Cognitive, Visual-spatial and Psychomotor Development in Students of Primary Education through the Body Percussion – BAPNE Method

Carretero-Martínez, Andrea; Naranjo, Francisco Javier Romero; Pons-Terrés, Jessica Maria; Crespo-Colomino, Natalia

doi:10.1016/j.sbspro.2014.09.363

Cited by 18 publications

(18 citation statements)

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“…A pesar de la importancia que se da a la música en los Currículos educativos, se suele trabajar separadamente de las habilidades motrices. En la etapa preescolar se prioriza que los niños reconozcan su cuerpo, su lenguaje corporal, sus movimientos psicomotores y nociones básicas de coordinación motriz, mientras que en el paso a Primaria la Psicomotricidad no es contemplada en el Currículo como tal, y la música se recoge simplemente como Educación Musical, dirigida a adquirir habilidades interpretativas, auditivas y de danza (Carretero, Romero, Pons & Crespo, 2014).…”

Section: Justificaciónunclassified

“…9). Carretero et al (2014) llaman la atención sobre el empleo de métodos musicomotrices, como el BAPNE, a estudiantes de Primaria con objeto de estimular el cerebro mediante el ritmo y el movimiento, juegos de coordinación, actividades biomecánicas, etc., favoreciendo el aprendizaje motor, la memoria, la concentración y los cinco tipos de atención (focal, sostenida, dividida, selectiva y alternante), mejorando la coordinación y la visión espacial, ayudando a definir la lateralidad de manera que el niño o niña afirme su lateralidad dominante, y desarrollando la inteligencia cinestésica del infante.…”

Section: Justificaciónunclassified

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Musicomotricidad: la música como herramienta psicomotriz en Educación Física (Musicmotricity: music as psychomotor tool for Physical Education)

Serrano¹

2021

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La música estimula las emociones, la desinhibición y el estado de ánimo. Se posiciona como un recurso educativo muy interesante, pero su aplicación aparece poco desarrollada en las programaciones didácticas escolares, fuera de la propia asignatura musical. Su utilidad se pone de manifiesto en el área de Educación Física como complemento psicomotriz, pues la relación entre emociones, conocimiento y motricidad favorece un desarrollo competencial holístico. No obstante existe cierta carencia de soporte formativo y académico en este sentido, y la comunidad educativa presenta dudas acerca de cómo implementar la musicomotricidad en sus clases. Se observa que el empleo de música en Educación física suele reducirse a acompañamiento en clases de danza, desaprovechando así sus características creativas y comunicativas. Por ello se justifica aquí un mayor empleo, y se ofrecen herramientas, recursos y un ejemplo de Unidad Didáctica como ayuda para su implementación. Abstract. Music stimulates emotions, the lack of inhibition and the mood. For that reason, it is considered as a very interesting educational resource. Nevertheless, its application seems to be little developed in school didactic schedules, apart from music subject. Its utility brings to light in the area of Physical Education as a pshycomotor complement, regarding the relationship between emotions, knowledge and motricity, which benefits a holistic competence development of students. However, there is some lack academic support in that sense, and the educational community presents doubts about how to implement musicmotricity in their classes. It is noted that the use of music in Physical Education is usually reduced to an accompaniment of dance classes, missing this way its creative and communicational characteristics. Therefore, it is here justified the proposal of its use, and both tools and resources are offered, as well as an example of a teaching unit to help its implementation.

