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Williamson, Emilie Renne Champagne. "Physiology in Dance: Instructional Presentation for Dance Students." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297805.
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The purpose of the following document and supplemental presentations and questionnaire is to provide an overview of physiology as it relates to dance and introduce students of dance to physiology and nutrition and so begin to encourage them to think more about how the body works and how best to sustain it. The audience chosen for the original presentation of information are the University of Arizona School of Dance freshman students, who were chosen for their dedication to dance and with the hope that the provision of this information during their freshman year, will aid them in sustaining their dance for years to come. The resulting survey analysis provided information from which to base further physiological and nutritional emphasis in their education. At the conclusion of the survey it is clear that there is a focus among dancers in their crosstraining and nutritional practices, though larger populations of students would also reveal more accurate survey results as well as guidance for future instruction. It is my hope that through providing information we may prevent young dancers from suffering under common misconceptions that may limit their performance and in turn, their career.
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Krantz, Goran. "Students' experiences of dance : a hermeneutic phenomenological study." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3189.
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The dominance of instrumentalism and utilitarianism in education today tends to reduce the value of dance. Research on dance in education is very limited. Recent reviews of research on the arts in education propose that research has to move from exploring transfer effects of artistic activity towards exploring the meaningfulness of the arts themselves. New researches as well as new theoretical approaches are thus called for (Winner, Goldstein and Vincent-Lancrin, 2013). Hence my research question is: what are students’ experiences of dance? Research on experiences in the arts is contested by the problem to verbalise lived experience. Therefore, in the thesis, a new method based on hermeneutic phenomenology (HP) and arts-based research (ABR) is developed. It includes artistic activity in three forms arts: dance, poetry, and visual art. An oral interview built on a circular structure gives the students a variety of opportunities to interpret and verbalise their experiences of dance. Twenty students, 18 years old, who regularly dance in school, participated. Answers were analysed following van Manen’s (1990) method of structural analysis of themes, including poetic interpretations. The findings reveal that dance is experienced as very important for personal exploration and transformation. Experiences of finding ‘my home’, security, freedom, authenticity, well-being, and happiness are most evident in research participants. Dance strengthens students’ motivation to take on the challenges of life and their ability to concentrate. The experience of dance is described as an extraordinary state of mind. Both participant evaluations and the analysis of results indicate that the method, phenomenology of artistic practice, was successful. Thus this thesis contributes to the development of ABR and HP. A theoretical perspective placing artistic activity at the centre of the creation of knowledge and based on Gadamer’s (1993) ideas on Bildung is presented. Recent educational discussions (Biesta, 2012) highlight the importance of interpretative activities and understanding of self in setting future directions for education. This thesis discusses dance in relation to this context and indicates that dance is an important school subject, being based on existential values. In concluding that dance has a positive influence on the life of the students and provides a unique opportunity to explore self, this thesis argues that educationalists should reconsider the value of dance in schools.
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Caudill, Matthew A. "Learning to dance while becoming a dancer identity construction as a performing art /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001024.
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Bottamini, Gina L. "Ballet teachers, a source of perceived weight loss pressure in female ballet students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57088.pdf.
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Playsted, Siân. "The Underlying Aspect of Dance Injury : A qualitative research study to identify dance students' emotional reactions to injury." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31534.
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It is an accepted fact that dancers are likely at some time or other to experience a physical impediment during either their education or professional career. Despite this, there is little focus placed upon the emotional reactions which are connected to this. In this study various emotional reactions connected to dance injury were identified and analysed. Information was gathered by using a qualitative interview method in which four injured dance students participated. The result showed that there were various reactions, both positive and negative, and that connections could be made to both stage models and cognitive appraisal models, two existing theories surrounding the subject. Particular focus was placed upon the individual's experiences regarding their diagnosis, recovery process, social support and sense of self. These categories revealed a number of similar reactions including lack of trust for authority figures and a re-defining of identity. A prominent factor within the research was the need for an increased awareness regarding the importance of social support and dancers' health education connected to injury. In conclusion, it would be accurate to say that dancers' injuries are not simply physical, but also emotional, and therefore both of these aspects need to be acknowledged equally.Det är ett givet faktum att dansare någon gång under sin utbildning eller sin professionella karriär kommer att erfara någon form av skada. Trots det ägnas det mycket lite fokus åt vilka emotionella reaktioner som kan uppstå av detta. I denna studie har varierande känslomässiga reaktioner kopplade till skador identifierats. Information har samlats in genom kvalitativa intervjuer där fyra danselever med fysiska skador medverkat. Resultatet visar att reaktionerna är varierande, både positiva och negativa, och kan knytas an både till stadiemodeller och kognitiva modeller, två teorier rörande frågan. Särskilt fokus har lagts på individens upplevelser kring diagnos, återhämtningsprocessen, socialt stöd och självkänsla. Inom dessa kategorier visade sig ett antal likartade reaktioner såsom brist på tillit till auktoriteter och omdefiniering av identitet. En tydlig faktor som framkom var behovet av en ökad medvetenhet kring vikten av socialt stöd för dansares och utbildning inom hälsa. Sammanfattningsvis kan det konstateras att dansares skador är inte bara fysiska, utan även emotionella, och därmed måste båda dessa aspekter bejakas lika.
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Quinn, Mallory J. "An Evaluation of the POINTE Program to Guide Dance Instructors to use Behavioral Coaching Procedures with their Dance Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6932.
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This study evaluated the POINTE Program, a manualized behavioral intervention designed for use by dance instructors to improve student dance performance using behavioral coaching procedures. This study consisted of three phases. Phase 1 was a formative evaluation of the POINTE Program, which assessed the technical adequacy of the manual. Feedback from 3 experts in Applied Behavior Analysis (ABA) and 4 dance instructors were used to improve the manual content in this phase. Overall, the experts and instructors viewed the POINTE Program as providing accurate information on the basic ABA backgrounds and suggesting behavioral coaching procedures appropriate for use in a training context to address the needs of dance students although certain terms and procedures needed clarification, and minimizing ABA terms and creating videos were required based on their feedback before conducting Phase 2 evaluation. In Phase 2, the feasibility of the POINTE Program was examined with 4 instructors and their 4 students using a multiple-baseline design and structured individual interviews. The results indicated the dance instructors could assess their target student’s skills, select and implement a coaching procedure with fidelity, and monitor student progress without much difficulty. They suggested the provision of consultation in the form of performance feedback, addition of session scripts, and clarification over certain aspects of the coaching procedures following their use of the program. In the final phase, the potential efficacy of the refined POINTE Program was examined using a multiple-baseline design with 4 instructors and their 4 students, which demonstrated that dance instructors could successfully implement behavioral coaching procedures with a minimal feedback support through the use of POINTE Program components, demonstrating the feasibility and potential efficacy of the use of the POINTE Program by dance instructors to enhance student dance performance.
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Andresen, Jannicke von Essen. "Embodied knowledge in high-school dance students; communicating the bodily experience." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for musikk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17103.
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Evelyn, Mary. "A framework for the studio teaching of professional contemporary dance students." Thesis, University of Kent, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298102.
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Henn, Erica D. "A study of injury and its prevention in first-year university dance students." Thesis, Temple University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111320.
