An evaluation of auditory feedback for students of dance: Effects of giving and receiving feedback

Quinn et al. (2017) worked with dance students in a regular classroom. They tested what happens when peers give simple spoken feedback about dance moves.

Each student took two turns. First they gave short audio tips to a classmate. Later they received the same kind of tips while dancing. The team tracked how well every student hit the target steps.

All dancers stepped better when they got peer comments. The gains were clear and quick.

The students who gave the feedback also improved, but the jump was smaller. Talking about good form helped the speaker, yet the big win went to the listener.

Austin et al. (2015) saw the same lift in yoga when adults watched and scored their own videos. Both studies show that self-checking a movement, whether by ear or eye, sharpens skill.

Koegel et al. (1992) used peer-delivered video feedback to boost playground talk. Like Quinn, they kept the agent a classmate, not a teacher. The match tells us peers can wear the coach hat across tasks.

Hemayattalab et al. (2013) looked at kids with CP who chose when to hear throwing tips. Their motor scores rose most on later tests, hinting that learner control deepens learning. Quinn’s dancers did not pick timing, so future classes might let the receiver ask for cues and perhaps keep the gain longer.

You can borrow the dance model for any motor or social goal. Pair clients, give them a short script like “land on the beat” or “face your partner,” and let one talk while the other moves. The speaker practices observation and language, the mover gets fast correction, and you cut direct prompting time. Try it next session: two minutes of peer audio feedback, then swap roles and watch both sides rise.