Download full text pdf

Sport Science Review, vol. XXI, No. 3-4, August 2012
DOI: 10.2478/v10237-012-0012-8
Dimensions of Market Demand
Associated with Dance Schools
Eleni ZAGGELIDOU1 • Evangelos TSAMOURTZIS2
Alexandros MALKOGEORGOS1 • Georgios ZAGGELIDIS1
T
herefore the purpose of this study was to identify dimensions of
market demand for dance schools. Dance is an activity requiring a
strong relationship between the artist, marketer and audience. Marketing has
generated sufficient commercial interest in the field, transforming dance into
a thriving business. The growth of the dance industry has resulted in a highly
competitive business environment. Effective management and marketing
strategies (market segmentation, market promotion, program differentiation,
and pricing strategy) may be formed for dance schools to ultimately satisfy
consumer needs and also achieve business success. Cultural Learning, Personal
Benefits, Program Offering, School Operation, Instruction Quality, and
Economic Consideration would be positively predictive of the consumption
level at dance schools. New technologies might also influence of purchase
intent and must be consider by marketers.
Keywords: dance schools, marketing, management, dance
Introduction
Dances were developed since the times. Ancient philosophers Plato and
Aristotle believed that dance contributes to aesthetic, moral, and intellectual values
as well as to enhancing physical adeptness and overall well-being (Carter, 1984).
Dance is a spatial and temporal art form which uses non-verbal communication
in the creation of artistic form. Dance embraces an intellectual, cognitive, and
aesthetic body of knowledge providing both personal and social experience.
It allows people to communicate with others in a way that is different from
1 Department of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece
2 Department of Physical Education and Sport Sciences, Democritus University of Thrace, Greece
101
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
the written or spoken word and from other visual or auditory symbols. Like
other art forms, knowing and perceiving in dance occurs on both the conscious
and subconscious levels. Dance involves knowledge of movement vocabularies,
compositional forms used to create specific works and their historical/cultural
context (International Council of Fine Arts Deans, 1993).
Dance involvement in general can be described in diverse terms (ballet,
modern dance, jazz, musical, ethnic etc.). There is a variety of music, which
dictates the type of dance to be performed. Dance to the music of jazz, salsa,
hip-hop, ballet, tango, square dance, line dance, belly dancing to name a few.
Commonly held perceptions on the value of involvement in dance are mixed. As
indicated by some, these common beliefs with regard to dance are often largely
based on perceptions obtained through the media and entertainment industry
(Malkogeorgos, Zaggelidou, Manolopoulos & Zaggelidis, 2011).
Popularity of dance (e.g., ballet, contemporary dance etc.) participation has
universal appeal. It is obvious that strengthened multiculturalism and cultural
globalization are also reflected in dance, and different dance cultures migrate
from one country and continent to another, influencing each other (Carino,
2008). In Europe, in USA and general, dance is one of the most practiced
activities among children and adolescents. It has been pointed out that popular
media have created a pleasant image of dance for (commercial) entertainment
purposes. These popularized notions of dance serve a culture obsessed with
glamour (Hagood, 2000).
Dance in the United States, has been the most popular discipline among
various recreation activities. Dancers are among the 30 to 50 million unpaid
performers in the U.S. who entertain us with their grace, beauty, and talent every
year (Szuhaj, 2001). Recent statistics suggest that approximately 16 thousand
young people in the UK study dance, approximately 3000 young dancers are
currently engaged in full-time dance training (Dance UK, 2008) and close to 100
universities offer dance as a single subject area (UCAS, 2007).
As an industry, dance employs in region of 30 thousand individuals
in the UK alone, as dancers, teachers, managers and choreographers (Dance
UK, 2008). Dance has also been ranked among the most practiced activities
in a club context. However, the growth of the dance industry has resulted in a
highly competitive business environment. In the U.S. market, dance schools face
internal competitions with other dance schools (Kim, Zhang & Ko, 2009).
Business success in a highly competitive environment depends on how well
dance organizations adapt to rapid changes in the marketplace. To date, the operation
102
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
of a dance school primarily relies on the revenue generated from its membership
fees. Thus, membership is a major income producer and member retention is a
common challenge in dance schools. Accordingly, it is very important that dance
marketers develop a better understanding of specific market demand variables
that affect current and potential members’ decisions to attend dance schools.
Leaders in the private dance schools have realized that effective management
and marketing strategies should be developed to satisfy their customers and
to survive and thrive financially (Legum, & George, 1981; Kim et al, 2009).
Many dance organizations fight for survival financially and struggle to
meet demands with the limited resources they possess (Mokwa, Dawson, &
Prieve, 1980). Marketing has been used only sparingly by dance companies in
the past and often with no formal marketing strategy or plan. It was done on
a more intuitive basis that was not always logical or reasonable. Marketing is
not a saviour, but could be part of the answer to the financial woes of dance
companies. Today more and more people in the dance business are realizing the
necessity of marketing and a need for better grounded and well thought out
marketing plans (De Jong, 1990; Stegemiller, 1995).
There is an overall lack of research in the context of dance marketing. More
specifically, although numerous studies have examined the motivational aspects
of dance training; (Fox, Biddle, Smith, & Duda, 1991; Van Staden, Myburgh, &
Poggenpoel, 2009; Quested, & Duda, 2010), little has been researched concerning
the market demand variables associated with dance schools. To a great extent,
lack of market demand studies on dance has been due to the unavailability of a
valid measure that would capture the fundamental elements of dance programs
(Walker, Nordin-Bates, & Redding, 2010).
Therefore, the purpose of this study was to identify dimensions of market
demand for dance schools and a conceptual framework was first formulated
through a comprehensive review of literature and qualitative research process.
The Dance Industry
Dance is a big business. The number of commercial dance schools has
tremendously increased in recent years. Young people are growing up with
images of dances. A number of movies, cartoons, books, and television programs
featuring dances have been popular among young to the point where dances are
a part of youth culture (Goodwin, 1993). Currently, new forms of dances events
(e.g., hip-hop, African and belly dance have become popular entertainment
options. As a result, interest and participation in the dance activities over the last
20 years has been tremendous (Dox, 2006; Omoniyi, 2006).
103
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
There are several factors that influence the current growth of dances: (a)
transformation of values of dance training, (b) modernization of instructional
curriculum, (c) promotional efforts made by governments for health activities,
(d) increased marketing efforts in dance arts business (commercialization), (e)
globalization of dances through sport and formalization of organizational
structure, (f) diversification of dance arts products (e.g., movie and fitness
program), and (g) emergence of a new genre of dance events (e.g., mixed dances
competition). This reflects that dance has become a global activity such as a
sport, appealing to people of different ages, gender, race, cultures, ideology,
and/or religion (Goulding, Shankar, & Elliott, 2001; Kim et al, 2009).
