MALE TEACHER'S FEELING TOWARDS DELIVERING DANCE AS PART OF THE PHYSICAL EDUCATION CURRICULUM
Cardiff Metropolitan University
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This study contains accounts of male teachers feelings towards delivering dance as part of the Physical Education curriculum. The study is in response to an identified need for more documented experiences to be shared by male Physical Education teachers (Keyworth 2011); Sparkes 1992; Dowling Naess 2001). In order to gain these personal accounts a small sample size of 3 participants were selected in the geographical area of Cardiff, South Wales. Participants were asked to take part in semi structured interviews that used questions informed by literature. The questions asked were open in order to allow participants to share as much in depth information as they felt comfortable with. Transcripts were analysed through identifying themes and new ideas, the key finding of this study was that participants demonstrated a positive view of dance and a willingness to teach it, however due to the limited experience and training, participants shared a lack of confidence when it comes to dance. The participants identified that female specialist would lead dance sessions. The restrictions of gender limit experiences of dance especially for males due to what is deemed male and female activities. This emphasises the need for more training programmes to take place to help build a foundation of knowledge and movement vocabulary in dance for teachers and in particular male teachers. This will then help the individual to lead a dance session to maximise the students experience and learning of dance.
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