Designing extra-curricular dance programs: UK physical education and dance teachers’ perspectives


Many girls do not engage in sufficient physical activity (PA). Dance is a popular form of PA among UKsecondary school-aged girls and extracurricular dance programs delivered by dance specialists may provide an alternative way to increase PA amongst girls aged 11 - 12. The purpose of this study was to explore the views of physical education and dance teachers on the structure, content and delivery of an extra-curricular dance-based PA intervention for adolescent girls. Methods: Semi-structured qualitative interviews were conducted with eleven physical education teachers and eleven dance teachers, and were analyzed using thematic analysis. Results: Themes identified addressed key logistical and content/delivery-based factors to be considered when designing a dance-based PA intervention. Logistical factors included optimizing participant recruitment and aligning external providers with school behavior management policies. Content/delivery factors focused on teacher-student rapport, facilitating dance competence, and balancing teacher and student-led time. Conclusions: This formative study highlighted that an extra-curricular dance-based PA intervention would be welcomed inUK schools. A number of considerations central to the design and delivery of such a program were identified from key user groups which can be used to inform the development of school-based dance (and non-dance) interventions aimed at increasing PA amongst adolescent girls.

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Sebire, S. , McNeill, J. , Pool, L. , Haase, A. , Powell, J. and Jago, R. (2013) Designing extra-curricular dance programs: UK physical education and dance teachers’ perspectives. Open Journal of Preventive Medicine, 3, 111-117. doi: 10.4236/ojpm.2013.31014.

Conflicts of Interest

The authors declare no conflicts of interest.


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