DANCE YOURSELF TO BETTER PHYSICAL CONDITION AND

ENHANCED SCHOLASTIC ABILITY?

Report from the machine dance project at Stokke Municipality

Inger Marie Solberg & Thomas Moser

Hilde Skaug & Anne-Christin Holthe

Stokke and Tønsberg, Norway

January 2009
 The Machine Dance Project – Stokke Municipality

Report content
Introduction ....................................................................................................................................................... 3
Objectives and Evaluation Questions ................................................................................................................. 3
Project Implementation and Participants ............................................................................................................ 3
Design and Method ............................................................................................................................................ 4
Intervention – Machine Dance Training ............................................................................................................. 5
Research Group ................................................................................................................................................. 6
Results ............................................................................................................................................................... 6
Synopsis and Conclusion ................................................................................................................................. 13
References ....................................................................................................................................................... 15

Contact
Inger Marie Solberg
Physiotherapist
School Health Services, Stokke municipality
Pb 124, 3161 Stokke, Tlf. 33 29 53 43
inger.marie.solberg@stokke.kommune.no

Thomas Moser
Professor
Vestfold University College, Faculty of Education
Pb 2243, N-3103 Tønsberg
Thomas.Moser@hive.no

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Introduction

This report provides a brief overview of the process and results of an attempt to document the potential
effects of regular use of machine dance (dance mats) in primary school. This report is not intended to be a
formal research report but rather an attempt at a systematic evaluation of the project measure (effect of
machine dance in primary school). Theoretical and empirical reasons for why this question is at all of
interest and how the relationships can be explained are not included. Additional information about the
logical founding can be found in Jensen & Moser (2008), Moser (2004.2007) and Moser and Jensen (2007).
Continued work on the project will provide additional information pertaining to a more theoretical justification and anchoring
in preceding publications. The project has previously been described in the journal The Physiotherapist
(Johnsen, 2008).

Objectives and Evaluation Questions

The project's main objectives are twofold: first, it intends to examine and evaluate whether daily exercise
on the dance mats can help to improve the physical condition and motor skills of the students. Second, it
intends to evaluate whether training on dance mats brings any positive effects to the cognitive skills of the
students (specifically, reading and mathematics skills).

The specific questions for the project and its evaluation can be formulated as follows:
• Does machine dance, when carried out within a normal school setting, show effects on the students'
motor skills and physical condition?
• Does clear coordination oriented training on dance mats, which are conducted within a normal
school setting, show any effects on the students' skills in the subjects of English and Mathematics?

Project Implementation and Participants

The School Health Services in Stokke Municipality, with municipality physiotherapist Inger Marie Solberg,
had the lead and overall responsibility for the project. Teachers Hilde Skaug and Anne-Christin Holthe
aided in the implementation of the project both in terms of the dance program and mathematics testing (it
would be good to specify which teacher was the mathematics teacher and which was the dance teacher or if both were involved if
that information is present in the original text). Thomas Moser, Professor of Physical Education / Sport in
Vestfold University College, and Professor II at the Norwegian Sports University, acted as a tutor for the
project. All project partners contributed to the implementation of the motor skill tests, where other people
(school nurse, physiotherapy in-turns) were involved.
The survey received financial support of the Vestfold County through the Development Contract for
Public Health.

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For reasons of privacy, particularly the privacy of the students, it was chosen not to identify schools. The
two schools that were part of the project are referred to as A and B. School A was involved in the entire
project testing while school B was used only as a reference school for the second project phase.

Eight wireless dance mats from the Positive Gaming™ iDANCE™ Multiplayer system were rented from
the firm, Positive Gaming™ AB (http://www.positivegaming.com/).

Design and Method

The project was organized in two phases; one took place in the autumn of 2007 and the other in the winter
period of 2008. In project Phase 1, only one school (School A) was involved in the survey. The entire sixth
grade at this school was divided into research and reference groups. In project Phase 2, students from sixth
grade in another school (School B) in Stokke served as the reference group while both groups (research
and reference) of sixth grade students from the initial school (School A) became the research group of
project Phase 2.

