Poon and Rodgers (2000) Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines

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Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines

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CONTRIBUTORS:

	Author:	Poon, P. P. L.
	Author:	Rodgers, W. M. (University of Alberta)

JOURNAL:

Research Quarterly for Exercise and Sport (RQES), 71(2), 135 - 144.

YEAR:

2000

PUB TYPE:

Journal Article

SUBJECT(S):

jazz-dance; novice-athlete; athlete; learning; method; memory; comparative-study; imagery

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=S-656417&title=S-656417

LANGUAGE:

English

PUB ID:

103-342-634 (Last edited on 2002/02/27 18:44:09 US/Mountain)

SPONSOR(S):

ABSTRACT:
This study examined the influence of the challenge level of to-be-learned stimulus on learning strategies in novice and advanced dancers. In study, 1, skill-level appropriate dance routines were developed for novice and advanced jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers attempted to learn and remember the two routines in mixed model factorial design, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and performance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently challenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of novice and advanced performers for spatial compatibility of stimuli and response.

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