Abstract
The present article analyzes the diversity of motor skills related to three different kinds of instructions: descriptive, metaphoric, and kinesic, with a special emphasis on the detection of temporal patterns (T-patterns). Twelve undergraduates studying sport and physical education, but without experience in dance, were observed during 24 lessons of Body Movement, a discipline based on creative dance, mime dance, and motor skill improvisation. Using observational methodology and technology applied to movement, the aim of this article was to adapt the Observational instrument of Motor Skills (OSMOS) (Castañer, Torrents, Anguera, & Dinušová, 2008) so as to create an instrument capable of analyzing the motor skill responses generated in lessons of Body Movement and Dance. The results, as reflected by the T-patterns detected, show that (1) participants try to generate their own motor skills but copy some fundamental components of the instructions, and (2) the criterion of stability in two configurations (support and axial) is the predominant category. Sequential and coordinated locomotion also appears to be very relevant.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Anguera, M. T., Blanco-Villaseñor, A., & Losada, J. L. (2001). Diseños observacionales, cuestíon clave en el proceso de la metodología observacional. Metodología de las Ciencias del Comportamiento, 3, 135–161.
Bakeman, R. (1978). Untangling streams of behavior: Sequential analysis of observation data. In G. P. Sackett (Ed.), Observing behavior: Data collection and analysis methods (Vol. 2, pp. 63–78). Baltimore: University Park Press.
Beckmann, H., & Wichmann, K. (2005). The acquisition of motor skills—A problem solving approach. International Journal of Physical Education, 42, 120–127.
Blanco-Villaseñor, A. (1993). Fiabilidad, precisión, validez y generalización de los diseños observacionales. In M. T. Anguera (Ed.), Metodología observacional en la investigación psicológica (pp. 149–261). Barcelona: P.P.U.
Blanco-Villaseñor, A., & Anguera, M. T. (2000). Evaluación de la calidad en el registro del comportamiento: Aplicación a deportes de equipo. In E. Oñate, F. García-Sicilia, & L. Ramallo (Eds.), Métodos numéricos en ciencias sociales (pp. 30–48). Barcelona: Centro Internacional de Métodos Numéricos en Ingeniería.
Castañer, M., & Camerino, O. (2006). Manifestaciones básicas de la motricidad. Lleida, Spain: Universitat de Lleida.
Castañer, M., Torrents, C., Anguera, M. T., & Dinušová, M. (2008, August). Identifying and analysing motor skills answers in the corporal expression and dance through OSMOS. In A. J. Spink, M. R. Ballintijn, N. Bogers, F. Grieco, L. Loijens, L. Noldus, et al. (Eds.), Proceedings of the Sixth International Conference on Methods and Techniques in Behavioral Research (pp. 158–160). Maastricht, the Netherlands: Noldus Information Technology.
Castañer, M., Torrents, C., Dinušová, M., Camerino, O., Jonsson, G. K., & Anguera, M. T. (2009). How to observe body movement: Hidden patterns of motor skills using OSMOS. Manuscript submitted for publication.
Chappell, K. (2007). The dilemmas of teaching for creativity: Insights from expert specialist dance teachers. Thinking Skills & Creativity, 2, 39–56.
Craft, A. (2005). Creativity in schools: Tensions and dilemmas. London: Routledge.
Gallahue, D., & Cleland-Donnelly, F. (2003). Development of physical education for all children. Champaign, IL: Human Kinetics.
Jansen, R. C., Wiertz, L. F., Meyer, E. S., & Noldus, L. P. J. J. (2003). Reliability analysis of observational data: Problems, solutions, and software implementation. Behavior Research Methods, Instruments, & Computers, 35, 391–399.
Jonsson, G. K., Anguera, M. T., Blanco-Villaseñor, A., Losada, J. L., Hernández-Mendo, A., Ardá, T., et al. (2006). Hidden patterns of play interaction in soccer using SOF-CODER. Behavior Research Methods, Instruments, & Computers, 38, 372–381.
Lobo, Y. B., & Winsler, A. (2006). The effects of a creative dance and movement program on the social competence of head start preschoolers. Social Development, 15, 501–519.
Magnusson, M. S. (1996). Hidden real-time patterns in intra- and interindividual behavior. European Journal of Psychological Assessment, 12, 112–123.
Magnusson, M. S. (2000). Discovering hidden time patterns in behavior: T-patterns and their detection. Behavior Research Methods, Instruments, & Computers, 32, 93–110.
Magnusson, M. S. (2005). Understanding social interaction: Discovering hidden structure with model and algorithms. In L. Anolli, S. Duncan, Jr., M. S. Magnusson, & G. Riva (Eds.), The hidden structure of interaction: From neurons to culture patterns (pp. 3–22). Amsterdam: IOS Press.
McCullagh, P., Weiss, M. R., & Ross, D. (1989). Modeling considerations in motor skill performance: An integrated approach. In K. B. Pandolf (Ed.), Exercise and sport science reviews (Vol. 17, pp. 475–513). Baltimore: Williams & Wilkin.
Nordin, S. M., & Cumming, J. (2007). Where, when, and how: A quantitative account of dance imagery. Research Quarterly for Exercise & Sport, 78, 390–395.
PatternVision, THEME Coder [software] (2001). Retrieved January 15, 2002, from www.patternvision.com.
Wyrick, W. (1968). The development of a test of motor creativity. Research Quarterly, 39, 756–765.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Castañer, M., Torrents, C., Anguera, M.T. et al. Identifying and analyzing motor skill responses in body movement and dance. Behavior Research Methods 41, 857–867 (2009). https://doi.org/10.3758/BRM.41.3.857
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.3758/BRM.41.3.857