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EFFECT OF GREEK TRADITIONAL DANCES ON THE DYNAMIC BALANCE OF CHILDREN
MAVROVOUNIOTIS F. - Department of Physical Education and Sport Sciences, Aristotle University of Thessaloniki
ARGIRIADOU EIR. - Department of Physical Education and Sport Sciences, Aristotle University of Thessaloniki
MAVROVOUNIOTI CHR. - Department of Home Economics and Ecology, Charokopio University of Athens
ZAGGELIDIS G. - Department of Physical Education and Sport Sciences, Aristotle University of Thessaloniki
Keywords: Motor ability, stability, performance, dancer, elementary school, high school
Introduction
Abilities are assumed to be relatively stable traits of the individual determined largely by the efficiency of the central nervous system and related to performance in a variety of tasks. Balance is one of the human abilities related to human and sport performance (Fleishman, 1972).
Balance, the process of integrating sensory input from multiple sources (vestibular, kinaesthetic, tactile and visual) in order to plan and execute static and dynamic postures (Baloh, 1984; Burton, & Davis, 1992; Furman et al., 2000; Gallahue, 1982; Sherrill, 1998), is an integral part of almost every movement task a person may perform (Burton, & Davis, 1992). In young children, balance is mainly influenced by vision, whereas in adults it depends on tactile and kinaesthetic input (Crutchfield, & Barnes, 1995; Horak et al., 1997; Woollacott, & Shumway-Cook, 1989).
Although there is a controversy over the nature of human abilities, researchers generally agree that individual differences in ability prior to the acquisition of a criterion task limit learning (Kleinman, 1983; Magill, 1993). The identification of abilities related to a specific sport or physical activity has been a focus of investigation aiming to success in that sport or activity. Thus, static balance, the ability to balance on a stable surface without any other movement and dynamic balance, the ability to balance on a moving surface or to maintain balance while moving, are basal abilities for sports like gymnastics, rhythmic gymnastics, dance etc. (Fleishman, 1972).
Dance and creative dance, with its heavy emphasis on static and dynamic balance, affects motor performance and self-concept. Under these circumstances, dance seems to be an ideal activity for children (Loeffler, 2007), for athletes of various sports, for older people (Birkel, 1998; Federici et al., 2005; Kravitz, 1994), for persons with balance, and/or kinaesthetic problems (Kephart, 1971; Pennella, 1979), or for hearing impaired persons (Reber, & Sherrill, 1981; Wisher, 1979). Thereby, dance can be considered not only as a supplementary vehicle in the learning process, but also as an indispensable tool that facilitates self-actualization, especially the awareness of the body to appreciate its ability for movement (Hottendorf, 1989; Wisher, 1979).
Although numerous studies have examined the effectiveness of many motor programs in improving the balance skills of children, adults or elderly (Bologun et al., 1992; Carrafa et al., 1996; Castagnaet al., 2005; Fotiadou et al., 2002; Freeman et al., 1965; Gross, & Thompson, 1957; Seidler, & Martin, 1997; Wolfson et al., 1996) almost no study has examined the effectiveness of Greek traditional dances, indicating that there is a need for more systematic research on the relation of Greek traditional dances and balance skills in children. Moreover, most of the studies have dealt with the psychological, physical, and cognitive aspects of the children, not with the improvement of specific skills such as balance, through specific Greek traditional dances programs. However, reviewing the literature, it seems that no other works on Greek traditional dances for children, on the part of balance have been conducted. For these reasons, the present study was designed to examine the effect of a Greek traditional dances program on the dynamic balance ability of two groups of children.
Method
SAMPLE
Thirty nine (39) healthy children of different dancing clubs (12 boys and 27 girls), were selected randomly and participated in the study voluntarily. Subjects' age ranged from 6 to 18 years. The subjects were assigned to two groups according to their age: Group A, 19 children (7 boys and 12 girls) of elementary schools, aged 6 to 12 years, and Group B, 20 children (5 boys and 15 girls), of high schools, aged 13 to 18 years. Before the study, the subjects had participated in a group dancing program for learning and performing Greek traditional dances, once per week, to the club where they were members.
PROCEDURE
The subjects participated voluntarily in an afternoon group program of Greek traditional dances performance, each one to the club where he/she was member. The Greek traditional dance sessions to the different clubs were conducted by teachers of physical education with extensive practical experience. Before the beginning of the research, a description of general requirements was given and, still, the aim of the research was described to the participants without any briefing relative to previous research findings. The duration of the Greek traditional dances program for each participant of the both groups was 12 weeks, at a frequency of one lesson per week, for 1 ½ hour. The frequency of the lessons was the accustomed one to the clubs of Greek traditional dances. No subject was absent for more than two training days. The performed Greek traditional dances were from all Greek geographic areas. The program was designed according to certain basic dances, while the purpose was to enrich the program with a variety of dances, regarding the rhythm, the kinetic repertoire and the style. The selected dances were the appropriate, as for the degree of difficulty, according to the subjects' skill level.
