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WNOFNS 23 (2019) 56-68 EISSN 2543-5426

Dance-based body-movement as kinesthetic therapy

to reduce the impact of Prolonged Periods
Classroom Settings Algerian Primary School

Mohammed Zerf
Institute of Physical Education and Sport, University of Mostaganem, 27000 Mostaganem, Algeria
E-mail address: [email protected]

ABSTRACT
In recent years, dance-based body-movement regulated video games have been harnessed in
school-based physical health activities. Such programs are used in European primary schools to help
schoolchildren to be of better health. In the Greece Primary School curriculum, use of these vidoe games
cover aspects of physical, emotional, social and mental functioning and well-being. Herein, the
correlation between movement and emotion is evident. This study was to investigate the significance of
Play Dance and its impact on primary school education in Algeria. In it, a four-week educational
intervention in the field of dance was applied during school recess (morning and afternoon). The daily
physical activity was administered in the form of imitating dance moves basing on the Freeze Game
(Just Dance Kids 2014) modal and accounted for 10 minutes of the recess time. The sample consisted
of 45 male students of the 4rth class, of primary slimani school residence of Naama, a municipality of
Mecheria. Pre- and post-testing of the invested program was based on the INDARES program. Data
analysis was performed by way of descriptive statistic indices, Paired Samples Correlations, and Paired
Samples Test. The results showed differences between the start and end of the educational intervention.
It is, hence, recommended as it engenders considerable physiological and motor improvements thst
correlate with the children’s overall health.

Keywords: Play dance, health-related quality of life, Algerian primary school

( Received 11 January 2019; Accepted 26 January 2019; Date of Publication 27 January 2019)
 World News of Natural Sciences 23 (2019) 56-68

1. INTRODUCTION

Research has found that using dance movements as a form of therapy activates several
brain functions at once: kinaesthetic, rational, musical, and emotional. This type of movement
requires mental, physical, and emotional strength to work simultaneously (Verghese, J, et al
2003).
Admitted by experts through the healthy development of self-image, body appreciation,
self-esteem, and self-control (Karff 1969; Joyce 1980; Hanna 1988; Adshead et al. 1998;
Stinson 1998). Acknowledgements to its outcomes definite as an exceptional body’s movement
activity feelings, emotions with satisfactory motor skills (Sanderson 2001). Look at essential
keys for the development of behavioural self-control (Hanna 1988; Stinson 1998),
communicate ideas and the interpretation of sensory figuratively to body movement forms
(Dimondstein 1971). Regarding that dance is more uplifting and enjoyable than other types of
exercise. Where many countries included it as a particular component of the physical education
curriculum in primary school. Appreciated by dance as "the psychotherapeutic use of movement
as a process, which furthers the emotional, social, cognitive, and physical integration of the
individual such as a universal approach to developing body movement, expressiveness, and
creativity (Stinson 1988; Bergmann 1995; Miller 2007; House, Éireann, Foster & Cliath 2009).
Known by Medical research, sports medicine and training through Dance-based body-
movement controlled video games customary by Exergaming that were adjusted for
employment as model-based physical activity health promotion programs for all ages and social
categories. Support as knowledge of social-cultural patrimony movement art of nation
expression (Bergmann 1995; Gilbert 2015). Livelihood in the case of this study as an excellent
model based school-physical exercise that can align the body, reorganise the central nervous
system, develop focus and concentration, enhance social skills, and release stress (Gilbert
2015). Revealed by several data as positive disciplines classrooms in the benefits of dance
school-based physical activity health promotion programs (Dimondstein 1974; Best 1985; Mac
Donald 1991; Davis 1995; Gilbert et al. 2006; Swindlehurst & Chapman 2008; Gilbert 2015).
Suggesting the professionals in this topic to quantified their research through the Creative
Dance (Lobo & Winsler 2006; Lykesas & Zachopoulou 2006; Quin, Frazer, & Redding 2007;
Tyrovola 2012; Savrami 2012; Bungay & Vella-Burrows 2013; Tsompanaki 2014).
From this evidences, this study was carried out to explore the impact of play Dance on
school setting admitted in Algerian educational sectors as sedentary immobile time. Indexed
in similarities as a risk factor of obesity allied with the decline of physical/psychological health
and social well-being (Zhao & Badler 2001; Mooney 2006; Lykesas et al. 2018). Support by
this study via the integration of play-dance as based school physical activity. Affirmed by the
Laban Theory of Movement Analysis (Laban 1975) as indispensable activities for primary
school setting of physical education (Tyrovola 1989; Kraus et al. 1991; Lachapelle, Murray, &
Neim 2003; Koutsouba 2004; Pedagogical Institute 2011). Topic rehearsal in develops country
at deference educational sectors primary, middle school, secondary school, and universities
(Barmpousi 2004; Gkousdova & Koutsouba 2006; Lai Keun & Hunt 2006; Tyrovola &
Koutsouba 2007).
Support in the case of Primary School as a form of activity-based physical movement
(Stinson 1988; Lykesas et al. 2009, 2014). Confirmed by Bergmann (1995), as an easy method
to teach at elementary schools (Bergmann 1995). Candidates by Ireland as based school
curriculum (Irish National Teachers’ Organization 2009), applied at schools in the United States

