UK Adolescent School Pupils’ Beliefs about Participation in Extra-Curricular Dance

Background/Objectives: Dance is part of the National Curriculum for schools in the United Kingdom (UK) and many schools also offer dance as an extra-curricular activity. However, motivation to participate appears to be low. The purpose of this study was to identify the beliefs of UK adolescent school pupils that underpin motivation to participate in extra-curricular dance based on the Theory of Planned Behaviour (TPB) [1]. Method/Design: We employed a semi-qualitative method to elicit salient outcome (instrumental and affective), normative and control beliefs about extra-curricular dance participation. Participants were 28 schoolchildren aged 11-13. Content analysis was used to quantify the beliefs cited based on sample frequency. Results: The most cited three instrumental outcome beliefs were, in rank order, use of time, enjoyment, and impact on ability. Affective outcome beliefs were enjoyment, socialising, and expressing myself. Social referents were family, peers, and (non-dance) teachers. Control beliefs were accessibility, dance competence, and time and commitments. Conclusions: The results presented represent the beliefs of a small sample of schoolchildren regarding their motivation for extra-curricular dance participation. Ultimately these beliefs can be used to aid the development of strategies to enhance motivation for extra-curricular activities such as dance with this age group