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The effects of selected dance activi...

Walker-Bennett, Doris Evyonne.

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The effects of selected dance activities on the self-esteem and perceptual motor skills of adolescents with learning disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of selected dance activities on the self-esteem and perceptual motor skills of adolescents with learning disabilities./
作者:	Walker-Bennett, Doris Evyonne.
面頁冊數:	113 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1128.
Contained By:	Dissertation Abstracts International55-05A.
標題:	Dance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9423016

The effects of selected dance activities on the self-esteem and perceptual motor skills of adolescents with learning disabilities.
Walker-Bennett, Doris Evyonne.

The effects of selected dance activities on the self-esteem and perceptual motor skills of adolescents with learning disabilities. - 113 p.

Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1128.

Thesis (Ph.D.)--New York University, 1993.

The objective of this study was to determine the effects of dance intervention on perceptual motor development and physical and intellectual and school status self-esteem among high school level learning disabled (LD) male and female students. The hypothesis that was tested was: Learning disabled high school students, both male and female, who engaged in a dance intervention program will have higher scores on laterality-directionality, static balance, dynamic balance, kinesthetic perception, physical self-esteem, and intellectual and school status self-esteem than learning disabled high school students who are in a standard physical education program.Subjects--Topical Terms:

610547
Dance.

The effects of selected dance activities on the self-esteem and perceptual motor skills of adolescents with learning disabilities.
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100 1 $a Walker-Bennett, Doris Evyonne. $3 1925581
245 1 4 $a The effects of selected dance activities on the self-esteem and perceptual motor skills of adolescents with learning disabilities.
300 $a 113 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1128.
500 $a Chairperson: Patricia Rowe.
502 $a Thesis (Ph.D.)--New York University, 1993.
520 $a The objective of this study was to determine the effects of dance intervention on perceptual motor development and physical and intellectual and school status self-esteem among high school level learning disabled (LD) male and female students. The hypothesis that was tested was: Learning disabled high school students, both male and female, who engaged in a dance intervention program will have higher scores on laterality-directionality, static balance, dynamic balance, kinesthetic perception, physical self-esteem, and intellectual and school status self-esteem than learning disabled high school students who are in a standard physical education program.
520 $a The total sample for this study was 71 subjects ages 13-16, attending a public high school in New Jersey. In order to test the hypothesis, subjects were administered the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978) to measure the perceptual motor skills of laterality directionality, static balance, and kinesthetic awareness; dynamic balance was tested using a researcher constructed activity; the physical Self-Perception Profile (Fox, 1990) to measure physical self-esteem; and the Piers-Harris Intellectual and School Status Self-Concepts cluster scale (Piers, 1984) to assess academic self-esteem. Students were assessed on all measures prior to and following the dance and physical education interventions.
520 $a The dance intervention lasted 10 weeks and revolved around basic dance exercises stressing the system of movement analysis developed by Rudolph Laban (1960, 196.3), that included time, weight, space, flow and the impulse of motion that comes from inner efforts. The physical education class participated in competitive team and individual sports.
520 $a The hypothesis was tested using two-way analyses of covariates and sex and treatment as the factors. The hypothesis was supported for females on static balance and partially supported for both males and females on dynamic balance. The hypothesis was not supported for kinesthetic awareness, laterality-directionality, and self-esteem measures. It was concluded that a dance intervention program has the potential to help LD students develop physical capacities in body movement and that there is evidence that LD females benefit from dance in the development of static balance.
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773 0 $t Dissertation Abstracts International $g 55-05A.
790 1 0 $a Rowe, Patricia, $e advisor
790 $a 0146
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9423016