Movement Sessions Research Articles

RENAL6: Movement Abnormality Quantitation: Comparison of On-Body vs. Around-Body Systems for Assessment of Movement Abnormalities in Chronic Kidney Disease

Background: Chronic kidney disease (CKD) causes a range of derangements including movement abnormalities. Presently, motion disorders are largely described qualitatively. Our group developed quantitative measurement devices: 1. wearable digital patch (Biostamp) (stretchable electronics) measuring motion with 6 degrees of freedom – an “on body” (contact) method, and 2. video telemedicine system using external markers (MOCA 2.0) – an “around-body” (non-contact) method, measuring body element movement, e.g. arms, fingers. We compared the relative performance of each system assessing a series of defined movements. We studied normal volunteers – free of CKD, to be utilized as controls for a next step patient CKD study. Methods: Six subjects (3:3 male:female) had both wearable digital sensor patches (on-body method) and small color paper markers (around-body method) applied. Subjects performed 6 defined movements, categorized as either small (<1 sq ft), medium (1-5 sq ft), or large (>5 sq ft). Each movement was performed for 30 seconds at both slow and fast pace, (n=3), for a total of 36 movement sessions. Digital signals for the on-body method were streamed and recorded contemporaneous with around-body video recording of subject movement. Analyzed data for each system was also compared to physical measurement of movements and distance traveled. Results: Simultaneous recording and quantitation of movements with both systems allowed for comparison of the two systems. The on-body digital patch system was able to detect all movements through positional acceleration and angular velocity which was processed into positional and angular data vs. time (Fig A, B.). The around-body system generated positional data vs. time, along with angles of movements for all movements performed (Fig C.). A limitation of the around-body system became apparent with small fast movements. For fast movement, camera lag frequently lost track of markers and did not accurately track movements, compared to the high level of fidelity and sensitivity seen with the digital patch system. Discussion: Both on-body and around body systems offer readily deployable means for capturing nuances of human motion useful for movement disorder diagnosis and monitoring. The on-body system reports data in angular velocities and accelerations which is converted into positional data. However, due to interpretation of forces registered by incorporated sensors, instead of true positional data, small errors may be introduced. In contrast the around-body video capture system utilizes video processing to directly yield positional data with respect to time. As actual positional data is measured this method is free of introduced sensor error, though has the limitation of inefficacy with movements too small or fast for camera capture. Understanding system constraints will allow future patient studies to advance with greater accuracy based on system choice.

A descriptive-comparative study to analyse physical activity levels and patterns during structured movement sessions in early childhood education: special focus on the role of teachers

Because teacher behaviour and children’s gender are correlates of young children’s physical activity during structured movement sessions in early years, teachers should develop effective teaching strategies to promote physical activity, with a special focus on girls. Following a descriptive-comparative study, the aims of this research were: (a) to analyse the physical activity levels and patterns during two structured movement sessions under the framework of experiential psychomotricity using accelerometry and direct observation methods; (b) to evaluate the impact of a formalised short intervention that focuses on physical activity during structured movement sessions; and (c) to explore young children’s experience of movement during both sessions using drawings. Our major findings were as follows: (a) the intervention had a positive impact on the physical activity levels and patterns in young girls during a structured movement session; (b) the teacher’s active role during sessions could have a positive impact on the physical activity levels favouring more diverse group compositions, especially with the girls; (c) the graphic representation act as a source of knowledge that help both the teacher and the child to make sense of their movement experience. Our results are useful for understanding how the teacher’s role during experiential psychomotricity could promote physical activity in young children.

Meeting current needs in mental health physical therapy: a qualitative study of students’ experiences