Project Phase 1 addresses both evaluation questions: the study of possible effects on motor skills and the
possible effects on the subjects of Norwegian and Mathematics while project Phase 2 was only aimed at
evaluating the possible effects on the subjects of Norwegian and Mathematics.

The evaluation design can be described as an experimental field study, ie, a survey approach where one
uses a research- and a control- or reference group to examine the effects. Allocation of students to research
or reference groups was made randomly, but the choice of school A and B was not (statistically) random.
School choice followed essentially practical considerations in relation to the staff's interest in cooperating,
school life and the simplest possible realization of the project.

The following survey methods were used:

• Pre- and post tests on the dance mats using the test dance game included in the software package
which comes with the dance mats (only applicable to the research group). These tests measured the
students’ skills in machine dance.
• Allgemeine sportmotorischer test (AST, Bos & Wohlmann, 1987), pre- and post tests for research
and reference group (only applicable to the first project phase). The AST tests the motor skills and
physical resources of the students.
• Nowegian and Mathematics test (Grieg Multimedia, (www.griegmultimedia.no) The pre-test was
administered in August 2007 and January 2008 and the post-test in both December 2007 and April
2008 for research and reference group. The test measures students' aptitude in Norwegian and
Mathematics.
• A registration of activity and exercise habits as well as experience with dance mats using a self-
composed questionnaire as a pre-test for the research and reference group.

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The following table provides an overview of the Survey temporal progress.

December April
August/September 2007 2007 January 2008 2008
Motor test Group 1: Motor test Math. test Group 2: Math. Test
Dance mats Math. test Dance mats
Math. test Group 2: Norwegian Norwegian test Norwegian
School A - Reference test test
6th Grade group –
reading
Norwegian test
Questionnaire
Math. test Reference Math. Test
School B - Norwegian test group Norwegian
6th Grade test
Questionnaire

Intervention – Machine Dance Training

Machine dance is a computer-controlled motion game in which the athletes move their feet according to
the directions indicated by the symbols (arrows) on a monitor. These movements should be performed
with the greatest possible precision on a dance mat that is equipped with pressure sensors. The dance mat
registers the movement and provides immediate feedback regarding the accuracy of the movements that
are carried out by the dancer. The accuracy is determined and recorded based on two dimensions: space
(proper motion) and temporal (right timing). Various music selections and many difficulty levels provide an
offer ranging from very simple arrow patterns/combinations with slow cues to highly complex arrow
patterns/combinations with ultra-fast cues. The overall quality of a completed dance is considered the
"percentage level" and this percentage reflects the accuracy on both dimensions, i.e. the percentage of
correct movements with the correct timing in relation to a maximum profit (all movements are correct in
both direction and timing).

The research group trained on the dance mats, if possible, once a day for at least 10 minutes while the
reference group did not carry out such training. One can assume that the pure movement time for each
child was between six and eight minutes. Training was conducted in groups in a classroom that was
allocated for this purpose over the whole project and took place generally between 10:10 AM and 10:50
AM. Overall, the students had about 50 training sessions of approximately 10-minute durations each time.
The training period in project phase 1 lasted for 12 weeks during the period September to November 2007.
The training period in project phase 2 also lasted for 12 weeks and extended from the end of January to
April 2008.

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Research Group

The research groups were somewhat different in the two phases.

Project Phase 1
32 of 36 sixth grade students at School A participated in the first project phase. Students were divided
randomly into 2 groups: a research group with machine dance training and a reference group that did not
participate in training, but that worked on an extra reading program in the period in which the research
group worked on machine dance. Both the research group and reference group had 16 students, comprised
of eight girls and eight boys. For 25 of the 32 students there is a full data set.

Project Phase 2
The 16 students (8 girls and 8 boys) in the sixth grade at School A whom did not participate in practice on
the dance mats in Fall 2007 (i.e. the reference group in the first project phase) became the new research
group (training on machine dance) in Winter/Spring 2008. For 15 of the 16 students, there is a complete
data set.

The reference group was recruited in Project Phase 2 from School A and was comprised of 16 sixth grade
students (8 boys and 8 girls). School B is also in the Stokke Municipality in the same region. A rating from
staff at the health station and teachers' educational experience, it was assumed that these two schools are
roughly comparable in terms of students' socioeconomic background. Students from School B underwent
the same test session in English and Mathematics in the same period as the students from School A.
Students in School B conducted, however, neither a training in machine dance nor participated in special
reading programs.

