The effects of a behavioral movement -training package on dance performance.
Item
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Title
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The effects of a behavioral movement -training package on dance performance.
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Identifier
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AAI3278415
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identifier
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3278415
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Creator
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Vintere, Parsla.
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Contributor
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Adviser: Claire L. Poulson
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Date
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2007
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Behavioral | Dance | Education, Physical
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Abstract
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The present study examined the effects of a behavioral movement-training package on the performance of classical ballet movements by college students whose performance had not improved under conventional training. The procedures used in the behavioral movement-training package and conventional training were identical except for the following components used only in the behavioral movement-training package: (a) a lecture on a given movement; (b) the student experiencing a correct and an incorrect way of executing a movement; (c) the student labeling her own performance as correct or incorrect; (d) the student describing her own performance errors; and (e) the student receiving feedback not only on movement performance, but also on labeling and error description. Three movement categories were selected for the study: turns, jumps, and balancing. Two movements from each category were examined. One movement from each category was trained, and one served as a probe to measure generalization from training. Thus, there were 3 training movements and 3 probe movements for each participant. Throughout the study probe movements were tested only and never trained. Three female college dance students with 2 to 8 years of classical ballet training participated in the study. Each participant was exposed to two experimental conditions: conventional training and the behavioral movement-training package. The behavioral movement-training procedure was introduced sequentially across classical ballet movements in a multiple-baseline experimental design. Behavioral movement training was taught to criterion following the baseline phase and prior the maintenance phase, both of which consisted of conventional training. The data indicate that during the baseline phase, the percentage of trials with correct classical ballet movements was below 50% on all 6 movements. For all participants, there was a systematic increase in the percentage of trials with correct classical ballet movements following the behavioral movement-training procedure. Furthermore, a similar increase in the percentage of trials with correct classical ballet movements was observed on non-trained probe trials, indicating generalization from training. The results are discussed in terms of the potential value of the behavioral movement-training package in dance, with implications for physical skill education, and movement rehabilitation.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