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(Baltimore County Public Schools 2012), Taiwan (Wu et al. 2012) and Greece (Savrami 2012;
Tsompanaki 2014). Advances through their practical tendencies, according to (Ward 1974;
Sherborne 1990; Stinson 1998; Swindlehurst & Chapman 2008). Report by Davis (1995)
through motor skills, cooperation, leadership, and a supportive environment. Advocate by Best
(2005) thus physical, mental, and emotional advantages. Confirm by Mac Donald (1991) via
social development. Estimated by Finally, Lykesas and Zachopoulou (2006) through
motivation for the increased contribution of primary school scholars’ developmental movement
(Hackney 2003; Bloom 2006; Gilbert et al. 2006; Billingham 2009; Shusterman 2012; Gilbert
2015). In particularity upper/lower body, right/left side, head/tail, cross-lateral, breathing,
tactile, core-distal/spine, vestibular movements (Hackney 2003; Gilbert 2015). Specified by
Laban’s theory of Human Movement Analysis above eight movement fundamentals (Guest
1977; Groff 1995; Hackney 2003; Billingham 2009; Theocharidou 2017). Accounted by Rudolf
Laban’s through fifteen dance concepts (Body: parts, shapes, relationships, balance; Space:
place, size, level, direction, pathway, focus; Time: speed, rhythm, duration; Force/Dynamics:
energy, weight, flow).
However, success in our educational system lies reducing time spent in physical
education to increase academic performance. Issued by the World Health Organization (WHO)
via the consequences of inactive practices (WHOQOL Group 1998). Reported by Dalkey and
Rourke (1973) via the well-being and happiness, shown by Pavot and Dienar (1991) through
feeling of life satisfaction, economic, social, psychological, medical (Yfantopoulos 2001, 2007;
Petraki & Koutsouba 2013; Theocharidou 2017; Venetsianou & Koutsouba 2017; Lykesas et
al. 2018) and individual perceptions, according to (Ikonomou et al. 2001; Cummins 2005).
Sited as charges daily active lifestyle to improve physical, psychological, and people
wellbeing (Chodzko-Zajko 2005), established by similarities as aims of benefits “Health-
Related Quality of Life” (Chen et al. 2005). Recorded by (Mooney 2006) through the
requirement of physical and psychological health and social well-being. Suggested by Kaplan
and Bush (1982) as challenges physical volumes for a healthy mental status, affirmed by
(Theodoropoulou et al. 2012; Ware et al. 1998; Vidalis et al. 2002; Kidscreen Group Europe
2006) in the interests of children involving in 30 minutes of moderate-intensity physical activity
at least 5 days per week.

2. MATERIALS AND METHODS

The study follows the experimental method. Using the program and pre-test and post-test
results of the corresponding sample. To conduct tests, we included a warm-up at lasting 10
minutes. After that, we explain to schoolchildren the ideal execution of the motor tests
(including one trial run) and reports their results within the record-keeping sheet. For motivation
aspects, we explain to our nominees the advantages of physical fitness in relationships with
health and their well-being.

2. 1. Subjects
The sample consisted of 45 male scholars’ 4’-class primary slimani school residence of
Naama municipality of Mecheria., aged 10 to 11 years old and sex male. After the adored with
their teachers and administration, we have applied our intervention, which was programmed
the month of May school years 2017–2018.

