DEVELOPMENT AND DESIGN OF A LATIN DANCE COURSE TO ENHANCE SPECIALIZED SPORT DANCE SKILLS FOR GRADE 12 HIGH SCHOOL STUDENTS

Abstract

The current landscape of high school physical dance education faces several challenges, including insufficient fundamental professional skills, limited artistic expression, and low learning efficiency among students. Additionally, the 2024 national examination system reform, which eliminated school-level assessments and integrated the International Standard Dance Professional test into the unified examination, has rendered traditional teaching models inadequate in addressing students' evolving learning needs. In response, this study employed the Fitts three-stage teaching model to develop an instructional approach for three Latin dance styles, aiming to improve students' learning efficiency and mastery of professional dance skills. The research applied Taylor’s theory in conjunction with the Fitts model and evaluated the course's effectiveness through expert assessment and focus group discussions. Three experts t assessed the course design using the Index of Item-Objective Congruence (IOC), a validity measurement method ensuring alignment between instructional content and learning objectives. The IOC analysis yielded values ranging from 0.66 to 1.00, indicating a high degree of consistency between the course structure and pedagogical goals. Additionally, a focus group discussion with seven participants confirmed that the proposed teaching approach significantly enhanced students’ fundamental dance techniques, artistic expression, and engagement in learning. While this study was limited by its sample size and geographical scope, its findings provide valuable insights into the ongoing reform of high school physical dance education. Future research should expand the sample and regional coverage to further validate and refine the instructional model, enhancing its applicability in broader educational contexts.

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