‘Promoting wellness, having fun, and creating community’: a dance instructor’s pedagogical practices and perspectives on the influence of community dance classes for older adults

Abstract

ABSTRACT Canada’s aging population highlights the critical need to identify physical activity programming that has the potential to positively contribute to one’s aging journey. Dancing is one type of physical activity that can offer the opportunity to be with others, move to music, and encourage creativity and personal expression. Dance instructors may influence older adults’ experiences with, and outcomes following, participation in dance classes. This study examined the pedagogical practices of an instructor with extensive experience teaching community dance classes for older adults, and their perspectives on participant experiences and outcomes through the lens of successful aging, physical literacy, and embodiment theories. The dance instructor participated in three semi-structured interviews over a 10-month period. Utilizing reflexive thematic analysis, four themes were generated: (1) the coffee and cookies might be the most important part, (2) everyone can walk away feeling successful at something, (3) a space where class attendees can be creative and expressive, and (4) supporting physical, emotional, and psychological needs. Dancing is a physical and performative activity that can positively contribute to various aspects of one’s aging and physical activity journey when instructors purposefully employ behaviors that consider multidimensional aspects of health.