No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Dance 4 your life: Exploring the health and well-being implications of a contemporary dance intervention for female adolescents
Abstract
The purpose of this study was to assess the physiological and psychological impact of contemporary dance classes on adolescent females. Fifty‐five females, aged 14 were recruited from secondary schools in the UK. The intervention constituted a program of contemporary dance classes with an emphasis on building muscular strength. Full ethics approval was granted by a Higher Education institutional Research Ethics Committee. A series of physiological and psychological assessments were undertaken pre and post the dance intervention: upper body strength, flexibility, aerobic fitness, self‐esteem, intrinsic motivation, and attitudes toward dance and group physical activities were measured using standard procedures. A paired t‐test was used to analyse changes between pre‐ to post‐testing. There was a statistical increase in areas of physical fitness. Aerobic capacity and upper body strength increased significanlty (p=0.001 and 0.002 respectively). No significant change occurred in flexibility. Self Esteem statistically increased (p=0.01). No change occurred in Intrinsic Motivation, however motivation scores were higher than average at pre‐test stage. Attitudes towards dance were very positive both pre‐ and post‐intervention. This study showed that dance can statistically improve components of physical fitness, and psychological well‐being. Participants demonstrated positive attitudes towards dance.
... /fpsyg. . 2008;Beaulac et al., 2011;Connolly et al., 2011;Diez et al., 2011;Karasimopoulou et al., 2012;Noggle et al., 2012;Sifers and Shea, 2013;Standage et al., 2013;Valls and Kyriakides, 2013;Flecha and Soler, 2014;Gomez et al., 2014;Padros, 2014;Aubert, 2015;Garcia-Carrion, 2015;Grace, 2015;Kall et al., 2015;Molina Roldan, 2015;Costigan et al., 2016;Hankonen et al., 2016;Lubans et al., 2016;Smedegaard et al., 2016;Aubert et al., 2017;Bakir et al., 2017;Gül et al., 2017;Ha et al., 2017;Ho et al., 2017;McNamee et al., 2017;Puigdellivol et al., 2017;Capllonch Bujosa et al., 2018;Garcia-Carrion et al., 2018, 2020aHignett et al., 2018;Valero et al., 2018;Villardon-Gallego et al., 2018;Lopez de Aguileta, 2019;Luna et al., 2019;Slee and Allan, 2019;Villarejo-Carballido et al., 2019;Diez-Palomar et al., 2020;Huescar Hernandez et al., 2020;Khalfaoui et al., 2020;Lopez de Aguileta et al., 2020;Roca et al., 2020;Zubiri-Esnaola et al., 2020). This is because of the promotion of physical literacy, intrinsic motivation, autonomy, and professional development. ...
... PE that integrates inclusive, technology-driven, and learner-centered strategies not only enhances students' physical skill acquisition but also contributes to their overall development. Aside from laying the foundation for a healthier future, these practices promote life skills such as self-confidence, determination, and an appreciation of PA for a lifetime (Wright and Burton, 2008;Beaulac et al., 2011;Connolly et al., 2011;Diez et al., 2011;Karasimopoulou et al., 2012;Noggle et al., 2012;Sifers and Shea, 2013;Standage et al., 2013;Valls and Kyriakides, 2013;Flecha and Soler, 2014;Gomez et al., 2014;Padros, 2014;Aubert, 2015;Garcia-Carrion, 2015;Grace, 2015;Kall et al., 2015;Molina Roldan, 2015;Costigan et al., 2016;Hankonen et al., 2016;Lubans et al., 2016;Smedegaard et al., 2016;Aubert et al., 2017;Bakir et al., 2017;Gül et al., 2017;Ha et al., 2017;Ho et al., 2017;McNamee et al., 2017;Puigdellivol et al., 2017;Capllonch Bujosa et al., 2018;Garcia-Carrion et al., 2018, 2020aHignett et al., 2018;Valero et al., 2018 Roca et al., 2020;Zubiri-Esnaola et al., 2020). In light of PE's ongoing evolution, it is crucial to understand and optimize this relationship. ...
... Flowchart of the search and selection process.Connolly et al., 2011;Diez et al., 2011;Karasimopoulou et al., 2012;Noggle et al., 2012;Sifers and Shea, 2013;Standage et al., 2013;Valls and Kyriakides, 2013;Flecha and Soler, 2014;Gomez et al., 2014;Padros, 2014;Aubert, 2015;Garcia-Carrion, 2015;Grace, 2015;Kall et al., 2015;Molina Roldan, 2015;Costigan et al., 2016;Hankonen et al., 2016;Lubans et al., 2016 ...
Although successful educational practices (SEPs) in higher education institutions have well-established student outcomes, the vast majority do not meet physical education standards in schools. Despite the promising nature of policy initiatives supporting schools, there is scant evidence of how these SEPs affect student outcomes. This review aimed to determine the status of the literature and the type of evidence regarding school SEPs. Several studies have demonstrated that these SEPs contribute directly or indirectly to improving student outcomes. Three objectives were examined and synthesized in our review of SEP research findings. The first goal is to identify different types of impacts on students in schools. The second goal is to provide educators, principals, and policymakers with a unified and comprehensive framework. Lastly, we provide suggestions for future SEP research. The review identified 45 studies that met our inclusion criteria. Our reviewed studies documented impacts on the individual level. It encompasses both students' instrumental abilities and their sense of self-esteem and motivation. Secondly, improving interpersonal relationships, reducing conflict, and increasing group cohesion are important components at the group level. Finally, there are factors at the community level, including absenteeism reduction, parental involvement, and changes in attitudes toward school. Current research supports the effectiveness of successful school practices. It stresses the importance of implementing policies to maximize student outcomes. Finally, the review concludes by discussing findings implications and future research directions.
... They were so diverse that there was no consensus among the 21 articles reviewed on the definition of psychological wellbeing in the context of PE and school sports. Some definitions focused on self-confidence, improvements in mood (feeling happier or less sad), self-discipline and goal-setting [21], while other definitions revolved around a broader conceptualisation of wellbeing from the hedonic or eudaimonic perspective [32,39]; as well as health-related quality of life [31], specifically mental health [30]; selfconcept and mental health (depression and anxiety) [34]; psychosocial wellbeing: mood states, affects, and perceived stress [35]; self-esteem, intrinsic motivation and attitudes towards dance and group PA [23]; positive feelings towards five domains in life: school, work, family, appearance and friends [29]; flourishing, establishing relationships, self-esteem, purpose in life and optimism [24,27,32] health-related quality of life, positive and negative affects, emotional intelligence and social anxiety [33]; positive thoughts and emotions [30]; self-acceptance and human fulfilment [25]; individuals' awareness of their own abilities to overcome stress in life, be productive, and contribute their skills to the community [20]; development of human potential and self-realization, which encompasses developing self-acceptance, positive relations with others, self-determination, environmental mastery, purpose in life, and personal growth [26]. Five of the studies analysed did not provide a clear definition of the concept of psychological wellbeing [22,28,36,38,40]. ...
... Two other studies sought to assess the effectiveness of PA and sports induction protocols and programmes on psychological wellbeing [24,37]. Three studies aimed to assess the impact of specific programmes on variables related to wellbeing and PA [23,29,33] while another study sought to explore the implementation and short-term outcomes of a responsibility-based physical activity programme that was integrated into an intact high school PE class [40]. Finally, one study aimed to assess whether integrating yoga into the secondary school curriculum had a preventive effect on wellbeing among secondary school students [35]. ...
... In five of them [21,27,28,39,40], the authors proposed their respective intervention programmes as strategies for promoting PA and psychosocial variables; however, they failed to provide any results on wellbeing per se. Additionally, Ho et al. [30], McNamee et al. [34], and Connolly et al. [23] described the effects of their programmes on mental health, wellbeing, and other psychological, physical, and PA-related variables among adolescents. In the same vein, Bakır & Kangalgil [20] stated that although no changes in participants' positivity were identified, there were changes in the mental wellbeing of participants who took part in sporting activities, which was also assessed by Smedegaard et al. [38]. ...
Mental health in children and adolescents has become an increasingly important topic in recent years. It is against this backdrop that physical education and school sports play an important role in promoting psychological wellbeing. The aim of this review was to analyse interventions for improving psychological wellbeing in this area. To this end, a literature review was conducted using four databases (WOS, SPORTDiscus, SCOPUS and ERIC) and the following keywords: psychological wellbeing, physical education, and school sports. Twenty-one articles met the inclusion criteria. The results showed that interventions varied greatly in terms of duration and used a wide range of strategies (conventional and non-conventional sports, physical activity, games, etc.) for promoting psychological wellbeing, primarily among secondary school students. There was a lack of consensus as to the conceptualisation of the construct of psychological wellbeing, resulting in a variety of tools and methods for assessing it. Some studies also suggested a link between psychological wellbeing and other variables, such as basic psychological needs and self-determination. Finally, this study provides a definition of psychological wellbeing through physical activity based on our findings.
... Most of the interventions reported instructor-led PA such as gym and PE classes (n = 7; Beauchamp et al., 2007;Bray et al., 2001;Brooks & Magnusson, 2006;Chatzisarantis & Hagger, 2009;Epton, et al., 2014;Hanson et al., 2013;Moon et al., 1999). Dance and exercise to music was also a frequent activity offered to this population (n = 5; Burgess et al., 2006;Connolly et al., 2011;Delextrat & Neupert, 2016;Engels et al., 1995;Stear, Prentice, Jones, & Cole, 2003). There were also some interventions using walking or running (n = 4; Cooke et al., 2013;Hamlyn-Williams et al., 2014;Ho et al., 2013;Tully & Cupples, 2011), stair climbing (n = 2; Boreham et al., 2005;Boreham et al., 2000), or basketball and cycling (n = 2; Goodyear et al., 2014;McPhee, Williams, Degens, & Jones, 2010). ...
... Some studies looked only at physiological (n = 8) or psychological (n = 10) changes. Only three studies investigated both the physiological and psychological impact of interventions (Connolly et al., 2011;Delextrat & Neupert, 2016;Epton et al., 2014). The most frequently reported physiological and health-related measurement was aerobic fitness (n = 9). ...
... Of these, seven studies used a variety of methods (e.g., VO 2 maximal tests, VO 2 sub-maximal tests, incremental running tests, NATO cycling tests) to assess aerobic fitness , while heart rate and oxygen uptake were used in two studies to monitor the physical intensity of sessions (Delextrat & Neupert, 2016;Hamlyn-Williams et al., 2014). Six interventions, which all took pre and post measurements, showed a significant improvement of aerobic fitness (Boreham at el., 2005;Boreham et al, 2000;Brock & Legg, 1997;Connolly et al., 2011;Engles et al., 1995;McPhee et al., 2010). The remaining study, a 6-week walking intervention, which asked participants to accumulate 10,000 steps per day and report their pedometer step counts in a diary, saw no change between their pre and post aerobic fitness measured by a multi-stage shuttle run test (Tully & Cupples, 2011). ...
... Ten out of 17 quantitative studies report positive effects on various aspects of the self: body-related perceptions (5 out of 8) (Blackman et al., 1988;Aşçi, 2002Aşçi, , 2009Studer-Lüthi and Züger, 2012;Soares Costa de Mendonça et al., 2015), self-esteem (3 out of 6) (Connolly et al., 2011;Pinniger et al., 2013a;Soares Costa de Mendonça et al., 2015), self-efficacy (2 out of 5) (Romero, 2012;Pinniger et al., 2013c), self-concept/self-image (1 out of Analysis resulted in two topics: "a surprising awareness about the connection between body and mind" (self-/body awareness), "participation leads to personal growth" (self-development). ...
... All three mixed methods studies report positive tendencies in terms of aspects of the self either in their quantitative results or in both qualitative and quantitative results: body image (Caf et al., 1997), self-esteem (Backe and Graefe, 2004), self-efficacy (Stickley et al., 2015), self-expression (Stickley et al., 2015), self-confidence (Stickley et al., 2015). The studies investigate different populations: Eleven studies investigate children and adolescents (Blackman et al., 1988;Roswal et al., 1988;Caf et al., 1997;Backe and Graefe, 2004;Connolly et al., 2011;Zitomer and Reid, 2011;Romero, 2012;Studer-Lüthi and Züger, 2012;Jounghwa et al., 2013;Jago et al., 2015;Duberg et al., 2016). Thirteen studies examine an adult sample (Aşçi, 2002(Aşçi, , 2009Baptista et al., 2012;Pinniger et al., 2012Pinniger et al., , 2013aThornberg et al., 2012;Fonseca et al., 2014;Soares Costa de Mendonça et al., 2015;Stickley et al., 2015;Mandelbaum et al., 2016;Kosmat and Vranic, 2017). ...
... Population Seven studies investigate a population of adolescents (age-range 11-18 years) (Blackman et al., 1988;Roswal et al., 1988;Connolly et al., 2011;Romero, 2012;Jounghwa et al., 2013;Jago et al., 2015;Duberg et al., 2016). Four studies investigate a sample of children (age-range 6-11 years) (Caf et al., 1997;Backe and Graefe, 2004;Zitomer and Reid, 2011;Studer-Lüthi and Züger, 2012). ...
Background: Theoretical and empirical studies indicate that dance can strengthen the participants' self. The aim of the systematic review is to give an overview of studies investigating the effects of dance interventions on aspects of the self (e.g., self-concept/-esteem). Research questions are: (a) What is the evidence of the reported effects on different aspects of the self in children/adolescents and in adults? (b) Which study approaches and designs are used and what characterizes the interventions? (c) What are the qualitative facets of the implemented studies and what are issues for future research?
Methods: We searched online databases for English and German journal articles with the following main inclusion criteria: (i) Intervention study (qualitative and quantitative approaches) (ii) Investigation of aspects of the self (iii) Dance as intervention content. Two reviewers independently screened studies for eligibility using the PRISMA guidelines and assessed the methodological quality of the included studies.
Results: Out of 24 included studies, 11 investigate a sample of children/adolescents and 13 an adult sample. The review showed that dance interventions can have positive effects on aspects of the participants' self. The review of studies with qualitative methodologies suggests: children/adolescents benefit in body-related perceptions, self-trust, self-esteem, self-expression and perception of dance-abilities; adults benefit in self-expression, self-efficacy, self-/body-awareness, self-development and self-confidence. Studies with quantitative methodologies report improvement especially for body-related perceptions in both populations. Contradictory results exist concerning self-esteem/-efficacy. The evaluated studies show a heterogeneous nature of populations, intervention contents, timeframes, outcomes, research methods and study quality. Evidence for each of the aspects is still poor due to the small number of studies on each construct, inconsistent findings or methodological shortcomings.
