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Zero-Fear Strategies for Teaching Adapted Dance Fitness

Heather Katz, Laura A. Prieto, Benazir Meera, Yulissa Arescurenaga, Luis Columna

Abstract


Research supports that dance provides physical and psychological benefits to individuals with and without disabilities (Masunah, 2016). Students with disabilities can specifically benefit from dance because it can be easily modified and encourages self-expression. Therefore, general physical educators and adapted physical educators can play a key role in introducing dance to students. Confidence in teaching dance as part of the physical education curriculum is positively associated with experience in dance (Maclean, 2007), experience that many physical educators may not have. Thus, the purpose of this paper is to provide strategies that might assist teachers and physical activity professionals to confidently implement adapted dance fitness classes or programs in schools or communities. This article can serve as a framework for teachers to increase comfort level and improve the success of students during adapted dance fitness classes.  

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Keywords


Adapted dance; aerobic dance; dance fitness; disability; physical activity; physical education

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