ScholarWorks@숙명여자대학교

초록

Purpose: This study aimed to identify core competencies required of dance instructors working with people with Parkinson’s disease (PD) and to determine educational priorities by analyzing gaps between perceived importance and self-assessed possession. Methods: After a literature review, a nominal group technique (NGT) with eight Dance for PD experts was used to derive competency domains and items. A survey of 188 Dance for PD instructors and trainees measured importance and possession on a 7-point Likert scale. Paired t-tests, Borich needs analysis, and the Locus for Focus model were applied. Results: PD dance instructor competencies were structured into three domains, seven subdomains, and 28 specific competencies. All items showed significant gaps, with importance rated higher than possession. Emergency response, mid- to long-term program planning, participation promotion, assessment and management of physical and psychological status, management of activity space, counseling skills, communication with family members, and level-based and interest-inducing program design emerged as high-priority competencies. Conclusions: PD dance instructors require integrated expertise that combines practical teaching skills with disease-specific knowledge, safety and emergency management, emotional and relational communication, and adaptive program design. These findings provide a competency framework and priority areas that can inform PD-specific dance instructor training and the professionalization of dance-based rehabilitation programs.

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