Student Moods Before and After Body Expression and Dance Assessments. Gender Perspective.
Identifieur interne : 000146 ( Main/Exploration ); précédent : 000145; suivant : 000147Student Moods Before and After Body Expression and Dance Assessments. Gender Perspective.
Auteurs : Mercè Mateu [Espagne] ; Silvia Garcías [Espagne] ; Luciana Spadafora [Espagne] ; Ana Andrés [Espagne] ; Eulàlia Febrer [Espagne]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2020.
Abstract
Body expression and dance are activities that contribute to the integral well-being of people. In an educational context, the process of evaluating our students implies variations in their moods. This study tackles the states of mind that students perceive before and after the evaluation of a practice in the subject of Body expression and dance, developed through choreographies, that were, previously rehearsed, and later presented to the rest of the class in a specific session. Our main interest was the obtention of information on the states of mind of the students prior to the evaluation of their choreographies (cooperative task), and again once they had been performed. The study design consisted of two phases: two different choreographies separated by an interval of 2 months. The students were asked about their moods before and after performing their choreographies, which were evaluated. The participants, 167 in total, 35 women (20.5%) and 132 men (79.5%), aged 18 to 22 years old, filled out a POMS (Profile of Mood States) questionnaire, before and after the evaluation of each occasion. Differences were found in the stress-anxiety, vigor-activity, fatigue-immobility scales and the total mood score (PGMS). In all of them, except for the fatigue-immobility scale, we found a decrease in scores after the performance, compared to scores before. For the Stress-Anxiety factor, lower values were observed in the post-tests in comparison to the pre-tests, and also lower values in the pre- and post-test scores regarding the second choreography. We conclude that the practical evaluation of the subject through choreography modifies the mood states of the students, favoring their well-being after its execution, which is why evaluation through practice is considered a positive element in the educational process.
DOI: 10.3389/fpsyg.2020.612811
PubMed: 33488481
PubMed Central: PMC7820532
Affiliations:
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In an educational context, the process of evaluating our students implies variations in their moods. This study tackles the states of mind that students perceive before and after the evaluation of a practice in the subject of <i>Body expression and dance</i>, developed through choreographies, that were, previously rehearsed, and later presented to the rest of the class in a specific session. Our main interest was the obtention of information on the states of mind of the students prior to the evaluation of their choreographies (cooperative task), and again once they had been performed. The study design consisted of two phases: two different choreographies separated by an interval of 2 months. The students were asked about their moods before and after performing their choreographies, which were evaluated. The participants, 167 in total, 35 women (20.5%) and 132 men (79.5%), aged 18 to 22 years old, filled out a POMS (Profile of Mood States) questionnaire, before and after the evaluation of each occasion. Differences were found in the stress-anxiety, vigor-activity, fatigue-immobility scales and the total mood score (PGMS). In all of them, except for the fatigue-immobility scale, we found a decrease in scores after the performance, compared to scores before. For the Stress-Anxiety factor, lower values were observed in the post-tests in comparison to the pre-tests, and also lower values in the pre- and post-test scores regarding the second choreography. We conclude that the practical evaluation of the subject through choreography modifies the mood states of the students, favoring their well-being after its execution, which is why evaluation through practice is considered a positive element in the educational process.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">33488481</PMID><DateRevised><Year>2021</Year><Month>01</Month><Day>26</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>11</Volume><PubDate><Year>2020</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Student Moods Before and After Body Expression and Dance Assessments. Gender Perspective.