Results

The results presentation has two facets that align with the evaluation questions.
1. The results that apply to possible motor and physical resource effects
2. The results with regards to the possible effects on class performance in the subjects of Norwegian
and Mathematics.

Evaluation Question 1: Does machine dance, as implemented within a normal school day, show
any effects on the students' motor skills and physical resources?

Effects from practice on the dance mat:

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The skill level refers to the percentage scoring results provided by the test modules integrated in the
Positive Gaming™ iDANCE™ software for the dance mats; the results are the percentage of correct
movements in terms of timing and direction related to the maximum score* that can be achieved on the
respective difficulty level (*100% correct movements). Students were tested before being split into two
groups based on their skill level and conducted tests on either Easy difficulty level 3 or Easy 4. Only
students that were in the research group were tested before and after the machine dance training. Thus,
there are no results from the reference group that did not train.

Fig. 1. Progress in skill level in machine dance (percent of maximum possible performance) for
the experimental group in first and second project phase.

The research group had a substantial and statistically significant improvement of the skills on the dance
mats: The students’ performance increased from a score of 41.31% in test 1 to a score of 70.62% at test 2
(t-test for dependent groups, p <0001). This corresponds to a 70.95% increase in skill level when
compared with the initial value.

Likewise, the research group of winter/spring of 2008 (i.e. the students whom did not dance in fall 2007)
showed a substantial and statistically significant improvement in skill level on the dance mats. The
students’ skill level increased by 72.29% (p <0001; calculated as a percentage increase in performance
versus initial value). They gained a score of 37.53% at test 1, which increased to a score of 64.66% in test 2.
One should note that this group had a lower output level than group 1, which explains the greater
percentage progress in spite of a lower final score level.

The conclusion is that the approximate 10 minutes daily practice on the dance mats for a period of 12
weeks achieved clear (i.e., not random) improvements in skill level when it comes to this type of movement
task. This is not particularly surprising as one generally improves skill level when practicing a particular
skill.

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The next step is to examine whether machine dance affects other non-machine dance specific motor
and/or physical resource-intensive tasks.

Effects on motor skills and physical resources:

The AST test is a general motor skill test to give an overall status of the child's motor and physical
conditions. The six parts contained in the test are 20 meter run, throwing a ball on target, Ball-bone wall
(throwing the ball between the legs against the wall, turn around and take the ball), obstacle course, heavy
ball thrust, and a 6-minute run. Overall, these tasks are categorized as follows: The second and third tasks
(throw ball on target and Ball-bone-wall) represent a significant task that requires coordination, while the
20 meter run and the heavy ball thrust, also require suppleness/strength and speed and obstacle courses
require perseverance and suppleness. The sixth task, 6-minute run, is a pure endurance exercise.

Tab. 2. The figures in the table reflect the difference values in performance results (test 2 minus test 1) in the six
tasks of AST for the research and reference groups.

Motor skills and physical resources - AST

DIFFERENCE VALUES SEPT. 07 – NOV. 07

20 m 6 min
Ball-bone- Obstacle-
run***) Throw ball run***)
wall course*) Heavy ball
GROUP (seconds) (points) (points) (seconds) thrust (meter) (meter)
RESEARCH
GROUP 0,04538 -0,846154 3,666 -1,202 -0,347857 44,577
REFERENCE
GROUP -0,1757 -1,235,294 1,375 -0,9376 -0,294118 -96,47
)
* Negative numbers indicate progress (faster time)
**) The difference between the research group and reference group is statistically significant (t-test; p = 0.0065)
***) The difference between the research group and reference group is statistically significant (t-test; p = 0.0032)

The research group improved their performance in the 6-minute run by 45 meters while the reference
group’s performance decreased by 96 meters. This difference is statistically significant. However, the
reference group had a slight progress on the 20 meter sprint (0.18 sec.) while the research group remained
more or less unchanged (+ 0.05 sec.). The difference between the research and the reference group is
statistically significant. A possible explanation for this result that goes against expectations may be that the
research group was the one who conducted the first test. It was early morning on a relatively cold day in
November, while the reference group ran in the middle of the day.

