Eugenia Nikolaki, Maria Koutsouba, Fotini Venetsanou, Giorgos Lykesas, Giorgos Fountzoulas, Despina Savidou

DOI Number
First page
Last page


The aim of the present study was to investigate the implementation of the Laban Notation-based method for Teaching Dance (LANTD) in the teaching of traditional dance (TD). In particular, the study examines the impact of the LANTD method on students’ dance performance and intrinsic motivation. For that purpose, sixty-three (N=63) 5th and 6th-grade students (32 boys and 31 girls), aged 11-12 years (M = 11.76+0.62) were divided into the experimental group (EG) and the CG (CG). A quasi-experimental intervention study was used with pre and post-tests. Both groups were taught Greek TD for twelve consecutive physical education lessons. The EG was taught TD the LANTD method, while the CG was taught TD with the traditional reproductive method (mimetic approach). Students’ dance performance was assessed with the Dance Performance Assessment Instrument whereas their intrinsic motivation with the Intrinsic Motivation Inventory in its Greek version. For data analysis, repeated-measures ANOVAs were utilized. Results revealed that the EG compared with the CG demonstrated significantly higher improvement in dance performance (F(1,61) = 6.20, p<.05, η2 = .10), interest/enjoyment (F(1,61) = 22.37, p < .001, η2 = .27) and effort/importance (F(1,61) = 8.51, p<.05, η2 = .12). In addition, students of the EG and improved their perceived competence. It can be argued that the LANTD method of teaching TD was more effective than the traditional method at improving dance performance and promoting intrinsic motivation. However, more research is required to provide further evidence of the effectiveness of the LANTD method in the teaching practice of TD.


dance performance, intrinsic motivation, Laban movement analysis, Labanotation system

Full Text:



Argiriadou, E., Mavrovouniotis, F., Mavrovouniotis, A., Mavrovounioti, Ch., Nikitaras, N., & Mountakis, C. (2017). Greek traditional dances program and self-evaluated effects and changes in life. World Journal of Research and Review, 5(6), 19-24. Retrieved from https://media.neliti.com/media/publications/262724-greek-traditional-dances-program-and-sel-6f282f82.pdf

Biddle, S. J. H. (2001). Enhancing motivation in physical education. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 101–127). Champaign, IL: Human Kinetics.

Burkhardt, J., & Brennan, C. (2012). The effects of recreational dance interventions on the health and well-being of children and young people: a systematic review. Arts and Health, 4(2), 148-161. doi.org/10.1080/17533015.


Chatzihidiroglou, P., Chatzopoulos, D., Lykesas, G., & Doganis, G. (2018). Dancing effects on preschoolers’ sensorimotor synchronization, balance and movement reaction time. Perceptual and Motor Skills, 25(3), 463-477. doi.org/10.1177/0031512518765545

Chen, R., Wang, L., Wang, B, & Zhuo, Y. (2020). Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China. BMC Public Health 20, 1687. doi.org/10.1186/s12889-020-09750-x

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd ed.). Erlbaum.

Cone, T. P., & Cone, S. L. (2007). Dance education: Dual or dueling identities. Journal of Physical Education, Recreation & Dance, 78(1), 6-7, 13. doi.org/10.1080/07303084.2007.10597948

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. doi:10.1007/bf02310555

Dania, Α. (2013). From symbols to movement. The effects of the Laban notation method on Greek traditional dance learning. Unpublished Doctoral Dissertation. Department of Physical Education and Sport Science, National and Kapodistrian University of Athens, Greece.

Dania, A. (2018). LANTD: The implementation of a nonlinear pedagogical approach to primary school traditional dance teaching. In Overby, L. Y. & B. Lepczyk (Eds.), Dance: Current Selected Research, Vol. 9, DE: University of Delaware Library Open Access Publishing Platform. https://journals.udel.edu/dance/index

Dania, A., Hatziharistos, D., Κoutsouba, M. & Tyrovola, V. (2014). Validity and reliability of scores from a dance assessment instrument: Its application on Greek folk dance. In Overby, L. Y. & B. Lepczyk (Eds.), Dance Current Selected Research, Volume 8 (pp 123-158). Brooklyn, NY: AMS Press Inc.

Dania, A., Tyrovola, V., & Κoutsouba, M. (2017). From symbols to movement: LANTD, the design and implementation of a Laban notation-based method for teaching dance. Research in Dance Education, 18(1), 1-20. Retrieved from http://www.tandfonline.com/doi/full/10.1080/14647893.2017.1290059

Dania, A., Κoutsouba, M. & Tyrovola, V. (2015). The ability of using symbols and its contribution to dance learning: The Laban notation system. Choros International Dance Journal, 4, 37-49. Retrieved from https://app.box.com/s/dcfnfsx5z4hoipdvhvgg4ji176bfup5n

Darginidou, L., Goulimaris, D., Toumpalidou, S., & Filippou, F. (2020). Participation of adolescent pupils in recreational activities with greek dances and their preference for group work at school. Sport Mont, 18(1), 15-18. doi: 10.26773/smj.200217

Deci, E. L., Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press

Elyağutu, D. C., & Hazar, M. (2017). Comparison of movement notation (Laban) and traditional methodological learning success in teaching folk dances. Educational Research and Reviews, 12(7), 425-431. Retrieved from https://files.eric.ed.gov/fulltext/EJ1138037.pdf

Fegley, L. E. (2010). The impact of dance on student learning: Within the classroom and across the curriculum. Unpublished Master Thesis. Faculty of the Evergreen State College. Olympia, Washington, New York.