Conclusions: This review indicates that dance may be a valuable approach to strengthen aspects of the self. However, as evidence for the different aspects of the self is still poor, further studies with high quality are required (e.g., large samples, active control group). Research considering the complexity and specificity of dance interventions in the design and reporting (e.g., choice of outcomes, presentation of intervention details) seem to be particularly suitable to capture the effects of dance considering its holistic nature.
... Research has demonstrated the benefits of dance on improving physical aspects of health and fitness including flexibility, balance and cardiovascular fitness in young people (e.g., Burkhardt & Brennan, 2012;Connolly et al., 2011) and among populations with health conditions (e.g., dos Santos Delabary et al., 2017;Hackney & Earhart, 2009). The impact of dance on psychosocial wellbeing including body image and self-perception has also been documented (e.g., Burgess et al., 2006;Burkhardt & Brennan, 2012). ...
... However, despite the field gathering some momentum (Vella-Burrows et al., 2017), understanding of the aesthetic, artistic and creative (as opposed to the purely physical outcomes) contributions that dance makes to health and wellbeing is under-researched and not well understood (Houston & McGill, 2013;Urmston, 2018Urmston, , 2019Wakeling & Jenkins, 2019). Not only this, the research field is lacking in terms of an evaluation of appropriate methodologies for investigating these contributions, and their impacts (Camic et al., 2018;Connolly et al., 2011;Hackney et al., 2007;Moss et al., 2015;Quin et al., 2007). The literature review team have collaborated on practice, evaluation and research in dance education and health settings over a period of 20 years (e.g., Chappell et al., 2011;Chappell & Stancliffe, 2018;Redding et al., 2016Redding et al., , 2011 and have increasingly become aware of this twin gap. ...
Purpose
This review articulates current understanding of the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse within publications 2000–2019, an under-researched area.
Methods
Review Questions: What are the aesthetic, artistic and creative contributions that Dance makes to Health and Wellbeing across the lifecourse? And what methodologies are appropriate for investigating these contributions? A database keyword search identified 769 articles and 91 evaluations. 109 documents were identified for further in-depth analysis and rating, resulting in 24 papers (11 articles, 3 PhD studies, 10 evaluation reports), which were thematically analysed.
Results
Findings offer seven interrelated contributions that Dance makes to Health and Wellbeing: embodiment, identity, belonging, self-worth, aesthetics, affective responses and creativity. There was less insight regarding different methodologies, and discussions focused on quantitative data’s limitations. There were insights into inclusion of embodied voices, subjective accounts, and lived experiences.
Conclusion
Whilst acknowledging challenges, this paper illuminates the key contributions of dance to arts and health. It provides a future conceptual research agenda (prioritizing identity and creativity) and associated methodological developments. It recommends expanding geographical/lifecourse research, better defining terms, fuller epistemological critiques to open space for new methodologies, and continued attendance to appropriate rigour criteria.
... Extracurricular activities are used by parents around the world as a means of social, emotional, and cognitive development for their children (Lareau 2003;Mahoney, Larson, and Eccles 2005;Harkness et al. 2011). As a globally popular activity, dance programs are arguably one of the more heavily used extracurricular activities, especially for females (Connolly, Quin, and Redding 2011). Dance programs are a means to develop the whole person, including "life skills." ...
... Minton and Hofmeister (2010) mention student perspectives of how dance develops creative thinking and self-confidence, while Elkind (2007) mentions the importance of activities that are simply made for fun. Dance is also promoted by organizations and governments as a physical activity to be used to encourage a healthy active lifestyle and curb the obesity epidemic (Connolly, Quin, and Redding 2011;Canadian Sport for Life 2016;ParticipACTION 2020). The exercise view reduces dance to a cardiovascular activity for health and makes no mention of cognitive benefits or artistic or creative self-expression. ...
During the course of a program evaluation for Footprints Dance Project Society of Alberta, we uncovered a discrepancy between children and parents regarding both motivation for program participation and expected outcomes. At Footprints Dance Project, we work with a diverse group of children, primarily from low socioeconomic backgrounds. Despite advertising ourselves as an organization providing dance programs for children to experience dance—promoting a love of dance and artistic activities—one third of our parents expressed a primary expectation for their child to develop life skills through our program. Thirty-seven percent of our parents did not mention learning dance as an expectation of our community dance program at all. This contrasted starkly with both our child respondents’ motivations as well as our own assumptions. We discuss this dichotomy and its implications in community programming, both for program delivery and recruitment.
... Many studies have shown that dance can play a significant role in improving the health and well-being of various populations including children, older adults (with and without preexisting medical conditions), and other recreational dancers, across North America, South America, Europe, and Asia and performing a range of styles including cultural dance, ballroom, contemporary, pop, and jazz (Olvera, 2008;Bupa, 2011;Burkhardt and Brennan, 2012;Arts Council England, 2014;Hwang and Braun, 2015;Crossick and Kaszynska, 2016;Karkou et al., 2017;Vella-Burrows et al., 2017). A number of studies have addressed both physical and psychological well-being among young people (Quin et al., 2007;Joynson et al., 2009;Keay and Spence, 2009;Nordin and Hardy, 2009;Blazy and Amstell, 2010;Connolly et al., 2011;Dance South West, 2011;Urmston et al., 2012) reporting improvements in physical, social, and psychological well-being, including increased flexibility, selfesteem, and intrinsic motivation (Connolly et al., 2011;Dance South West, 2011;Urmston et al., 2012). In older adults, similarly, research findings indicate that dance can result in improvements in fitness and a range of cognitive and social indices (Nordin and Hardy, 2009;Bupa, 2011;Vella-Burrows et al., 2017). ...
... Many studies have shown that dance can play a significant role in improving the health and well-being of various populations including children, older adults (with and without preexisting medical conditions), and other recreational dancers, across North America, South America, Europe, and Asia and performing a range of styles including cultural dance, ballroom, contemporary, pop, and jazz (Olvera, 2008;Bupa, 2011;Burkhardt and Brennan, 2012;Arts Council England, 2014;Hwang and Braun, 2015;Crossick and Kaszynska, 2016;Karkou et al., 2017;Vella-Burrows et al., 2017). A number of studies have addressed both physical and psychological well-being among young people (Quin et al., 2007;Joynson et al., 2009;Keay and Spence, 2009;Nordin and Hardy, 2009;Blazy and Amstell, 2010;Connolly et al., 2011;Dance South West, 2011;Urmston et al., 2012) reporting improvements in physical, social, and psychological well-being, including increased flexibility, selfesteem, and intrinsic motivation (Connolly et al., 2011;Dance South West, 2011;Urmston et al., 2012). In older adults, similarly, research findings indicate that dance can result in improvements in fitness and a range of cognitive and social indices (Nordin and Hardy, 2009;Bupa, 2011;Vella-Burrows et al., 2017). ...
There has been strong interest in intergenerational arts practice in the United Kingdom since the 1980s; however, there is a generally weak evidence base for the effectiveness of intergenerational practice regardless of the domain. The aim of this study was to investigate the outcomes of an intergenerational arts project on participants’ social and psychological well-being using a mixed-methods, short-term longitudinal design. Generations Dancing brought together community artists with students (n = 25) and older adults (n = 11) living in Bedford. Over an 11-week period, participants worked together to produce a new dance performance and photography exhibition. Focus groups were conducted with the participants to explore their feelings about the collaboration across generations and communities. Participants also completed a battery of questionnaires preproject and postproject, to assess any change in their levels of well-being. Results indicate that the older adults showed increased confidence and willingness to connect with others; they got immense enjoyment from talking about their experience with others. Furthermore, the project helped to address negative stereotypes that the older adults had of working with the young people. The older adults enjoyed the students’ company and felt encouraged and supported by the young people. While a small number of challenges were identified, including difficulties in traveling to the workshops for vulnerable participants, most challenges were overcome through the older adults’ engagement in the project. For example, initial anxieties regarding the performance seemed insufficient to affect the participants’ overall enjoyment of the project. The findings were supported by the increased scores in relatedness, affect, and social well-being over time, but were not statistically significant. The results of this study indicate that intergenerational dance and arts projects can have wide-reaching positive impacts on both social and psychological well-being. However, there were a number of methodological challenges, including difficulty in recruiting sufficient numbers of both experimental and control groups for a robust quantitative evaluation of the data. These challenges highlight that “real life” settings and scenarios can influence the amount, nature, validity, and reliability of data collected. Going forward we encourage researchers to continue to consider innovative ways to address such methodological challenges.
... Creative dance is a pedagogical approach of exploration and experimentation, it teaches children to use their creative abilities that lead them effortlessly in the development of movement abilities, and it also increases the availability and willingness of children to engage in motor activities [78]. Among youth, dance programs have facilitated changes in physical outcomes, such as fitness (e.g., [43,79]), as well as in psychological outcomes (e.g., [79][80][81]). In the present study, the dosage of FMS specific time for the intervention group participants (including the weekly 10-min FMS station (100 min) and FMS dance practice and performance (300 min)) totalled 400 min throughout the 10-week intervention duration. ...
... Creative dance is a pedagogical approach of exploration and experimentation, it teaches children to use their creative abilities that lead them effortlessly in the development of movement abilities, and it also increases the availability and willingness of children to engage in motor activities [78]. Among youth, dance programs have facilitated changes in physical outcomes, such as fitness (e.g., [43,79]), as well as in psychological outcomes (e.g., [79][80][81]). In the present study, the dosage of FMS specific time for the intervention group participants (including the weekly 10-min FMS station (100 min) and FMS dance practice and performance (300 min)) totalled 400 min throughout the 10-week intervention duration. ...
Girls are less active than boys throughout childhood and adolescence, with limited research focusing on female community sports-based programs. This study aims to assess the effectiveness of a multi-component, community sports-based intervention for increasing girl's physical activity (PA) levels, fundamental movement skill (FMS) proficiency, and psychological wellbeing, as relative to a second treatment group (the traditionally delivered national comparative program), and a third control group. One hundred and twenty female-only participants (mean age = 10.75 ± 1.44 years), aged 8 to 12 years old from three Ladies Gaelic Football (LGF) community sports clubs (rural and suburban) were allocated to one of three conditions: (1) Intervention Group 1 (n = 43) received a novel, specifically tailored, research-informed Gaelic4Girls (G4G) intervention; (2) Intervention Group 2 (n = 44) used the traditionally delivered, national G4G program, as run by the Ladies Gaelic Football (LGF) Association of Ireland; and (3) Control Group 3 (n = 33) received no G4G intervention (group 1 or 2) conditions and were expected to carry out their usual LGF community sports activities. Primary outcome measurements (at both pre- and 10-week follow up) examining the effectiveness of the G4G intervention included (1) PA, (2) FMS and (3) Psychological correlates (enjoyment levels, self-efficacy, peer and parental support). Following a two (pre to post) by three (intervention group 1, intervention group 2, and control group 3) mixed-model ANOVA, it was highlighted that intervention group 1 significantly increased in PA (p = 0.003), FMS proficiency (p = 0.005) and several psychological correlates of PA (p ≤ 0.005). The findings demonstrate that the 10-week, specifically tailored, research-informed G4G intervention is a feasible and efficacious program, leading to a positive effect on the physical and psychological wellbeing of pre-adolescent Irish girls, relative to the traditionally delivered national G4G comparative program and control group conditions.
... Although the dance world is attempting to engage and retain boys in dance, negative stereotypes nevertheless persist within wider society and create boundaries for boys. Boys are thus potentially excluded from an activity providing both physical and psychological benefits (Connolly et al. 2011;Giguere 2011). Kai Lehikoinen (2006 found that when boys do experience high levels of support from across their varying social contexts, they can more easily engage in dance with less ambivalence since they do not have to compromise previously formed identities. ...
... Such investment can be offset when acknowledging the substantial benefits of dance, which include improving physical health and increasing self-esteem (Connolly et al. 2011), aiding cognitive development, and enhancing self-discipline and sense of self (Giguere 2011). A further method for improving the social milieu for dancing boys, which participants identified, was the use of visual media, such as the film "Billy Elliot" and the UK television program "Strictly Come Dancing", to challenge stereotypical views of male dancers. ...
Dance provides both psychological and physical benefits, and yet
many boys miss out due to societal perceptions surrounding the feminization of dance. These perceptions can lead to the bullying of boys who dance. Because dance teachers are in a unique position to engage boys in dance, it is important to investigate
their perceptions. This article reports the experiences of ten female dance teachers from the United Kingdom vis-à-vis attracting and retaining boys in dance, especially ballet. Here we focus on three salient themes that emerged from the data: dancing boys in
social context, parental and teacher support, and improving the dancing boy’s milieu. The dance teachers identified a number of strategies for engaging and retaining boys in ballet, such as privileging boys within the dance studio and improving opportunities to
dance in schools. This article posits potential strategies to engage boys in ballet that could potentially empower all genders within the dance world
... Suggest that active leisure (e.g., exercise or sports) is positively correlated with well-being compared to passive leisure (e.g., reading, watching movies, or using computers). Sports participation is also associated with behavioral well-being, particularly regarding positive attitudes, personality, physical and mental well-being scores, healthy lifestyles, and psychological health (27,28). ...
Objective
To investigate the direct effect of extracurricular sports participation on subjective well-being among junior high school students, and the mediating role of emotion regulation and moderating role of physical education (PE) class participation.
Methods
Using data from the Program for International Student Assessment (PISA), we analyzed the extracurricular sports participation, emotion regulation, subjective well-being, and PE class participation of 113,203 junior high school students.
Results
After controlling for country, gender, and health status, extracurricular sports participation significantly predicts subjective well-being. Emotion regulation mediates the relationship between extracurricular sports participation and subjective well-being. Both the direct effect of extracurricular sports participation on subjective well-being and the mediating effect of emotion regulation are moderated by PE class participation. The effect is stronger among students with high PE class participation compared to those with low participation.
Conclusion
There is a moderated mediation effect between extracurricular sports participation and subjective well-being among junior high school students. Emotion regulation mediates this relationship, while PE class participation enhances the impact of emotion regulation on subjective well-being.
... The forms of physical activity used in interventions for girls in this age group, particularly those that target body image, include various types of fitness activities with music, such as aerobic exercise, dance and aerobic dance. They are considered to help release feelings and reduce emotional distress (Duberg et al., 2020), reduce body image dissatisfaction (Burgess et al., 2006) and contribute to increasing: self-esteem (Connolly et al., 2011), self-trust (Duberg et al., 2016), self-efficacy (Romero, 2012), self-rated health (Duberg et al., 2013), and two domains of physical self-perception -body attractiveness and physical self-worth (Burgess et al., 2006). Also noteworthy are the benefits of movement improvisation, which was an element of the programme, including improved mood, increased body awareness, increased self-esteem, release of emotional and physical tension, release of one's potential and personality (Hetmańczyk-Bajer & Krzywoń, 2013). ...
