Italian Journal of Health Education, Sports and Inclusive Didactics
BIODANZA AND SOCIAL ACTION
Abstract
During childhood and adolescence it is very important to develop social skills; by creating moments and spaces in which to live positive emotions and create social relationships, motor and sports activities and dance play a significant role in the development of the person's Overall Well-being (understood in its cognitive, emotional, physical-motor, socio-relational, and spiritual multidimensionality) and in the improvement of the Quality of Life. The aim of this paper is to highlight the psycho-physical, affective-emotional and socio-relational effects of the Biodanza RTS experience on the development of emotional competences linked to the learning of social skills, and the contribution of the latter to the improvement of children and adolescents' quality of life. The transformative, educational and didactic potential of Biodanza RTS is based on bodily-mediated training processes, capable of triggering an existential change that is closely linked to the enhancement of social skills, such as the ability to express one's own emotions, reading those of others, cooperate and feel empathy, and which contribute to get to a personal evolution, to the development of social relationships and to the improvement of the quality of life.
Full Text:
PDF (Italiano)References
Abad M. T., Castillo E., Orizia A. C. (2014). “Los efectos de un programa motor basado en la biodanza en relación con parámetros de inteligencia emocional en mujeres”. Cuadernos de Psicología del Deporte, 14(1), 13-21.
Artazcoz L., Escribà-Agüir V., Cortes I. (2006). “El estrés en una sociedad instalada en el cambio”. Gaceta Sanitaria, 20, 71-78.
Baldwin K., Tinsley Η. (1988). “An investigation of the validity of Tinsley and Tinsley’s (1986) theory of leisure experience”. Journal of Counseling Psychology, 35, 263–267
Baptista F, Santos D.A., Silva A.M., et al. (2012). “Prevalence of the Portuguese population attaining sufficient physical activity”. Medicine & Science in Sports & Exercise, 44, 466 -73.
Bebetsos E., Goulimaris D. (2014). Personal outcome and leadership as defining factors of satisfaction in the context of the course “Arts II: Overview of Greek Music and Dance” of the Hellenic Open University. Turkish Online Journal of Distant Education, 15, 2, 1, 12-23.
Bläsing B., Calvo-Merino B., Cross E.S., Jola C., Honisch J., Stevens C.J. (2012). “Neurocognitive control in dance perception and performance”. Acta Psychol. 139, 300–308.doi:10.1016/j.actpsy.2011.12.005
Bojner Horwitz E. (2004). “Dance/movement Therapy in fibromyalgia patients– Aspects and Consequences of verbal, visual and hormonal analyses”. Doctoral dissertation from the faculty of Medicine, Department of Public Health and Caring Sciences, Uppsala University, Uppsala.
Bojner Horwitz E., Lennartsson A.K., Töres P. G. Theorell T.P.G., l Ullén F. (2015). “Engagement in dance is associated with emotional competence in interplay with others”. FrontiersinPsycholog |Volume6|Article1096
Bonetti A., Cantos G. M., Tavares J., Edinéia M. (2010). “Actividades interdisciplinares e multiprofissionais: Relatos de experiencia com participantes do programa de prevençao para doenças cardiovasculares”. Extensio: Revista electrônica de extensao, 7(10), 70-89.
Brajsa-Zganec A., Merkas M., Sverko I. (2011). “Quality of Life and Leisure Activities: How Do Leisure Activities Contribute to Subjective Well-Being?” Social Indicators Research, 102(1), 81-91.
Brown GW, Harris TO. (1989). “Life events and illness”. New York: Guilford Press
Brown S., Parsons L.M. (2008). “The neuroscience of dance”. Sci. Am. 299, 78–83. doi:10.1038/scientificamerican0708-78
Calvo-Merino B., Glaser D.E., Grezes J., Passingham R.E., Haggard P. (2005). “Action observation and acquires motor skills: an FMRI study with expert dancers”. Cereb. Cortex 15, 1243 1249.doi:10.1093/cercor/bhi007
Cantos G. M., Da Silva E., Da Silva C. S., Waltrick C. D., Hermes E. M. (2005). “Biodanza como nova abordagem terapêutica para pacientes com problemas cardiovasculares”. Revista Pensamento Biocêntrico, 2, 5-10.
