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- Title
A DIFFERENT APPROACH TO TEACHING TRADITIONAL DANCE IN PHYSICAL EDUCATION CLASSES.
- Authors
Nikolaki, Eugenia; Koutsouba, Maria; Venetsanou, Fotini; Lykesas, Giorgos; Fountzoulas, Giorgos; Savidou, Despina
- Abstract
The aim of the present study was to investigate the implementation of the Laban Notation-based method for Teaching Dance (LANTD) in the teaching of traditional dance (TD). In particular, the study examines the impact of the LANTD method on students' dance performance and intrinsic motivation. For that purpose, sixty-three (N=63) 5th and 6th-grade students (32 boys and 31 girls), aged 11-12 years (M = 11.76+0.62) were divided into the experimental group (EG) and the control group (CG). A quasi-experimental intervention study was used with pre and post-tests. Both groups were taught Greek TD for twelve consecutive physical education lessons. The EG was taught TD using the LANTD method, while the CG was taught TD with the traditional reproductive method (the mimetic approach). Students' dance performance was assessed with the Dance Performance Assessment Instrument whereas their intrinsic motivation was assessed with the Intrinsic Motivation Inventory in its Greek version. For data analysis, repeated-measures ANOVAs were utilized. The results revealed that the EG compared to the CG demonstrated significantly higher improvement in dance performance (F(1,61) = 6.20, p<.05, 2 = .10), interest/enjoyment (F(1,61) = 22.37, p < .001, 2 = .27), and effort/importance (F(1,61) = 8.51, p<.05, 2 = .12). In addition, students of the EG improved their perceived competence. It can be argued that the LANTD method of teaching TD was more effective than the traditional method at improving dance performance and promoting intrinsic motivation. However, more research is required to provide further evidence of the effectiveness of the LANTD method in the teaching practice of TD.
- Subjects
DANCE education; PHYSICAL education; DANCE performance; LABANOTATION; ANALYSIS of variance
- Publication
Facta Universitatis: Series Physical Education & Sport, 2023, Vol 21, Issue 1, p1
- ISSN
1451-740X
- Publication type
Article
- DOI
10.22190/FUPES221122002N