Background: Negative body image in female adolescents is a sign of the times, but it is also a current global issue due to its implications for the onset of health-compromising behaviours and the increasing power of appearance-based social media. The aim of this study is to investigate the protective role of a life-skills based intervention during PE classes in adolescent girls against increasing body dissatisfaction resulting from body composition changes and to assess the impact of intervention on the skill of setting goals.
Method: The study involved 81 female students aged 12–14 years and used a pre-test/post-test control group design. Students participating in a 15-lesson programme (experimental group) were compared to those who had regular PE lessons (control group). Students completed self-reported measures of the analysed life skills. Anthropometric and body composition measurements were also taken.
Results: Despite more rapid biological changes during the programme (significantly higher waist circumference, waist-to-height ratio, BMI at post-test compared to the control group, not observed at baseline) the experimental group stayed at the same level of body dissatisfaction as at baseline (“mild concern”). In goal setting, lack of participation in the programme produced a negative change in the performance-avoid goal orientation (PAGO) dimension (p=0.005) in the control group.
Conclusions: The study suggests that a preventive intervention targeting life skills can be successfully implemented in PE settings and have a probable mitigating effect on body image dissatisfaction, even in situations when subjects experience intensive biological changes.
... In the present systematic review, the presence of the female gender in those articles that specify it in their sample has been greater than the male gender. It should be added that 4 of the selected articles have an exclusively female sample (Anjana et al., 2021;Connolly et al., 2011;Olvera et al., 2010;Robinson et al., 2010). ...
Dance intervention programs have been shown to be effective in promoting the overall health of children and adolescents between the ages of 3 and 14. The objective of this systematic review has been to analyze this discipline and the benefits it brings to the health of those who practice it. PRISMA 2020 guidelines were followed. A comprehensive search was conducted in four electronic databases: Web of Science, Scopus, MEDLINE and Proquest. The search terms used were: "Dance" and "Intervention" and "Health" and "Children'' and "Adolescents". In total, 15 studies were included in the systematic review. After analyzing the results, it was concluded that dance practice can lead to improvement in all areas, with the most studied being those related to physical health, in particular with the improvement in physical activity (PA) levels, body composition and cardiovascular health. Resumen. Los programas de intervención en danza han demostrado su eficacia en la promoción de la salud general de niños y adolescentes de entre 3 y 14 años. El objetivo de esta revisión sistemática fue analizar esta disciplina y los beneficios que aporta a la salud de quienes la practican. Se siguieron las directrices PRISMA 2020. Se realizó una búsqueda exhaustiva en cuatro bases de datos electrónicas: Web of Science, Scopus, MEDLINE y Proquest. Los términos de búsqueda utilizados fueron: "Dance" e "Intervention" y "Health" y "Children'' y "Adolescents". En total, se incluyeron 15 estudios en la revisión sistemática. Tras analizar los resultados, se concluyó que la práctica de la danza puede producir mejoras en todas las áreas, siendo las más estudiadas las relacionadas con la salud física, concretamente la mejora de los niveles de actividad física (AF), la composición corporal y la salud cardiovascular. Palabras clave: Niño. Adolescente. Danza. Revisión sistemática.
... Even then, meditation is only one type of activity amenable for adaptation, and across the world's cultures there is almost no limit to the activities that could likewise be used (Yaden et al., 2020). For instance, applied practitioners are starting to create interventions based around dance traditions to facilitate health/well-being (Connolly et al., 2011). Again, our map systematically shows areas that warrant attention. ...
Concepts like flourishing, well-being, health, and happiness are of increasing interest across many fields, from psychology and medicine to politics and economics. However, these terms are used in diverse and contested ways, which makes it hard to find common ground and understanding. To attempt to help remedy the confusion, this paper offers an overarching conceptual "map" within which these concepts can be situated, thereby providing a common language and framework for their consideration. Moreover, while the overall configuration of this map is conceptually and logically stable, its specific elements are more flexible, particularly in terms of scalable granularity (allowing fine-grained differentiation of internal regions) and epistemological openness (allowing revisions in light of gains in knowledge). As such, the map can be adapted to suit different fields, and updated to accommodate advances in understanding. To that end, we clarify topics of investigation that are still in need of development, providing a roadmap for future research.
... Organised exercise in the form of dance is an attractive way for children and can bring many benefits to their development. Some benefits are improved cognitive, emotional and social skills, increased well-being and better somatic self-control (Eddy, 2009;Connolly et al., 2011;Burkhardt and Brennan, 2012;Payne and Costas, 2021). However, for dance to be practiced with a high degree of satisfaction it is essential to develop motor skills (Roche and Huddy, 2015). ...
Optimally developed body composition and motor skills make an important contribution to increasing quality of life and also determine sports performance. The aim of this study was to analyze the influence of recreational contemporary dance training on body composition and the level of motor skills development in 6-9 year old children. The subjects of the study were 26 girls aged 6-9 years, 12 of whom were in the experimental group (EG) and 14 in the control group (CG). The EG participated in contemporary dance training for 6 months, twice a week, one hour each, and the CG did not perform any extracurricular physical activity. Body mass index (BMI), body fat (BF) and skeletal muscle (SM) were analyzed with OMRON BF511 monitor. The motor skills assessment tests were: standing board jump (SBJ), Matorin test (MatT), back saver sit & reach with alternatively reached legs (S&R_RL – right leg reached, S&R_LL – left leg reached) and sit-ups (S-U). Data were processed with SPSS 20 software. Statistically significant differences between initial and final values were found for body composition in the experimental group for the parameter SM (p = .000), and in the control group for SM (p = .004), but also for BF (p = .053) on CG. In the motor skills assessment tests, in the experimental group the differences were statistically significant for all parameters assessed (p ≤ .05), and in the control group only for S&R_RL (p = .007) and , S&R_LL (p = .005), but with smaller effects size. In conclusion, contemporary dance practiced for 6 months, twice a week, has no impact on body composition, but may influence the development of specific motor skills.
... Dance is attractive from both a psychosocial and economic perspective, due to the potential scalability, affordability, and reach of using everyday community settings to support autistic children to participate alongside their peers, and improve their developmental outcomes (Kazdin, 2019). The benefits of dance for physical, psychological, cognitive, and social functioning are identified in the wider (allistic) literature (e.g., (Burkhardt & Brennan, 2012;Connolly, Quin, & Redding, 2011;Predovan, Julien, Esmail, & Bherer, 2019;Quiroga Murcia, Kreutz, Clift, & Bongard, 2010;Zajenkowski, Jankowski, & Kolata, 2015), and there is now emerging evidence that dance may be particularly beneficial for autistic children due to the ways it engages regions of the brain that are associated with the motor, social, and sensory difficulties that are characteristic of autism (Basso et al., 2021). There is growing evidence that therapy-based dance, which is administered by therapists, improves the quality of life and social, communication, physical, and behavioural outcomes of autistic children (Chen et al., 2022;DeJesus et al., 2020), however few studies have assessed the possible benefits of community-based dance, which is delivered by dance teachers, in a group setting, and without explicit therapeutic goals for children. ...
... Según recoge la literatura existente, las actividades expresivas parecen ayudar al desarrollo de diferentes dominios del ser humano, como el social, cognitivo, físico y también el dominio psicológico (Connolly et al., 2011;Méndez-Giménez et al., 2017). Con relación a este último, existen evidencias, aunque escasas, de que la expresión corporal mejora la imagen corporal, es decir, la percepción que tenemos de nuestro cuerpo, así como los sentimientos y emociones que nos suscita dicha percepción (Raich, 2017). ...
Este estudio pretendió observar el efecto de un programa de expresión corporal en la imagen corporal de alumnos de 12 años. El programa incluyó siete sesiones de 45 minutos de dramatización y baile. Se obtuvieron mediciones pre y post con 33 alumnos (n = 13 grupo control -GC-; n = 20 grupo experimental -GE-). Para conocer su imagen corporal se utilizó una escala de figuras corporales (Children’s Ten Bodies Scale). Los resultados revelaron mayor satisfacción corporal en el GE en comparación con el GC, aunque no hubo diferencias significativas tras la intervención y tampoco se encontraron diferencias por género. Sin embargo, las chicas del GE mostraron menos insatisfacción corporal en el post-test (M = -0,57) que en el pre-test (M = -2,37). Los resultados sugieren que las actividades expresivas podrían ayudar a mejorar la imagen corporal, especialmente en chicas.
... Interestingly, despite the positive correlation between students' perceived well-being and their lung vital capacity and muscular strength, there was little correlation between their perceived well-being and their flexibility. According to previous studies, boys with a higher vital capacity showed significantly higher levels of well-being and enjoyment during PA than girls [73,74]. Girls with a higher vital capacity demonstrated much higher motivation than boys, while boys tended to be more motivated and enjoyed physical activities more if they had better flexibility [75]. ...
Purpose: The purpose of this study is to investigate the relationship between physical fitness (PF) level and Chinese middle-school students’ perceived well-being, motivation, and enjoyment. Method: In this study, the participants were randomly selected from 16 Beijing-based middle schools in China. In addition to the collection of demographic data (i.e., gender, age, and parental education), tools including the Warwick-Edinburgh Mental Well-Being Scale, the Behavioural Regulation in Sport Questionnaire, and the Physical Activity Children’s Enjoyment Scale were employed for collecting data on other variables of well-being, motivation, and enjoyment, respectively. Results: A total of 1678 adolescents (M age = 14.66 years, SD = 1.80) participated in this study. According to the results, significant gender differences could be observed in the PF categories of mean age, BMI, vital capacity, 50-m sprint, muscular strength, and flexibility (all p < 0.05). In contrast, there was no significant gender difference in the levels of well-being, motivation, and enjoyment observed, with similar scores for boys and girls (p > 0.05). Indeed, adolescents with low BMI scores and high levels of vital capacity, muscular strength, and flexibility showed better well-being, motivation, and enjoyment. However, no association was observed between timed sit-ups and pull-ups and well-being, motivation, and enjoyment. Conclusions: This study produced preliminary findings on the relationship between PF and Chinese adolescents’ perceived well-being, motivation, and enjoyment. To improve the health of adolescents, it is necessary to adopt prospective and experimental research designs for advocating for fitness education in school-based programs in future research.
... u.a. Barz & Kosubek, 2008;Connolly et al., 2011;Marino, 2010;Studer-Lüthi & Züger, 2012). ...
Sowohl der Grundschulsport als auch das organisierte und informelle Sporttreiben im Kindesalter sind in den letzten zwei Jahrzehnten mit neuartigen Herausforderungen konfrontiert und von Wandlungsprozessen erfasst worden. Neben der Berücksichtigung heterogener Lernvoraussetzungen der Schüler*innen im Fach Sport hat nicht zuletzt die Etablierung des Ganztagsunterrichts in der Grundschule eine massive Ausweitung der Kooperationen mit Sportvereinen sowie Trägern der offenen Kinder- und Jugendarbeit begünstigt. Die Beiträger*innen diskutieren zentrale Entwicklungslinien und Zukunftsaufgaben des Grundschulsports sowie des organisierten und informellen Kindersports.
... Intervention studies have shown that dancing benefits the health and development of children and adolescents in multiple ways: for physical fitness and development (Connolly et al., 2011;Matthews et al., 2006); for cognitive skills such as attention, concentration, memory; (Golding et al., 2016;Kulinna et al., 2018); for personality development including body-related perceptions, self-trust, self-esteem, self-expression and perception of dance-abilities (Schwender et al., 2018); and for social skills and competences (Biber, 2016;Lobo & Winsler, 2006). Lobo and Winsler (2006) provide illustrative examples of social competence development among preschool children in an eight-week creative dance program. ...
Reviews and studies on the contribution of dance for health and well-being often highlight the use of dance in clinical interventions, either as a motivating form of physical exercise, or as a therapeutic tool for the elderly and for persons with health problems. The presence of dance in people’s lives as a personal, social and cultural practice is rarely addressed, although these are the forms through which dance reaches large groups of diverse people every day. This paper summarises knowledge on leisure dancing and its effects on health and well-being, in order to make
suggestions for research and policy. The objective is to propose measures that can support several key groups of social and health policies: children and adolescents, elderly, adults, people with health problems and groups at risk of exclusion to have dancing as an accessible and enjoyable selfcare measure for their well-being throughout their lives. It is proposed that both research and policy approaches should more systematically consider personal motivations, facilitators and barriers for dancing is aiming to support well-being of all groups of people across economic, social and cultural divides.
... Various creative activities increase different elements of health and wellbeing. Dance improves participants' physical health and self-esteem, especially in girls [31]. Theatrical and group music making enhances social skills and wellbeing of the youth [32]. ...
The study addresses psychological features underlying healthy functioning of the individual and his/her successful management of stressful and tense situations. To study the role of training in children’s art school (CAS) in the formation of the given psychological features the authors conducted a comparative analysis of persons with full-time course of education in CAS and persons without such experience. The sample consisting of 257 participants was divided into three groups of comparison. The measures used in the study included the Ryff Scales of Psychological Wellbeing (adapted by T. D. Shevelkova and T. P. Fesenko), Maddi’s Hardiness Survey (modified by E. N. Osin and E. I. Rasskazova), and a questionnaire. The data were processed with the help of Kruskal–Wallis test, Mann–Whitney U test, and SPSS 20.0. The results have shown that the respondents with full-time training in CAS have higher indicators of psychological wellbeing and resilience. They are more aware of their value, integrity and meaningfulness of being, and have a more pronounced resource for coping with difficult, stressful situations. All these characteristics reflect the realm of experiences and states inherent in a healthy individual who is successful in his or her realization. The findings have revealed that even an incomplete course of studying in CAS creates the conditions for shaping personality wellbeing and resilience – features necessary for the person to combat stress and tension and function efficiently.
... No studies describe a direct impact of PE on PW [110], and a favorable incidence is not generalized to the sample in others [111]. About the effect of PA on academic achievement, we have already mentioned a disagreement in the literature, and the corpus does reinforce the value of actions to favor perceived competence [56] and self-esteem [107,112]. ...
This study is based on the need to explore the different strategies and interventions that seek to develop psychological well-being (PW) in scholars (children and adolescents aged 9–19 years) through physical education and school sports by bearing in mind other variables that can extensively facilitate PW in these students. This study analyzed 504 research works published between 2010 and 2020, and 23 were selected for this review because they met the inclusion criteria. The results showed that the most studied variables were: motivation, academic performance, teaching climate in physical education (PE) teaching styles, parents’ relationships and school environment. The literature review carried out in this study reveals the need to consider PW with other relevant variables, and the importance of doing so from a community approach, in which all systems (parents, school and government) are active participants, and contribute to generate a positive environment for all. Finally, school professionals should be aware of the need to stimulate their students’ PW because government organizations should be interested in promoting such a policy in this population.
