Main Question

What are the acute effects of warm-up protocols, active research and teaching styles on peak flow, balance, vertical jump height and range of motion in supporting the lifelong learning of intermediate male dancers?


  1. Is it possible to measure the technical qualities that dancers, teachers and employers feel most benefit warm up, training, aesthetic performance and lifelong learning?
  2. What are the effects of cardio, static (SS), dynamic (DS) and a combined (CS) stretch warm up protocols on technical qualities (vertical jump height, balance and range of motion) in intermediate dancers?
  3. Does teaching style alter the effectiveness of warm up protocols?
  4. Can active involvement in research improve the knowledge, technique and lifelong learning of the intermediate dance students?
  5. Does a dance teaching warm up protocol focusing on the technical improvement and active involvement of males encourage their participation in dance?

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