Stephen L. Cone

Coding of Learned Kinesthetic Location Information

Abstract The purpose of this study was to determine the coding characteristics of kinesthetic location information acquired during learning trials. Forty-eight blindfolded subjects learned to make a linear response with the right hand to a criterion location during 13 trials. Upon completion of the learning trials, subjects performed 10 trials without knowledge of results (KR) under one of four treatment conditions which were defined by the limb used and the dominant source of feedback available. Specifically, the conditions were right-hand control with kinesthetic feedback, left-hand kinesthetic, right-hand visual, and left-hand visual. The results of the ANOVAs for absolute error (AE) and constant error (CE) from the no-KR trials revealed that the visual feedback groups made significantly greater response errors than did the kinesthetic feedback groups. The blocks main effect for CE was also significant. Analysis of variable error (VE) indicated that the visual feedback groups were significantly more co...

Assessing Dance in Physical Education

Dance education is a crucial component of a comprehensive education for all students. It is a movement art form that promotes learning to communicate and express ideas, feelings, perspectives, and concepts through kinesthetic modes of learning. Students are actively engaged in learning new ways to move that expand their range of motor skills, and increase their ability to problem solve, collaborate, think critically, and take leadership. Ultimately, they gain an aesthetic awareness about themselves and others. Through participating in the artistic processes of performing, creating, and responding, students learn how dance is a way people celebrate, share life events, express their emotions, socialize, and challenge their physical and cognitive abilities. Dance is for all students of all abilities; everyone can participate, create, learn, and experience the joy of dancing with others. Dance frequently receives little attention in many physical education programs (Bennett & Riemer, 2006). Why? Teachers feel unprepared to teach the content, students may be resistant, or it has been associated as an activity that is more readily accepted by females. However, there are school programs where both males and females thrive in dance. As physical education curricula are revised to align with state or national standards, educators have included dance as a content area to provide students with a lifetime physical activity. The question faced by educators

Dance Partners Making Meaningful Connections

This article describes a physical activity program that matches Rowan University health and physical education majors with students from a secondary school for students with disabilities, and creates student connections through dance.

An Innovative Approach to Integrating Dance into Physical Education

Dance could be an essential component of the educational program that contributes to learning the psychomotor, cognitive and affective skills related to any physical activity. This article describes how dance could be integrated as a part of the physical education curriculum.

Widening the Circle of Inclusion

This article describes specific strategies for ensuring that dance education is inclusive of all students, regardless of skill, beliefs, culture or disability.

Dance in SHAPE America Is Alive and Well

This article describes all the ways in which dance is currently being supported and promoted by SHAPE America through events, publications and other resources.