TABLE 2.
Detailed summary of the study details.
| Citations | Participant demographics | Dance interventions | Study design/Measurements/Type of data | Key findings |
|---|---|---|---|---|
| Wagener et al. (2012) | n = 40 Female Age 12–18 years old | Exergaming (video game dance) | RCT | Positive impact of dance-based exergaming on obese adolescents’ psychological functioning and perceived competence to continue exercise |
| Obese adolescents | 1. BMI 2. Perceived Competence Scale (PCS) 2. The Behavior Assessment System for Children-2 (BASC-2) 3. Parent Rating Scales-Adolescent version (PRS-A) 4. Adolescent Self-Report Scales (SRP-A) | |||
| United States | Quantitative and Qualitative | |||
| Sandberg et al. (2021) | n = 112 Female | African dance, different choreographies to popular music in the show/jazz dance, street and contemporary dance genre | RCT | 1. Dance intervention can be effective in decreasing daytime tiredness |
| Age 13–18 years old < Participants with stress-related mental health problems | Pittsburgh Sleep Quality Index | 2. Nonpharmacological interventions to decrease stress-related problems among adolescents | ||
| Qualitative | ||||
| Rudd et al. (2021) | n = 55 Both gender | Specially choreographed dance routine | RCT | 1. Dance intervention improved inhibitory control and potentially working memory capacity |
| Age 6–7 years old | 1. Executive functions (working memory capacity, cognitive flexibility and inhibitory control) | 2. Dance intervention did not improve motor competence beyond typical development | ||
| Primary school student | 2. Motor competence | |||
| Australia | Quantitative | |||
| Raghupathy et al. (2021) | n = 36 Both gender | Traditional India dance | RCT | 1. The traditional Indian dance improved the locomotor skills of children with Down syndrome than that of neuromuscular exercises |
| Age 6–10 years old | 1. Test of Gross Motor Development–2 (TGMD–2) 2. Four Square Step Test (FSST) 3. Pediatric balance scale | 2. Both the dance and neuromuscular training equally impacted the balance capacity | ||
| Children with DS | Quantitative | |||
| India | ||||
| Morris et al. (2013) | n = 378 Both gender | Specially choreographed dance routine | A non-RCT | 1. Significant increases in physical activity, endurance fitness and a reduction in the rate of increase in sum of skinfolds |
| Age 9.75 ± 0.82 years old | 1. Physical activity 2. Food intake 3. Anthropometric measure 4. Knowledge of healthy lifestyles 5. Psychological measures | 2. There was no intervention effect on any of the dietary variables, knowledge, and the majority of psychological variables | ||
| Primary school student | Quantitative and Qualitative | |||
| United Kingdom | ||||
| Jeong et al. (2005) | n = 40 Female | Specially choreographed dance routine | RCT | Dance movement therapy improved the negative psychological symptoms and modulated serotonin and dopamine concentrations in adolescent girls with mild depression |
| Age 16 years oldMiddle school student with depression | 1. Measurement of Psychological Distress (SCL-90-R) 2. Measurements of Neurohormones | |||
| Korea | Quantitative and Qualitative | |||
| Bollimbala et al. (2019) | n = 34 Both gender | Folk dance | RCT 1. Convergent thinking 2. Divergent thinking | 1. Dance intervention improved convergent thinking 2. Participants with normal BMI improved in two divergent thinking components 3. Not permit us to establish a causal relationship between PA and the development of creative potential |
| Age 12 years old | Specially choreographed dance routine | Quantitative | ||
| Primary school students | ||||
| India | ||||
| Staiano et al. (2017b) | n = 41 Female | Exergaming (video game dance) | RCT | Exergaming reduced body fat and increased BMD |
| Age 14–18 years old | 1. Physical examination and electrocardiogram 2. Anthropometry 3. Blood pressure 4. Body composition | |||