Since Dance’s inception in Greece, a majority of dance schools have
operated as commercial establishments. The elevated interest in this activity has
increased the magnitude of the dance market and led to the realization throughout
Greece that dance instruction can be a profitable business when managed
properly. This suggests that there are tremendous business opportunities within
the dance industry. In the current market environment, in particular, retention
or recruitment of adult members is one of the primary key factors to thriving
private dance school business (Tsompanaki & Benn, 2011).
Participants of dances are of all ages and the Large percentage of the
participants are under 18 years old (e.g. ballet, hip hop etc.). Thus, adult market is
an important segment for future growth. To better understand the dance market
environment, systematic consumer studies appear to be needed.
Concept of Market Demand
The aim of marketing in its simplest form is to acquire, retain, and satisfy
customers (Colbert, 2003). Over the past decade, there has been a decline in
consumer interest in dance when compared to other forms of entertainment.
Consumer retention has been the largest challenge facing the sports industry
(Sawyer & Smith, 1999). Market demand is related to consumer expectations
towards the attributes of the core product (Zhang, Lam, & Connaughton,
2003a). Marketers or managers of a sport organization would attain the ability to
analyze the internal and external environment by investigating market demand
and making strategic decisions that will enhance the success of their business
(Brown, 2003).
Rather, much of the extant research has addressed the issue of sport
demand. The four primary categories of demand-based research include: 1) the
effects of economic factors, such as ticket price, per capita income, substitute
forms of entertainment, television, and competing local sport attractions on
104
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
spectator activities; 2) the relation between socio-demographic factors, such
as population, geography, and sport consumer activities; 3) the effects of
promotions and special events, star players, team standings, and pennant races
upon the attractiveness of attending a sports event; and 4) residual preference
studies that examine the effects of scheduling, fan accommodation, new stadia,
accessibility, and weather upon consumer behavior (Hansen & Gauthier, 1989).
Studies on market demand found that three factors were integral
to the decision making of consumers: Game Attractiveness, Economic
Consideration, and Schedule Convenience. Game Attractiveness has been
studied most thoroughly when compared to Economic Consideration and
Schedule Convenience (Hansen & Gauthier, 1989; Bennett, Henson, & Zhang
2002; Zhang et al, 2003a). Game Attractiveness was explained by individual
skills, presence of star players, team records, league standing, record-breaking
performances, and closeness of competition, team history in a community,
schedule, convenience, and stadium quality. Economic Consideration included
ticket price, marketing promotion, substitute forms of entertainment, television
effect, income, and competition of other sporting events (Kim et al., 2009).
These are in agreement with findings on the attitude towards commercialization
construct. The positive feedback regarding the connection between the event
and companies sponsored from these consumers is a positive finding for these
event managers (Cunningham, & Kwon, 2003).
There are other methods of developing a marketing plan or strategy.
Another practical and common technique for developing a marketing plan was
given by William Luther (2001). He suggests a four step process as follows:
identification of the business, situation analysis, selection of strategies, and
establishment of controls. Although findings of previous market demand
studies are helpful to understand consumer expectations in the dance industry
and determine marketing effectiveness of dance organizations, some market
demand variables (e.g., Game Attractiveness and Game Promotion) might not
be relevant to marketing issues that are unique to the dance industry. Thus, the
dimensions of market demand needs to be re-examined to evaluate those of
dance schools.
Market Demand in the Dance Industry
Through a comprehensive review of literature, a preliminary conceptual
model has been identified with six dimensions for studying market demand of
dance schools: Cultural Learning, Personal Benefits, Program Offerings, School
Operation, Instruction Quality, and Economic Consideration. Each of these
dimensions is discussed below.
105
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
Cultural Learning. Culture, which is defined as ‘‘the way of life for an entire
society’’, provides an important tool for understanding social interaction by
ideas, beliefs, values, and norms (Boyd & Richerson, 1985). Cultural learning is
defined by the process of people obtain the cultural knowledge and information
to survive and thrive in their social environment and pass those up to their peers
or successive generations. It can be considered a subset of lifetime learning
because exchange of knowledge and information occurs during an individuals’
lifetime and considerably enhances the behaviours of individuals (Argyle, 1969;
Curran & O’Riordan, 2006; Kim et al, 2009).
Contemporary culture embodied in different dances has recognized the
value of dance as a cultural source that could compete with culture of sports
and physical education. According to (Siljamaki, Anttila & Saakslahti, 2010)
dances have provided the opportunity for physical exercise as well as for cultural
exchange and understanding people. Through different forms of traditional
dances, dance serves as an expressive institution through which practitioners
are acculturated to the traditional ethnic cultural ideas, norms, and behaviours.
Some aspects of ethnic culture (e.g., philosophy, history, family atmosphere,
and ritual/ceremony) are learned through dances. This is evident considering
many people have taken a great interest in the cultural and traditional aspects of
dances. For some dances it is impossible to teach them without including these.
Family atmosphere plays an important role in dance schools. The modern
American concept of self-actualization is based on an individualist perspective;
whereas, dances would help to nourish the novice into certain family attitudes,
behaviour patterns, and norms that the society values. Moreover, the atmosphere
of dance schools with an emphasis on the relationship between students is
comparable to familiar environment. Teachers and peers have the opportunity
to influence relationships via those interactions. Learning a dance is a product of
social interaction throughout a family-type atmosphere.
Personal Benefits. Several longitudinal studies on dance (Walker, NordinBates, & Redding, 2011) supported that dance plays an important role in
enhancing personal benefits (i.e., physical, psychological, and social benefits).
Eastern and Western dances have their own unique features. Today dances
regardless of country of origin are increasingly adopted as a part of sport and
physical activities (e.g., physical fitness, skills acquisition, and social activity) in
sport education systems (Logan, 1984; Gross, 2008; Malkogeorgos, Zaggelidou,
& Georgescu, 2011).
Instead, more research is available regarding components of physical
fitness such as aerobic fitness, flexibility and muscular strength and their relative
106
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
contribution to dance training and education (Keogh, Kilding, Pidgeon, Ashley,
& Gillis, 2009). One of the most obvious reasons of dance participation is the
pursuit of physical fitness. White and Duda (1994) examined how traditional
sport participation influences people. Their research findings indicated that
participants emphasized the importance of skill mastery, fitness, affiliation,
team membership, and competition in their sport participations. Furthermore,
participants want to increase endurance, strength, flexibility, speed, coordination,
and balance (Alpert et al., 2009).
Similarly, (Ames, 1992; Shen, Chen, Tolley, & Scrabis, 2003) examined motivation of dance practitioners and found that dance participants considered important many of the same features as traditional sports, such as skill mastery, challenge
of competition, fun, and exercise. Girls demonstrated higher personal interest in
dance than the boys. The psychological atmosphere within a dance studio, known
as the motivational climate, is an important social consideration (Ames 1992).