Fountzoulas, G, Koutsouba, M., & Nikolaki E. (2018). Critical Literacy and the Multiliteracies of Dance: A First Approach Journal of Educational and Social Research 8(3), 69-78. doi: 10.2478/jesr-2018-0032 69-78

Gallahue, D. L. & Cleland, F.E. (2003). Developmental physical education for all children. USA: Human Kinetics

Goudas, M., & Dermitzaki, I. (2004). Participation motives in physical education: An expectancy – value approach. Perceptual and Motor Skills, 99, 1168 – 1170. doi.org/10.2466%2Fpms.99.3f.1168-1170

Goudas, M., Dermitzaki, I., & Bagiatis, K. (2000). Predictors of students’ intrinsic motivation in school physical education. European Journal of Psychology of Education, 15, 271-280. doi.org/10.1007/BF03173179

Guest, A. H. (2005). Labanotation: The system of analyzing and recording movement. 4th ed. Routledge: New York.

Koutsouba, M. (2007). Structural analysis for Greek folk dance. A methodology. In A. L. Kaeppler & E. I. Dunin (eds.), Dance Structures: Perspectives on the Analysis of Human Movement (pp. 253-276). Budapest: European Folklore Institute.

Koutsouba, M. (2021). Dance and the politics of knowledge or politics and the knowledge of dance? Looking at politics through the teaching of dance. In V. Apjok, K. Povedák, V. Szőnyi, & S. Varga (eds.), Dance, Age and Politics, Proceedings of 30th Symposium of the International Council for Traditional Music (ICTM) Study Group on Ethnochoreology (pp. 39-50). Hungary: ICTM Study Group on Ethnochoreology, Department of Ethnology and Cultural Anthropology-University of Szeged, Hungarian Association for Ethnochoreology and Research Centre for the Humanities-Institute for Musicology.

Kringelbach, H. N., & Skinner, J. (2014), Dancing cultures: Globalization, tourism, and identity in the anthropology of dance. New York: Berghahn Books.

Laban, R. (1975). Laban’s principles of dance and movement notation (2nd ed.) R. Lange. London: MacDonald and Evans.

Laban, R. (1980). The mastery of movement. 4th edition revised and enlarged by Lissa Ullmann. London: MacDonald and Evans.

Langton, T. W. (2007). Applying Laban's movement framework in elementary physical education. Journal of Physical Education, Recreation & Dance, 78(1), 17-53. doi.org/10.1080/07303084.2007.10597954

Logan, S. W., Robinson, L. E., Wilson, A. E., & Lucas, W. A. (2011). Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children. Child Care Health and Development, 38,(3), 305–315. doi:10.1111/j.1365-2214.2011.01307.x

Lykesas, G. (2017). The transformation of traditional dance from its first to its second existence: The effectiveness of music - movement education and creative dance in the preservation of our cultural heritage. Journal of Education and Training Studies, 6(1), 104-112. doi:10.11114/jets.v6i1.2879

Lykesas, G., & Zachopoulou, Ε. (2006). Music and movement education as a form of motivation in teaching Greek traditional dances. Perceptual and Motor Skills, 102, 552-662. doi.org/10.2466/pms.102.2.552-562

Lykesas, G., Koutsouba, M., & Tyrovola, V. (2009). Creativity as an approach and teaching method of traditional Greek dance in secondary schools. Studies in Physical Culture & Tourism, 16(2), 207-214. Retrieved from https://www.researchgate.net/publication/267375438_Creativity_as_an_approach_and_teaching_method_of_traditional_Greek_dance_in_secondary_schools

Lykesas, G., Dania, A., Koutsouba, M., Nikolaki, E. & Tyrovola, V. (2017). The effectiveness of a music and movement program for traditional dance teaching on primary school students’ intrinsic motivation and self - reported patterns of lesson participation. Mediterranean Journal of Social Sciences, 8(1), 227-236. doi:10.5901/mjss.2017.v8n1p227

Lykesas G., Giosos, I., Theocharidou, O., Chatzopoulos, D., & Koutsouba, M. (2018). Τhe effect of a traditional dance program on the health-related quality of life as perceived by primary school students. Journal of Education and Training Studies 6(1), 97-104. doi:10.11114/jets.v6i1.2878

Lykesas, G., Chatzopoulos, D., Koutsouba, M., Douka, S., & Bakirtzoglou, P. (2020). Braindance: an innovative program for the teaching of traditional and creative dance in the school subject of physical education. Sport Science, 13(1), 99-107. Retrieved from https://www.sposci.com/PDFS/BR1301/04%20CL%2015%20GL.pdf.