... ). Outcomes included: increased sense of belonging (Kreutzman et al., 2018); increased social skills (Masadis et al., 2019); psychological engagement and socioemotional functioning (Archbell et al., 2019); violence prevention (Koshland et al., 2004); improved emotional responses and neurohormone modulation (Jeong et al., 2005); increased creative thinking and problem-solving responses(Lai Keun & Hunt, 2006); increased self-esteem and well-being(Connolly et al., 2011); reduced internalizing problems, and increased self-trust(Duberg et al., 2016); social engagement(Nelson et al., 2017); social competence(Lobo & Winsler, 2006) ...
In this scoping review, the literature on the relationship between dance and Social Emotional Learning (SEL) was consolidated. Research of various forms of dance on psychosocial outcomes among K-6 populations included: increased sense of belonging, violence prevention, and increased creative thinking and problem-solving responses. The dance form, Biodanza, in particular, may be useful in engaging students in the active practice of social skills, appropriate use of body language, self-regulation, self-awareness, and boundaries. We suggest that using dance as a tool for SEL in the classrooms may contribute to improved student mental health and to more inclusive schools.
... In addition, Holder et al. (2009) showed that active leisure such as exercise or playing a sport was positively related to well-being than passive leisure, such as reading a book, seeing a movie, or using a computer. Similarly, sports participation also related to behavioral well-being, especially self-concept (Donaldson and Ronan 2006), physical and mental well-being (Moore and Werch 2005), positive attitude, personality, physical and psychological wellbeing scores, and a healthy lifestyle (Kirkcaldy et al. 2002), and mental wellbeing (Connolly et al. 2011;Eime et al. 2013;Sagatun 2007). Various recent studies also indicated that subjective well-being is associated with engagement in co-curricular activities. ...
Research has linked participation in co-curricular activities to subjective well-being. Co-curricular activities offer chances for the formation of interpersonal connection, identity formation, and the development of emotional, social, academic, as well as career-related skills. However, there are few studies rigorously exploring the contribution of co-curricular activities on the subjective well-being of undergraduate students. This study was designed to investigate the influence of co-curricular activities on subjective well-being. We also explored the influence of gender, faculties, and the duration of involvement on students’ subjective well-being. For this purpose, the subjective well-being of 185 undergraduate students involved in various co-curricular activities was measured by administering the Memorial University of Newfoundland Scale of Happiness (MUNSH). In addition, the subjective well-being of 185 undergraduate students who generally did not engage in any co-curricular activities was also measured as a control group for the comparison. Results revealed that the subjective well-being of the students (experimental group) involved in co-curricular activities was significantly higher than that of the control group. Results also showed no significant difference in subjective well-being between male and female students involved in co-curricular activities. Moreover, it was found that subjective well-being differed significantly among students of different faculties, where students of the science faculty showed a higher level of subjective well-being than any other faculty. Findings also indicated that the subjective well-being of the experimental group was enhanced by increasing the duration of involvement in co-curricular activities.
... De los estudios antes mencionados se concluye que no hay referencia de estudios que analicen el bienestar subjetivo en dos de sus dimensiones de análisis (satisfacción con la vida y balance afectivo) en relación con la aplicación de un programa de recreación artística de (Connolly et al., 2011;Philipsson et al., 2013;Romero, 2010;Schwender et al., 2018;Zapata, 2016), aunque en el caso de esta investigación, no se logró demostrar ningún efecto positivo. ...
El propósito del presente artículo es divulgar los resultados obtenidos del Trabajo Final de Investigación Aplicada (TFIA) de la Maestría Profesional en Recreación de la Universidad de Costa Rica, realizado en el año 2019, cuyo objetivo fue determinar el efecto de participar o no en un programa de recreación artística (danza urbana - Break Dance) en el bienestar subjetivo de estudiantes adolescentes del Colegio Técnico Profesional (CTP) Ing. Mario Quirós Sasso ubicado en el cantón de la Unión, Cartago, Costa Rica. El abordaje del estudio fue cuantitativo de tipo cuasi experimental en el que participaron 34 estudiantes de décimo año, distribuidos en dos grupos intactos, previamente establecidos por la Institución, como grupo control (16 estudiantes) y grupo experimental (18 estudiantes). Ambos grupos completaron la escala de satisfacción con la vida y la escala de balance afectivo (pretest y postest). Con el grupo experimental, se desarrolló un programa de recreación artística de danza urbana de 10 sesiones de 40 minutos por semana. Para analizar los datos, se realizó un Análisis de Varianza (ANOVA) de 2 vías mixto [2 grupos x 2 mediciones] para cada una de las variables. Los resultados demostraron que no hubo diferencias significativas en la variable de satisfacción con la vida, y en la variable de balance afectivo se visualiza una diferencia significativa en ambos grupos en el postest. Se concluyó que la danza es una actividad recreativa artística que prevé a la población adolescente muchos beneficios para su salud física y mental. Sin embargo, este estudio no logró comprobar un beneficio en el bienestar subjetivo de estudiantes adolescentes del CTP Ing. Mario Quirós Sasso luego de participar de un programa en danza urbana.
... Through the expressive, creative, and aesthetic aspects of physical activity, dance holds potential to enhance body awareness and improve poor body image, which in turn strengthens self-esteem [34,35]. In a social context, dance is a cost-effective intervention [36] that can reduce somatic and emotional stress-related problems [37], increase self-rated health [38], and enhance self-esteem [39] and feelings of enjoyment and energy [40][41][42]. For girls aged 8 to 12 years, multicomponent interventions including dance can lead to improvements in psychological well-being, perceived self-efficacy, and physical self-confidence [43]. ...
Background
Functional abdominal pain disorders (FAPDs) affect many children worldwide, predominantly girls, and cause considerable long-term negative consequences for individuals and society. Evidence-based and cost-effective treatments are therefore strongly needed. Physical activity has shown promising effects in the practical management of FAPDs. Dance and yoga are both popular activities that have been shown to provide significant psychological and pain-related benefits with minimal risk. The activities complement each other, in that dance involves dynamic, rhythmic physical activity, while yoga enhances relaxation and focus.
Objective
This study aims to evaluate the effects of a dance and yoga intervention among girls aged 9 to 13 years with FAPDs.
Methods
The study is a prospective randomized controlled trial among girls aged 9 to 13 years with functional abdominal pain, irritable bowel syndrome, or both. The target sample size was 150 girls randomized into 2 arms: an intervention arm that receives dance and yoga sessions twice weekly for 8 months and a control arm that receives standard care. Outcomes will be measured at baseline and after 4, 8, 12, and 24 months, and long-term follow-up will be conducted 5 years from baseline. Questionnaires, interviews, and biomarker measures, such as cortisol in saliva and fecal microbiota, will be used. The primary outcome is the proportion of girls in each group with reduced pain, as measured by the faces pain scale-revised in a pain diary, immediately after the intervention. Secondary outcomes are gastrointestinal symptoms, general health, mental health, stress, and physical activity. The study also includes qualitative evaluations and health economic analyses. This study was approved by the Regional Ethical Review Board in Uppsala (No. 2016/082 1-2).
Results
Data collection began in October 2016. The intervention has been performed in 3 periods from 2016 through 2019. The final 5-year follow-up is anticipated to be completed by fall 2023.
Conclusions
Cost-effective and easily accessible interventions are warranted to reduce the negative consequences arising from FAPDs in young girls. Physical activity is an effective strategy, but intervention studies are needed to better understand what types of activities facilitate regular participation in this target group. The Just in TIME (Try, Identify, Move, and Enjoy) study will provide insights regarding the effectiveness of dance and yoga and is anticipated to contribute to the challenging work of reducing the burden of FAPDs for young girls.
Trial Registration
ClinicalTrials.gov (NCT02920268); https://clinicaltrials.gov/ct2/show/NCT02920268
International Registered Report Identifier (IRRID)
DERR1-10.2196/19748
... In the present study, we focused on dance and music, two performing arts activities that are most common in childhood and adolescence (Eccles & Barber, 1999;Hill Strategies, 2011;Miller, 2012;Rose-Krasnor et al., 2006). Many studies of dance in adolescence have focused on its benefits for physical health (e.g., Blackmann, Hunter, Hilyer, & Harrison, 1988;Connolly, Quin, & Redding, 2011;Ward, 2008). It has also been argued that dance can uniquely facilitate children's and adolescent's social, socialcognitive, and emotional development (Giguere, 2011;Karff, 1969;Oliver & Hearn, 2008;Von Rosseberg-Gempton, Dickinson, & Poole, 1998). ...
The goals of the present study were (a) to explore different aspects of children's participation in structured performing arts activities (e.g., dance and music); and (b) to examine links between participation in performing arts and indices of socioemotional functioning. Participants were N = 166 children (75 boys and 91 girls) in Grade 1 (n = 70, Mage = 6.17 years, SD = 0.38), Grade 2 (n = 44, Mage = 7.07 years, SD = 0.26), and Grade 3 (n = 52, Mage = 8.06 years, SD = 0.37). Parents completed assessments of children's participation in performing arts (activity type, frequency, positive psychological engagement, and stress) and indices of socioemotional functioning. Among the results, children participated most often in dance (particularly girls) and music. There was some evidence to suggest that children were less engaged and experienced more stress in music compared to dance activities. However, participants in music were rated as having fewer peer relationship problems as compared to children who did not participate in performing arts activities. As well, stress in performing arts was positively associated with emotion problems and negatively associated with prosocial behaviors. Results are discussed in terms of the links between performing arts activities and young children's socioemotional functioning.
... To date, while dance intervention studies focused on health, quality of life, and well-being have increased in the elderly [37] adolescent [38,39], and clinical samples [40][41][42], the relationship between dance practice and HRQoL in non-clinical samples of women are scarce. The current work is one of the few studies testing the hypothesis that a dance exercise intervention based on Zumba fitness classes positively affects HRQoL sedentary middle-aged worker women. ...
This study aims to analyze the effect of two dance-focused and choreographic fitness classes on Health-Related Quality of Life (HRQoL) in sedentary worker women. Methods: 65 sedentary middle-aged worker women (38 ± 7.3 years old) completed a 16-week intervention randomly assigned to: (1) dance fitness group based on Zumba Fitness classes (DF group, n = 25)], (2) dance fitness + functional strength training group (DFFT group, n = 20), and (3) control group (n = 20). HRQoL was assessed by the 36-Item Short-Form Health-Survey (SF-36), which evaluates 8 dimensions of health [General Health (GH), Physical Functioning (PF), Social Functioning (SF), Physical Role (PR), Emotional Role (ER), Bodily Pain (BP), Vitality (V), and Mental Health (MH)] scored from 0 (worst) to 100 (best health status). Results: The control group statistically differed from both exercise groups in PF and PR, and from the DF group in SF and MH showing a lower score. No statistical differences were observed between exercise groups post-intervention, except in V. DF group showed increases in GH, PF, SF, V, PR, and MH post-intervention. Conclusion: A 16-week dance fitness intervention based on Zumba Fitness classes generates notable improvements in a wide range of HRQoL dimensions in sedentary middle-aged worker women, especially in V, PR and MH dimensions.
... One of the results obtained from the interviews is that dancing activity provides its participants with the opportunity of entertainment. All the sub-themes of social acquisitions support the studies in the literature ( Connolly et al., 2011 ;Forcini et al., 2013 ). ...
Dance has always taken place in the concepts of recreation and leisure. The first tribes and civilizations organized festivals and celebrations after wars, famines and harsh periods. In these festivals, there were spectaculars, music and dance. Besides, music and dance accompanied the religious rituals of many civilizations. According to Winkelman (2015 ), “Hominid collective rituals expanded over human evolution in enhanced capacities for mimesis, music, and dance, factors selected for as part of
an enhanced behavioral and symbolic capacity for ritual participation”.
When we consider the current scene, dance still takes place right in the center of recreation and leisure. There are many dance schools and dance clubs actively run in many countries. These dance schools provide their course attendees with the activities to make use of their leisure through dance educations. Whereas there are people who use dancing as a tool for showing performance as a sport, the number of people
who participate in leisure activities as amateur dancers is increasing day by day. According to Roberson and Pelclová (2014), dance is like re-creating a playground in which music, people, dance and fun take place. Also, there are many studies showing that dance improves physical and mental health ( Carter, 2004 ; Conceição et al., 2016 ; Huzmeli et al., 2016 ; Merom et al., 2016 ; Rossberg-Gempton, 1994 ).
Approximately 40% of the students of the dance school that is the focus of this study are adolescent individuals. According to the World Health Organization, adolescent individuals are between 10–19 years of age (WHO, 2015). Many studies take place in the literature claiming that the activities of these individuals will benefi t their physical and mental health.
When all these data are considered, the aim of this study is to analyze the
experience, perception and meanings attributed to the Latin Dances of the participants who take Latin Dances education in a private dance school.
... En este sentido, la AF regular contribuye a los procesos de atención de los adolescentes (13), afirmándose que el trabajo coreográfico implica un mayor flujo sanguíneo cerebral que favorece la concentración y la memoria.Por ejemplo, un estudio realizado con bailarines mexicanos evidencia niveles de atención y concentración mayores (29).En esta línea, en el presente estudio, las niñas practicantes de danza reportaron una mayor autoestima global; sin embargo, en relación con la insatisfacción por la imagen corporal no existieron diferencias con sus compañeras. En este sentido, la evidencia muestra un efecto positivo de la danza sobre la autoestima en las niñas con sobrepeso(16); además, las intervenciones en niños y adolescentes con programas de danza evidencian un aumento significativo de la autoestima(30,31). Por el contrario, un estudio realizado en niñas de edad escolar, practicantes de danza en formación, muestra que estas presentan una imagen corporal alterada que no corresponde con la realidad, siendo estos resultados negativos para su salud mental (32). ...
Introduction:
psychosocial development affects health-related quality of life (HRQoL) and academic performance (AP).
Objective:
to determine differences in self-esteem, body image dissatisfaction, and HRQoL between girls who practice dancing, girls who play sports, and girls who perform no physical activity. To determine the association between these variables and AP.
Method:
252 girls between 9 and 14 years of age were enrolled into three groups: no physical activity (NAF, n = 99, 10.25 ± 1.10 years, BMI = 21.97 ± 11.69 kg/m2), sports (DEP, n = 82, 10.54 ± 1.19 years, BMI = 21.36 ± 3.99 kg/m2), and dancing (DAN, n = 71, 10.51 ± 1.2 years, BMI = 20.08 ± 3.68 kg/m2), and anthropometric parameters, psychosocial variables, HRQoL, and AP were measured.
