Development of a Performance Evaluation Tool to Track Progress in an Inclusive Dance Syllabus

Needham-Beck, Sarah and Aujla, Imogen (2020) Development of a Performance Evaluation Tool to Track Progress in an Inclusive Dance Syllabus. Research in Dance Education. pp. 1-9. ISSN 1464-7893

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The lack of systematic training available for young dancers with disabilities has previously presented a barrier for those wishing to develop their skills and pursue a career in dance. Recently, a number of initiatives have launched to help bridge this gap; however, currently no established assessment measures exist that are sensitive to the needs of young dancers with disabilities while providing evidence of their competencies. The aim of this study was to develop a performance evaluation tool to allow tracking of progress in technique and performance skills in young dancers with a range of physical and/or intellectual disabilities. The tool allows scoring on a Likert-type scale on eleven criteria, including control of movement, coordination, spatial awareness, timing and rhythm, and surface or partner work. Six dancers were filmed during classes to allow retrospective evaluation of their performance by four judges. Intra-Class Correlation Coefficients (ICCs) for inter-rater and test-retest reliability demonstrated good reliability. Inconsistencies in scoring reduced and ICCs strengthened when trial one was removed from analysis; therefore, a familiarisation trial is recommended for future uses of this tool. Overall, this appears to be a reliable tool for evaluating elements of dance technique and performance in young dancers with disabilities.

Item Type: Article
Uncontrolled Keywords: dancers, disability, training, development, assessment, education, visual arts and performing arts
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure > GV1580 Dance
Q Science > Q Science (General)
Divisions: Departments > Dance
Depositing User: Sarah Needham-Beck
Date Deposited: 01 Apr 2020 15:10
Last Modified: 16 Apr 2020 10:11

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