PurposeThe aim of this study was directed toward how a group of fourth year bachelor physiotherapy students describes their experiences, attitudes and beliefs from participating in a course of 40 h lasting three months in basic body awareness therapy (BBAT).Design/methodology/approachA qualitative study using phenomenological exploratory design was conducted. A total of 125 physiotherapy students within the subject of mental health physiotherapy, in the fourth year’s study course belonging participated. The BBAT introduction course consisted of 20 h theory and 20 h practical implementation with a particular focus on promoting movement quality through a movement awareness learning strategy. The course was carried out through three consecutive years. Data were collected through using focus group interview at the end of each movement session and qualitative face-to-face research interview at the end of the whole course.FindingsThe data-analysis revealed 16 emerging themes grouped into four categories: physical perceptions, body awareness characteristics, self-awareness and body awareness professional development.Research limitations/implicationsThis study highlights key experiences after attending a course on BBAT. In addition, it points out that to achieve movement quality awareness among the students, there is a need to include more self-training in the curriculum.Practical implicationsThe movement quality learning process is necessary to develop the mental health physiotherapy program. The experiences of students while body awareness learning process included physical perceptions, body awareness characteristics, self-awareness and professional development.Originality/valueThis study is among the first to describe the experiences of students when a movement awareness learning methodology is applied. In physiotherapy in mental health, this learning process is relevant for the application of BBAT.

‘About Being’: An interdisciplinary and collaborative arts and health project supporting the ongoing recovery of stroke survivors

Arts and health initiatives can make a valuable contribution to the ongoing recovery of stroke survivors. This article focuses on a study of the ‘About Being’ project, which provides dance and movement sessions for stroke survivors in the Cumbrian city of Carlisle, United Kingdom. The study evaluated the model of practice applied to the community project and how the sessions supported the ongoing recovery of stroke survivors. The methodology involved observations of the sessions and qualitative interviews. A unique feature of this project is that it brings together the fields of education, arts and health by engaging practitioners, academics and student volunteers, along with the stroke survivors who participate in the sessions. It is proposed that the success of the ‘About Being’ project is attributed to its interdisciplinary and collaborative practice, person-centred approach and multidirectional learning environment, which is beneficial for all those involved.

Mouvement de passage: Creating connections through movement among persons with dementia.

One of the challenging consequences of dementia is the change in relationships that can co-occur with the progression of this condition. Despite this well-documented change, few arts-based interventions target the relational dimension of dementia. This study aims to explore the effects of one arts-based relational intervention: a movement program designed to foster connections within a group of persons with dementia. We used ethnographic methods—including participant observations and informal interviews—to understand the relational effects of this program conducted by two dancers and a musician. The movement sessions were video recorded, and participant movement trajectories were analyzed for different ways in which they created connections. We identified two types of connections—nonreciprocal and reciprocal—and four subtypes of connections—connection to exercise/music, connection to participant, interpersonal connection, and group connection—that participants engaged in during the movement program. Despite most participants not remembering the previous movement sessions, they experienced increasing numbers of connections over the course of the program, particularly reciprocal interpersonal connections. Participants explored new forms of moving and creatively transformed the movement structures proposed by the dancers. The results demonstrate the effectiveness of this program in augmenting connections and fostering exploration and creativity in individuals with dementia, providing a template for further developments of interventions targeting the relational dimensions of dementia. This study also highlights the potential of combining ethnographic methods and video analysis to include the perspectives of persons with dementia in research.

Older people’s perceptions of the impact of Dance for Health sessions in an acute hospital setting: a qualitative study

ObjectivesTo explore the perceptions of hospitalised older people and their relatives of the impact of taking part in group dance sessions in an acute hospital setting.DesignA qualitative descriptive approach was...

Ecological correlates of Spanish preschoolers’ physical activity and sedentary behaviours during structured movement sessions

From an ecological perspective that understands health behaviours to be the result of interactions between personal, psychosocial and environmental factors, different authors have described patterns and correlations between physical activity (PA) and sedentary behaviours (SB) in physical education (PE). However, to our knowledge there have been no systematic evaluations of the PA levels and patterns during structured movement sessions in preschool children in Spain. Therefore, the aims of this study were: (a) to identify the individual, social and environmental factors that influence PA levels and patterns during structured movement sessions; (b) to assess PA and SB levels during these sessions in a preschool population in our country; and (c) to validate the use of the System for Observing Fitness Instruction Time (SOFIT) in Spanish preschoolers to assess PA and SB levels, using accelerometry as the reference method. Our major findings were that: (a) young children were physically active for more than 60% of the structured movement sessions; (b) boys were significantly more active than girls; (c) the lesson context of free play was associated with low levels of SB; (d) solitary and borderline interaction patterns during structured movement sessions significantly increased moderate- to vigorous-intensity PA; (e) social interaction was generally between the same gender; and (f) teachers spent most of the time observing. This study also provides an argument for reconsidering the responsibilities of early childhood education institutions and practitioners in developing structured PA opportunities in the framework of free exploration and communication.

