Instructor strategies to support older adults’ physical literacy in community dance classes

Abstract

ABSTRACT This study examines the pedagogical strategies of a dance instructor working with older adults in a virtual asynchronous community dance class, and the ways in which dance instruction influences older adults’ physical literacy. Physical literacy is a multidimensional framework which helps us understand meaningful and motivating physical activity experiences across the lifespan. Instructors play a critical role in creating dance environments that support older adults’ continued participation, so they receive the positive health and well-being benefits of being physically literate. Observations of five recorded classes were conducted and then analyzed using reflexive thematic analysis. Seven teaching strategies were revealed that hold promise to enable physical literacy including: repetition, movement modifications, providing choice and supporting autonomy, ensuring participants’ safety, maintaining physical competency, fostering confidence, and providing opportunities for creative expression. These findings can be applied by dance educators working with older adults aiming to enable physical literacy.