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The subject of dance and injury has become an increasingly important area of study for sports medicine, education, and dance studies. However, the majority of current research focuses on professional dancers or pre-professional dancers in a conservatory training context. The research typically overlooks dancers in a university setting who pursue baccalaureate-level dance programs. This small-scale research study therefore focuses on collegiate dancers in their first year of study in a liberal arts dance program. As this population often sustains injuries, the thesis project seeks to examine the management of injury strategies and to create injury prevention guidelines for the liberal arts dance department, its dance classes, and a hypothetical syllabus for a first-year injury prevention course. The research methodology adopts three approaches: a survey of the incoming freshman dance class at Temple University; a detailed study of six previously or currently injured dance students through interview; and a critical assessment of the research on dance injury. The injury prevention guidelines developed from the student injury surveys, interviews, and assessments will focus on basic, yet essential, information regarding injury management and misconceptions, and the guidelines will prepare collegiate-level dancers for future injury challenges they may face.
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Pietraroia, Regina. "The Effects of Dance Education on the Emotional Intelligence of Underserved Students." University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1321294319.
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Cost, Julia Allisson. "In Passing." Scholarship @ Claremont, 2009. http://scholarship.claremont.edu/scripps_theses/14.
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My intentions for "In Passing" were to build the beginnings of an education philosophy through a richly varied choreographic process. I wanted my dancers to come away from this work with a heightened eagerness to explore the unfamiliar and an increased confidence in their ability to support one another and be supported, and I wanted to learn to more effectively and tenderly lead a group of many different personalities through a long-term creative experience. I think we have been successful.
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Kilbourne, John R. "Building a bridge between athletics and academics." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240496158.
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Yeung, Kwan-yu Frederick, and 楊君儒. "Teacher and student perspectives of the "comprehensive dance project"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B27586911.
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Carter, Carmen Stephanie. "Effects of formal dance training and education on student performance, perceived wellness, and self-concept in high school students." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0006669.
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DeQuattro, Anthony Frank. "A comparison of the beat competency and rhythm pattern imitation of high school instrumental music students and high school dance students." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10979.
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Thesis (D.M.A.)--Boston UniversityLeading music educators, such as Dalcroze, Orff, Kodály, and Gordon, enthusiastically support the use of movement in the teaching of rhythm. This endorsement, coupled with the number and variety of studies that have examined movement and its impact on music learning, reflects the importance music educators and researchers have placed on movement's pedagogical possibilities. If movement is important in achieving rhythmic competency then it follows that students who participate in dance should possess rhythmic skills that equal or exceed those of music students. In order to examine the impact of movement, this study compared dance training and music training in the development of the rhythmic abilities of beat competency and rhythm pattern imitation. Secondary purposes were to determine the impact of the amount of instrumental music instruction, the amount of dance instruction, the type of instrument studied, or the style of dance studied. For this study, a causal-comparative design was employed. Participants (N = 84) were drawn from four arts magnet high schools and one traditional public school in Connecticut and were stratified into groups defined as music students and dance students. The beat competency and rhythm pattern imitation skills of each subject were then measured using the Rhythm Performance Test-Revised, a computer-generated test, and results for each group were compared. Results indicated a statistically significant difference in favor of the music students on both the beat competency and rhythm pattern imitation measures. Further investigations indicated a statistically significant, negative relationship between the amount of dance training received and scores on the rhythm pattern imitation measure among the dance students. The percussion students scored statistically significantly better than all other music students on the beat competency measure. The study gives us initial insights into how music and dance pedagogical approaches work independently of each other. Whereas past studies have suggested that rhythmic movement may positively impact rhythmic ability when added to methods of rhythm pedagogy, this study suggests that rhythmic movement cannot replace the direct instruction of rhythm in a musical context.
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Ryan, Susan M. "Life-span developmental perspectives of the professional dance career." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36671/1/36671_Digitised%20Thesis.pdf.
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A professional career in dance can be challenging, with training commitments often from a young age, years of physically exacting work, and, in the latter career stages for some dancers, the struggle to preserve physical abilities in an effort to maintain performance roles. Yet, there is scant empirical knowledge of the degree to which the pursuit of a dance career relates to dancers' psychological and career development across the life-span. The present research, comprising three studies, investigated dance performers' identification with the dancer role and their career development prior to, during, and following a professional dance career.
In Study 1, elite dance students (n = 134) from a number of Australian states completed measures of dancer identity, identity development, career maturity, and five-factor personality. In contrast to expectations derived from similar research on young athletes, a strong dancer identity was not maladaptive to dance students' ego identity formation or career development. In particular, identification with the dancer role was beneficial to young dancers' identity formation, with high investment in the dancer persona related to the formation of an achieved identity and related inversely to identity foreclosure. Students with heavy dance training commitments were not at risk of attenuated career exploration or planning, however, these dancers tended to have low identity achievement scores. Dance students did not differ from their peers (223 tertiary students) on career maturity measures and were equally likely to have formed an identity, suggesting that dancers may adapt to associated environmental constraints and reduced exploration opportunities.
In a second study, 98 professional dancers completed measures of dancer identity, career stage concerns, career change confidence, career goal achievement, career planning, and personality. A stronger dancer identity was associated with concerns typifying the career establishment stage, whereas concern for separation from a dance career (representing the disengagement stage) was related to less self-definition as a dancer. The latter finding may auger well for dancers' subsequent dance career transition adaptation, given that a weaker dancer identity was a significant predictor of dancers' confidence to adjust successfully to a hypothetical prospective career change :from dance. Career goal attainment and career planning did not predict career change confidence. Dancers embarking on a career transition were more concerned than individuals not leaving dance with issues related to not only the disengagement stage, but also the career exploration stage, thereby demonstrating their career adaptability. Dancers not intent on a career change displayed more concern for establishing and maintaining their career positions than other dancers. Thus, dancers in the middle of their careers may fail to anticipate future career events associated with the time-limited nature of a dance career.
An interview-based methodology was employed in Study 3 to elaborate key findings from the first two quantitative studies. Responses :from 15 former professional dancers indicated that dancers may attempt to mitigate the impact of a strong dancer identity on the quality of their career transition by a variety of processes including conscious detachment :from their dancer role. The timing of the career transition, precursors to career cessation, and intended post-transition career direction may further influence dancers' divestment of their dancer role prior to transition. An association between dancer identity salience and transition adjustment was evident for the majority of dancers; however, less identification with dance was neither a necessary nor a sufficient condition in determining the quality of transition adaptation.
Instead, a number of factors mediated this relationship such as additional life-roles, social support, and challenges associated with transition. Career planning throughout a dance career appears challenging due to the interplay of contextual, social, and individual factors. Consequently, a number of recommendations were made to enhance dancers' career development. Finally, beneficial outcomes from dance career transition were identified, with positive gains not confined to dancers who experienced a smooth transition.
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Eliott, Jaklin. "Achievement motivation : its role in the incidence of extreme eating behaviours in female modern dance students /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpse42.pdf.
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Allen, Beverly Joyce. "The effect of dance/movement on the self-concept of developmentally handicapped fourth and fifth grade students /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671108305078.
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Jacobs-Percer, Jonnie Lynn. "Does the Discipline of Ballet Give Its Serious Students Transferability Into High Academic Achievement?" University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337007363.
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Kella, Greta. "What? Do I look like this? : A qualitative study of mirrors’ impact on contemporary dance pedagogy students’ experiences of themselves." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-351.
