Many girls do not engage in sufficient physical activity (PA). Dance is a popular form of PA among UKsecondary school-aged girls and extracurricular dance programs delivered by dance specialists may provide an alterna...Many girls do not engage in sufficient physical activity (PA). Dance is a popular form of PA among UKsecondary school-aged girls and extracurricular dance programs delivered by dance specialists may provide an alternative way to increase PA amongst girls aged 11 - 12. The purpose of this study was to explore the views of physical education and dance teachers on the structure, content and delivery of an extra-curricular dance-based PA intervention for adolescent girls. Methods: Semi-structured qualitative interviews were conducted with eleven physical education teachers and eleven dance teachers, and were analyzed using thematic analysis. Results: Themes identified addressed key logistical and content/delivery-based factors to be considered when designing a dance-based PA intervention. Logistical factors included optimizing participant recruitment and aligning external providers with school behavior management policies. Content/delivery factors focused on teacher-student rapport, facilitating dance competence, and balancing teacher and student-led time. Conclusions: This formative study highlighted that an extra-curricular dance-based PA intervention would be welcomed inUK schools. A number of considerations central to the design and delivery of such a program were identified from key user groups which can be used to inform the development of school-based dance (and non-dance) interventions aimed at increasing PA amongst adolescent girls.展开更多
文摘Many girls do not engage in sufficient physical activity (PA). Dance is a popular form of PA among UKsecondary school-aged girls and extracurricular dance programs delivered by dance specialists may provide an alternative way to increase PA amongst girls aged 11 - 12. The purpose of this study was to explore the views of physical education and dance teachers on the structure, content and delivery of an extra-curricular dance-based PA intervention for adolescent girls. Methods: Semi-structured qualitative interviews were conducted with eleven physical education teachers and eleven dance teachers, and were analyzed using thematic analysis. Results: Themes identified addressed key logistical and content/delivery-based factors to be considered when designing a dance-based PA intervention. Logistical factors included optimizing participant recruitment and aligning external providers with school behavior management policies. Content/delivery factors focused on teacher-student rapport, facilitating dance competence, and balancing teacher and student-led time. Conclusions: This formative study highlighted that an extra-curricular dance-based PA intervention would be welcomed inUK schools. A number of considerations central to the design and delivery of such a program were identified from key user groups which can be used to inform the development of school-based dance (and non-dance) interventions aimed at increasing PA amongst adolescent girls.