Interestingly, (Adiputra, Alex, Sutjana, Tirtayasa, & Manuaba, 1996;
Deighan, 2005) also identified that to enhance physical fitness (e.g., cardiorespiratory endurance, muscular endurance, flexibility, speed, coordination, and
balance) was the most important factor through the combination of running,
jumping, and stretching. Overall, dance provides the participant with physical
fitness that would contribute to personal well-being (Blackman, Hunter, Hilyer,
& Harrison, 1988; Alpert, 2011).
Dance may help children with attention deficit disorders by using the body
and mind in synchronization (Caplow, 1982; Gronlund, Renck, & Weibull, 2005).
It also develops a gentle behavior, calmness, powerful thinking and dance training
reduces aggression levels in children (Aktas & Ogce, 2005; Meekums, 2008).
The positive effects of dance extend beyond the realm of pleasure, however: It
has recently been reported that regular ballroom dancing with a partner stems
the decline of cognitive, perceptual, and motor abilities in elderly individuals
(Kattenstroth, Kolankowska, Kalisch, & Dinse, 2010).
After the Greek traditional dances session decreases in the negative
studied factors and increases in the positive studied factors were observed.
More specifically, decreases in tension, depression, anger, confusion, total mood
disturbance, as well as in state anxiety score were observed, while increases in
vigor, and, also, in exhilaration were observed (Maurovouniotis, Argiriadou, &
Zaggelidis, 2007). Maurovouniotis, Argiriadou, Maurovounioti, and Zaggelidis,
(2007) have examined and found the effectiveness of Greek traditional dances
programs in improving the dynamic balance ability of children. Alpert et al
(2009) was attributed to the preventions of falls dance skills focus on practical
107
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
techniques and manoeuvres help participants prevent and escape potentially
falls. Also Federici, Bellagamba, and Rocchi (2005) found that a dance program
can reduce fall incidence in middle-aged adults.
Program Offering. Researchers revealed the importance of providing quality
programs and the necessity of developing diversified programs in order to
achieve market penetration and expansion (Kim & Kim, 1995; Howat, Absher,
Crilley, & Milne, 1996; Brady & Cronin, 2001; Zhang et al., 2004; Ko & Pastore,
2005). The program offering dimension is used to evaluate whether and how a
diversity of activities are being offered. American teenager dance participants
viewed dance training as sport and physical exercise. On the other hand, adult
participants valued dance training as offering meaningful experiences that helped
them enhance physical elements such us mobility, balance, fitness and well being
in general (McKinley et al., 2008).
Dance’s functions vary according to culture, dance form, age and gender.
Adult participants considered their physical conditions and reframe the training
for their age and gender. Thus, depending upon a participant’s age and gender,
there are different program needs to be developed for dance participants.
Dance has uniformity in its world organizational structures and curriculums
(e.g., ranking promotion system, dance style, form, and variety techniques)
when compared to other styles (Nieminen, 1998). There are two types of dance
schools: competition-oriented dance training and traditional dance training.
The competition-oriented dance schools emphasize tournament competition.
Currently, dance industries have transformed dance style from a fine art to a
competition-orientated sport. Traditional dance schools, however, devote
attention to cultural and mental development (Yeung, 2002).
Another extent of activity programs refers to the variety and attractiveness
of programs offered to members. The recreational dancing style chosen would
be frequently found in communities at local studios, clubs, or at social gatherings.
Depending on the private dance school style, there are various programs designed
according to participant preferences (e.g., fitness, tournament competitioncompetitive ballroom dancing, traditional forms-folk dances, and performanceart dance or theatrical dance). For example, some participants are likely to
join a club due to competition aspects, such as participating in a tournament
atmosphere. Thus, some dance schools emphasize competition; competitive
ballroom dancing is associated more strongly with sport than with art.
Many instructors believe that competition develops better and more
efficient participants who attain a sense of good sportsmanship. Competitiondriven dance focuses on winning rather than the more traditional focus of
108
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
performance effectiveness (Nieminen, 1998). Dance is also an aesthetical sport
that is concerned with grace, beauty, and artistic expression. Dance performances
and techniques such as pirouette, leaps, skills express, grace and beauty it allows
participants to continuously develop and improve their aesthetic presentation
(Reid, 1970; Vukadinovic & Markovic, 2011). Thus, dance is a more general
reason that influenced the growth of people participation in dance industry. In
brief, program offering is an important dimension in studying market demand
of dance.
School Operation. School operation dimension represents management and
operation of dance schools (e.g., physical environment and operation time).
Previous studies identified that physical environment in fitness and recreation
sport is an important aspect in marketing effectiveness (Wakefield, Blodgett, &
Sloan, 1996; Howat et al., 1996; Chelladurai & Chang, 2000; Ko & Pastore, 2004,
2005). For example, a lounge/lobby is important for non-participants, such as
parents and visitors, as it provides people with a place to relax and wait for their
children or others. The lounge/lobby can also be used to display medals and
certificates to showcase schools. Additionally, school’s equipment’s (i.e., training
floor mat, clothes, and shoes) are one of the most important aspects for dance
participation.
Operating time (Wright, Duray, & Goodale, 1992; Howat et al., 1996;
Brady & Cronin, 2001; Ko & Pastore, 2004, 2005) is defined as class schedule
convenience to customers and operation. Class schedules of a dance club are
more sensitive than a health-fitness club. It is important to consider favorable
time schedules depending upon participants’ time availability (e.g., after school,
after work, and weekend). Furthermore, schools should consider location,
transportation service, class size, and communication for efficient operation
(Kim et al, 2009).
Instruction Quality. Teacher’s attitude, expertise, and actual behaviour have
directly influenced upon current and new consumer evaluation of the services
(Bitner, 1990; Brady & Cronin, 2001; Ko & Pastore, 2004, 2005). The primary
focus of this dimension is the interaction between the service provider and
the customers, specifically concerning how the service is delivered (Zeithaml,
Parasuraman, & Berry, 1985). The interaction influences the production and
consumption of a service (Gronroos, 1984). Gummesson (1992) defined that
‘‘product-based quality is an expert-oriented definition since experts rely on their
‘objective’ and often highly technical view of quality’’ (p. 183). Many researchers
(Chelladurai, Scott, & Haywood-Farmer, 1987; Kim & Kim, 1995; Howat et al.,
1996; Parasuraman, Zeithaml, & Berry, 1999; Ko & Pastore, 2004, 2005;) have
found that attitudes of employees can be defined in terms of an employee’s
109
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
traits (i.e., knowledge, skill, friendliness, warmth, responsiveness, courtesy,
reliability, assurance, empathy, and helpfulness). Teacher quality is one of the
specific factors in dance. This factor consist of numerous service expectations
of teachers who are competent, responsible, willing to help, and responsive. As
a result, instruction quality has become the main factor for determining which
club to attend.
