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The health benefits of creative dance: Improving children's physical and psychological wellbeing
... Nowadays, aerobic dance is very popular in various parts of the world [6]. Quin et al. [7] explained that aerobic dance is a developing kind of sport, favoured by the society for several reasons, such as ease of practice anywhere, alone or together with other people, or low cost. Moreover, several previous studies revealed the benefits of carrying out aerobic dance. ...
... However, those studies lack detailed evidence related to measurements of physiology biomarkers used to investigate the effect of social interaction and the environment of aerobic dance on stress reduction. For example, Quin et al. [7] concluded that aerobic dance could reduce stress and its psychosomatic symptoms in children, but they did not provide concrete measurement results, such as maximum heart rate of each participant in aerobic dance [13] or salivary cortisol or serum cortisol as a parameter to determine the stress level of each individual [14]. ...
... in line with this, without any intention to diminish the value of benefits of the study conducted by Quin et al. [7], we noted that there was also no attention to several other factors that can influence stress reduction, such as environment and social interaction in doing aerobic dance, which are essential for decreasing stress. Some of the previous studies have observed the impact of social interaction [15][16][17][18] and environment. ...
Introduction. Aerobic dance can reduce individual stress response levels and its psychosomatic symptoms, and increase physical fitness. The effect of social interaction and the environment is also considered prominent for reducing stress. The purpose of this study was to measure the impact of social interaction and the environment when practising aerobic dance on reducing stress among first-rate university students in indonesia. Methods. The study involved 16 students (8 males and 8 females) aged 18–20 years. All participants took a series of indoor and outdoor tests. in the indoor-test phase, they did indoor aerobic dance without communicating with one another, while in the outdoor-test phase, they did outdoor aerobic dance and were allowed to interact with one another. The subjects underwent 3 measurements: salivary cortisol was assessed before and after the aerobic dance in the indoor and outdoor test; heart rate was evaluated during the aerobic dance; and rating of perceived exertion was established immediately after each participant had finished the aerobic dance. Results. one-way ANoVA statistical test showed a significant difference between indoor-test and outdoor-test conditions in the measurement of salivary cortisol after the intervention (p = 0.001). independent t-test also revealed a significant difference between both conditions (p = 0.001). Conclusions. More communicative social interactions and conducive outdoor environments that allowed a direct contact with nature in doing aerobic dance had a significant effect in reducing cortisol awakening response in salivary cortisol measurements.
... These results may be due to low sample sizes or to the narrow definition of self-esteem and self-concept used in quantitative measures. These studies are often accompanied by comments from researchers and practitioners (Reynolds, 1992) or, in mixed method studies, qualitative data from participants (Lan et al., 2004;Quin et al., 2007;Shields, 2001) that note an observed positive change in the confidence level of the participants. This finding suggests the need for more qualitative research investigating these observed changes that were not significant in the quantitative data. ...
... Similar positive results for participants were found in evaluations of both music and dance programs such as those studied by Quin, Frazer, and Redding (2007) and Shields (2001). Unfortunately, descriptions of the enacted pedagogy of these programs are limited. ...
... In a mixed methods study conducted in Britain investigating the benefits of creative dance education, children (n=348) aged 11 to 14 participated in a 10-week dance program that took place across two school terms (Quin et al., 2007). The purpose of the study was to assess the psychological and physiological benefits of creative dance for an adolescent population. ...
... Similarly, the selected game for this study was Just Dance 2018, which is a dancebased game in which participants dance to relevant and current pop-culture music. This may have also led to a cohort effect regarding self-efficacy, given that underserved minorities have an affinity to dance 46,47 and, therefore, were confident in their abilities to play Just Dance, irrespective of the small-groups or fullclass setting. It is also possible that the 2 brief exergaming periods of 15 minutes, interspersed by only 15 minutes of rest, may have had some influence on self-efficacy. ...
... Compared with the usual full-class setting, deploying in-school exergaming in small groups appears to be advantageous for decreasing SB and increasing MVPA, steps, and PA-related enjoyment in underserved urban middle school students. Given that many underserved urban middle schools in the United States lack PE programs, 20 leveraging dance-based exergaming, which culturally appeals to this population, 46,47 and doing so in small groups rather than as a full class, may help reduce health disparities by promoting fun and enjoyable MVPA and helping to promote health behaviors that track through the lifespan. 13 These observations may better inform teachers, researchers, and health professionals of more ideal conditions by which to deliver a school-based exergaming program to promote enjoyable PA that can provide motivating PA feedback for all students and achieve MVPA intensities among underserved urban adolescents. ...
Background:
The effects of school-based exergaming interventions on adolescents' physical activity (PA) and psychosocial outcomes have been mixed. Researchers speculate this may be attributed to design issues. Therefore, this study examined differences in urban minority adolescents' PA, enjoyment, and self-efficacy during small-groups and full-class exergaming.
Methods:
Forty-seven urban minority adolescents (83% black; X¯age=11.8+1.3 y) completed two 15-minute exergaming sessions on the Xbox One Kinect Just Dance: (1) small groups (n = 3-4) and (2) full class (n = 23-24). Participants' time in sedentary behavior, light PA, and moderate to vigorous PA and steps were retrieved from ActiGraph GT3X+ accelerometers with enjoyment and self-efficacy assessed using validated surveys.