Chartrand T. L., & Bargh J. A. (1999). “The chameleon effect: The perception-behavior link and social Interaction”. Journal of Personality and Social Psychology, 76, 893–910. https://doi.org/10.1037/0022-3514.76.6.893
Castañeda G. M. (2004). “Cuerpo y vivencia: un encuentro consigo mismo. Un acercamiento desde la biodanza”. Educación Física y Deporte, 23(2), 61-77.
Castañeda G. M. (2009). “La biodanza como práctica corporal. En relación con la promoción de la salud”. Educación Física y Deporte, 28(2), 81-90.
Codrons E., Bernardi N. F., Vandoni M., Bernardi L. (2014). “Spontaneous group synchronization of movements and respiratory rhythms”. PLoS ONE, 9, 1–10. https://doi.org/10.1371/journal.pone.0107538
Cross E.S., Hamilton A.F., Grafton S.T. (2006). “Building a motor simulation de novo: observation of dance by dancers”. Neuroimage 31, 1257–1267.doi: 10.1016/j.neuroimage.2006.01.033
D'Ausilio A., Badino L., Li Y., Tokay S., Craighero L., Canto R., et al. (2012). “Leadership in orchestra emerges from the causal relationships of movement kinematics”. Sirigu A, editor. PLoS ONE. 7(5):e35757.https://doi.org/10.1371/journal.pone.0035757 PMID: 22590511
Damasio A. R. (2001). “El error de Descartes”. Barcelona: Crítica.
Darginidou L., Goulimaris D., Mavridis G. (2017) “Social skills and prediction of the quality of life of adolescents .The case of dance and physical activities”. Journal of Physical Education and Sport R (JPES), 17 Supplement issue 2, Art 76
Darginidou L., Goulimaris D, Mavridis G., Genti M. (2017). “Physical activities, recreational activities and social skills of adolescents”. Sport Science 10 (2017) Suppl 1: 76-82
Dong P., Dai X., Wyer R. S., Jr (2015). “Actors conform, observers react: The effects of behavioral
synchrony on conformity”. Journal of Personality and Social Psychology, 108, 60–75. https://doi.org/10.1037/pspi0000001
Doulias E., Cosmidou E., Paulogiannis C., Patsiaouras A. (2007). “Investigation of Incentive to Participate in Junior Folk Dance Groups (in Greek)”. Inquiries in sport & Physical Education, 3 (2), 107-112.
Erhart M., Ottova V., Gaspar T., et al. (2009). “Measuring mental health and well -being of school-children in 15 European countries using the KIDSCREEN-10 Index”. International Journal of Public Health, 54, 160- 166.
Fernández F. M. (2012). “Vivencia de despedida y duelo con biodanza”. Maracaibo, República Bolivariana de Venezuela: Monografía Biodanza.
Fischer R., Callander R., Reddish P., Bulbulia J. (2013). “How do rituals affect cooperation? An
experimental field study comparing nine ritual types”. Human Nature, 24, 115–125. https://doi.org/10.1007/s12110-013-9167-y
Genti M., Goulimaris D., Yfantidou G., (2009). “The Psychological Mood of Adult Participants in Aerobics, Greek Traditional Dancing and Muscle Strengthening Programs”. International Journal of Sport Management, Recreation & Tourism, 4, 40-51.
Goldwurm G. F. (2015). “Esperienza ottimale e selezione psicologica”. In: Psicologia Positiva. Applicazioni per il benessere. Trento: Erickson SpA, pp. 129-147.
Goulimaris D., Mavridis G., Genti M., Rokka S. (2014). “Relationships between basic psychological needs and psychological well-being in recreational dance activities”. Journal of Physical Education and Sport, 14, 2, 277-284.
Goulimaris D. Filippou D.A., Koupani A. (2016). “How does the motivational climate differ among adult dancers within an educational context?” Journal of Physical Education and Sport, 16, 1, 252 - 257. DOI:10.7752/jpes.2016.01040.
Grammer K., Oberzaucher E., Holzleitner I., et al. (2011). “Dance: the human body as a dynamic motion system” In The Implications of Embodiment: Cognition and Communication. W. Tschacher & C. Bergomi, Eds.: 173–192. Exeter: Imprint Academic
Hanna J.L. (1979). “To Dance Is Human: A Theory of Nonverbal Communication”. Austin: University of Texas Press.
Hay D. F., Payne A., Chadwick, A. (2004). “Peer relations in childhood”. Journal of Child Psychology and Psychiatry, 45, 84-108.
