ABSTRACT

This study examines the pedagogical strategies of a dance instructor working with older adults in a virtual asynchronous community dance class, and the ways in which dance instruction influences older adults’ physical literacy. Physical literacy is a multidimensional framework which helps us understand meaningful and motivating physical activity experiences across the lifespan. Instructors play a critical role in creating dance environments that support older adults’ continued participation, so they receive the positive health and well-being benefits of being physically literate. Observations of five recorded classes were conducted and then analyzed using reflexive thematic analysis. Seven teaching strategies were revealed that hold promise to enable physical literacy including: repetition, movement modifications, providing choice and supporting autonomy, ensuring participants’ safety, maintaining physical competency, fostering confidence, and providing opportunities for creative expression. These findings can be applied by dance educators working with older adults aiming to enable physical literacy.

摘要

本研究探讨了在虚拟异步社区舞蹈课中与老年人一起工作的舞蹈教练的教学策略，以及舞蹈教学影响老年人身体素质的方式。体育素养是一个多维框架，可帮助我们理解整个生命周期中有意义和激励性的体育活动体验。教师在创造支持老年人继续参与的舞蹈环境方面发挥着关键作用，因此他们可以通过身体素质获得积极的健康和福祉。对五个记录的班级进行了观察，然后使用反思性主题分析进行了分析。揭示了七种教学策略，有望实现身体素养，包括：重复、动作修改、提供选择和支持自主权，确保参与者的安全，保持身体能力，培养信心，并提供创造性表达的机会。这些发现可以被与老年人一起工作的舞蹈教育者应用，以提高体育素养。