. “Higher degrees [of performance anxiety] might become a problem leading to constant tiredness, physical harm, and mental health issues, such as depression and anxiety disorders (van Winden et al).” If you notice a combination of these following signs and symptoms in your performer, it is advised to seek professional support.
Signs and Symptoms of Anxiety and Anxiety Disorders
credit: National Council for Behavioral Health
Thoughts: Mind racing or going blank, Long-lasting worries, Indecisiveness, Decreased memory, Vivid dreams, Decreased concentration
Emotions: Unrealistic or excessive fear and worry, Irritability, Impatience, Anger, Feeling on edge, Nervousness
Behaviors: Avoidance of situations. Obsessive or compulsive behavior, Sleep disturbance, Worries that interfere with daily activities
Appearance and Well Being: Restlessness or tension with inability to relax, Increased heart rate, Sweating, dizziness, numbness, Trembling or shaking, Muscle aches and pains, Shortness of breath
References
American Psychological Association. 2023. A Career in Sport and Performance Psychology. American Psychological Association. https://www.apa.org/education-career/guide/subfields/performance/education-training. [Google Scholar]
América I. Stackpole & Angélica Quiroga-Garza (2023) Overcoming Stage Anxiety with a Solution-Focused Approach, Journal of Dance Education, 23:3, 200-212, DOI: 10.1080/15290824.2023.2233969
Denborough, David. 2008. Collective Narrative Practice: Responding to Individuals, Groups, and Communities Who Have Experienced Trauma. Adelaide, Australia: Dulwich Centre Publications. [Google Scholar]
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Fisher, Kevin M. 2019. “Applying Key Principles of Performance Psychology to Enhance Physical Education and Sport Programs.” Journal of Physical Education, Recreation and Dance 90 (8): 50–56. https://doi.org/10.1080/07303084.2019.1644255. [Taylor & Francis Online] [Web of Science ®], [Google Scholar]
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