The basic foundations of capoeira’ learning: preliminary evaluation of a formative program

Abstract

<p>Capoeira is a simulated duel supported by the rhythmic of instrumentalists, with traditional musical instruments; evolving a constant synchrony with the other <em>capoeirista</em>. Nowadays, capoeira is passed on by traditional processes, according to the past experience and personal interpretations of the <em>Mestre de capoeira </em>(capoeira master/coach). The purpose of this pilot study was to present a preliminary evaluation of a program for learning the basic techniques, for capoeira teaching agents, respecting the cultural and historical values of capoeira’ identity; applied to 15 first-grade school children (<em>M<sub>age</sub></em> = 8.0 ± 1.2 years old), belonging to a non-governmental organization, with integrative social roles, and to a national sports club, all capoeira beginners; throughout 30 sessions (90 minutes each), over three months. Results revealed that a significant improvement occurred in the quality of execution of all the twelve selected capoeira techniques, with no significant differences between genders and institutional origin, sustaining the potential cultural and social affordances of capoeira. The practice in <em>dupla</em> (dyad), in the fundamental <em>ginga</em> ability, provided synchronization among children, from the first moment, in tune with one of the specificities of this body culture movements, with a proper rhythmic structure (reinforced by music), which are performed in pairs. This program should be tested in an enlarged sample, and in other learning contexts (e.g., schools, clubs), to test its applicability.</p>

Conceptual Framework for the Research on Quality of Life

“…Such contribution is evident in the scientific production made by the LQRC body of researchers specializing in these areas of knowledge, studying topics as varied as: motor control and development problems [55,56]; unintentional socio-motor synchronization [57]; perceptual motor development, gesture and the development of spoken language [58]; sports and gender rules [59]; unconventional therapeutic body techniques and regulation of vital signs [60][61][62]; haptic perception of functional properties of instruments in children and the elderly [63]; visual perception and motor control [64]; visual perception and navigation [65,66]; task constraints and motor control [67,68]; social affordances and motor development [69]; degrees of freedom of sports instruments and motor learning [70]; adaptive motor abilities in infants; learning specific socio-motor skills [71]; maturation and sports selection [72]; aging and motor control of specific motor abilities [73,74]; and kinesiology of sports injury [75].…”