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The purpose of this study was to describe how mirrors affect contemporary dance pedagogy students’experiences of themselves. Empirical material was collected through semi-structured interviews with four dance pedagogy students at the School of Dance and Circus, and analyzed with the help of post-humanistic perspective and Lacanian mirror stage theory. The results suggest that mirrors are active agents that participate in several things, for example they create an evaluating gaze, objectification, alienation from the subject as a unity, experience of two-dimensional bodies and distraction. The results also suggest that the mirrors actively create afront and direction, and therefore they shield dancers from sensing their ‘inner selves’ as well as others in theroom, time and space. The feeling of success and mood affect the way dancers feel about their mirror images and themselves. In summary, this study stresses that the mirror, an object, is active and agentic, instead of thinking that the dancer is the only active part in the dancer-mirror relationship.
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Jackson, Jeanette. "Culturally-Responsive Dance: Building Community One Step at a Time." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1356091805.
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Lee, Yi-Kuan, and 李奕寬. "The Dance Injuries－A Survey on Students Majoring in Dance in Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/94657001044658741353.
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碩士國立臺灣師範大學
體育學系在職進修碩士班
92
Abstract This study aims at understanding situation that the dance injuries of dance students in Taiwan. The subjects were students from dance classes of elementary school, junior high school, senior high school and university in Taiwan, 2002. The study was conducted by Dance Injuries Questionnaire Survey. There were 2417 subjects with 2258 returned and 2166 were responded. The content of the study included the background of the dance students, the types of dance、the types of injury、the causes of injury and the corporal sites of injury which due to dance students suffered injuries. Data were analyzed by frequencies distribution、percent and Chi-square, using SPSS 8.01 edition for windows software. The following conclusions were reached： 1. There were 86.3％ dance students who had injury. 2. There were 36.0％ dance students who suffered from injury between 16 and 20 years old. 3. The highest rate of injury for Folk Dance was 35.8％ for elementary students followed by 33.3％ for junior H.S. students. For Chinese Opera the highest rate of injuries were 34.2％ for senior H.S. students. For Modern Dance, university students had the highest rate at 29.2％. 4. The dance students’ major corporal sites of injury were: the ankle（29.1％）, the knee（15.7％）and the waist（14.2％）. 5. Most of the dance students’ types of injuries were muscle injuries（28.6％） and tendon injuries（17.8％）. 6. Most of the dance students’ causes of injuries were inadequate warm-up（20.6％）, over practice（13.0％） and incorrect technique（12.9％）.
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Jr, Eleazar S. Sagarino, and Eleazar S. Sagarino Jr. "Dance Video Tutorial in Learning Folk Dance among Grade-8 Public School Students." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rs4j5m.
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碩士樹德科技大學
應用設計研究所
107
Abstract The study intended to assess whether the use of dance video tutorial would be effective in learning folk dance among Grade 8 public school students. Specifically, the study aimed to answer the following research questions on how the dance video tutorial helped the learning process of students, the challenges that the students and teacher encountered and how it influenced the affective domain of the learners. So, this study utilized Descriptive method initiated to the Quantitative and Qualitative approaches. The focused of the study were the Grade-8 students in Nemesio-Epifania Taneo Memorial High School in Tingo, Lapu-Lapu City, Cebu, Philippines. The research subjects of the study were chosen purposively based on its number of enrollees. There were two hundred ten (210) respondents in this study, one hundred eighty (180) students were the actual respondents and the remaining 30 students served as the respondents for the reliability testing for survey questionnaire. The techniques and tools for data collection were questionnaires and interviews. Both qualitative and quantitative data were collected and analyzed to answer the problems covered in the research. Majority of the students love to use dance video tutorial. The study revealed that 74.125 % of the students agreed that the content of dance video tutorial is convincing, 74.67% of the learners agreed that it is challenging and 81.79% of the students strongly agreed it is motivating as a tool for learning folk dance. There is a significant difference between the performance of the learners receiving the method of using the dance video tutorial to that of the learners receiving the traditional method of teaching or chalk-talk. It can be concluded in the study that majority of the students love to use dance video tutorial and it is an effective tool in learning folk dance among Grade 8 public school students. Keywords: Dance Video Tutorials, Learning Process, Public School Students, Folk Dances
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JEN, WU CHENG, and 吳政仁. "The Research on the Dance Injuries Knowledge for College Students In Dance Department, Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/42674723050292883872.
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碩士國立臺灣藝術大學
舞蹈學系
98
The purpose of this study was to investigate the dance injuries-related knowledge of the students from six college dance departments in Taiwan. This study also investigates the major sources of their dance injuries-related knowledge and the forms of assistance students need from school after the injuries. In this research, the Dance Injuries Knowledge Test is applied, the collected data has been thoroughly analyzed by independent sample one-way ANOVA, LSD, and descriptive statistic and inferential statistic. After the analysis, the following conclusions are raised: 392/626 students from six dance departments had took the dance (sports) injuries-related course for a whole semester, while 234/626 students had not. The major sources of their dance injuries-related knowledge in descending sequence are doctors, physical therapists / paramedics, teachers. The forms of assistance students need from school after the injuries in descending sequence are physical therapy, medical consultation of dance injuries, dance injury rehabilitation course. The dance major students after Dance Injuries Knowledge Test the average score of the test is 49.35. The dance major students who had took the dance(sports) injuries-related course for a whole semester and other sources of dance injuries-related knowledge scored more than those who had not in average.
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郭惠良. "The anthropometrical characteristics of dance students in Taiwan." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/56025580702402833259.
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碩士國立臺灣體育學院
體育研究所
89
Abstract The purpose of this study was to assess the Taiwan’s dance students at the characteristics of body lineaments. There were 98 male and 1,303 female who major dance at college, high school, junior high school, and elementary school in Taiwan served as the participants for this study. The ranges of participants’ age were from 8 to 20 years old. The Martin-type anthropometer and foot print paper were used to measure the anthropometrical parameters that include body weight, body length, segment length and circumference, shoulder width, and hip width. Descriptive statistics, one-way ANOVA, multiple comparison, and graphic methods by SPSS and Excel were used to analysis the measured data. The results showed that the most of anthropometrical parameters for the dance students in Taiwan had reached normality, and the consistent comprehensive system of Taiwan’s dance education is the important reason that has the trend to enhance the student’s quality. Because anthropometrical parameters were highly influenced by the limit of heritability, there were 49% of the Taiwan’s dance students have flatfeet. And there were 84% of the participants had finger-to-finger distance equaling or longer than their body length. The Taiwan’s dance students were keen on understanding and emphatic of themselves body lineament. It is to suggest that dance schools shall establish the database about anthropometrical parameters for soliciting dance students. And it is important to setup internet website to provide the reference information for dance education. Keywords: dance, anthropometrics, assessment, body lineament, evaluation
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QIHUI, MO, and 磨琪卉. "An Action Research of Creative Dance Applying in General Dance Class on College Students’ Cooperation Ability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/z72gz6.
