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Teaching dance in physical education using exergames
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. School of Health Sciences, Örebro University.
School of Health Sciences, Örebro University.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.ORCID iD: 0000-0002-0638-7176
2016 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article explores the different ways in which a dance exergame can be used to teach dance in upper secondary school physical education. Particular attention is paid to the learning processes that students are involved in when the dance game is used as a teaching resource. A socio-cultural perspective on learning constitutes the analytical framework. The study demonstrates three different uses: instructor, facilitator and inspirer. In relation to these uses the students are involved in the following learning processes: learning by imitating, repeating, communicating, negotiating, instructing, modelling and using metaphors. It is argued that dance exergames can be used pedagogically to teach dance because they focus on the moves and steps and allow the teacher to focus on observing, supporting, assigning tasks and providing feedback.

Place, publisher, year, edition, pages
2016.
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
URN: urn:nbn:se:gih:diva-4524DOI: 10.1177/1356336X16645611OAI: oai:DiVA.org:gih-4524DiVA: diva2:951531
Available from: 2016-08-09 Created: 2016-08-09 Last updated: 2016-08-26Bibliographically approved

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Gibbs, BéatriceLarsson, Håkan
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