Devine Competition Team
The 2016 competition season ended at Nationals where our team earned several 1st place national titles. Over 70% of our group pieces placed in the top 5 at Nationals. Kelli Devine-Woods was awarded one of only three choreography awards at Nationals.
Although we’re one of the newest teams in Iowa we compete at the highest level. It’s a common practice to put competition pieces in lower divisions to inflate scores and placements. We, on the other hand, only compete at the most elite level because we believe in our dancers. Team teachers work with each dancer to enhance their strengths and reach their personal best. We don’t lower the bar; we raise each other up. If you are interested in learning more about our team you can email Kelli directly at firstname.lastname@example.org.
The aim of this team is beyond dance competitions. The larger goal is to enrich your character in ways that are essential for success in every aspect of life. The two Ds in our logo symbolize Devine Dancers. But for team members those Ds represent Discipline and Dedication.
Research shows self-discipline is possibly the best predictor for long-term success. And a common misconception is that confidence can be given to people through compliments. However, confidence is developed through personal progress and measurable achievement (Kwang & Swann, 2010; Wigfield & Ecceles, 2002). This philosophy is at the heart of our Devine Team. Here is what you can expect from a team membership at Devine:
- You will develop annual goals to give clear direction for your personal growth.
- You will learn the value of the 3Ps: Performance, Power, and Precision.
- You will be challenged both athletically and artistically.
- You will accelerate your dance training through advanced technique and tricks.
- And you will find support from your teammates as you progress.
*Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. Development of achievement motivation, 91-120