Psychomotor Stimulation of Students in Physical Education Using Audiovisual Media

Mereuță, Claudiu; Mereuţă, Elena

doi:10.1016/j.sbspro.2013.06.798

Cited by 10 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Las posibilidades de aplicación de la Musicomotricidad son muy amplias, y dependerán de la formación y creatividad del docente y de los objetivos que desee alcanzar, así como de los recursos de que disponga, de los aspectos a trabajar y de las edades de los niños y niñas (Pevidad, 2009). El objetivo es optimizar el proceso de enseñanza y la eficacia de la clase de Educación Física, de manera que es necesario evitar que la clase se convierta en un concierto o se creen situaciones de pérdida de disciplina o falta de comunicación entre profesor y alumno (Mereuta & Mereuta, 2013). Mendiara(1999); Corrales(2005); y Schinca (1983)proporcionan algunos recursos didácticos básicos fácilmente adaptables a la musicomotricidad y aplicables a distintas situaciones: Juego Es el instrumento metodológico básico, pues hace referencia a la actividad corporal y simbólica que el niño ofrece de manera espontánea; proporciona información acerca de su historia personal y afectiva; sobre su desarrollo madurativo en el ámbito motor; sobre el ámbito cognitivo mediante la manipulación y el uso creativo de los materiales que ponemos a su disposición; y socioafectivo a través de las relaciones que establece con el resto del grupo.…”

Section: Recursos Didácticosunclassified

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

Serrano¹

2021

Retos

View full text Add to dashboard Cite

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.

show abstract

Section: Recursos Didácticosunclassified

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

Serrano¹

2021

Retos

View full text Add to dashboard Cite

show abstract

“…Selanjutnya berdasarkan gambar grafik di atas menunjukkan bahwa penerapan perlakuan model pembelajaran melalui media audiovisual memberikan peningkatan yang signifikan terhadap hasil belajar keterampilan passing bawah bolavoli sebesar 34,78%. Hasil tersebut sesuai dengan beberapa hasil penelitian sebelumnya, seperti hasil penelitian Aswara (2012, p.77) yang menyatakan bahwa terdapat peningkatan yang signifikan akibat penerapan model pembelajaran menggunakan media audiovisual terhadap hasil belajar keterampilan passing bawah bolavoli; hasil penelitian Bire (2014, p.168), bahwa terdapat pengaruh yang signifikan gaya belajar visual, auditorial, dan kinestetik terhadap prestasi belajar; Mereuta (2013Mereuta ( , p.1615, using audiovisual media in physical education class was able to improve Neuromotor and sensory-perceptual skills, thus ensuring the development of abilities and motor skills. ; Sadegi (2013, p.214), given 5-weeks video modeling significantly improved the accuracy in handball shot.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Pengaruh Model Pembelajaran Kooperatif TGT dan Pembelajaran Berbasis Audiovisual Terhadap Passing Bawah Bolavoli

Pradana¹

2019

Tadris

View full text Add to dashboard Cite

The purpose of this study was to analyze the effects of TGT cooperative learning and audiovisual media based learning model on volleyball forearm pass skill learning outcome. Method used in this research was quasi experimental design with pretest-posttest approachment. Instrument used in this study were portofolio assessment approach on volleyball forearm pass skill. The result showed that the implementation of TGT cooperative learning model have shown an increased learning output on volleyball forearm pass skill (27.64 %), meanwhile the implementation of learning model using audiovisual media have shown an increased learning output on volleyball forearm pass skill (34.78 %). Based on the result, it was concluded that the implementation of audiovisual media based learning model have shown better improvement on volleyball forearm pass skill learning output.

show abstract

“…The technology which is integrated into physical education is broadly associated with the use of computer technology, monitoring of physical activity, and multimedia [3], Nitendo Wii [4], video feedback such as audio-visual [5], PowerPoint, YouTube, Pedometers, Heart Rate monitor, and Coaches Eye [6], clickers [7], and Exergames [8].…”

Section: Introductionmentioning

confidence: 99%

Sports Access Learning (SAL) to Promote Self-Regulated Learning: a Need Analysis

Dwiyogo¹,

Supriyadi²,

Adi³

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

View full text Add to dashboard Cite

Abstract-This study aimed to capture the need analysis of sports access learning (SAL) in to promote self-regulated learning for sports education students. The participants of this survey were 89 students of bachelor degree and master degree of sports education at the State University of Malang. This study was conducted as a descriptive research using survey design to collect the data related to the need analysis of SAL. The results of this study explored the variety of the activities in using the internet, facilities in accessing the internet, blended learning environment in learning, and the need of SAL. The second finding showed that the samples have an adequate self-regulated learning level. In general, the SAL development is highly needed for students of sports education to enhance the self-regulated learning level. The implications of the findings in SAL are also discussed.

show abstract

Psychomotor Stimulation of Students in Physical Education Using Audiovisual Media

Cited by 10 publications

References 1 publication

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)

Pengaruh Model Pembelajaran Kooperatif TGT dan Pembelajaran Berbasis Audiovisual Terhadap Passing Bawah Bolavoli

Sports Access Learning (SAL) to Promote Self-Regulated Learning: a Need Analysis

Contact Info

Product

Resources

About