When it comes to the tests of throwing a ball on target and the heavy ball thrust the decline of student
achievement in both groups is striking. The results in the 6-minute run were also slower for the reference
group. The research group had a greater progress in the "ball-bone-wall" and a major improvement in the
duration of the obstacle course. The differences between the research and the reference groups are not
statistically significant and should, therefore, be regarded as random results. When considering the data
results, one should be aware that due to limitations within the school setting, the tests were administered
by more than one test leader, which may have influenced the outcome as it is unlikely that each test
administrator assigned earned points in exactly the same manner.

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The conclusion on the basis of these findings is that training on the dance mats over a 12-week period
returned modestly positive effects on the students' motor and physical resources, the most obvious effects
were seen in the endurance performance, where the research group improved the distance covered in 6
minutes by 45 meters while the distance covered by control group was 96 meters shorter in 6 minutes.
However, the research group saw no improvement in the sprint, while the control group's performance
improved minimally; by just 0.2 seconds on average. The results should be interpreted with care, small
groups, large variation in the data and some incomplete data sets reduces the quality of the data material.

Evaluation Question 2: Does a clear coordination training focused on the dance mats, which are
conducted within a normal school day life, show effects on students'
skills in the subjects Norwegian and Mathematics?

Table 3 and Figure 2 and 3 provide an overview of the changes in the first project phase (Fall 2007), where
students in sixth grade at school A were divided into two groups, one group served as research and the
other as a reference.

Tab. 3. Initial values (before training) and final values (after training) and the difference values for the results of the
Norwegian and Mathematics test in school A in the first project phase. On a national basis the normal value of the
test results in both subjects is 100%.

NORWEGIAN AND MATHEMATICS SKILLS 2007

The initial and final values and the difference values Aug. 07 – Dec. 07

NORWEGIAN MATHEMATICS
Difference Difference
value value
(percentage (percentage
GROUP Initial value Final value points) Initial value Final value points)
Research
group
n=16 107,65 % 115,24 % + 7,59 120% 128% + 8,27
Reference
group
n=16 101,00 % 114,18 % + 13,18 112% 114% + 2,18

In evaluating the data, it is important to note that the reference group attended an additional reading
program while the research group trained on the dance mats. Both groups had significant progress from
test one to test two with an increase of 7.59 percentage points for the research group and 13.18 percentage
points for the entire reference group respectively. The clear difference in progress in the Norwegian test
results for the reference group (which attended an extra reading program) (+ 13.18 percent) and the
research group without reading but with training on the dance mats (+ 7.59%) is statistically significant (p
= 0036). It is not surprising that students involved in an extra reading program had greater gains in
Norwegian than that of students without an extra reading program. The reference group has, in Project
Phase 2, participated in machine dance training without extra reading programme and their further
development in the Norwegian subject will be presented later.

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Fig. 2. Test results in Norwegian in pre-and post-test and difference values (percentage) for school A. Normal
value for test results on a national basis is 100%.

When it comes to Mathematics (see Figure 3), the research group produced statistically significant
improved test results from test one to test two (difference: 8.27 percent; p <0.05) while this was not the
case for the reference group. Both student groups had systematic (not random) progress in the Norwegian
subject but only the research group improved in the Mathematics subject.

Fig. 3. Test results in Mathematics in pre-and post-test and difference values (percentage) for school A. Normal
value for test results on a national basis is 100%.

In Mathematics, the machine dance research group clearly had greater success than the reference group but
the difference in progress between the groups is also, in this case, not statistically significant (p> 0.05).
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It is also worth noting that the research group had a higher initial output value in both Norwegian and
Mathematics. A higher initial output value makes it harder to achieve a further improvement and, vice
versa, it is easier to achieve improvements when beginning with a lower initial output (the initial value
problem). When it comes to the proficiency level in Norwegian, the difference disappeared by the end of
the intervention period. In Mathematics, the difference between the groups, however, increased over the
duration of the intervention.

The following table (Table 3) shows the test results in Norwegian and Mathematics skills for the research
and reference group in the second project phase (winter / spring 2008). Here, the reference group from
the Project Phase 1 became the research group and the reference group was comprised of students from
the sixth grade in School B.

