6至7岁儿童舞蹈背景下的运动与社交情感能力发展

Background/Objectives: Dance combines coordinated movement with rhythmic, expressive, and interpersonal demands that may be relevant to multiple domains of early development. This study compared dynamic postural control and teacher-rated social–emotional competencies among children aged 6–7 years participating in dance, non-dance sports, or no structured physical activity, and examined within-group associations between these competencies. Methods: This cross-sectional study included 133 children participating in dance (n = 43), non-dance sports (n = 40), or no structured physical activity (n =