Mateu Mercè, Garcías Silvia, Spadafora Luciana, Andrés Ana, Febrer Eulàlia
Complex System Research Group, Institut Nacional d'Educació Física de Catalunya, Universitat de Barcelona, Barcelona, Spain.
Collaborator of Motor Action Research Group, Institut Nacional d'Educació Física de Catalunya, Universitat de Lleida, Lleida, Spain.
Front Psychol. 2021 Jan 8;11:612811. doi: 10.3389/fpsyg.2020.612811. eCollection 2020.
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 , 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.
身体表达和舞蹈是有助于人们整体幸福感的活动。在教育背景下，评估学生的过程意味着他们情绪的变化。本研究探讨了学生在对通过舞蹈编排开展的某学科实践进行评估之前和之后所感知到的心理状态，这些舞蹈编排事先经过排练，随后在特定课程中展示给班级其他同学。我们主要感兴趣的是获取有关学生在舞蹈编排评估（合作任务）之前以及表演之后的心理状态信息。研究设计包括两个阶段：两个不同的舞蹈编排，间隔两个月。学生们被问及在表演舞蹈编排之前和之后的情绪，这些舞蹈编排会被评估。参与者共有167人，其中35名女性（20.5%）和132名男性（79.5%），年龄在18至22岁之间，在每次评估之前和之后填写了一份POMS（情绪状态剖面图）问卷。在压力 - 焦虑、活力 - 活动、疲劳 - 不动量表以及总体情绪得分（PGMS）方面发现了差异。在所有这些方面，除了疲劳 - 不动量表外，我们发现表演后的得分与之前相比有所下降。对于压力 - 焦虑因素，与测试前相比，测试后的数值较低，并且在第二次舞蹈编排的测试前和测试后得分方面也较低。我们得出结论，通过舞蹈编排对该学科进行实践评估会改变学生的情绪状态，有利于他们在表演后获得幸福感，这就是为什么通过实践进行评估被认为是教育过程中的一个积极因素。