Results:
Participants spent significantly more time in sedentary behavior (5.9 [5.2] min vs 3.5 [2.7] min, respectively: P < .001, d = 0.57) and less time in moderate-to-vigorous PA (2.1 [2.8] min vs 5.5 [2.2] min, respectively: P < .001, d = 0.85) during the full-class versus the small-groups session. Moreover, small-groups exergaming resulted in significantly higher steps than the full-class exergaming (504.2 [132.1] vs 387.8 [122.1], respectively: P = .01, d = 0.50) and significantly greater enjoyment (3.5 [1.1] vs 3.2 [1.0], respectively: P = .02, d = 0.37). There were no significant differences between sessions for time in light PA and self-efficacy.
Conclusions:
Small-groups exergaming appears ideal for promoting enjoyable PA at higher intensities and lower sedentary time in underserved minority adolescents.
... Algunos trabajos han encontrado efectos positivos en parámetros negativos de la salud mental tras la mejora en el nivel de CF mediante el seguimiento de un programa de ejercicio físico [25][26] . No obstante, en otros estudios se ha encontrado que las mejoras son leves o inexistentes [27][28] . Teniendo en cuenta que hasta donde hemos constatado, no existen estudios que analicen esta temática en escolares de primaria, los objetivos del presente trabajo de investigación fueron: 1. abrir una nueva línea de investigación; y, 2. analizar la relación entre la condición física y el estado de peso con la salud mental en una muestra de escolares de 8 a 11 años del sureste español. ...
... Los escasos trabajos que han analizado la relación entre CF y salud mental muestran resultados contradictorios. En el presente estudio, los resultados muestran la inexistencia de una asociación consistente entre CF y salud mental en escolares de 8 a 11 años del sureste español, lo que concuerda con lo encontrado por Quin et al. 27 , en 311 escolares británicos de 11-14 años, tras analizar qué efectos tenía mejorar el estado de CF mediante la realización durante 10 semanas de ejercicio físico, sobre la salud mental. ...
Existen evidencias científicas de que la condición física es un marcador
biológico de la salud. El objetivo fue analizar la relación de la condición física y
el estado de peso con la salud mental en escolares de primaria del sureste
español. Diseño descriptivo transversal donde se evaluó la condición física
mediante la Batería ALPHA-fitness, a una muestra de 214 escolares entre 8 y
11 años. El índice de masa corporal fue categorizado siguiendo criterios
estándar. La salud mental fue medida a través del General Health
Questionnaire. El análisis de la varianza simple mostró que la condición física y
el estado de peso no se asocian significativamente con la salud mental. Los
resultados indican que la condición física y el estado de peso no constituyen
elementos diferenciadores de la salud mental en escolares de 8 a 11 años del
sureste español.There is scientific evidence that physical fitness is a biological marker of
health. The aim of this study was to analyze the relationship between physical
fitness and state weight with mental health in primary school children from the
southeast of Span. An cross sectional design was implemented, evaluating
handgrip strength, explosive lower body strength, aerobic capacity and speedagility
through ALPHA-fitness test battery of a sample of 214 students between
8 and 11 years. The analysis of simple variance showed that physical fitness
and state weight is not associated significantly with the mental health. The
results indicate that physical fitness and state weight is not a differentiator of
mental health in school children from the southeast of Spain.
... Participating in sport and cultural activities provides children with opportunities to develop in a range of areas, including physically, socially, emotionally and cognitively. Participating in these types of activities in childhood can also increase the likelihood of participating in them in later life; active young people, for example, are more likely to become active adults (Quin et al., 2007). Children's ability to access the internet at home also provides them with a range of educational, entertainment and social opportunities. ...
... Drama for example, provides children with opportunities to develop collaborative skills, to listen to and extend the ideas of others, express their own views, problem solve and reach agreement with others (James, 2005). Dance has also been shown to increase physical and psychological wellbeing, in areas such as aerobic fitness and self-esteem (Quin et al., 2007). ...
This report summarises some of the research on the importance to children of their participation in sport and cultural activities and of them using the internet at home. It includes previously unpublished data from the 2012 Australian Bureau of Statistics' Survey of Children's Participation in Cultural and Leisure activities and analyses participation rates by the type of community a child lives in. It shows that significant proportions of children living in Australia's most disadvantaged communities are not participating in sport or cultural activities or accessing the internet, outside of school.
... In recognition of the falling levels of physical activity in children and young people, dance was used as an alternative to sport, to increase access to physical activity and physical exercise. 14,15 It was found that a 10-week programme of dance improved the physical fitness of the female participants. 14 High levels of satisfaction were reported with a dance programme; 15 however, there was also an issue with high levels of attrition from this programme. ...
... 12,16,21,22,24,25 It is also noteworthy that increased selfesteem, sense of achievement, empowerment, social skills, and positive behavioural changes are consistently reported outcomes throughout the review. 14,16,17,20,22,23,25,26 These factors along with the increased level of knowledge reported all contribute to an individual's sense of self-confidence and well-being, which suggests that participating in creative activities can have a positive effect on the well-being of children and young people. ...