Results:
HRQoL scores (p < 0.001) and global self-esteem (p = 0.001) were higher for girls who practiced dancing. Regarding HRQoL-related questions (Have you felt well and in good physical condition? (38.0%, p = 0.007); Are you doing well in school? (31.0%, p = 0.010); have you been able to pay attention? (39.4%, p = 0.023)), girls who practiced dancing reported the highest proportion of "very much" responses. The results of a multiple regression analysis showed that HRQoL (B = 0.023, p = 0.001) and school self-esteem (B = 0.054, p = 0.010) were associated with AP.
Conclusion:
girls who practice dancing have greater self-esteem, HRQoL, and physical and school well-being. This suggests that practicing dancing is an activity that may potentially improve psychosocial well-being and school adaptation.
... The biopsychosocial benefits of dance for adolescents are roundly acknowledged and may include improved body image, self-confidence, cardiovascular health, and fitness (Burgess, Grogan, & Burwitz, 2006;Connolly, Quin, & Redding, 2011). However, high rates of injury and disablement compared to other performer cohorts have been reported in young elite dancers across multiple genres (White, Hoch, & Hoch, 2018). ...
Objectives:
To investigate dance exposure, sleep, general health and injury in elite adolescent Irish dancers.
Design:
Prospective study.
Setting:
Six Irish dance schools in Ireland.
Participants:
Thirty-seven elite Irish dancers, aged 13-17, competing at the highest championship level for at least the previous year.
Main outcome measures:
Self-reported weekly hours of dance, general health, sleep quality, monthly and annual height and weight, injury incidence.
Results:
Overall injury incidence (time-loss plus non-time-loss) and time-loss only injury incidence were 9.3 injuries, and 4.5 injuries, per 1000 hours of dance respectively. At least one injury was incurred by 86.5% of participants, with the foot/ankle most commonly affected. There were no statistically significant associations (p>0.05) between injury and sleep quality, or annual change in height/weight. There was some evidence of a statistically significant association between injury and health quality, with poorer health associated with increased levels of injury. There was no evidence of a statistically significant association between the probability of injury over time and sleep quality one week earlier, health quality one week earlier, or training load one and two weeks earlier.
Conclusions:
The incidence of injury in elite adolescent Irish dance is considerable with many dancers continuing to dance when injured. Increased dance exposure is associated with new injury.
... It has been widely reported that engagement in dance can yield both physical and psychological benefits for a diverse range of participants. [32][33][34][35][36] This study provides further evidence that dance is a beneficial activity for young disabled people. ...
Many practitioners, writers and researchers have noted that a key problem in the development of the inclusive dance sector (i.e. disabled and non-disabled dancers) is the lack of high-level training available to young people with disabilities.
While there is a range of recreational dance classes aimed at disabled dancers, these tend to focus on enjoyment, social interaction and creativity, rather than provide opportunities for young disabled people to develop their talents in dance in a systematic and progressive way.
Professional disabled dancers often report idiosyncratic routes into the profession and subsequently training ‘on the job’; as such there is a clear gap in provision as disabled dancers have not accessed mainstream routes into the sector.
In order to address this gap, the inclusive professional dance company Stopgap is piloting a curriculum, IRIS, specifically focused on talent development in integrated settings. This is the first time a codified syllabus has been designed and created for use in inclusive settings.
Led by Dr Imogen Aujla, we are working with Stopgap to investigate how teachers, student dancers and their parents respond to the programme to evaluate its efficacy and to inform further modification and development of the curriculum.
Data collection methods included questionnaires, focus groups and dance performance assessments. According to our analyses, we found that IRIS dancers have moderate to high levels of technical skill, high levels of wellbeing, and reported multiple benefits of taking part in the programme including enhanced confidence, stamina, and social skills.
On 17th November 2018 we launched the findings and the programme at a successful event at the University of Bedfordshire. This research report details the overall findings of the project although two more scientific journal articles are currently under review.
... Mainly through the reviews, we also found a number of formerly undetected studies from 2011 and earlier, not yet included into the general meta-analyses. We consider it important to enumerate them here for potential future analyses: Belardinelli et al. (2008), Burgess et al. (2006), Chouhan and Kumar (2011), Connolly et al. (2011), Coubard et al. (2011), Hall (2011), Hwang et al. (2010, Kaltsatou et al. (2011Kaltsatou et al. ( , 2015, Quiroga Murcia et al. (2009), andXiong andLi (2009). ...
Background: Dance is an embodied activity and, when applied therapeutically, can have several specific and unspecific health benefits. In this meta-analysis, we evaluated the effectiveness of dance movement therapy¹(DMT) and dance interventions for psychological health outcomes. Research in this area grew considerably from 1.3 detected studies/year in 1996–2012 to 6.8 detected studies/year in 2012–2018.
Method: We synthesized 41 controlled intervention studies (N = 2,374; from 01/2012 to 03/2018), 21 from DMT, and 20 from dance, investigating the outcome clusters of quality of life, clinical outcomes (with sub-analyses of depression and anxiety), interpersonal skills, cognitive skills, and (psycho-)motor skills. We included recent randomized controlled trials (RCTs) in areas such as depression, anxiety, schizophrenia, autism, elderly patients, oncology, neurology, chronic heart failure, and cardiovascular disease, including follow-up data in eight studies.
Results: Analyses yielded a medium overall effect (d² = 0.60), with high heterogeneity of results (I² = 72.62%). Sorted by outcome clusters, the effects were medium to large (d = 0.53 to d = 0.85). All effects, except the one for (psycho-)motor skills, showed high inconsistency of results. Sensitivity analyses revealed that type of intervention (DMT or dance) was a significant moderator of results. In the DMT cluster, the overall medium effect was small, significant, and homogeneous/consistent (d = 0.30, p < 0.001, I² = 3.47). In the dance intervention cluster, the overall medium effect was large, significant, yet heterogeneous/non-consistent (d = 0.81, p < 0.001, I² = 77.96). Results suggest that DMT decreases depression and anxiety and increases quality of life and interpersonal and cognitive skills, whereas dance interventions increase (psycho-)motor skills. Larger effect sizes resulted from observational measures, possibly indicating bias. Follow-up data showed that on 22 weeks after the intervention, most effects remained stable or slightly increased.
Discussion: Consistent effects of DMT coincide with findings from former meta-analyses. Most dance intervention studies came from preventive contexts and most DMT studies came from institutional healthcare contexts with more severely impaired clinical patients, where we found smaller effects, yet with higher clinical relevance. Methodological shortcomings of many included studies and heterogeneity of outcome measures limit results. Initial findings on long-term effects are promising.
... Dance activities are an excellent way for students to experience the natural relationship between music and movement (i.e., ballet, musicals, cultures around the world) as well as a myriad of other music-specific concepts. However, researchers have found that most adolescents are initially wary of activities that require them to dance or move beyond the norm, especially in nonsocial settings (Connolly, Quin, & Redding, 2011), and cause even the most confident of students to sometimes experience feelings of inadequacy about their bodies and/or dance abilities if the activity is not approached conscientiously (Schwender, Spengler, Oedl, & Mess, 2018). While these results are probably not surprising to anyone who has taught secondary general music, it is good to remember that being mindful of the students' emotional, social, and physical needs is essential so they feel as comfortable as possible when participating in this type of activity. ...
Secondary general music is hard to define. For some, this denotes an accelerated version of elementary general music or a decelerated version of a college music appreciation course. Others view this as any nontraditional ensemble geared for middle or high school students, such as guitar, keyboard, or steel pans. Still, for others, secondary general music is not so much a stand-alone course as it is any time devoted to teaching fundamental skills to students in band, orchestra, and choir so they may more successfully perform the repertoire. The authors acknowledge each of the above-listed views as valid; thus, rather than debate what is secondary general music, we will highlight each viewpoint in a three-part series. The first of this series will focus on a class structure where students experience various activities all while learning music fundamentals, studying music history, and developing music literacy skills.
... Active engagement in the performing arts of dance and drama has shown positive impacts on people's health and wellbeing. Research suggests dance has a positive influence on the physical and psychosocial wellbeing of dancers (Burkhardt and Brennan 2012;Connolly et al. 2011;Criss 2011;Quiroga Murcia et al. 2010). Research also supports the benefits drama interventions can have on health. ...
... Active engagement in the performing arts of dance and drama has shown positive impacts on people's health and wellbeing. Research suggests dance has a positive influence on the physical and psychosocial wellbeing of dancers (Burkhardt and Brennan 2012;Connolly et al. 2011;Criss 2011;Quiroga Murcia et al. 2010). Research also supports the benefits drama interventions can have on health. ...
The early and middle years of childhood are recognised as being pivotal in ensuring positive cognitive development throughout life, resulting in healthier societies. Healthier societies can mean a reduction in lifestyle related illness and therefore potentially reduce reliance on healthcare resources. The purpose of this study was to forecast the Social Return on Investment (SROI) associated with children’s participation in a circus-arts program on their mental health and well-being. A mixed method approach was adopted for this study. Key stakeholders were children aged between 9 and 14 years. Children were surveyed (n = 23) and participated in focus group (n = 55) interviews, prior to and after, six months of circus-arts training. The questionnaire used was the internationally validated Kidscreen-27. Focus group interviews asked children their beliefs about how circus made them feel and benefits of participating in circus-arts training. Results from the pre/post survey indicated some positive improvements occurred concerning children’s’ self-perceptions of personal health, though not statistically significant. Focus group results indicated positive impacts for children’s mental wellbeing, socialisation skills, physical enjoyment and resilience. The SROI analysis found that for every one dollar invested, $7 of social return may be generated due to participation in a circus-arts program. Improvement occurred across four key areas concerning children’s mental health and well-being; stress relief, self-esteem, confidence and socialisation. Findings from this study indicate the value of investment in the performing arts, highlighting the importance the circus-arts for children’s mental health. Associated impacts to improving children’s self-esteem, confidence along with relieving stress are identified as decreasing the potential costs of treating associated illnesses: such as depression and anxiety. Improvements in socialisation have been linked to costs associated to social dysfunction: such as crime and incarceration.
... Scully et al. [8] also demonstrated dancing is the most prevalent activity in programmes aimed at young children. There are many potential mental and physical health benefits that arise from encouraging young adolescents to engage in dance [14], in addition to the contribution dance classes makes to the overall level of physical activity in young adolescents [15]. Participation of young adolescents in dancing has increased in recent years [16], but it is still not the most common type of physical activity in adolescents, who are more likely to engage in activities such as cycling, swimming, and ball sports [17]. ...
Objective:
Exposure to health-related behaviours on television has been shown to influence smoking and drinking in young people, but little research has been conducted on the portrayal physical activity. The aim of the current project was to explore the portrayal of physical activity in television programmes aimed specifically at adolescent females. Content analysis of 120 episodes of four popular adolescent television programmes was performed. Information on the type and context of physical activity, motivating factors and characters involved was recorded.
Results:
Physical activity was portrayed 122 times, for a duration of 1 h and 31 min (3.2% of total viewing time). Physical activity was mainly portrayed as part of an informal activity as part of a group activity. Over half (53.2%) of scenes portrayed activity been carried out by teenagers. The types of activities portrayed were mostly of vigorous intensity (76.2%), for recreational purposes (78.7%) such as dancing (54.1%) and running (11.5%), and motivated by enjoyment. This study highlights that physical activity is portrayed infrequently, and often with a skewed representation of type of activity. There may be an opportunity to influence physical activity in young adolescents through the positioning of positive images of an active lifestyle in the media.
... 3 The physical and psychological benefits of youth dance participation have been well documented and can include improved body image, self-confidence, cardiovascular health, and general fitness. 4,5 However chondro-osseous immaturity and extensive periods of skeletal growth, often during a period of psychological turbulence, can render the adolescent dancer vulnerable to a range of pains and injuries that may differ significantly from their mature, older peers. 6,7 The incidence of pain and injury in young dancers can be substantial, with one extensive study reporting 113,084 dance-related presentations to emergency departments in the United States between 1991 and 2007. ...
Dance is an extremely popular activity among adolescents and has a range of associated physical and psychological health benefits. However, pain and injury in young elite dancers is pervasive, and the underlying risk factors are poorly understood. This study investigated the incidence of pain and injury in elite adolescent Irish dancers and examined a range of potentially associated biopsychosocial risk factors. Thirty-seven championship level Irish dancers completed baseline questionnaires recording any episode of pain or injury over the previous 12 months. Additionally, dancers provided information regarding their dance practices, general health, sleep, eating habits, and a range of psychological factors including mood, catastrophizing, passion for dance, and achievement motivation. A baseline physical screening protocol including assessment of balance, fitness, flexibility, endurance, and functional movement was conducted. Subjects were separated into a "more pain and injury (MPI)" group (N = 17) or "less pain and injury (LPI)" group (N = 20) based on their reported pain and injury history over the previous year. Statistical analysis was conducted using independent samples ttest, the Mann-Whitney U test for skewed variables, and the test of independence for categorical variables as appropriate. Eighty-four percent of subjects recorded at least one pain or injury during the previous year. The lower limb, particularly the foot and ankle, was most commonly affected. Factors significantly associated with pain and injury included having an unusual number of troublesome body parts (p = 0.002), often or always dancing in pain (p = 0.033), and high levels of anger or hostility (p = 0.045). This study demonstrates that elite adolescent Irish dance is associated with a substantial risk of pain and injury that appears to be greater than that incurred by young dancers from other genres. Proposed explanations include inappropriate technique progression, unique choreographic features, and an overly arduous calendar of competitive events. A prospective study nearing completion will help clarify causal factors in these dancers.
We present the findings from a pilot study to evaluate the effects of a six-week adapted folk-dance intervention on physical and mental health for at-risk adolescents conducted in schools. At-risk adolescents are at particular risk for sedentary behavior, poor mental health, and lower quality of life, and are likely to benefit from motivating and health-promoting activities such as dance. However, it can be challenging to conduct and evaluate evidence-based interventions with this population. We conducted a convergent parallel mixed-method design using pre-post measures of mental well-being, as well as pre-post measures using inertial measurement units to assess physical activity during a 6-week adapted folk-dance intervention. At the completion of the study, we conducted semi-structured interviews with all stakeholder groups. We observed significant improvements in mental well-being, as indicated by increased WEMWBS and MHC-SF scores, while the UCLA score showed no significant change, with these outcomes independent of age and gender. Furthermore, at-risk adolescents reduced the time spent in stationary/resting position, while their heart rates were also reduced by ∼15% in such conditions. Our results suggest that at-risk youth who participated in adapted folk-dance became more enthusiastic and showed more willingness to move over the course of the intervention. Quantitative results were supported by interviews, which found that participants responded positively to the adapted folk-dance classes, and reported both elevated physical exertion and high levels of enjoyment. The mixed-method research design also provided insights into the suitability of data collection methods for this hard-to-reach population. We report on these outcomes, including best practices for working within schools on health-promoting physical activities.
