RESEARCH

My research areas include racial equity in dance, inclusive dance, talent identification and development, dance for older adults, and the working lives of freelancers in dance. You can find information and outputs from all past and current projects below - these are in chronological order so do have a look at the whole page to find what you need.

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Barriers to Progression & Employment in Dance for Disabled People (2024-2025)

A nationwide qualitative study, engaging with individuals, groups, and organisations within the sector to identify and address the systemic barriers preventing disabled people from entering, sustaining, and advancing in their dance careers. Find out more about the background to this project here.

The RED project (began 2023)

A longitudinal mixed methods project exploring the psychological impact of racial inequity in dance, and using this data to create and pilot an evidence-based framework to enhance inclusion in dance education and training. The project is led by the amazing TIRED Movement - click here to read more about the current RED research, but do stay tuned is there is definitely more to come!

Inclusive Immersive (2024-2025)

A qualitative study examining the use of immersive technology to enhance accessibility to the arts for people with learning disabilities. The project is led by Coventry University in partnership with Open Theatre and Hollywood Gaming. Read more about it here.

Hear and Now (2019-2020)

A qualitative study exploring the impact of an intergenerational, cross-disciplinary arts and health project on participant wellbeing. The study was led by the University of Bedfordshire with the Philharmonia Orchestra.

Paper:

Jenkins, L., Farrer, R., & Aujla, I.J. (2021) ‘Understanding the impact of an intergenerational arts and health project: A study into the psychological wellbeing of participants, carers and artists'. Public Health, doi: 10.1016/j.puhe.2021.02.029

Report:

Jenkins, L., Farrer, R., & Aujla, I.J. (2020). Hear and Now: The impact of an intergenerational arts and health project on participant wellbeing. University of Bedfordshire.

Hear and Now

Accessing Pathways to Training for Young Disabled Dancers

An action research project investigating ways of enhancing the accessibility of codified ISTD syllabi for young disabled dancers. The project was commissioned by the Imperial Society of Teachers of Dancing (ISTD) and conducted at the University of Bedfordshire.

Paper and book chapter:

Aujla, I.J. (2021) ‘Opening pathways to training for young disabled dancers: An action research approach’, Theatre, Dance and Performance Training, doi: 10.1080/19443927.2021.1877805

Aujla, I.J., & Jones, L. (2024) ‘Conversations: Developing bespoke inclusive technique for mainstream dance training’, in Colin, N., Seago, C., & Stamp, K. (eds.) Ethical Agility in Dance: Rethinking Technique in British Contemporary Dance. Oxon: Routledge.

Report:

Aujla, I.J. (2019). Accessing Pathways to Training for Young Disabled Dancers. University for Bedfordshire for ISTD.

Videos from the launch event including my research presentation.

Accessing Pathways to Training for Young Disabled Dancers

Generations Dancing (2018-2019)

This mixed methods study conducted at the University of Bedfordshire investigated the psychological and social benefits of an intergenerational dance and photography project. You can watch a short video about the practical elements of the project here.

Papers:

Farrer, R., Douse, L., & Aujla, I.J. (2022) ‘Sustainable arts and health: The role of a university in facilitating an intergenerational, interdisciplinary community arts project’, Journal of Higher Education Outreach and Engagement, 26(1), 89-103.

Douse, L., Farrer, R., & Aujla, I.J. (2020) ‘The impact of an intergenerational dance project on older adults’ social and emotional well-being’, Frontiers in Psychology, doi: 10.3389/fpsyg.2020.561126

Generations Dancing

Access, Inclusion and Excellence (2016-2018)

A mixed methods, longitudinal project that evaluated the efficacy of Stopgap Dance Company's new inclusive IRIS syllabus. IRIS is a talent development syllabus specifically designed for young disabled people interested in contemporary dance.

An additional project explored the values and attributes of teachers in inclusive talent development settings. The two projects were commissioned by Stopgap Dance Company and conducted at the University of Bedfordshire.

Papers:

Needham-Beck, S.C., & Aujla, I.J. (2020) ‘Development of a performance evaluation tool to track progress in an inclusive dance syllabus’, Research in Dance Education, doi: 10.1080/14647893.2020.1746256

Aujla, I.J. (2019) ‘"It’s my dream come true”: Experiences and outcomes of an inclusive talent development programme’, British Journal of Special Education, doi: 10.1111/1467-8578.12297

Urmston, E., & Aujla, I.J. (2019) 'Values, attributes and practices of dance artists in inclusive dance talent development contexts', Journal of Dance Education, doi: 10.1080/15290824.2019.1652755

Aujla, I.J., & Needham-Beck, S.C. (2019) ‘Subjective wellbeing among young dancers with disabilities’, International Journal of Disability, Development and Education, doi: 10.1080/1034912X.2019.1615607

Reports:

Aujla, I.J., & Needham-Beck, S.C. (2018). Access, Inclusion and Excellence: Evaluating Stopgap Dance Company’s IRIS Programme. University of Bedfordshire for Stopgap Dance Company.

Urmston, E., & Aujla, I.J. (2019). Developing Potential amongst Disabled Young People: Exploring Dance Artists’ Qualities as Educators in the Context of Inclusive Dance Talent Development. University of Bedfordshire for Stopgap Dance Company.

Access, Inclusion and Excellence

Independent Dancers: Roles, Motivation and Success (2014-2016)

This qualitative study investigated the experiences of independent (freelance) dancers from a psychological perspective, using interviews and qualitative analysis. The project was conducted at the University of Bedfordshire.

Papers, book chapter and magazine article:

Farrer, R., & Aujla, I.J. (2020) 'Notions of place in relation to freelance arts careers', in Weedon, A., & Ashley, T. (eds.) A Sense of Place. London: UCL Press.

