Moving to Belong: A Qualitative Study of Culturally Responsive Dance for Adolescent Motivation and Physical Activity using the COM-B Framework
DOI:
https://doi.org/10.69665/iss.v47i1.95Keywords:
adolescent physical activity, culturally responsive pedagogy, dance education, COM-B model, gender-inclusive PE, health and well-beingAbstract
Physical inactivity among adolescents remains a global public health concern, with long-term consequences for physical, psychological, health and social well-being. This article explores the potential of dance as an intervention to increase motivation and participation in physical activity (PA), with adolescents. Through a qualitative study involving 89 adolescents aged 12–16 across three schools in the UK, the effectiveness of a culturally responsive dance programme on PA motivation, participation, and psychosocial outcomes was explored. Focus groups, reflective journals, and field notes were analysed thematically, with findings interpreted through the COM-B model. Results suggest that dance facilitated emotional expression, social connection, and physical confidence. Themes revealed dance as enjoyable, empowering, and inclusive, with students reporting increased motivation and a sense of connection and belonging. The dance programme enhanced capability through physical and emotional skill-building, opportunity through cultural relevance and accessibility, and motivation via intrinsic enjoyment and social affirmation. Findings support dance as an effective strategy to increase motivation and participation of adolescents in physical activity. The study also highlights the need for inclusive pedagogical training in dance for Physical Education teachers. The study offers a replicable model for global policymakers and educators, seeking to enhance equity in health and education outcomes.
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