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Section: Justificaciónunclassified

Musicomotricidad: la música como herramienta psicomotriz en Educación Física (Musicmotricity: music as psychomotor tool for Physical Education)

Serrano¹

2021

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“…These are articles that present small results given that we currently do not have longitudinal data. BAPNE has only small investigations that hover between 60 and 140 subjects per investigation (Álvarez-Morales & Romero-Naranjo, 2019;Arnau-Mollá, 2020;Carretero-Martínez, 2014;Cozzutti et al, 2017;Latre-Nava, 2019;Torró-Biosca, 2019;Moral-Bofill et al, 2020). We know that the number of subjects to be evaluated is still small.…”

Section: Introductionmentioning

confidence: 99%

BAPNE FIT: Neuromotricity and Body Percussion in Physical Activity and Sport Sciences

Naranjo¹

2022

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In this publication, we introduce a new model of sports learning called Bapne Fit which proposes a protocol of physical and cognitive activities. Its exercise protocol is linked to endurance training, as well as perceptual and coordination skills for the development of the body schema with a clear link to the stimulation of executive functions. Neuromotor activities combined with the use of weights for wrists and ankles, weight vests, Step, stroboscopic goggles and special visual plates of the BAPNE method provide a new way of working both physical and cognitive aspects based mainly on the double task. The activities are not choreographed and are based on neuromotor skills, so they are classified into three levels of intensity to be applicable to all audiences. The low, medium and high intensities work continuously on dissociation, coordination and laterality. All of them require a continuous use of working memory, attentional network, inhibitory control, decision making and processing speed, among other aspects. In this article, we present an approach to BAPNE FIT.

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“…These publications are mainly of a quantitative nature and provide rigorous statistical data. (Álvarez-Morales & Romero-Naranjo, 2019;Arnau-Mollá & Romero-Naranjo, 2020;Botella & Adell, 2016;Carretero-Martínez, et al, 2014;Cozzutti, Guaran et al, 2017;Díaz, 2016;Fabra-Brell & Romero-Naranjo, 2017b;González et al, 2019;Latre-Nava et al, 2019;Lotfi et al, 2018;Moral et al, 2020;Pérez, 2014;Piqueres-Juan et al, 2019;Romero-Naranjo, 2014;Ros-Silla et al, 2019;Torró-Biosca et al, 2019;Yung & Myungja, 2020). In addition, there are several practical programs that can be implemented in different contexts and that present a wide variety of resources.…”

Section: Introductionmentioning

confidence: 99%

ody percussion as a pedagogical resource. Bibliometric study on body percussion based exclusively on secondary search engines

Arnau-Mollá¹,

Naranjo

2022

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Body percussion has emerged strongly in the last decades and not all quality information has been indexed in primary databases. The aim of this work was to present a bibliometric study on body percussion that agglomerated the main international documents from 2001 to 2021 found exclusively in secondary scientific-academic databases and that could serve as a starting point for new research on this discipline. A sample of n=128 documents extracted from Dialnet, Redalyc, DOAJ and specific search engines was selected. An ex post facto retrospective design and a frequency analysis in Microsoft Excel of the main bibliometric variables were used. As main results, it was observed that Spain and Spanish are the most productive country and the preferred language of publication, being 2019 the most prolific year, and the book chapter the most representative document. First-order papers, non-intervention papers, publication of a single paper per author and solo publication predominate. A single exclusive research group on body percussion was found in the line of possible cognitive stimulation and executive functions captained by the most significant author of the study, Francisco Javier Romero-Naranjo. In the intervention works, the quantitative approach prevails, through the BAPNE activities as methodology, the action-research design, the application of the intervention without control group (experimental only), the evaluation after the intervention (posttest only), and the questionnaire as evaluation instrument.

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Cognitive, Visual-spatial and Psychomotor Development in Students of Primary Education through the Body Percussion – BAPNE Method

Cited by 18 publications

References 0 publications

Musicomotricidad: la música como herramienta psicomotriz en Educación Física (Musicmotricity: music as psychomotor tool for Physical Education)

Musicomotricidad: la música como herramienta psicomotriz en Educación Física (Musicmotricity: music as psychomotor tool for Physical Education)

BAPNE FIT: Neuromotricity and Body Percussion in Physical Activity and Sport Sciences

ody percussion as a pedagogical resource. Bibliometric study on body percussion based exclusively on secondary search engines

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