Farrer, R., & Aujla, I.J. (2017). 'Challenging dance hierarchies: perceptions of success in community dance practice', Animated, Summer.

Farrer, R., & Aujla, I.J. (2016) 'Understanding the independent dancer: Roles, development and success', Dance Research, 34(2), pp. 202-219.

Aujla, I.J., & Farrer, R. (2015) 'The role of psychological factors in the career of the independent dancer', Frontiers in Psychology. doi: 10.3389/fpsyg.2015.01688.

Report:

Aujla, I.J., & Farrer, R. (2016). Independent Dancers: Roles, Motivation and Success. University of Bedfordshire.

Independent Dancers: Roles, Motivation and Success

Changing Perceptions (2011-2012)

This study formed the foundation for future work into talent identification and development among young disabled dancers and acted as a catalyst for organisations to enhance provision for talented young dancers with disabilities. The project was commissioned by Dance4 (now Fabric) and conducted at Trinity Laban.

Papers and book chapter:

Aujla, I.J., Redding, E., & Jobbins, V. (2017) 'Supporting change: The identification and development of talented young dancers with disabilities', in Burridge, S., & Svendler Nielsen, C. (eds.) Dance, Access and Inclusion: Perspectives on Dance, Young People and Change. London: Routledge, pp. 75-84.

Aujla, I.J., & Redding, E. (2014) 'The identification and development of young talented dancers with disabilities', Research in Dance Education, 15 (1), pp. 54-70.

Aujla, I.J., & Redding, E. (2013) 'Barriers to dance training for young people with disabilities', British Journal of Special Education, 40 (2), pp. 80-85. [Link is to a version designed by Dance4 to accompany the research report].

Report:

Aujla, I.J., & Redding, E. (2012). Changing Perceptions. Dance4.

Changing Perceptions

Passion, Pathways and Potential in Dance (2008-2011)

Better known as "the CAT project", this longitudinal, interdisciplinary project examined the processes of developing talent among 10-18 year old dancers. Commissioned by the UK Centres for Advanced Training in Dance (CATs), the project was conducted at Trinity Laban.

Papers:

Nordin-Bates, S., Schwarz, J., Quested, E., Cumming, J., Aujla, I.J., & Redding, E. (2016) 'Within- and between-person predictors of disordered eating attitudes among male and female dancers: Findings from the UK Centres for Advanced Training', Psychology of Sport and Exercise, 27, pp.101-111.

Aujla, I.J., Nordin-Bates, S.M., & Redding, E. (2015) 'Multidisciplinary predictors of adherence to dance', Journal of Sport Sciences, 33(15), pp. 1564-1573.

Nordin-Bates, S.M., Hill, A., Cumming, J., Aujla, I.J., & Redding, E. (2014) 'A longitudinal examination of the relationship between perfectionism and motivational climate in dance', Journal of Sport and Exercise Psychology, 36(4), pp. 382-391.

Aujla, I.J., Nordin-Bates, S.M., Redding, E., & Jobbins, V. (2014) 'Developing talent among young dancers: Findings from the UK Centres for Advanced Training', Theatre, Dance and Performance Training, 5 (1), pp.15-30.

Aujla, I.J., Nordin-Bates, S.M., & Redding, E. (2014) 'A qualitative investigation of commitment to dance: Findings from the UK Centres for Advanced Training', Research in Dance Education, 15 (2), pp. 138-160.

Steinberg, N., Aujla, I.J., Zeev, A., & Redding, E. (2014) 'Injuries among talented young dancers: Findings from the UK Centres for Advanced Training', International Journal of Sports Medicine, 35 (3), pp. 238-244.

Sanchez, E.N., Aujla, I.J., & Nordin-Bates, S.M. (2013) 'Cultural background variables in dance talent development: Findings from the UK Centres for Advanced Training', Research in Dance Education, 14 (3), pp. 260-278.

Walker, I.J., Nordin-Bates, S.M., & Redding, E. (2012) 'A mixed methods investigation of dropout among talented young dancers: Findings from the UK Centres for Advanced Training', Journal of Dance Medicine and Science, 16 (2) pp. 65-73.

Nordin-Bates, S.M., Quested, E., Walker, I.J., & Redding, E. (2012) 'Climate change in the dance studio: Findings from the UK Centres for Advanced Training', Sport, Exercise and Performance Psychology, 1 (1) pp. 3-16.

Walker, I.J., Nordin-Bates, S. M., & Redding, E. (2011) 'Characteristics of talented dancers and age group differences: Findings from the UK Centres for Advanced Training', High Ability Studies, 22 (1) pp. 43-60.

Nordin-Bates, S. M., Walker, I.J., & Redding, E (2011) 'Correlates of disordered eating attitudes among male and female young talented dancers: Findings from the UK Centres for Advanced Training', Eating Disorders: The Journal of Treatment and Prevention, 19 (3) pp. 211-233.

Walker, I.J., Nordin-Bates, S.M., & Redding, E. (2010) 'Talent identification and development in dance: A review of the literature', Research in Dance Education, 11 (3) pp. 165-189.

Report:

Redding, E., Nordin-Bates, S.M., & Walker, I.J. (2012). Passion, Pathways and
Potential in Dance: An Interdisciplinary, Longitudinal Study into Dance Talent
Development. Trinity Laban. [Click on the PDF icon to download the report].

Passion, Pathways and Potential in Dance

“One of Imogen’s strengths is her ability to identify gaps in both research literature and current practice. Her research has typically been at the forefront of new developments in the field of dance science and psychology.”

Professor Emma Redding MBE, Director, Victorian College of the Arts, University of Melbourne