Aims:
Health-promoting strategies need to be culturally appropriate to encourage healthy behaviours and lifestyle choices in children and young people. This rapid review explores the effects of participating in creative activities on the health and well-being of children aged between 11 and 18 years.
Methods:
Building on an earlier systematic review undertaken by Daykin and colleagues(1) a rapid review of the literature published between 2004 and 2011 was undertaken. The search was conducted systematically and included research on music, dance, singing, drama and visual arts, taking place in community settings or as extracurricular activities in mainstream schools. Therapies such as art, drama and music were excluded from the review.
Results:
Following rigorous application of inclusion and exclusion criteria, 20 papers were included in the review: six quantitative, eight qualitative and six mixed-method approaches. The interventions used in the studies were diverse and the research was heterogeneous, therefore overall synthesis of the results was inappropriate. The review is therefore organised into the following headings: sexual health, obesity, mental health and emotional well-being. Despite the methodological weakness and limitations of the majority of the studies there were some consistencies in their findings. It was found that participating in creative activities can have a positive effect on behavioural changes, self-confidence, self-esteem, levels of knowledge and physical activity.
Conclusions:
Although the research evidence is generally weak there is some evidence that using creative activities as part of a health-promoting strategy may be a useful method of increasing knowledge and positive behaviours in children and young people.
... (Berrol et al., 1997) Res ultados Estilo de Danza Tipo de diseño y duración Indicadores medidos Tamaño de la muestra, edad y pa ís Autor y fecha Tabla 1 Características de los estudios incluidos en la revisión En el caso de los estudios con niños se hallo que la Danza favorecía la mejora de los niveles de stress y emociones negativas (West, Otte, Geher, Johnson, & Mohr, 2004), así como mejoraba la autoestima y la confianza (South, 2005). Sin embargo, Quin et al. (Quin, Frazer, & Redding, 2007) encontraron que las mejoras con respecto a la autoestima en niños no eran estadísticamente significativas. ...
Resumen
El presente artículo aporta una revisión sistemática sobre la posible influencia positiva de la danza sobre la salud mental. La revisión fue realizada entre febrero y mayo de 2013 incluyendo las siguientes bases de datos: MEDLINE, APAPsycNet, SPORTDiscus, y Google Academic. Sobre una base inicial de 1.262 artículos se seleccionaron un total de quince que correspondían con los criterios de inclusión de este trabajo. De estos quince estudios, doce de ellos hallaron que a través de un programa de intervención en danza los sujetos mejoraban los niveles de diferentes indicadores de salud mental tales como: estados de ánimo (depresión, niveles de energía, stress, ansiedad, angustia, preocupación), relaciones sociales y con los padres, autoestima, emociones negativas, bienestar, salud autopercibida, confianza en sí mismo, autoimágen corporal y calidad de vida. Aún a pesar de las limitaciones de los estudios presentados en esta revisión. Creemos que se abre una ventana para la consideración de la danza como estrategia de intervención válida para la mejora de la salud mental. No obstante, se trata de un área poco explorada que necesita un mayor número de estudios.
Palabras clave: danza, salud mental.
Abstract: this article reports a systematic review of literature published between february and may 2013 about the influence of dance on mental health. As database we use: MEDLINE, APAPsycNet, SPORTDiscus, y Google Academic. Over a possible database of 1.262 papers, a total of fifteen studies were selected (related to inclusion criteria of this study), twelve of them reported that dance improves levels of different indicators of mental health such as: mood (depressión, energy levels, stress, anxiety, distress, concern), social relationships, family relationships, self-esteem, negative affect, wellbeing, self-reported health, confidence, body image and quality of life. Although researches presented show several limitations. We think this review is the beginning for considering dance interventions programmes as an instrument for improving mental health. Anyway is a new area to explore and more research is need.
Keywords: dance, mental health
... Niños: se halló que la Danza favorecía la mejora de los niveles de stress y emociones negativas (West, Otte, Geher, Johnson, & Mohr, 2004), así como mejoraba la autoestima y la confianza (South, 2005). Sin embargo, otros autores encontraron que las mejoras con respecto a la autoestima en niños no eran estadísticamente significativas (Quin, Frazer, & Redding, 2007). ...
... En particular, actividades como la danza permiten que las personas tengan una vida más sana y enérgica, además genera efectos positivos en aspectos psicológicos y contribuye a que las personas jóvenes estén propensas a convertirse en personas adultas activas (Quin, Frazer y Redding, 2007). ...
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.
... Heightening awareness of somatic cues through attention to the body can improve interoceptive accuracy, essential for emotional regulation (Füstös et al., 2012;Williams et al., 2015). In addition, physical activity supports emotional/mental health (Biddle & Asare, 2011)-mental health is now a key challenge in many schools (Quinn et al., 2007). ...