The Role of Preschool Hours in Achieving Physical Activity Recommendations for Preschoolers.

Research on physical activity (PA) in different educational settings could elucidate which interventions promote a healthy school lifestyle in early childhood education (ECE). The aims of this study were: (a) to analyse the PA levels of preschoolers during school hours, as well as the rate of compliance with specific recommendations on total PA (TPA) and moderate-vigorous PA (MVPA); (b) to examine the role of structured movement sessions and recess time in the MVPA levels during school hours; (c) to evaluate the sociodemographic correlates of preschoolers and the school environment on MVPA behaviour during school hours. PA was evaluated with Actigraph accelerometers. Our main findings were that: (a) preschoolers engaged in very little TPA and MVPA during school hours; (b) children showed significantly higher MVPA levels on days with versus without structured movement sessions, and the contribution of the structured sessions to MVPA was significantly higher than that of recess time; (c) gender and age were associated with PA, and a high density of young children on the playground was associated with high levels of vigorous PA, whereas in the classroom, high density was associated with more sedentary behaviour. Structured PA could reduce the gap in achieving international recommendations.

Developing movement experiences with refugees to the United States who have undergone trauma

PurposeThe purpose of this study is to investigate what resources recent refugees to the USA tap into and how collaborative expressive movements were experienced with regard to coping and resourcing, and to derive a theoretical model that would inform the use of dance/movement therapy and other holistic treatment modalities with refugees.Design/methodology/approachA total of 13 refugees overall participated in parts of this study. Ten of these refugees completed movement sessions and semi-structured in-person interviews. Constructivist grounded theory methods and descriptive statistics were used to analyze the data.FindingsThe findings suggest that refugees draw on a number of resources. The collaborative movement experiences seemed to have both a settling and mobilizing effect with the most important phenomenon of connection to the self or to another person. A grounded theory model, developed based on the findings, shows a dynamic interaction between the encountered categories.Research limitations/implicationsThe findings are preliminary and not transferrable because of limited size and potential researcher bias.Practical implicationsThe findings contribute to an understanding of the resettlement and acculturation phase of refugees with potential implications and suggestions for current clinical practices and health services.Originality/valueThis study was original in its focus on understanding the role and the potential of body and expressive movement among refugees who have experienced trauma. Adherence to transformative paradigm principles invited participants to become co-researchers.

Dance for Health: The perceptions of healthcare professionals of the impact of music and movement sessions for older people in acute hospital settings.

To explore staff perceptions of the impact of weekly music and movement sessions involving older patients and staff on the wards where 'Dance for Health' sessions take place. Dance for Health is a programme of weekly group dance sessions, which take place on wards in an acute hospital setting. Recent research demonstrates the value of creative arts activities in clinical settings across the globe. However, there is little research exploring the impact of dance programmes for frail older people in acute hospital settings, or healthcare professionals' perceptions of the impact of these sessions on patients, staff and the ward environment. A qualitative descriptive approach was used. Twenty-one semi-structured interviews were conducted with staff who had supported patients participating in Dance for Health and the ward managers where the sessions took place. Data analysis was undertaken using a thematic analysis approach. The sessions challenged staff assumptions about older patients' musical preferences and the level of physical activity patients were able to undertake. Staff felt that the shared experience and interactions within the group enhanced staff-patient relationships. Staff taking part in the sessions reported feeling pleasure seeing their patients enjoying themselves and valued being a part of delivering the sessions. The Dance for Health programme in an acute hospital setting has the potential to promote person-centred care through encouraging self-expression and individuality. It is a meaningful and enjoyable activity, which encourages physical activity and social interaction and enriches the aesthetic experience of the hospital environment. This is the first study reporting on the use of dance sessions for older people in an acute hospital setting. Dance for Health had a positive impact on staff attending the sessions and enhanced staff-patient relationships. Staff support is key for effective delivery.