| Overweight and obese girls | Quantitative | |||
| Robinson et al. (2010) | n = 261 Female | Hip-hop | RCT | 1.Not significantly reduce BMI gain compared with health education 2. Potentially reductions in lipid levels, hyperinsulinemia, and depressive symptoms |
| Age 8–10 years old | African dance | 1. Body mass index (BMI) 2. Waist circumference, Triceps skinfold thickness, resting blood pressure and heart rate 3, Fasting serum insulin, glucose, lipid levels 4. Physical activity level 5. Television viewing, videotape viewing, video game and computer use 6. self-reported psychosocial measures Quantitative and Qualitative | ||
| African American or black girls | Step dance | |||
| Duberg et al. (2013) | n = 59 Female | African dance | RCT | 1. Improve self-rated health for adolescent girls with internalizing problems 2. The improvement remained a year after the intervention |
| Age 13–18 years old | Jazz | 1. Self-rated health 2. Adherence to and experience of the intervention | ||
| Participants with stress and psychosomatic symptoms | Contemporary dance | Quantitative and Qualitative | ||
| Swedish | ||||
| Duberg et al. (2020) | n = 112 Female | African dance | RCT | 1. Dance interventions may reduce somatic symptoms and emotional distress in adolescent girls 2. May constitute a nonpharmacological complement to school health services |
| Age 13–18 years old | Jazz | Questionnaires with somatic symptoms and emotional distress | ||
| Participants with stress-related somatic symptoms and emotional distress | Street dance | Qualitative | ||
| Swedish | ||||
| Isabelle de et al. (2018) | n = 85 Both gender | Educational dance | RCT | Educational dance helped the children’s motor development |
| Elementary school student | Motor developments | |||
| Brazil | Quantitative | |||
| Staiano et al. (2017a) | n = 37 Female | Exergaming (video game dance) | RCT | Positive impacts on adolescent girls’ self-reported PA, television viewing, self-efficacy, and intrinsic motivation |
| Age 14–18 years old | 1. Anthropometric measurements 2. Physical activity level 3. Behavioral observation 4. Self-report survey | |||
| Participants with overweight or obese | Quantitative and Qualitative | |||
| United States | ||||
| O'Neill et al. (2011) | n = 149 Female Age 11–18 years old | Ballet | Cross-sectional design | Dance classes can make an important contribution to girls’ total physical activity |
| Dance studios girls | Jazz | 1. Anthropometric measurements 2. Physical activity level 3. Self- report surveyQuantitative and Qualitative | ||
| United States | Tap dance | |||
| Oppici et al. (2020) | n = 80 Both gender | Jazz-dance choreography | RCT 1. Working memory capacity 2. Motor competence 3. Cognitive flexibility and inhibitory control | 1. Dance practice coupled with a high cognitive challenge could improve working memory capacity and motor competence in children 2. The difference between groups was not statistically significant |
| Age 8.8 ± 0.7 years old | Quantitative | |||
| Primary school children | ||||
| Australia | ||||
| Högström et al. (2022) | n = 112 Female | Dance and Yoga | RCT | Significantly greater pain reduction |
| Aged 9–13 years old | Self-report 1. Maximum abdominal pain 2. bases and related information | |||
| Diagnosed with FAP or IBS with persistent pain | Qualitative | |||
| Sweden | ||||
| Jyotindea et al. (2021) | n = 59 Both gender | Specially choreographed dance routine | RCT | Home-centered activity-based therapy is a feasible and practical modality of CP rehabilitation |
| Age 5–12 years old | 1.6-minute-walk-test 2.10-minute-fast-walk-test 3. Ashworth scale (MAS) 4. Tardieu scale (MTS) 5. Gross Motor Function Classification System (GMFCS) 6. Gross Motor Function Measure-88 (GMFM-88) 7. Cerebral Palsy Quality of Life (CP-QoL) | |||
| Participants with spastic diplegic CP | Quantitative and Qualitative |