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This investigation attempts to identify teaching methods to motivate key stage 2 boys in dance. A scheme of work was designed, implemented and taught to the children in one year 3 class. The stimulus used was the martial arts and computer games. The study also explores why boys, teachers and society have prejudices to dance and other subjects that are perceived as feminine. The report concludes that the martial arts were successful in this study for the majority of children especially the boys but a small number of boys still had negative views about dance. This suggests that they have very…mehr

Produktbeschreibung
This investigation attempts to identify teaching
methods to motivate key stage 2 boys in dance. A
scheme of work was designed, implemented and taught
to the children in one year 3 class. The stimulus
used was the martial arts and computer games. The
study also explores why boys, teachers and society
have prejudices to dance and other subjects that are
perceived as feminine.
The report concludes that the martial arts were
successful in this study for the majority of
children especially the boys but a small number of
boys still had negative views about dance. This
suggests that they have very strong prejudices about
dance and what is perceived as feminine.
If boys are given a stimulus that they feel is not
feminine then they have no problem dancing in key
stage 2. It is the teachers, parents and society
that are prejudiced about dance not the children but
as our prejudices are passed on to the children,
then that what they learn. The study concludes that
teachers need to understand that boys will dance
differently to girls.
Autorenporträt
Glenn Swindlehurst is a Teacher Adviser PE for Lancasire County
Council. He trained as a primary PE specialist and has worked in
a number of primary schools in North West England. Glenn is also
the Lead Trainer for Lancashire Local Delivery Agency and an
associate tutor for Edge Hill University.