Creative Movement with Te and Ch’i – Global Virtual and Embodied Connection During the COVID-19 Pandemic

Creative Arts Educ Ther (2020) 6(1):61–71 DOI: 10.15212/CAET/2020/6/17 Creative Movement with Te and Ch’i – Global Virtual and Embodied Connection During the COVID-19 Pandemic 贯穿“德”与“气”的创意舞动：全球新冠疫情危机下的虚拟及具身化连接 Marcia Plevin1 and Tony Yu Zhou2 1Association of Creative Movement, Italy 2Inspirees Institute, China Abstract The COVID-19 epidemic, which emerged in China at the end of 2019, has quickly become a worldwide pandemic threatening the whole of humanity. The Chinese philosophy of Tao and Te, combined with the creative arts and specifically creative movement, highlight how embodied connection can be made through digital media to create a strong sense of belonging and emotional support. Ch’i, the vital energy cultivated by virtue and good intention (Te), can lead to a positive and creative energy which creates synergy among people. This article describes, using concrete examples how a creative movement (CM) session offered as part of an online webinar in March and April 2020 altered states of both mind and health. The webinars were initiated to encourage a global connection and to engender support within the professional community and were attended by both Chinese and overseas colleagues. Social responsibility, compassion, harmony with nature via Te and art-based practice are necessary to transform the current COVID-19 crisis into an opportunity and eventually a sustainable development for the world. Keywords: arts therapy, Ch’i, Chinese philosophy, COVID-19, creative movement, online teaching, somatic education, Te 摘要 新冠病毒疫情最早于2019年底在中国爆发，目前已经扩散到全世界，并成为威胁人类的大规模流行病。国际艺术教育和治疗界对这一全球危机进行了回应。本文介绍了创意舞动（嘉力文技法®）如何应用到2020年3月和2020年4月中外同行参加的全球网络分享会中，并连接和支持到全球范围内专业社区的。本文着重探讨了中国哲学中的“道“和”德“如何结合创造性艺术和过程，通过数字媒体建立具身化的体验和身心联系，以产生强烈的归属感和情感支持的。”气”是通过”德“培育生发出来的重要能量，可以带来正面积极的创造力，从而在人与人之间产生协同关系。文章呼唤新时代的领袖精神和社会责任感，并通过“德”和基于艺术的实践与自然和谐相处，用慈悲心去应对当下的疫情，将此次危机转化为机遇，并最终让全球获得可持续发展。 关键词： 创意舞动，新冠疫情，在线教育，全球危机，中国哲学，德，气，艺术治疗，身心教育

Pedagogical Knowledge of Structured Movement Sessions in the Early Education Curriculum: Perceptions of Teachers and Student Teachers

Early childhood education (ECE) teachers have traditionally been trained as generalists. However, there is now a growing awareness of the potential importance of having pedagogical content knowledge (PCK) of physical activity opportunities in the ECE curriculum. Furthermore, several scholars argue that movement content knowledge in physical education (PE) teacher education needs to be revisited. The aim of this study is to analyze ECE teachers’ and student teachers’ perception of PCK in the teaching and learning process of the structured movement sessions. Using a deductive coding scheme, we identified fourteen initial categories and consolidated them into three major categories. The first, the disregard for psychomotricity in the ECE curriculum, can be explained by (a) the perception that ECE is less important than elementary education, and (b) the lack of importance given to psychomotricity by society and schools, which have been responsible for exacerbating this distortion. Secondly, there are several barriers that threaten PCK during structured movement sessions: (a) lack of content knowledge; (b) lack of confidence; (c) lack of interest; (d) lack of training; (e) the non-standardized curriculum; (f) personal negatives experiences related to PE; and (g) lack of context-specific PE teacher education for ECE. Finally, we identified the following facilitating factors challenging these barriers: (a) interaction among members of the school community; (b) personal intrinsic motivation; (c) the role of university training and continuous professional development for exposing teachers to alternatives ways of thinking; and (d) teachers’ feelings of professional responsibility for modifying the reality of the educational context to generate positive practices.

Enhancing young children's movement experiences through a colouring activity pages: individualised ad hoc colouring materials can make a difference

ABSTRACT Young children’s colouring activities are an educational resource, providing an opportunity for children to express their feelings about the people and objects in their lives. To our knowledge, no systematic empirical research has yet addressed the question of how individualised childreńs colouring materials with a healthy message impact physical activity patterns and movement experiences in the early childhood education context. Therefore, the aim of this study was to analyse, following a quasi-experimental design, the impact of an individualised physical activity colouring pages on young childreńs physical activity patterns, through pedometry and systematic observation during outdoor movement sessions. Furthermore, childreńs drawings and narratives were used to explore children’s movement experiences to the individualised colouring activity pages. Our results suggest that the individualised ad hoc colouring materials can promote increased physical activity levels, but more importantly, children had the opportunity to discover new movement possibilities and explore their capabilities. In conclusion, it is really important for a wider range of early childhood education teachers to consider how creating their own materials might encourage more movement possibilities and active behaviours among young children.