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碩士中國文化大學
舞蹈學系
106
This study intends to design and implement a creative dancing method in a college general dancing course, and aims to explore its influence on student’s ability to cooperation which includes the attitude, the skill and quality of cooperation. The sample is from a general dancing course of liberal education in a Beijing university during 2017-18 and the sample size is 14 college students. It applies the method of action research, requires 8 times in class (100 minutes for each session) observation with pre- and post- test of the whole course, and videotaping the whole process. After analyzing both students’ and teachers’ journals, inter-grading of the students, as well as the visual footages, the findings are as followed: 1. The creative dancing can improve the college students’ cooperation ability significantly. 2. The teacher has improved professional skills throughout the course. 3. The creative dancing method meets the need of college students who take the general dancing course. Further researches and suggestions to the course designs, teaching methods, and extension of the collegial general dancing course are provided.
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"Disordered eating attitudes and behaviors in undergraduate dance majors: A study of female modern dance and ballet students." CAPELLA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3359054.
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Tseng, Mei-Chih. "Two-phase survey of eating disorders in the gifted dance and non-dance high school students among Taiwanese population." 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0001-1807200616300600.
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Tseng, Mei-Chih, and 曾美智. "Two-phase survey of eating disorders in the gifted dance and non-dance high school students among Taiwanese population." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/24929449337999524734.
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碩士國立臺灣大學
預防醫學研究所
94
Aims: To investigate the prevalence and psychosocial correlates of eating disorders (EDs) among Taiwanese population, and to evaluate relative performance of the EAT and the BITE as a screening tool for EDs. Methods: The study subjects consisted of all female high school students who were enrolled in the gifted dance class in the whole nation and non-dance female students randomly chosen from the same school. Students were asked to complete self-report questionnaires, including two screening instruments (EAT-26 and BITE), and two other questionnaires (BSQ and BSRS), as well as demographic details at phase-one survey. Phase-two participants consisted of all the screen positives for either one criteria or an approximate 10 % random sample from the screen negatives for both criteria. Every phase-two participant was interviewed with SCID to establish ED diagnoses in the past one year, and was asked to complete the Family APGAR scale. Results: The prevalence of individual ED was higher in the dance class students than that in the non-dance class students. The prevalence of bulimia nervosa was comparable to that of Western countries, in contrast to the low prevalence of anorexia nervosa among Taiwanese young girls. Under such context, the BITE had better accuracy than the EAT in detecting cases with EDs. Higher concern in body shape and lower family support were common psychosocial correlates of EDs for both groups of students. While lower parental education was associated with a higher risk of developing EDs for the non-dance class students, distinctive features were associated with EDs for the dance students, i.e., those who are overweight, have emotional disturbance, and have relatives with weight reduction practices. Conclusion: The EDs were more prevalent in weight-concern subpopulation. Bulimia nervosa was more prevalent than anorexia nervosa, and was in a similar rate to that of Western countries. The BITE was a valid screening tool for detecting cases of EDs in the community samples.
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Su, Yi-chi, and 蘇意琪. "Exploring the Learning Adjustment of Dance-Talented Senior High School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/12134196367009818533.
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碩士國立臺南大學
特殊教育學系碩士班
98
The purpose of this research was to explore the learning adjustment of the dance-talented high school students in Taiwan. The research design of qualitative multi-case study was utilized to find out what difficulties they encountered in their academics and dance enrichment courses, and how they coped with them. Five participants were recruited, and the process of data collection, involving document review, observation, and in-depth interviews with the participants, took approximately one year. Many themes emerged after careful data analysis. Major themes related to dance enrichment courses were the increase in the rigor of dance courses, the challenge of physical limits, the boredom from arduous learning, and the intense pressure from strict teachers and competition. Major themes related to academics were the increase in the difficulty level of academic courses, the decrease in study time, and the influence of the awareness of self-learning responsibility. To cope with the difficulties mentioned above, they took the following measures: making good use of time, enhancing the understanding of learning materials, employing inner speech, cultivating a strong will for self-fulfillment, using benevolent competition for self-improvement, and seeking others’ help. These themes were discussed in the context of the existing literature, and suggestions for the education of dance-talented students were also provided.
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Yu, Yu-ning, and 余攸寧. "Physical and psychological effects of aerobic dance curriculum on university students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/69273974015286983332.
Full textAbstract:
碩士國立屏東教育大學
體育學系
99
This study investigated the physical and psychological effects of inducing aerobic dance curriculum on university students. The study used method of experiment research and purpose sampling. 39 sophomore students from National Pingtung University of Education in the Physical Education class with aerobic dance curriculum were subjects of the study. Before and after 12 weeks of the induction of aerobic dance curriculum, physical and psychological health scale and body index were measured. With t-test analysis and qualitative analysis, the study found 1. There was no significant difference in the body mass index. 2. In the quantitative aspect of physical and psychological health, aerobic dance can improve body fitness level, release tension, anger, and stress; however, it did not have a significant impact on the social level. 3. In the qualitative aspect of physical and psychological health, aerobic dance can improve body makeup, body mass index, physical stamina, body coordination, flexibility, body rhythm, cardiopulmonary function, muscle durance, metabolism, sleep quality, and attention span on the physical level. On the psychological level, it can improve self-acceptance, gain more skill, relief body pressure, improve self-confidence, and increase the chances to actively and continuously participate in other sports. On the social level, it can stimulate cooperation, respect, and satisfaction; it is also an interesting and challenging sport which takes place in comfortable and open environments and can initiate learning motivation and create self-value and positive attitudes toward exercising. In the experiment, the study found that aerobic dance was beneficial to the physical and psychological health of university students. In the curriculum, student can experience, feel and listen to the internal and external changes to their bodies. Most importantly, students were no longer repelled to exercise, and have found an appropriate sport in their university lives. Students also hoped that aerobic dance can become their lifelong sport which may help them achieve healthy lifestyles.
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yang, wen ping, and 楊文彬. "Exploring the Effects of Dance Sport on Body Imagefor Collegiate Female Students for Collegiate Female Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/58494956706481510274.
Full textAbstract:
碩士臺北巿立體育學院
休閒與運動管理碩士班
96
Exploring the Effects of Dance Sport on Body Image for Collegiate Female Students Abstract Physical education and aesthetic education are both vital components of education. Physical Education aims to cultivate the healthy body of human beings. Aesthetic education targets to nurture the appreciation of the physical beauties, and to nourish both physical and mental development. The components of the aesthetics, based on the Dance Sport, include standard dancing gesture, the beauty of the physique, the beauty of the music, and the beauty of the dress. The Research aims to integrate these elements of the aesthetic training for the students and evaluate their body image. The research methods include survey instrument, teaching experiments and literature analysis. The sample pool is 139 collegiate female students, of which 64 students attended Dance Sport training for 16 weeks as the experimental group, and the remaining of 75 who did not attend the course as control group. Data of pre- and post- tests administered to both groups were analyzed for the variations of their body image. Statistical methods of ANCOVA and pair samples t-test were utilized for data analysis. Based on the results the discussions were addressed. Several suggestions according to the course design and research methods used were made for future researches. Key Words: Aesthetic education, body image, dancesport
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Novack, Lynn. "The impact of the University of Hawaiʻi at Manoa Dance Program : graduate students, Honolulu dance companies, and the community of Oʻahu." Thesis, 2005. http://hdl.handle.net/10125/11519.
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Lin, Ting-Ya, and 林婷雅. "A Study of Service Needs and Satisfaction for Recreational Dance Studio’s Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/26854w.