Background: In the United Kingdom, creative dance is classified as part of physical education rather than an important core subject. Purpose: Taking the U.K. National Curriculum as an example, the article's primary aim is to examine literature exploring the benefits of creative dance, for children aged 3 to 11 years in mainstream state education, to evaluate whether creative dance can be categorized as experiential learning. Methodology/Approach: The literature review included key words in several databases and arrived at potential benefits which can be framed within experiential learning. Findings/Conclusions: The findings identify benefits of creative dance in socioemotional, arts-based, transferable, embodied, physical, and cognitive learning. Conceptualizing creative dance as experiential learning could support it filling a more central role in the curriculum. Implications: This article recontextualizes the role of creative dance in children's learning through reviewing related literature. Creative dance might play a more central role in the curriculum when the benefits and its process are framed as experiential learning.
... 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.
... In many countries around the world, dance is a particular element of the school curriculum across all educational levels, and especially the first two levels of primary and secondary education, as it helps to the holistic development of the student, not only physical but also expressive and creative (Dunkan, 1928;Stinson,1988a;Stinson,1988;Arts Council of Great Britain, 1993;Bergmann, 1995;Miller, 2007;New York City Department of Education, 2007;Irish National Teachers' Organization, 2009;Baltimore Country Public Schools, 2012;Council of Ontario Drama and Dance Educators-CODE, 2016). Even though there are many theories regarding the benefits of dance for children (Dimondstein, 1974;Best, 1985;MacDonald, 1991;Davis, 1995;Swindlehurst & Chapman, 2008;Gilbert, 2015), unfortunately, there is an overall lack of research regarding the impact of dance and movement to the students' developmental integration (Lobo & Winsler, 2006;Quin, et al., 2007;Bungry & Vella-Burrows, 2013;Tsompanaki, 2014).Over recent years, dance is researched as an appropriate form of exercise for all ages that seems to have a particularly beneficial impact to the physical and spiritual health, but also the quality of life (Lee et al., 1987;Lykesas, &Zachopoulou, 2006;Lykesas, et al., 2010;Lykesas, et al., 2012;Bougiesi, et al., 2014;Theocharidou, 2017;Lykesas, et al., 2018a;Lykesas, et al., 2018b;Theocharidou, et al., 2018). In terms of the student, dance offers motivation, improves self-esteem and goal achievement since the student is interested more in discovering herself/himself, becomes more open minded, eager to collaborate with others in order to discover their ideas and work beyond the time limits of the lesson for their realization (Bergmann, 1995;QCA, 2004;Gilbert, 2015). ...
Introduction: BrainDance is proposed as a form of exercise that activates the human body and wires it with the brain. BrainDance can be used as a warm-up or main exercise with all ages and at all learning levels since it contributes to align the body, reorganize the central nervous system, develop focus and concentration, release stress and enhance social skills. BrainDance uses Laban's Movement Analysis. It is an all-promising innovation for the teaching of traditional and creative dance within the context of physical education in the school setting, supporting the psychomotor, cognitive, creative, as well as the social and emotional development of the students, by improving their relationships and communication skills. Aim: The purpose of this bibliographic research is to document that the BrainDance program is an effective form of teaching traditional and creative dance, in order to enhance and efficiently improve the students' quality of life in the school subject of physical education with regard to the psychomotor, emotional, cognitive and social domain. Conclusions: From the literature review, it is evidenced that it is important and necessary to understand the BrainDance program in order to enhance the structured and organized education through the implementation of the BrainDance and Laban's Movement Analysis in a traditional dance program within the school subject of physical education. This dimension of learning multiplies the educational benefits, creatively approaches the relationship among knowledge, action and human interaction, as well as altogether impacts the holistic development of the students and their perceptions regarding the health related quality of life within the school setting.
... 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.
... There is also research evidence indicating that dance provides the elderly with benefits similar to those of other forms of exercise, helping them improve their balance and avoid falls (Federici, Bellagamba & Rocchi, 2005).According to a study by Haboush et al. (2006), a dance intervention implemented in adults with depression improved their self-efficacy and mood, reduced feelings of despair and helplessness, and offered them pleasant experiences. Quin, Frazer & Redding (2007) have demonstrated that active young people are more likely to remain active as adults, and that dance is an excellent vehicle for bringing people into a lifelong healthier and more active lifestyle. According to Yan & Zhoo (2009), dance activity promotes mental health in the elderly, while Kanning & Schlicht (2010) showed that dance improves the elderly's general mood. ...
This paper presents research data upon the relationship between Dance and Quality of Life (QoL), as well as upon the multiple benefits that dance provides concerning the participants' physical, mental, psychological and emotional health, as well as their social and communication skills. The aim of this study was: (a) to analyze the epistemological assumptions based on which relevant research has been so far conducted, and (b) to propose a different assumption about QoL and Dance in general, as well as QoL and Traditional Dance in particular. As a form of physical activity, dance and, by extension, the Greek traditional dance, have highly beneficial impact on communication and interaction skills, provide satisfaction and positive feelings, promote physical and mental health, and generally improve many domains of the participants' QoL regardless of age.
... From the above findings, it appears that the educational intervention of the Creative Dance and BrainDance combination program has improved the students' HRQoL perceptions only for the dimensions "General Mood" and "School and Learning." The survey findings do not agree with the respective research findings of Quin, Frazer, and Redding (2007) concerning 348 students in Great Britain aged 11-14 years old. Why is it that there was an improvement only in these two specific domains and not in the others? ...
