https://uvadoc.uva.es/handle/10324/1258 Dpto. Didática de la Expresión Musical, Plástica y Corporal - Artículos de revista 2026-04-06T06:59:39Z https://uvadoc.uva.es/handle/10324/83796 Bodies have been claimed to be an ‘absent presence’ and touch ‘risky business’ in physical education (PE). We have now witnessed how these claims are intensified in pandemic times of Covid-19, particularly in countries that have adopted extreme lockdown measures. This paper explores how PE practices have become ‘touchless’ and bodies absent using the theoretical concepts of risk and assemblage. The paper focusses on a group of pre-service PE teachers who were keen on undertaking their PE practicum experience and who were forced to switch to online mode. Data were collected through participant-produced drawings and comments on the drawings. Results suggest that the pre-service teachers are experiencing a mix of emotions during this time, miss the physical contact with students and believe the subject of PE is losing its identity as a consequence of the current situation. The conclusions of this study reveal a shift in the way that bodies are being constituted as assemblages now, and the possibility that pre-service teachers are missing out on an important aspect of their practicum experiences because of the lack of direct contact with students. We also wonder if pre-service teacher education programmes should put more emphasis on better preparing the students to teach online, and what will be the long-term consequences in the teaching of PE because of the current Covid-19 pandemic situation. 2021-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83418 This study explores how femininity and the female body are socially and culturally constructed within digital contexts, focusing on memes as sites of gendered meaning-making. Grounded in West and Zimmerman’s (Gend Soc 1(2):125–151, 1987. https://doi.org/10.1177/0891243287001002002) doing gender framework and informed by feminist theories of performativity (Butler in Gender trouble: feminism and the subversion of identity, Routledge, 1990) and digital embodiment, the research examines how women negotiate, reproduce, and resist normative ideals of beauty and bodily worth. Using a socio-narratological and visual methodology, twenty-one women enrolled in a Master’s program in Feminist Studies created or selected memes to represent their experiences with body image, media influence, and social expectations. The narrative and visual analyses revealed four interconnected themes: (1) the persistent pressure to be and to feel thin; (2) the regulatory role of mass media and social networks; (3) the transformative potential of self-acceptance and feminist consciousness; and (4) the impact of gendered social differences on bodily perception. Findings show that women continually do and undo gender through digital practices that reflect both subjection to and resistance against patriarchal norms. Memes functioned as ironic and critical spaces for re-signifying femininity, demonstrating the potential of digital humor to foster feminist awareness and collective empowerment. The study contributes to contemporary debates on gender performativity, self-objectification, and digital feminist culture by situating doing gender within the visual logic of online communication. 2026-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83318 This paper seeks to understand the different conceptual representations of R. Murray Schafer’s ideas in scholarly literature and their relevance within framework of transversal competences as a perspective of education in the 21st century. A systematic review of the literature was carried out using the PRISMA guidelines as a reference. Five multidisciplinary databases were searched between 2000 and 2024 in English, Spanish and Portuguese. The 29 scientific papers included in the review present perspectives from four continents, diverse areas of knowledge and different educational focuses and levels. The results show the relevance of three concepts: listening as a disposition, creative music education as a procedure and soundscape as an interdisciplinary resource. These concepts are approached from the artistic-musical and transdisciplinary fields, and represented from different perspectives: inclusive, aesthetic, social and economic. It is concluded that M. Schafer’s ideas are characterised by their topicality due to the transversal approach they promote, where creativity, social and environmental commitment, and the participation of all in musical learning are coherent with the challenges of musical education and training to which we aspire. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83259 Este estudio recoge la experiencia práctica durante un curso escolar de un proyecto de educación en la naturaleza en Educación Infantil en un colegio rural. El riesgo percibido en la naturaleza, asociado a la escasez de experiencias formativas del profesorado, parece ser una de las principales razones por las que en esta etapa educativa se tiende a permanecer en el interior de los colegios. Esta experiencia contribuye a apreciar el potencial de la naturaleza como aula escolar y sus posibilidades para el aprendizaje y el desarrollo personal y social, colocando la seguridad en el foco del aprendizaje escolar y docente. A través de esta experiencia, el alumnado (n=11) aprendió a preparar una salida y a actuar en caso de accidente, a la vez que la maestra comprobaba la viabilidad de este tipo de experiencias educativas y su potencial para desarrollar los contenidos curriculares de esta etapa. Se han empleado técnicas de investigación cualitativas como cuestionarios previos y posteriores, el diario de la maestra, la observación externa, las producciones del alumnado o la recogida de testimonios de las familias. Además de los aprendizajes significativos y de la viabilidad de esta experiencia práctica, se apreció un cambio significativo de actitud hacia el uso del entorno natural próximo al pueblo, aumentando espontáneamente las experiencias en familia durante el tiempo libre. 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83258 Este estudio compara dos programas de deporte escolar extracurricular de España y Portugal para determinar de qué modo su intencionalidad para servir de complemento a la educación formal se corresponde con los objetivos de la Educación Física. Para ello, se administró un cuestionario a 429 personas (267 estudiantes de Educación Primaria y Secundaria, ocho monitores deportivos, 28 profesores de EF y 126 familiares) de ambos países sobre la percepción de la calidad educativa. También se han realizado 58 observaciones de las sesiones de actividad física de ambos programas y se ha desarrollado un análisis documental con los documentos de cada programa y los currículos de EF. Los resultados presentan que ambas realidades generalmente están alineadas con los principios de la EF, siendo el desarrollo de valores y la promoción de hábitos saludables los aspectos que predominan en los programas estudiados. Se concluye que las actividades físico-deportivas extracurriculares que persiguen las finalidades de la EF sean desarrolladas de forma coherente con el ideal pedagógico de esta disciplina, para que la calidad educativa y los principios de la EF impacten de forma directa en el desarrollo integral de los participantes. 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83256 Physical inactivity among schoolchildren remains a major concern worldwide. This study explores the perceptions of schoolchildren and sports leaders and coaches in a non-competitive after-school sport programme on the promotion of physical activity and active lifestyle using a salutogenic approach. For this purpose, qualitative research was carried out through interviews with 71 informants (63 schoolchildren and 8 sports leaders and coaches). With the information obtained, was analysed using the sense of coherence (SOC) elements as analytical tools. The results identified three themes that captured informants’ perceptions: 1) They viewed the non-competitive after-school as a meaningful space that promotes regular physical activity practice due to the short-term benefits; 2) attending weekly sessions leads to learn how to play sports and interact with peers which helps to better comprehend the experience acquired; and 3) constructive social relationships with sports leaders and coaches were an important resource that made the non-competitive after-school sports programme manageable for them. It is concluded that non-competitive after-school sports programme had a positive impact on promoting health and wellbeing among participants by providing meaningful, manageable and comprehensibility experiences that contribute to the creation, preservation, and development of health. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83254 Este estudio analizó la calidad educativa de un programa de deporte escolar municipal extracurricular a partir de la percepción de las personas implicadas en su desarrollo y sus escolares participantes. Para ello, se realizó una investigación cualitativa en la que se realizaron entrevistas en profundidad tras haber sido validados los guiones de las preguntas por expertos en materia de deporte escolar. Se realizaron entrevistas a 83 informantes entre escolares y sus familiares, monitores y coordinadores del programa. Con la información obtenida se realizó un análisis de contenido en torno a tres dimensiones de análisis: 1) Participación, relaciones sociales y actitudes de los participantes, 2) Aprendizajes deportivos y promoción de hábitos saludables y estilo de vida activo, y 3) Transferencia a otros contextos, mediante el software Atlas.ti. Los resultados mostraron que se promovía la participación e igualdad de los participantes, se desarrollaba una educación en valores, los escolares estaban integrados y las interacciones sociales eran positivas, se promovían hábitos de práctica regular de actividad física, se desarrollaban aprendizajes, y lo adquirido en el programa tenía transferencia a otros contextos. Se concluyó que la calidad educativa del programa se sustenta en la satisfacción de sus participantes en consonancia con la consecución de sus fines y su coherencia con la educación física escolar. 