TY - JOUR
T1 - Descriptive Analysis of the System for Observing Dance Activities in the Classroom Environment (SODANCE)
AU - Sims, Meredith
AU - Erwin, Heather
AU - Abel, Mark
AU - Clasey, Jody
AU - Beighle, Aaron
AU - Fedewa, Alicia
N1 - Publisher Copyright:
© 2019 National Dance Education Organization.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
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U2 - 10.1080/15290824.2019.1572153
DO - 10.1080/15290824.2019.1572153
M3 - Article
AN - SCOPUS:85068499691
SN - 1529-0824
VL - 20
SP - 189
EP - 196
JO - Journal of Dance Education
JF - Journal of Dance Education
IS - 4
ER -