Abstract
ABSTRACTStudents in secondary education often suffer from public speaking stress, but formal education does not provide any means to support the battle with this anxiety. This study aims at decreasing public speaking stress and increasing public speaking competence via an innovative intervention program that is rooted in the principles of improv(isational) theatre training. Whilst a direct impact of the improv(isational) theatre training could not be detected, a closer analysis of the data shows that the positive effect of the training may be felt over the longer term and that a specific type of student might particularly benefit more from this type of drama education.
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