Economic Consideration. In financial terms, spectators’ attendance to sports
events is influenced by a number of factors including ticket price, level of
income, cost of alternative products, market size, and the significance and
unpredictability of the end result (Stegemiller, 1995). Previous studies of economic
consideration factor includes ticket price, marketing promotion, substitute
forms of entertainment, television effects, income, and competition of other
sporting events (Schofield, 1983; Hansen & Gauthier, 1989; Zhang, Pease, Hui,
& Michaud, 1995, Zhang et al., 2003a; Zhang Lam, Bennett, & Connaughton,
2003b). More specifically, Zhang et al. (2004) found that economic consideration
items (affordability and discount/coupons) were important consideration when
attending sporting events.
There are several unique aspects of economic consideration in dance schools,
such as membership fee, payment method, sales promotion, price promotion,
and coupons. Membership fee is a primary concern and may affect the current
or future participants’ decision to attend or remain at dance schools (Sawyer &
Smith, 1999). Most current or future dance members are very conscious of how
much a dance school costs. Moreover, current dance members also consider the
cost associated with test fees, performance equipment, tournament fees, and
other areas. According to Graden (1996), using a billing company is the best way
for collecting payment of membership fees and promotion fees. Most billing
companies have used two options for collections. One way is that a coupon
book is mailed to the participants. The second choice for billing is the Electronic
Funds Transfer (EFT), which automatically transfers a consumer’s account at a
specific financial institution. A billing company helps dance schools save time
and offers great service.
Three types of marketing promotions (i.e., advertising, publicity, and sales
promotion) are commonly used by dance schools. Advertising and publicity
are more effective in creating awareness and establishing preferences. On the
other hand, sales promotion is more concerned about increasing satisfaction and
purchase (Lamb, Hair, & McDaniel, 1992). The purpose of using sales promotion
is to encourage new consumers to participate. For example, conducting direct
mail for sales promotion is a way of communication between marketers and
target consumers by way of coupons, program, personal letters, brochures,
110
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
and catalogues (Lee, 2002). Furthermore, price promotion is one of the sales
promotional techniques that most frequently used (i.e., price reduction, free
goods, coupons or vouchers, cash refund, money-off next purchase, and lost
leader pricing) (Schultz & Robinson, 1986; Kim et al, 2009).
Cultural Learning, Personal Benefits, Program Offering, School Operation,
Instruction Quality, and Economic Consideration would be positively predictive
of the consumption level at dance schools. Overall, a six-factor above model
could be proposed to captive various aspects of market demand associated
with dance. These factors were deducted from the literature and maybe need
an empirical investigation to verify their validity, through examining the
dimensionality associated with dance consumption.
New marketing techniques
Traditional marketing plans identified the Product or service features that
would satisfy the wants and needs of consumers, as well as the right Price, the
method of Promotion, and the merchandising or distribution (Place).
The prevalence of news coverage (televised sporting events, media
programming, and variety of media outlets) surrounding sport has created a
unique relationship between sport organizations and media corporations. This
relationship is reciprocal; each has influenced and depended on the other for its
popularity and commercial success (Pedersen, Miloch, & Laucella, 2007). Media
outlets provide the community with newsworthy information and entertainment.
Without media, the popularity of many spectator sports would be seriously
limited. Spectator sports have a special dependence on media for direct revenue,
promotions, publicity, and community support (Coakley, 2009; Zhang, et al., 2010).
Social media already are an integral part of our lives and define how we
find, share and process information. Expensive television advertisements are
no longer the king influence of purchase intent. People referring products and
services via new technologies tools are the new king (Scott, 2010). There is
less need to subscribe to costly newspapers when consumers are pushed more
relevant and timely free content from their peers via social media (Petrova, 2011).
“Social Media is the democratization of information, transforming people
from content readers into publishers. It is the shift from a broadcast mechanism,
one-to-many, to a many-to-many model, rooted in conversations between
authors, people, and peers” (Solis, 2010). Example of social media include social
networking sites like Facebook, and Twitter, photo and video sharing sites like
YouTube, and many others. These technologies help users to easily create content
111
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
on the Internet and share it with others, social media is the infrastructure that
helps users become publishers of content that is interesting to them and their
friends. They are often organized in groups of people or communities, who
share a common interest, perspective, or background.
Facebook is a social networking service and website and the most popular
social media in the world. Finding a good place to showcase your products, services
and websites for free in the online world is a dream for everyone – Facebook
has made this a reality. With its 800 million active users in September 2011,
and thousands of online communities to choose from, Facebook has brought
your current and potential audience much closer to you. According to a recent
study of online consumer behaviour, 77% of Facebook users interact and with
their favorite companies and brands on Facebook (Cruz & Mendelsohn, 2010).
Twitter is an online social networking and micro blogging service that
enables its users to send and read text-based posts of up to 140 characters,
informally known as “tweets”” (“Twitter”, n.d.).
YouTube is a video-sharing website. With its simple interface, YouTube
makes it possible for anyone with an Internet connection to post a video that a
worldwide audience could watch within a few minutes. Undoubtedly this is the
best online channel to promote and showcase dance works. As the very idea
of dance is to glorify the movement of the human body, is a very good way to
reveal it through a video (Petrova, 2011).
Discussion
The discussions are presented in the following three areas: (a) theoretical
interpretations, (b) implications for practice, and (c) conclusion.
Theoretical Interpretations. Market demand as a main pull factor has become one
of the most important functions of a sports-related business. Previous market
demand studies have primarily focused on professional and intercollegiate sports
(Braunstein, Zhang, Trail, & Gibson, 2005; Hansen & Gauthier, 1989; Schofield,
1983; Zhang et al., 1995; Zhang et al, 2003a; Zhang et al, 2003b). Due to the
uniqueness of market environment in the dance industry, some market demand
factors derived in these previous studies might not be specifically relevant to
marketing issues that are unique to dance schools.
The Personal Benefit factor represents that physical fitness and spiritual
discipline play an important role in dance schools. This finding was consistent
with prior research findings that personal improvement is the most important
112
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
benefits of dance training (Walker et al., 2011). Similarly, previous studies
(White & Duda, 1994) supported that improving physical health and fitness
was the primary factor for sport participation. Dance provides the participant
with physical fitness that contributes to physical improvement (Alpert, 2011).
In brief, dance participants believe that dance training offers personal growth
opportunities.
The School Operation broadly represents physical environment. The
result of this study was consistent with the findings of previous studies in
which physical environment in fitness and recreation sport was identified as an
important aspect that influenced program attendance (Chelladurai & Chang,
2000; Ko & Pastore, 2004).The preliminary conceptualization of economic
consideration was not retained in the final factor structure although the concept
was regarded as an important aspect of market demand in previous studies
(Schofield, 1983; Hansen & Gauthier, 1989; Zhang et al., 1995; Zhang et al.,
2003a; Zhang et al., 2003b; Braunstein et al., 2005). Nonetheless, its specific items
(‘flexible payment’, ‘reasonable membership fee’, ‘various payment method’, and
‘reasonable refund’) were converged with the items in the School Operation factor.
