Ballet and Movement-Based Interventions for Parkinson's

Disease
Gabrielle Beauchamp, OTS, Ian Heinkele, OTS, Emily Hoogstra, OTS & Mackenzie Schumacher, OTS
Jeanine Beasley, EdD, OTR, CHT, FAOTA, Cynthia Grapczynski, EdD, OTR, and Cathy Harro, PT, DPT, MS, NCS

Grand Valley State University Grand Rapids, Michigan

ABSTRACT RESULTS DISCUSSION
The purpose of this study was to examine the effects of using dance as an intervention for Themes identified from focus group transcripts support previous evidence
individuals with Parkinson’s Disease (PD). A phenomenological design was used to Themes about dance based interventions for Parkinson’s Disease.
gather data regarding the shared phenomena of participation in a Parkinson’s Ballet class.
Participants included dancers with PD, currently participating in two separate Ballet
programs. They were invited to attend one of two separate focus groups that were held at ●  Engagement in a Ballet class increases emotional well-being by
the dance class location, the Grand Rapids Ballet building (n = 6, 15% of total dancers in
class) or a private dance studio (n = 4, 20% of total dancers in class) . After the
improving positive outlook, self-concept, and perceived mental
researchers attended the ballet class, a qualitative, semi-structured, focus group method functioning. Participants expressed that they felt more empowered in
was implemented. This involved the participants answering open-ended questions aimed their daily lives.
at gaining information on their experience to facilitate an in-depth discussion of issues
and the generation of rich data.Researchers audiotaped focus groups’ discussion and tapes
where transcribed by research assistant. Researchers then independently used an axial and ●  Contextual influences, such as the class environment, and social
selective coding process to identify themes in the interview data depicted below. The influences, such as interactions with peers and the instructor, were found
identified themes demonstrated that the benefits of participation in a dance class designed
for individuals with PD go beyond just physical outcomes and involve holistic Broad Subthemes: Supporting Quotes: to be highly motivating continued engagement in dance program.
improvements including social, emotional, and cognitive benefits. Themes:
Contextual Class Environment “…I find that the live music for some reason just inspires me more…
●  Participants reported perceived improvements in their movement and
Influences
a real person producing the music and knowing that she can go faster
balance, which in turn increased their capacity to complete occupations.
RESEARCH QUESTION
or slower [that] is quite phenomenal so that makes it very joyful for
me.”
 
This finding regarding improved confidence in balance is consistent with
  findings from previous studies.
 
What are the perceived effects of ballet and movement-based interventions for
individuals with PD? Social Influences
SIGNIFICANCE TO OCCUPATIONAL
“I’m not likely to exercise on my own very often…So if you know
people are waiting and will miss you if you are not there. So it’s the
motivation to do it.”

METHODOLOGY
 
You can draw energy and enthusiasm from other people….the folks
are generating the same excitement.’ ”
THERAPY

Researcher 1 Initial Themes: Researcher 1 Themes: All Researchers: All Researchers Including
Final Themes & Subthemes

Findings from this study are particularly important for occupational therapists
Selective Coding
Axial Coding
Open Coding

• -Barriers to participation -Social influence -Social influences Qualitative Expert:

• -Things done well at facility/class
• -Social Influence
-Mind-body connection (encouragement), class
environment (instructor and
1. Contextual Influences Physical Movement/
• -Other Methods of treatment
sought out
-Physical effects
-Transfer to occupation
music)
-Contextual: Physical
a. Class Environment
b. Social Influence
Aspects Balance
“Balance alone is a major issue and um to move smoothly, you know
to not be anxious with how you're moving in the room is very
in the areas of:
• -Mental Aspects
1.  Consultation- to evaluate and advise dance programs on key class elements
-Class environment aspects (movement and 2. Physical Aspects and
important to me…Without the class I wouldn’t know how to do it…I
• -Physical Aspects
• -Instructor influences/Class
-Recommendations
balance)
-Transfer to occupation
Relation to Occupation
a. Movement/Balance Related to didn’t realize how much that’s helping our balance-the seated
b. Transfer to Occupation
Occupation exercises, because we’re trying much harder than we would without
Specific
• -Influence of live music
• -Transfer to occupation
Researcher 2 Themes:
-Mental improvements
(cognition, mind, and body) 3. Intrinsic the class…I personally would have lost my balance two years ago if and movements that facilitate and transfer the benefits to occupations.
-Social participation a. Mental Improvements
-Self concept (confidence, I turned as quickly as we do here in class… So I feel as though this
• -Confidence affects, self concept
• -Suggestions/areas for class
improvement
-Instructor
-Psychological
empowerment, motivation,
“dancers”)
b. Self-Concept
helps me move. I feel confident moving in a way out in public. “ 2.  Activity analysis - to assist dance instructors with modifying the dance
-Intrinsic  
Researcher 2 Initial Themes:
-Physical
-Motivation/confidence class for differing skill levels or impairments that are present among the
-Convenience
-Cognition
-Social participation
-Atmosphere
-Occupational Performance Transfer to Occupation “For me the postures important cause I get a pain in my back when dancers
-Instructor
-Psychological
-Physical
Researcher 3 Themes:
-Reasons not to go to class
I’m vacuuming and it’s really bad if I don’t glide like the dance class
shows us to do, and trying to do it rhythmically. And to switch 3.  Environmental evaluations - to create an environment in the dance room
hands, to do that it’s very difficult to do if you're hunched over like
-Motivation
-Irrelevant info
-Reasons to go to class
-Mental improvement
you have a tendency to do when you have Parkinson’s you tend to that best facilitates participation and relaxation of the dancers.
-Confidence
-Physical Improvement
bend over. It helps to remind you stand up straight, and rock back
-Cognition
and forth for example.”

CONCLUSIONS
-Occupational performance -Physical barriers
-Empowerment

Intrinsic
-Desire for more (classes,
Mental Improvements
Researcher 3 Initial Themes:
-How they heard about the class music) “…right now that’s my big battle. The depression, anxiety, and the
physical...but just that stretching...he just tells us to close our eyes,
Factors
-Why they participate
-Occupations
-Things they like about the class
Researcher 4 Themes:
-Social Aspects/
picture in your mind whatever you want...that’s just relaxing.”
Individuals with Parkinson’s Disease perceive multiple benefits from participation in a
 
-QOL encouragement
-Reservations
-How their body feels
-Mental health


“I’ve noticed the more I move, the better my mood is. once you get
moving, then it sets up the rest of your day. It makes the day
ballet dance class, reflecting that dance positively affected their mental, emotional and
-Movement helps overall
-Parkinson’s symptoms
function

healthier and happier.” physical well being. Occupational therapists have valuable expertise as consultants to
-Instructor
Researcher 4 Initial Themes:
-Mental health -Cognition
Self Concept community partners providing dance classes for persons with PD to optimize participant
-Physical Health
-Stretching
-Overall increase in QOL
“it’s okay to have a bad day every once in awhile….I feel sorry for
myself and then I think, well it’s dance tomorrow…”.
benefits and program outcomes.
-Decrease in general symptoms  
-Movement “I was a very self-confident person before the PD and continue to be

REFERENCES
-Increase in energy
until my symptoms got a lot worse...you find yourself questioning
-Accessibility
-Social aspects (encouragement
how much you want to talk to people. How much you want to do,
and motivation) what you wanna volunteer for and thinking you can’t do that...I think
-Instructor the class helps you...if I can do this then I can do some of those other
-Balance
-Independence
things that I didn't think i should or could be doing anymore.” Available upon request at:
-Cognition
-Posture aulerice@mail.gvsu.edu or heinkeli@mail.gvsu.edu