Learning and Teaching Artistic Physical Activities: Theoretical Frameworks Empirical Researches

I. Research Papers
By Lucile Lafont, Liza Martin

The objective of this article is to present a summary of research that has been conducted on the learning/teaching processes in the case of artistic physical activities such as dance, acrobatics, gymnastics and so on. . . After developing a discussion on taxonomies of artistic activities by highlighting the similarities and differences, the research results are presented. The theoretical framework is the “multidimensional approach to acquisitions” (constructivism, socio-cognitive and social constructivism). The results demonstrate the use and utility of interactive models in various artistic physical activities (dance and circus) or sports with an artistic dimension (acrobatics, gymnastics and rhythmic gymnastics). Some conditions of effectiveness of these guidance procedures are explained. From the point of view of student learning, despite different theoretical frameworks, the current work refutes the idea of the passivity of the imitative process. Whatever situations (interactions between students or between teacher and students), the acquisition of morphokinesis with the help of others can only be understood from a perspective of a systemic mutual adjustment between interacting partners.


  • guidance
  • model
  • interaction
  • learning
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