From Mirror to Movement: Five Language Swaps That Lift Body Image in Dance Class

Content note: This article discusses body image in dance training but does not include weight, dieting, or eating disorder details.

Why words matter

Every dancer knows the studio mirror. For some it’s a friend, for others a critic. What is said in front of that mirror - by teachers and by dancers themselves - makes a lasting impact. Language does more than correct technique; it shapes how young people relate to their bodies, how safe they feel in training, and how confident they feel stepping on stage.

Research in dance psychology suggests that appearance-focused feedback is linked to greater body dissatisfaction, while function-focused feedback supports resilience and confidence (Holland & Tiggemann, 2017). In other words: what we say matters.

As a former professional dancer and now a psychotherapist, I see the difference every week. Shifting a single phrase can turn a class from body-critical to body-supportive. Here are five practical language swaps that lift body image in the studio.

1. “Your body looks all over the place” → “Find your length and breathing space”

A vague criticism like “your body looks all over the place” can leave a dancer unsure what to change. Instead, inviting them to “find length and breathing space” gives a clear, positive anchor.

Why it helps: A focus on internal sensation, rather than appearance, supports healthier body awareness and reduces anxiety around “looking right” (IADMS, 2021).

2. “Flatten your stomach” → “Soften your ribs and feel your breath move your stomach”

Directing dancers to flatten suggests their natural shape is wrong. By shifting the cue towards breath and rib support, you invite awareness without judgement.

Why it helps: Breath-based cues help regulate the nervous system and improve motor learning under stress. This is especially helpful before auditions or performances.

3. “Close your legs tighter in fifth to make them look slimmer” → “Press through your inner thighs to feel supported in fifth”

Appearance-driven cues around slimming in fifth position can increase self-consciousness. Reframing towards pressing through the thighs highlights function, strength and balance.

Why it helps: It directs attention to alignment and support rather than body shape.

4. “Tuck in your backside, it looks big” → “Tuck in the base of your spine and pull up and straighten your back”

Language about the size of a dancer’s backside can create shame. Redirecting the correction to spinal alignment shifts the focus from appearance to posture and flow.

Why it helps: Encourages dancers to connect with length and alignment, supporting healthy back mechanics without judgement.

5. “Burn it off” → “Refuel your energy and recover well”

The language of punishment after eating or rest has no place in a healthy studio. Talking instead about fuelling and recovery connects dancers to long-term sustainability.

Why it helps: Dancers learn that food and rest are performance tools, not enemies. Teachers who model this language set a culture of care and professionalism.

A one-minute class check-in

To embed these swaps, try ending a class with a quick body-confidence check-in. Ask dancers to share one thing they felt stronger in today - not how it looked. It might be “I balanced longer” or “my breathing helped me.” This keeps the focus on function, sensation, and progress.

Final thoughts...

Language is free, but its impact is profound. By choosing function over form, teachers can support dancers to grow resilient, confident, and connected to their art. For young dancers navigating pressures around body image, this shift can be life-changing.As teachers and leaders we can move beyond the mirror. When the words in the studio help dancers feel strong, expressive, and safe, we give them more than technique - we give them a healthier lifelong relationship with movement.

Try this week:

Choose one correction you often give and reframe it into a function-focused cue. Notice how your dancers respond.

References

- Holland, G. & Tiggemann, M. (2017). “A systematic review of the impact of appearance-focused instruction in dance and sport.” Body Image, 23, 70–77.- International Association for Dance Medicine & Science (IADMS). (2021). Healthy Dance Practice Guidelines.

© 2025 Terry Hyde

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