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dc.contributor.authorDyer, Danielle
dc.date.accessioned2013-01-31T16:38:47Z
dc.date.available2013-01-31T16:38:47Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10369/3789
dc.description.abstractThe topic of exploration was whether dance as a part of the Physical Education curriculum encourages additional dance based experiences. This area was investigated to see if dance being delivered inside of school had any positive correlation to participation numbers in dance being delivered outside of schools. Questionnaires were distributed to a class of year 7 secondary school Physical Education students to discover their perceptions of dance delivered in school and if the lessons differ between that and dance clubs externally to the National Curriculum. Furthermore, a focus group was held to provide expansion of responses from the questionnaires giving a more in depth view of students’ perceptions. The main findings of this study were that students do not receive enough time throughout secondary school to experience a broad range of dance activities. Therefore the lesson content delivered in the little time they do have to experience dance, may not engage them enough to participate externally in dance based activities. As well as this, students receive a lack of time performing, which is a key strand of the dance as art model (Smith-Autard, 2002.) As approved by the National Curriculum, this is a recognised model to be followed when delivering dance education.en_GB
dc.formatThesisen
dc.languageEnglishen
dc.publisherUniversity of Wales Institute Cardiffen_GB
dc.titleDoes Dance in Physical Education Encourage Additional Dance Experiences?en_GB
dc.typeThesis


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