Effects of Dance Practice in Elementary Students
|ClinicalTrials.gov Identifier: NCT03278366|
Recruitment Status : Enrolling by invitation
First Posted : September 11, 2017
Last Update Posted : June 18, 2020
|Condition or disease||Intervention/treatment||Phase|
|Educational Activities||Behavioral: Dancing||Not Applicable|
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.
|Study Type :||Interventional (Clinical Trial)|
|Estimated Enrollment :||200 participants|
|Intervention Model:||Parallel Assignment|
|Masking:||None (Open Label)|
|Official Title:||The Effects of Dance Practice on Assessment Score Performance, Behavior and Attendance in a Public School District With High Rates of Economically Disadvantaged Elementary Students.|
|Actual Study Start Date :||October 1, 2017|
|Estimated Primary Completion Date :||June 30, 2022|
|Estimated Study Completion Date :||June 30, 2022|
Experimental: Dancing students
Students will participate in dance activities from a video with their teacher in class.
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.
No Intervention: Non-Dancing Students
Students will continue with typical classroom activities in class and will not participate in dancing activities
- Change in Benchmark/Summative assessments [ Time Frame: Baseline, 8 weeks, 16 weeks, 24 weeks. ]Unit/chapter assessments in Math and English Language Arts
- Change in State Assessment scores [ Time Frame: Baseline and 9 months. ]
- Attendance/tardiness [ Time Frame: 10 months. ]Student attendance
- Change in Reading Level [ Time Frame: Baseline, 8 weeks, 16 weeks, 24 weeks. ]Fountas and Pinnell reading level
- Teacher perception of dance intervention [ Time Frame: Baseline and 9 months. ]Survey of teachers knowledge and perception of dance in the classroom
- Documented Student Behavior [ Time Frame: 10 months. ]Referrals to principals office
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT03278366
|United States, New York|
|Saratoga Springs, New York, United States, 12866|
|Principal Investigator:||Sarah DiPasquale, DPT||Skidmore College|