The combination of Creative Dance and BrainDance within the context of physical education could be a promising innovation. This combined program can be implemented in primary school to help students achieve a better and more holistic assessment of their Health-Related Quality of Life (HRQoL), covering aspects of physical, emotional, social, and mental functioning and well-being. The aim of this study was to investigate the impact that a combined Creative Dance and BrainDance program based on the Laban Theory of Movement Analysis has on HRQoL perceptions of primary school students when this program is implemented within the context of the physical education curriculum in primary school. For this purpose, an eight-week educational intervention was designed combining Creative Dance and BrainDance into one single program. The survey sample consisted of 32 fifth- and sixth-grade primary school students. The Kidscreen-52 questionnaire was used to collect data. Data analysis was performed with the use of descriptive statistical indices and mixed analysis of variance (ANOVA). Although the results showed no differences between the beginning and end of the educational intervention, a fact that might be due to the small sample and the time of the implementation of the program (limited to 8 weeks), its implementation produced very good results with regard to improvisation, body control, balance, and coordination, as well as kinaesthetic awareness and musical rhythmic skills. Creative Dance and BrainDance promote imagination, creativity, improvisation, and self-esteem in general, particularly in primary school students..
... • Increased social competence in pre-school children (Lobo & Winsler, 2006). • Increased lung and aerobic capacity, and increased flexibility in teenagers (Quin, Frazer, & Redding, 2007). • Enhancing adolescent girls' perceptions of their physical self-worth, attractiveness, competence and strength (Daley & Buchanan, 1999). ...
... Los beneficios para la salud de la Danza Creativa: mejora física y bienestar psicológico (Quin, Frazer y Redding, 2007): Este estudio se basa en un programa de danza creativa de 10 semanas de duración dirigido a una muestra formada por 348 alumnos con edades comprendidas entre los 11-14 años. Este estudio determina que la danza creativa favorece la aptitud física tanto de hombres como de mujeres, pero al contrario que en el estudio anterior, encuentra que las mejoras halladas en el ámbito de la autoestima no son estadísticamente significativas. ...
The Master’s Dissertation that is now presented aims to design an intervention proyect seeking the analysis of the existing relation between dance and the increase of self-esteem levels through the different dimensions it is formed.
For this, a free-creative dance programme is designed and implemented through the Physical Education area and a total duration of 13 sessions, aimed at third cycle Primary school students. In order to evaluate the programme, the Multimedia and Multilingual Questionnaire for the Evaluation of the Self-esteem is used as developed and validated by Ramos in 2008.
The results inform that free-creative dance favours the increase of physical ability self-concept, physical image self-concept, social self-concept, emotional stability self-concept and self-concept in general. This encourages global self-esteem of the third cycle Primary school students.
... Several studies have reported that creative dance improves creativity (Garaigordobil & Berrueco, 2011), enhances social competence of preschool children (Lobo & Winsler, 2006;Williams, 1992), improves wellbeing (Ells et al., 2009), aerobic fitness (Quin, Frazer, & Redding, 2007) and contributes to a healthy weight maintenance of preschool girls (Gallotta, Baldari, & Guidetti, 2017). However, few studies have examined the effects of dance on proprioception. ...
The purpose of this study was to investigate the effects of creative dance on proprioception, rhythm and static balance in preschool children. The treatment group consisted of 32 preschool children which took part in a creative dance programme that lasted 2 months (twice a week), while the control group (30 preschool children) participated in an unstructured free-play setting. Prior to and after the intervention, children were assessed for proprioception (Active-Reproduction Test), rhythm (K-Rhythm Test) and balancing on one foot. The results showed that the treatment group performed significantly better on the proprioception and rhythm post-test measures compared to the control group. No significant differences were found for static balance. It may be concluded that creative dance can positively affect proprioception and rhythmic synchronization in preschool children. Considering the importance of these factors for children’s motor development, it is suggested that creative dance should be included in early childhood curricula.
... Various forms of recreational dance (e.g., hip hop, line, shag) have been identified as attractive to participants because they do not require special ability or equipment in order to participate and offer opportunities for physical activity, fun, social interaction, healing, and personal and creative expression (Beaulac, Kristjansson, & Calhoun, 2011;Brown, 2007;Moe, 2012;Nadasen, 2008;Nieminen, 1998). For adolescent girls, dance is perceived as a physically active, enjoyable leisure activity (Flintoff & Scraton, 2001;Quin, Frazer, & Redding, 2007;Stinson, 1997) that may be more consistent with the feminine ideal (Embry & Rose, 2002;McRobbie, 1984). ...
The purpose of this study was to explore factors that influenced girls' continued participation in community-based competitive dance during adolescence. Phenomenology was the methodol-ogy used and data collection involved two semi-structured interviews with 17 adolescent female competitive dancers and 21 hours of observation at a weekend dance competition in which the participants were competing. Findings indicated the opportunity for flexible participation, en-joyment of the dance experience, and the supportive environment found within their studio were the reasons girls continued in dance. Enjoyment resulted from required time in competition being limited, the variety of genres and routines, opportunities to compete regardless of ability, opportunities for creative expression, and friendship.
