18. Research in Sports Pedagogy
Paper
Preservice Classroom Teachers’ Planning and Content Development in Physical Education
Niki Tsangaridou, Mikaela Pieroua, Katerina Panteli, Charalambos Charalambous
University of Cyprus, Cyprus
Presenting Author: Tsangaridou, Niki;
Charalambous, Charalambos
Planning is a critical skill of quality teaching. It represents how content evolves and ensures that a sequential and progressive lesson is implemented (Rink, 2020). Planning is a vital part of teaching providing that the teachers are well-prepared to facilitate quality learning experiences for their students (Fletcher & Beckey, 2023; Mitchell & Walton-Fisette, 2022; Rink, 2020).
In physical education (PE), content development is an indicator of good planning and reveals how the lesson is developed including the organization, selection, and sequence of the content through the learning activities (Capel et al., 2019; Fletcher & Beckey, 2023). Particularly, content development refers to the sequence of a lesson through learning-motor activities, that activities could be categorized as informing, extending, refining, and applying (Rink, 2020; Siedentop & Tannehill, 2000; Ward & Lehwald, 2018). Good planning requires curricular outcomes and objectives that are based on curriculum standards as well as the needs of the children (Capel et al., 2019; Rink, 2020; Siedentop & Tannehill, 2000). Furthermore, good planning includes connections between different concepts or skills, allowing teachers to build upon what students already know and make learning more meaningful and relevant (Coulter & Ní Chróinín, 2022; Mitchell & Walton-Fisette, 2022). Considering all of the above, developing an effective lesson plan is regarded as critical for implementing an effective lesson (Capel et al., 2019). However, research suggests that planning is a demanding and challenging task, particularly for pre-service teachers (Coulter & Ní Chróinín, 2022).
Research on planning investigates teachers’ skills such as knowledge and perceptions that affect planning (Karlströmand & Hamza, 2021; Mustafa et al., 2024). However, there is a lack of research describing the process of the planning itself, which is the scope of this study. In recent years, research investigating how pre-service teachers develop lesson plans, let alone sequence the lesson plan for planning the teaching of an entire unit, has been limited (Fletcher & Beckey, 2023). Therefore, the purpose of the study was to describe pre-service teachers’ content development. Particularly, this study aimed to explore how pre-service classroom teachers select, develop, and progress content during and between lessons for two entire instructional units during their student teaching practicum.
Methodology, Methods, Research Instruments or Sources UsedParticipants were 42 preservice elementary classroom teachers, who were enrolled in the student practicum during the last year of their studies. Data collection included the participants’ lesson plans from two different instructional units designed to be taught during their teaching practicum (10 lesson plans per participant). The focus of the instructional units was based on the National curriculum in physical education in Cyprus. Policy in Cyprus divides its primary education into two cycles. Cycle A includes Grades 1-3 and is designed for children between the ages of six to eight. Cycle B, which includes Grades 4-6, is designed for children of ages nine to twelve. The six core standards that guide the structure of the PE curriculum in both Cycles emphasize the importance of improving children's overall development.
The data were analyzed quantitatively using descriptive statistics and qualitatively using inductive analysis techniques. Specifically, descriptive statistics were run for each type of instructional task (informing, refining, extending, applying). Qualitative data were analyzed based on the participants’ content development patterns as revealed in their instructional units and lesson plans. Specifically, the analysis was completed based on using a framework from Rink adapted for the purposes of this study (Rink, 2020). Particularly, in that framework, an informing task is the first task in the progression of skill. An extending task describes subsequent tasks where the complexity is increased or decreased relative to a previous task. A refining task refers to the task intended to improve the quality of performance. An applying task refers to the task focused on the application of skills in a particular context such as a game (Rink, 2010). Finally, each participant’s data was first analyzed individually and then compared across participants to facilitate a cross-case analysis (Patton, 2015).
