Corporal expression and group formation: the impact of self-selection vs. randomness

Lilyan Vega-Ramírez; Nuria Molina-García; María Alejandra Ávalos-Ramos

doi:10.47197/retos.v71.116540

Autores

Lilyan Vega-Ramírez Universidad de Alicante https://orcid.org/0000-0002-3475-3233
Nuria Molina-García University of Alicante https://orcid.org/0000-0003-0145-8235
María Alejandra Ávalos-Ramos University of Alicante

DOI:

https://doi.org/10.47197/retos.v71.116540

Palavras-chave:

Comunicação, tomada de decisão, coreografia de grupo, formação inicial, Educação Física

Resumo

Introdução: o trabalho em grupo é uma estratégia fundamental e necessária no mundo laboral, estando presente na maioria dos ámbitos profissionais, entre eles a Educação Física. Concretamente, nas áreas da expressão artística, desempenha um papel importante no desenvolvimento dos seus conteúdos.

Objectivo: analisar a percepção do estudante de licenciatura em Ciências da Actividade Física e Desporto sobre a gestão da aprendizagem e o desenvolvimento de competências interpessoais através do trabalho coreográfico em grupo, analisando as diferenças em função do critério de formação dos grupos (aleatória ou auto-seleccionada).

Metodologia: foi realizada uma investigação exploratória com recurso a métodos cuantitativos e qualitativos.

Resultados: os resultados mostram que os membros dos grupos auto-selecionados fortaleciam competências interpessoais como a coesão grupal e a comunicação, enquanto os membros dos grupos designados aleatoriamente informavam melhorias na gestão da aprendizagem, como a adaptabilidade, a negociação e a relação de tarefas.

Discussão: a perceção do ex-aluno relativamente ao trabalho em grupo influencia as suas estratégias organizacionais e o desenvolvimento das suas competências profissionais, destabilizando o desenvolvimento de competências sociais, uma maior implicação pessoal no trabalho, uma melhoria do ambiente de colaboração, uma melhor comunicação entre os membros do grupo e um aumento da responsabilidade do ex-aluno.

Conclusões: em síntese, a utilização de estratégias de trabalho em grupo, independentemente da forma de organização dos grupos, incrementou a competência social e as capacidades do antigo aluno universitário.

Referências

Antolín, L. (2013). Expresión corporal: Fundamentos motrices. Universitat de València.

Ávalos, M. A., Martínez, M. A., & Merma-Molina, G. (2019). Implementación y evaluación de una es-trategia gimnástica colaborativa. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte 19(76), 579–598. https://doi.org/10.15366/rimcafd2019.76.001

Bähr, I. (2010). Experiencia práctica y resultados empíricos sobre el aprendizaje cooperativo en gimnasia. In C. Velázquez (Ed.), Aprendizaje cooperativo en Educación Física: Fundamentos y aplicaciones prácticas (pp. 149–164). Inde.

Barker, D., Quennerstedtb, M., & Annerstedta, C. (2015). Learning through group work in Physical Ed-ucation: A symbolic interactionist approach. Sport, Education and Society, 20(5), 604–623. https://doi.org/10.1080/13573322.2014.962493.

Buchs, C., Gilles I., Antonietti, J. P., & Butera, F. (2015). Why students need to be prepared to cooperate: A cooperative nudge in statistics learning at university. Educational Psychology: An Interna-tional Journal of Experimental 36(5). https://doi.org/ 10.1080/01443410.2015.107596

Carriedo, A., Méndez-Giménez, A., Fernández-Río, J., & Cecchini, J. A. (2020). Nuevas posibilidades y recursos para la enseñanza de la expresión corporal en educación física: internet y los retos vi-rales (New ways and resources for teaching body expression in physical education: internet and viral challenges). Retos, 37, 722–730. https://doi.org/10.47197/retos.v37i37.69147

Cronin, L. D., Allen, J., Mulvenna, C., & Russell, P. (2018). An investigation of the relationships between the teaching climate, students’ perceived life skills development and well-being within Physical Education. Physical Education and Sport Pedagogy, 23 (2), 181–196. https://doi.org/ 10.1080/17408989.2017.1371684

Cryan, M., & Martinek, T. (2017). Youth sport development through soccer: An evaluation of an after-school program using the TPSR model. The Physical Educator, 74(1), 127–149. https://doi.org/10.18666/TPE-2017-V74-I1-6901

Dyson, B., Howley, D., & Shen, Y. (2021). Being a team, working together, and being kind: Primary stu-dents´ perspectives of cooperative learning´s contribution to their social and emotional learn-ing. Physical Education and Sport Pedagogy, 26(2), 137¬¬–154. https://doi.org/10.1080/17408989.2020.1779683

Farland, M. Z., Feng, X., Behar-Horenstein, L. S., & Beck, D. E. (2019). Impact of team formation method on student team performance across multiple courses incorporating team-based learning. American Journal of Pharmaceutical Education, 83(6), 7030. https://doi.org/10.5688/ajpe7030.

