The Impact of the Experimental Dance Program on the Motor Coordination of Children

Pantelić, Saša; Uzunović, Slavljub; Đorđević, Nenad; Stošić, Dejan; Nikolić, Dušan; Pirsl, Danica

doi:10.22190/fupes181004050p

Cited by 6 publications

(9 citation statements)

References 16 publications

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“…The relationship between the quality of dance performance and coordination as a motor skill was evaluated using five different measurement tools. The data revealed statistically significant correlations between dance performance quality and levels of motor coordination [20]. Furthermore, a study aimed to demonstrate the impact of educational dance on children's motor development compared the motor skills of children engaged in educational dance with those who did not participate in dance activities, based on assessments conducted over a 6-8 month period [21].…”

Section: Discussionmentioning

confidence: 99%

Influence of dancesport on segmental coordination development in 6-8-year-old children

Chilom,

Potop,

Mihaila

et al. 2024

ppcs

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Background and Study Aim. Dancesport significantly contributes to segmental coordination development in 6-8-year-old children through rhythmic movements and interaction with dance partner. The study aimed to investigate the impact of dancesport on segmental coordination development in children aged 6 to 8. Material and Methods. The study involved a group of 14 children aged 6 to 8 from the National Children's Palace in Bucharest. Research was conducted from February to June 2023. Segmental coordination assessment for upper limbs was done using Witty SEM, with 16 impulses of the smart semaphores (Lap L1-16) at 4 difficulty levels. Parameters measured: visual reaction time for each Lap (seconds), Lap mean (seconds), and total time (seconds). During the study period, a program with dancesport elements (Standard and Latino styles) was implemented for 36 hours, 2 hours per week. Comparative analysis between difficulty levels was done using ANOVA test, Single Factor Analysis of Variance, and Paired Comparison for Means. Statistical significance was set at p<0.05. Results. Comparative analysis between difficulty levels in the initial and final tests reveals an increase in Lap mean from L1-2 (24.5%) in the final test to L2-3 (53.8%) and L3-4 (24.6%) in the initial test. Comparing the average results of difficulty levels between tests, a decrease in visual reaction time by 0.04 seconds at L1, an increase by 0.03 seconds at L2, a decrease by 0.08 seconds at L3, and a decrease by 0.19 seconds at L4 were observed. Comparative analysis results of segmental coordination between tests at each difficulty level show significant differences of 5.6% (p<0.05) and 22.2% (p<0.01). Negative differences, indicating better performance between tests, are also observed at L1 by 33.3%, at L2 by 55.5%, at L3 by 38.9%, and at L4 by 27.8%. Conclusions. The study results reveal a significant increase in difficulty level among 6-8-year-old children, emphasizing the positive influence of dancesport elements on segmental coordination development. Comparative analysis of visual segmental reaction across different difficulty levels highlighted significant differences. Superior performances observed at lower difficulty levels comparing initial with final tests indicate an improvement in segmental coordination abilities.

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Section: Discussionmentioning

confidence: 99%

Influence of dancesport on segmental coordination development in 6-8-year-old children

Chilom,

Potop,

Mihaila

et al. 2024

ppcs

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“…There are studies on the relationships between creative dance and social skills (Lee, Kim, Lee & Lee, 2002;Lobo & Winsler, 2006;Hoque, 2007;Lykesas, Tsapakidou & Tsompanaki, 2014), communication skills (Pavlidou, Sofianidou, Lokosi, & Kosmidou, 2018), ego (Hoque, 2007), sensory awareness and motor skills (Chatzopoulos, Doganis & Kollias, 2019;Pollatou, Karadimou, & Gerodimos, 2005;Pavlidou, Sofianidou, Lokosi & Kosmidou, 2018) in the pre-school period. Researchers examined the relationship between pre-school children's motor performance and social dances (Çelik Arslan, 2012) and traditional dances (Biber, 2016;Venetsanou & Kambas, 2004;Stanišić, Kostić, Uzunović, & Marković, 2008). Shen, Zhao, Huang, Liu, and Fang (2020) examined the effect of street dance on the executive functions of 3-6year-old children.…”

Section: Dance Education In Early Agesmentioning

confidence: 99%

Investigation of the Effects of Dance Education Applied to 5-Year-Old Children on Their Social-Emotional Adjustment

TOK¹

2023

jshsr

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This research aimed to investigate the effects of a dance education program applied to 5-year-old pre-school children on their socio-emotional adjustment (appropriate behavior to social living requirements, appropriate response to social situations, interactions with peers, and positive approach to a social environment). A quasi-experimental research design was used in the study. The study group was composed of 40 children (20 in the control group, 20 in the experimental group) attending pre-school in İstanbul. "Marmara Social-Emotional Adjustment Scale," developed by Güven & Işık (2006) for 5-year-old children, was used as the data collection tool. The dance education was given to the experimental group by an expert dance instructor for approximately 40 minutes, once a week for 24 weeks. Due to the lower level of difficulty, it is planned to teach Artvin region folk dance (12 weeks), one of the traditional dances, in the first term, and Salsa training in the second term. Mann-Whitney's U-test and Wilcoxon's signed-rank test were used to analyze the data. This study revealed a significant statistical difference between the experimental and control groups' post-test scores of socio-emotional adjustment (except for the positive approach to the social environment) in favor of the experimental group. There were statistically significant differences in overall social-emotional adjustment skills and appropriate behavior to social living requirements and appropriate response to social situations subdimensions in favor of boys. No significant difference was observed between groups in interaction with peers and positive approach to the social environment sub-dimensions according to gender. Moreover, dance education activities performed in the experimental group had a consistent and positive impact on their socio-emotional adjustment skills.

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“…The duration of the experiment was 16 weeks according to the recommendations of the researchers (Miletić, 1999;Kostić et al, 2003;Kautedakis et al, 2007;Uspuriene, 2015;Uspuriene et al, 2019). The dancers in the experimental and control groups were taught three times per week (1.5 hours each).…”

Section: Research Sample and Proceduresmentioning

confidence: 99%

Can the Curriculum of Creativity Affect Motivation to Dance?

Ušpurienė

2023

PED

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The aim of this study is to investigate whether the curriculum of creativity affects motivation to dance. The experiment was conducted. Forty dancers were divided into experimental and control groups. The experiment was carried out for sixteen weeks. Dancers in the control group were educated according to a regular programme designed by the teacher, while dancers in the experimental group were given the creativity curriculum. To assess the effect of different curricula on dancers' motivation, a questionnaire survey was conducted at the beginning and at the end of the experiment.

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The Impact of the Experimental Dance Program on the Motor Coordination of Children

Cited by 6 publications

References 16 publications

Influence of dancesport on segmental coordination development in 6-8-year-old children

Influence of dancesport on segmental coordination development in 6-8-year-old children

Investigation of the Effects of Dance Education Applied to 5-Year-Old Children on Their Social-Emotional Adjustment

Can the Curriculum of Creativity Affect Motivation to Dance?

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