Does a dance-based physical education (DBPE) intervention improve year 4 pupils’ reading comprehension attainment? Results from a pilot study in England

ABSTRACT

There is consensus on the need for new interventions which enhance reading attainment in English schools. In this study, we examine the effects of a Dance-Based Physical Education (DBPE) intervention on reading comprehension (RC). The study employed a mixed-methodology: combining a pre-post test quasi-experimental research design (intervention, n = 24; control n = 18) with process evaluation (follow-up) focus groups. Participants were two Year 4 primary school classes in the Midlands in England. The intervention group participated in eight DBPE lessons, while the control group participated in regular PE. RC was assessed with reading assessment tests. Linear mixed model results indicated that RC increased in the DBPE group (when compared with control). The moderate-sized effect was deemed both substantial and robust. Findings from the process evaluation indicate that most pupils enjoyed participating in the DBPE intervention; and many could identify both dance and reading-related learning outcomes. Overall, the findings suggest that the tailored integration of dance and reading within PE can bring about meaningful gains in RC. Further, larger-scale research is needed to examine the scaled-up potential of such an initiative.

KEYWORDS:

• cross-curriculum
• Dance based physical education
• reading comprehension
• specialised intervention
• impact

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. This standardised effect size was calculated by dividing the difference in gain scores by the combined standard deviation for both groups at baseline (often referred to as Cohen’s d).

2. The process for deriving the NNTDE is threefold: (i) take the mean and standard deviation (SD) of the bigger group (i.e. DBPE group); (ii) add the mean and SD of this group to derive a counterfactual score; (iii) calculate how many of these counterfactual cases can be added to the smaller group before the effect disappears. This final number represents the number of counterfactual cases needed to disturb the effect.

Additional information

Notes on contributors

Kyriaki Makopoulou

Dr. Kyriaki Makopoulou is a lecturer in the School of Sport, Exercise and Rehabilitation Sciences at the University of Birmingham. Kyriaki is the programme lead for BSc in Sport, Physical Education and Coaching Science. She was an undergraduate student in the Department of Physical Education and Sport Sciences in Athens, Greece (1996-2000) completed an MSc in Physical Education (awarded with distinction) at Loughborough University in 2003 and a PhD on teachers professional learning (Loughborough University) in 2009.

R. Neville

Dr. R. Neville is an assistant professor in the School of Public Health, Physiotherapy and Sport Science at University College Dublin in the Republic of Ireland. His PhD was in the field of recreation and leisure studies, which he received from Technology University Dublin.

K. McLaughlin

K. McLaughlin is a current primary school teacher working in Staffordshire, England. She is an alumni of the University of Birmingham where she graduated with a BSc degree in Sport, Physical Education and Coaching Sciences