Dance movement, attention and impluse control in a French immersion classroom
Abstract
The purpose of this study was to investigate the effect of dance movement as an
intervention for students with issues with attention and focus in academic work, with the
potential of supporting students with Attention Deficit Hyperactivity Disorder, Fetal
Alcohol Syndrome Disorder or Autism with these needs. I used an Action Research
approach to answer the question: How can I improve my support for students who have
difficulties controlling impulses and sustaining attention by implementing dance
instruction in my French Immersion classroom? The population of the study was 11
students from my grade 4/5 class who consented to participate in the study. The study
consisted of a 5-week program, during which students were required to dance for 10
minutes after working on a subject for 40 minutes. In order to compare on- and off-task
behaviors after each intervention, I recorded students’ behaviors using an observation
chart. Other data instrumentations included: survey, student reflection entries and
researcher journal. Findings include observed increases in attention and engagement for
students who took part in the study.