With respect to the Instruction Quality factor, instructor qualification,
knowledge, friendliness, and reputation played significant roles in dance schools.
This is consistent with previous findings. Instructor’s attitude, expertise, and
actual behaviour were found to directly influence on current and new consumer
evaluation of services (Bitner, 1990; Papadimitriou & Karteroliotis, 2000; Brady
& Cronin, 2001; Ko & Pastore, 2004, 2005). The popularity of dance schools
is commonly reflected by qualified instructors and their unique pedagogical
content that satisfies the needs of customers.
The Program Offering factor was found to be an important dimension and
this is consistent with the findings of previous studies (Nieminen, 1998; Brady &
Cronin, 2001; Zhang et al., 2004; Ko & Pastore, 2005). This study also supported
previous studies that found the significance of providing quality programs and
the necessity of developing diversified programs in order to achieve market
penetration and expansion (Howat et al., 1996; Brady & Cronin, 2001; Zhang
et al., 2004). This factor can be used to evaluate the diversity of activities being
offered (Kim & Kim, 1995). Accordingly, it is suggested that dance schools need
to diversify their programs by incorporating such unique programs as afterschool programs, unique grading promotion ceremonies, family programs, and
child-care services to attract current and potential participants.
A major element in this review is the Cultural Learning factor. Dance
training is a cultural learning process (Siljamaki, et al, 2010). According to Yeung
113
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
(2002), dance serves as an expressive institution through which practitioners are
acculturated to the traditional culture, philosophy, and heritage.
The Locker Room is one of the important factors of Lam, Zhang, and
Jensen’s (2005) Service Quality Assessment Scale (SQAS). Instead of using
the general term facility, the Locker Room factor allows managers to pinpoint
specific areas of improvement. However, future studies need to further examine
the viability of this factor because it falls under the general concept of physical
environment, which includes equipment, locker room, and facility (Chelladurai
et al., 1987).
The Personal Benefit, Instruction Quality, School Operation, and Locker
Room factors collectively explain the variance of Consumption Level. Zhang
et al.’s (2003b) study, which found that general market demand factors (Game
Attractiveness, Economic Consideration, and Game Promotion) of professional
sports, explained 15 to 22% game consumption variance.
Mullin, Hardy, and Sutton, (2000) indicated that many individual factors
(demographic backgrounds, personality, and lifestyle), social factors (sociomotivation, culture, and value), and environmental factors (climate, location, and
travel distance) could affect consumer behaviours. Apparently, future studies
should continue to examine the relationship of market demand factors with
other related variables and how they function together and lead to increased
consumption level at dance schools.
Therefore individuals may wish to attend a sports game as a spectator for
very different reasons. This is closely related to the individual’s psychological
and social needs, which is why a large number of studies conducted on spectator
motives focused on those needs (Zhang et al., 2001; Trail, Fink, & Anderson,
2003). Motives that satisfy such needs include vicarious achievement, aesthetics,
drama, escape, acquisition of knowledge, physical skills of the athletes, and
social interaction (Trail & James, 2001).
Program Offering and Cultural Learning factors maybe influential of the
Consumption Level. In reality, many dance schools provide standardized programs
following guidelines developed by the dance organizations. The low variability
in curriculum and class content could have reduced the likelihood of statistical
significance for Program Offering to be identified as a factor affecting the overall
dance consumption. Additionally, dance is a cultural product (Desmond, 1994).
Lifestyle and member of different society are imbedded in dance training. For
example, significant near distance between dance instructor and practitioners
may play roll in value system of practitioners (Zhang et al., 2004; Ko & Pastore,
114
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
2005). Thus, Cultural Learning may be a secondary consideration or viewed as
a consequence of attending dance schools by the participants, instead of an
active reason. Regardless, previous studies indicated the importance of Program
Offering and Cultural Learning factors and further studies on these two factors
appear necessary (Brady & Cronin, 2001; Zhang et al., 2004; Ko & Pastore, 2005;
Siljamaki, et al, 2010). These factors might be considered as unique aspects of
market demands when formulating the marketing strategies for dance schools as
a fine art become a global cultural product (Desmond, 1994).
Although market similarities exist among dance schools in different regions
and cultural settings, differences may exist. Therefore, the generalization of this
review should be limited to those dance schools in similar market environments.
For better understanding of market demand in dance, future studies need to be
conducted using broader samples in different regions. Similar approaches can
be applied to other dance styles context in different cultural settings (e.g., ballet
in England). The differences in market demand between participants and nonparticipants also warrant future analyses.
Functionalists assume that social order is based on shared values and
consensus that create shared cultural goals and shared ideas, thus leading to
achieve common goals. Sport inspires personal and social values. They see the
positive aspect of sport in the community, which could play an important role
by benefiting not only social organizations but also individual members of the
society (Curry & Parr, 1988; Donnelly & Young, 1988).
The intensity of the training and win-at-all-cost attitude are major factors
contributing to negative emotional and behavioural aspects of dance training,
particularly for children and adolescents. Televised dance programs often
combine competition and entertainment for audience attraction; numerous
scholars in dance arts studies have emphasized the importance of incorporating
cultural learning and character education in dance programs (Di Maggio &
Useem, 1980).
A challenging topic for dance researchers and practitioners is how to
maximize the positive benefits of dance programs.
Implications for Practice. Although the recent growth of dance has provided
program managers with various business opportunities, highly competitive
market environment has created new challenges for the leaders in the dance
industry (Stegemiller, 1995). This review suggests several implications for
future improvement in dance marketing practice. In particular, dance marketers
can identify the needs and wants of specific segments of participants. Better
115
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
understanding of target segmentation helps achieve market penetration and
expansion of dance schools by offering a variety of customized quality programs
and services. For example, findings in dance studies indicated that body control
training and cultural learning experiences were critical reasons to practice dance for
adult participants (White & Duda, 1994; Shen, et al., 2003) thus, dance marketers
may consider developing special programs that particularly focus on those topics.
When compared to youth segment, adult market shows slower increase. Dance
marketers need to pay particular attention to this market segment and continually
strive to find ways to improve and customize their educational services.
In addition to customize the programs discussed above, dance marketer
and program managers may modify their existing marketing mix variables
(promotion, price, place, and product) based on the unique demand for dance
product within a particular market segment. For example, in a private dance
studio, the instructor and its educational services are the primary products of the
club. The result of this study suggested that instructor knowledge, friendliness,
and reputation were key variables that directly influenced participation of adult
members. In terms of promotion of dance programs, marketers may approach
potential adult customers with unique promotional message and free trial lessons
that highlight the specific benefits of dance training geared toward this adult
market segment. Thus, promotional contents should highlight these particular
benefits through communication outlets (e.g., local television, local newspaper,
radio, direct mail, yellow pages, flyers, and internet).
