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Examining Attitudes, Enjoyment, Flow...

Davis, Christa Ann.

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Examining Attitudes, Enjoyment, Flow, and Physical Activity Levels in Pre-Service Teachers Utilizing the BLISS Model Compared to Traditional Dance Instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Examining Attitudes, Enjoyment, Flow, and Physical Activity Levels in Pre-Service Teachers Utilizing the BLISS Model Compared to Traditional Dance Instruction./
作者:	Davis, Christa Ann.
面頁冊數:	311 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.
Contained By:	Dissertation Abstracts International75-01A(E).
標題:	Education, Performing Arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3574157
ISBN:	9781303482083

Examining Attitudes, Enjoyment, Flow, and Physical Activity Levels in Pre-Service Teachers Utilizing the BLISS Model Compared to Traditional Dance Instruction.
Davis, Christa Ann.

Examining Attitudes, Enjoyment, Flow, and Physical Activity Levels in Pre-Service Teachers Utilizing the BLISS Model Compared to Traditional Dance Instruction. - 311 p.

Source: Dissertation Abstracts International, Volume: 75-01(E), Section: A.

Thesis (Ph.D.)--University of Idaho, 2013.

This dissertation describes two studies, based on data collection within a pre-existing collegiate course for pre-service teachers in a children's dance setting at a northwest public university. The overall purpose of these experimental studies was to compare traditional movement/dance with the influence of a relevance-based instructional model, aimed at positively influencing pre-service teachers' (PST) attitudes about the utilization and the manner of use of dance in future classroom settings. Study #1 provided a quantitative analysis of PST perceptions recorded as a pre-test, and two post-tests; one following the BLISS model [Believe, Listen, Imagine, Solidify, and Share] and another represented the Traditional model; as well as physical activity, Flow, and enjoyment levels; recorded following each class period. Study #2 provided a qualitative analysis within the same population as Study #1, with a sub-set of participants. The intent of study #2 was to explore at a deeper level PST perception changes over the course of the semester, on teacher enjoyment and the importance, barriers and tools necessary to increase personal enjoyment while including M/D instruction in teachers' future classroom settings.

ISBN: 9781303482083Subjects--Topical Terms:

1674506
Education, Performing Arts.

Examining Attitudes, Enjoyment, Flow, and Physical Activity Levels in Pre-Service Teachers Utilizing the BLISS Model Compared to Traditional Dance Instruction.
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500 $a Adviser: Philip Scruggs.
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520 $a This dissertation describes two studies, based on data collection within a pre-existing collegiate course for pre-service teachers in a children's dance setting at a northwest public university. The overall purpose of these experimental studies was to compare traditional movement/dance with the influence of a relevance-based instructional model, aimed at positively influencing pre-service teachers' (PST) attitudes about the utilization and the manner of use of dance in future classroom settings. Study #1 provided a quantitative analysis of PST perceptions recorded as a pre-test, and two post-tests; one following the BLISS model [Believe, Listen, Imagine, Solidify, and Share] and another represented the Traditional model; as well as physical activity, Flow, and enjoyment levels; recorded following each class period. Study #2 provided a qualitative analysis within the same population as Study #1, with a sub-set of participants. The intent of study #2 was to explore at a deeper level PST perception changes over the course of the semester, on teacher enjoyment and the importance, barriers and tools necessary to increase personal enjoyment while including M/D instruction in teachers' future classroom settings.
520 $a The results of Study #1 suggested the BLISS model of instruction provided a higher level of physical activity, while also increasing overall Flow levels in PSTs. Foundational enjoyment change was not statistically significant. Study #2 revealed positive PST perception changes including: a decrease in perceived barriers to enjoyment and inclusion of M/D, an increased awareness of tools available to increase personal enjoyment, a broader definition of dance and an increased to willingness to utilize M/D in the future. Perceptions of the potential benefits for student characteristic development remained relatively unchanged. This is understandable as levels in this category were comparatively high in the pre-test. Study #2 findings demonstrated strong support for future use of BLISS as an effective model of instruction for children's M/D. Findings also revealed: a fresh excitement and vision for PST use and integration of other subject content with M/D, increased awareness of the importance and impact of teacher enjoyment on students, and how to use M/D as a tool of enjoyment, Flow, physical activity and expanded integration of content.
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