Table 2.
Results of analysis of dance movement intervention studies.
| Studies | Interventions | Processes and mechanisms | Depression outcomes, measures and scales | Quality assess and design |
|---|---|---|---|---|
| # Adam et al., 2016b Status |
Dance and relaxation: warm up; poco-poco dance, relaxation incorporating progressive muscle relaxation; group sessions. n = 44 60 min; 2 x week; 6 weeks |
No mechanism discussed specifically, but implied relationships between physical and cognitive improvement through dance leading to reduced depression. Suggested: Better scores for women perhaps because dance-like activities more attractive to females | HADS (p < 0.000) |
PEDro 2/11 QE |
| # Adam et al., 2016a Effectiveness |
Dance and relaxation exercises: warm-up and stretching activities followed by poco- poco dance session in group session; n = 84 (44 intervention, 40 control). 60 min; 2x week; 6 weeks |
No mechanism discussed specifically, but relationships between other outcomes noted including: improved QOL, increased cognitive and physical function and enhanced wellbeing; enhanced coping and increased sense of independence. Stimulation of the parietal lobe through dance provides somatosensory input that may increase the neurotrophic factor that improves cognitive and visuospatial function. Non-competitive type of dance may make it more favored by participants. Therapeutic benefits are motivating for adherence. | HADS (P < 0.001) |
PEDro 6/11 QE |
| + Alpert et al., 2009 | Modified age appropriate jazz dance class; in group sessions. n = 13 Session duration unknown; 1x week; 15 weeks |
Relationship between physical activity improving balance and other physical skills in social setting and mood postulated. Its inherent “fun” factor may contribute to adherence and success. | GDS, not significant |
PEDro 4/11 PS single condition, three time periods |
| # Britten et al., 2017 | Modified contemporary dance program: warm up; basic low impact aerobic movements; series of moves; improvisation; cool down (breathing and stretching exercises); group session. n = 22 90 mins; 2 x week; 8 weeks |
Participants perception of benefit of physical activity, motivation provided by the group context; psychological benefits such as use of brain, improved mental health. Cognitive health stimulation posited as important; creative and didactic elements Valued; seen as suitable mostly for women |
GDS (p < 0.05) |
PEDro 4/11 PPT uncontrolled ‘pre-post’ intervention; focus groups |
| # Cross et al., 2012 | live dance performance and receptive music listening; n = 100 (50 in dance intervention); group intervention (participants- audience members) 30 min x 1 |
Possible factors but no hard evidence of viewing dance eliciting positive memories, enjoyable aesthetic experience, communicating something of meaning | BDI (t49 = 11.95, p < .001, d = 0.88). |
PEDro 7/11 RCT |
| # Eyigor et al., 2009. | Dance-based exercise program: a warm-up, folklore dance stepping, stretching, cool-down. participants in circle; group sessions; n = 37 (dance intervention 19 females). 1 hour; 3 x week; 8-weeks |
Age appropriate dance moves; strong focus on following choreography and improving physical capability and functional mobility; dance is pleasurable and may motivate other activity; group increased motivation; folkloric dance rhythms appropriate for age group and cultural background | GDS, no significant improvement, but verbal expression that they felt happier after the dancing exercise | PEDro 7/11 RCT; interviews |
| + Garcia Gouvêa et al., 2017 | Dance classes: low impact choreography; warm ups; sitting waltz/standing waltz, gentle movement, stretching; group sessions; n = 20. 45 min; 3x week; 3 months (total 40 classes) |
Rhythmic moves to improve functional, emotional and behavioral skills; integration of physiological, psychological, sociological aspects of wellbeing; facilitate self-expression and communication; reduced fear and isolation, and better self- esteem; memorization of movement sequences and attention supported by intentional changes of movements make high cognitive demand that can help reduce depression | BDI, no significant improvement | PEDro 3/11 PE pre-experimental, pre and post-test, convenience sample |
| # Haboush et al., 2006. | Ballroom dance lesson weekly: foxtrot, waltz, rumba, swing, cha-cha, and tango; one on one session; n = 20. concern, empathy 45-min; 1x week; 8-weeks |