Hove M. J., Risen, J. L. (2009). “It’s all in the timing: Interpersonal synchrony increases affiliation”. Social Cognition, 27, 949–960. https://doi.org/10.1521/soco.2009.27.6.949
Junttila N., Voeten M., Kaukiainen A., Vauras M. (2006). “Multisource assessment of children´s social Competence”. Educational and Psychological Measurement, 66, 876-895.
Koch S.C., Fuchs T. (2011). “Embodied art therapies”. Arts Psychother. 38, 276–280.doi:10.1016/j.aip.2011.08.007
Karpati F.J., Giacosa C., Foster N.E.V., Penhune V.B., Hyde K.L. (2015). “Dance and the brain: a review”. ANNALS OF THE NEW YORK ACADEMY OF SCIENCES. Issue: The Neurosciences and Music V. New York Academy of Sciences.
Krantz G., Madison G., Merker B. (2006). “Melodic intervals as reflected in body movements”. Ann. N.Y. Acad. Sci. 999, 374–376.
Lakens D. (2010). “Movement synchrony and perceived entitativity”. Journal of Experimental Social Psychology, 46, 701–708. https://doi.org/10.3389/fphys.2012.00405
Launay J., Dean, R. T., Bailes F. (2014). “Synchronising movements with the sounds of a virtual partner enhances partner likeability”. Cognitive Processes, 15, 491–501. https://doi.org/10.1007/s10339-014-0618-0
Lienard P., Boyer P. (2006). “Whence collective rituals? A cultural selection model of ritualized behavior”. Am. Anthropol. 108: 814–827.
Lloyd K., Little D.E. (2010). “Self-determination theory as a framework for understanding women's psychological well-being outcomes from leisure-time physical activity”. Leisure Sciences, 32, 369–385.
López J.R.H., Fierro-Suero S., Fernández-Ozcorta E.J., Sáenz-López Buñuel P. (2018). “Efectos de un programa de biodanza en relación a parámetros físicos y psicológicos en Educación Primaria”. Revista de Ciencias del Deporte , V. 14 (1)
Lugnegard T., Hallerback M.U., Gillberg, C. (2011). “Psychiatric comorbility in young adults with a clinical diagnosis of Aspenger's syndrome”. Research in developmental Disabilities, 1910-191
Lumsden J., Miles L. K., Macrae C. N. (2014). “Sync or sink? Interpersonal synchrony impacts selfesteem”. Frontiers in Psychology, 5, 1–10. https://doi.org/10.3389/fpsyg.2014.01064
Mahan S., Matson J. (2011). “Children and adolescents with autism spectrum disorders copared to typically developing controls on the Behavioral Assessment system for children, Second Edition (BASC-2)”.Research in Autism Spectrum Disorders,5, 230–236.
Maher J.P., Doerksen S.E., Elavsky S., Hyde A.L., Pincus A.L., Ram N., Conroy D.E.(2013). “A daily analysis of physical activity and satisfaction with life in emerging adults”. Health Psychology, 32, 647– 656.
Marsh K. L., Richardson M. J., Schmidt R. C. (2009). “Social connection through joint action and interpersonal coordination”. Topics in Cognitive Science, 1, 320–339. https://doi.org/10.1111/j.1756-8765.2009.01022.x
Matson J., Wilkins C. (2009). “Psychometric testing methods for children’s social skills”. Research in Developmental. Research in Developmental Disabilities 30, 249-274.
McGarry L.M., Russo F.A. (2011). “Mirroring in Dance/Movement Therapy: Potential mechanisms behind empathy enhancement”. The Arts in Psychotherapy Volume 38, Issue 3, July 2011, Elsevier DOI: 10.1016 / j.aip.2011.04.005
Merlo E. (2015). “Biodanza: Abordaje terapéutico. "Música, movimiento y emoción". En I. Cecilla, A. Pereira, M. Valles y T. Matías (Eds.), “La experiencia musical: Cuerpo, tiempo y sonido en el escenario de nuestra mente” (pp. 165-169). Buenos Aires: SACCoM.
Mikihiro S., Jordan J.S., Funk D.C. (2014). “The Role of Physically Active Leisure for Enhancing Quality of Life”. Journal of Leisure Sciences, 36(3).
