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.
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
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.
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|Item Type:||Conference Paper|
|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|
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