Effect of consecutive jumping trials on metatarsophalangeal, ankle, and knee biomechanics during take-off and landing

This study examined the differences in single and consecutive jumps on ground reaction forces (GRF) as well as metatarsophalangeal (MTP), ankle and knee kinematics and kinetics during jumping take-off and landing. Eighteen basketball players performed countermovement jumps in both single and consecutive movement sessions. Synchronised force platform and motion capture systems were used to measure biomechanical variables during take-off and landing. Paired t-tests (or Wilcoxon signed-rank tests) were performed to examine any significant differences regarding mean and coefficient of variation in each of the variables tested. A Holm–Bonferroni correction was applied to P-values to control the false discovery rate of 5%. The findings indicated that consecutive jumps had lower jump height, take-off velocity and landing impact. During take-off, consecutive jumps demonstrated larger peak MTP and ankle extension velocities, knee extension moments as well as larger values for ankle and knee power generation; During landing, the consecutive jumps had larger peak MTP flexion angle, joint velocities (MTP, ankle and knee), and peak knee flexion moments and power absorption. Additionally, consecutive jumps had higher within-trial reliability (i.e. smaller CV) for peak MTP flexion angle at landing (P < 0.05), but lower reliability (i.e. higher CV) for peak knee flexion velocity and power absorption at landing. These results suggest that the consecutive jump trials led to distinct movement kinematics and higher loading responses in jump take-off and landing.

How might Embodied Cognition, Contact Improvisation and Meisner’s Standard Repetition Exercise together illuminate actor movement training?

This article presents research conducted during my time as a student at Royal Central School of Speech and Drama in London while completing my MFA in Movement: Directing and Teaching. The research comprised a study of the theory of embodied cognition and enactivsm in relation to actor movement training. Specifically, I looked at how Meisner’s Standard Repetition Exercise together with Contact Improvisation could help me assist the development of an enhanced embodied actor, as well as, explore how to teach Contact Improvisation in a way that was more specifically suited to the acting student, taking their particular expertise (transformation, language and emotions, while staying open and responsive to a scene-partner) into consideration. The work, comprising eight movement sessions of 1h40 min. taught over a period of three weeks to the BA Year One and Two students, was situated in my teaching practice at The Danish National School of Performing Art’s (DASPA’s), acting department in Odense. Here, I teach a range of different dance styles, contact improvisation, somatic work and yoga, movement-based character work, and movement direction. The article falls into two parts. Part one outlines the methods and theoretical foundation, part two presents the research performed with the students.

Comparing Free Play and Partly Structured Play in 4-5-Years-Old Children in an Outdoor Playground.

The aim of this study was to compare how the organization of a movement session as partly structured play or free play influenced the physical activity engagement in 4–5 years old pre-schoolers. The partly structured playgroup consisted of 46 children and the free playgroup consisted of 33 children. The playground activities consisted of 10 sessions each lasting 1 h, executed once per week in the period Mars to May 2017 at a specific playground setting. The partly structured playgroup conducted a movement activity session that included a combination of both structured- and free play activities. The free playgroup engaged in unstructured play, only. To detect the intensity of the physical activity each child carried an accelerometer 1 h the first week and last week of the intervention. Results indicate a significant difference in physical activity level between the two groups for the 5-year-old in the favor of the partly structured playgroup. There was a significant difference between the four-and 5-year-old in relation to physical activity level. No significant difference between the activity in March and May for the whole group was found.

