Prior studies implementing music-movement programs were largely aimed at preschool education and supported the effectiveness of these types of programs about preschoolers’ locomotor development plus the rhythmic ability, and cognitive development of kindergarten children. In addition, Tsapakidou, Zachopoulou and Zografou (2001) basing on Orff (Keetman, 1974) and Dalcroze (Bachman, 1991) music movement methods identified that their very own implementation for a three months period improves 4-6 age learners spatial belief, reaction to a great audio incitement, rhythmic ability and their ability of acquiring decisions. Nonetheless, the number of research investigating the result of music-movement programs in elementary and secondary young children is rather hard to find. Notable exclusions are the studies by Chatzipandeli, Pollatou, Diggelidis and Kourtesis (2007), Likesas and Zachopoulou (2006) and Lykesas, Koutsoumba and Tyrovola (2009). These kinds of studies likewise suggested that music-movement applications can influence pupils in various factors. Specifically, Chatzipandeli ou al. indicated that a program including exercises with music superior 1st-grade general pupils’ sneaky skills.
Similarly, Likesas and Zachopoulou (2006) mentioned that a music movement plan increases primary pupils’ pleasure and innate motivation although teaching all of them Greek traditional dances throughout the physical education lesson. Lykesas, Koutsoumba and Tyrovola (2009) examined the creativity of secondary pupils during the traditional dance lessons, indicating a powerful effect on that. In addition , Murray (1975) recommends teachers to work with dance in elementary education because of its success on stroking abilities’ parameters and many other locomotor and non-locomotor abilities. This evidence illustrates that rhythmic exercises may effectively be used in a wide range of grades in elementary school in order to promote pupils’ locomotor abilities. However , activities such as are typically included only in the first three grades of elementary school. However, past proof demonstrated that basic rhythms (i. e., 2/4, 6/8) works extremely well for younger pupils old between six and eight years-old, while more complex tempos (i. elizabeth., 7/8 and 9/8) can be utilised in older elementary school learners (Serbezis Panagopoulou, 2008). Furthermore, rhythms using a regular eventual structure will be distinguished and reproduced better than irregular tempos (Grahn Brett, 2007, Patel, Iversen, Chen, Repp, 2005). Such tempos have been found to effectively increase pupil’s rhythmic ability (Pavlidou, Mertzanidou, Zissi, 2009). Importantly, as Zachopoylou ain al., (2003) noted these types of activities are enjoyable and do not require exceptional equipment.
Typically, national physical education curricula decrease the time given in music-movement education in higher degrees at the primary schools in favour of games and sports (Hardman, Klein, Patriksson, RychteckÃ½, de uma Costa, 2008). However , music-movement education in these grades can easily still help pupils increase their locomotor development and better master sports skills. In this sense, music activity education must be integrated inside the physical education lesson. A possible way to do this without interrupting the instructing of the other physical education subject matter, but aiding them, is always to integrate music movement exercises during the start off phase from the lesson. This approach is supposed to have two benefits intended for the lesson, a) retaining teaching stroking motor expertise to students and b) providing an alternative, fun, enjoyable and interesting ways to trigger the lessons.
Previous evidence revealed that music-movement programs contain body activities in a low or channel intensity of aerobic exercise which could warm up learners for a physical education lesson (Faigenbaum, Bellucci, Bernieri, Bakker, Hoorens, 2005) and are regarded as energetic and enjoyable activities (Zachopoulou ain al., 2003). However , until now there is no evidence that this kind of approach could be implemented in the school adjustments and whether it can be effective in increasing pupils electric motor skills. Consequently , the aim of the present study was to develop a music-movement program suited to the warm-up phase in the physical education lesson and test its effectiveness in improving grammar school pupils’ picked motor skills.