Literaturnachweis - Detailanzeige
| Autor/inn/en | Weber, Emily; Didier, Jennifer J. |
|---|---|
| Titel | Learning and Practicing Dance Phrases with and without a Mirror: A Comparative Study |
| Quelle | In: Journal of Dance Education, 23 (2023) 2, S.155-165 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Weber, Emily) ORCID (Didier, Jennifer J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1529-0824 |
| DOI | 10.1080/15290824.2021.1934841 |
| Schlagwörter | Dance; Dance Education; Feedback (Response); Visual Stimuli; Teaching Methods; Accuracy; Learning Processes; Equipment; Comparative Analysis; Error Patterns; Motor Development; Psychomotor Skills; Skill Development; Physical Fitness; Undergraduate Students |
| Abstract | Mirror visual feedback increases neural activity, enhances performance, and induces neuroplasticity; however, mixed results have been observed during the learning of motor skills. While mirrors are commonplace in Western dance education, further research is needed to determine how mirrors are used when learning dance phrases. This study measured the movement accuracy and timing performance of 20 experienced dancers, randomly placed into three groups, with mirrors present/absent during different learning phases while learning thirty-two counts of modern dance movements. Results showed group one (mirrors during demonstration and explanation only), had the best accuracy, while group two (mirrors only during practice) had the best timing. Group three (mirrors during the demonstration and practice phase) had the most errors in accuracy and the second-most timing errors. These data suggest there may be learning benefits from removing the mirror during either the demonstration or the practice phase. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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