Mithen S.J. (2005). “The Singing Neanderthals: The Origins of Music, Language, Mind and Body”. London: Weidenfeld & Nicolson.
Mueller, U. (2012). “Efectos de la biodanza en la salud mental del diabético”. (Tesis doctoral). Universidad Rafael Landívar, Guatemala.
Munsell S. E., Bryant D., Kimberly E. (2016). “Dance and Special Education”. Preventing School Failure, 59 (3) 129-133.
Oullier O., de Guzman G. C., Jantzen K. J., Lagarde J., Kelso, J. A. S. (2008). “Social coordination dynamics: Measuring human bonding”. Social Neuroscience, 3, 178–192. https://doi.org/10.1080/17470910701563392
Ravens-Sieberer U., Torsheim T., Hetland J., et al. (2009). “Subjective health, symptom load and quality of life of children and adolescents in Europe”. International Journal Public Health, 54, 151-159.
Reddish P., Fischer R., Bulbulia J. (2013). “Let’s dance together: Synchrony, shared intentionality and cooperation”. PLoS ONE, 8, 1–13. https://doi.org/10.1371/journal.pone.0071182
Reinders N., Bryden P.J., Fletcher P.C. (2015). “Dancing with Down syndrome: a phenomenological case study”. Research in Dance Education, 16(3), 1-17.
Reynolds D., Jola C., Pollick F.E. (2011). “Dance research electronic– introduction dance and neuroscience–new partnerships”. Dance Res. 29, 260–269.doi:10.3366/drs.2011.0019
Rizzolatti G., Fogassi L., Gallese V. (2001). “Neurophysiological mechanisms underlying the understanding and imitation of action”. Nat. Rev. Neurosci. 2, 661–670.doi:10.1038/35090060
Rizzolatti G., Craighero L. (2004). “The mirror-neuron system”. Annu. Rev. Neurosci. 27, 169–192.doi:10.1146/annurev.neuro.27.070203. 144230
Rosa R. (2019). “Corporeità e Ri-Educabilità nel Sistema Penitenziario”, in Inclusive Didactics, Methodology and Sports, 16 - Filo Refe, January 2019
Rosa R., Madonna G. (2019). “Biodanza RTS, approccio motorio innovativo nella rieducazione dei Giovani Detenuti” in: Lo Sport in chiave Psico-Pedagogica. Sport in a Psycho-Pedagogical Key. Year 3 n. 1 – January-march 2019. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva. Universitarie Romane Editions. Rome, printed on april 2019, pp. 77-90
Sardinha L. B., Santos R., Vale S., et al. (2011). “Prevalence of overweight and obesity among Portuguese youth: a study in a representative sample of 10–18 year-old children and adolescents”. International Journal of Pediatric Obesity 6, 124-128.
Schmidt R. C., Richardson M. J. (2008). “Dynamics of interpersonal coordination”. In A. Fuchs & V. K. Jirsa (Eds.), Coordination: Neural, behavioral and social dynamics (pp. 281–308). Berlin, Heidelberg: Springer-Verlag. https://doi.org/10.1007/978-3-540-74479-5_14
Sevdalis V., Keller P.E. (2011) “Captured by motion: dance, action understanding, and social cognition”. Brain and Cognition, Volume 77, issue 2.
Spengler S., Woll, A. (2013). “The more physically active the healthier? The relationship between physical activity and health-related quality of life in adolescents: the MoMo study”. Journal of Physical Activity and Health, 10, 708-715.
Stueck M., Villegas A., Lahn F., Bauer K., Tofts P., Sack U., (2016). “Biodanza for kindergarten children (TANZPRO-Biodanza): reporting on changes of cortisol levels and emotion recognition”. Body, Movement and Dance in Psychoterapy. An International Journal for Theory,Research and Practice Vollume 11 – Issue 1
Stueck M. (2010). “Water based self-regulation with Biodanza for children as a preventive intervention for reduction of trauma and increasing of attachment behavior”. In Evelin Witruk (Ed.), Contribution to educational and rehabilitative psychology. Learning, adjustment and stress disorders (pp. 359–366). Frankfurt: Peter Lang.
Stueck M., Villegas A. (2008). “Dance towards health? Empirical research to Biodanza- Biodanza mirrored in the science” (Vol. 1). Strasburg: Schibri-Verlag (published in 4 languages: German, Italian, Spanish, English).