Marquis, J. M. (2017). A descriptive profile of dance curriculum in physical education teacher education programs. Unpublished Doctoral Dissertation. Georgia State University, USA.

Mattsson, T., & Lundvall, S. (2015). The position of dance in physical education. Sport, Education and Society 20(7): 855–871. doi.org/10.1080/13573322.2013.837044

McAuley, E., Duncan, T.E. and Tammen, V.V. (1989) Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58. doi: 10.1080/02701367.1989.10607413

McCombs, B. L. (2004). The learner–centered psychological principles: α framework for balancing academic achievement and social - emotional learning outcomes. In J. E .Zins, R. P. Weissberg, M. C. Wang, & H. J Walberg, Building academic success on social and emotional learning. What does the research say? (pp. 23-40). New York: Teachers College, Columbia University.

Nikolaki, E., Koutsouba, M., Venetsanou, F., Lykesas, G., & Fountzoulas, G. (2021). Determining inter-rater reliability and construct validity of the dance performance assessment instrument for assessing children in traditional dance. Sport Science 15(1), 122-130. Retrieved from https://sposci.com/PDFS/BR1501/04%20CL%2017%20EN.pdf

Ntoumanis, N., & Biddle, S. J. H. (1999). A review of psychological climate in physical activity settings with particular reference to motivation. Journal of Sport Sciences, 17, 643–665. doi: 10.1080/026404199365678

Pangrazi, R. (2001). Dynamic physical education for elementary school children (13th ed.). Boston, MA: Allyn & Bacon.

Papacharisis, V., & Goudas M. (2003). Perceptions about exercise and intrinsic motivation of students attending a health-related physical education program. Perceptual and Motor Skills, 97, 689-696.

Papacharisis, V., Simou, K., & Goudas, M. (2003). The relationship between intrinsic motivation and intention towards exercise. Journal of Human Movement Studies, 45(4):377-386. Retrieved from https://www.researchgate.net/


Pappaioannidou, M., Derri, V., & Filippou, F. (2015).The effect of an interdisciplinary Greek traditional dance. Sport Science, 8(2), 83‐90. doi.org/10.1016/j.sbspro.2014.09.305.

Pitsi, A., Diggelidis, N., & Papaioannou, A. (2015). The effects of reciprocal and self–check teaching styles in students’ intrinsic–extrinsic motivation, enjoyment and autonomy in teaching traditional Greek dances. Journal of Physical Education and Sport, 15(2), 352-361. doi:10.7752/jpes.2015.02053

Rink, J. E., & Hall, T. J. (2008). Research on effective teaching in elementary school physical education. The Elementary School Journal, 108 (3), 207-218. doi:10.1086/529103

Rhone, J. (2017). The challenge and benefit of evaluating folk dancing quality. General Music Today, 31(1) 10–15. doi.org/10.1177/1048371317713068

Ross, J. (2006). Teaching dance: One man’s journey. Teaching Elementary Physical Education, 17(3), 12-14. Retrieved from http://www.humankinetics.com/acucustom/sitename/Documents/DocumentItem/5703.pdf

Sanchez, B., Byra, M., & Wallhead, T. L. (2012). Students’ perceptions of the command, practice, and inclusion styles of teaching. Physical Education & Sport Pedagogy, 17(3), 317-330. Retrieved from https://doi.org/10.1080/17408989.2012.690864

Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of educational psychology, 95(1), 97-110. doi.org/10.1037/0022-0663.95.1.97

Tsigilis, N., & Theodosiou, A. (2003). Temporal stability of the intrinsic motivation inventory. Perceptual and Motor Skills, 97, 271-280. doi:102466/PMS.97.4.271-280

Venetsanou, F., & Kambas, A. (2004). How can a traditional Greek dances programme affect the motor proficiency of pre-school children? Research in Dance Education, 5(2), 127-138. doi.org/10.1080/14617890500064019

Warburton, V. E. (2017). Peer and teacher influences on the motivational climate in physical education: A longitudinal perspective on achievement goal adoption. Contemporary Educational Psychology, 51, 303-314. doi.org/10.1016/j.cedpsych.2017.08.001

Ward, P. (2013). The role of content knowledge in conceptions of teaching effectiveness in physical education. Research Quarterly for Exercise and Sport, 84, 431– 440. doi: 10.1080/02701367.2013.844045

Ward, S. A. (2013). African dance aesthetics in a P-12 dance setting: From history to social justice. Journal of Physical Education, Recreation & Dance, 84(7), 31-34. doi.org/10.1080/07303084.2013.817924

Weiss, M. R (2011). Teach the children well: A holistic approach to developing psychosocial and behavioral competencies through physical education. Quest 63(1): 55–65. doi.org/10.1080/00336297.2011.10483663

DOI: https://doi.org/10.22190/FUPES221122002N


  • There are currently no refbacks.

ISSN   1451-740X (Print)

ISSN   2406-0496 (Online)