The Effect of Participating in Recreational Dance Activities on the Social Skills of 10 to 12-Year-Old Children
Keywords:
Dance Societies, Cooperating Skills, Empathy, Impulsivity, Disruptiveness
Abstract
Developing social skills is important for people’s social life, especially for children who are at a sensitive stage of life. The aim of the study is to investigate to which extend participating in recreational dance activities effect children’s development of social skills. The participants of the research were 168 children (84 boys and 84 girls) with no previous dance experience. The experimental group, which consisted of 90 children, took up folk dance lessons in a society. The rest 78 children, who formed the control group, did not take up any regular physical activity. The data collection was made with the School Social Behavior Scale (SSBS - Merrell, 1993). The researchers examined the changes of the dimensions ‘cooperating skills’, ‘empathy’, ‘impulsivity’ and ‘disruptiveness’. Two measurements conducted (initial and final) within four months. Two-Way analysis of variance (ANOVA) with repeated measures was conducted to evaluate whether there were significant differences between the two groups and between the measurements for each dimension of the scale. The results showed that the children of the experimental group improved their social skills, contrary to the children of the control group. More specifically, there was an increase in the positive dimensions that were examined (cooperating skills, empathy) and a reduction in the negative dimensions (impulsivity, disruptiveness). Consequently, participating in learning dance activities can develop social skills, in a positive way.
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References
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Chaniotakis, N., & Thoidis, I. (2002). Cross-time leisure activities at all day school. (in Greek). Review of Educational Issues, 6, 239-270.
Danish, S. J., & Nellen, V. C. (1997). New roles for sport psychologists: Teaching life skills through sport to at risk youth. Quest, 49, 100-113.
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Gouley, K. K., Brotman, L. M., Huang, K. Y., & Shrout, P. E. (2008). Construct validation of the social competence scale in preschool – age children. Social Development, 17, 380-398.
Goudas, M., & Magotsiou, E., (2009). The efects of a coperative physical education program on Students’social skils. Journal of Applied Sport Psychology, 21, 356-364.
Goudas, M., Magotsiou, E., & Hatzigeorgiadis, A. (2009). Psychometric properties of the Greek version of the Feelings Toward Group Work Questionnaire. European Journal of Psychological Assessment, 25, 204-210.
Goudas, M., Dermitzaki, I., Leondari, A., & Danish, S. (2006). The effectiveness of teaching a life skills program in a physical education context. European Journal of Psychology of Education, XXI, 429-438.
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Likesas, G., Tsapakidou, A., Konstantinidou, M., & Papadopoulou, D. (2002). New approaches to teaching traditional Greek dances in Elementary Education. Journal of Human Movement Studies.43, 429-442.
Lobo, Y., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501–519.
Matson, J. L. (2009). Social behavior and skills in children. New York: Springer Dordrecht Heidelberg London.
Magotsiou, E. (2007). Creation, implementation and evaluation of a social skills program in the physical education course. (in Greek). Unpublished Doctoral Thesis. University of Thessaly, Trikala.
Magotsiou, E., & Goudas, M. (2007). Collaborative learning as a means of social development
skills in the course of physical education. (in Greek). Inquiries in Sport & Physical Education, 5, 82-94.
McDermott, P. A., & Fantuzzo, J. W. (2002). Identifying and promoting social competence with African American preschool children: developmental and contextual considerations. Psychology in the Schools, 39, 111-123.
Nelson-Jones, R. (1991). The theory and practice of counseling psychology. London: Cassell.
Polvi, S., & Telama, R. (2000). The Use of Cooperative Learning as a Social Enhancer in Physical Education. Scandinavian Journal of Educational Research, 44 (1), 105-115.
O’ Rourke, K., & Worzbyt, J.C. (1996). Support groups for children. New York, NY: Routledge.
Papacharisis, V., & Goudas, M. (2003). Perceptions about exercise and intrinsic motivation of students’ attending a health-related program. Perceptual and Motor Skills, 97, 689-696.