not psychotherapy, but some common factors of therapy present including concern, empathy, a treatment setting, a therapeutic procedure; pleasure in learning; exercise and enjoyment of music. | HDRS (d = .51) and GDS (d = .40) medium range; interview | PEDro 8/11 RCT |
| # Jun et al., 2013 | Music-movement therapy (MMT): preparatory activities (movement exercises with quiet meditational music): main activities, finishing activities; group sessions; n = 40 (dance intervention 20). 60 min; 3x week; 8 weeks |
No explanation. | CES-D, no significant difference | PEDro 6/11 RCT, QE, with pre- and post-tests |
| # Matto et al., 2015. | Listening to music; imagery activation; body movement; sharing experience with others; group theme; group sessions; n = 20 (92% female) 50–60 min, each group; 10 weeks; unclear number of times per week. |
Hypothesized effect: creative arts participation enhances positive social engagement, which enhances mood; enjoyment, opportunities for behaviors such as remembering, recognizing, and expressing what they were feeling, and understanding, appreciating, and being sensitive to others | GDS-SF, not significant | PEDro 8/11 RCT, interviews |
| # Murrock and Graor, 2014. | Dance class; 5-min warm-up, 30 min of simple low intensity dance steps, 10-min cooldown; group session; n = 20 Dance steps adjusted to cater for physical capacity; onsite intervention; non-judgemental attitude; provision of chair 45 min; 2x week; 12 weeks |
increased physical function; social interaction; altered mood, increased learning | CES-D, t = 6.11, p < 0.001, r|2 = 0.65, | PEDro 5/11 PPT One-group, pretest and posttest |
| # Sun et al., 2013 | Multi-modal approach “mind–body meditative approach” (MBMA) Tai Chi exercise, dancing, (Chinese cultural and Latin dancing), playing musical instruments, choral singing, and operas, formal meditative practice. (awareness of breathing, awareness of emotions, control of emotions and concentration); group sessions; n = 750 2.5 h, weekly, 15 months. |
Tai chi appealing to older people. Dancing, in combination with Tai chi and singing, may protect from metabolic syndrome and brain function decline, and promote a positive QoL including psychological health; social engagement and ability to cope well with depression; enjoyment; dance seen as attractive to women. Based in community and natural environment, did not focus on the disease and was friendly and socially comfortable, thus enjoyable and sustainable. |
GHQ30 significant, dancing groups had the lowest depression rate among the four interventions | PEDro 6/11 RCT, case controlled design |
| # Vankova et al., 2014 | Exercise dance: warm-up: slow-paced leg and arm movements seated; main period of ballroom dance, including foxtrot, waltz, cha-cha, cancan; cooldown used relaxation techniques, deep breathing, stretching; group sessions; n = 162, mostly women. Adaptation of exercises; goal to make class enjoyable 60 min; 1x week; 3 months. |
The characteristics of the traditional dance and reminiscence; of the proven relationship between depressive symptoms and functional movement status; group intervention provides participants with the opportunity to do something together and share the experience; interaction withpeers could lead to increased self-confidence and feeling of competency | GDS, P 0.005 | PEDro 9/11 RCT |
Key: BDI, Beck Depression Inventory; CES-D, The Center for Epidemiologic; Studies Depression Scale; CSDD, Cornell Scale for Depression in Dementia; GADI, Goldberg Anxiety and Depression Inventory; GDS, Geriatric Depression Scale; GDS-SF, Geriatric Depression Scale short form; GHQ30, General Health Questionnaire; HADS, Hospital Anxiety and Depression Scale; HDRS, Hamilton Depression Rating Scale.
Intervention coding: * intervention delivered by trained or certified dance movement therapist; # intervention delivered by other professional; and + unclear.
Design codes: COD, crossover design; CS, case study; CDA, collaborative discourse analysis; LA, longitudinal study; OS, observational study; PE, pre-experimental; PPGD, prospective, parallel-group design; PPT, pre and post-test; PS, pilot study; PT, pragmatic trial; QE, quasi experimental; RCT, randomized control trial; RCS, retrospective cohort study; SSR, single subject research.