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VAST (ADHD)

Throughout this site, ADHD will be referred to as VAST (Variable Attention Stimulus Trait), as this language reflects a more supportive, strengths-based understanding than the terms “deficit” or “disorder.”

 

VAST is a lifelong way of thinking, moving, and processing the world.   VAST is not about “not paying attention”, it’s about interest-based attention, faster neural processing, and a dynamic energy profile.

 

VAST dancers often bring creativity, energy, spontaneity, and originality to the studio, qualities that can shine when supported with structure and flexibility.

On This Page...

Key Traits Through a Dance Lens
How attention regulation, movement needs, impulsivity, executive function, emotional intensity, and strengths may shape the learning experience of dancers with VAST.

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What Dancers Need Most From Teachers
Practical teaching approaches that combine clear structure, visual support, movement-based regulation, and strengths-focused encouragement to enable confident participation.

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Key Traits Through a Dance Lens

1. Attention Regulation

(Not Attention Deficit)

VAST brains don't lack attention, they regulate it differently.   Attention is driven by:

  • Interest

  • Challenge

  • Novelty

  • Urgency

  • Emotional connection

 

In the studio this may look like:

  • Hyperfocus on choreography they love

  • Difficulty sustaining attention during slow explanations

  • Missing verbal details if instructions are too long

  • “Zoning out” during transitions

  • Needing movement to stay focused

 

What helps:

  • Keep instructions short, visual, broken into steps

  • Use engaging, varied teaching styles

  • Check understanding with quick movement-based cues rather than verbal ones

2. Hyperactivity & Movement Needs

Movement is not misbehaviour, it's self-regulation.

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VAST dancers may:

  • Fidget, bounce, or move constantly

  • Prefer high-energy tasks

  • Struggle with long periods of stillness

  • Learn best when their bodies are allowed to move

 

In dance, this often becomes a superpower when channelled.

 

What helps:

  • Build movement breaks into class

  • Offer active roles (demonstrating, setting counts, leading warm-up moments)

  • Break up static exercises such as barre work with travelling, even just switching places every couple of exercises

  • Allow subtle fidgeting (holding a band, shifting weight, rocking)

​3. Impulsivity

Impulsivity does not mean “misbehaving”.   It reflects a fast-acting brain that processes and responds quickly.

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In the studio this may look like:

  • Jumping into movement early

  • Asking lots of questions at once

  • Blurting out ideas

  • Difficulty waiting for a turn

  • Taking physical risks (leaps, flips, speed)

 

What helps:

  • Use clear boundaries delivered calmly

  • Provide structured turns, e.g. numbered order

  • Pair impulsive dancers with safe, energising challenges

4. Executive Function & Working Memory Differences

VAST affects planning, sequencing, memory, and organisation.

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In the studio this may look like:

  • Forgetting choreography despite strong skill

  • Struggling to remember long sequences

  • Finding multistep instructions overwhelming

  • Losing track of shoes, water bottles, etc.

 

What helps:

  • Break choreography into predictable chunks

  • Use repetition and visual anchors

  • Provide written or video versions of choreography

  • Use consistent class routines

5. Emotional Regulation

VAST individuals may experience emotions intensely, joy, excitement, frustration, or disappointment.

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In the studio this may look like:

  • Big reactions to mistakes

  • Overwhelm when corrected

  • Deep passion for activities they love

  • Strong connection to music and movement

 

What helps:

  • Offer corrections gently and supportively

  • Use a strengths-first approach

  • Provide calm-down spaces if needed

  • Celebrate creativity and effort, not just precision

6. Passions, Focus & Strengths

VAST dancers often excel in:

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  • Creativity & improvisation

  • Musicality and rhythm sensitivity

  • High-energy performance

  • Spontaneity & expressive movement

  • Rapid pattern recognition

  • Hyperfocus on preferred tasks

  • Strong imagination & storytelling

  • Brave risk-taking in choreography

 

When lessons are structured with flexibility and clear boundaries, VAST dancers thrive.

What Dancers Need Most From Teachers

Clear, visual, step-by-step instruction

Giving short, visual, step-by-step instructions supports understanding without overload from long verbal explanations.

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Structure and flexibility

Predictable routines paired with flexibility for movement and choice help dancers stay regulated and engaged.

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Movement allowed as regulation

Allowing dancers to shift, bounce, or wiggle while learning supports focus and nervous system regulation.

 

Chunk learning

Teaching one step at a time, drilling it, and then adding the next supports success and reduces overwhelm.

 

Positive reinforcement

Noticing effort, strengths, and creativity builds motivation and helps dancers feel safe to keep trying.

 

Options for focus supports

Providing focus supports such as floor markers, visual timelines, break cards, or video demonstrations helps dancers return to task more easily.

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When teachers balance clear structure with flexibility and movement, dancers with VAST can channel their energy into focus, creativity, and confident participation.

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