東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of aerobic dance on self-est...

Marino, Dawn M.

FindBook

Google Book

Amazon

博客來

Effects of aerobic dance on self-esteem, academics, behavior, and social skills.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Effects of aerobic dance on self-esteem, academics, behavior, and social skills./
作者:	Marino, Dawn M.
面頁冊數:	92 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page: 6475.
Contained By:	Dissertation Abstracts International71-10B.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421912
ISBN:	9781124220130

Effects of aerobic dance on self-esteem, academics, behavior, and social skills.
Marino, Dawn M.

Effects of aerobic dance on self-esteem, academics, behavior, and social skills. - 92 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page: 6475.

Thesis (Psy.D.)--Hofstra University, 2010.

There has been a great deal of research that has been conducted on the beneficial effects of aerobic exercise, however limited research has been conducted on aerobic dance in schools. The purpose of this present study was to examine the effects of an evidence based aerobic dance intervention on self-esteem, academic achievement, disruptive behavior, and social skills in children. Aerobic dance interventions are important because these interventions can be easily implemented in the schools, are not costly, manage students' behaviors, and aid in weight loss. One hundred and thirty participants, 8-10 years old, were used in this study. Sixty-four of the participants took part in the aerobic dance intervention for 40 minutes, once per week, for a period of eight weeks during their physical education classes. In addition, sixty-four students were in the control group participating in their regular physical education classes, thereby not engaging in aerobic dance.

ISBN: 9781124220130Subjects--Topical Terms:

610547
Dance.

Effects of aerobic dance on self-esteem, academics, behavior, and social skills.
LDR:03431nam 2200325 4500 001 1395795
005 20110526085810.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124220130
035 $a (UMI)AAI3421912
035 $a AAI3421912
040 $a UMI $c UMI
100 1 $a Marino, Dawn M. $3 1674527
245 1 0 $a Effects of aerobic dance on self-esteem, academics, behavior, and social skills.
300 $a 92 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: B, page: 6475.
500 $a Adviser: Robert W. Motta.
502 $a Thesis (Psy.D.)--Hofstra University, 2010.
520 $a There has been a great deal of research that has been conducted on the beneficial effects of aerobic exercise, however limited research has been conducted on aerobic dance in schools. The purpose of this present study was to examine the effects of an evidence based aerobic dance intervention on self-esteem, academic achievement, disruptive behavior, and social skills in children. Aerobic dance interventions are important because these interventions can be easily implemented in the schools, are not costly, manage students' behaviors, and aid in weight loss. One hundred and thirty participants, 8-10 years old, were used in this study. Sixty-four of the participants took part in the aerobic dance intervention for 40 minutes, once per week, for a period of eight weeks during their physical education classes. In addition, sixty-four students were in the control group participating in their regular physical education classes, thereby not engaging in aerobic dance.
520 $a The measures used to assess the four dependent variables in this study included: the Piers-Harris Children's Self-Concept Scale - 2nd Edition: The Way I Feel About Myself, the Wide Range Achievement Test, the Conners' Teacher Rating Scale - Revised Short Form, and the Social Skills Improvement System. These measures were administered before the eight week intervention began (pre-test), following the intervention (post-test), and one month following the termination of the intervention. It was hypothesized that those students who participated in the aerobic dance intervention would show improvements in self-esteem, academic achievement, social skills, as well as decreases in their disruptive behavior in the classroom, when compared to those children who did not participate in the aerobic dance intervention (control group).
520 $a Results showed that those students in the Zumba Gold (c) dance group did not show improvements in self-esteem, academic achievement, disruptive behavior, and social skills as opposed to the control group. As a result, none of the hypotheses were supported in the present study. The findings suggest that if the students in the present study began with low initial baseline levels of self-esteem, academic achievement, and social skills as well as high baseline levels of behavior significant results may have occurred. Despite the lack of significant aerobic effects in the present study, the present study expanded the research in the field of aerobic exercise.
590 $a School code: 0086.
650 4 $a Dance. $3 610547
650 4 $a Education, Physical. $3 1018000
650 4 $a Education, Elementary. $3 516171
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0378
690 $a 0523
690 $a 0524
690 $a 0620
710 2 $a Hofstra University. $3 682125
773 0 $t Dissertation Abstracts International $g 71-10B.
790 1 0 $a Motta, Robert W., $e advisor
790 $a 0086
791 $a Psy.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3421912