EXPLORING THE BENEFITS OF DANCE FITNESS IN SCHOOLS ( A CASE STUDY OF AKWA IBOM)
Abstract:
This abstract presents a case study conducted in Akwa Ibom, Nigeria, to explore the benefits of dance fitness programs in schools. Dance fitness, a form of physical activity that combines dance movements with aerobic exercise, has gained popularity worldwide due to its potential to improve physical fitness, mental well-being, and social cohesion. This study aims to assess the impact of implementing dance fitness programs within the school curriculum in Akwa Ibom State.
The study employed a mixed-methods approach, including surveys, interviews, and observations, to gather data from students, teachers, and administrators. Quantitative data were analyzed using descriptive statistics, while qualitative data were subjected to thematic analysis. The study sample included secondary school students aged 13 to 17, representing a diverse range of schools in Akwa Ibom.
Findings from the study revealed several benefits of dance fitness in schools. Firstly, dance fitness contributed to improved physical fitness levels among students. Regular participation in dance fitness activities led to increased cardiovascular endurance, muscular strength, flexibility, and coordination. These improvements were observed in both male and female students across different age groups.
Secondly, dance fitness programs positively impacted students’ mental well-being. Engaging in dance fitness activities acted as a stress-reliever and enhanced mood and self-esteem. Students reported feeling more energized, confident, and motivated after participating in dance fitness classes. Additionally, the social aspect of dance fitness fostered a sense of belonging and camaraderie among students, promoting positive peer relationships and reducing feelings of isolation.
Furthermore, the integration of dance fitness into the school curriculum enhanced students’ overall engagement and motivation in physical activity. Traditional physical education classes were often perceived as monotonous, whereas dance fitness provided a fun and enjoyable alternative. Students expressed enthusiasm and eagerness to participate in dance fitness sessions, leading to increased attendance and sustained interest in physical activity.
Based on the study findings, recommendations for implementing dance fitness programs in schools in Akwa Ibom include curriculum modifications to incorporate dance fitness as a regular component of physical education classes. Adequate training and professional development opportunities should be provided to physical education teachers to ensure effective delivery of dance fitness sessions. Collaborations with local dance studios and instructors can also enhance the quality and variety of dance fitness programs offered.
In conclusion, this case study highlights the numerous benefits of dance fitness in schools, including improved physical fitness, enhanced mental well-being, and increased student engagement. Integrating dance fitness into the school curriculum in Akwa Ibom has the potential to promote a healthy and active lifestyle among students, contributing to their overall well-being and academic success.
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