Full textAbstract:
碩士景文科技大學
旅遊管理系觀光與餐旅管理碩士班
103
This study aims to explore the importance and satisfaction of service needs of students in recreational dance studios. Convenience sampling was performed to recruit 450 students from a recreational dance studio in the Greater Taipei area as study participants. The differences in the importance and satisfaction of service needs among participants with different backgrounds were investigated in this study, and the correlations between these two factors were examined subsequently. Importance–performance analysis was also employed to ascertain the competitive advantages that recreational dance studios should maintain and the drawbacks they should overcome as soon as possible. Five results were achieved as follows: 1. Service personnel was rated the highest in the importance and satisfaction. 2. With regard to the “importance of service needs,” students with different educational levels showed significant differences in “teaching staff” and “overall importance.” Students with different levels of monthly income showed significant differences in “fees and promotions.” 3. With regard to “satisfaction of service needs,” students of different sexes, ages, occupations, and duration of ongoing participation showed significant differences in “interpersonal relationships.” Students with different levels of monthly income showed significant differences in “environment and facilities,” “learning effects,” and “interpersonal relationships.” 4. The importance and satisfaction of service needs were significantly correlated among the participating students. 5. The IPA results showed that “fees and promotions” was high in importance but low in satisfaction, which is worthy of recreational dance studios’ attentions.
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Yuan, Chen Yu, and 陳昱元. "The Motivation, Participation and Satisfaction of Leisure in Dance Major Collegiate Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/90185692631623308531.
Full textAbstract:
碩士中國文化大學
舞蹈研究所
97
The main purpose of this study was to investigate the differences of motivation, participation and satisfaction of leisure among the subjects of varied background. The current status and relationship among the variables of motivation, participation and satisfaction of leisure were also to be explored. The subjects were selected from dance major collegiate students who enrolled in the first semester of year 2008 Taiwan. The instruments of the research were organized as follows: (a) The Leisure Motivation Scale (b) The Leisure Participation Scale and (c) The Leisure Satisfaction Scale. The data were analyzed by the Descriptive Statistics, Independent-Samples T-test, One-way ANOVA, and Pearson Product-moment correlation. The major results were as follows: 1.The results of Leisure Participation were significant differences in subjects’ different gender, schools and dance-learning experience; the results of Leisure Motivation and Leisure Satisfaction were significant differences in subjects’ different grades. 2.The subjects had highest score in Intellectual aspect of the phase of Leisure Motivation. 3.The subjects had highest score in Mass Media aspect of the phase of Leisure Participation. 4.The subjects had highest score in Relaxation aspect of the phase of Leisure Satisfaction. 5.There were significant relationships among subjects in the phase of Leisure Motivation, Leisure Participation and Leisure Satisfaction.
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Cheng, Yu-Wen, and 鄭育雯. "The Effects of Creative Dance on Body Movement Creativity of Elementary School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66216034362658160954.
Full textAbstract:
碩士台南應用科技大學
生活應用科學研究所
99
The purpose of this study was to explore the effects of creative dance on body movement creativity of the lower grade elementary school students. The study adopted the pretest-posttest nonequivalent-group design, randomly selecting two 1st grade and 2nd grade classes in an elementary school in Tainan as experimental objectives. The experimental group participated in the self-designed creative dance class, 16 periods and 40 minutes for each period, while the control group participated in routine dance class. Two groups were pretest and posttest by the "Action and Action Creativity Test”and a video recorder. The findings were addressed as below. 1. With complete performance, the experimental group made an obviously progress. 2. The fluency, uniqueness and imagination of the experimental group were obviously enhanced. 3. The fluency and imagination of the control group were obviously enhanced, but their imagination indicated indifference between the pretest and posttest. 4. The experimental group demonstrated better performance in fluency, uniqueness and imagination while comparing the control group.
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Chen, Chu-y., and 陳句翊. "Effects of Street Dance Curriculum to Physical Fitness for Junior High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/92352204049786363209.
Full textAbstract:
碩士康寧大學
休閒管理研究所
102
This study investigates the influence of physical class embeded with an eight-week street dancing curriculum upon the junior high school students, and determines the effect difference between male and female students. The studying subjects include the students from the seventh and eighth grades of Tainan Municipal Jhu Ciao Junior High School, with an experimental group of 20 male and 20 female students, and a control group students of the same amount. The ages of the male subjects are of 12.88±0.61 years old, and that of the female subjests are of 13.03±0.70. The experimental group would be given the street dancing curriculums of 45 minutes, twice a week, eight weeks in total, while the control group would take traditional physical courses. Physical fitness tests before and after the experiment would be done to evaluate the effectiveness according to the data of the 5 performances in physical fitness processed by paired-sample t test, and the data of each performance would be analyzed by independent groups t test to see if there would be any especially outstanding progress upon individual performance. The results show that a significant improvement for either male and female subjests in both cardiorespiratory endurance, tested by 800m and 1600m speed walking, and muscular endurance, tested by crunches within one minute. However, while the BMIs of the female subjects still show great improvement in both flexibility, evaluated by sit-and-reach, and muscular strength, evaluated by standing long jump, no noticible difference indicated by the BMI of the male subjects. The result of this study suggests that the emerge of street dancing curriculum into conventional physical courses may not merely rise the interets, but also bid solid benefits to the students’ physical fitness.
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HSIA, CHUN-YA, and 夏群雅. "The Study of Dance SportParticipating Motivation,Participating Constraint andLearning Satisfaction ofElementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/77725439303566104259.
Full textAbstract:
碩士亞洲大學
休閒與遊憩管理學系
104
The purpose of the study is to discuss the overall impacts including the factors such as participating motivation, and children’s’ internal mental and external constraint. The study also discusses the approach to lead elementary school students to acquire sense of achievement while learning dancing sport, for further positive and sustained learning process. Study participants were intermediate- and higher-grade elementary school student joining 2016 Taoyuan City international Dancesport Championship. Among the distributed questionnaires, 287 effective copies were returned with recovery rate of 83%. Results are concluded as below. (1) “Enjoyment of sport” is primary factor impacting participating motivation of elementary school student. “External structure” is primary factor impacting participating constraint. “Relationship among peer teachers” is primary factor impacting learning satisfaction of elementary school student. (2) Most dancesport players are in third-grade, and girls are more than boys. Their experiences of playing dancesport are over one year and less than two year. Educational levels of their parents are mostly at least undergraduate degree, and have no experiences in dancesport. the children having experiences in dancesport performance and competition are major group. (3) Participating motivation and participating constraint is in significantly positive correlation. Children do not feel lower participating constraint while they have stronger participating motivation. Participating motivation and learning satisfaction is in significant positive correlation. The stronger the learning motivation is, the more satisfaction in learning is. Participating constraint and learning satisfaction is in significant negative correlation. The higher the participating constraint is, the lower the learning satisfaction is.
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CHEN, YI-CHUAN, and 陳儀娟. "The Influence of Dance Course Teaching on Health-Related Physical Fitness of Dance Class Students at CHIAO-SHAN Elementary School in Miaoli County." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/42017989835201175835.
