Academic journal article Journal of Physical Education and Sport

The Effect of an Interdisciplinary Greek Traditional Dance, History, and Anthropology Program on Male and Female Students' Achievement Goal Orientations

Academic journal article Journal of Physical Education and Sport

The Effect of an Interdisciplinary Greek Traditional Dance, History, and Anthropology Program on Male and Female Students' Achievement Goal Orientations

Article excerpt

Introduction

Many researchers claim that the interdisciplinary teaching of physical education could may be the answer to students' lack of interest in participating to the course. (Gotzaridis, Papaioannou, Antoniou, & Albanidis, 2007) and as consequence to their reduced effort during the course as well as to the absence satisfaction the gain from that (Diggelidis & Papaioannou, 1999).

According to Placek and O' Sallivan (1997), the internal integration provide teachers with the opportunity to make their course within the field of physical education without the cooperation between other scientific fields, by teaching students specialized concepts like heart rate and health's improvement as well as special skills for the development of specific domains of students personality as personal and social responsibility and commitment. Furthermore, internal integration is still an innovative way for teaching executive skills that develop critical thinking and help to solve various problems (Placek & O' Sallivan, 1997).

When it comes to traditional Greek dance, there are many differences of opinion about which is the appropriate educational method for his teaching. Basically, there are two current trends in the selection of Greek traditional dance's teaching method.

The first one, represented by Serbezis (2012), argues that all the multiple skills and especially those which require great precision in their performance should be taught only with instructor-centered methods like is the method of giving orders. One of these skills is traditional dance, as which requires a combination of music and movement as well as he requires accuracy precise execution in every movement.

The second trend approaches dance from two different angles, kinetic and culturally at the same time (holistic approach). The upcoming result is dance to affect equally all the three domains of students personality (bodily-kinetic, emotional and cognitive) (Pitsi, Diggelidis, & Filippou, 2013) and also to contribute the creation of attitudes and skills concerning to real life (Stivaktaki, Mountakis, Bournelli, 2009).

If are comparative these two trends, welcome to the conclusion that the first one is exclusively focused on dancer's kinetic dimension, by ignoring some other basic functions of dance, such as communication, expression, aesthetic sensibility and by resulting in that way to dance's unilateral approach through different learning technique about steps and rhythmic movement .

On the contrary, the second trend, through its holistic approach, exploits equally all the aspects of dance and emphasizes both his kinetic and conceptual-semantic side. Thereby, dance's inherent potential force is exploited as an important art form. Finally, the interdisciplinary approach is giving teachers the opportunity to use a variety of melodies and songs due to considerably improve student's musical listening, to increase their musical experiences and finally, to double the chances for students to be motivated about participatory learning.

He motives generated in such processes lead student to set some goals in his life. According to Kostaridou-Efklidis (1999), goals in general are some already defined situation by the person itself and for the sake of which is willing to do everything possible in order to come to a wanted result. Similar to that is the view of Schunk (2012), according to whom as goal's achievement is defined the reason that forces a person to express the appropriate behaviour to an achievable environment.

As for Ames (1992), achievement goals are nothing more than a grand total of ideas and beliefs which make students to try hard so that their effort to be succeeded. Ames' personal point of view as well as all the others' researchers' mentioned above, is focused not only on the reasons that make students to put a lot of effort to achieve the academic results they want to, but also to the criteria have chosen by the students themselves due to evaluate their successful or unsuccessful trying. …

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