2022-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83253 El objetivo de este estudio es realizar un análisis sobre el actual estado de la cuestión en la literatura internacional sobre la temática de la “Evaluación Orientada al Aprendizaje” (Learning Oriented Assessment, LOA) y la “Evaluación Auténtica” (Authentic Assessment, AA) en Educación Superior (HE). La necesidad surge de los nuevos retos que implica el Espacio Europeo de Educación Superior (EEES) en relación con la Evaluación Formativa y sus distintas formas de entenderla. Para ello se ha llevado a cabo una búsqueda bibliográfica en 3 bases de datos internacionales: WOS, ERIC y Google Scholar. Se ha realizado un análisis de contenido a través de un sistema con dos grandes categorías: LOA y AA. Los resultados principales del LOA son: (1) las tareas de evaluación deberían ser diseñadas para estimular el aprendizaje de los alumnos; (2) hay que implicar a los alumnos en la evaluación; (3) el feedback ha de darse en el momento adecuado y debe ser útil para el aprendizaje actual y futuro. La mayoría de experiencias indican aspectos positivos en la utilización de LOA-HE. Los resultados de AA indican que los principales criterios para su definición serían: (1) llevar a cabo tareas auténticas en el aula, con características similares o iguales a las de la vida real; (2) contexto similar o mimetizado al que se encontrarán en el trabajo. La mayoría de experiencias indican que el alumnado valora muy positivamente este tipo de evaluación, por su conexión con la vida real y/o el futuro ambiente de trabajo. 2020-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83228 Introducción y objetivo: la actividad física y el deporte son unas alternativas muy positivas para que la población de menor edad pueda tener un adecuado desarrollo físico, mental y social para que le permita conseguir rutinas saludables a lo largo de vida adulta. Por ello, el propósito de esta investigación es estudiar las actitudes, como elementos diferenciadores, en un modelo deportivo no competitivo y otro deportivo federado entre los escolares. Metodología: se ha realizado una evaluación de programas con un modelo de práctica deportiva educativa y no competitiva y otro reglada y federada. Se aplicó un cuestionario ad hoc con una escala de tipo Likert a una muestra de 186 participantes en el deporte escolar y federado. Resultados: los resultados señalan que no existen diferencias significativas en la satisfacción y lealtad con el modelo de práctica deportiva realizado, pero sí en el desarrollo de actitudes positivas y negativas, según cada caso. Conclusiones: se concluye que los escolares que participan en el deporte federado presentan actitudes positivas más altas que los escolares apuntados en el deporte escolar, influyendo en su satisfacción y lealtad con el modelo deportivo practicado. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83227 The purpose of this paper is to analyze the development of a non-competitive after-school sports program that promoted youth positive development in a Spanish town during the period that spans from 2011 to 2018. A sample of 4222 participants (2838 schoolchildren, 1071 family’s members, 261 sports leaders and coaches, and 52 PE teachers) involved in the after-school sports program were administered the annual questionnaire to evaluate the program. First, descriptive statistical analysis tests were performed. Spearman correlations analysis followed to establish relationships between studied variables. Results present a continuous improvement in the program as well as the sports facilities satisfaction, positive attitudes toward sport practice, positive stakeholders motor competence perception and educational quality. We conclude that non-competitive this after-school sports program has a higher potential to achieve better educational outcomes than in other sport competitive contexts of sports competition and increase recommended physical activity levels. 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83226 Purpose The study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed. Design/methodology/approach The study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys. Findings Participants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment; (2) The facilities and difficulties in this new modality of online training; and (3) The consequences of the crisis on higher education in the medium and long term. Originality/value Students participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis. 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83204 Fibromyalgia is a frequent disease, especially in women, and is recognised as a syndrome. Its effects can be very limiting, worsening your quality of life. In this paper, an adaptation of Priestley’s Analytical Music Therapy was applied through the symbolic use of improvised music in women with fibromyalgia with the aim of evaluating the subjective perception of relief or improvement of their symptoms. The study is based on 580 self-reports provided by 76 participants and obtained in 72 music therapy sessions carried out over six years and has a quasi-experimental research design with pretest-posttest measures and no control group. The perceived change experienced by the participants has been analysed in each of the dimensions of the Physical and Emotional Awareness Self-Assessment Wheel (CACFE) evaluation tool. The results showed that statistically significant changes occur when comparing the pre-post session reports: increase in concentration (68%), relaxation (65.5%), self-esteem (40.4%) and readiness (14.6%); and decrease in fatigue (51.9%) and pain perception (17.7%). In addition, an underlying structure of self-perceived change was found: through multidimensional scaling (MDS), two dimensions were found – intensity of change in relation to receptive techniques to access the unconscious, and driver of change through active techniques to explore the conscious mind and strengthen the self. 2023-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83202 Guided Imagery and Music (GIM) is now practiced and taught on every inhabited continent. With this international growth of GIM, both GIM therapists and clients have unique cultural backgrounds that are often different from the US American context in which the method was origin- ally developed. According to this reality, we undertook a cross-cultural study to explore how cultural factors relate to ways in which GIM cli- ents engage in the therapeutic process. This research study is based on a qualitative and interpretivist approach that utilized thematic ana- lysis of semi-structured interviews. Six GIM advanced trainees from three countries (Japan, Spain, and the US) participated in the study. Eight themes emerged that describe significant cultural factors that affected the initial stages of engaging in GIM as clients: personal experiences with non-ordinary states of consciousness (NOSC); spirituality; physical distance; linguistic expression; professional/academic background; socio-economic aspects; social norms/expectations; and non-directive facilitation/attitudes. The first seven of these themes constituted aspects of the participants’ individual sociocultural backgrounds that shaped their initial experiences of and expectations for GIM sessions and affected their GIM engagement. The eighth theme emerged as a transcultural factor in which a non-directive approach used by their GIM therapists allowed participants to engage in GIM more readily and form a new set of norms and expectations within their GIM sessions. Our research suggests that as participants developed a new set of norms and expectations as they acclimated to GIM, the therapist’s non-directive stance provided a bridge between these two sets of social or cultural norms. 2024-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83201 Summary Aim. — Boccia is a precision sport that requires excellent coordination and control of movements. Eligible impairments for this sport such as ataxia, hypertonia and athetosis cause limitations in a player’s coordination. The aim of this study was to investigate whether different throwing distances might have an impact on kinematics and accuracy across repeated throws. Method. — Five players belonging to the Spanish Boccia team, all with international experience, participated in this study. Participants were asked to throw ten times to three distances: short (1.5 m), medium (5 m), long (9 m), and throw at maximum speed. Twelve markers were placed on different anatomic points of the players and a comprehensive analysis of 3D-kinematics was designed to obtain the angles of the elbow flexion-extension, trunk inclination, the speed and the throwing time. Results. — Positive correlations were found between throwing speed and accuracy for medium distances, and negative correlations regarding long distances. Conclusion. — The degree of spasticity and trunk control might affect performance in this sport. 2018-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83170 The Holo-GIM method is a technique based on the use of accelerated breathing and non-classical music to help the traveler awaken to their innate healing potential and release somatic resistance. The Holo-GIM method represents an innovative approach combining elements from two established therapeutic techniques—Helen Bonny's Guided Imagery and Music and Stanislav Grof's Holotropic Breathwork. It aims to assist individuals in accessing their innate healing potential and releasing physical and emotional resistance through a unique synthesis of music and accelerated breathing. This article introduces the Holo-GIM method along with a description of its core components. These essential, core components include assessing client readiness, music selection, breathing induction, guiding process, and post-session considerations. Further attention is given to kinesthetic and somatic engagement, working with a client’s innate healing potential and cultural considerations. 2025-01-01T00:00:00Z https://uvadoc.uva.es/handle/10324/83167 El objetivo de este estudio es valorar el grado de interés, conocimiento y apoyo que manifiestan distintos profesionales, padres y madres de niños diagnosticados de TDAH ante la posibilidad de emplear Musicoterapia y determinadas terapias alternativas en el tratamiento del trastorno. Para ello se ha llevado a cabo una investigación cualitativa cuyas principales técnicas de obtención de datos son la entrevista en profundidad, la entrevista informal y el diario del entrevistador. Los resultados sugieren que la aplicación de terapias alternativas es recomendada como tratamiento complementario y que la Musicoterapia es igualmente recomendada, pero menos conocida por los profesionales que trabajan con el TDAH. 2019-01-01T00:00:00Z