Precision Teaching and Tap Dance Instruction

Abstract

The purpose of this study was (a) to use a precision-teaching (PT) framework to design, train, and evaluate a tap-dancing training sequence and (b) to evaluate fluency outcomes as a function of training tap dance components to optimal frequencies. The study trained a series of 8 tap-dancing steps to 4 novice dancers and evaluated the effects on untrained components and probes of retention, stability, endurance, and application. The study also included a control participant who only completed application probes. Weekly probes examining the facilitative effects of training on the untrained components revealed improvements for some untrained steps, but not all. Retention probes revealed little difference in frequencies from the last data point in training. Stability and endurance probes revealed marked increases in the frequency of corrects and decreases in the frequency of errors. The results of application probes showed improvements to some degree for experimental participants; however, the control participant also made gains in performance. This makes it difficult to draw conclusions regarding application. The study demonstrates how a PT framework may be useful to those interested in enhancing sports performance training. We discuss limitations and future directions.

An Evaluation of Virtual Training for Teaching Dance Instructors to Implement a Behavioral Coaching Package

“…Applied behavior analytic teaching procedures have been shown to have a positive impact on dancers’ performance and satisfaction. Some examples of successful applied behavior analytic teaching strategies in the dance context include: descriptive vocal instruction, modeling, and feedback in a behavioral coaching package to teach foundational dance skills (Fitterling and Ayllon 1983 ), publicly posted graphical feedback to improve the performance of competitive jazz dancers (Quinn et al 2017a ), TAGteach to emphasize correct form and technique of dance skills (e.g., Arnall et al 2019 ; Arnall et al 2022 ; Carrion et al 2019 ; Quinn et al 2015 ; Quinn et al 2017b ), precision teaching to build skill fluency in tap dancing (Lokke and Lokke 2008 ; Pallares et al 2021 ), and video-based instructional strategies to increase the accuracy of dance skills (Deshmukh et al 2022 ; Giambrone and Miltenberger 2020 ; Quinn et al 2019 ). Results of these behavioral coaching strategies has shown that the performance of dance skills improved and adverse effects (e.g., avoidance behaviors, fear responses) often associated with coercive training methods were not observed.…”