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?
- Is it possible to measure the technical qualities that dancers, teachers and employers feel most benefit warm up, training, aesthetic performance and lifelong learning?
- 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?
- Does teaching style alter the effectiveness of warm up protocols?
- Can active involvement in research improve the knowledge, technique and lifelong learning of the intermediate dance students?
- Does a dance teaching warm up protocol focusing on the technical improvement and active involvement of males encourage their participation in dance?