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2. 2. Intervention
For this purpose, a four-week educational intervention in the field of dance was implied
during school recess (morning and afternoon). Accounted as 10 minutes physical daily activity
administers in the form imitating dance moves basing on Freeze Game (Just Dance Kids 2014)
modal (4 weeks x 20 MN per schooling day). The sample consisted of 45 male scholars’ 4’-
class, primary slimani school residence of Naama, municipality of Mecheria. Test before and
after the invested program based on battery INDARES. The program utilises based on Freeze
Game (Just Dance Kids 2014). Report by (Hannah Brewer, Mary Renck Jalongo, 2018) as one
great way to introduce children to imitating dance moves by following the video. Indicate by
Gilbert (2015) within the body movement, space, time, and dynamics/force. Executed in the
case of this study as a complementary program to enhance (Mosston and Ashworth, 2008; Derri
& Pachta 2007; Lykesas et al. 2010, 2014) teachers creativity under the instructions of Laban
Theory of Movement Analysis (Lykesas 2002; Koutsouba 2005; Pedagogical Institute 2006;
Lykesas & Koutsouba 2008).

2. 3. Measurement Instrument
Our approach is related to studies (Kidscreen Group Europe 2006; Ravens- Siebereretal
1998; Τountas & Τsiantis 2005; Ottova et al. 2012; Olweus 2013; Theocharidou 2017).
The participants underwent self-testing of physical fitness as a part of school-based
physical education. Based on Project INDARES (International Database for Research and
Educational Support) as System developed in cooperation with the Centre for Kinanthropology
Research at Faculty of Physical Culture of Palacký University in Olomouc.
The research included four motor tests:
a) Push-ups – tested muscle strength and endurance of the upper body and upper limbs.
b) Modified curl-ups – tested muscle strength in the area of the abdomen and torso.
c) V-sit and reach – tested joint mobility in the area of the lower back and hamstrings.
d) Shoulder stretch – tested joint mobility of the upper arm, especially in the shoulder
joints.

2. 4. Statistical Analysis
The statistical data were analyzed with the use of descriptive statistical indices (mean
values and standard deviations) and Paired Samples Correlations, and Paired Samples Test at p
values set at 0.05 (Thomas et al. 2003).

3. RESULTS

Our sample consisted of 45 male scholars’ 4’-class primary slimani school residence of
Naama municipality of Mecheria.
Our results Table 1 confirmed that dance recess provides physical, psychological, and
social benefits. Admitted in this study as messing strategy adopted by the majority of develops
countries during physical education classes or outdoors sports practices, especially in our
primary schools, because of its positive collegiate opportunities looks to their followers.
Revealed in the present study by the significance of paired sample test strongly correlate with

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lower body content and muscle power, as well as cardiovascular health fitness improvements
in the benefits of post-test.

Table 1. Shows the pre-test and post-test measurements

N = 45 Mean S. D

Pre-test 21.39 1.76

BMI
Post-test 19.43 1.88
Pre-test 8.85 2.22
Push-ups
Post-test 10.92 2.27
Pre-test 29.43 2.01
Curl-ups
Post-test 31.65 1.63
Pre-test 3.23 0.62
V-sit and reach
Post-test 5.46 0.66
Pre-test 14.76 0.85
Shoulder stretch
Post-test 11.74 0.82

Table 2. Shows the Paired Samples Test pre-test Vs post-test measurements

Mean S.D T DF P≤0.05

BMI Pre-test & Post-test 1.96 0.81 8.44 44 0.000

Push-ups Pre-test & Post-test -2.06 0.72 -7.31 44 0.000
Curl-ups Pre-test & Post-test -2.22 1.95 -7.63 44 0.000
V-sit and reach Pre-test & Post-test -2.25 0.88 -8.48 44 0.000
Shoulder stretch Pre-test & Post-test 3.03 0.91 6.65 44 0.000

Shows via the correlation set in Table 3. Interpret in this study as the potential exchange
between sample performance before and after dance program that decreases body max index
and increases, strength, coordination, agility, balance, endurance and timing.

