1994 Volume 17 Issue 3 Pages 137-142
Dance in Physical Education can be traced the ancient Greek times. Dancing as a part of physical education was not considered a meaningful from of physical education until the early part of the modern ages. During the modern ages, Lord Thomas Elliot introduced the theory that "dance is a means of education". Also during this same period of time, physical education teachers in Sweden introduced folk dancing as part of their lessons for their physical education classes. In Japan, dancing as a part of the physical education curriculum changed several times according to the social reforms of particular time periods. Nevertheless, dancing has always been incorporated into the physical education curriculum. Presently, forms of dancing, including folk dances, are now infused into the schools' course of study. Compared to other sports, dance has it own special characteristics. Dancing enables students to improve their physical health and to enhance their spiritual and psychological wellbeing. Educators have the challenge of incorporating the form of dancing into the curriculum. This paper will address the many forms of dance teaching that educators may employ into the physical education curriculum.