Feasibility of a Latin Dance Program for Older Latinos With Mild Cognitive Impairment

Abstract

This study investigates the feasibility of a Latin dance program in older Latinos with mild cognitive impairment (MCI) via a feasibility mixed methods randomized controlled design. Spanish-speaking older Latinos (N = 21, 75.4 [6.3] years old, 16 females/5 males, 22.4 [2.8] Mini-Mental State Examination [MMSE] score) were randomized into a 16-week dance intervention (BAILAMOS) or wait-list control; the control group crossed over at week 17 and received the dance intervention. Feasibility was determined by assessing reach, retention, attendance, dance logs, and postintervention focus groups. Reach was 91.3% of people who were screened and eligible. Program retention was 95.2%. The dropout rate was 42.8% (n = 9), and attendance for all participants was 55.76%. The focus group data revealed 4 themes: enthusiasm for dance, positive aspects of BAILAMOS, unfavorable aspects of BAILAMOS, and physical well-being after BAILAMOS. In conclusion, older Latinos with MCI find Latin dance as an enjoyable and safe mode of physical activity.

Keywords: dance interventions; day care centers; mild cognitive impairment; minorities; physical activity interventions.

Figure 1.

Consort flowchart.

Figure 2.

Feelings pre, during, and post dance sessions. The feeling scale ranges from −5 (very bad) to +5 (very good) and was used to reflect how participants were feeling before, during, and after the dance sessions.

Figure 3.

Rating of perceived exertion (RPE) post dance sessions. The Borg RPE Scale includes a 15-item scale from 6 (no exertion at all) to 20 (maximum exertion) and was used to assess how hard participants perceived they were working during the dance sessions.

Figure 4.

Enjoyment of dance sessions. A 7-point Likert scale from 1 (not at all) to 7 (very much) was used to assess enjoyment of the dance sessions.

Figure 5.

Dance evaluation by instructor after dance sessions. A 3-point scale was used to assess the participants’ energy and focus (1: Participant is not serious, shows little interest in class; 2: Some energy and focus are shown throughout the class; 3: High, level of energy and focus are shown throughout the class). A 3-point scale was used to assess participants’ ability to perform the steps (1: Did not do the step; 2: Missing some parts of the step; 3: Able to do the step).