Descriptive Analysis of the System for Observing Dance Activities in the Classroom Environment (SODANCE)

Meredith Sims, Heather Erwin, Mark Abel, Jody Clasey, Aaron Beighle, Alicia Fedewa

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Dance as physical activity (PA) is underinvestigated, with little information about artistic technical dance in public schools. This study aimed to use the System for Observing Dance Activities in the Classroom Environment (SODANCE) instrument to report PA levels, time spent in moderate to vigorous PA (MVPA), time spent in different lesson contexts, and frequency of teacher promotion of activity. Four different secondary (Grades 6–12) dance technique classes at a public performing arts school were each observed four times using the SODANCE instrument. Students engaged in MVPA 39.82 percent of the time. Percentages spent in SODANCE lesson contents were: management, 9.53 percent; knowledge, 22.29 percent; fitness, 6.94 percent; technique, 44.04 percent; choreography, 17.19 percent; and other, 0.0 percent. Percentages of teacher interaction were: promotes in-class activity, 27.67 percent; promotes out-of-class activity, 0.27 percent; and no promotion, 72.06 percent. This suggests dance technique classes offer equitable MVPA to physical education classes, but are still short of national recommendations. Dance technique classes spend the majority of time engaged in technique and choreography activities.

Original languageEnglish
Pages (from-to)189-196
Number of pages8
JournalJournal of Dance Education
Volume20
Issue number4
DOIs
StatePublished - 2020

Bibliographical note

Publisher Copyright:
© 2019 National Dance Education Organization.

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts

Fingerprint

Dive into the research topics of 'Descriptive Analysis of the System for Observing Dance Activities in the Classroom Environment (SODANCE)'. Together they form a unique fingerprint.

Cite this