With respect to pricing strategy, ‘flexible payment option’, ‘reasonable
membership fee’, and ‘various payment methods’ in the School Operation
factor were critical items to be considered. Thus, family discounts, long-term
membership discounts, and referral discounts may be applied to recruit adult
dance consumers. In terms of school environment, the results of this study
suggest that the amenities available in schools are important aspects of market
demand. Participants would be impressed by up-to-date equipment, safety
equipment, better interior design, and clean locker room and shower room.
From the facility and equipment standpoint, managers should make full range
of school amenities available for adult customers (Kim et al, 2009).
Conclusion
The findings of studies have specific relevance to the general marketing of
the dance industry because the unique characteristics of the dance environment.
Practitioners may assess the specific market demand of consumers within
various segments of the dance industry. Based on the evidence of this study,
effective management and marketing strategies (market segmentation, market
116
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
promotion, program differentiation, and pricing strategy) may be formed for
dance schools to ultimately satisfy consumer needs and also achieve business
success. When doing so, unique marketing environment factors associated with
a specific school should be considered.
References
Adiputra, N., Alex, P., Sutjana, D. P., Tirtayasa, K., & Manuaba, A. (1996).
Balinese dance exercises improve the maximum aerobic capacity. Journal of
Human Ergology, 25, 25–29.
Aktas, G., & Ogce, F. (2005). Dance as a therapy for cancer prevention. Asian
Pacific Journal of Cancer Prevention, 6, 408–411.
Alpert, P. T. (2011). The health benefits of dance. Home Health Care Management
& Practice, 23(2), 155-157.
Alpert, P. T., Miller, S. K., Wallmann, H., Harvey, R., Cross, C., Chevalia, T., Gills,
C. B., & Kodandapari, K. (2009).The effect of modified jazz dance on
balance, cognition and mood in older adults. Journal of the American Academy
of Nurse Practitioners, 21, 108-115.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal
of Educational Psychology, 84(3), 261-271.
Argyle, M. (1969). Social interaction. New York: Atherton Press.
Bennett, G., Henson, R., & Zhang, J. (2002). Action sport sponsorship recognition. Sport Marketing Quarterly, 11(3), 185-196.
Bitner, M. J. (1990). Evaluating service encounters: the effects of physical
surrounding and employee responses. Journal of Marketing, 54(2), 69–81.
Blackman, L., Hunter, G., Hilyer, J., Harrison, P., (1988). The effects of dance
team participation on female adolescent physical fitness and self-concept.
Adolescence, 23, 437-448.
Boyd, R., & Richerson, P. J. (1985). Culture and the evolutionary process. Chicago:
University of Chicago.
117
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
Brady, M. K., & Cronin, J. J. (2001). Some new thoughts on conceptualizing
perceived service quality: A hierarchical approach. Journal of Marketing, 65(3),
34–49.
Braunstein, J. R., Zhang, J. J., Trail, G. T., & Gibson, H. J. (2005). Dimensions of
market demand associated with Major League Baseball Spring Training:
Development of a scale. Sport Management Review, 8(3), 271–296.
Brown, M. (2003). An analysis of online marketing in the sport industry: User
activity, communication objectives, and perceived benefits. Sport Marketing
Quarterly, 12(1), 48-55.
Caplow, L. E. (1982). Dance as a therapeutic intervention for the elderly.
Educational Gerontology, 8(2), 167 -174.
Carino, C. (2008). Representing Asian-ness through contemporary dance: case studies of
five dance companies in Singapore. (Doctoral dissertation). Retrieved from http://
scholarbank.nus.edu.sg/handle/10635/27832.
Carter, C. (1984). The state of dance in education: Past and present. Theory into
Practice, 23(4), 293-299.
Chelladurai, P., Scott, F. L., & Haywood-Farmer, J. (1987). Dimensions of fitness
services: Development of a model. Journal of Sport Management, 1, 159–172.
Chelladurai, P. & Chang, K. (2000), “Targets and standards of quality in sport
services”. Sport Management Review, 3, 1-22.
Coakley, J. L. (2009). Sport and society: Issues and controversies (10th ed.). St. Louis,
MO Times Mirror/Mosby.
Colbert, F. (2003). Entrepreneurship and Leadership in Marketing the Arts.
International Journal of Arts Management, 6(1), 30-39.
Cruz, B., & Mendelsohn, J. (2010). Why Social Media Matters to Your Business.
Findings from Recent Research on Social Media from Chadwick Martin Bailey and
Imoderate Technologies. Retrieved from http://www.cmbinfo.com/cmb-cms/
wp-content/uploads/2010/04/Why_Social_Media_Matters_2010.pdf
Cunningham, G. B., & Kwon, H. (2003). The theory of planned behaviour and
intentions to attend a sport event. Sport Management Review, 6, 127-145.
118
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
Curran, D., & O’Riordan, C. (2006). Increasing population diversity through
cultural learning. Adaptive Behavior, 14, 315-338.
Curry, T. J., & Parr, R. (1988). Comparing commitment to sport and religion at a
Christian college. Sociology of Sport Journal, 5(4), 369–377.
Dance UK (2008). Dance Facts and Stats. (Compiled 2006). Retrieved from http://
www.danceuk.org/metadot/index.
De Jong, T. (1990). Marketing and modern dance. (Master thesis, university of San
Jose State University). Retrieved from http://scholarworks.sjsu.edu/etd_
theses/41.
Deighan, M. A. (2005). Flexibility in dance. Journal of Dance Medicine and Science,
9(1), 13–17.
Desmond, J. C. (1994). Embodying Difference: Issues in Dance and Cultural
Studies. Cultural Critique, 26, 33-63.
Di Maggio, P. & Useem, M. (1980). The Arts in Education and Cultural Participation: The Social Role of Aesthetic Education and the Arts. Journal of
Aesthetic Education, 14(4), 55-72.
Donnelly, P., & Young, K. (1988). The construction and confirmation of identity
in sport subcultures. Sociology of Sport Journal, 5(3), 223–240.
Dox, D. (2006). Dancing around orientalism. The Drama Review, 50(4), 52-71.
Federici, A., Bellagamba, S., & Rocchi, M. B. (2005). Does dance-based training
improve balance in adult and young old subjects? A pilot randomized
controlled trial. Aging Clinical and Experimental Research, 17, 385–389.
Fox, K., Biddle, S., Smith, R. A & Duda, J. L. (1991). A practitioner’s guide to
exercise motivation. Journal of Physical Education, Recreation & Dance 62(7), 33-48.
Goodwin, A. (1993). Dancing in the Distraction Factory: Music Television and Popular
Culture. London: Routledge, 25-26.
Goulding, C., Shankar,A., & Elliott, R. (2001). Dance clubs, rave, and the consumer experience: an exploratory study of a subcultural phenomenon.
European Advances in Consumer Research, 5, 203-208.
119
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
Graden, J. (1996). Black belt management: A guide to succeed without selling out. St.
Petersburg, FL: Graden Media.
