Abstract
The purpose of this study was to evaluate the effects of a Greek traditional dance program on sensorimotor synchronization (SMS) and response time on elementary school children (6.29. ± .45 yrs). Sixty-one children were randomly assigned to either the dance group (31 children, 15 boys, 16 girls, 6.27±.45 yrs), who took part in a dance program of 12 lessons (3 times/week), or the control group (30 children, 16 boys, 14 girls, 6.28±.45 yrs). Prior to and after the intervention, both groups were assessed for SMS (walking in synchrony to 80 and 120 beats/min) and response time. Two-way ANOVA repeated measures showed that the dance group performed significantly better on SMS compared to the control group at 80 beats/min (BPM), but not at 120 BPM. The results are discussed in relation to spontaneous motor tempo and the information-processing theory. In relation to response time there was no significant difference between the two groups at the end of the intervention, however, the dance group showed a significant improvement between pre- and post-test. It may be concluded that a dance program of 12 lessons constitutes an effective and enjoyable activity for the improvement of young children’s sensorimotor synchronization at 80 BPM and maybe response time.
Highlights
The word ‘rhythm’ originally derives from the Greek word ‘rhythmos’, which refers to any regular recurring motion
The dance group consisted of 31 children (15 boys and 16 girls, age 6.42 ± .40 yr.) and the control group consisted of 30 children (16 boys and 14 girls, age 6.40 ± .42 yr.)
The dance group performed significantly better than the control group (t = 2.92, p = .04, d = .75)
Summary
The word ‘rhythm’ originally derives from the Greek word ‘rhythmos’, which refers to any regular recurring motion. Natural rhythms, such as the rising of the sun or the changing of the seasons affect everything we do, our very existence. Sensorimotor synchronization (SMS) refers to the ability to synchronising movements with rhythmic stimuli (Repp & Su, 2013). Previous research has documented the importance of SMS for sports performance (MacPherson et al, 2009) and children’s language and literacy development (Thomson & Goswami, 2008). Despite the importance of SMS for children’s motor and literacy development, there is limited research examining the improvement of SMS in school settings
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