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.

摘要

加拿大的老龄化人口凸显了确定体育活动计划的迫切需要，这些计划有可能为一个人的老龄化之旅做出积极贡献。跳舞是一种体育活动，它可以提供与他人相处的机会，随着音乐移动，并鼓励创造力和个人表达。舞蹈教练可能会影响老年人参加舞蹈课程的经历和结果。本研究通过成功老龄化、身体素养和具体化理论的视角，检验了一位具有丰富的老年人社区舞蹈课程教学经验的教师的教学实践，以及他们对参与者体验和结果的看法。舞蹈教练在 10 个月的时间里参加了三个半结构化访谈。利用反身性主题分析，产生了四个主题：(1) 咖啡和饼干可能是最重要的部分，(2) 每个人都可以在某事上感到成功，(3) 课堂参与者可以发挥创造力和表现力的空间， (4) 支持身体、情感和心理需求。舞蹈是一种身体和表演活动，当教练有目的地采用考虑健康多维方面的行为时，它可以对一个人的衰老和身体活动旅程的各个方面做出积极贡献。