Call for expression of interest for elementary school students, through the use of different types of dancing, with the view to determining behaviour's changes as regards their dealing with traditional greek dance

The purpose of the present thesis was to provoke the interest of indifferent students and of those having very little concern about dance, going to the 4th, 5th and 6th grade of primary school and the change of attitude towards the Greek traditional dance through the teaching of different types of dance, applying the four-phase model for the expression of interest. Other specific objectives were: a. To cross-validate of the factor “dance” from the "Student Interest in the Arts / dance Questionnaire" (SIAQ) (Brandon & Lawton, 2013), for primary school students. b. The investigation of students’ gender and age/class as factors differentiating motivations for participating in dance activities, as well as the perception of dancing ability, the attractive body and the effort. c. Exploring the relationships between Behavioural Regulation in Exercise, Effort, Perception of dancing ability and attractive body. Over 1062 students have participated in the survey for SIAQ cross-validate , while 300 students participated in the main survey. The intervention program was of a duration of eight (8) weeks, with a periodicity of twice a week. A total of sixteen (16) Greek traditional dance lessons were taught throughout musical and kinetic motifs coming from different types of dance, such as dance aerobics, hip-hop and break dance at the experimental group, while at the same time sixteen (16) Greek traditional dance lessons, as defined in the curriculum, have been delivered to the group control. The dances mentioned in above were the following ones: Hasapia, Syrtos sta tria (Paidia tis Samarinas), Ai-Giorgis, Karagouna, Zonaradikos and Syrtos Nisiotikos (Armenaki). The intervention program, as far as both its time limits and its content are concerned, has been designed on the basis of the theory of the interest development and its creators suggestions (Hidi, Krapp, & Renninger, 2006). Data collection has been held through the following questionnaires: "Interest for Dance Questionnaire", "Behavioral Regulation in Exercise Questionnaire-2", "Planned Behavior Questionnaire", the sub-scales "Perception of dancing ability " and "Perception of attractive body" from the "Physical Self - Perception Profile", and the "effort" subscale from the "IMI Questionnaire". For the statistical processing of data were used: Inductive statistics, Exploratory and Confirmatory Factor Analysis, Analysis of repeated measurements variances, Correlation Analysis. The statistical analysis of the data concluded that : a. The Greek version of the "Interest for dance" Questionnaire is a valid and reliable instrument for measuring the interest of students going to the 4th, 5th and 6th grade of primary school, b. All the questionnaires factors have showed up a reliable internal coherence, c. Significant differences were statistically observed between the experimental and the audit group from measurement (initial) to measurement (final) for each one of the questionnaires’ factors, d. There is a strong correlation between the "Behavioural Regulation in Exercise Questionnaire-2" and the "Planned Behavior" Questionnaire, Survey results showed that an intervention program of Greek traditional dances’ teaching, based on the four-phase model of arousing interest, using both musical and kinetic motifs from other types of music and dance, had a significant positive effect on primary school students, resulting in the indifferent to Greek traditional dance students’ change of attitude/behaviour towards the lesson. Identifying conditions that will lead students of all ages to develop and maintain their interest in the various phases of development, is a crucial next step in researching interest in different learning environments. The four-phase model is a useful tool for such efforts.