This work aimed to outline the first stages for the development of a pedagogical model for teaching-learning of expressive content within physical education (creative body movement). Drawing on several suggestions from previous models’ conceptualizations, we explore and present the theoretical foundations, practical considerations, and assumptions that align and support their core features. The major theme of the model is that students explore new expressive movements and develop capabilities through expressive games or tasks that nurture their creativity and ease their embodied movements. This implies that teachers should provide students with several resources and stimuli to nurture their creativity. Also, teachers should promote students’ embodiment through the exploration of new movements that allow knowing themselves in different movement situations. The affective and cognitive domains will be prominent in this model. The teachers’ and students’ assumptions, implementation needs, and enactment about how to apply this model are also proposed.
The aim of this study was to develop and validate a scale to assess psychological well-being in physical activity and sport context, based on Ryff's theory (2014) and the definition of psychological well-being proposed Piñeiro et.al (2021). For that purpose, a Likert type instrument with 51 items was designed. The scale was applied to 584 participants (63% women) with aged between 15 and 29 years (M=19.05;SD 2.97)), from secondary schools and universities from different autonomous communities of Spain. After the statistical analysis, eliminating the items with low values, the final instrument was composed with 40 items (6 dimensions). The results showed that the scale manifests high reliability (α= .965), as well as high levels of explained variance. In conclusion, the research provides a valuable instrument, supported by a scientific theoretical basis, for the evaluation of psychological well-being through physical activity and sports practice in Spanish youth. Keywords. Mental Health; Physical Activity; Eudaimonia; Assessment; Youth.
Sowohl der Grundschulsport als auch das organisierte und informelle Sporttreiben im Kindesalter sind in den letzten zwei Jahrzehnten mit neuartigen Herausforderungen konfrontiert und von Wandlungsprozessen erfasst worden. Neben der Berücksichtigung heterogener Lernvoraussetzungen der Schüler*innen im Fach Sport hat nicht zuletzt die Etablierung des Ganztagsunterrichts in der Grundschule eine massive Ausweitung der Kooperationen mit Sportvereinen sowie Trägern der offenen Kinder- und Jugendarbeit begünstigt. Die Beiträger*innen diskutieren zentrale Entwicklungslinien und Zukunftsaufgaben des Grundschulsports sowie des organisierten und informellen Kindersports.
Individuals abstaining from alcohol consumption frequently find themselves in contexts encouraging consumption, with limited alternative social interaction opportunities. Conscious clubbing events exclude alcohol and drugs, possibly providing valuable social connections, but little is known about event benefits. Twelve conscious clubbing event attendees and facilitators aged 25–55 from across Europe participated in semi-structured photo-elicitation interviews, which were analysed using thematic analysis. Findings suggested that conscious clubbing appears to enhance health, healing and growth, aiding recovery from substance dependency and trauma. Positioned as a modern ritual, symbolic and ritualistic preparations and experiences promoted storytelling and self-discovery. Connecting through synchronised but unchoreographed movement, participants engaged in powerful journeys and transformative experiences detached from life constraints. Inclusive digital and face-to-face conscious clubbing communities provided a sense of meaning and belonging away from substance use pressures and harms, particularly for those marginalised within society. Findings provide important and in-depth insights, including novel harm prevention implications. Future work should consider participatory barriers, event sustainability and misconceptions to increase event availability and participation.
Autism Spectrum Disorder (ASD) is a lifelong condition characterized by restrictive, repetitive patterns of behaviour, and impairments in social communication. Various forms of physical activity, including dance, have shown to improve ASD symptoms among children. The study’s purpose was twofold: to examine the lived experiences of a family with a child with ASD, in order to examine family functioning and the effects of the child’s participation in a dance programme. The family unit and dance instructor participated in one-on-one semi-structured interviews, which included a myriad of questions about the family, and the child’s participation in a recreational dance programme. One salient main theme that emerged was Dance, Dance, Dance, with three subthemes: (1) ‘Home Away from Home’ (studio as a representation of home), (2) Growing as a Person (physically, emotionally,socially), and (3) Lessons Learned (bidirectional learning between student and teacher). Dance provided many benefits to the child, including improvements in social and listening skills, as well as confidence. Further, dance allowed the child to grow socially and personally. This study may act as a support for other families faced with an ASD diagnosis, as well as highlight the benefits of recreational dance programmes for children with ASD.
In the last decade, questions have arisen about social inequalities, domestic violence, or natural disasters that devastate communities. From the complexity that results, together with the rapid development of globalization, the concept of Social Responsibility has emerged. Social responsibility itself is a very controversial concept and difficult to understand, as there is no stagnant definition. In this research, we will try to verify this and, in some way, to understand the role of marketing in the management of the resulting changes. In this sense, the research problem of the present study was developed: to understand how the solidarity campaigns carried out by Sporting Clube de Braga influence the perception of the supporters about the sports organization. In this way, the following objectives were elaborated: to perceive in what sense corporate social responsibility acts in sports marketing; to study the opinion of the consumers of sporting events on the practices of social responsibility of SC Braga, with respect to the perception of how much they should or should not support institutions or causes of social solidarity; to know better the opinion of individuals about the social responsibilities associated with the sports organization, in order to know if it is more favorable to the support of social causes and to see if the supporters are more likely to buy products of the sporting organization when they support institutions or causes of social solidarity. Regarding the selected methodology, this was based on individual and semi-structured interviews; nine interviews were conducted with supporters of SC Braga and a professional of the sports organization was interviewed. The results obtained led to the conclusion that, in fact, supporters are influenced by the club’s connection to causes and social institutions and that this improves the way they evaluate the club. They consider it important that there is such an association, and this gives rise to very positive feelings that, in time, allow for a stronger and more lasting connection with the club, since they are aware that there are concerns on the part of the club that go beyond what takes place within the sports organization. The present study can be a contribution to the area of study of corporate social responsibility, since there is not much updated information on the subject and what the reality of the same in organizations in Portugal is. Finally, some limitations and suggestions for future research are presented.
The book will provide historical context for the growth and development of Irish dancing, insights into the etiology and epidemiology of Irish dance injury, and provide information and advice on appropriate preparation and environmental considerations for healthy Irish dancers. Chapters to enhance physical and psychological resilience and preparedness for the very specific demands of Irish dancing are presented. These include bespoke strength, conditioning and flexibility programs, goal-setting, managing competition anxiety, mental imagery and mindfulness, and sleep optimization. Appropriate training load prescription, tapering and the balance between rest and rehearsal will be explored, as will the most suitable diet to support the Irish dancer. Injury prevention, risk minimization and management are additionally discussed in the book. There is consideration given to the specific needs of certain dancer groups, such as the elite adolescent Irish dancer, the professional touring dancer, and the older dancer. The pivotal role of the parent in impacting the health and performance of the younger dancer is also explored.
Globally, psychological health problems are currently among the most serious
public health challenges. Adolescent girls suffer from internalizing problems,
such as somatic symptoms and mental health problems, at higher rates than in
decades. By age 15, over 50 % of all girls experience multiple health complaints
more than once a week and one in five girls reports fair or poor health.
The overall aim of this study was to investigate the effects of and experiences
with an after-school dance intervention for adolescent girls with internalizing
problems. The intervention comprised dance that focused on resources twice
weekly for 8 months. Specifically, this thesis aimed to: I) investigate the effects
on self-rated health (SRH), adherence and over-all experience; II) evaluate the
effects on somatic symptoms, emotional distress and use of medication; III)
explore the experiences of those participating in the intervention; and IV) assess
the cost-effectiveness.
A total of 112 girls aged 13 to 18 years were included in a randomized controlled
trial. The dance intervention group comprised 59 girls, and the control
group 53. In paper I, the dance group showed increased SRH scores compared
to the control group (p = .02). Girls in the intervention group showed high
adherence and a positive overall experience. In paper II, the dance group
exhibited a decrease in somatic symptoms (p = .021), emotional distress (p =
.023) and use of medication (p = .020) compared to the control group. In paper
III, a strategic sample of 24 girls was interviewed. Qualitative content analysis
was performed, and five generic categories emerged. Two were “An Oasis from
Stress” and “Supportive Togetherness”, which was shown to represent the
fundamental basis and setting of the intervention. The main category, participants’
central experience, was understood as “Finding embodied self-trust that
opens new doors”. Paper IV revealed that, due to decreased number of visits to
the school nurse and an increase in health related quality of life; the intervention
was considered to be cost-effective (combined with the usual school health
services). In summary, the results of this thesis show that this dance intervention
for adolescent girls with internalizing problems generated positive health effects
and proved to be cost-effective. For this target group, a non-judgmental environment
and supportive togetherness proved to be of importance for participation.
The results of this study may provide practical information for school
health care staff and caregivers in designing future interventions.
https://oru.diva-portal.org/smash/get/diva2:902081/FULLTEXT01.pdf
This chapter discusses the emergence of the conscious clubbing movement and its potential benefits to young people aged 18–24 as an alternative way of spending social time without drinking alcohol. It first considers why efforts to promote moderate drinking among university students may fail where the environment strongly encourages drinking. The conscious clubbing phenomena are then introduced with examples of organisations and events from around the world. Drawing on the results of an exploratory survey, the chapter then highlights the ways in which conscious clubbing could bring about meaningful experiences in participants’ lives, including increased opportunities for connection with other people. Finally, the chapter discusses new directions for research in this area, including further in-depth qualitative research and conscious clubbing interventions for heavy drinkers.
The aim of this study was to understand reasons for dropout from a dance-talent program in the UK, using a mixed methods design. In-depth interviews were conducted with ten dropout students to explore the influencing factors in their decision to leave the program. In order to triangulate these findings, reasons for dropout were then examined from descriptive records of 147 young dancers who had withdrawn from the talent program over a four-year period. Overall, the most frequently cited reasons for dropping out were conflicting demands, change in aspirations, course content, difficulty making friends, and lost passion. Injury, financial factors, low perceived competence, and teacher behavior emerged as minor reasons. Intervention strategies that focus on changes in course content may be the easiest to implement and most effective means to enhance student retention.
The purpose of this study was to identify how leisure-based participation in social circus-arts may impact the health and well-being of children aged between 8 and 14 years in Australia. Research regarding the influence of arts participation has shown positive health outcomes. Performing and visual arts have been used as therapy, in illness prevention and for the promotion of good health. However, a gap in knowledge currently exists regarding the influence participation in the circus-arts may have for Australian youth in the general population. This qualitative study collaborated with a community embedded, not-for-profit, South Australian Circus School. Focus group results indicated active participation in circus for leisure, positively influenced children’s mental well-being, aided socialisation skills, encouraged enjoyment of physical activity and built resilience to adversity. Circus participation for leisure may be viewed as a resource for positively influencing participant’s health and well-being.
The purpose of this study was to test a motivational model of the coach-athlete relationship, based on self-determination theory and on the hierarchical model of intrinsic and extrinsic motivation. The sample comprised of 608 athletes (ages of 12-17 years) completed the following measures: interest in athlete's input, praise for autonomous behavior, perceived autonomy, intrinsic motivation, and the intention to be physically active. Structural equation modeling results demonstrated that interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation. Finally, intrinsic motivation predicted the intention to be physically active in the future. The results are discussed in relation to the importance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes. Further, the results provide information related to the possible objectives of future interventions for the education of coaches, with the goal of providing them with tools and strategies to favor the development of intrinsic motivation among their athletes. In conclusion, the climate of autonomy support created by the coach can predict the autonomy perceived by the athletes which predicts the intrinsic motivation experienced by the athletes, and therefore, their adherence to athletic practice. Key pointsImportance of the climate of autonomy support created by the coach on intrinsic motivation and adherence to sport by adolescent athletes.Interest in athletes' input and praise for autonomous behavior predicted perceived autonomy, and perceived autonomy positively predicted intrinsic motivation.Intrinsic motivation predicted the intention to be physically active in the future.
Results from cross-sectional and longitudinal studies such as Alimentación y Valoración del Estado Nutricional en Adolescentes: Food and Assessment of the Nutritional Status of Spanish Adolescents (AVENA) and the European Youth Heart Study (EYHS) respectively, highlight physical fitness as a key health marker in childhood and adolescence. Moderate and vigourous levels of physical activity stimulate functional adaptation of all tissues and organs in the body (i.e. improve fitness), thereby also making them less vulnerable to lifestyle-related degenerative and chronic diseases. To identify children and adolescents at risk for these major public health diseases and to be able to evaluate the effects of alternative intervention strategies in European countries and internationally, comparable testing methodology across Europe has to be developed, tested, agreed upon and included in the health monitoring systems currently under development by the European Commission (EC): the Directorate General for Health and Consumer Affairs (DG SANCO); the Statistical Office of the European Communities (EUROSTAT), etc. The Healthy Lifestyle in Europe by Nutrition in Adolescence (HELENA) study group plans, among other things, to describe the health-related fitness of adolescents in a number of European countries. Experiences from AVENA and EYHS will be taken advantage of. This review summarises results and experiences from the developmental work so far and suggests a set of health-related fitness tests for possible use in future health information systems.
DESCRIPTION This volume describes and discusses the maturation of bone in children and adolescents. The focus is on the role of physical activity for optimizing this process. PURPOSE To provide an up to date review of the factors that influence the development of bone health during childhood and adolescence. AUDIENCE Exercise specialists, pediatricians, nutritionists, biomedical researchers, sports medics and any public health professional will find this book very helpful when dealing with optimizing bone development and/or maintaining bone health. FEATURES The featured subjects are: Osteoporosis: A Pediatric Concern?; The Biomechanical Basis of Bone Strength Development during Growth; The Effect of Exercise on Bone Mass and Structural Geometry during Growth; Evidence for an Interaction between Exercise and Nutrition for Improved Bone Health during Growth; Gene- Environment Interactions in the Skeletal Response to Nutrition and Exercise during Growth; The Effect of Energy Balance on Endocrine Function and Bone Health in Youth; Risk Factors for Fractures in Normally Active Children and Adolescents; Does Exercise during Growth Prevent Fractures in Later Life?; Lessons Learned from School-Based Skeletal Loading Intervention Trials: Putting Research into Practice. ASSESSMENT The editors have assembled the 51st' volume of Medicine and Sports Science as a necessary reading for exercise specialists, pediatricians, nutritionists, and/or any public health professionals interested in understanding and improving the health of bone in children and adults. The book provides an excellent source of recent information on the subject
Evidence on the effects of exercise in the treatment of patients with chronic diseases should be based on well designed randomised controlled trials. The most consistent finding of the meta-analyses summarised in the present work is that aerobic/functional capacity and muscle strength can be improved by exercise training among patients with different diseases without having detrimental effects on disease progression. This is important, as with population aging exercise therapy may be an important means of reducing disability and increasing the number of older people living independently. Additionally, there is accumulating evidence that in patients with chronic disease exercise therapy is effective in improving the prognostic risk factor profile and, in certain diseases, in delaying mortality. In some diseases, such as osteoarthritis, pain symptoms may also be reduced. Severe complications during the exercise therapy programs were rare.
