Promoting artistic quality in rhythmic gymnastics: a didactic analysis from high performance to school practice

Abstract

(1): 145-58 • 145 Promoting artistic quality in rhythmic gymnastics at school IntroductionPromoting artistic quality in rhythmic gymnastics: a didactic analysis from high performance to school practice CDD. 20.ed. 796 In France, the curricula for physical education (PE) place gymnastic activities in a set of competences named "Achieving a corporal performance for artistic and acrobatic aims", alongside dance and circus arts 1-2 . What place does Artistic a occupy in gymnastic activities? RG indeed has some artistic features, however we question their place in gymnastics activity. Is an aesthetic gesture su cient to be considered as part of an artistic activity? AbstractIn France, the curricula for physical education (PE) place gymnastic activities in a set of competences named "Achieving a corporal performance for artistic and acrobatic aims", alongside dance and circus arts. What place does Artistic occupy in gymnastic activities? Is an aesthetic gesture suffi cient to be considered as part of an artistic activity? Defi ning the term «Artistic» is diffi cult in the fi eld of sports, as descriptions usually come from the technique/Artistic dichotomy. Our analysis focuses on rhythmic gymnastics (RG), which is precisely seen as emblematic of this technique/Artistic division: on the one hand, technical rigor, prescriptions and rules; on the other hand, grace, creation and self-expression. We believe such compartmentalized categories are too schematic to defi ne gymnasts' and students' activities, so we will examine their articulation points. We fi rst present an overview of RG as a school practice in ordinary forms of teaching, then an historical analysis of RG as a sports practice, to highlight the unbridgeable gap between both school and sports practices, regarding technique/Artistic connections. We then propose three signifi cant points of articulation (called games) closely combining technical requirements and artistic commitment. We consider that the variation of the three games played in GR (creating, making beautiful, representing) is the product of historical dynamics of this sport we call artistic. Finally, on this basis, we propose a learning game for novice students promoting the artistic quality of RG practice.

O ensino da ginástica na Educação Física: uma revisão sistemática

“…Logo, podemos perceber a importância da utilização intencional de uma metodologia para o ensino da Educação Física que se aproprie dos saberes dos alunos, a fim de proporcionar interação, conhecimento e participação efetiva.Os artigos desta categoria partem da constatação da necessidade da inserção da Ginástica na tentativa de romper métodos de ensino tradicionais, buscando a valorização dos conhecimentos dos alunos e a utilização da ludicidade. No que se refere a este último, encontramos três artigos que relacionam a Ginástica e a ludicidade, propondo o resgate das práticas lúdicas a partir de jogos e brincadeiras(CARAMÊS et al, 2012;PIZANI;RINALDI, 2010;LOQUET, 2016) Caramês et al (2012). apontam a inserção das atividades circenses de forma lúdica e concluem que estas podem ser tratadas como manifestação lúdica, utilizando sua prática dentro e fora da escola.Pizani e Rinaldi (2010) apontaram que os elementos gímnicos estão inseridos no brincar das crianças.…”