Full textAbstract:
碩士育達科技大學
休閒事業管理系碩士班
105
The research was to explore the influence of an eight-week dance teaching course on health-related physical fitness for the 4th graders in two classes. The subjects were the 4th graders of CHIAO- SHAN elementary school in Miaoli county. They were divided into two groups. One experimental group was 19 students in a dance class. They were given a dance course three times a week (that is, a mixture of Ballet, modern, and Chinese dance teaching). Another control group was 29 students in a general class. They were given a P.E. (Physical education) class two times a week. The experimental period for two groups was eight weeks. The research was a pretest-postest design. This design was to measure to the health-related physical fitness. The fitness test items include five parts: 1. Body Composition (BMI); 2. Cardiorespiratory Fitness (800-meter walk and run); 3. Muscular endurance (one-minute bend-knee sit-ups); 4. Flexibility (sit and reach); 5. Muscular strength (standing long jump). The research used PASW Statistics 18 as a tool for data analysis. The level of significance was set to be α＜.05. Data analysis included the following two methods: 1. Data gathered from samples were analyzed by a dependent t-test to compare the variation of physical fitness in each group. 2. Data gathered from samples were analyzed by an independent t-test to compare the variation of physical fitness between the general class and dance class. After the eight week course, the research findings are as follows: 1. Four out of five items of students’ fitness performance in two groups reached the significant level. Four items of students’ performance, that is, the Cardiorespiratory Fitness, Flexibility, Muscular strength and Muscular endurance reached the significant level. However, there was no significant difference in student BMI performance. 2. Four out of five items of students’ fitness performance in the dance class reached the significant level. Four items of students’ performance, that is, the Cardiorespiratory Fitness, Flexibility, Muscular strength and Muscular endurance reached the significant level. However, there was no significant difference in student BMI performance in the dance class. 3. Three out of five items of students’ fitness performance in the general class reached the significant level. Three items of students’ performance, that is, Cardiorespiratory Fitness, Muscular endurance and The BMI reached the significant level. However, there was no significant difference in students’ Flexibility and Muscular strength performance in the general class. 4. The overall performance showed that the dance students performed better than students in general class in four test items, that is, the Flexibility, Muscular strength, Muscular endurance and BMI. However, there was no significant difference between two groups regarding to students’ performances in Cardiorespiratory Fitness.
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HUANG, YU-CHING, and 黄鈺卿. "The Curriculum Design For A Study Of The Mentally Disabled Students For Their Participation In National Student Dance Competition." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4pwe44.
Full textAbstract:
碩士國立臺灣體育運動大學
舞蹈學系碩士班
106
This study was based on the dancing teaching curriculum opened for the participation of national student’s dancing competition. In this study, an attempt has been made to apply Piaget’s cognitive development theory and Bandura’s social learning theory from educational psychology to the teaching of dancing; meanwhile, the influence of the teaching content on mentally retarded students and their learning history were also investigated. Moreover, students in the dancing group of certain special education school were taken as the research target, and teaching content of eight classes for a period of eight weeks was implemented. The research objectives were as follows: First, Piaget’s “cognitive development theory” and Bandura’s “social learning theory” was applied in teaching curriculum to enhance student’s action comprehension power and memorizing power. Secondly, was investigated the learning course and result of the mentally disabled students in the process of participating dancing competition training. Finally, teacher’s teaching course for that student’s participation in the dancing competition curriculum was understood. From the research analysis, it was found that after the application of teaching method using Piaget’s “cognitive development theory” and Bandura’s “social learning theory”, the comprehension action and memorizing power of the research target was enhanced. Meanwhile, their self-confidence was improved and change in positive development. Through the action research course, professional competence that was needed by the researchers in dancing teaching and special education can be greatly enhanced.
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Lai, Yu-Hsuan, and 賴昱璇. "The Action Research of Creative Dance to Lead Junior High School Students'' Self-identity." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/7k88mt.
Full textAbstract:
碩士國立臺北藝術大學
藝術與人文教育研究所
99
According to Erik H. Erikson’s psychosocial developmental theory, the most important task during adolescence developmental period is self-identity. Especially in today with pluralistic society and complex family structure filled with various information and relationship, the development of self-identity is an important perspective on establishing self-presence. The establishment of self-identity will increase self-value and career direction positively. Therefore it is necessary and meaningful that instructors help students to think about the subjectivity of oneself. 32 seven-grade students in Ching-Tian (an alias) Junior High School in Taipei were participated to proceed 45 minutes weekly, totally 8 weeks teaching period. In order to improve students’ self-identity in positive way, the researcher used creative dance as teaching method guiding students to understand themselves in many aspects such as time, body, space and individual characteristics. Teaching method included body exploration and game-type learning activities. Course planning and teaching records, reflective journals, students’ assignments, questionnaire, and interviews were used for data gathering, the conclusion were as follow. 1.The teaching method of guiding and self-exploring in creative dance curriculum was acceptable by students. Game-type activities were more effective. They can take the challenge from the courses. 2.From perception to awareness, from recognition to understanding, students have different levels of self-understanding. Through the interaction with others, they can understand their self-identity. Furthermore, they can review their learning process to raise their self-affirmation. 3.Creative dance can lead junior high school students developing a positive self-identity and they can increase the self-certainly during the cheerful exploration. The differences of gender won’t affect the result of this research. Based on the result from this research, we proposed some recommendations for further studies. Those valuable experiences and resources can be the useful references for further researchers and teachers on applying creative dance into teaching method.
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CHENG, YI-PING, and 鄭怡苹. "The Effects of Teaching Creative Dance for Improving Junior High School Students' Bodily Expressions." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/80140185851678813331.
Full textAbstract:
碩士台北巿立體育學院
舞蹈碩士班
97
The goal of this research is to study whether implementing creative dance lessons in the Art and Humanity learning field in the junior high school environment can improve students’ bodily expressions. The researcher has participated in the plan for Art and Humanity learning assessment during 2007. Notably, the outcomes of that assessment disclosed that students’ bodily expressions did not grow with their ages. Thus, the researcher chose two classes to serve as subjects on which to perform this study. One of the classes is a treatment group while the other is the control group. After eight weeks of teaching creative and folk dance, the researcher has collected data from observations, semi-structured surveys, students’ learning slips, final feedback surveys, and teachers’ consideration notes, which will allow her to derive the results by both qualitative and quantitative analysis: 1. Creative dance lessons can improve students’ bodily expressions. 2. The activity of Creative dance lessons should provide sufficient time for groups to engage in discussion. 3. The process of Creative dance activity can encourage students and instill confidence. 4. Creative dance can promote teamwork. Keywords: creativity, creative dance, creative dance teaching, bodily expressions
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Lin, Li-chen, and 林麗真. "A Study of Dance Sport Participating Motives, Behavior and Constraints of Elementary School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/84731881640531209544.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
99
Abstract The purpose of this study was to investigate the relationship among dance sport participating motives, behavior and constraints of elementary school students. A questionnaire survey was conducted using a researcher self-developed instrument, “Dance Sport Participating Motives, Behavior and Constraints of Elementary School Students Survey”, to collect data. The subjects of this study were dance club participants from elementary schools competed in the “2010 Eighth Star Cup National Youth Dance Sport Championships”. The data were analyzed using SPSS for Windows 12.0. Statistical techniques involved were descriptive statistics, independent-samples t-tests, one-way ANOVA and Scheffe’s method,and pearson prouduct-moment correlation analysis. The results of the study were as follows: 1.The participating motives, in a descending order of strength, were “Interpersonal Aspect", “Need for Achievement”,“Sport Benefits”,“Health Fitness”, and “Need Fulfillment”, whereas the constraints were “Social Life”,“Personal Barriers”,“External Structure” and “Self Competence”; the typical behavior of a participant was to take dance sport classes for “1-2 days” per week with each lesson lasts for “61-90 minutes”, and having “Cha-Cha” as the favorite Latin Dance. 2.There was a significant difference on the degree of “Need for Achievement” motive among students of different grades. 3.There was no significant difference on the degree of any constraint factor among students of different background variables. 4.There were significant differences on the degree of participating motives among students categorized by selected variables. 5.There was a significant difference on the degree of overall constraints among students with different days attending dance sport classes. 6.There was a significant negative correlation between scores of the overall participating motives and overall constraints. Key words: Dance sport, participating motives, participating behavior, constraints. Total pages: 180.
