Effect of Metaphorical Verbal Instruction on Modeling of Sequential Dance Skills by Young Children

Sawada, Misako; Mori, Susumu; Ishii, Motonobu

doi:10.2466/pms.2002.95.3f.1097

Cited by 32 publications

(18 citation statements)

References 10 publications

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“…Pocas son las investigaciones en este ámbito, pero no nulas, lo que abre la necesidad de un mayor número de aportaciones en esta área de estudio. Así, diversos estudios giran en torno a la inteligencia creativa de la danza (Alter, 1996;Arnold, 1986;Rose, 1975;Root-Bernstein i Root-Bernstein, 2003) y a los efectos de los modelos preferidos por los docentes (Sawada, 2002). En el ámbito de la creatividad (Hodes, 1998;Nagrin, 2001), Stuart Hodes en su Map of Making Dances y Daniel Nagrin en su Choreography and the Specific Image ofrecen vías para generar composiciones danzadas.…”

Section: Introductionunclassified

Instrumentos de observación ad hoc para el análisis de las acciones motrices en Danza Contemporánea, Expresión Corporal y Danza Contact-Improvisation

Balcells¹,

Torrents²,

Argilaga³

et al. 2009

Apunts

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La Danza y la Expresión Corporal son disciplinas que promueven la continua generación de acciones motrices diversas y singularizadas y es por ello que se reclama la creación de sistemas de categorías específicos para su observación y análisis. En este artículo exponemos tres estudios que nos han permitido elaborar, mediante la metodología observacional, tres sistemas de categorías de un modo progresivo y ad hoc a estas disciplinas. Los tres forman parte de una investigación institucional de la AGAUR (INEFCP). Si el objeto de estudio es la capacidad de generar respuestas motrices singularizadas, las dimensiones, según la especificidad de cada sistema, están estructuradas desde tres niveles de análisis: el primero con relación a las fases de todo proceso creativo (Guildford, 1970); el segundo con relación a las habilidades motrices a partir del sistema de observación OSMOS (Castañer, Torrents, Dinušová,

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Section: Introductionunclassified

Instrumentos de observación ad hoc para el análisis de las acciones motrices en Danza Contemporánea, Expresión Corporal y Danza Contact-Improvisation

Balcells¹,

Torrents²,

Argilaga³

et al. 2009

Apunts

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show abstract

“…"High" is a more explicit instruction than "firmly" and is likely to tie into higher ankle elevation when the movement is based on the objective standard of height. As discussed by Sawada et al 21) , in reference to figurative motor instructions for children's dance, and Fujino et al 22) , in reference to onomatopoeia-based motor instructions for athletes, figurative motor instructions can be beneficial because they can easily convey complex meanings and images that are difficult to express, and because it is easier for learners to imagine the instructor's intent, but at the same time, they can be ambiguous and imprecise in meaning or intent; in this experiment, since "firmly" is more abstract than "high", it is possible that participants found it more difficult to form a concrete picture of bending at the hip joint and knee joint that would cause the leg to lift.…”

Section: Discussionmentioning

confidence: 90%

Influence of motor instruction words on body movements in step-over motions

Kitao¹,

Kida

Nomura

et al. 2021

J Phys Ther Sci

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To quantitatively analyze the characteristics of movements evoked by certain motor instruction words on the basis of measurements of ankle elevation and related body movements in step-over motion tasks.[Participants and Methods] Sixty-one healthy adult participants were presented with motor instructions and asked to step over an obstacle in accordance with the instructions. The motor instructions were as follows: "Raise your XX (body part) up YY (expression)" in four combinations using "thigh" and "knee" for body part and "high" and "firmly" for expression. Using Kinect to analyze movements, ankle elevation, trunk-anteversion angle, hip-flexion angle, and knee-flexion angle were measured and statistically processed.[Results] With respect to body part, there was no significant difference in the mean and standard deviation (individual variation) values for ankle elevation. With respect to expression, hip joint and knee joint were bent significantly more for "high" than for "firmly", and although the mean value for ankle elevation was high, ankle elevation standard deviation (individual variation) values were significantly lower for "firmly" than for "high". [Conclusion] Explicit motor instruction words such as "high" may be effective in improving performance, while ambiguous motor instruction words like "firmly" may be effective in stabilizing movements.

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“…Allow your right hand to continue moving until it arrives to a high diagonal.”), and only very few instances of metaphorical language or images (“Feel the wind from the back that shifts your weight forward; let your upper body respond.”). There is some evidence that metaphorical language might work better in dance-related contexts than pure movement description (e.g., Sawada et al, 2002 ). In this study, no clear distinction was made between descriptive and metaphorical language, however, it might be promising to compare the use of both types of language in a similar learning scenario.…”

Section: Discussionmentioning

confidence: 99%

Watching or Listening: How Visual and Verbal Information Contribute to Learning a Complex Dance Phrase

et al. 2018

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While learning from observation is generally regarded as major learning mode for motor actions, evidence from dance practice suggests that learning dance movement through verbal instruction might provide a promising way to support dancers' individual interpretation of and identification with the movement material. In this multidisciplinary project, we conducted a study on the learning of dance movement through two modalities, observation of a human model in a video clip and listening to the audio-recording of a verbal movement instruction. Eighteen second year dance students learned two dance phrases, one from observation and one from verbal instruction, and were video-recorded performing the learned material. In a second learning step, they were presented the complementary information from the other modality, and their performance was recorded again. A third recording was carried out in a retention test 10 days after learning. Completeness scores representing the recall of the dance phrases, expert ratings addressing the performance quality and questionnaires reflecting the participants' personal impressions were used to evaluate and compare the performance at different stages of the learning process. Results show that learning from observation resulted in better learning outcomes in terms of both recall and approximation of the model phrase, whereas individual interpretation of the learned movement material was rated equally good after initially verbal and initially visual learning. According to the questionnaires, most participants preferred learning initially from observation and found it more familiar, which points toward an influence of learning habit caused by common training practice. The findings suggest that learning dance movement initially from observation is more beneficial than from verbal instruction, and add aspects with regards to multimodal movement learning with potential relevance for dance teaching and training.

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Effect of Metaphorical Verbal Instruction on Modeling of Sequential Dance Skills by Young Children

Cited by 32 publications

References 10 publications

Instrumentos de observación ad hoc para el análisis de las acciones motrices en Danza Contemporánea, Expresión Corporal y Danza Contact-Improvisation

Instrumentos de observación ad hoc para el análisis de las acciones motrices en Danza Contemporánea, Expresión Corporal y Danza Contact-Improvisation

Influence of motor instruction words on body movements in step-over motions

Watching or Listening: How Visual and Verbal Information Contribute to Learning a Complex Dance Phrase

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