Grönlund, E., Renck, B., & Weibull, J. (2006). Dance/Movement Therapy as an
Alternative Treatment for Young Boys Diagnosed as ADHD: A Pilot Study.
American Journal of Dance Therapy, 27, 63-85.
Gronroos, C. (1984). A service quality model and its marketing implications.
European Journal of Marketing, 18, 36–44.
Gross, M. J. (2008). Time, space, and energy for dance in education. (Master thesis, Ohio
State University).
Gummesson, E. (1992). Quality dimensions: What to measure in service organization. Advanced in Service Marketing and Management, 1, 171–205.
Hagood, T. (2000). “Popular Culture and the Imagined Body”. Arts Education
Policy Review, 102(2), 33-35.
Hansen, H., & Gauthier, R. (1989). Factors affecting attendance at professional
sport events. Journal of Sport Management, 3(1), 15–32.
Howat, G., Absher, J., Crilley, G., & Milne, I. (1996). Measuring customer service
quality in sports and leisure centers. Managing Leisure, 1, 77–89.
International Council of Fine Arts Deans, (1993). Arts Education Principles Standards:
An ICFAD Position. New York: International Council of Fine Arts Deans in
Cooperation with the American Council for the Arts
Kattenstroth, J. C., Kolankowska, I., Kalisch, T., & Dinse, H. R. (2010). Superior
sensory, motor, and cognitive performance in elderly individuals with
multiyear dancing activities. Frontiers in Aging Neuroscience, 2, 31.
Keogh, J. W. L., Kilding, A., Pidgeon, P., Ashley, L., & Gillis, D. (2009). Physical
benefits of dancing for healthy older adults: A review. Journal of Aging and
Physical Activity, 17(4), 479–500.
Kim, D., & Kim, S. Y. (1995). QUESC: An instrument for assessing the service
quality of sport centers in Korea. Journal of Sport Management, 9, 208–220.
120
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
Kim, M. K., Zhang, J. J. & Ko, Y. J. (2009) Dimensions of Market Demand
Associated with Taekwondo Schools in North America: Development of a
Scale. Sport Management Review 12, 149–166.
Ko, Y. J., & Pastore, D. L. (2004). Current issues and conceptualizations of
service quality in the recreation sport industry. Sport Marketing Quarterly, 13(2),
158–166.
Ko, Y. J., & Pastore, D. L. (2005). A hierarchical model of service quality for the
recreational sport industry. Sport Marketing Quarterly, 14(2), 84–97.
Lam, E. T. C., Zhang, J. J., & Jensen, B. E. (2005). Service Quality Assessment
Scale (SQAS): An instrument for evaluating service quality of health-fitness
clubs. Measurement in Physical Education and Exercise Science, 9(2), 79–111.
Lamb, C. W., Hair, J. F., & McDaniel, C. (1992). Principle marketing. Cincinnati,
Ohio: South Western.
Lee, G. S. (2002). Analysis of marketing techniques used by United States Taekwondo
Union clubs as perceived by members and marketing directors. Unpublished doctoral
dissertation, Temple University, Philadelphia, PA.
Legum, L. T., & George, W. R. (1981). Analysis of marketing management
practices of dance companies. Journal of the Academy of Marketing Science, 9,
(1-2), 15-2.
Logan, M. (1984). Dance in the schools: A personal account. Theory into Practice,
23(4), 300-302.
Luther, W. (2001). The Marketing Plan: How to prepare and Implement it (3nd ed). New
York: Amacom.
Malkogeorgos, A., Zaggelidou, E., & Georgescu, L., (2011). The Effect of Dance
Practice on Health: A Review. Asian Journal of Exercise & Sports Science, 8(1),
100-112.
Malkogeorgos, A., Zaggelidou, E., Manolopoulos, E., & Zaggelidis, G. (2011).
The Social-Psychological Outcomes of Dance Practice: A Review. Sport
Science Review, XX(5-6), 105-126. doi: 10.2478/v10237-011-0067-y
Maurovouniotis, F., Argiriadou, E., & Zaggelidis, G. (2007). Greek traditional
dances and psychological well-being. Stiinta Sportului, 56, 21-35.
121
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
Maurovouniotis, F., Argiriadou, E., Maurovouniotis, C., & Zaggelidis, G. (2007).
Effect of Greek traditional dances on the dynamic balance of children. Stiinta
Sportului, 59, 17-31.
McKinley, P., Jacobson, A., Leroux, A., Bednarczyk, V., Rossignol, M., & Fung, J.
(2008). Effect of a community-based Argentine tango dance program on
functional balance and confidence in older adults. Journal of Aging and Physical
Activity, 16(4), 435–453.
Meekums, B. (2008) Developing emotional literacy through individual Dance
Movement Therapy: a pilot study. Emotional and Behavioural Difficulties, 13(2),
95 - 110.
Mokwa, M. P., Dawson, W. M. & Prieve, E. A. (1980). Marketing in the Arts. New
York: Praeger Publishers.
Mullin, B. J., Hardy, S. & Sutton, W. A. (2000). Sport Marketing (2nd ed). Champaign
IL: Human Kinetics.
Nieminen, P. (1998). Motives for Dancing Among Finnish Folk Dancers, Competitive Ballroom Dancers, Ballet Dancers and Modern Dancers. European
Journal of Physical Education, 3, 22-34.
Omoniyi, T. (2006). Hip-hop through the world Englishes lens: a response to
globalization. World Englishes, 25(2), 195–208.
Papadimitriou, D. A., & Karteroliotis, K. (2000). The service quality expectations
in private sport and fitness centers: A reexamination of the factor structure.
Sport Marketing Quarterly, 9(3), 157–164.
Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1999). SERVQUAL: A multipleitem scale for measuring customer perceptions of service quality. Journal of
Retailing, 64(1), 12–40.
Pedersen, P. M., Miloch, K. S., & Laucella, P. C. (2007). Strategic sport communication.
Champaign, IL: Human Kinetics.
Petrova, K. 2011. Toolkit for Marketing of Modern Dance. Theater Instituut Nederland,
22-30.
122
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
Quested, E., & Duda, J. L. (2010). Exploring the social-environmental determinants of well- and ill-being in dancers: a test of basic needs theory. Journal of
Sport and Exercise Psychology, 32(1), 39-60.
Reid, L. A. (1970). Sport, the aesthetic and art. British Journal of Educational Studies,
18(3), 245-258.
Sawyer, T. H., & Smith, O. (1999). The management of clubs, recreation and sport:
Concepts and applications. Champaign, IL: Sagamore.
Schofield, J. A. (1983). Performance and attendance at professional team sports.
Journal of Sport Behavior, 6(4), 196–206.
Schultz, D. E., & Robinson, W. A. (1986). Sales promotion management. Lincolnwood,
Illinois, U.S.A.: NTC Business Books.
