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Browsing by Subject "kehotietoisuus"

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  • Dancers as experts of body consciousness : in search of optimal methodologies 
    Virtanen, Niia (2016)
    Body consciousness research is a multidisciplinary field including various conceptualizations of its subject. Usually research frames are based on comparisons between bodily experts, such as dancers, or psychiatric groups with bodily aberrations (e.g. eating disorders) and control participants. Methods of body consciousness research include behavioural and self-report measures as well as brain imaging. Some methods have been used to study bodily experts, but not psychiatric groups, and vice versa. In this study, dancers, amateur and professional athletes, and control participants were studied using four behavioural methods (aperture task, endpoint matching, rubber hand illusion, posture copying) and two self-report measures PBCS (Private Body Consciousness Scale of the Body Consciousness Questionnaire) and BAQ (Body Awareness Questionnaire). Because many methods of studying body consciousness focus on the use of hands, a new method called posture copying, involving the whole body, was developed in this study. Dancers succeeded better than controls in the aperture task, and better than athletes and controls in the posture copying task. In the posture copying task, group differences were present in copying all other body parts but hands. Both dancers and athletes scored higher in the BAQ than controls. There was an almost significant difference between athletes and controls in the endpoint matching task. No group differences were found in the rubber hand illusion or PBCS. The results were considered as proof that dancing has a special connection with body consciousness, but that some aspects of body consciousness are similar in dancers and athletes. Methods measuring the same quality of body consciousness produced contradictory evidence, which questions their validity. This study offers useful knowledge for the future of body consciousness research, with regards to choice of participants, methodology, and study design, as well as treatment plans of clinical groups with disorders in their body consciousness (e.g. eating disorders).
  • Koululiikunta ja kehollisuus : liikunnan- ja tanssinopettajien kokemukset oppilaiden myönteisen kehonkuvan ja kehollisuuden tukemisesta sekä kehollisuuden yhteydestä oppimiseen 
    Neuvonen, Jasmin (2020)
    Appearance pressures caused by social media, increased use of technology, low physical activity and poor physical performance in children and adolescents have led to the originate of this thesis. Previous studies show that these factors can be seen as a risk to the embodiment. The purpose of this thesis is to provide information about embodiment, body awareness and embodied learning in in the context of primary school. The study aims to to find ways in which teacher can support the development of student’s body awareness and positive body image in physical education. In addition, it is examined how teachers perceive their skills and potential to support student’s embodiment and how they see the potential of embodiment in learning. The study was conducted as a qualitative phenomenographic case study, and the research data was collected through semi-structured interviews of four dance and physical education teachers. The research was phenomenographic because of the interest in teacher’s experiences and views on bodily-related themes. The interviews were analyzed using the phenomenographic analysis. The results of the study show that embodiment and body awaraness are challenging concepts with prejudices. The concepts were thought to mean the same thing, or embodiment was considered as the upper concept of body awareness. Supporting body awareness and positive body image are connected to each other: body awareness exercises were also seen to have a positive effect on the development of body image. In the development of body awareness, it was seen as important, for example, to increase knowledge related to the anatomy of the body, and to observe postures and movements of the body. In turn, positive feedback, praise and safe learning environment were considered as important, when supporting positive body image. Creative dance, improvisation, mindfulness, braindance, touching and relaxation exercises were mentioned as exercises that support embodiment. Teachers felt that their own skills were good in supporting student’s embodiment and they emphasized the importance of their own body awareness and education. Embodiment was found to have positive effects on learning, so the research confirms the results of previous research on the bodily basis of thinking and learning

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