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Skill Development Versus Performativity Among Beginners in Aerial Practice: An Embodied and Meaningful Learning

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Embodied cognition enhances aerial learning. Adding performativity alongside skill development improves learning experiences, joy, and meaning in movement practices.

Keywords:
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Area of Science:

  • Embodied cognition
  • Phenomenology
  • Movement education

Background:

  • Skill development is crucial in movement practices.
  • Performativity, including storytelling and emotional expression, can enhance learning.
  • Understanding embodied cognition in aerial arts is underexplored.

Purpose of the Study:

  • To investigate embodied cognition in aerial practice.
  • To understand learning experiences combining skill development and performativity.
  • To compare learning in classes with and without performativity.

Main Methods:

  • Quasi-experimental, phenomenological study.
  • 17 beginner aerialists divided into treatment (skill + performativity) and control (skill only) groups.
  • Thematic analysis of emergent themes.

Main Results:

  • Four themes emerged: linking other exercises to aerial, uniqueness of aerial, success in meeting aerial goals, and exercise changes.
  • Performativity was valued more in the treatment group post-test.
  • Aerial practice led to enhanced upper-body strength and specific conditioning.

Conclusions:

  • Embodied knowledge, integrating skill and performativity, enhances learning in community movement programs.
  • Emphasizing performativity alongside skill development leads to greater performance, joy, and meaning.
  • Supportive class settings and factors like conditioning and small class sizes are important.