Falls are a leading cause of injury, hospitalization, and loss of independence among older
adults. Community-based fall-prevention programs offer a promising intervention, yet most
research focuses on program outcomes, such as reduced fall risk, rather than on how these
programs are taught. Few studies examine how instructors implement shared curricula, despite
the crucial role that instructional practices play in program success. This study addresses that gap
by investigating how instructors implement Ballroom Basics for Balance (BB4B), a
community-based, dance-centered fall-prevention program that blends evidence-informed
balance training with social connection and adult learning.
Drawing on a year of participant observation, curriculum analysis, and semi-structured
interviews with three experienced instructors, this qualitative study analyzes how BB4B
instructors adapt an open-source curriculum in real-world contexts. Findings reveal two core
themes: (1) the integration of evidence-informed strategies across three key balance domains,
strength, sensory integration, and dual-tasking, and (2) the enactment of adult education
principles, including co-creation, valuing participant experience, and community-building. These
themes demonstrate how BB4B instructors translate standardized materials into empowering
learning environments for older adults.
A key component of successful community-based health programs is instructor
adaptability and pedagogical expertise, and framing BB4B as both a fall-prevention and adult
learning intervention contributes to curriculum theory, adult education, and public health
scholarship by revealing the instructional labor that underpins program effectiveness.
Read the full paper HERE.