Pickens, J. (2009). Socio-emotional Programme Promotes Positive Behaviour in Preschoolers. Child Care in Practice, 15(4), 261-278.
Qin, Ch., & Yong J. (2002). Social competence and behavior problems in Chinese preschoolers. Early Education & Development, 13, 171-186.
Rosenthal, M., & Gatt, L. (2010). ‘Learning to Live Together’: training early childhood educators to promote socio-emotional competence of toddlers and pre-school children. European Early Childhood Education Research Journal, 18(3), 373-390.
Sharpe, T., Brown, M., & Crider, K. (1995). The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students. Journal of Behavior Analysis, 28, 401-416.
Sheridan, S. M., Hungelman, A., & Poppenga-Maughan, D. (1999). A contextualized framework for social skills assessment, intervention and generalization. School Psychology Review, 28, 84- 103.
Smith, A. L., & D’Arripe - Longueville, F. (2014). Peer relationships and the youth sport experience. In a. G. Papaioannou & D. Hackfort (Eds.), Routledge companion to sport and exercise psychology (pp. 199-212). New York: Routledge.
Steffe, L. P., & Gale, J. E. (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Soulis, S.G. (2002). Learning step by step into school and at home. (in Greek). Athens: Typothito.
Theofanidis, G. (2002). Life Skills Implementation Program in Olympic Education. (in Greek). Unpublished postgraduate dissertation. Democritus University of Thrace, Komotini.
Thomas, G., & Fletcher, G. (2003). Mind-reading accuracy in intimate relationships: Assessing the roles of the relationship, the target and the judge. Journal of Personality and Social Psychology, 85, 1079-1094.
U.S. Department of Education (2012). National Education Technology Plan 2010. Retrieved on: 14-4- 2014, http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf.
Vasilopoulos,F.S., Koutsopoulou, I., & Regli, D. (2011). Psycho-educational groups for children: Theory and practice. (in Greek). Athens: Grigori Publications.
Venetsanou, F., & Leventis, Ch. (2010). Greek traditional dance for preschool children.40 courses aiming at the all-round development of children. (in Greek). Athens: Athlotipo.
Wall, J., &Murray, N. (1994). Children and Movement: Physical Education in the elementary school. Iowa: Brown & Benchmark.
Balatzaras, Μ. (2004). Learning and collaborative environments in science information. (in Greek). University of Thessaly.
Benson, J. B. (2009). Social and emotional development in infancy and early childhood. USA: Academic Press.
Brooks, D.J. (1984). A life skills taxonomy: Defining elements of effective functioning through the use of the Delfhi technique. Unpublished doctoral dissertation. University of Georgia.
Brotman, L. M., Gouley, K. K., Chesir-Teran, D., Dennis, T., Klein, R. G., & Shrout, P. (2005). Prevention for preschoolers at high risk for conduct problems: immediate outcomes on parenting practices and child social competence. Journal of Clinical Child and Adolescent Psychology, 34, 724-734.
Cantwell, R. H., & Andrews, B. (2002). Cognitive and psychological factors underlying secondary school students’ feelings towards group work. Educational Psychology, 22, 75-91.
Carlo, G., Koller, S. H., Eisenberg, N., Da Silva, M. S., & Frohlich, C. B. (1996). A cross-national study on the relations among prosocial moral reasoning, gender role orientations, and prosocial behaviors. Developmental Psychology, 32, 231-240.
Chaniotakis, N., & Thoidis, I. (2002). Cross-time leisure activities at all day school. (in Greek). Review of Educational Issues, 6, 239-270.
Danish, S. J., & Nellen, V. C. (1997). New roles for sport psychologists: Teaching life skills through sport to at risk youth. Quest, 49, 100-113.
Danish, S. J., Petitpas, A. J., & Hale, B. D. (1993). Life development intervention for athletes: Life skills through sports. The Counseling Psychologist, 21, 352-385.