Jedan od načina poticanja kreativnosti djece rane školske dobi jest putem pokreta i plesa, čime se zadovoljava njihova prirodna potreba za kretanjem i potiče izražavanje na drugačiji način. Pri tome se ističe kreativni ples, kao vrsta plesa koja potiče cjelovit razvoj djeteta. Imajući u vidu prednosti kreativnoga pokreta i plesa, provedeno je akcijsko istraživanje radi poticanja učenika na kretanje i kreativno izražavanje pokretom te poticanje učenika na međusobnu suradnju. Istraživanje je provedeno s 23 učenika prvoga razreda osnovne škole tijekom svibnja i lipnja 2019. godine. Rezultati istraživanja pokazali su napredak učenika u kreativnom izražavanju pokretom. Znanja koja su stekli rabili su na naučene te na samostalno osmišljene načine, istražujući mogućnosti pokreta koje im pružaju tijelo, prostor, vrijeme i energija. Istraživanje je pokazalo da su kreativan pokret i ples jedan od načina poticanja kreativnosti djeteta u školskom kontekstu, čemu je više pažnje potrebno usmjeriti u procesu suvremenog odgoja i obrazovanja.
Recreational dance is practiced worldwide as a multidimensional physical activity with a potential for prevention of a sedentary lifestyle and overweight/obesity. This study explored in young (7–15 year; n = 21) girls the effect of long-term (>1 year) exposure to recreational (2 h/w) dancing on three-compartment body composition. Recreational dancers (RD) were compared with recreational (≤4 h/w) artistic gymnasts (RG, n = 22) and physically active young girls not involved in structured extracurricular physical activity (control; C, n = 22), adjusting for confounding variables (age, body mass, menarche). We hypothesized for RD an intermediate body composition between RG and C. The three groups had similar age and body mass index. Body composition indices in RD were intermediate between that of C and RG, but RD values were not statistically significantly different vs. C. This agreed with the not statistically significant higher energy expenditure (MET-min/w) in RD vs. C (1357.7 ± 805.32 and 1090.9 ± 596.63, p = 0.172). In conclusion, long-term recreational dance exposure at low volume had limited positive effect on body composition of young girls vs. unstructured extracurricular physical activity. Future work will explore the potential of recreational dance at higher volume (3–4 h/w) to improve body composition in young girls.
Sagledamo li poduku glasovira u dijakronijskom smislu, jasno je da se ona mijenjala kroz gotovo dvjesto godina, uvijek u skladu sa suvremenim zahtjevima društva koji su često bili uzrokovani tehnološkim napretkom i različitim socijalno-društvenim čimbenicima. Logično je pretpostaviti da i naše vrijeme donosi nove izazove koji će utjecati na poduku – nastavu glasovira u odgojno-obrazovnom sustavu Republike Hrvatske, pa je nužno sagledati najzastupljenije didaktičke probleme s kojima se susreću nastavnici glasovira u glazbenim školama. Krenemo li od osnovnih zakonitosti opće pedagogije i didaktike, primijenivši ih na individualnu nastavu glasovira, kritičkim i komparativnim metodama definirat ćemo osnovna pitanja koja obuhvaćaju prepoznavanje glazbene nadarenosti, početak glazbene poduke, planiranje individualizirane nastave, motiviranje učenika, stvaranje radno-produktivne atmosfere, problematiku adekvatne evaluacije u glazbi te osnovne metode rada i integracije suvremenih didaktičko-tehnoloških sredstava u nastavu glasovira. Osvještavanjem problematike i interpretiranjem rezultata nastoji se pomoći klavirskim pedagozima da svoj poziv shvate kao kreativan čin kojim, proniknuvši u bit muziciranja doprinose razvoju mladih glazbenika – budućih reproduktivnih umjetnika profesionalaca i ljubitelja-konzumenata umjetničke glazbe.
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.
Experiences of puberty and how individuals adapt to puberty may be integral to success in ballet; however, there is a paucity of current research in this area. This study explores the lived experiences of nine professional ballet dancers to capture the journey of negotiating puberty in a ballet context. An interpretative phenomenological analysis approach was employed with semistructured interviews utilized to gather rich, descriptive accounts from nine professional ballet dancers from the United Kingdom and United States. Lived experiences were characterized by conflict and struggle, coming to terms with physical changes and possessing grit and grace in order to successfully negotiate puberty, and to succeed and survive in professional ballet. Accepting physical and esthetic strengths and weaknesses and learning how to adapt or how to compensate for weaknesses was described as pivotal. Factors such as social support, the timing and extent of pubertal changes, dance teacher behaviors, and the ballet training context influenced the extent to which dancers experienced conflict and struggle and how easily they were able to come to terms with their adult physique. Further research is needed to explore the implications of maturing and developing within the context of ballet training and to develop strategies to better facilitate healthy development in ballet.
Dance science researchers have developed a body of work and knowledge that focuses on understanding physical and psychological skills, leading to performance optimisation in dance. Research has predominantly focused on what constitutes a fit, healthy dancer, but the focus on dance's creative elements has been considerably less. This chapter provides an overview of the place of creativity in the skillset of a training or professional dancer. Several theories of motivation and personality that might be relevant for developing creativity in dance are discussed. Within this chapter, the authors aim to highlight the fundamental role of psychology in dancers' creativity.