On average, cognition declines with age but this average hides considerable variability, including the chance of improvement. Here, we investigate how exercise is associated with cognitive change and mortality in older people and, particularly, whether exercise might paradoxically increase the risk of dementia by allowing people to live longer.
In the Canadian Study of Health and Aging (CSHA), of 8403 people who had baseline cognition measured and exercise reported at CSHA-1, 2219 had died and 5376 were re-examined at CSHA-2. We used a parametric Markov chain model to estimate the probabilities of cognitive improvement, decline, and death, adjusted for age and education, from any cognitive state as measured by the Modified Mini-Mental State Examination. High exercisers (at least three times per week, at least as intense as walking, n = 3264) had more frequent stable or improved cognition (42.3%, 95% confidence interval: 40.6-44.0) over 5 years than did low/no exercisers (all other exercisers and non exercisers, n = 4331) (27.8% (95% CI 26.4-29.2)). The difference widened as baseline cognition worsened. The proportion whose cognition declined was higher amongst the high exercisers but was more similar between exercise groups (39.4% (95% CI 37.7-41.1) for high exercisers versus 34.8% (95% CI 33.4-36.2) otherwise). People who did not exercise were also more likely to die (37.5% (95% CI 36.0-39.0) versus 18.3% (95% CI 16.9-19.7)). Even so, exercise conferred its greatest mortality benefit to people with the highest baseline cognition.
Exercise is strongly associated with improving cognition. As the majority of mortality benefit of exercise is at the highest level of cognition, and declines as cognition declines, the net effect of exercise should be to improve cognition at the population level, even with more people living longer.
The purpose of this study was threefold: to determine (a) the test-retest reliability of the 20-m shuttle test (20 MST) (number of laps), (b) the concurrent validity of the 20 MST (number of laps), and (c) the validity of the prediction equation for VO2max developed by Léger, Mercier, Gadoury, and Lambert (1988) on Canadian children for use with American children 12-15 years old. An intraclass coefficient of .93 was obtained on 20 students (12 males; R = .91 and 8 females; R = .87) who completed the test twice, 1 week apart (MT1 = 47.80 +/- 20.29 vs. MT2 = 50.55 +/- 22.39 laps; p > or = .13). VO2peak was obtained by a treadmill test to volitional fatigue on 48 subjects. The number of laps run correlated significantly with VO2peak in males (n = 22; r = .65; F [1, 20] = 14.30 p < or = .001), females (n = 26; r = .51; F [1, 24] = 8.34; p < or = .01), and males and females = (r = .69; F [1, 46] = 42.54, p < or = .001). When the measured VO2peak (M = 49.97 +/- 7.59 ml.kg-1.min-1) was compared with the estimated VO2max (M = 48.72 +/- 5.72 ml.kg-1.min-1) predicted from age and maximal speed of the 20 MST (Léger et al., 1988) no significant difference was found, t (47) = -1.631; p > or = .11, between the means; the r was .72 and SEE was 5.26 ml.kg-1.min-1.(ABSTRACT TRUNCATED AT 250 WORDS)
This paper describes the rationale for the Children's Effort Rating Table (CERT) designed for assessing perceived exertion by children aged 6 to 9 years. This device is similar to Borg's Rating of Perceived Exertion (RPE) which is internationally recognized and currently used in conjunction with standard metabolic measures in a wide range of settings where exercise is prescribed and the intensity of various forms of physical activity is regulated by adults. We devised CERT for use in our research on the development of perception of effort by younger children. Some validation research on CERT has been completed.
The purpose of this study was to examine the validity of a recently developed rating scale of perceived exertion, the Children's Effort Rating Table (CERT), for controlling exercise intensity in young children. 16 children (M age = 9.9 yr., SD = 1.2) performed three separate exercise tests on a mechanically braked cycle ergometer. Stage I (response protocol) consisted of a graded test with heart rate and perceived effort rating recorded in response to specified steady-state work outputs. Stage II (production protocol) examined subjects' ability to produce work outputs corresponding to levels 5, 7, and 9 of the CERT. This protocol was repeated on a further occasion (Stage III) to assess the reliability of the findings. Pearson correlations between ratings and heart rate (0.76) and ratings and work output (0.75) highlight the potential of the scale as a valid measure of exercise intensity. Also, the work rates produced by subjects in Stage II correlated 0.89 with those predicted from Stage I; however, analysis of variance showed that work output was significantly lower in Stage II than predicted. Finally, an intraclass correlation of 0.91 between Stages II and III suggests that the scale gave a reliable estimate of exercise intensity of children. The findings from this pilot study suggest that children's perceptions of effort might be used to guide intensity of exercise during structured activity classes.
Take home message
A behaviourally based lifestyle physical activity intervention in combination with dietary intervention appears as effective as a structured exercise regimen in promoting physical activity in previously sedentary overweight and obese persons, concomitantly improving their cardiometabolic health profile through a healthier body weight. These findings are encouraging because this approach removes many of the commonly reported barriers to sustained participation in structured exercise training programmes in a group of adults in need of its cardiometabolic health benefits.
In the last decade, the numbers of overweight (body mass index (BMI) >25 kg/m2) and obese (BMI >30 kg/m2) people have substantially increased in Canada, New Zealand, the United Kingdom, the United States, and Western Samoa.1 The prevalence of obesity in the United States has grown from 12.0% in 1991 to 17.9% in 1998.2 Recent reports indicate that overweight and obese adults now comprise the majority of the American population with 54.9% persons reporting a BMI >25 kg/m2. These alarming trends have led to the declaration of a global obesity epidemic.3,4
Overweight and obesity have become so common that they are replacing the more traditional health problems of undernutrition and infectious diseases as significant causes of poor health world wide.3 Excess weight is associated with numerous diseases and conditions including cardiovascular disease, Type 2 diabetes mellitus, hypertension, dyslipidaemia, osteoarthritis, sleep apnoea, gallbladder disease, infertility, and some cancers.5 The direct and indirect costs of obesity are considerable, with the associated expenses representing 7% of the national health care budget in the United States, 7% in the Netherlands, 4% in France, and 2% in Australia.6 Clearly, overnutrition is a serious health hazard world wide with significant financial expense.
Our genetic pool has not been altered dramatically over the past 10 years. Consequently, …
To examine the effects of a simple and inexpensive physical activity intervention on change in bone mass and structure in school aged children.
Fifty one children (n = 23 boys and 28 girls; mean age 10.1 years) participated in "Bounce at the Bell" which consisted of 10 counter-movement jumps 3x per day (total approximately 3 min/day). Controls were 71 matched children who followed usual school practice. We assessed dietary calcium, physical activity, physical performance, and anthropometry in September and after 8 months of intervention (June). We measured bone mineral content (BMC) and bone area at the lumbar spine, total body, and proximal femur. Proximal femur scans were also analysed for bone geometry and structural strength using the hip structural analysis program. Lean and fat mass (g) were also calculated.
Groups were similar at baseline and did not differ in weight, height, total body, lumbar spine, proximal femur, or femoral neck BMC. Control children had a greater increase in adjusted total body BMC (1.4%). Intervention children gained significantly more BMC at the total proximal femur (2%) and the intertrochanteric region (27%). Change in bone structural parameters did not differ between groups.
This novel, easily implemented exercise program, took only a few minutes each day and enhanced bone mass at the weight bearing proximal femur in early pubertal children. A large, randomised study of boys and girls should be undertaken powered to test the effectiveness of Bounce at the Bell in children at different stages of maturity, and in boys and girls independently.
A systematic review to determine if exercise alone or as part of a comprehensive intervention can improve self esteem in children and young people is described.
Twenty three randomised controlled trials were analysed. A synthesis of several small, low quality trials indicates that exercise may have short term beneficial effects on self esteem in children and adolescents. However, high quality research on defined populations with adequate follow up is needed.
We examined a theoretical model of global self-esteem that incorporated constructs from achievement goal and self-determination theories. The model hypothesized that self-determined or autonomous motives would mediate the influence of achievement goal orientation on global self-esteem. The adapted version of the Behavioural Regulation in Exercise Questionnaire (Mullan et al., 1997), the Perception of Success Questionnaire (Roberts & Balague, 1991), and Rosenberg's (1965) self-esteem scales were administered to 634 high school students aged 11 - 15 years. A structural equation model supported the hypotheses and demonstrated that autonomous motives mediated the effect of goal orientations on global self-esteem. The results suggest that generalized motivational orientations influence self-esteem by affecting autonomous motivation and is consistent with theory that suggests that experiences relating to intrinsic motivation are the mechanism by which global motivational orientations are translated into adaptive outcomes like self-esteem. The findings suggest that physical activity interventions that target autonomous motives in physical activity contexts are likely to enhance young people's general self-esteem.
Previous trials have evaluated the effects of aerobic training alone and of resistance training alone on glycemic control in type 2 diabetes, as assessed by hemoglobin A1c values. However, none could assess incremental effects of combined aerobic and resistance training compared with either type of exercise alone.
To determine the effects of aerobic training alone, resistance training alone, and combined exercise training on hemoglobin A1c values in patients with type 2 diabetes.
Randomized, controlled trial.
8 community-based facilities.
251 adults age 39 to 70 years with type 2 diabetes. A negative result on a stress test or clearance by a cardiologist, and adherence to exercise during a 4-week run-in period, were required before randomization. Interventions: Aerobic training, resistance training, or both types of exercise (combined exercise training). A sedentary control group was included. Exercise training was performed 3 times weekly for 22 weeks (weeks 5 to 26 of the study).
The primary outcome was the change in hemoglobin A1c value at 6 months. Secondary outcomes were changes in body composition, plasma lipid values, and blood pressure.
The absolute change in the hemoglobin A1c value in the combined exercise training group compared with the control group was -0.51 percentage point (95% CI, -0.87 to -0.14) in the aerobic training group and -0.38 percentage point (CI, -0.72 to -0.22) in the resistance training group. Combined exercise training resulted in an additional change in the hemoglobin A1c value of -0.46 percentage point (CI, -0.83 to -0.09) compared with aerobic training alone and -0.59 percentage point (CI, -0.95 to -0.23) compared with resistance training alone. Changes in blood pressure and lipid values did not statistically significantly differ among groups. Adverse events were more common in the exercise groups.
The generalizability of the results to patients who are less adherent to exercise programs is uncertain. The participants were not blinded, and the total duration of exercise was greater in the combined exercise training group than in the aerobic and resistance training groups.
Either aerobic or resistance training alone improves glycemic control in type 2 diabetes, but the improvements are greatest with combined aerobic and resistance training. ClinicalTrials.gov registration number: NCT00195884.
To identify the most consistent relationships among psychological variables and physical activity in youth (ages 11-21 years), 20 articles on depression, anxiety, stress, self-esteem, self-concept, hostility, anger, intellectual functioning, and psychiatric disorders were reviewed. Physical activity was consistently related to improvements in self-esteem, self-concept, depressive symptoms, and anxiety/stress. The effect sizes were +.12, -.15, and -.38 for self-esteem/self-concept, stress/anxiety, and depression, respectively. The evidence for hostility/anger and academic achievement was inconclusive. No negative effects of physical activity were reported. The literature suggests that physical activity in youth is psychologically beneficial. More research is needed to confirm previous findings. Adolescents should engage in moderate or vigorous aerobic activity approximately three times per week for a total of at least 60 minutes per week.
The measurement of physical fitness in children and youth has long been a topic of interest to physical educators, exercise scientists, health agencies, and private organizations dealing with sport and fitness. In recent years the focus on problems in measuring fitness has become more intense due to a number of factors, in particular the need for adequate surveillance studies and the perceived lack of fitness education in the schools. The purpose of this paper is to examine the scientific evidence that supports the use of measurement techniques for fitness evaluation. Physical fitness is described as a scientific construct that is multifaceted. A rationale is presented for the development of an operational definition of fitness that provides a basis for the identification of components of fitness to be measured. The latest versions of national fitness tests are described and compared, and evidence of the reliability and validity of the test batteries as well as individual subtests is summarized. Finally, ...
Our goal in this chapter is to comprehensively review the literature on motivation and sport behavior. To do this, we describe theories or conceptual models of motivation that have been supported in the physical achievement domain. Second, we synthesize and consolidate relevant sport-related research for each conceptual framework. We critically analyze current issues, controversies, and missing links in the knowledge base for each theory. Finally, we present some ideas for future research that may help explain motivational orientations and behavior from a particular conceptual perspective. we begin the chapter, however, with a review of the early descriptive research on participation motivation and attrition, because these studies significantly affect how we conceptualize motivational orientations and sport behavior today. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In addition to encouraging a physically active lifestyle, the aims of school physical education (PE) also encompass the promotion and development of self-esteem and perceptions of health. Using self-determination theory [SDT; Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In: R.A. Dienstbier (Ed.), Nebraska symposium on motivation: Perspectives on motivation (Vol. 38, pp. 237–288). Lincoln, NE: University of Nebraska] as a conceptual framework, we examined three competing models specifying relations among motivational processes toward PE, students’ general self-esteem, and health-related quality of life (HRQoL).
There are few topics so fascinating both to the research investigator and the research subject as the self-image. It is distinctively characteristic of the human animal that he is able to stand outside himself and to describe, judge, and evaluate the person he is. He is at once the observer and the observed, the judge and the judged, the evaluator and the evaluated. Since the self is probably the most important thing in the world to him, the question of what he is like and how he feels about himself engrosses him deeply. This is especially true during the adolescent stage of development.
