Those who understand the multilateral value of physical education must admit the necessity to educate the expressive aspects of motricity as well. Expression exercises represent a strong motivation for the psychomotor development of children, facilitating expression, creativity and originality in choosing and performing motor actions with expressive qualities. Rhythmic, artistic, aerobic gymnastics, dance sport are sports activities that aim to educate the special body expressivity at a superior level characterized by a high degree of the communication function, through means having an artistic value. Assuming that gymnastic and body expression activities have an influence on the aesthetic side of pupils' personality and leave their mark on children's psychomotor education, our study was focused on the education and development of motor expressivity and musicality at various qualitative levels, from the spontaneous, natural manifestations to the mentally elaborated ones, expressed through meaningful body movement constructed with a well-determined purpose. During the experiment, our attention was oriented towards the motor gesture expression, the way of interpreting musical accompaniment, but also towards some personality traits able to facilitate the expressivity manifestation. We tried to stimulate the creative fantasy of subjects, who had to compose diverse motor structures, according to musical accompaniment. In the construction of trials, we had in view the display of transposition and expressivity availabilities; the combination of expression forms; a sufficient number of themes, stimuli and response situations. Without laying the stress on a particular body technique, we demonstrate within our experiment that certain artistic, aesthetic aspects can be educated. IntroductionSpecialty literature highlights a series of interesting aspects and data related to expression and expressive behaviour. Numerous authors (Allport, 1981; Pavelcu, 1969Pavelcu, , 1982Fraisse, 1970; SlamaCazacu, 1968;Neacşu, 1971;Ralea, 1957) were concerned with analysing and defining these terms.
Introduction: Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children’s learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. Methods: Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11–12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). Results: The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann–Whitney test was used). Discussion: The study demonstrates the benefits of dancesport practice for the development of institutionalized children’s learning strategies, creating a foundation for the improvement of their academic performance and school integration. Conclusions: At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.
This study brings to the attention of field specialists the importance of group theory in the practice of performance sport by rhythmic gymnastics teams. The topic addressed is part of a longitudinal experimental research conducted on the national group team and illustrates the optimal training concept. The instructional strategies identified, studied and assessed in this research focused on the major operational objectives of high-performance sports activity and circumscribed around three defining aspects of sporting success: the individual, the group and the organisation of training. Starting from the premise according to which building a homogeneous, cohesive sports group is a priority objective of the activity carried out by teachers-coaches, we aimed to establish the criteria regarding the formation, development and manifestation of the rhythmic gymnastics sports group and to identify interpersonal relationships within the team, in terms of cohesion factors. Such an approach will finally allow the implementation of efficient action-oriented and ameliorative methods in order to make up a homogeneous and cohesive group and achieve the proposed performance objectives. The technique used to measure the expression of group relationships was the sociometric one. The obtained results highlight the group cohesion and dynamics, as well as the existence of homogeneity imposed by both the specificity of the event and the training activity, which lasts long and is much more intense than sports competition.
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