284: Interview with male dance coordinator

1. Describe the content in your fitness/dance programme and how this progresses participants:

Within active schools our young Dance leaders deliver the following:

-warm up: combination of cardio and stretch (static) exercises
-creative dance games
– travelling exercises: eg  4 walks, 4 runs, step slides, jumps, rolls,jete leap, stag leaps, kickouts
-choreographics: Motif
-good practise in a session: Preparation, delivery, evaluation
– how to give constructive feedback: broken down into, “what was done well” and “what needs improvement”
– cool down

2. Outline specific requirements of the warm up completed by participants in your programme

Warm consists of cardio exercises (1st) and static stretches (2nd) such as:

Disco tig– Choose 2 tiggers and other children start running around the room, if a child is caught they have to stay on the spot but do a dance move of their choice, in order to be freed another child must come and stand in front of them and copy the dance move. (Other forms of tig can also be used)

Numbers– Having numbers 1-5, each number has an action e.g. 1- touch the floor, 2- jump up 3- turn in a circle. Whilst the children are running around the room shout a number at random and children have to do the action that matches the number.

Captains Deck– You are the captain, the children are the pirates. Children begin in the middle of the room, there are Captains orders that you shout and they have to copy.

Stretches are chosen from:

Neck flexion/extension stretch, neck lateral flexion stretch,lattismus dorsi and posterior deltoid stretch,triceps stretch, shoulder rotator stretch, bicep stretch, thoracic extension stretch, lumbar extensions and abdominal stretch,hamstring stretch, quadriceps stretch,gastrocnemius stretch,

3. Describe the benefits to participants of the teaching styles used in your programme.

The teaching style is predominantly if not all kinaesthetic. Within the delivery instructions are made as clear as possible using simplified, universal language to try and avoid misinterpretation. Body language is considered an important part of the delivery, where all our young leaders are asked to face their group, be open. positive and enthusiastic.

4. Describe the ways in which your programme supports inclusion of males:

Within our Active schools programme we encourage boys and girls equally to be involved in dance and this is shown across our primaries in particular where attendance and participation is mixed. We do not have a standard boys programme but would consider developing one, particularly for secondaries.

5. Our young leaders deliver the dance programme under the framework of CfE allowing all young people to develop their physical, mental and social wellbeing. Pupils are encouraged to attend extra-curricular dance clubs where they will learn a whole range of dance and movement techniques, setting goals every week eg learning a new routine to perform. We have opportunities throughout the year for primary and secondary pupils to attend our dance festivals/competitions along with other schools. Our most recent event in December saw 200 attend Dalry Primary. All our programmes and activities follow stevenson and blacks inclusion model which follows a participant centred approach, encouraging participation no matter what the challenges that young person may have.

6. We are doing some collaborative work with KA Leisure just now, working towards a Big Dance Pledge event. The more expertise, the better.

7. It will allow us to review, compare and add content to how we deliver programmes so pupils and leaders can get the best experience possible. It would also open up opportunities for young people to see how more fitness can be incorporated into dance and other sports. Give leaders and pupils the chance to be  involved in research

8. A broad inclusive approach  (as mentioned) which includes and allows everyone to develop and achieve despite being at different levels. Ensuring all pupils have the chance to display their skills and hard work on stage.

Ensuring that all young leaders/deliverers feel equally inspired to deliver through continued support, training and wider opportunities. As a result they will be more enthusiastic, purposed and will be in the best position to inspire the next generation.

Bruce McMaster

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