Introducción y objetivos. En diversos estudios se ha mostrado la relación entre el nivel de forma física durante la infancia-adolescencia y el riesgo cardiovascular en la edad adulta. Dado que no se dispone de datos relativos al nivel de condición física de los adolescentes españoles, los objetivos de este estudio son: a) determinar el nivel de condición física de los adolescentes españoles y establecer valores de referencia que puedan ser utilizados en el medio sanitario y educativo como indicadores de salud cardiovascular, y b) conocer la proporción de adolescentes españoles que no alcanza valores de capacidad aeróbica indicativos de salud cardiovascular futura. Sujetos y método. Se ha utilizado la batería EUROFIT modificada para evaluar la condición física de una muestra representativa de adolescentes españoles (n = 2.859; 1.357 varones y 1.502 mujeres) procedente del estudio AVENA (Alimentación y Valoración del Estado Nutricional de los Adolescentes). Resultados. Se han obtenido los valores normativos de condición física de la población adolescente española. El rango del percentil 5 respecto a la capacidad aeróbica máxima (test de Course Navette) es de 2,0-3,3 y 1,4-1,9 paliers para varones y mujeres, respectivamente. Casi 1 de cada 5 adolescentes presenta riesgo cardiovascular futuro sobre la base de su capacidad aeróbica. Este subgrupo de adolescentes mostró también una peor forma física que el resto de adolescentes en todas las pruebas físicas realizadas. Conclusiones. Los resultados obtenidos en el presente estudio permiten evaluar e interpretar correctamente el nivel de forma física de cualquier adolescente. Los resultados obtenidos indican la necesidad de mejorar el nivel de condición física de los adolescentes españoles.
Obesity and a sedentary lifestyle are highly prevalent in cancer survivors, and a growing number of publications have shown statistically and clinically significant associations between low levels of physical activity, obesity and cancer recurrence and death. Adoption and maintenance of physical activity is a difficult challenge for healthy adults, and is likely to be even more difficult after a cancer diagnosis. More effective strategies to increase physical activity in cancer survivors should be explored. The purpose of this paper is to (1) provide a rationale for physical activity interventions and programmes for cancer survivors, and (2) discuss successful approaches to adopting and maintaining physical activity to meet evidence based recommendations and ultimately improve cancer survival and overall survival. Since a majority of cancer survivors are not currently participating in recommended levels of physical activity, resulting in greater disease risk and health care costs, targeted exercise therapy has the potential to benefit a large number of cancer survivors. Cancer survivors should seek out the opportunities that exist towards being physically active, and oncologists should also become aware of the benefits of exercise, assist their patients by endorsing existing physical activity guidelines, and refer their patients to certified cancer exercise trainers.
Full textFull text is available as a scanned copy of the original print version. Get a printable copy (PDF file) of the complete article (193K), or click on a page image below to browse page by page.
80
81
The present study was designed to assess selected psychometric properties of the Intrinsic Motivation Inventory (IMI) (Ryan, 1982), a multidimensional measure of subjects' experience with regard to experimental tasks. Subjects (N = 116) competed in a basketball free-throw shooting game, following which they completed the IMI. The LISREL VI computer program was employed to conduct a confirmatory factor analysis to assess the tenability of a five factor hierarchical model representing four first-order factors or dimensions and a second-order general factor representing intrinsic motivation. Indices of model acceptability tentatively suggest that the sport data adequately fit the hypothesized five factor hierarchical model. Alternative models were tested but did not result in significant improvements in the goodness-of-fit indices, suggesting the proposed model to be the most accurate of the models tested. Coefficient alphas for the four dimensions and the overall scale indicated adequate reliability. The results are discussed with regard to the importance of accurate assessment of psychological constructs and the use of linear structural equations in confirming the factor structures of measures.
The sit-and-reach test (SRT) is commonly used to assess flexibility of the spine and length of the hamstring muscles. The purposes of this study were (1) to describe hamstring muscle length as reflected by use of the SRT and the hip joint angle (HJA) in children, (2) to examine the correlation between SRT and HJA measurements, and (3) to examine gender differences for both measures.
The participants were 410 school-aged children (211 girls, 199 boys).
Each child performed the SRT. In the final position, the SRT score was obtained and the HJA was measured using an inclinometer placed over the sacrum.
A mean SRT value of 24 cm and a mean HJA value of 81 degrees were obtained for all subjects. There was a strong correlation between the SRT and HJA measurements (r = .76). There was a difference between boys and girls for both measures.
The results suggest differences in expectations for hamstring muscle length in boys and girls. Although scores for the SRT and HJA were correlated, we prefer to assess hamstring muscle length using HJA scores because these scores are not influenced by anthropometric factors or spinal mobility. The results of this study suggest that HJA measurements guide treatment more effectively than do SRT measurements.
Several studies have indicated that changing body positions results in altered grip strengths. Although one might expect that grip strength would be influenced by the position of the forearm during gripping due to the biomechanical properties of the forearm and hand muscles, no investigations of this variable have been undertaken.
This study examined the effect on grip strength of moving the forearm among supinated, neutral, and pronated positions while maintaining the standard position recommended by the American Society of Hand Therapists. The mean of three grip trials in each position was recorded for each of 106 subjects.
Grips in forearm supination were the strongest, followed by grips in the neutral position. Grips in pronation were the weakest.
The changes in grip strength observed with variations in forearm position further support the necessity of a standard position for testing grip strength. The knowledge of how changes in body position affect the strength of the grip can be used to design environments and tools to maximize biomechanical abilities.
The aim of this study was to determine the aerobic fitness of Tasmanian secondary school children aged 11 to 16 years. A random sample of Tasmanian secondary schools was undertaken and then all children within each grade in the school were tested. In all, 6061 children undertook the test, 2981 boys and 3080 girls. The test consisted of a 20-m shuttle run in time to a prerecorded timing sequence. Each child had to complete as many shuttles as possible while staying in time with the beep. The test ceased for each child when they could no longer reach the marker at the same time or prior to the generated sound. The analyses indicated that there was a significant main effect of grade and sex. Children in lower grades completed fewer shuttles than the children in higher grades, and boys completed more shuttles than girls within each grade. Students in government-run schools completed significantly fewer shuttles than their nongovernment school counterparts (p < .0001). On a regional basis, there were no differences between children in the north and south of Tasmania as each completed 5.7 +/- 0.1 shuttles but children in the northwestern region of the state completed a significantly greater number of shuttles. An estimation of mean VO2max based upon shuttle stages completed indicated that these values ranged from a low of 40.6 ml.kg-1.min-1 in 13-, 14-, and 15-yr-old girls to a high of 50.4 ml.kg-1.min.-1 in 16-yr-old boys. Comparisons between this and similar data suggest that Tasmanian school children are less fit than their counterparts around the world. In conclusion, normative data for Tasmanian school children were developed and distributed to schools throughout Tasmania for use by teachers in evaluating the fitness of their students.
Several studies have demonstrated that physical fitness in childhood and adolescence is related to cardiovascular risk in adulthood. Current data on the physical fitness of Spanish adolescents are not available. Therefore, the aims of this study were: a) to assess the physical fitness of Spanish adolescents and establish reference values for use in health and educational settings as indicators of cardiovascular health, and b) to determine the percentage of Spanish adolescents below the minimum level of aerobic fitness needed to guarantee future cardiovascular health.
The modified EUROFIT battery of tests was used to assess physical fitness in a representative sample of Spanish adolescents (n=2859; 1357 boys and 1502 girls) taking part in the AVENA (Alimentación y Valoración del Estado Nutricional de los Adolescentes) study.
Standard parameters for the physical condition of Spanish adolescents are reported in this study. The 5th percentile for maximum aerobic capacity (Course Navette test) ranged from 2.0-3.3 palier in boys and from 1.4-1.9 palier in girls. The findings indicate that, on the basis of aerobic fitness, approximately 20% of Spanish adolescents have an increased risk of future cardiovascular disease. This subgroup also performed poorly in all other tests of physical fitness used.
The results reported in this study enable the level of physical fitness in adolescents to be interpreted as an indicator of future cardiovascular health. They also indicate that the physical fitness of Spanish adolescents must be improved to help protect against cardiovascular disease in adulthood.
We sought to meta-analyze the effects of different modes of exercise training on measures of glucose control and other risk factors for complications of diabetes.
The 27 qualifying studies were controlled trials providing, for each measure, 4-18 estimates for the effect of aerobic training, 2-7 for resistance training, and 1-5 for combined training, with 1,003 type 2 diabetic patients (age 55 +/- 7 years [mean +/- between-study SD]) over 5-104 weeks. The meta-analytic mixed model included main-effect covariates to control for between-study differences in disease severity, sex, total training time, training intensity, and dietary cointervention (13 studies). To interpret magnitudes, effects were standardized after meta-analysis using composite baseline between-subject SD.
Differences among the effects of aerobic, resistance, and combined training on HbA(1c) (A1C) were trivial; for training lasting >/=12 weeks, the overall effect was a small beneficial reduction (A1C 0.8 +/- 0.3% [mean +/- 90% confidence limit]). There were generally small to moderate benefits for other measures of glucose control. For other risk factors, there were either small benefits or effects were trivial or unclear, although combined training was generally superior to aerobic and resistance training. Effects of covariates were generally trivial or unclear, but there were small additional benefits of exercise on glucose control with increased disease severity.
All forms of exercise training produce small benefits in the main measure of glucose control: A1C. The effects are similar to those of dietary, drug, and insulin treatments. The clinical importance of combining these treatments needs further research.
Essentially Dance' pilot project evaluation report Produced for the Aldridge Foundation Evidence on the effects of exercise therapy in the treatment of chronic disease
- J Keay
- J Spence
Keay, J., and J. Spence. 2009. 'Essentially Dance' pilot project evaluation report. Produced for the Aldridge Foundation. http://www.aldridgefoundation.com/hfw6wethj0admin/ uploads/files/ED%20pilot%20evaluation.pdf (accessed September 1, 2010) Kujala, U.M. 2009. Evidence on the effects of exercise therapy in the treatment of chronic disease. British Journal of Sports Medicine 43: 550–55.
NRG Youth Dance and Health Project 2005-06 Evaluation Report. Commissioned by the Joint Investment Fund for the Arts in the SHIPS region How forearm position affects grip strength
- E Quin
- L Frazer
- E Redding Richards
- B Olson
- P Palmiter-Thomas
Quin, E., L. Frazer, and E. Redding. 2006. NRG Youth Dance and Health Project 2005-06 Evaluation Report. Commissioned by the Joint Investment Fund for the Arts in the SHIPS region. http://www.hampshiredance.org.uk/documents/NRGEvaluationReport.pdf (accessed September 1, 2010) Richards, L.G., B. Olson, and P. Palmiter-Thomas. 1996. How forearm position affects grip strength. American Journal of Occupational Therapy 50: 133–38.
Physical .activity .in .young .adults: .introduction', .The
- . J Rink
Rink,.J..(2005).'Physical.activity.in.young.adults:.introduction',.The.Journal.of.Physical.
Education,.Recreation.and.Dance,.76.(18),.17-21
Moliner-Urdiales, and A. Polito. 2010. Adolescents' physical activity levels and relatives' physical activity engagement and encouragement: The HELENA study Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis
- M Martín-Matillaz
- F B Ortega
- J R Ruiz
- D Martinez-Gómez
- A Marcos
- D Mcauley
- T Duncan
- V V Tammen
Martín-Matillaz, M., F.B. Ortega, J.R. Ruiz, D. Martinez-Gómez, A. Marcos, D. Moliner-Urdiales, and A. Polito. 2010. Adolescents' physical activity levels and relatives' physical activity engagement and encouragement: The HELENA study. European Journal of Public Healt, 20. McAuley, E., T. Duncan, and V.V. Tammen. 1989. Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly in Exercise and Sport. 60, no. 1: 45–58.
The dance revival: One nation under a groove The Times National Dance Teachers Association Maximising opportunity: Policy paper
- J Mulkerrins
Mulkerrins, J. 2010. The dance revival: One nation under a groove. The Times, Jan 12. http:// women.timesonline.co.uk/tol/life_and_style/women/the_way_we_live/article6984071.ece (accessed September 1, 2010) National Dance Teachers Association. 2004. Maximising opportunity: Policy paper. London, UK: NDTA.
- Edel
- Quin
- Msc
- Dance
Edel.Quin.MSc,.Dance.Science.Lecturer.and.Researcher.
e.quin@laban.org
Mary.Kate.Connolly.MA.
m.connolly@laban.org,.Dance.Science.Researcher
12 References
1. Castillo,.M..J..et.al.,.(2006).'Health-related.fitness.assessment.in.childhood.and.
adolescence:.a.European.approach.based.on.the.AVENA,.EYHS.and.HELENA.studies',.
Journal.of.Public.Health,.14.(5)..
2. ibid.
Arts .and .Cultural .Development .Officer . lyndsey .thompson@gravesham .gov
- Lyndsey
- Thompson
Lyndsey.Thompson,.Arts.and.Cultural.Development.Officer.
lyndsey.thompson@gravesham.gov.uk
Kent County Council
Gail.Brown,.Arts.Manager.
gail.brown@kent.gov.uk
Bounce .at .the .Bell'': .a .novel .program
- . T Beck
Beck,.T..et.al.,.(2005).''Bounce.at.the.Bell'':.a.novel.program.of.short.bouts.of.exercise.
improves.proximal.femur.bone.mass.in.early.pubertal.children',.British.Journal.of.
Sports.Medicine,.39,..521–526.
Arts .and .Regeneration .Officer . emma .wilcox@kent .gov .uk Medway Council David .Cotton, .Arts .Team .Development
- Emma
- Wilcox
Emma.Wilcox,.Arts.and.Regeneration.Officer.
emma.wilcox@kent.gov.uk
Medway Council
David.Cotton,.Arts.Team.Development.Manager.
david.cotton@medway.gov.uk
Children .using .the .Sit-and-Reach
- School
School-aged.Children.using.the.Sit-and-Reach.Test.and.the.Inclinomoter.Measure.of.
Hip.Joint.Angle',.Physical.Therapy,.76.(8).
- . C Foster
Foster,.C..(1975).'Physiological.requirements.of.aerobic.dancing',.Research.Quarterly,..
46,.120
Dance .Development .Consultant . luci .napleton@medway .gov .uk Swale Borough Council Catherine .Herbert, .Arts .and .Heritage
- Luci
- Napleton
Luci.Napleton,.Dance.Development.Consultant.
luci.napleton@medway.gov.uk
Swale Borough Council
Catherine.Herbert,.Arts.and.Heritage.Officer.
catherineherbert@swale.gov.uk
- . N Fallah
Fallah,.N..et.al.,.(2008).'Changes.in.Cognition.and.Mortality.in.Relation.to.Exercise.in.
Late.Life:.A.Population.Based.Study',.PLoS.ONE,.3.(9).
Be .Active, .Be .Healthy: .A .plan .for .getting .the .nation
- Hm Government
HM.Government.(2009).Be.Active,.Be.Healthy:.A.plan.for.getting.the.nation.moving
http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/
digitalasset/dh_094359.pdf.
Thorley Dance Artists
- Sanna
- Nordin
- Ivan
Sanna.Nordin.and.Ivan.Thorley
Dance Artists..
Redding 11 Contacts North Kent Local Authorities Arts Partnership (NKLAAP)
- Edel
- Quin
- Emma
Edel.Quin,.and.Emma.Redding
11 Contacts
North Kent Local Authorities Arts Partnership (NKLAAP)