Tab. 3. Initial output values (before training) and final values (after training) and the difference values of the results
in Norwegian and Mathematics test in the research group (School A) and in the reference group (school B) in the
second project phase. On a national basis, the normal value of the test results in both subjects is 100%.

NORWEGIAN AND MATHEMATICS SKILLS 2008

The initial and final values and the difference values Jan. 08 – Apr. 08

NORWEGIAN MATHEMATICS
Differance Difference
value value
Initial (percentage Initial (percentage
GROUP value Final value points) value Final value points)
Research
group
School A

n=15 108.88% 115.31% 6.43 123.20% 129.23% 6.03

Reference
group
School B
n=16 108.75% 104.31% -4.44 122.13% 120.97% -1.16

For the research group, the improvement in Norwegian (+ 6.43 percent) is statistically significant (t-test for
dependent groups, p = 0.01). One can thus assume a systematic improvement of the students’ skills in
Norwegian in this period. The increase in Mathematics scores is about as large (+ 6.03 percent) but not
statistically significant (p = .0065). This means that the research group's progress in Mathematics in the
relatively short period of about 12 weeks can be considered random, despite the fact that their average test
results were almost 5% (or 6.03 percentage point) better.

The large variation of results amongst the individual students lends to partially explain why the fairly
obvious improvements in the Mathematics results were not statistically significant. For some of the
students there were surprisingly large declines in performance/results: One student showed 25% decrease,

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and another 12%. Another four students had a weaker performance in April 08 than in January 08 with a
decline of 8%, respectively, 4%, 3% and 1%. The rest of the student group, in this case, nine students
because we are missing the initial measurement of a student (and therefore do not have a complete data
sets for them), showed some very big improvements (ranging from 5% to 29%). There is also the spread of
mathematics performance for a relatively small study group that may be main reason for this.

If you look at the changes in the reference group for the same period the results are somewhat surprising.
Students in this group showed small decrease in both Norwegian and Mathematics skills, this negative
trend between test 1 and 2, however, was not statistically significant (p> 0.05). This means that the
negative numbers are random and reveals that this student group's skills in Norwegian and Mathematics
remained unchanged in the Project Phase 2.

If one compares the changes for the research and reference groups, a t-test for independent groups shows
no statistical differences between the two groups (Norwegian: p = 0.14; Mathematics: p = 0.38). This
means that, despite the fairly large differences in the aim of improving their skills between the groups, it
cannot be concluded that those that do the training of machine dance show a greater degree of improved
skills than those that do not train. Again, we assume the relatively modest group size and the relatively large
spread in performance between students to be the main reasons for this result. An investigation with larger
study groups may provide different results.

If one compares the performance in Norwegian for the spring research group with the results of the same
group being a reference group (with an extra reading program) in autumn 2007, it seems that the
improvement of test performance in 2007 was about twice as large (13.8% versus 6.43%) as that of spring
2008. The extra reading program had a seemingly good effect. Yet, it is worth noting that the reading skills
continued to improve during the spring of 2008, despite the fact that they no longer had the extra reading
program. The fact that the extra reading program was replaced by machine dance training caused
apparently no negative impact to the literacy level or the Norwegian skill development.

When the same experiment compares research group development of Math test results from the
winter/spring 2008 with the results for the same group in the autumn of 2007, we find major differences: a
2.18 percent gain in autumn 2007 and a 6.13 percent in spring 2008. The students had, during the
experiment condition (machine dance), a nearly three times greater improvement in mathematics skills than
in the autumn season where they were with the reference group with extra reading program. The result is
not so far below what one could measure for the research group during the autumn of 2007 that had a
significant increase of 8.27 percentage points. Yet the statistical test for the research group winter/spring
2008 shows that the progress (+ 6.13) is not significant (p> 0.05).

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Synopsis and Conclusion

The first question in the present evaluation project, which was examined in the first project phase, has
been: Does machine dance, as implemented within a normal school day life, show any effects on the students' motor skills and
physical resources?