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Lin, Mei-Huei, and 林美惠. "The Effects of Aerobic Dance Teaching on the Health-Related Fitness in Primary Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/00318745234050661264.
Full textAbstract:
碩士國立臺灣體育學院
體育研究所
91
Abstract The purpose of this study was to investigate the effect of Aerobic Dance on the Health-Related Physical Fitness of primary school students. 63 random students (31 female, 32 male) from Gang-Shan Primary School were chosen, and were divided into two gender groups, 31 female, 32 male, where each group was further divided into two sub-groups, experimental and control, i.e. female: 14 control, 17 experimental; male: 16 control, 16 experimental. The average age of the female experimental group and control group were 11.21 ±0.43, and 11.24 ±0.44, respectively, and 11.19 ±0.40, and 11.19 ±0.40 for those of male. Subjects from the experimental group were asked to take a 40-minutes aerobic dance class three times a week for eight weeks. Data on health-related physical fitness was collected before and after the 8-weeks session, and was analyzed using SPSS 10.0 and t-test, with α = 0.05. Significant improvements in BMI (Body Mass Index) level, one-minute sit-up, sit-and-reach, standing jump performances were observed with subjects in the experimental group; all these indicate Aerobic Dance helps to improve health-related physical fitness of primary school students. To conclude, Aerobic Dance does not only help to improve health-related physical fitness of students, it is also a suitable exercise to primary school students. It is hoped that this research could assist physical educationist when designing future curriculum for primary school students; a suitable blend of conventional exercises with aerobic dance is apparently beneficial to students’ health.
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Chen, Hsin-Chun, and 陳信君. "A Study of Action Project of Dance Competition Work Developed by Teacher and Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78945768470491717748.
Full textAbstract:
碩士國立臺北藝術大學
舞蹈研究所理論組
104
The dance competition, “re ge jing wu”(熱歌勁舞), has been held in Miaoli County for many consecutive years, which was a big feature of the county and an annual grand event of every school. The researcher worked as a dance teacher and choreographer in the Sunshine elementary school (assumed name) for two years. In 2012, the researcher taught and choreographed the dance piece for the competition by herself and the students learned and imitated what the researcher did. The students were rewarded the premium award. However, in 2013, the researcher tried another way, student-centered, to facilitate the students'' creative products and to organize them into a dance piece for the competition. With more training and practice, the premium award still belonged to the students. This study aimed at joining the dance competition by the implement of creative dance and teacher-student cooperation in making a dance piece. Through collecting the teaching data, teaching filming, classroom log and student interview, the researcher analyzed, explored and rethought the whole process of the experimental program. There were some discoveries as follows: 1. It was feasible for the teacher and the students to co-create the dance piece for the competition. However, the teacher needed to think and to respond in different aspects like curriculum, instruction and teacher character, respectively proceeding to plan, prepare, pave and operate to cope with many unknown variables in class. 2. The interactive process in which the teacher and the students worked together to create was valuable. It is particular that in the process of co-creating, the teacher inspired the students'' creativity, respected their choices and guided their dance experiences; the students developed the movement phrases in course, followed the teacher''s guidance and formed the dance piece. The teacher and the students became closer, and both got the sense of achievement. 3. It was possible to overturn the teacher’s idea by the co-creation. After the experimental program, the researcher reflected on the teaching method and discovered the positive value from the dance competition for the students. There should be avoiding the utilitarianism of the dance competition and bringing in more involvement and active learning for the students in dance teaching. Finally, the researcher reflected and looked forward to in the practice and review of the study. She also proposed some suggestions from different aspects such as the educational philosophy, the teaching concept and the use of the teaching methods.
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CHEN, HUI-CHING, and 陳慧菁. "The Effects of Video Modeling and Video Feedback Instructions on Elementary Students’ Dance Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/02806922959823945275.
Full textAbstract:
碩士國立臺北教育大學
教育傳播與科技研究所
104
This study examined the effects of video modeling and video feedback on students’ dancing learning. Forty-one sixth grade students participated in this study for eleven weeks. The video modeling and video feedback instructions were implemented in the experimental group. Traditional dance teaching instruction was applied in the control group. The results were as follows: 1.The effects of video modeling and video feedback instruction were effective in enhancing students’ dancing learning. (1)The results revealed that there was no differences between the experiment and the control group on the total scores(p> .05). The results also revealed that with the experiment group gradually reduced the difference of the control group. (2) There was no significant differences between groups in the subtest of “music matching” (p> .05). Students’ improvement in the control group were greater than the experimental group’s. (3) There was significant differences between groups on the subtest of dancing skills(p< .05). (4) There was no significant differences between the experiment and control group on the “group dance movement” (p> .05). 2. The effects of video modeling and video feedback instruction were not effectively in enhancing students’ learning attitude. (1) The results revealed that significant differences between groups were found in total scores. (2) The control group performed significantly higher than the control group on the emotion subtest, cognition subtest. (3) There was no significantly difference between experiment group and control group on the action intention subtest. Keywords: Video modeling, Video feedback, Dancing learning, Elementary students
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CHEN, HUI-HSIN, and 陳惠欣. "The effects of an eating disorders primary prevention program for dance students in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33781802537948460364.
Full textAbstract:
博士國立臺灣師範大學
人類發展與家庭學系
98
The purpose of this study was to develop the primary prevention program of eating disorders for Taiwanese dance students and to assess the effects of primary prevention of eating disorders. The program was based on the concept of Critical Social Perspective. Seven ninth-grade students were study subjects screened by Eating Attitude Test (EAT-26≧20) for collecting influencing factors of eating disorders and then to develop the curriculum at first step. Secondly, sixty-four eighth-graders (intervention group N=21；control group N=43) were study subjects for evaluation of intervention program. The outcomes of the intervention were measured by quantitative and qualitative methods: questionnaires administered one week before (pre-test) and a week after (post-test) the intervention, and then focus group was held after the questionnaires. Descriptive analyses, Chi-square test, one-way and two-way ANCOVA were used to analyze the quantitative data. The results indicated that characteristics of most students with high risk (EAT-26≧20) reported their body image and disordered eating behaviors were highly controlled by social norm toward thinness. The knowledge of health and nutrition was insufficient and inadequate. According to these results, the curriculum of primary prevention of eating disorders was included two dimensions: (1) Knowledge about development of adolescence, eating disorders, diet and weight management as well as self-examination their eating behaviors; (2) Critical thinking of the message from peer, teacher, and media mass. From the results of quantitative measures on intervention indicated the intervention group’s bulimia/food preoccupation benefits decreased, as the positive attitudes toward the perceived unhealthy of thinness increased. The results of qualitative approach and focus group revealed the conscious of health increased, as the food preoccupation behaviors decreased at the intervention group. The cognition of dance body changed from thinness to normal. Students of intervention group developed their critical thinking skill and the thinking of wanting to change the society. But the future work as a dancer, the pressures from dancers’ clothes and performance, the body requirement from dance teachers, and the praise of thinness in society still strongly controlled the cognition of body image among dance students after intervention. However, the effects of intervention were limited from quantitative measures. A further research should concern on developing an effective tool for evaluation of a primary prevention of eating disorders. Moreover, educators at school should pay attention to the disordered eating problems among dance students. For more effective of intervention, parents, dance teachers, and school should involve in primary prevention program of eating disorders. Also, mass media are responsible for delivering positive attitude toward a female body.