Conclusions, Expected Outcomes or FindingsPreliminary findings suggested that the participants were able to implement various content development patterns. The most dominant content development pattern included three types of tasks. In addition, findings showed that most of the participants’ content development patterns changed throughout the unit. Most of the participants tended to improve their content development patterns through the unit. Also, the descriptive statistics revealed that participants used more extending tasks than the other types of tasks (i.e., informing, refining, applying) in their lesson plans. An outcome that does not align with other research findings indicates that extending tasks was used in low percentages (Dervent et al., 2018). Interestingly and contrary to the existing literature that found high percentages of informing tasks (44%) (Iserbyt & Coolkens, 2020), this type of task appeared rather infrequently. Refining and applying tasks were used to an adequate extent. Research provided mixed results about the usage of these tasks, with some studies reporting low percentages (4-8%) and others reporting much high percentages (20-28%) (Dervent et al., 2018; Ward et al., 2017). These results could inform teacher education programs on supporting teachers’ content development. Specifically, given the limitations in pre-service teachers’ lesson planning reported above, teacher education programs ought to support pre-service teachers in learning how to better plan instructional tasks that provide quality experiences for the children.
ReferencesCapel, S., Bassett, S., Lawrence, J., Newton, A., & Zwozdiak-Myers, P. (2019). How trainee physical education teachers in England write, use and evaluate lesson plans. European Physical Education Review, 25(4), 964-982. https://doi.org/10.1177/1356336X18785053
Cevikbas, M., König, J., & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM – Mathematics Education, 56(1),101–113. https://doi.org/10.1007/s11858-023-01487-2
Coulter, M., & Ní Chróinín, D. (2022). The possibilities and challenges within primary physical education. In G. Griggs & V. Randall (Eds.), An introduction to primary physical education (2nd ed., pp. 25-52). Routledge.
Dervent, F., Ward, P., Devrilmez, E., & Tsuda, E. (2018). Transfer of content development across practice in physical education teacher education. Journal of Teaching in Physical Education, 37(4), 330–339. https://doi.org/10.1123/jtpe.2017-0150
Fletcher, T., & Beckey, A. (2023). Teaching about planning in pre-service physical education teacher education: A collaborative self-study. European Physical Education Review, 29(3), 389-404. https://doi.org/10.1177/1356336X231156323
Iserbyt, P., & Coolkens, R. (2020). Content development as a function of content knowledge courses in preservice physical education teachers. International Journal of Kinesiology in Higher Education, 4(2), 41–54. https://doi.org/10.1080/24711616.2019.1666691
Karlströmand, M., & Hamza, K. (2021). How do we teach planning to pre-service teachers – A tentative model. Journal of Science Teacher Education, 32(6), 664–685. https://doi.org/10.1080/1046560X.2021.1875163
Mitchell, S., & Walton-Fisette, J. (2022). The essentials of teaching physical education: Curriculum, instruction, and assessment (2nd ed.). Human Kinetics.
Patton, M. Q. (2015). Qualitative evaluation and research methods (4th ed.). Sage.
Rink, J. E. (2020). Teaching Physical Education for Learning (8th ed.). McGraw-Hill.
Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th ed.). Mayfield.
Ward, P., & Lehwald, H. (2018). Effective physical education content and instruction: An evidence-based and teacher-tested approach. Human Kinetics.
Ward, P., Dervent, F., Lee, Y.S., Ko, B., Kim, I., & Tao, W. (2017) Using content maps to measure content development in physical education: Validation and application. Journal of Teaching in Physical Education, 36(1), 20–31. https://doi.org/10.1123/jtpe.2016-0059
18. Research in Sports Pedagogy
Paper
The Personal Learning Environment of Chinese Physical Education Pre-service Teachers
Hongyun Li1, Gareth Wiltshire1, Argyro Elisavet Manoli2, Ashley Casey1
1Loughborough University, United Kingdom; 2University of Bergamo, Bergamo
Presenting Author: Li, Hongyun
Compared to traditional professional development programmes, such as face-to-face workshops and seminars, teachers and pre-service teachers may prefer informal professional learning activities. These informal activities are not bound by structured and formal environments and are not limited by time, space, and travel costs (Yang & Liu, 2004). Historically, teachers’ access to those activities has been limited, but social media provide new opportunities for teachers to engage in shared learning, reflect about teaching practice and receive emotional support (Macià & García, 2016).