MEASUREMENTS
Dynamic Balance was assessed by the stabilometer platform (Lafayette Instruments). Two electronic clocks recorded the duration of the trial (60 sec.) and the subjects' performance in sec. The performance clock stopped each time the platform deviated more than 15° from horizontal. A practice of 30 sec. was given before the initiation of the test.
Physical measurements. -Measurements of children's height and body mass were performed. Height was measured using a portable stadiometer, to the nearest 0.1 cm. Weight was measured using an accurate scale, to the nearest 100 g. All children removed their shoes and wear only light indoor clothing. Moreover, Body Mass Index (BMI) was evaluated (BMI=body mass/height2).
STATISTICAL ANALYSIS
For statistical analysis the statistic packet SPSS/PC version 14.0 for windows, was used. The non-parametric test Kolmogorov-Smirnov was used to evaluate the normal distribution of the sample. Moreover, descriptive analysis was used. Statistical analysis included independent t-test values comparing pre/post program values between the two groups. In addition, a paired t-test was included, comparing the pre/post values of dynamic balance in each group, and also between boys and girls. The level of significance was set to p<0.05.
Results
The mean (M) and standard deviation (SD) of measured physiological characteristics of children -boys and girls together- of both groups are presented in Table 1 Moreover, the calculated Body Mass Index is presented in Table 1.
Table 1
Sample's physiological characteristics
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Descriptive statistics for each measure of balance assessed prior to and following the dance program and the significance of any demonstrated change are shown in Figure 1-3, and in Table 2.
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In regard to Group A and Group B, according to data processing, it was obvious that there were increases in the balance scores after the 12-week program of Greek traditional dances (Fig. 1). In addition, analysing the data separately for group, and, also, for sex, increases in the balance scores after the dance program have been shown (Fig. 2 & Fig. 3).
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The scores of the dynamic balance ability of each group, as well as of the two sexes before and after the application of the Greek traditional dances program are presented in Table 2. As shown, comparing the values of dynamic balance between the two groups in total, as well as between boys and girls in each group before the start and after the application of the program, no statistical difference was found (p>0.05).
Table 2
Values of dynamic balance pre and post the Greek traditional dances program for Group A and Group B
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In contrary, the paired t-tests revealed that Group A, as well as Group B, was significantly superior at the final measurement. Thus, after the 12-weeks dance program there was a significant improvement in terms of dynamic balance ability in both groups (Table 2). Moreover, the paired t-tests for group and also for sex, revealed significant increases to the balance scores in all the subgroups, except in boys of Group B, who after the dance program increased their score in balance, but this increase was not significant (Table 2).
Discussion
A major milestone in a child's life is to no longer have to hold on to any of the surrounding surfaces to balance the body in an upright position and attain independent walk. In the process of achieving this, the child has to learn to use sensory information and motor action together to orient his or her presence in the environment (Austad, & Van der Meer, 2007). The children after the age of 4-5 years are able to control the "walking by falling", by controlling gravity forces and the inertia forces induced by movement (Breniere, & Bril, 1998). In addition, around the age of 6-7 years, a recalibration of the sensory processes underlying locomotor balance control takes place due to a growth spurt in the trunk, which causes a sudden shift of gravity. From the age of 7-8 years onwards the visual, vestibular and propioceptive systems become more efficiently coordinated, resulting in improved dynamic balance control (Assaiante, & Amblard, 1992; Horak et al., 1990). Children 11- to 13- year-old, like adults, have the ability to select varying balance strategies depending on the constraints of a particular task (Hatzitaki et al., 2002). Thus, in the present study no significant difference was found in the dynamic balance before or after the dance program between the two age groups, indicating that the age of 6 to 7 years of a child life is an important board as for balance skill, justifying that balance is stabilized before the age of 8 years (Peltenburg et al., 1982). However, Paasuke,and Raudsepp(1995) report that in balance the girls surpassed the boys, indicating gender differences in balance in prepubertal children. In agreement in the present study although increases in balance were revealed after the dance program in both sexes, the increase in balance for the boys of Group B was not significant.
