A Perspective on Implementing Movement Sonification to Influence Movement (and Eventually Cognitive) Creativity

Oppici, Luca; Frith, Emily; Rudd, James

doi:10.3389/fpsyg.2020.02233

Cited by 11 publications

(9 citation statements)

References 72 publications

(89 reference statements)

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“…This has led toward an understanding of how bodily learning in creative dance can be explored through both embodied and language-based ways of knowing (Chappell, 2007) as long as the students are given the opportunity to explore movements that they know, are interested in and are curious about. In line with Oppici et al (2020), the educational potential of bodily learning through the creation of dance can be seen in relation to the affordances the students perceive and utilize within their learning culture in PETE. This require a PETE education that understand creative dance as a cultural practice, performed and shaped prereflectively within the embodied and implicit knowing in the collective memory of moving and dancing within a PETE context.…”

Section: Discussionmentioning

confidence: 94%

“…In physical education teacher education (PETE) creative dance has been adopted in two different ways. First, teachers and teacher educators can understand creative dance as a way of expressing subjective experiences through creating dances based on natural and everyday movements the students already know (Chen and Cone, 2003;Minton, 2007;Cone, 2009;Torrents et al, 2012;Mattsson, 2016;Steinberg and Steinberg, 2016;Oppici et al, 2020;Payne and Costas, 2020;Lobel, 2021). Chappell (2007) labels this approach to creative dance, embodied way of knowing dance.…”

Section: Introductionmentioning

confidence: 99%

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Bodily Learning Through Creating Dance: Student Teachers' Experiences From Norwegian Physical Education Teacher Education

Ørbæk

2021

Front. Sports Act. Living

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Creating dance in physical education teacher education (PETE) is described as a way of expressing subjective experiences based on movements that the students have already mastered or as a way of composing dance with set movements from various dance forms that are further explored through concepts such as time, space, power and flow. This article shows how 13 Norwegian student teachers experienced the creation of dance as part of their PETE. It explores the following questions: how do student teachers in PETE experience dance creation as an embodied process of exploring, transforming and creating movements, and how were these experiences facilitated by bodily learning that was initiated by body memories? The results show that creating dance is a intersubjective, intercorporeal and interaffective phenomenon where the sense-making process happens as both an individual and a joint process. This ongoing individual and participatory sense-making can further be understood as a reciprocal dependency between culture and self, where the students' bodily learning process evolves on an existential level over time. Through this process, the students develop a sense of confidence and trust in each other, which creates a feeling of belonging. The educational potential of bodily learning through creating dance can be seen in relation to the affordances the students perceive and utilize within their learning culture in PETE.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Bodily Learning Through Creating Dance: Student Teachers' Experiences From Norwegian Physical Education Teacher Education

Ørbæk

2021

Front. Sports Act. Living

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“…De entre los usos en psicología, las áreas que más resultados arrojan respecto del uso de la sonificación se dirigen al estudio de las capacidades de aprendizaje y rehabilitación motora, así como en tareas de carácter sensoriomotor (Tommasini et al, 2022;Oppici et al 2020). Se destaca también la presencia de un interés sobre el mundo de los sistemas de vigilancia y alerta en el campo de la psicología de los sistemas atencionales, en particular de la atención sostenida.…”

Section: Discussionunclassified

Sonificación como herramienta de análisis en Psicología

Carnero-Sierra

2022

R.E.M.A., Rev. electrón. metodol. apl.

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La sonificación es una herramienta de representación y análisis que emplea el sonido como conductor de una serie de datos. La trascripción sonora empleando frecuencia, intensidad y timbre permite expresar diferentes magnitudes y matices de un conjunto de observaciones. En el presente texto se mostrarán los fundamentos de la herramienta de la sonificación así como sus usos más comunes en psicología, entre los que se encuentran el aprendizaje motor, la discriminación perceptiva y representación de respuestas en ciertas patologías que conectan con el protagonismo del ritmo como factor imprescindible en la organización de lo orgánico. A través de la recopilación de la bibliografía existente se expondrán estas aplicaciones y sus posibilidades en otros campos de la psicología. A modo de ejemplificación, se propone una conversión sencilla de la representación gráfica de una curva normal en su versión auditiva. Como interpretación final, se destacarán las posibilidades del sonido como herramienta metodológica del análisis de datos, abriendo caminos interdisciplinares y multisensoriales en investigación.

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“…The original CAPL assessment [ 67 ] did include items related to safety, activity preferences, and screen time guidelines, but they were removed from CAPL-2 following a Delphi survey with experts and because of their weak factor loadings onto higher order constructs [ 73 ]. Movement creativity is a perceptual ability that requires emotional regulation and critical thinking, with a high degree of knowledge and understanding required to achieve a task goal [ 186 , 187 ]. Assessing movement creativity could be an important outcome for PE teachers within a physical literacy assessment approach as children that can create and modify movement actions within different physical activity environments can also identify opportunities to engage in physical activity [ 188 ].…”

Section: Discussionmentioning

confidence: 99%

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

et al. 2021

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Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217

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A Perspective on Implementing Movement Sonification to Influence Movement (and Eventually Cognitive) Creativity

Cited by 11 publications

References 72 publications

Bodily Learning Through Creating Dance: Student Teachers' Experiences From Norwegian Physical Education Teacher Education

Bodily Learning Through Creating Dance: Student Teachers' Experiences From Norwegian Physical Education Teacher Education

Sonificación como herramienta de análisis en Psicología

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

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