空中练习的爱:艺术,化身,Phronesis

M. Kosma, Nick Erickson
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引用次数: 6

摘要

研究背景:鉴于运动的重要性和年轻人运动依从性低,必须了解热爱运动的原因。目的:这项模拟的定性研究的目的是检验空中练习的价值是否包括体现、技术(艺术)和模拟(实践智慧)的元素。方法:参与者为13名参加空中练习班的大学生。以个人为基础的访谈主题包括练习行为以及空中练习的价值和意义。结果:所有参与者都很活跃,无论空中练习分类如何(例如,初学者与高级学员)。除了空中练习外,其他练习还包括舞蹈、瑜伽和空中瑜伽、普拉提、有氧活动(如跑步和旋转课程)、攀岩和徒步旅行、举重、躯体运动和杂技。在第一个主题的基础上,热爱空中练习,技术方面体现了健身、技术的提高;具有挑战性、无限学习和决心。艺术、表演性、流动性包括技术和体现,而全身运动的感觉包括对空中丝绸的热爱。虚拟和具体元素的结合是社区感和包容性;新颖性这很适合我。第二个主题,空中练习的挑战,体现了恐惧、受伤、瘀伤和疼痛。健身、技能、表现以及学习与技术和运动组成部分相关的新动作的努力。具体情况反映的短语类别是丝绸时代和商业世界中不健康的竞争(领土特征和缺乏共享)。第三个主题是未来的锻炼计划,其类别包括phronetic(与决策相关)元素:练习和/或教授空中丝绸;继续锻炼。结论:运用艺术化、具象化、虚拟化的方法进行运动教育,可以提高运动的价值和追求。
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The Love of Aerial Practice: Art, Embodiment, Phronesis
Background of study: Given the importance of movement and low exercise adherence among young adults, it is imperative to understand reasons for the love of movement. Objective: The purpose of this phronetic, qualitative study was to examine if the values of aerial practice encompassed elements of embodiment, techne (art), and phronesis (practical wisdom). Method: Participants were 13 undergraduate college students in an aerial practice class. Individual-based interview topics included exercise behavior and the values and meaning of aerial practice. Results: All participants were active regardless of aerial practice classification (e.g., beginners vs advanced). Beyond aerial practice, other exercises included dancing, yoga and aerial yoga, Pilates, aerobic activities (e.g., running and spinning classes), rock climbing and hiking, weight lifting, somatics and acrobatics. Based on the first theme, the love of aerial practice, techne aspects reflected fitness, skill improvement; challenging, infinite learning and determination. Art, performativity, fluidity included techne and embodiment, while the sensation of whole-body movement encompassed an embodied element for the love of aerial silks. A combination of phronetic and embodied elements were sense of community and inclusivity; novelty; it fits me. Embodied qualities of the second theme, challenges with aerial practice, included fear, injuries, bruises, pain. Fitness, skill, performance and the struggle to learn new movements linked to techne and the integral parts of movement. Phronetic categories regarding situation-specific reflections were time on the silk and unhealthy competition in the business world (territorial traits and lack of sharing). The third theme was future exercise plans and its categories included phronetic (decision-related) elements: practice and/or teach aerial silks; keep exercising. Conclusion: Artistic, embodied, and phronetic approaches in movement education can enhance the value and pursuit of movement.
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来源期刊
International Journal of Kinesiology and Sports Science
International Journal of Kinesiology and Sports Science Health Professions-Physical Therapy, Sports Therapy and Rehabilitation
CiteScore
1.80
自引率
0.00%
发文量
7
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