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Table 3. Shows the Paired Samples Correlations

N = 45 Correlation P≤0.05

BMI Pre-test & Post-test 0.98 0.000

Push-ups Pre-test & Post-test 0.91 0.000
Curl-ups Pre-test & Post-test 0.45 0.003
V-sit and reach Pre-test & Post-test 0.96 0.000
Shoulder stretch Pre-test & Post-test 0.95 0.000

4. DISCUSSION

From the above our findings confirmed that play dance Based-School is a
psychotherapeutic movement of sedentary time support by dance as beneficial practice to
enhance child, emotional, and motor functions of the body. Admitted by the results of the
battery test in the benefits of post-test. Established by Quin, Frazer, and Redding (2007) due to
the facts that dance is harmonious with emotional benefits. Explained by Karff’s findings
(1969) in play Dance and their correlation between movement and emotion. Reports by Joyce
(1980) and Gilbert (2015) as guidance particles to highlight the emotional and cognitive
challenges. Shown by Zachariadou, Douka, and Alexandris (2012) and Zisi et al. (2014) as
helpful Health-Related Quality of Life intervention in elderly children engaging into Greek
traditional dance programs. Accounts through this study as confirmed Based-School Health-
Related Quality of Life. Confirmed by Lai Keun and Hunt (2006) through Dance stimulates as
fundamentally bodily/kinesthetic intelligence that must be fulfilled during first-graders primary
school tutoring program. Reached by Lobo and Winsler (2006) and Lykesas, Tsapakidou, and
Tsopmanaki (2014) through the design and organisation investigated within Dance program
that their aims at primary school students to improve basic kinaesthetic skills, overall motor
behaviour, social skills, reduction of aggressive behaviour, integration of children in society
(Sanderson, 1988). Supplementary to emotions developments including the improvements in
motor skills, according to Koutsouba (2000, 2007) and Tyrovola (2012).
From the above, our investigation confirmed the procedure adopted by the United States
and New Zealand, which made dance as physical education curricula. Approved in this study
as a complementary program for stimulating children daily lifestyle including physical health
and activate fitness routine daily life. Exposed in this study by the significance of Paired
Samples Correlations, and Paired Samples Test tables 2 and 3. Allowed based on the efficacy
of video games that consolidate exercise and body movement as play part of the game, which
could promote physical activity by making it more engaging. Reported in this study as an
intervention that encourages interactive mental and physical exercise resulted in healthier
cognitive performance reports by investigations regarding exergaming benefits about mental
and aerobic activity related to cognitive growth.
Our outcomes via this study are to emphasise our teachers to integrate the active video
games that stimulate greater physical activity during gameplay by challenging players’ body

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movement to cooperate with the games that have the potential to promote physical activity,
improve balance, and function in a certain status. Considered through this study as beneficial
additional dance programs for 20 minutes daily school-based activity reserving to children
health-related to fitness and well-being.
Support by the validity of INDARES battery test (International Database for Research
and Educational Support) in the knowledge of well-known intensifications regarding physical
qualities speed, balance, muscle mass, heart rate, oxygen consumption and energy expenditure.
Suggest our institutional policy health or education to encourage children to perform a
necessary level of physical fitness and to add or maintain physical activity in their lifestyle.
From this logic, we agree the used of our approach to imply this physical component in physical
education Algerian primary curricula classrooms as well as benefits children daily active
lifestyle.

5. CONCLUSIONS

Our outcomes confirmed that Dance is "the psychotherapeutic use of movement as a

process which furthers the emotional, social, cognitive, and physical integration of the
individual. Demonstrated by our approach as effective method that increases time physical
activities without restricting the time of physical education lessons or academic daily sections.
Requiring our health care and educational system to adopt this approach to secure the demands
of our children grow under the impact of Prolonged Periods Classroom Settings support by
Algerian studies as sedentary time consequence of further health risk. Affirmed by the present
as habits easy practice for our primary teachers to implement those strategies to intensify
learners’ performance and encourages them to achieve prosperous motor, cognitive, and social
learning (Derri & Pachta 2007). Indicted in similarities as fundamentally bodily/kinesthetic
intelligence that must be fulfilled during first-graders primary school tutoring program.

Acknowledgement

According to the study outcomes, it is evident that play Dance as a supplementary program has a beneficial
influence on primary school students mainly through health, physical performance and well-being. Pointed through
this study as guidance for Algerian primary teachers to implement those policies to intensify learners’ performance
and help them to achieve prosperous motor, cognitive, and social learning.

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