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| Content Provider | frontiers |
|---|---|
| Author | Miura, Akito Seki, Haruka |
| Abstract | Teaching a motor skill in physical education involves the teacher's visual and verbal demonstration (Ryan et al., 2016). This often accompanies physical contact from the teacher to the learner (Choi and Kim, 2015). For example, imagine a classical ballet lesson where the teacher teaches the beginner learner how to stand correctly. First, the teacher stands correctly and verbally explains how to position their body. Next, the teacher touches the learner's body and corrects their alignment and form. When teaching other techniques, some teachers push the body part of the moving learner and change their movement trajectory. Thus, for teaching motor skills, touch often occurs from the teacher to the learner, and its primary role can be described as a mechanical effect on the learner's body.In this article, however, we contend that touch has cognitive significance for learners, that is, the embodiment of the teacher's words, from the perspective of cognitive and movement sciences. Among the many physical contacts, we will focus specifically on learner-to-teacher touch and discuss that without it, the problem of the symbol merry-go-round is likely to occur.Learners (especially beginner learners) often encounter several problems in ballet lessons. Learners must learn how to subtly control muscle tension and engagement levels; however, for several reasons, it is difficult to estimate the state of muscle activity by watching the teacher's kinematics (e.g., the trajectory of movement... |
| ISSN | 16641078 |
| DOI | 10.3389/fpsyg.2022.1067658 |
| Volume Number | 13 |
| Journal | Frontiers in Psychology |
| Language | English |
| Publisher Date | 2022-12-22 |
| Access Restriction | Open |
| Subject Keyword | Effortful touch Ballet education Dance Embodied Cognition Teaching method |
| Content Type | Text |
| Resource Type | Article |
| Subject | Psychology |
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