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yun-ying, Hsieh, and 謝昀穎. "An Investigating Study of Taipei University Students in the Ability of Dance Appreciation and the Attending Rate of Dance Performance-The Students of Chinese Culture University and National Taiwan Normal University as example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/02279855157308919941.
Full textAbstract:
碩士中國文化大學
舞蹈研究所
95
An Investigating Study of Taipei University Students in the Ability of Dance Appreciation and the Attending Rate of Dance Performance － The Students of Chinese Culture University and National Taiwan Normal University as Example Yun-Ying Hsieh Abstract The purpose of this study was to investigate the ability of dance appreciation and attending rate of dance performances of the students in Taipei universities. The students in National Taiwan Normal University and Chinese Culture University were treated as subjects. This research will be used as a reference document for improving the attendance at dance performances and other relevant facilities. The questionnaires of the ability in dance appreciation and attending rate had been developed as a research tool, which were designed by the author and examined by experts of dance educators. Then, the pre-investigation were sent 120 questionnaires and 96 questionnaires were effective. An effectiveness rate of 80% was reached. As a result, 200 questionnaires which were sent to subjects and 200 questionnaires were effective. An effectiveness rate of 100% was reached. The frequency distribution, percentage, independent t-test, crosstabs and one-way AVOVA were applied to explain the collected data. The research findings are as follows: 1. Taipei university students who attended dance performances 1 to 2 times a year was only 28%. 2. The average grade of whole ability in dance appreciation of Taipei university students was 64. 3. Female Taipei university students’ attendance rate of dance performances was higher than that of male students, and those who majored in one of the arts (but not including dance) attended more performances than students in other majors. 4. In ability to appreciate dance, female Taipei university students were found to be better than male students.
49
CHENG, SU-Nu, and 鄭素女. "A Study on the Learning Setress of Dance Students in Public SeniorHigh Schools in Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/13615926765416523470.
Full textAbstract:
碩士中國文化大學
舞蹈研究所
94
This study is to explore the current situation of learning stress and personal background for the dancing class students in public high schools in the region of Taiwan, analyzing the difference on learning stress for various personal backgrounds (sex, grades, learning background, years of dancing, academic grades, study school, education of parents). This study uses the questionnaire method, this study objects are dancing class students of nine high schools in the academic year 2005 in the region of Taiwan, and the total survey obtained 353 valid samples. The survey tools employed include 「Survey chart for the data of personal background」 and 「Measure chart for the learning stress」. All the data gathered are analyzed by statistical method of frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, Scheff’s method and etc., and the results obtained are： 1. The「personal background factor」of public high school dancing classes in Taiwan found： 1) Over ninety percent dancing class students of public high school in Taiwan are 「Female」(94.9%); among them most are 「First grade」students (39.4%);「Second grade」students are less (32.3%); the learning background of students who had studied 「Dancing class」in the primary or junior school are nearly eighty percent (74.9%); the dancing years for most of the students are 「5~9 years」(55.2%); the next is 「Over 10 years」(39.9%); mostly their academic scores obtained are 70~79 (58.8%) and 60~69 (26.2%) are the next; most of the students are from 「Chung Cheng High School」(14.4%) and the least are from 「Chia Chi Girl’s High School」(9.1%); the education of the parents of dancing class students are mostly 「Graduated from High (Vocational) schools」 and the least are 「Graduated from Primary schools」. 2) The level of「Learning Stress」for the public high school dancing class students in Taiwan is 2.78,, incline toward medium etc. stress and among them, 「academic grades」,「class load」, and「personal factors」 are all as high as 3.26. 2. The view of 「Factor of personal background」vs. 「Learning stress」 1) The「Factor of personal background」has apparent difference in learning stress for the dancing class students in public high school in Taiwan. 2) 「Sex」, 「Grade」, and 「School」have evident differences in learning stress. 3) 「Learning background」, 「Years of dancing」, and「academic grades」are partially different in learning stress. 4) There is no obvious difference in 「Father’s education」 and 「Mother’s education」are partially differentin in learning stress. Finally, according to the study result and conclusion suggestions are made. For teachers and parents: To adjust teaching attitude based on students’ characters, establishing fine interactive relationship between teachers and students and accommodate to individual variance, to take account of both male and female and the contact between teachers and parents, concern about student’s emotional life. For the students: self adjustment and appropriate leisure activities. For the school: establishing professional instructors and providing with rehabilitation and healing channels, employing professional dancing teachers, adequate curriculum arrangements, emphasizing extra-curriculum, improving learning environment. For the government: to universalize dancing education, providing professional advanced learning channels for dancing class teachers. For the future research: to expand the research target, adding case survey and actual observation and visiting, and hand to the assisting center for the operation and test, increasing personal background variants and make the survey phase of learning stress more fulfilled. Keywords: Dancing class, Learning stress
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Gwo-Bin, Jaw, and 趙國斌. "Biomechanical Analysis for Aerobic Dance Movements of High and Low Impact in Female College students." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/37869510063776086623.
Full textAbstract:
碩士國立師範大學
體育學系
83
The purpose of this stydy is to analysis the kinematic and kinetic differences of drop landing from low impact front knee lift and two of high impact(F.K.L)aerobic dance movements.Ten under- graduateand seven graduade female students seve- red as the subjects for this study.There mean hei- ght,weight, and age were 163.5 ± 4.2cm,54.6 ± 6.2kg, and 24.2 ± 2.7 years espectively.Kinematic and Kinetic data were acquired stimultaneously by using a PEAK high speed camera(125Hz)anda KISTLER force plate (1200Hz).The variables were tested by one-way repeated ANOVA ( α =.05) and the tukey m- ethod posterior comparisions. The results indiated the range of the propuls- ion plase of peak ver- tical ground reaction force were 1.63 to 2.71 BW(Body Weight), peak impact impulse were 0.177 to 0.268 BW × s(Body Weight × second). The range of the landing phase of passivefor- ce were 0.44 to 1.57 BW,passive impulse were 0.019 to 0.033 BW × s.First peak vertical ground reaction force were 1.08 to 3.06BW,first peak impact impulse were 0.134 to 0.153 BW × s.Second peak vertical ground reaction force were 1.08 to 1.16 BW,second peak impact impulse were 0.417 to 0.512 BW × s.Significant increase were found in hip, knee, and ankle joint flexion as drop heiht increased. The results indiated that the load of the two high impact(F.K.L)was significantly higher than the low impact(F.K.L).It is suggested that the aerobic dancers should use joints flexion and longer action time to reduce the load.