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dc.contributor.authorNewton, Rachel
dc.date.accessioned2013-11-07T15:17:23Z
dc.date.available2013-11-07T15:17:23Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10369/5036
dc.description.abstractThe purpose of this study was to look into students’ attitudes of dance within Physical Education comparing two schools, one with a specialist dance teacher in the Physical Education department and one without. The position of dance within Physical Education has been a popular topic for debate as dance can be seen as an expressive art form however is situated within the Physical Education curriculum alongside sports. Research has suggested that positive attitudes towards the subject of Physical Education can form through the learning environment that teachers create and the participation of activities outside of curriculum time. This study explores guidelines set by the curriculum, students’ expectations and teachers’ skills and qualifications. Questionnaires were completed by key stage three students’ from two secondary schools within the same geographical area. Results displayed that the students attending the school without the specialist dance teacher generally showed more positive attitudes towards dance in Physical Education however students’ attitudes from the school with the specialist were not so positive. This study has supported research, relating to the links between students’ positive attitudes towards Physical Education and the involvement in activities out-side of the curriculum time. Outcomes of this study also found that teachers may be responsible for students’ attitudes towards dance in Physical Education and therefore need to make sure they have a substantial amount of content and subject knowledge along with the ability to create a comfortable learning environment for the students.en_US
dc.formatThesisen
dc.languageEnglishen
dc.publisherCardiff Metropolitan Universityen_US
dc.titleSTUDENTS’ ATTITUDES TOWARDS DANCE IN PHYSICAL EDUCATIONen_US


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