</ArticleTitle><Pagination><MedlinePgn>612811</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2020.612811</ELocationID><Abstract><AbstractText>Body expression and dance are activities that contribute to the integral well-being of people. In an educational context, the process of evaluating our students implies variations in their moods. This study tackles the states of mind that students perceive before and after the evaluation of a practice in the subject of <i>Body expression and dance</i>, developed through choreographies, that were, previously rehearsed, and later presented to the rest of the class in a specific session. Our main interest was the obtention of information on the states of mind of the students prior to the evaluation of their choreographies (cooperative task), and again once they had been performed. The study design consisted of two phases: two different choreographies separated by an interval of 2 months. The students were asked about their moods before and after performing their choreographies, which were evaluated. The participants, 167 in total, 35 women (20.5%) and 132 men (79.5%), aged 18 to 22 years old, filled out a POMS (Profile of Mood States) questionnaire, before and after the evaluation of each occasion. Differences were found in the stress-anxiety, vigor-activity, fatigue-immobility scales and the total mood score (PGMS). In all of them, except for the fatigue-immobility scale, we found a decrease in scores after the performance, compared to scores before. For the Stress-Anxiety factor, lower values were observed in the post-tests in comparison to the pre-tests, and also lower values in the pre- and post-test scores regarding the second choreography. We conclude that the practical evaluation of the subject through choreography modifies the mood states of the students, favoring their well-being after its execution, which is why evaluation through practice is considered a positive element in the educational process.</AbstractText><CopyrightInformation>Copyright © 2021 Mateu, Garcías, Spadafora, Andrés and Febrer.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Mateu</LastName><ForeName>Mercè</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>Complex System Research Group, Institut Nacional d'Educació Física de Catalunya, Universitat de Barcelona, Barcelona, Spain.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Collaborator of Motor Action Research Group, Institut Nacional d'Educació Física de Catalunya, Universitat de Lleida, Lleida, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Garcías</LastName><ForeName>Silvia</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Institut Nacional d'Educació Física de Catalunya, Universitat de Lleida, Lleida, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Spadafora</LastName><ForeName>Luciana</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Institut Nacional d'Educació Física de Catalunya, Universitat de Lleida, Lleida, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Andrés</LastName><ForeName>Ana</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Blanquerna Foundation, Ramón Llull University, Barcelona, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Febrer</LastName><ForeName>Eulàlia</ForeName><Initials>E</Initials><AffiliationInfo><Affiliation>Conservatori Superior de Música de les Illes Balears, Palma, Spain.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2021</Year><Month>01</Month><Day>08</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">assessment</Keyword><Keyword MajorTopicYN="N">body language</Keyword><Keyword MajorTopicYN="N">dance</Keyword><Keyword MajorTopicYN="N">mood</Keyword><Keyword MajorTopicYN="N">physical education</Keyword><Keyword MajorTopicYN="N">well-being</Keyword></KeywordList><CoiStatement>The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2020</Year><Month>09</Month><Day>30</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2020</Year><Month>11</Month><Day>30</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2021</Year><Month>1</Month><Day>25</Day><Hour>5</Hour><Minute>38</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2021</Year><Month>1</Month><Day>26</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2021</Year><Month>1</Month><Day>26</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">33488481</ArticleId><ArticleId IdType="doi">10.3389/fpsyg.2020.612811</ArticleId><ArticleId IdType="pmc">PMC7820532</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Psychol Health Med. 2014;19(5):605-13</Citation><ArticleIdList><ArticleId 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sort="Andres, Ana" uniqKey="Andres A" first="Ana" last="Andrés">Ana Andrés</name><name sortKey="Febrer, Eulalia" sort="Febrer, Eulalia" uniqKey="Febrer E" first="Eulàlia" last="Febrer">Eulàlia Febrer</name><name sortKey="Garcias, Silvia" sort="Garcias, Silvia" uniqKey="Garcias S" first="Silvia" last="Garcías">Silvia Garcías</name><name sortKey="Mateu, Merce" sort="Mateu, Merce" uniqKey="Mateu M" first="Mercè" last="Mateu">Mercè Mateu</name><name sortKey="Spadafora, Luciana" sort="Spadafora, Luciana" uniqKey="Spadafora L" first="Luciana" last="Spadafora">Luciana Spadafora</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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