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The relative age effect is a worldwide phenomenon. While there is solid empirical evidence for the existence in sports like soccer and ice hockey, there are also some findings indicating the absence of the phenomenon. In an earlier study, no support was found with Dutch top-level athletes in table tennis and in volleyball. The explanation was that in athletic tasks which depend heavily on the technical ability (or motor skill) of the participant, a relative age effect will not be observed. In the present study this supposition was tested again with three samples of Dutch preprofessional dance students (overall number of subjects: 546). Again no support was obtained for the relative age effect. Therefore, a case is being built that the relative age effect is not an omnipresent phenomenon.

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Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.High Ability Studies, Vol. 12, No. 2, 2001 Talented in Dance: the Bloom Stage Model revisited in the personal histories of dance students JACQUES H. A. VAN ROSSUM Bloom (1985)

The dance teacher is a central figure in the world of dance; the impact of the dance teacher on the career of a young dancer can be decisive. A dance teacher is more often than not described as authoritarian. The present study investigated the various dimensions of the dance teacher's behavior. To map the teacher's behavior, a dance-adapted version of the Leadership Scale for Sport (LSS; Chelladurai ev Saleh, 1980) was constructed as the Leadership Scale for Dance (LSD). The LSD was administered to both teachers and students of the dance department of the Amsterdam Theatre School. In addition, dance teachers were asked to rate daily class behaviors of the themselves as teachers, and dance students were asked to rate their current dance teacher. While the characteristics of the ideal teacher were very similar for both teachers and students, large differences appeared in the rating of daily class activities. Ratings of the teachers and dance classes are interpreted within the framework given by the LSD scales, that is, as indications of the behavior characteristics of the ideal dance teacher.