Stueck M., Villegas A. (2012). “Overview on biodanza research – An 8-point masterplan”. Biopsychological Basics of Life, 1, 7–15.
Stueck M., Villegas A. (2009). “Dance oriented programme with elements of Biodanza for children (TANZPRO-Biodanza for children)”. Leipzig: Publisher Healthy Education.
Stueck M., Villegas A., Terren R., Toro V., Mazzarella L., Schroeder H. (2008). “Dance the stress? Biodanza as a new body oriented psychological method of intervention for reduction of stress for teachers”. Ergomed, 2, 34–43.
Stueck M., Villegas A., Schoenichen C., Bauer K., Tofts P., Sack U. (2013). “Effects of an evidence based dance program (Tanzpro-Biodanza) for kindergarten children aged four to six on immunoglobuline a, testosterone, and heart rate”. Problems of Education in the 21st century, 56, 128-143.
Tarr B., Launay J., Cohen E., Dunbar R. (2015). “Synchrony and exertion during dance independently raise pain threshold and encourage social bonding”. Biology Letters, 11, 1–4. https://doi.org/10.1098/rsbl.2015.0767
Temple V. A., Crane J. R., Brown A., Williams B.-L., Bell R. (2016). “Recreational Activities and Motor Skills of Children in Kindergarten”. Physical Education and Sport Pedagogy, 21(3).
Toro Araneda, R. (2007). “Biodanza”. Chile: Editorial Cuarto Propio.
Toro Araneda, R. (2000). “Biodanza. Musica, movimento, comunicazione espressiva per lo sviluppo armonico della personalità”. Red: Cornaredo (Mi).
Toundas C., Tsiantis I., Dimitrakaki Ch., Petanidou D., Tzavaras Ch., Diareme S., Et al. (2006). “Study Kidscreen: Assessment of quality of life related to the health of children and adolescents (in greek)”. Date of recovery: 15-12-2016, http://www.neaygeia.gr/UserFiles/File/MELETH_KIDSCREEN.pdf.
Umilta M., Kohler E., Gallese V., Fogassi L., Fadiga L., Keysers C., et al. (2001). “I know what you are doing: a neurophysiological study”. Neuron 31, 155–165.
Valdesolo P., Ouyang J., De Steno D. (2010). “The rhythm of joint action: Synchrony promotes cooperative ability”. Journal of Experimental Social Psychology, 46, 693–695. https://doi.org/10.1016/j.jesp.2010.03.004
Vicary S. Sperling M., Von Zimmermann J., Richardson D.C., Orgs G (2017) “Joint action aesthetics”. PLoS ONE 12(7) https://doi.org/10.1371/journal.pone.0180101
Villegas A., Stuck M. (1999). “Efectos Psicofisiológicos de un método basado en la música, el movimiento y el encuentro grupal (Biodanza)”. Buenos Aires: Universidad Abierta Interamericana.
von Zimmermann J., Vicary S., Sperling M., Orgs G., Richardson D.C. (2018) “The Choreography of Group Affiliation”. Topics in Cognitive Science, volume 10, issue 1, Wiley Periodicals. P80-94 DOI: 10.1111/tops.12320 in “Coordination and Context in Cognitive Science,” Christopher T. Kello (Topic Editor).
Voutsina M., Goulimaris D. (2016). “Motivation and job satisfaction of people working in recreational dance activities”. Sport Science, 9, 1, 28-36.
Walker G. J., Halpenny E., Spiers A., Deng, J. (2011). “A prospective panel study of Chinese-Canadian immigrants’ leisure participation and leisure satisfaction”. Leisure Sciences, 33, 349–365.
Wankel L., Berger Β. (1990). “The psychological and social benefits of sport and physical activity”. Journal of Leisure Research 22, pp. 167–182.
WHOQOL group (1993). “Study protocol for the World Health Organization project to develop a quality of life assessment instrument (WHOQUOL)” .Quality of life research 2. 153-159.
Wiltermuth S. S., Heath C. (2009). “Synchrony and cooperation”. Psychological Science, 20, 1–5. https://doi.org/10.1111/j.1467-9280.2008.02253.x
Worley J., Matson J. (2011). “Psychiatric symptoms in children diagnosed with an autism spectrum disorder: An examination of gender differences”. Research in Autism Disorders 3, 1086-1091.
DOI: https://doi.org/10.32043/gsd.v3i3.134
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN printed: 2532-3296