The contribution of dance in physical education classes for the development of motor coordination in schoolchildren: an integrative review

Abstract

According to Vânia (2006) due to urban growth and development, the common spaces (streets, parks, fields, etc.), in which the child manifests its motor skills, are being decharacterized from civil construction, which has been delimiting their space, preventing the flow of better preparation for them. Manchúra and Manzano (2017) emphasize that due to the environment and living conditions in which we find ourselves, we detain a certain resistance in acquiring motor knowledge among children. The absence of this flow of physical activities can delimit the individual in several particularities of their improvement, motivating beyond their motor performance, in perception and social conduct.For Barreto (2004), the child's development is fundamental, so that he/she has control over his/her body, developing and improving his/her alternatives to move, causing the discovery of new spaces and ways to overcome his/her limitations and circumstances to confront the challenges according to the principles, propulsive, sociable, sensitive, and intellectual.According to Papalia and Olds (2017) it is through the movement of the body that the child evolves, it is in the school phase that the child can coordinate his muscles, solving his bodily needs, thus, this phase is considered a time of important changes, because the child gains skills and autonomy.Recent studies emphasize dance as a mechanism capable of improving the motor stimulus of children, managing to be in the same way an extremely spontaneous practice. Ribas (1992) tells us that, for the human being, dance can be instinctive, as a way to communicate, to distract oneself, to smile or even to cry; this is because dancing is a manifestation of emotions. The human being has been moving since the beginning of his earthly existence, that is, since he left his ignorant condition and conquered his rational condition.