Physical Education and Dance: Assessment of Inclusion and Development in Primary Schools in Girona Province

Dolors Cañabate

David Rodríguez Cañabate

María Luisa Zagalaz Sánchez

*Corresponding author: Dolors Cañabate Ortiz dolors.canyabate@udg.edu

Original Language

Cite this article

Cañabate Ortiz, D., Rodríguez Cañabate, D., & Zagalaz Sánchez, M. L. (2016). Physical Education and Dance: Assessment of Inclusion and Development in Primary Schools in Girona Province. Apunts. Educación Física y Deportes, 125, 53-62. https://doi.org/10.5672/apunts.2014-0983.es.(2016/3).125.04

98Visites

Objectives. To conduct a study to learn and assess how dance is included and developed in Physical Education (PE) in primary schools in the province of Girona. Material and method. We surveyed 36 PE teachers and held individual interviews with 16 teachers in the same sample at the 33 schools that work with tutors on the practicum of fourth year Primary Education teacher training degree students doing this minor using geographical and professional proximity criteria. The data was recorded using the Nudist Vivo version 8 program as part of a qualitative interpretative paradigm (Goetz and LeCompte, 1985). Results and conclusions. The majority of the professionals rated dance and the exercise that it requires very highly and said it was relevant for the all-round development of the person. However, dance does not have the position that it deserves in the inclusion of educational practices in the daily life of the school. Its contributions have not had the expected impact in the educational world and so it still has a long way to go with a lack of training being one of the most common problems indicated by the teachers.

Keywords: Dance, Physical Education, Primary Education, Teacher Training.

ISSN: 1577-4015

Received: August 1, 2015

Accepted: January 4, 2016

Published: July 1, 2016