The application of psychologically informed practice: observations of experienced physiotherapists working with people with chronic pain

ObjectivesPsychologically informed practice (PIP) is advocated for physiotherapists to help people with chronic pain. There is little research observing how PIP is delivered in clinical practice. This study describes behaviours and techniques used by experienced physiotherapists working with groups of people with chronic pain. Setting and ParticipantsExperienced physiotherapists (n=4) were observed working with groups of people with chronic pain in out-patient pain management, and physiotherapy departments, in a large UK city centre teaching hospital. DesignWe observed the clinical behaviours and interpersonal skills of experienced psychologically informed physiotherapists, enriched by their accounts of intentions. The physiotherapists were audio and video recorded delivering group movement sessions. Recordings were reviewed with the physiotherapists for elaboration of intentions, then thematically analysed for comparison with defined CBT competencies. ResultsFour themes representing physiotherapist intentions when working with people with chronic pain were identified; building a therapeutic alliance, reducing perceived threat, reconceptualising beliefs and somatic experience, and fostering self-efficacy. The physiotherapists also reflected on challenges including engaging patients in self-management, encouraging activity and reinforcing rather than correcting movement. Considerable overlap existed between the observed behaviours in this study and existing CBT competencies. ConclusionsThis paper complements current recommendations for delivering psychologically informed physiotherapy by providing examples of these skills being used in clinical practice. Further research supporting the development of training for, and mentoring of, physiotherapists, to promote competence and confidence in delivering psychologically informed interventions is recommended.

Stepping In: My Experience of Embodied Power Through the Relational-Cultural Framework

This qualitative embodied artistic inquiry self-study explored how I used my embodied power in an ethical and intentional way as a dance/movement therapist and illustrated how I experienced my embodied power as informed by relational-cultural theory and racial identity development theory. This led to an exploration of my racial identity as a White, second-year dance/movement therapy and counseling graduate student, who also identifies with other dominate cultural groups. Data were collected through five authentic movement sessions with a trained authentic movement practitioner. Data analysis took the form of creative synthesis through embodied writing passages following each authentic movement session. Results included a journey of self-compassion through a growing movement repertoire, which developed into three themes: self-acceptance, ownership of the past, and choice. Implications demonstrated the importance of therapists exploring theoretical frameworks that align with or challenge one’s worldview, and continuously engaging in introspective exploration of one’s racial identity.

Closeness at distance: new formats of authentic movement in runet

The article explores the transformation of authentic movement formats following the development of the Internet and social networks.&nbsp;The Internet offers a range of possibilities that challenge basic principles of authentic movement such as the mover and the witness physical co-presence, time and space limits.&nbsp;A hypothesis arises on possible digital divide while digital integration process attracts researchers’ attention.Using empirical data, different behavioural strategies in Internet are studied among Russian-speaking practitioners of authentic movement.&nbsp;Formats such a regular pair session conducted online and a solo movement session supported by a virtual group are given as examples.&nbsp;The authors focus on the qualitative aspect of human-technology relationships theorized in Don Idhe’s works on postphenomenology.&nbsp;Whether the Internet enlarges or reduces authentic movers’ bodily and sensory experience?How digital environment affects relationships in authentic movement, where security, trust and intimacy must to be crucial?

Niveles y patrones de actividad física en sesiones de motricidad infantil basadas en el juego libre

El objetivo del estudio consistió en analizar los niveles y patrones de actividad física de niñas y niños de educación infantil en dos sesiones de motricidad centradas en el juego libre. Participaron 32 estudiantes, de edades comprendidas entre los 48 y 54 meses y pertenecientes al segundo ciclo de educación infantil, de un colegio público de la Provincia de València, España. Los niveles y patrones de actividad física se determinaron a través de podometría y de un sistema observacional. El modelo A consistió en una sesión de juego libre por rincones-tiempo, mientras que el modelo B consistió en una sesión de juego libre por rincones-libre elección. Los resultados muestran que más de la mitad de las observaciones fueron reportadas como actividad física moderada-vigorosa en los dos modelos. No se reportaron diferencias en el número de pasos entre los dos modelos. No obstante, solo en el modelo A, las niñas a diferencia de los niños, alcanzaron un porcentaje mayor de observaciones en el indicador moderado-vigoroso. Además, los dos modelos generan patrones diferentes de interacción entre las niñas y los niños, así como un papel distinto por parte de la maestra. En conclusión, si la motricidad en el ámbito de la educación infantil quiere tener un papel protagónico para favorecer la formación integral del estudiantado, debe apuntar entre otras cosas, a un equilibrio entre las posibilidades de juego libre y la necesidad de promover la actividad física.