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O efeito da organização espacial na prática de Hip Hop na sincronização entre crianças do pré-escolar
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| 3.75 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
A dança em grupo faz parte do comportamento e história humana. Dançar proporciona
uma ligação espácio-temporal entre dançarinos denominada de sincronização. Esta
sincronização é afetada por fatores e.g., visuais, auditivos e táteis. A literatura existente
tem-se concentrado na ação desses fatores, verificando-se uma lacuna de investigação
relativamente ao efeito da orientação espacial na sincronização em atividades de grupo
como a dança e, especialmente, em crianças.
A presente dissertação objetiva: i) desenvolver o programa de hip hop intitulado
“Crianças +” direcionado a crianças em idade pré-escolar; ii) comparar a sincronia de
grupo em crianças em idade pré-escolar durante a realização de uma coreografia de hip
hop, entre duas organizações espaciais distintas, i.e., em xadrez e em círculo; iii)
comparar a sincronia de grupo entre as diferentes organizações espaciais, antes e após
a implementação do programa Crescer+.
O programa de intervenção foi desenvolvido com base na checklist Consensus on
Exercise Reporting Template (CERT) (Slade et al., 2016). Após o seu
desenvolvimento o programa foi aplicado a 37 participantes com idades compreendidas
entre 3 e 4 anos (4,29±0,57), dividas em dois grupos de intervenção (19 em xadrez e 18
em círculo). O estudo foi composto por três períodos de quatro semanas cada, sendo
eles: um primeiro período de intervenção, um período de controlo sem intervenção e,
por fim, um segundo período de intervenção no qual a organização dos grupos foi
invertida. Foram realizados quatro momentos de avaliação: i) pré-teste, antes da
primeira intervenção; pós-teste, após a mesma; iii) transfer, após o período de controlo,
já com a inversão da organização espacial dos grupos; iv) segundo pós-teste, após a
segunda intervenção. Os dados foram recolhidos de sensores inerciais posicionados
acima do maléolo lateral do perónio dos participantes. A sincronia de grupo foi avaliada
pelo método cluster phase analysis, com base na variável de velocidade angular. Este
cálculo foi realizado para cada plano do movimento e momento de avaliação, tendo os
seus resultados sido comparados entre grupos e momentos.
Os resultados indicam que, no início, as crianças dispostas em círculo apresentaram
uma dificuldade acrescida de sincronização entre os seus elementos comparativamente
com as crianças dispostas em xadrez. No entanto, após a intervenção inicial, observou se uma tendência para a homogeneização da sincronia das crianças em círculo, evidenciando uma melhoria considerável das mesmas quando expostas a condições
facilitadoras, i.e., organização em xadrez.
A presente dissertação discute e apresenta o desenvolvimento de um programa de
intervenção em hip hop, “Crianças +”, inovador pela idade da população-alvo, o qual
pode ser replicado por profissionais de exercício físico. Concedendo informação sobre
o efeito da organização espacial na sincronia de grupo durante a sua prática, com a
organização em círculo a revelar-se como menos facilitadora da sincronia de grupo no
início da intervenção, mas com uma maior capacidade de sincronia aquando da
passagem para um contexto mais facilitador, i.e., de xadrez.
Group dance is an integral part of human behavior and history. Dancing establishes a spatial-temporal connection among dancers known as synchronization. This synchronization is influenced by factors such as visual, auditory, and tactile cues. Existing literature has primarily focused on the impact of these factors, revealing a research gap regarding the effect of spatial orientation on synchronization in group activities like dance, particularly in children. This dissertation aims to: i) develop the hip hop program titled "Children+" designed for preschool-aged children; ii) compare group synchrony in preschool-aged children while performing a hip hop choreography in two distinct spatial arrangements, i.e., in a checkerboard and in a circle; iii) compare group synchrony between different spatial arrangements before and after the implementation of the Children+ program. The intervention program was developed based on the Consensus on Exercise Reporting Template (CERT) checklist (Slade et al., 2016). After its development, the program was applied to 37 participants aged 3 to 4 years (4.29±0.57), divided into two intervention groups (19 in a checkerboard and 18 in a circle). The study consisted of three periods of four weeks each: an initial intervention period, a control period without intervention, and a second intervention period with a reversal of group spatial organization. Four assessment moments were conducted: i) pre-test before the first intervention; ii) post-test after the first intervention; iii) transfer, after the control period with a reversal of spatial organization; iv) second post-test after the second intervention. Data were collected from inertial sensors positioned above the lateral malleolus of the participants. Group synchrony was evaluated using the cluster phase analysis method, based on the angular velocity variable. This calculation was performed for each movement plane and assessment moment, and the results were compared between groups and moments. The results indicate that initially, children arranged in a circle had increased difficulty synchronizing compared to children in a checkerboard formation. However, after the initial intervention, there was a trend towards the homogenization of synchrony in children in a circle, demonstrating significant improvement when exposed to facilitating conditions, i.e., the checkerboard organization. This dissertation discusses and presents the development of an innovative hip hop intervention program, “Children+”, tailored to a young age group, which can be replicated by fitness professionals. Providing information on the effect of spatial organization on group synchrony during its practice, with the circle formation initially being less facilitative of group synchrony but showing greater synchrony when transitioning to a more facilitating context, i.e., the checkerboard formation.
Group dance is an integral part of human behavior and history. Dancing establishes a spatial-temporal connection among dancers known as synchronization. This synchronization is influenced by factors such as visual, auditory, and tactile cues. Existing literature has primarily focused on the impact of these factors, revealing a research gap regarding the effect of spatial orientation on synchronization in group activities like dance, particularly in children. This dissertation aims to: i) develop the hip hop program titled "Children+" designed for preschool-aged children; ii) compare group synchrony in preschool-aged children while performing a hip hop choreography in two distinct spatial arrangements, i.e., in a checkerboard and in a circle; iii) compare group synchrony between different spatial arrangements before and after the implementation of the Children+ program. The intervention program was developed based on the Consensus on Exercise Reporting Template (CERT) checklist (Slade et al., 2016). After its development, the program was applied to 37 participants aged 3 to 4 years (4.29±0.57), divided into two intervention groups (19 in a checkerboard and 18 in a circle). The study consisted of three periods of four weeks each: an initial intervention period, a control period without intervention, and a second intervention period with a reversal of group spatial organization. Four assessment moments were conducted: i) pre-test before the first intervention; ii) post-test after the first intervention; iii) transfer, after the control period with a reversal of spatial organization; iv) second post-test after the second intervention. Data were collected from inertial sensors positioned above the lateral malleolus of the participants. Group synchrony was evaluated using the cluster phase analysis method, based on the angular velocity variable. This calculation was performed for each movement plane and assessment moment, and the results were compared between groups and moments. The results indicate that initially, children arranged in a circle had increased difficulty synchronizing compared to children in a checkerboard formation. However, after the initial intervention, there was a trend towards the homogenization of synchrony in children in a circle, demonstrating significant improvement when exposed to facilitating conditions, i.e., the checkerboard organization. This dissertation discusses and presents the development of an innovative hip hop intervention program, “Children+”, tailored to a young age group, which can be replicated by fitness professionals. Providing information on the effect of spatial organization on group synchrony during its practice, with the circle formation initially being less facilitative of group synchrony but showing greater synchrony when transitioning to a more facilitating context, i.e., the checkerboard formation.
Description
Keywords
hip hop segunda infância sincronia de grupo organização espacial aprendizagem motora fitness early childhood group synchrony spatial organization motor learning fitness