It is a generally accepted fact that exercise promotes well-being and improves mental and physical health. Research supports the belief that exercise reduces stress, decreases anxiety and reduces depression, arguably fostering resilience. Quantitative research reveals that ‘exercise is associated with profound changes in motor, sensory and autonomic regions of the brain’. While our research includes connections to dance as exercise, we extend our research beyond the benefits of exercise, and examine the effects of creative learning through dance as a means for fostering resilience and developing a certain reservoir or ‘wealth’ of resilience. From the outset it is acknowledged that there is no one way of being resilient nor one way of learning to be more resilient.
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.
El objetivo de la presente investigación era adaptar y validar al contexto de la danza educativa, el Cuestionario de Comportamientos Positivos en Educación Física. La muestra estuvo formada por 921 alumnos, de sexo femenino (n = 421) y masculino (n = 500), con edades comprendidas entre los 11 y los 17 años, pertenecientes a cuatro escuelas en México. Esta investigación estaba organizada por ConArte (Consorcio Internacional de Arte y Escuela). Los resultados obtenidos mostraron que el instrumento presentaba una adecuada validez factorial y consistencia interna. Asimismo, el instrumento se mostró invariante en cuanto al género y la edad de los participantes. De esta manera, este trabajo aporta evidencias científicas de que el cuestionario de comportamientos positivos en la danza educativa se muestra válido y fiable para analizar dichos comportamientos durante este tipo de clases.
The Dissertation that is now presented aims to design an intervention proyect seeking the analysis of the existing relation between dance and the increase of self-esteem levels through the different dimensions it is formed.
For this, a free-creative dance programme is designed and implemented through the Physical Education area and a duration of 13 sessions, aimed at third cycle Primary school students. In order to evaluate the programme, the Multimedia and Multilingual Questionnaire for the Evaluation of the Self-esteem is used as developed and validated by Ramos in 2008.
The results inform that free-creative dance favours the increase of physical ability self-concept, physical image self-concept, social self-concept, emotional stability self-concept and self-concept in general. This encourages global self-esteem of the third cycle Primary school students.
Purpose
The purpose of this study was to evaluate Dance for Health, an intergenerational program to increase access to physical activity in an underserved, high risk urban community.
Design and Methods
Dance for Health was developed using community-based participatory research methods and evaluated using an observational study design. The program entailed two hour line dancing sessions delivered by trained dance instructors in the neighborhood recreation center. The weekly sessions were delivered for one month in the spring and one month in the fall from 2012–2016. Nurse practitioner students mentored local high school students to assess outcomes: achievement of target heart rate, Borg Rating of Perceived Exertion, number of pedometer steps during dance session, Physical Activity Enjoyment Scale, and adiposity. Analytic methods included descriptive statistics and mixed effects models.
Results
From 2012–2016, 521 participants ranging from 2–79 years attended Dance for Health. Approximately 50% of children and 80% of adults achieved target heart rate. Achievement of target heart rate was not related to perceived exertion, though it was related to pedometer steps in adults. All participants rated the program highly for enjoyment. There was no change in adiposity.
Conclusions
Dance for Health demonstrated high levels of community engagement and enjoyment. It led to adequate levels of exertion, particularly for adults. Our evaluation can inform program refinement and future intergenerational physical activity programs.
Practice Implications
Dance is an enjoyable, culturally appropriate, low cost method for increasing access to physical activity for children and families.
Today, prominent globalization processes set requirements for lifelong learning in different
arenas of human activity, which presuppose connectedness, cooperation and partnership
on all levels. Dance art and the universal language of dance enable integrative processes
and contribute to the development of a student-focused curriculum. By developing creative
dance abilities, introducing dance art and the current dance scene and educating a future
dance audience, schools contribute to children and youth’s cultural development. Therefore,
the national curriculum also emphasizes the importance of dance art, and especially curriculums
of schools that have a long-term tradition in nurturing the dance culture. Dance
art rounds off children’s education, contributes to a healthy psychophysical development, and
fulfils one of the three basic functions of school – transmission of culture. Using knowledge
about all the advantages of the universal language of dance, the aim of this paper is to gain
insight into dance art and determine its presence in elementary schools by analysing school
curriculums. 67 elementary school curriculums of the Osijek-Baranja County have been
examined and analysed. The analysis encompassed grades 1 through 8 of elementary school,
acknowledging all their specificities and all forms of teaching. Results from a quantitative
and qualitative analysis reveal that dance art is represented in many elementary schools,
mostly in lower grades, and significantly less in higher grades. Dance art can mostly be found
in students’ extracurricular activities, then in activities students participate in outside of
school, in school’s cultural and public activities, and in school projects. This indicates a need
to introduce dance art into higher grades of elementary school, and also a need to introduce
more dance art in lower grades of elementary school. This research has shown that dance is
not neglected in schools, but if we take into consideration its developmental determinants,
it can be said that it deserves more reverence, similar to ones other art forms have. All art
forms, including dance, should have more space in school curricula, which is confirmed by
different curricular experts.
