IADMS 2007 -Krasnow, Donna

Motor development issues and training for balance in dance

Krasnow, Donna MS, York University, Toronto, Ontario, Canada; and Martin, Blake. MA, York University, Toronto, Ontario, Canada

In addition to physical development in the muscular-skeletal systems in children and adolescents, there is also development in the neural system, and in the connections and integration between neural and physical mechanisms.  These changes, known as motor learning and development, have implications for skill acquisition and dance training.  This paper will review two topics in the motor learning literature:  development of postural responses to loss of equilibrium, and the integration of the visual, vestibular, and proprioceptive systems for balance control. The second part of this paper will discuss recommendations to dance educators for modifications in the dance class, to optimize training effects on balance.

Some of the early research in balance and motor development looked at responses to loss of equilibrium using an experimental design involving a perturbation platform.  Subsequent studies explored variations of this design, and examined balancing mechanisms related to both supported stance and locomotion.  Additionally, studies have considered the effects of elite dance and athletic training on balance.  Another area of motor development research has focused on the three systems contributing to balance ? visual, vestibular, and proprioceptive ? and at what ages these systems develop and integrate.  Early research suggested that by age 10, children demonstrated capacities similar to adults, but more recent studies suggest that these systems are not fully mature until 15-16 years old.

Following the presentation of the research, the paper will explore implications for developing increased sensitivity to the vestibular and proprioceptive systems in developing children and on throughout the teen years.  Practical suggestions will include working off-vertical, optimal use of the barre and floor, working with eyes closed, intentional disturbances to balance, improvisational play including weight-sharing, effective time distribution in the dance class, and the use of proprioceptive toys such as physio balls.