Σκοπός της παρούσας διατριβής ήταν η πρόκληση του ενδιαφέροντος αδιάφορων και με μειωμένο ενδιαφέρον μαθητών/τριών Δ΄, Ε΄ και Στ΄ τάξης δημοτικού σχολείου και η αλλαγή συμπεριφοράς ως προς τον ελληνικό παραδοσιακό χορό μέσα από τη διδασκαλία διαφορετικών ειδών χορού, εφαρμόζοντας το τετραφασικό μοντέλο πρόκλησης του ενδιαφέροντος. Επιμέρους στόχοι της έρευνας ήταν: α. Η στάθμιση του παράγοντα «χορός» του ερωτηματολογίου «Student Interest in the Arts/dance Questionnaire» (SIAQ) των Brandon και Lawton (2013), για μαθητές/τριες της πρωτοβάθμιας εκπαίδευσης. β. Η διερεύνηση του φύλου και της ηλικίας/τάξης ως παράγοντες διαφοροποίησης των κινήτρων συμμετοχής σε χορευτικές δραστηριότητες, της αντίληψης της χορευτικής ικανότητας, της ελκυστικότητας του σώματος και της προσπάθειας. γ. Διερεύνηση των σχέσεων μεταξύ της Ρύθμισης της Συμπεριφοράς στην Άσκηση, της Προσπάθειας, της Αντίληψης χορευτικής ικανότητας και Ελκυστικότητας σώματος. Στην έρευνα για την εγκυροποίηση του SIAQ συμμετείχαν 1062 μαθητές/τριες ενώ στην κύρια έρευνα συμμετείχαν 300 μαθητές/τριες. Το παρεμβατικό πρόγραμμα είχε διάρκεια οκτώ (8) εβδομάδες με συχνότητα διδασκαλίας δύο φορές την εβδομάδα. Πραγματοποιήθηκαν συνολικά δεκαέξι (16) μαθήματα διδασκαλίας ελληνικών παραδοσιακών χορών μέσα από μουσικά και κινητικά μοτίβα από διαφορετικά είδη χορού όπως dance aerobic, hip-hop και break dance για την πειραματική ομάδα και δεκαέξι (16) μαθήματα ελληνικών παραδοσιακών χορών, όπως αυτά ορίζονται από το αναλυτικό πρόγραμμα, για την ομάδα ελέγχου. Οι χοροί αυτοί ήταν: Χασαπιά, Συρτός στα τρία (Παιδιά της Σαμαρίνας), Αϊ-Γιώργης, Καραγκούνα, Ζωναράδικος και Συρτός νησιώτικος (Αρμενάκι). Το παρεμβατικό πρόγραμμα, τόσο στα χρονικά του πλαίσια όσο και στο περιεχόμενο αυτό καθαυτό, διαμορφώθηκε με βάση τα όσα προτείνει η θεωρία της πρόκλησης του ενδιαφέροντος και οι δημιουργοί της (Hidi, Krapp, & Renninger, 2006). Η συλλογή των δεδομένων πραγματοποιήθηκε με τη χρήση των παρακάτω ερωτηματολογίων: «Ερωτηματολόγιο Ενδιαφέροντος προς τον χορό», «Κλίμακα Ρύθμισης της Συμπεριφοράς στην Άσκηση-2», Ερωτηματολόγιο «Σχεδιασμένης Συμπεριφοράς», οι υποκλίμακες «αντίληψη χορευτικής ικανότητας» και «αντίληψη ελκυστικότητας σώματος» από το «Physical Self – Perception Profile», η υποκλίμακα «προσπάθειας» του «Ερωτηματολογίου IMI». Για τη στατιστική επεξεργασία των δεδομένων χρησιμοποιήθηκαν: Επαγωγική στατιστική, Διερευνητική και Επιβεβαιωτική Παραγοντική Ανάλυση, Ανάλυση διακύμανσης επαναλαμβανόμενων μετρήσεων, Αναλύσεις Συσχέτισης. Από τη στατιστική ανάλυση των δεδομένων προέκυψαν: α. Η ελληνική έκδοση του Ερωτηματολογίου «Ενδιαφέροντος προς τον χορό» είναι ένα έγκυρο και αξιόπιστο όργανο μέτρησης του ενδιαφέροντος μαθητών/τριών Δ΄, Ε΄, και Στ΄ Δημοτικού σχολείου, β. Οι παράγοντες όλων των ερωτηματολογίων παρουσίασαν αξιόπιστη εσωτερική συνοχή, γ. Παρατηρήθηκαν στατιστικά σημαντικές διαφορές μεταξύ της πειραματικής και της ομάδας ελέγχου από μέτρηση (αρχική) σε μέτρηση (τελική) για κάθε παράγοντα όλων των ερωτηματολογίων δ. υπάρχει μία ισχυρή συσχέτιση της «Κλίμακας Ρύθμισης της Συμπεριφοράς στην Άσκηση-2» και του ερωτηματολογίου της «Σχεδιασμένης Συμπεριφοράς». Τα αποτελέσματα της έρευνας έδειξαν ότι ένα παρεμβατικό πρόγραμμα διδασκαλίας ελληνικών χορών, βασισμένο στο τετραφασικό μοντέλο πρόκλησης ενδιαφέροντος, με τη χρήση μουσικών και κινητικών μοτίβων από άλλα είδη μουσικής και χορού είχε στατιστικά σημαντική θετική επίδραση σε μαθητές/τριες δημοτικού σχολείου, με αποτέλεσμα αδιάφοροι προς τον ελληνικό παραδοσιακό χορό μαθητές/τριες να αλλάξουν στάση/συμπεριφορά προς το μάθημα. Ο προσδιορισμός συνθηκών που θα οδηγήσουν τους μαθητές όλων των ηλικιών να αναπτύξουν και να διατηρήσουν το ενδιαφέρον τους στις διάφορες φάσεις ανάπτυξής του, είναι ένα κρίσιμο επόμενο βήμα για έρευνα ενδιαφέροντος σε διάφορα εκπαιδευτικά περιβάλλοντα. Το τετραφασικό μοντέλο είναι ένα χρήσιμο εργαλείο για τέτοιες προσπάθειες

