Teaching through dance: An opportunity to introduce physically active academic lessons

dc.creatorBeserra V.
dc.creatorNussbaum M.
dc.creatorNavarrete M.
dc.creatorAlvares D.
dc.date.accessioned2024-01-10T13:10:07Z
dc.date.accessioned2024-05-02T18:58:06Z
dc.date.available2024-01-10T13:10:07Z
dc.date.available2024-05-02T18:58:06Z
dc.date.created2024-01-10T13:10:07Z
dc.date.issued2021
dc.identifier10.1016/j.tate.2021.103450
dc.identifier0742051X
dc.identifierSCOPUS_ID:85111046689
dc.identifierhttps://doi.org/10.1016/j.tate.2021.103450
dc.identifierhttps://repositorio.uc.cl/handle/11534/77778
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9271650
dc.description.abstract© 2021 Elsevier LtdIntroducing physically active academic lessons into the school routine implies a significant change in educational practice. The aim of this study is to explore the acceptability and feasibility of delivering physically active academic lessons through dance. During five training sessions, 37 teachers created a series of dance routines based on mathematical functions. At the end, all teachers participated in focus groups. The results of the thematic analysis revealed high levels of interest among the teachers in incorporating physically active academic lessons into the school routine. Teachers also identified the main barriers to implementation and constructed lesson plans.
dc.languageen
dc.publisherElsevier Ltd
dc.rightsacceso restringido
dc.subjectCreative movement
dc.subjectMathematics
dc.subjectMovement
dc.subjectPhysical activity level
dc.subjectProfessional continuing education
dc.subjectProfessional development
dc.subjectTeacher perspectives
dc.titleTeaching through dance: An opportunity to introduce physically active academic lessons
dc.typeartículo


Este ítem pertenece a la siguiente institución