On the basis of the present results, it can be said that the students show large and statistically significant
improvements in their performance in machine dance. When it comes to motor skills and physical
resources, general results were rather in-consistent. The research group had a significantly greater
improvement in the 6-minute run, while the reference group had better results in the 20 meters sprint
(even though this unexpected result may be affected by the survey implementation, i.e. early November
morning run). Otherwise, it was worth noting that the students performed worse on average in two of the
test tasks and something better in the last two of those in all six test tasks. The general effects of machine
dance on motor skills and physical resources are therefore rather modest.

In the first project phase, we observed significant progress in the Norwegian study for both groups and in
Mathematics for the research group only. The reference group with extra reading training had clearly
greater progress in the Norwegian subject compared with the machine dance group, while the latter had
more progress in Mathematics, compared with the reference group (reading group). The differences
between the research and the reference group were not significant for Norwegian or Mathematics.

The machine dance research group in the second project phase had clearly greater progress in Norwegian
and Mathematics skills than when compared to a reference school in the same country. We observed a
significant progress for the research group, while the reference group had no progress in either Norwegian
or Mathematics. We even measured a slight but not significant, decline in the test results.

The differences between the research and the reference group in the second project phase were, however,
not measured to be statistically significant. It is interesting that the 2008-research group in the autumn
2007 (i.e. when they served as a reference group) did not have any progress in Mathematics, but that they
evolved clearly some months later when they participated in machine dance. For this group, it is also
remarkable that during their machine dance training period they, without an extra reading program,
continued to increase their Norwegian skills. It is also worth noting that this group, at all four survey times,
were clearly over the 100% marks. They thus, have high initial values, which may reduce the likelihood of
further large increases.

It can be concluded on the basis of this evaluation that machine dance, as it was carried out by the research
group, led to greater success with this group. However, the findings were not statistically significant and
therefore cannot be generalized beyond the specific observations that are made in this study. It is therefore
not possible to conclude, on the basis of this evaluation, that the findings apply in general.

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One cannot conclude that machine dance does not produce the desired learning effects as other plausible
explanations need to be considered. The ability to receive educational benefits through machine dance
training is probably not the same for all students. Training effects on motor skills, physical resources and
cognitive development (such as Norwegian and Mathematics) is individual and you have to assume that
there are several other aspects that can influence the individual. One may, for example, speculate whether
greater effects can be expected for students who initially reside on a lower level value. Motivation and
attitude to the dance are also important factors to consider. To gain greater clarity, larger and better-
controlled studies are required which also take account of different student assumptions and conditions.

In general, the findings of this evaluation study must be interpreted with care, small groups and large
variations between students weakens the quality of the data. It would not be too surprising if a larger and
better controlled study would be able to show significant positive effects, particularly in terms of
Mathematics.

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References

Bös, K., & Wohlman, R. (1987). Allgemeiner Sportsmotorischer Test (AST 6-11) zur Diagnose der
konditionellen und koordinativen Leistungsfähigkeit. Lehrhilfen für den Sportunterricht 36(10), 145-160.
Jensen, S. Kjær & Moser, T. (2008). Body Bildung - an essay about learning and corporeality (chap. 13, pp.
285-301). In: T. Schilhab, M. Juelskjær & T. Moser (Eds.), Learning Bodies. Copenhagen: The
Danish School of Education Press.
Johnsen, H.. (2008). Trene seg blid i skolefri. Fysioterapeuten 2008 (1), 28-31.
Moser, T. (2004). Læring og bevægelse. Agora, Nr. 6, 2004 (Nettidsskrift, utgitt av utviklingsavdelingen ved
CVU Storkøbenhavn) http://www.cvustork.dk/agoranr6.asp;
http://www.cvustork.dk/agoranr64.asp .
Moser, T. (2007). Kroppsforankret læring og aktivitet som pedagogiske begreper. I T.S.S. Schilhab & B.
Steffensen, Nervepirrende pedagogikk - en introduksjon til pedagogisk nevrovitenskap (s. 110-130). Oslo:
Kommuneforlaget.
Moser, T. & Jensen, B. (2007). Børn, krop og tumult – refleksioner over kompetence og kropskultur i
pædagogiske institutioner. I F. Hertel & T.F. Andersen (red.), Sociologi i børnehøjde – om
daginstitutionenes liv og vilkår (s. 10-29). Værløse: Billesø & Baltzer.

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