The effect of an interdisciplinary Greek traditional dance programme on Middle School students’ goal orientation and anxiety

The aim of the study was to investigate the effect of an interdisciplinary program of Greek folk dance, with topics from history and geography on Middle School students’ goal orientation and anxiety level. The sample consisted of 260 students (134 boys & 126 girls). The experimental group (n=144) followed the interdisciplinary four-week program (two lessons per week) while the control group (n=126) followed the corresponding typical physical education program. For the data collection, the questionnaire used was the “Goal orientation” by Papaioannou, Milosis, Kosmidou, and Tsiggilis (2002) and the Greek version (Kakkos & Zervas, 1996) of “Competitive State Anxiety Inventory-2” (Martens et al., 1990). The students filled in the questionnaires before and after their participating in each program. Descriptive statistics, reliability analysis, and Repeated Measures ANOVA were used. Results showed that a. Cronbach’s alpha was satisfactory. b. Τhe experimental group decreased significantly the levels of “ego-strengthening” and “ego-protection”, and on the contrary significantly increase the “personal development”, and “social acceptance”. c. Experimental group’s boys and girls decreased their “ego-strengthening” and “ego-protection”, and enhanced their “personal development” and “social acceptance” more than their control group peers. d. The experimental group decreased the levels of somatic and cognitive anxieties and increased significantly their self-confidence. e. male students increased their self-confidence more than female students. These findings support the view that an interdisciplinary program of traditional Greek dance with issues from history and geography enable us to reduce the rates of ego-strengthening, ego-protection, somatic and cognitive anxiety while simultaneously increases students’ personal development, social acceptance, and self-confidenc

Adaptação e validade do "Questionário de Satisfação da Classe de Actividade Física" (PACSQ) no contexto da dança educacional grega

Satisfaction is a contributing factor to increasing participation in sports activities, especially due to the fact that it is linked to behavioral procedures responsible for causing positive feelings to people involved. The aim of this study was to confirm the “Physical Activity Class Satisfaction Questionnaire” in a Greek educational dancing context. The internal consistency of the questionnaire has also been examined. The sample of the study consisted of 482 participants, 184 males, and 298 females. All participants have attended Greek traditional dance courses in dancing associations among Greece. The scale consists of 45 questions which constitute nine factors. The following statistical analyses were carried out: Questionnaire’s validity and reliability were examined via exploratory factor analysis and confirmatory factor analysis. Reliability analysis was conducted to examine the internal cohesion of the factors.  Descriptive statistics have been calculated to broadly examine the degree of satisfaction. Results’ analysis arrived at the following conclusion: a. The Greek version of the questionnaire has shown stable stationary psychometric properties, which partially support its use in the Greek dancing context. b. Correlations among subscales indicated a related factor model supporting the construct validity of the scale.      La satisfacción es un factor que contribuye a aumentar la participación en las actividades deportivas, principalmente porque está vinculada a procedimientos conductuales responsables de generar sentimientos positivos en las personas involucradas. El objetivo de este estudio fue confirmar el "Cuestionario de Satisfacción de La Clase de Educación Física" en un contexto educativo de danza griega. También se examinó la coherencia interna del cuestionario. La muestra del estudio consistió en 482 participantes, 184 de los cuales eran hombres y 298 eran mujeres. Todos los participantes asistieron a cursos de danza tradicional griega en diferentes asociaciones de danza en Grecia. La escala consta de 45 preguntas que constituyen nueve factores. Se realizaron los siguientes análisis estadísticos: La validez y fiabilidad del cuestionario se examinaron mediante un análisis de factores exploratorios y un análisis de factores confirmatorios. Se llevó a cabo un análisis de fiabilidad para examinar la cohesión interna de los factores. Se calcularon estadísticas descriptivas para examinar ampliamente el grado de satisfacción. El análisis de los resultados llegó a la siguiente conclusión: a) La versión griega del cuestionario mostró propiedades psicométricas estacionarias estables, que apoyan parcialmente su uso en el contexto de la danza griega. b) Las correlaciones entre las subescalas indicaban un modelo de factor relacionado que soporta la validez de la construcción de escalas.A satisfação é um fator que contribui para aumentar a participação nas atividades desportivas, principalmentepor estar ligada a procedimentos comportamentais responsáveis por gerarem sentimentos positivos nas pessoas envolvidas. O objetivo deste estudo foi confirmar o “Questionário de Satisfação da Aula de Educação Física” num contexto educacional grego de dança. A consistência interna do questionário também foi examinada. A amostra do estudo foi composta por 482 participantes, sendo que 184 eram homens e 298 eram mulheres. Todos os participantes frequentaram cursos de dança tradicional grega em diferentes associações de dança na Grécia. A escala é composta por 45 questões que constituem nove fatores. Foram realizadas as seguintes análises estatísticas: A validade e confiabilidade do questionário foram examinadas através de uma análise de fatores exploratória e uma análise de fatores confirmatória. A análise de confiabilidade foi conduzida para examinar a coesão interna dos fatores. Foram calculadas estatísticas descritivas para examinaramplamente o grau de satisfação. A análise dos resultados chegou à seguinte conclusão: a) A versão grega do questionário mostrou propriedades psicométricas estacionárias estáveis, que suportam parcialmente o seu uso no contexto da dança grega. b) As correlações entre as subescalas indicaram um modelo de fator relacionado que suporta a validade de construção da escala