Darginidou, L., & Goulimaris, D. (2016), Quality of life and traditional dance, 44th World Congress on Dance Research. (in Greek). Athens, CID.
Darginidou,L., Goulimaris, D., Mavridis, G., & Genti, M. (2017). Physical activities, recreational activities and social skills of adolescents. Sport Science, 10, 1, 76-82.
Denham, A., Hatfield, S., Smethurst, N., Tan, E., & Tribe, C. (2006). The effects of social skills interventions in the primary school. Educational psychology in practice: theory, research and practice in educational psychology, 22 (1), 33-51.
Dyson, B. (2002). The implementation of coperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 2, 69-85.
Dyson, B. (2001). Cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 20, 264-281.
Elliott, S. N., & Lang, S. C. (2004). Social skills training. Encyclopedia of Applied Psychology, 3, 427- 433.
Engels, C. M. E., Finkenauer, C., Meeus, W., & Dekovic, M. (2001), Parental attachment and adolescents’s emotional adjustment: associations with social skills and relational competence. Journal of Counseling Psychology, 48, 428- 439.
Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin.
Gimpel, G. A., & Merrell, K. W. (1998). On the nature and value of social skills. In: G. A. Gimpel & K. W. Merrell (Eds.), Social skills of children and adolescents: conceptualization, assessment, treatment (pp. 1-28). Mahwah, NJ: Lawrence Erlbaum Associates.
Goleman, D. (2000). Emotional Intelligence at Work. (in Greek). Athens: Ellinika Gramata.
Goleman, D. (1996). Emotional Intelligence. (in Greek). Athens: Ellinika Gramata.
Gouley, K. K., Brotman, L. M., Huang, K. Y., & Shrout, P. E. (2008). Construct validation of the social competence scale in preschool – age children. Social Development, 17, 380-398.
Goudas, M., & Magotsiou, E., (2009). The efects of a coperative physical education program on Students’social skils. Journal of Applied Sport Psychology, 21, 356-364.
Goudas, M., Magotsiou, E., & Hatzigeorgiadis, A. (2009). Psychometric properties of the Greek version of the Feelings Toward Group Work Questionnaire. European Journal of Psychological Assessment, 25, 204-210.
Goudas, M., Dermitzaki, I., Leondari, A., & Danish, S. (2006). The effectiveness of teaching a life skills program in a physical education context. European Journal of Psychology of Education, XXI, 429-438.
Greek Dictionary, (2005). Spelling, interpretive, etymological, masters. (in Greek). Publisher: Tegopoulos – Fytrakis.
Health Resources and Services Administration. (2007). Child Health USA 2007. Retrieved on: 28-9-2013. http://www.mchb.hrsa.gov/mchirc/chus/.
Hoffman, M.L. (1990). The contribution of empathy to justice and moral judgment. In: N. Esinberg & J. Strayer. (Eds.). Empathy and its development. (pp 47-80). New York: Cambridge University Press.
Kennedy, J.H. (1988). Issues in the identification of socially incompetent children. School Psychology Review, 17, 276-288.
Kiorpe, D. (2002). Teaching life skills in the course of physical education. (in Greek). Unpublished postgraduate dissertation. Aristotle University of Thessaloniki, Thessaloniki.
Langeveld, J. H., Gundersen, K. K., & Svartdal, F. (2012). Social competence as a mediating factor in reduction of behavioral problems. Scandinavian Journal of Educational Research, 1-19.
Likesas, G., Tsapakidou, A., Konstantinidou, M., & Papadopoulou, D. (2002). New approaches to teaching traditional Greek dances in Elementary Education. Journal of Human Movement Studies.43, 429-442.
Lobo, Y., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501–519.
Matson, J. L. (2009). Social behavior and skills in children. New York: Springer Dordrecht Heidelberg London.
