Abstract
ABSTRACT This research study aimed to develop, execute, and evaluate the effectiveness of a dance wellness educational curriculum implemented in a university-level dance classroom. The focus of this study involved student application of exercise science and wellness knowledge within a teaching capacity. Using a mixed methods design, this study utilized a pretest/posttest performance assessment and document analysis for qualitative data. Results showed that the (a) posttest knowledge scores were statistically significantly higher, and (b) qualitative data collected from participants indicated deep levels of meaning-making and application of course content to students’ personal approaches to training and teaching. Two themes emerged from qualitative data: student growth in knowledge and understanding as well as personal/professional implementation and application. Findings suggest that incorporating a dance wellness curriculum in a university-level dance program builds knowledge in exercise science, wellness, and instructional literacy while encouraging students to apply gained knowledge in both personal and professional capacities.
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