Adaptação e validade do "Questionário de Satisfação da Classe de Atividade Física" (PACSQ) no contexto de dança educacional grega

Satisfaction is a contributing factor to increasing participation in sports activities, especially since it is linkedto behavioural procedures responsible for causing positive feelings to people involved. The aim of this study was to confirm the “Physical Activity Class Satisfaction Questionnaire”in a Greek educational dancing context. The internal consistency of the questionnaire has also been examined. The sample of the study consisted of 482 participants, 184 male and 298 females. All participants have attended Greek traditional dance courses in dancing associations among Greece. The scale consists of 45 questions which constitute nine factors. The following statistical analyses were carried out: Questionnaire’s validity and reliability were examined via an exploratory factor analysis and a confirmatory factor analysis. Reliability analysis was conducted to examine the internal cohesion of the factors. Descriptive statistics have been calculated to broadly examine the degree of satisfaction. Results’ analysis arrived at the following conclusion:a. The Greek version of the questionnaire has shown stablestationary psychometric properties, which partially support its use in the Greek dancing context. b. Correlations among subscales indicated a related factor model supporting the construct validityof the scale.La satisfacción es un factor que contribuye a aumentar la participación en las actividades deportivas, principalmente porque está vinculada a procedimientos conductuales responsables de generar sentimientos positivos en las personas involucradas. El objetivo de este estudio fue confirmar el "Cuestionario de Satisfacción de La Clase de Educación Física" en un contexto educativo de danza griega. También se examinó la coherencia interna del cuestionario. La muestra del estudio consistió en 482 participantes, 184 de los cuales eran hombres y 298 eran mujeres. Todos los participantes asistieron a cursos de danza tradicional griega en diferentes asociaciones de danza en Grecia. La escala consta de 45 preguntas que constituyen nueve factores. Se realizaron los siguientes análisis estadísticos: La validez y fiabilidad del cuestionario se examinaron mediante un análisis de factores exploratorios y un análisis de factores confirmatorios. Se llevó a cabo un análisis de fiabilidad para examinar la cohesión interna de los factores. Se calcularon estadísticas descriptivas para examinar ampliamente el grado de satisfacción. El análisis de los resultados llegó a la siguiente conclusión: a) La versión griega del cuestionario mostró propiedades psicométricas estacionarias estables, que apoyan parcialmente su uso en el contexto de la danza griega. b) Las correlaciones entre las subescalas indicaban un modelo de factor relacionado que soporta la validez de la construcción de escalas.A satisfação é um fator que contribui para aumentar a participação nas atividades desportivas, principalmentepor estar ligada a procedimentos comportamentais responsáveis por gerarem sentimentos positivos nas pessoas envolvidas. O objetivo deste estudo foi confirmar o “Questionário de Satisfação da Aula de Educação Física” num contexto educacional grego de dança. A consistência interna do questionário também foi examinada. A amostra do estudo foi composta por 482 participantes, sendo que 184 eram homens e 298 eram mulheres. Todos os participantes frequentaram cursos de dança tradicional grega em diferentes associações de dança na Grécia. A escala é composta por 45 questões que constituem nove fatores. Foram realizadas as seguintes análises estatísticas: A validade e confiabilidade do questionário foram examinadas através de uma análise de fatores exploratória e uma análise de fatoresconfirmatória. A análise de confiabilidade foi conduzida para examinar a coesão interna dos fatores. Foram calculadas estatísticas descritivas para examinaramplamente o grau de satisfação. A análise dos resultados chegou à seguinte conclusão: a) A versão grega do questionário mostrou propriedades psicométricas estacionárias estáveis, que suportam parcialmente o seu uso no contexto da dança grega. b) As correlações entre as subescalas indicaram um modelo de fator relacionado que suporta a validade de construção da escala