Fernández-Río, J., & Casey, A. (2020). Sport education as a cooperative learning endeavour. Physical Education and Sport Pedagogy, 26(4), 375–387. https://doi.org/ 10.1080/17408989.2020.1810220

Harf, R., & Stokoe, P. (2020). La expresión corporal en el jardín de infantes. Noveduc.

Harrist, C. J., & Witt, P. A. (2015). Calling the Screens: Self-Reported developmental outcomes in com-petitive basketball. Journal of Adolescent Research, 30(6), 751–778. https://doi.org/10.1177/0743558414561293

Hassaskhah, J., & Mozaffari, H. (2015). The impact of group formation method (student-selected vs. teacher-assigned) on group dynamics and group outcome in EFL creative writing. Journal of Language Teaching and Research, 6(1), 147–156. https://doi.org/ 10.17507/jltr.0601.18

Hemphill, M. A., Templin, T. J., & Wright, P. M. (2015). Implementation and outcomes of a responsibil-ity-based continuing professional development protocol in Physical Education. Sport, Educa-tion and Society, 20(3), 398–419. https://doi.org/ 10.1080/13573322.2012.761966

Herrero-González, D., Manrique Arribas, J. C., & López-Pastor, V. M. (2021). Incidencia de la Formación Inicial y Permanente del Profesorado en la aplicación de la Evaluación Formativa y Compartida en Educación Física (Incidence of Pre-service and In-service Teacher Education in the applica-tion of Formative and Shared Assessment. Retos, 41, 533–543. https://doi.org/10.47197/retos.v0i41.86090

Hilton, S., & F. Philips, F. (2010). Instructor-assigned and student-selected Groups: A view from inside. Issues in Accounting Education, 25(1), 15–33.

Hordvik, M., Haugen, A. L., Engebretsen, B., Møller, L., & Fletcher, T. (2021). A collaborative approach to teaching about teaching using models-based practice: Developing coherence in one PETE module. Physical Education and Sport Pedagogy, 26(5), 433–447. https://doi.org/10.1080/17408989.2020.1812558

Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learn-ing. Active learning—Beyond the Future, 59–71. http://dx.doi.org/10.5772/intechopen.81086

Johnson, D., Johnson, R., & Smith, K. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3/4), 85–118.

Jurkowski, S., & Häanze, M. (2015). How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning. British Journal of Educational Psychology, 85, 357–371. https://doi.org/10.1111/bjep.12077

Katzenbach, J. R. (1997). The myth of top management teams. Harvard Business Review, 75 (6), 82–92.

Luptáková, G., & Antala, B. (2017). Collaborative learning with application of screen-based technology in Physical Education. Montenegrin Journal of Sports Science and Medicine, 6(2), 49–56. https://doi.org/10.26773/mjssm.2017.09.007

Martin C., Trudel, P., & Forneris, T. (2009). High school athletes’ perspectives on support, communica-tion, negotiation and life skill development. Qualitative Research in Sport and Exercise, 1(1), 72–88. https://doi.org/10.1080/19398440802673275

Mattssony, T., & Larsson, H. (2021). There is no right or wrong way: Exploring expressive dance as-signments in Physical Education. Physical Education and Sport Pedagogy, 26 (2), 123–136. https://doi.org/10.1080/17408989.2020.1752649

Cuéllar Moreno, M. J., & Pestano Pérez, M. A. (2013). Formación del Profesorado en Expresión Corpo-ral: planes de estudio y Educación Física (Training teacher in Body Expression: study program and Physical Education). Retos, 24, 123–128. https://doi.org/10.47197/retos.v0i24.34542

Moura, A., MacPhail, A., Graça, A., & Bautista, P. (2023). Encouraging students to co-construct and co- and self-regulate their learning within a cooperative learning environment in Physical Educa-tion. Journal of Teaching in Physical Education, 43(4), 1–10. https://doi.org/10.1123/jtpe.2022-0104

Mushtaq, R., Murteza, G., Rashid, S., & Khalid, A. (2012). The influence of group selection method on grades, performance, and group outcome. Journal of Basic and Applied Scientific Research, 2, 7003–7008.

Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in Physical Education and sports: A review study. Eu-ropean Physical Education Review, 26(4), 797–813. https://doi.org/ 10.1177/1356336X19882054

Orlick, T. (1982). The second cooperative sports and games book. Pantheon.

Özkara, A. B., & Kalkavan, A. (2021). Role of motor skills in Physical Education predisposition and So-cial Competence. South African Journal for Research in Sport, Physical Education and Recrea-tion, 43(1), 97–112.

Pai, H., Sears, D., & Maeda, Y. (2015). Effects of small group learning on transfer: A meta-analysis. Edu-cational Psychology Review, 27, 79–102. https://doi.org/ 10.1007/s10648-014-9260-8

Popov, V., Brinkman, D., Fortuin, K., Lie R., & Li, Y. (2022). Challenges home and international students face in group work at a Dutch university. European Journal of Engineering Education, 47(4), 664–678. https://doi.org/10.1080/03043797.2022.2044762

Ridocci, M. (2019). Creatividad corporal: Composiciones basadas en trabajos de investigación. Alfa In-stitut.

Robbins, S., Judge, T. A., Millett, B., & Boyle, M. (2013). Organisational behaviour. Pearson Higher Edu-cation AU.

Rojas, P. (2017). Técnicas de Expresión Corporal. Wanceulen Editorial.

Salicetti, A. (2009). Valoración de diferentes opciones y estrategias metodológicas empleadas en la for-mación de maestros especialistas en Educación Física. Doctoral Thesis. University of Granada, Spain.

Shilcutt, J. B., & Oliver, K. L. (2023). Getting ‘More and More Comfortable’: Using an activist approach in a Dance PE content course. Physical Education and Sport Pedagogy, 28(4), 321–334. https://doi.org/10.1080/17408989.2021.1990247

Slavin, R. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69.

Supanc, M., Völlinger M., & Brunstein, J. (2017). High-structure versus low-structure cooperative learn-ing in introductory Psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values. Learning and Instruction, 50, 75–84. https://doi.org/10.1016/j.learninstruc.2017.03.006

Svinicki M. D., & Schallert, D. L. (2016). Learning through group work in the college classroom: Evalu-ating the evidence from an instructional goal perspective. In L. W. Perna (Ed.), Higher Educa-tion: Handbook of Theory and Research (pp. 513–558). Springer International Publishing.

Swanson, Z. L., Gross, N. J., & Kramer, T. (1998). Alternative models of study group formation and stu-dent examination performance. The Accounting Educators’ Journal (10), 1–11 Retrieved from https://www.aejournal.com/ojs/index.php/aej/article/view/3

Van der Laan Smith, J., & Spindle, R. M. (2007). The impact of group formation in a cooperative learn-ing environment. Journal of Accounting Education (25), 153–167. https://doi.org/10.1016/j.jaccedu.2007.09.002

Vega, L., & Ávalos, M. A. (2018). Estrategias de trabajo grupal: ¿Grupos al azar o grupos auto elegidos? In R. Roig-Vila (Ed.), El Compromiso académico y social a través de la investigación e innovación educativas en la Enseñanza Superior (pp. 487–494). Octaedro.

Vega-Ramírez, L., Vidaci, A., & Hederich-Martínez, C. (2022). The effect of group work on expressive-artistic activities for the emotional regulation of university students. Education Sciences, 12(11), 777. https://doi.org/10.3390/educsci12110777

Vidaci, A., Vega-Ramírez, L., & Cortell-Tormo, J. M. (2021). Development of creative intelligence in Physical Education and Sports Science students through Body Expression. International Jour-nal of Environmental Research and Public Health, 18 (10), 5406. https://doi.org/10.3390/ijerph18105406

Völlinger, V., Supanc, M. y Brunstein, J. (2018). Examining between-group and within-group effects of a peer-assisted reading strategies intervention. Psychology in the Schools, 55(5), 573–589. https://doi.org/10.1002/PITS.22121

Expressão corporal e formação de grupos: o impacto da auto-elecção versus aleatoriedade

Autores

DOI:

Palavras-chave:

Resumo

Referências

Downloads

Publicado

Como Citar

Edição

Secção

Licença

Idioma

Informações

Nova Submissão