使用舞蹈训练方法对 8-10 岁艺术体操运动员进行艺术教育的有效性

Liliia Papka, Y. Golenkova, T. Karpunets
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To obtain high-quality results, the gymnasts were divided into two levels (control (n = 10) and experimental (n = 10)) based on competition outcomes. To achieve the goal and address the tasks set, we employed and applied the following research methods: analysis of scientific-methodical and specialized literature, pedagogical observation, pedagogical testing, pedagogical experiment, and methods of mathematical data processing. Results In recent years, rhythmic gymnastics has undergone significant rule changes in competitions, leading to increased demands in assessing artistry, compositional originality, and performance mastery. Alongside the high-level technical skills of gymnasts, artistry is a crucial aspect that has made rhythmic gymnastics popular worldwide. Incorporating various types of dance training into the educational and training process, including choreographic training, contemporary choreography techniques, music and rhythm exercises, musical games, historical and ballroom dance exercises, free-form exercises, improvisation, and pantomime, allows for the elevation of artistic expression in competitive routines. In the experimental group, following the research, a significant improvement was observed in rhythm perception (p<0.05), the quality of plastic movements (\"waves\") (p<0.01), and performance evaluation of dance combinations (p<0.05). This improvement in performance assessment translated to a significant reduction in deductions for artistic errors and a corresponding increase in scores (p<0.05) during competitions. 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Incorporating various types of dance training into the educational and training process, including choreographic training, contemporary choreography techniques, music and rhythm exercises, musical games, historical and ballroom dance exercises, free-form exercises, improvisation, and pantomime, allows for the elevation of artistic expression in competitive routines. In the experimental group, following the research, a significant improvement was observed in rhythm perception (p<0.05), the quality of plastic movements (\\\"waves\\\") (p<0.01), and performance evaluation of dance combinations (p<0.05). This improvement in performance assessment translated to a significant reduction in deductions for artistic errors and a corresponding increase in scores (p<0.05) during competitions. 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引用次数: 0

摘要

背景与目的 现代艺术体操的发展趋势,不仅要培养体操运动员用身体和器械完成复杂技术动作的能力,还要传达作品的思想,创造独特的个性。探索将舞蹈训练方法融入体操运动员教育和训练过程的可能性,对于培养艺术大师是必要的。本研究的目的是确定将舞蹈训练方法融入基础训练组体操运动员艺术水平培养的有效性。材料和方法 研究在 "Kolos "索罗尼契夫斯卡儿童和青少年体育学校进行。实验涉及艺术体操系基础训练组的 20 名运动员。为了获得高质量的结果,根据比赛成绩将体操运动员分为两个级别(对照组(n = 10)和实验组(n = 10))。为了实现目标和完成既定任务,我们采用并应用了以下研究方法:科学方法和专业文献分析、教学观察、教学测试、教学实验和数学数据处理方法。结果 近年来,韵律操比赛规则发生了重大变化,对艺术性、编排的独创性和表演的精湛程度提出了更高的要求。除了体操运动员高水平的技术技能外,艺术性也是韵律操风靡全球的一个重要方面。在教学和训练过程中融入各种类型的舞蹈训练,包括编舞训练、现代编舞技巧、音乐和节奏练习、音乐游戏、历史舞和交谊舞练习、自由练习、即兴表演和哑剧等,可以提升竞技套路的艺术表现力。研究结束后,实验组在节奏感(p<0.05)、造型动作("波浪")的质量(p<0.01)和舞蹈组合的表演评估(p<0.05)方面均有显著提高。对表演评估的改进使比赛中因艺术错误而扣分的情况明显减少,得分也相应提高(p<0.05)。结论 舞蹈训练工具的使用,包括古典编舞练习、民间编舞练习、艺术和舞台技能工具以及现代编舞类型,有助于发展基础训练组体操运动员的艺术能力和艺术表现力。在表演舞蹈组合(р<0.05)、再现形象、运动-塑性表现力(р<0.01)、培养节奏感(р<0.05)和提高竞技活动质量(р<0.05)方面,效果尤为显著。
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The effectiveness of using dance training methods for the education of artistry in athletes in rhythmic gymnastics aged 8-10 years
Background and purpose Modern trends in artistic gymnastics aim not only to develop the gymnast's ability to perform complex technical elements with their body and apparatus but also to convey the composition's idea and create a unique persona. Exploring the possibility of integrating dance training methods into gymnasts' educational and training process is necessary to nurture artistic mastery. The objective is to determine the effectiveness of incorporating dance training methods in fostering the artistry of gymnasts in the basic training group. Material and methods The research was conducted at the Solonitsivska Children's and Youth Sports School "Kolos". The experiment involved 20 athletes from the artistic gymnastics department's basic training group. To obtain high-quality results, the gymnasts were divided into two levels (control (n = 10) and experimental (n = 10)) based on competition outcomes. To achieve the goal and address the tasks set, we employed and applied the following research methods: analysis of scientific-methodical and specialized literature, pedagogical observation, pedagogical testing, pedagogical experiment, and methods of mathematical data processing. Results In recent years, rhythmic gymnastics has undergone significant rule changes in competitions, leading to increased demands in assessing artistry, compositional originality, and performance mastery. Alongside the high-level technical skills of gymnasts, artistry is a crucial aspect that has made rhythmic gymnastics popular worldwide. Incorporating various types of dance training into the educational and training process, including choreographic training, contemporary choreography techniques, music and rhythm exercises, musical games, historical and ballroom dance exercises, free-form exercises, improvisation, and pantomime, allows for the elevation of artistic expression in competitive routines. In the experimental group, following the research, a significant improvement was observed in rhythm perception (p<0.05), the quality of plastic movements ("waves") (p<0.01), and performance evaluation of dance combinations (p<0.05). This improvement in performance assessment translated to a significant reduction in deductions for artistic errors and a corresponding increase in scores (p<0.05) during competitions. Conclusions The use of dance training tools, which include classical choreography exercises, folk choreography exercises, artistic and stage skill tools, and modern types of choreography, contributes to the development of artistic abilities and artistic expressiveness of gymnasts in basic training groups. A particularly positive effect was noted when performing dance combinations (р<0.05), reproducing an image, motor-plastic expressiveness (р<0.01), developing a sense of rhythm (р<0.05), and improving the quality of competitive activity (р < 0.05).
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