Age and more practice improve balance control, leading to better postural control and decreased postural sway (Rival et al., 2005). In agreement, the children in the present study after practising in Greek traditional dances for 12 weeks achieved significant improvement in terms of dynamic balance ability. Thus, as it is proved by the present study, practice is an important element to balance improvement. However, it is not only the practice but mainly it is practicing on dance, the performance of complex motor skills that require a great sense of balance (Vuillerme et al., 2001), that improved childrens' balance. This opinion is supported by several studies. Using several tasks, Kioumourtzoglou et al. (1997) showed that elite gymnasts have better dynamic and static balance than novices. Consistent with this view, Robertson et al. (1994) suggested that experts in gymnastics can control their balance better than inexperienced athletes. In addition, during unilateral leg movements performed while standing, Mouchnino et al. (1992) reported that the lateral sway of the center of pressure was smaller in dancers than in untrained subjects.
So, practice in a task like dance can help dancers to demonstrate a better sense of balance in non-dancing tasks, like standing on the platform of the stabilometer. Thus, the present revealed balance improvement, as a result of the 12-week dance program, can be supported by the theory for the transfer of motor abilities. That is the capability for performance in one task could be a result of practice on some other task. So, based on the general motor ability hypothesis (Adams, 1987), the better sense of balance as a human motor skill, should remain observable among various tests requiring balance skills.
The philosophy of dance is similar to the aims of early childhood education programs where opportunities for noncompetitive, success-oriented and creative experiences for young children are valued. By this mean, dance elements enable the integration of body, mind and spirit, and affect the perception of sensory input, especially kinaesthetic, which may lead to cognitive awareness and maintenance of inner balance (Cassagne, 1990). Moreover, a very important element of the dance is music. Music and movement are linked even from birth and infancy (Kulich, 1989). Undeniably, music in many forms is an accessible accompaniment to either improvised or more structure movement sequences (Loeffler, 2007).
In the present study, the whole program was designed in order to improve children's dynamic balance. As suggested a variety of dances, regarding the rhythm, the kinetic repertoire and the style was used. Care was taken to respect individuals, so that they bring to the movement their abilities, their strengths and what they can share with others in the group. All children could feel a sense of belonging to a group and a sense of joy at being able to learn on a fundamental movement level. As a result, the children demonstrated a very positive attitude towards lessons, with an excellent level of participation (joy, attention, cooperation and satisfaction). However, the boys of Group B didn't reveal the same joy and satisfaction, because in this age the boys usually don't prefer so much dance but other forms of exercise. This is, probably, the reason for the non significant increase in their balance score after the program. Moreover, at the end of the training period, the children were allowed to dance free the most preferable dances, in order to feel the influence of Greek traditional dances, and this is an additional evidence of the program's effectiveness.
From the results of the present study, it can be said that for this specific sample of individuals there is a direct relationship between the application of Greek traditional dances and the significant improvement of the children's dynamic balance ability. Following an action research approach, the overall intention of the study is to present its findings to Greek traditional dances teachers, and additionally to Physical Education teachers, and in the light of these findings, to encourage them to investigate their own situations and practices as reflective practitioners, with a view to bringing about improvements in Greek traditional dances for children of elementary and high school. Educators need to guide children's natural urge to dance movement and preserve their movement spontaneity into adult life, need to encourage children to learn and grow through movement and dance activities (Laban, 1948).
More specifically, it is suggested that: (a) Greek traditional dances programs should be applied, by means of intervention programs, at each developmental age in order to determine whether and when - in terms of balance development - the intervention is most effective, (b) comparisons and relationships among different dance programs, or among different exercise types, including and Greek traditional dances, could be useful in indicating the most effective ones.
Conclusions
This study clearly shows that the dynamic balance ability can be significantly improved for these two groups of children, using a Greek traditional dances program. The findings clearly indicate that Greek traditional dances have an important contribution to make for the benefit of children in terms of dynamic balance activity. The increase of balance scores that the two age groups of children obtained in the final measurement is a clear evidence of the benefits of the program. It remains a subject of future studies to further specify the effectiveness of Greek traditional dances on the dynamic balance ability of individuals.
Abstract
The purpose of the present study was to examine the effect of a Greek traditional dances program on the dynamic balance ability of children. Thirty-nine boys and girls took part in the study. They were divided in two groups by their age: Group A, 6 to 12 years old, Group B 13 to 18 years old. The subjects of both groups received a 12-week program of Greek traditional dances at a frequency of one lesson per week, for 90 minutes. The methods of data collection included pretest and posttest measurements of the dynamic balance for the subjects of both groups. Dynamic Balance was measured by the stabilometer platform (Lafayette Instruments). The results showed that after the 12-weeks program of Greek traditional dances there was a significant improvement in the dynamic balance ability in both groups of children. Consequently, children should participate in Greek traditional dances programs beyond their school obligations, in order to improve their dynamic balance ability.
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