Zetou, E.*, Pitsi, A., Filippou, F., Blani, N., Mountaki, F.
School of Physical Education and Sport Sciences, Democritus University of Thrace, 69100 Komotini.
*Contact Corresponding Author:
The purpose of this research was to evaluate the impact of the collaborative method on the learning two Greek traditional dances (Kalamatianos and Zonaradikos) and space orientation ability, in children. The participants were 89 children aged 9-12 years (MO = 10,3 =. 22), of which 55 were girls and 34 boys, that had no prior experience on dance. The participants were randomly divided into two groups, the experimental (n = 43) that followed the collaborative teaching method and the control group (n=46) that followed the teacher-oriented which adopted the order style teaching. The intervention program lasted 8 weeks. The frequency of the courses was 2 lessons per week, lasting 45 ́. As far as the measurement process is concerned, 3 measurements were made: initial (before teaching started), final (8 weeks after) and retention to determine the learning (one week after the final measurement, without being taught dance). For the evaluation of the dance performance in Greek traditional dances the scale of scheduled criteria (Roubrika) of Pitsi, Diggelidis and Filippou, (2013), was used. This instrument contains eight criteria (recognition of dance, response to rhythmic pattern, timing, sequence of dance steps, direction of shape, dance hold, posture/position of the body, quality of dance characteristics and expressiveness). The gradient of the criteria was on a 5-grade scale, (1-not acceptable, 2-marginally acceptable, 3-moderately acceptable, 4-very good and 5-excellent). In addition, the orientation ability was evaluated with the Witeba-Test of Spatial Orientation of the Temple, Williams, and Bateman, (1979). Analysis of variance with repeated measures, showed that there was group and measurement interaction, but also main effect for the overall performance of the Kalamatianos and Zonaradikos dances. In terms of space orientation there was not group and measurement interaction, nor main effect of the group, but main effect of the measurement which means that both groups improved in space orientation, but without significance differences. In conclusion, it is recommended that teachers should use the collaborative method for teaching and learning traditional dances.
Keywords: Collaborative method; Traditional dances; Performance; Space orientation.