Clinical trial NCT03278366: Effects of Dance Practice in Elementary Students
Official title: The Effects of Dance Practice on Assessment Score Performance, Behavior and Attendance in a Public School District With High Rates of Economically Disadvantaged Elementary Students.
Study type: INTERVENTIONAL
Overall status: TERMINATED
Phase: NA
Conditions: Educational Activities
Lead sponsor: Skidmore College
Sponsor class: OTHER
First posted: 2017-09-11
Enrollment: 349
Sex: ALL
Minimum age (years): 6
Maximum age (years): 12
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: NON_RANDOMIZED
Intervention model: PARALLEL
Primary purpose: TREATMENT

Brief summary: The purpose of this study is to assess changes in benchmark and state assessment scores in a public elementary school following an intervention of dance integration into the daily routine of the classroom. Furthermore, this study aims to assess if dance may improve student behavior, teacher perception of student behavior, reading level and attendance.

Detailed description: The use of movement in primary school classrooms is a longstanding practice drawn upon by teachers in various ways. Dance movement in particular is popular among teachers for several reasons: it is enjoyable for students, it can be imaginative, it engages the body as well as the brain, and it can be made accessible to students of varying abilities.

In the field of education, the use of brief bouts of physical activity (PA) or 'brain breaks' have been gaining attention. Teachers have reported perceived improved student concentration during the academic school day by utilizing PA in both elementary and middle school populations. Carlson et al. suggest that PA breaks can indeed improve overall student behavior in the classroom while Donnelly and Lambourne report a 6% improvement on standardized tests in classrooms incorporating PA into academic lessons. Erwin et al. describe improvements in math and reading fluency standardized test scores following an intervention of PA incorporated into an elementary classroom. More conclusive research is indeed needed, yet incorporating PA into the culture of an academic environment appears to hold some merit.

The US Department of Education alongside the National Dance Education Organization published a paper outlining the research priorities for dance education in 2004.

"Of 20 Issues researched in the Research Dance Education project, 15 Issues were identified as gaps, and are therefore identified as Issues in need of future research...The 15 severely under-researched issues over decades impact policy and pedagogy at state and national levels, specifically: Multicultural Education, Integrated Arts, Policy, Affective Domain, Interdisciplinary Education, Student Achievement, Equity, National Content Standards, Funding, Student Performance, Children at Risk, Certification, Teacher Standards, Uncertified Teachers, and Brain Research."

Despite this call to action over a decade ago, to the investigators knowledge, a study assessing change in academic performance following an intervention of dance in a public school serving students with high rates of economic disadvantage has not been published.

The purpose of this study is to assess changes in benchmark and state assessment scores in a public elementary school following an intervention of dance integration into the daily routine of the classroom. Furthermore, this study aims to assess if dance may improve student behavior, teacher perception of student behavior, reading level and attendance. The investigators hypothesize that positive improvements may be observed in all variables by integrating dance into the academic classroom.

Eligibility criteria: Inclusion criteria:

Inclusion criteria:

* Registration in an elementary classroom at Boulevard Elementary school, Gloversville Enlarged School District; Gloversville, New York
* Registration in an elementary classroom Park Terrace Elementary school, Gloversville Enlarged School District; Gloversville, New York
* Participating in a classroom where teacher is utilizing dance integration into their curriculum.

Exclusion Criteria:

• None

Primary outcomes:
measure: Change in Benchmark/Summative assessments
timeFrame: Baseline, 8 weeks, 16 weeks, 24 weeks.
measure: Change in State Assessment scores
timeFrame: Baseline and 9 months.
measure: Attendance/tardiness
timeFrame: 10 months.
measure: Change in Reading Level
timeFrame: Baseline, 8 weeks, 16 weeks, 24 weeks.
Secondary outcomes:
measure: Teacher perception of dance intervention
timeFrame: Baseline and 9 months.
measure: Documented Student Behavior
timeFrame: 10 months.
Other outcomes:
Locations:
city: Saratoga Springs
country: United States
facility: Skidmore College
state: New York
Study officials:
affiliation: Skidmore College
name: Sarah DiPasquale, DPT
role: PRINCIPAL_INVESTIGATOR
References: