Organizational leaders in dance and fitness education are made up of teachers, instructors, and professors. In dance and physical education, teaching methods are somewhat different from those who work in a lecture and/or discussion learning environment. Motivation is the key when you are asking people to put their physical actions on display as they engage in various dance and movement activities that can either be familiar or unfamiliar.
Through the use of transformational leadership movement teachers have the opportunity to be more successful in getting their students to learn new steps and promotes learning outcomes to be achieved more willingly by the participants. If students cannot comprehend, engage, and then perform the material they are given after the demonstration of various movement sequences and exercise steps, they become frustrated in their learning capabilities.
Learning dance as an adult is not always as easy as it looks. Adults acquire the ability to cognitively comprehend new ideas faster, giving them the mental capacity to understand how to perform a move, but because the physical execution of that comprehended step may not be performed so easily, therein lies frustration which can lead an adult to become embarrassed. Such emotions become exhibited quickly, causing the student to close themselves off and they tend to stop trying completely. This can be a learning block, making it much more difficult to get the student to attempt to try again. To try and avoid this circumstance, a lot of preliminary expectations need to be explained. This can help to outline the possibility that a concept may not be understood right away, but that eventually, through encouraged practice and effort, the steps will get easier to execute successfully.
A teacher also has to work to get the entire class on the same page even though everyone will be at varied levels of experience. This can be intimidating when other students see how easy it is for some to do a particular move, sometimes making them even more self-conscious. Encouraging teachers emphasize reciprocal learning practices that introduces an environment that promotes communal learning without holding back for fear of doing something wrong, especially when learning dance as an adult. All of these things are a challenging part of any physical activity or dance class, but transformational leaders work from a basis that strives to prevent these things from happening from the beginning.
In many senses of the word, to dance and movement learning, the teacher is a leader. Interestingly, it can be said, that a leader is not always predetermined. Sometimes it is a position that is sought after and at other times, it is the result of having the courage to stand up and lead those who are only capable of following. In turn, a follower must be willing to trust and believe in their leader whether they are chosen or have taken the initiative to prevail when they could not. There is a delicate balance between the relationship of leader and follower, from both points of view. They must coexist cooperatively in order to achieve their desired salient goal. It is composed of a relationship that is reciprocal, providing support to each other in order to get the work done efficiently and effectively.