QUT ePrints

Success in Salsa : students’ evaluation of the use of self-reflection when learning to dance

Hanrahan, Stephanie J. & Mathews, Rachel A. (2005) Success in Salsa : students’ evaluation of the use of self-reflection when learning to dance. In Proceedings of the Conference of Tertiary Dance Council of Australia : Dance Rebooted : Initializing the Grid, Ausdance National on behalf of Tertiary Dance Council of Australia, Deakin University, Melbourne.

Abstract

Achievement goal theory stipulates that achievement goals guide our beliefs and behaviour (Roberts, 2001). The two main achievement goals orientations identified in the sport and physical activity literature are task and ego orientations (Nicholls, 1984). A person with a strong task orientation defines success in self-referenced terms, as improving one’s own performance or mastering new skills. Someone with a strong ego orientation defines success normatively, as being better than others (Duda & Hall, 2001). The majority of existing research suggests that having a strong task orientation is a good thing, whether in regards to motivationally adaptive responses (Standage & Treasure, 2002), self-referenced sources of enjoyment (Yoo & Kim, 2002), adaptive sources of confidence (Magyar & Feltz, 2003), or students’ satisfaction with learning (Zandvliet & Straker, 2001). Similar to many studies with athletes, Nieminen, Varstala and Manninen (2001) found that dance students tended to have stronger task than ego orientations. Even so, any method that 2 encourages dance students to focus on the process of what they are doing rather than what others are doing (i.e., comparing themselves to others) would be beneficial in helping students attend to relevant cues and improve their skills. Both teachers and students can become frustrated when either the desired level of improvement in student skills is not being achieved or when teachers are repeatedly saying the same thing with no apparent result. While teachers may need to provide more accurate, detailed or individual feedback, or improve the motivational climate of the class, sometimes the situation is that the students need to engage more directly in the learning process. One possible intervention is the use of structured self-reflection. Using self-reflection sheets that cause respondents to focus on specific elements of technique or skills, and rate one’s own performance, should theoretically promote a task focus. Hanrahan (1999) suggested that engaging in self-reflection may enhance intrinsic motivation as well as performance. Selfanalysis and self-monitoring have been found to positively influence the acquisition of physical skills (Lounsbery & Sharpe, 1996; Zimmerman & Kitsantas, 1996). The purpose of this study was to have dance students engage in structured self-reflection for a number of weeks and then evaluate the self-reflection process.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

396 since deposited on 23 Jun 2006
23 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 4590
Item Type: Conference Paper
Additional URLs:
ISBN: 1875255168
Divisions: Current > Schools > Dance
Current > QUT Faculties and Divisions > Creative Industries Faculty
Copyright Owner: Copyright 2005 (please consult author)
Deposited On: 23 Jun 2006
Last Modified: 29 Feb 2012 23:14

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page