Filippou, S.*, Koupani, A., Rokka, S., Bebetsos, V.
School of Physical Education & Sport Science, Democritus University of Thrace, Campus Komotini, 69132, Greece
The aim of this study was to evaluate the effect of an interventional traditional dance program using different types of dance, on the motivation of -initially indifferent- primary school students, to learn Greece traditional dance. The sample of the research consisted of 300 students of the Fourth, Fifth and Sixth Class of Primary School. After the completion of the questionnaire “Interesting to dance” (Koupani, Rokka, & Bebetsos, 2017), the students were separated into two groups (experimental n= 192 & control n= 108) by lot. As a measuring instrument, was used the Behavioral Regulation in Exercise Questionnaire-2 (Markland & Tobin, 2004), modified for the Greek population by Moustaka, Vlachopoulos, Vazou, Kaperoni and Markland (2010). The intervention program was structured in four periods, including musical and motor motives from dance aerobic, hip-hop and break dance and lasted eight weeks, with a teaching frequency two lessons per week. From the statistical analysis of the data, it was found that the students of the experimental group had a statistically significant reduction of amotivation and external regulation, while at the same time they had an increase in intrinsic motivation and identified regulation. The control group remained stable. In conclusion, the results of the research suggest that an intervention program of Greek traditional dance using music and motor steps from aerobic dance, hip-hop and break dance can reduce the levels of amotivation of primary school students to participate in traditional dance lessons while it can increase their intrinsic motivation and identified regulation.
Keywords: amotivation; intrinsic motivation; kinetic motives; dance aerobic; hip-hop; break dance; primary school students.