Scott, D. M. (2010). The New Rules of Marketing and PR: How to Use Social Media,
Blogs, News Releases, Online Video, and Viral Marketing to Reach Buyers Directly.
Wiley Publishing.
Shen, B., Chen, A., Scrabis, K.A., & Tolley, H. (2003). Gender and interest-based
motivation in learning dance. Journal of Teaching in Physical Education, 22, 396-409.
Siljamaki, M., Anttila, E., & Saakslahti, A. (2010). Pedagogical conceptions of
Finnish teachers of transnational dances. Cases: African dance, Oriental
dance and Flamenco. Nordic Journal of Dance, 2, 39-54.
Solis, B. (2010). Engage: The Complete Guide for Brands and Businesses to Build, Cultivate,
and Measure Success in the New Web. Society for New Communications Research.
Stegemiller, T. (1995). Dance marketing strategies: application of theory to practice.
(Master thesis, university of San Jose State University) Retrieved from http://
scholarworks.sjsu.edu/etd_theses/1186.
Szuhaj, P. (2001). “Must the Show Go On?” PEW Charitable Trust, Fall, 12-1.
Trail, G. T., & James, J. D. (2001). The Motivation Scale for Sport Consumption:
Assessment of the scale’s psychometric properties. Journal of Sport Behavior,
24, 108–127.
Trail, G. T., Fink, J. S., & Anderson, D. F. (2003). Sport spectator consumption
behavior. Sport Marketing Quarterly, 12, 8–17
123
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
Tsompanaki, E., & Benn, T. (2011). Dance Students’ Perceptions of Tertiary
Education in England and in Greece. Research in Dance Education, 1(3), 203-219.
UCAS (2007). UCAS Search Results, Retrieved, from http://search.ucas.co.uk/
cgi-bin/hsrun/search/.
Van Staden, A., Myburgh, C. P. H., & Poggenpoel, M. (2009). A Psycho-Educational Model to Enhance the Self-Development and Mental Health of
Classical Dancers. Journal of Dance Medicine & Science, 13(1), 20-29.
Vukadinovic, M. & Markovic, S. (2011). Aesthetic Experience of Dance Performances. Psihologija, 45(1), 23–41.
Wakefield, K. L., Blodgett, J. G., & Sloan, H. J. (1996). Measurement and management of the sports cape. Journal of Sport Management, 10, 15–31.
Walker, I. J., Nordin-Bates, S. M., & Redding, E. (2010). Talent identification and
development in dance: a review of the literature. Research in Dance Education
11(3), 167–191.
Walker, I. J., Nordin-Bates, S. M., & Redding, E., (2011) Characteristics of talented dancers and age group differences: findings from the UK Centres for
Advanced Training. High Ability Studies 22(1), 43-60.
White, S. A., & Duda, J. L. (1994). The relationship of gender, level of sport
involvement, and participation motivation to task and ego orientation.
International Journal of Sport Psychology, 25, 4–18.
Wright, B. A. Duray, N & Goodale, T. L. (1992). Assessing perceptions of
recreation center service quality: An application of recent advancements in
service quality research. Journal of Park and Recreation Administration, 10(3), 33-47.
Yeung, W. (2002). Teacher and student perspectives of the “comprehensive dance project”.
Postgraduate Thesis. University of Hong Kong.
Zeithaml, V. A., Parasuraman, A., & Berry, L. L. (1985). Problems and strategies
in service quality. Journal of Marketing, 49(2), 33–46.
Zhang, J. J., Pease, D. G., Hui, S. C., & Michaud, T. J. (1995). Variables affecting
the spectator decision to attend NBA games. Sport Marketing Quarterly, 4(4),
29–39.
124
Unauthenticated
Download Date | 6/16/17 7:06 AM
Sport Science Review, vol. XXI, No. 3-4, August 2012
Zhang, J. J., Pease, D. G., Lam, E. T. C., Pham, U. L., Bellerive, L. M., Lee, J. T.,
Williamson, D. P., & Wall, K. A. (2001). Socio-motivational factors affecting
spectators to attend minor league hockey games. Sport Marketing Quarterly,
10(1), 43–56.
Zhang, J. J., Lam, E. T. C., & Connaughton, D. P. (2003a). General market
demand variables associated with professional sport consumption.
International Journal of Sport Marketing & Sponsorship, 5(1), 33–55.
Zhang, J. J., Lam, E. T. C., Bennett, G., & Connaughton, D. P. (2003b). Confirmatory factor analysis of the spectator decision making inventory (SDMI).
Measurement on Physical Education and Exercise Science, 7(2), 57–70.
Zhang, J. J., Connaughton, D. P., Ellis, M. H., Braunstein, J. R., Cianfrone, B., &
Vaughn, C. (2004). Consumer expectation of market demand variables of an
NFL expansion team. Journal of Contemporary Athletics, 1(1), 15–39.
Zhang, J. J., Lam, E. T. C., Cianfrone, B. A., Zapalac, R. K., Holland, S. &
Williamson, D. P. (2010). An importance–performance analysis of media
activities associated with WNBA game consumption. Sport Management Review,
14(1), 64-78.
Eleni ZAGGELIDOU, is graduate from the Department of Physical Education & Sport
Sciences, Aristotle University of Thessaloniki (Hellas). She received also diploma in
teaching classical and modern dance from professional dance school (Hellenic Ministry
of Culture and Tourism). She is interesting in dance and she working as dance teacher
and as trainer in rhythmic gymnastics.
Evangelos TSAMOURTZIS, PhD is an Assistant Professor of the Department of
Physical Education & Sport Sciences, Democritus University of Thrace, in basketball.
He received a PhD in Physical Education, from Democritus University (Department of
Physical Education & Sport Sciences), of Thrace, Hellas. His research interests involve
the coaching and new technologies. He is an author or co-author of many scientific
papers. E-mail address: [email protected]
Alexandros MALKOGEORGOS, MSc, is a member of the Special Teaching Staff
of the Department of Physical Education & Sport Sciences, Aristotle University of
Thessaloniki (Hellas). She received Masters in Human Performance and Health Sciences,
from the Department of Physical Education & Sport Sciences, Aristotle University
of Thessaloniki. He is PhD candidate in faculty in sport science in Pitesti University
125
Unauthenticated
Download Date | 6/16/17 7:06 AM
Market Demand and Dance Schools
Romania. She is interested in sports and health and specialized in dance activities and
has worked as dance teacher in traditional Greek dances for many years. E-mail address:
[email protected]
George ZAGGELIDIS, PhD is an Assistant Professor of the Department of Physical
Education & Sport Sciences, Aristotle University of Thessaloniki (Hellas), is specialized
in judo-karate. He received a PhD in Pedagogy (Sport), from University of Bucharest
(Department of History-philosophy), Romania. His research interests involve Sport
Pedagogy, coaching and combat sports. He has published as author or co-author
numerous papers. E-mail address: [email protected]
126
Unauthenticated
Download Date | 6/16/17 7:06 AM