Effects of Dance Practice in Elementary Students

NCT ID: NCT03278366

Last Updated: 2023-04-11

Basic Information

• Recruitment Status: TERMINATED
• Clinical Phase: NA
• Total Enrollment: 349 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2017-10-01
• Study Completion Date: 2022-06-30

Brief Summary

The purpose of this study is to assess changes in benchmark and state assessment scores in a public elementary school following an intervention of dance integration into the daily routine of the classroom. Furthermore, this study aims to assess if dance may improve student behavior, teacher perception of student behavior, reading level and attendance.

Detailed Description

The use of movement in primary school classrooms is a longstanding practice drawn upon by teachers in various ways. Dance movement in particular is popular among teachers for several reasons: it is enjoyable for students, it can be imaginative, it engages the body as well as the brain, and it can be made accessible to students of varying abilities.

In the field of education, the use of brief bouts of physical activity (PA) or 'brain breaks' have been gaining attention. Teachers have reported perceived improved student concentration during the academic school day by utilizing PA in both elementary and middle school populations. Carlson et al. suggest that PA breaks can indeed improve overall student behavior in the classroom while Donnelly and Lambourne report a 6% improvement on standardized tests in classrooms incorporating PA into academic lessons. Erwin et al. describe improvements in math and reading fluency standardized test scores following an intervention of PA incorporated into an elementary classroom. More conclusive research is indeed needed, yet incorporating PA into the culture of an academic environment appears to hold some merit.

The US Department of Education alongside the National Dance Education Organization published a paper outlining the research priorities for dance education in 2004.

"Of 20 Issues researched in the Research Dance Education project, 15 Issues were identified as gaps, and are therefore identified as Issues in need of future research…The 15 severely under-researched issues over decades impact policy and pedagogy at state and national levels, specifically: Multicultural Education, Integrated Arts, Policy, Affective Domain, Interdisciplinary Education, Student Achievement, Equity, National Content Standards, Funding, Student Performance, Children at Risk, Certification, Teacher Standards, Uncertified Teachers, and Brain Research."

Despite this call to action over a decade ago, to the investigators knowledge, a study assessing change in academic performance following an intervention of dance in a public school serving students with high rates of economic disadvantage has not been published.

The purpose of this study is to assess changes in benchmark and state assessment scores in a public elementary school following an intervention of dance integration into the daily routine of the classroom. Furthermore, this study aims to assess if dance may improve student behavior, teacher perception of student behavior, reading level and attendance. The investigators hypothesize that positive improvements may be observed in all variables by integrating dance into the academic classroom.

Conditions

Educational Activities

Study Design

• Allocation Method: NON_RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: NONE

Study Groups

Dancing students

Students will participate in dance activities from a video with their teacher in class.

Group Type: EXPERIMENTAL

Dancing

Intervention Type: BEHAVIORAL

Participants in the intervention group will participate in daily dance activities with their teacher by following along with a video created by the dance researchers at Skidmore College. Teachers will be specifically asked to utilize the movement phrases just prior to administering any formal assessment activity within their classroom (tempo may be chosen at teacher's discretion). Furthermore, teachers may choose to utilize the dance phrases as 'brain breaks' at any point throughout their school day.

Non-Dancing Students

Students will continue with typical classroom activities in class and will not participate in dancing activities

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Dancing

Participants in the intervention group will participate in daily dance activities with their teacher by following along with a video created by the dance researchers at Skidmore College. Teachers will be specifically asked to utilize the movement phrases just prior to administering any formal assessment activity within their classroom (tempo may be chosen at teacher's discretion). Furthermore, teachers may choose to utilize the dance phrases as 'brain breaks' at any point throughout their school day.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Registration in an elementary classroom at Boulevard Elementary school, Gloversville Enlarged School District; Gloversville, New York
• Registration in an elementary classroom Park Terrace Elementary school, Gloversville Enlarged School District; Gloversville, New York
• Participating in a classroom where teacher is utilizing dance integration into their curriculum.

Exclusion Criteria

• None

• Minimum Eligible Age: 6 Years
• Maximum Eligible Age: 12 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Skidmore College

OTHER

Sponsor Role: lead

Responsible Party

Sarah DiPasquale

Assistant Professor

Responsibility Role: PRINCIPAL_INVESTIGATOR

Principal Investigators

Sarah DiPasquale, DPT

Role: PRINCIPAL_INVESTIGATOR

Skidmore College

Locations

Skidmore College

Saratoga Springs, New York, United States

Countries

United States

Other Identifiers

1704-605

Identifier Type: -

Identifier Source: org_study_id