Keywords: dance art, school curriculum, students, elementary school
The Dissertation that is now presented aims to design an intervention proyect seeking the analysis of the existing relation between dance and the increase of self-esteem levels through the different dimensions it is formed. For this, a free-creative dance programme is designed and implemented through the Physical Education area and a duration of 13 sessions, aimed at third cycle Primary school students. In order to evaluate the programme, the Multimedia and Multilingual Questionnaire for the Evaluation of the Self-esteem is used as developed and validated by Ramos in 2008. The results inform that free-creative dance favours the increase of physical ability self-concept, physical image self-concept, social selfconcept, emotional stability self-concept and self-concept in general. This encourages global self-esteem of the third cycle Primary school students. © 2017: Servicio de Publicaciones de la Universidad de Murcia Murcia (España).
Bu calisma, farkli bolumlerde ogrenim goren ve halk danslari dersi secen universite ogrencilerinin dans ozyeterlik algilarini belirlemek amaciyla yapilmistir. Calismaya, Celal Bayar Universitesi’nin farkli bolumlerinde (Fakulte, Yuksekokul, Meslek Yuksekokulu) ogrenim goren ve Halk Danslari Dersi secen 42’si kadin (%72,4) ve 16’si erkek (%27,6) olmak uzere toplam 58 ogrenci katilmistir. Calismaya katilan ogrencilerin tumu 2. sinif ogrencilerinden olusmaktadir. Arastirma sureci icerisinde bir olcme araci gelistirilmeye calisilmis ve verilerin analizinde SPSS 20.0 programi kullanilmistir. Gelistirilen olcegin faktor analizinden elde edilen KMO degeri .89 ve guvenirligi icin elde edilen Cronbach Alpha katsayisi .94’tur. Yapilan analizler sonucunda halk danslari dersi secen ve farkli bolumlerde ogrenim goren ogrencilerin, ogrenim gordukleri bolumler acisindan dans ozyeterlik algilari yuksek duzeyde ( =3,43-3,69) bulunmus, gruplar arasinda anlamli bir fark olmadigi tespit edilmistir (p=,397; p> 0,05). Ayrica, yapilan analizler sonucunda cinsiyetler arasinda dans ozyeterlik puanlari bakimindan ortalamalar arasinda fark olmadigi ( =3,54-3,57) tespit edilmistir. Alanyazin tarandiginda, Turkiye’de dans ozyeterlik ile ilgili yapilmis calismalarin diger alanlarda yapilan ozyeterlik calismalari karsisinda yok denecek kadar az durumda olmasinin bu calismayi degerli kildigi dusunulmektedir. Anahtar Kelimeler: Olcek Gelistirme, Dans Ozyeterlik, Halk Oyunlari, Halk Danslari.
Physical changes associated with puberty may conflict with functional and aesthetic ideals for a career in ballet. The dance teacher is in a position to guide young dancers through the pubertal transition, although dancers rather than teachers are often the focus of research. This study explores the social stimulus value of the female body in ballet as perceived by the dance teacher and how value may change during puberty. Ten UK dance teachers were interviewed; interpretative phenomenological analysis was used. Four main themes perceived by dance teachers emerged as central to the social stimulus value of the body among adolescent dancers: the ideal body; teacher approaches to managing puberty in the dance environment; puberty as a ‘make or break’ stage in ballet; and teacher awareness of pubertal onset and the implications of timing. Dance teachers can play an important role in moderating external and individual expectations during the pubertal transition.
There is a general recognition of the lack of progression routes for dancers with disabilities. Alongside this, there is a lack of understanding of how best to identify and develop talent among young disabled dancers. The current study sought to address this gap in the literature by investigating criteria that might be appropriately applied when auditioning young disabled dancers and then exploring important practical considerations for training and talent development. To this end, 18 expert dance practitioners working in the integrated dance sector were interviewed about their audition and training methods; this data was supported through the gathering of existing talent criteria which is used to assess young disabled dancers and observations of four specialist dance groups’ technique class. Content analysis revealed that movement quality (rather than specific technical skills), creative potential, passion and a strong work ethic are the most important and appropriate criteria with which to identify talent among young disabled dancers. In terms of training, knowing the dancer and his or her support needs before training commences appears crucial, as does adopting an open, flexible approach to teaching. High standards should consistently be set, while pacing and adaptation are key practical considerations. The results of this study offer practical recommendations to educators working in integrated and/or talent settings with young disabled dancers.
Little is known about how community dance influences well-being. Grounded in selfdetermination theory (SDT), this study examined the relationship between dancers' perceptions of the motivational climate, basic need satisfaction (competence, autonomy and relatedness) and motivation-related variables (intrinsic motivation, enjoyment and perceived effort) in community dance. A total of 84 dancers (mean age=44.28 years, SD=20.04) regularly attending community dance groups in any style, completed a questionnaire addressing the targeted variables. Hierarchical multiple regression analyses supported a model in which dancers' perceptions of a task climate positively predicted autonomy and relatedness satisfaction. In addition, a model in which dancers' intrinsic motivation, enjoyment and perceived effort were predicted by their perceptions of the motivational climate and need satisfaction was partially supported. This study provides preliminary evidence as to the applicability of SDT to community dance and indicates the importance of promoting task-involving climates in order to foster positive experiences from community dance participation.
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