Magotsiou, E. (2007). Creation, implementation and evaluation of a social skills program in the physical education course. (in Greek). Unpublished Doctoral Thesis. University of Thessaly, Trikala.
Magotsiou, E., & Goudas, M. (2007). Collaborative learning as a means of social development
skills in the course of physical education. (in Greek). Inquiries in Sport & Physical Education, 5, 82-94.
McDermott, P. A., & Fantuzzo, J. W. (2002). Identifying and promoting social competence with African American preschool children: developmental and contextual considerations. Psychology in the Schools, 39, 111-123.
Nelson-Jones, R. (1991). The theory and practice of counseling psychology. London: Cassell.
Polvi, S., & Telama, R. (2000). The Use of Cooperative Learning as a Social Enhancer in Physical Education. Scandinavian Journal of Educational Research, 44 (1), 105-115.
O’ Rourke, K., & Worzbyt, J.C. (1996). Support groups for children. New York, NY: Routledge.
Papacharisis, V., & Goudas, M. (2003). Perceptions about exercise and intrinsic motivation of students’ attending a health-related program. Perceptual and Motor Skills, 97, 689-696.
Pickens, J. (2009). Socio-emotional Programme Promotes Positive Behaviour in Preschoolers. Child Care in Practice, 15(4), 261-278.
Qin, Ch., & Yong J. (2002). Social competence and behavior problems in Chinese preschoolers. Early Education & Development, 13, 171-186.
Rosenthal, M., & Gatt, L. (2010). ‘Learning to Live Together’: training early childhood educators to promote socio-emotional competence of toddlers and pre-school children. European Early Childhood Education Research Journal, 18(3), 373-390.
Sharpe, T., Brown, M., & Crider, K. (1995). The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary school students. Journal of Behavior Analysis, 28, 401-416.
Sheridan, S. M., Hungelman, A., & Poppenga-Maughan, D. (1999). A contextualized framework for social skills assessment, intervention and generalization. School Psychology Review, 28, 84- 103.
Smith, A. L., & D’Arripe - Longueville, F. (2014). Peer relationships and the youth sport experience. In a. G. Papaioannou & D. Hackfort (Eds.), Routledge companion to sport and exercise psychology (pp. 199-212). New York: Routledge.
Steffe, L. P., & Gale, J. E. (1995). Constructivism in education. Hillsdale, NJ: Lawrence Erlbaum Associates.
Soulis, S.G. (2002). Learning step by step into school and at home. (in Greek). Athens: Typothito.
Theofanidis, G. (2002). Life Skills Implementation Program in Olympic Education. (in Greek). Unpublished postgraduate dissertation. Democritus University of Thrace, Komotini.
Thomas, G., & Fletcher, G. (2003). Mind-reading accuracy in intimate relationships: Assessing the roles of the relationship, the target and the judge. Journal of Personality and Social Psychology, 85, 1079-1094.
U.S. Department of Education (2012). National Education Technology Plan 2010. Retrieved on: 14-4- 2014, http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf.
Vasilopoulos,F.S., Koutsopoulou, I., & Regli, D. (2011). Psycho-educational groups for children: Theory and practice. (in Greek). Athens: Grigori Publications.
Venetsanou, F., & Leventis, Ch. (2010). Greek traditional dance for preschool children.40 courses aiming at the all-round development of children. (in Greek). Athens: Athlotipo.
Wall, J., &Murray, N. (1994). Children and Movement: Physical Education in the elementary school. Iowa: Brown & Benchmark.
Published
2019-01-30
How to Cite
Tsounis-Tzitzikas, K., Goulimaris, D., Antoniou, P., Yfantidou, G., & Bebetsos, E. (2019). The Effect of Participating in Recreational Dance Activities on the Social Skills of 10 to 12-Year-Old Children. IJRDO- Journal of Educational Research, 4(1), 08-20. https://doi.org/10.53555/er.v4i1.2618
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Articles
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