Implicaciones prácticas de la pedagogía no-lineal en la formación del Profesorado de Educación Física durante una sesión de expresión corporal: hacia el borde del caos (Practical implications of the non-linear pedagogy in future physical Education Teacher

Towards the edge of chaos

Autores/as

  • Teresa Valverde-Esteve Universidad de Valencia

DOI:

https://doi.org/10.47197/retos.v1i40.83287

Palabras clave:

improvisación, emociones, actuación, cognición, creatividad en movimiento, límites, (Improvisation, emotions, performance, cognition, movement creativity, boundaries)

Resumen

Durante la improvisación en movimiento, las respuestas creativas, emocionales y perceptivas dependen de cada individuo. Este estudio tiene por objeto analizar en la muestra participante los temas de actuación, sentimientos y la respuesta a una improvisación de danza de estilo clástico durante un minuto, con la restricción dada de “zapatillas mágicas”. La muestra estuvo formada por 65 estudiantes del Máster de Formación en Profesorado, quienes anotaron en un diario comentarios referidos a sensaciones, emociones, actitudes, desafíos y cognición tras la realización de una improvisación de una actuación durante un minuto de expresión corporal. Los temas de desempeño fueron especialmente dirigidos a la incapacidad para realizar actividades físicas que superaron a lo largo de un desafío. Sus diarios también relataron su timidez, su cambio de mente para descubrir nuevas personas una vez cambiada su forma de pensar, especialmente al acercarse a los demás, mientras otros estudiantes se refirieron a sensaciones como el paso de la tristeza a la alegría, la timidez a la apertura de actitud, así como la superación de obstáculos con la ayuda de compañeros. Entre las implicaciones prácticas, sugerimos que las restricciones de la tarea pueden aumentar las posibilidades del movimiento durante las sesiones de expresión corporal, así como la participación más cognitiva del alumnado, así como la negociación de sus propios límites.

Abstract. During improvisation in movement, the creativity, emotional and perceptual responses depend on each individual. This study aims to analyse the individuals’ performance topics, feelings and response to a specific one-minute classical-style dance improvisation with the given constraint of “magic shoes”. The sample was formed by 65 students of the Teacher Training Master degree, who wrote down in a diary comments referring to sensations, emotions, attitudes, challenges and cognition after one minute of body expression improvising performance. The performance topics were specially addressed to the inability to perform physical activities that they overcame along their performance. Their diaries also reported their shyness and an open mind to discover new people once they changed their way of thinking, especially when getting closer to others, while other students referred to sensations such as passing from sadness to happiness, shyness to openness, and the attitude of overcoming an obstacle with the help of their classmates. When putting this into practice, it is suggested that task constraints may increase the movement possibilities during body expression, but also the deeper cognitive involvement of the students, such as the negotiations of their own boundaries. 

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Publicado

2021-04-01

Cómo citar

Valverde-Esteve, T. (2021). Implicaciones prácticas de la pedagogía no-lineal en la formación del Profesorado de Educación Física durante una sesión de expresión corporal: hacia el borde del caos (Practical implications of the non-linear pedagogy in future physical Education Teacher: Towards the edge of chaos. Retos, 40, 231–240. https://doi.org/10.47197/retos.v1i40.83287

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Divulgación y/o experiencias didácticas empíricas. Intercambio de propuestas y experiencias desarrollas e investigadas