Using social media to support teachers’ informal learning has garnered increasing research support. This research, however, has predominantly explored Western platforms like Twitter and Facebook and reported Western perspectives. Conversely, China’s distinct social media environment, featuring platforms such as WeChat, Douyin, and Bilibili, remain underexplored, as do Eastern perspectives. Existing Chinese social media research has predominantly focused on WeChat, through online professional learning communities or communities of practice (Qi & Wang, 2018; Xue, Hu, Chi, & Zhang, 2021; Zhou, Nakatsubo, Wu, & Liu, 2022). This leaves a research gap related to the exploration of personal learning environments (PLEs) within the Chinese context and the use of alternative social media platforms.
Lim and Newby (2021, p. 3701) defined PLEs as “the artifacts created by individual learners through the use and integration of Web 2.0 tools for their personal learning experience.” Attwell (2007) suggested that PLEs can be perceived as individuals organizing their informal learning in multiple contexts across a variety of platforms or applications to support their formal learning. Each PLE is unique because its structure can be changed according to user’s needs and preferences (Lim & Newby, 2021). More importantly, the integration of social media based PLEs is a promising pedagogical approach for fostering lifelong learners, reshaping the educational landscape by bridging the gap between formal, non-formal, and informal learning (Dabbagh & Castaneda, 2020).
Furthermore, beginning and more experienced teachers often have different perspectives, attitudes, and experiences when it comes to the process of learning and teaching (Kyndt, Gijbels, & Donche, 2016). When using social media for professional learning, the complexity of the teacher’s work and the many different contexts and classes should all be considered (Carpenter & Harvey, 2020). In the field of Physical Education (PE), where working contexts and teaching practices differ significantly from other disciplines, there has been relatively little written about how PE pre-service teachers use their PLEs for professional learning, especially during their teaching practicum. Longitudinal studies are needed to track the professional learning of pre-service teachers as they transition from their final year of studies into early career teaching (Kyndt et al., 2016). Teaching practicum plays an important role in this transition process, as a part of teacher education training programmes.
Therefore, this paper aims to investigate the social media platforms employed by Chinese PE pre-service teachers for informal professional learning from a PLE perspective, particularly during their teaching practicum. The study aimed to (i) explore the platforms and features used for professional learning; (ii) examine participants' perceptions of using these platforms and (iii) provide recommendations for Chinese institutions and educators who seek to facilitate the development of PLEs which meet the needs and preferences of PE pre-service teachers. Recognizing the unique advantages and disadvantages of different social media platforms is crucial for enhancing pre-service teachers’ professional learning (Carpenter, Morrison, Rosenberg, & Hawthorne, 2023). The findings of this study will provide a deeper understanding of the Chinese PE pre-service teachers’ PLEs and create more learning opportunities aligning with their needs and preferences. Consequently, this study holds the potential to make significant contributions to the broader landscape of PE teacher education in China.
Methodology, Methods, Research Instruments or Sources UsedThis paper reports data from a larger study that explored the professional learning of Chinese sports training students through social media. There were 26 third-year undergraduates (all males), and one university teacher participated in this study. Given the widespread use of WeChat for communication and resource delivery between students and teachers in China, the university teacher established a WeChat group with the participating students during the initial class session. Within the sports training programme, students had to choose one of three career directions: Elite Sports Coach, Sports Club Coach or Physical Education Teacher. Most students choose Physical Education Teacher direction as teaching is seen as an “iron rice bowl” in China (an expression for job security used by Chinese people). Therefore, these students considered themselves as PE student-teachers/pre-service teachers. During the fourth academic year (semester 7), these students engaged in a ten-week teaching practicum in schools.
Qualitative methods were used in this study as it could generate a rich and detailed understanding of each participant’s views (Gratton & Jones, 2010). A variety of data collection techniques were used, including non-participate online observation, focus group and individual interviews. Data were collected over 18 months in three phases. Firstly, the first author joined the WeChat group on 29th June 2020 and spent 18-month as a non-participant observer. During this time, she observed the students' online learning activities and interactions. These observations allowed her to study the students in their native environment and seek to understand “things” from their perspective (Baker, 2006). In the second phase, twenty-three students engaged in one of five online focus groups via Tencent Meeting. Each online focus group contained 4-5 students. Following this, seventeen participants from focus groups took semi-structured individual interviews in the third phase.
It is worth noting that focus group interviews were undertaken before the student had work placement/teaching practicum (15th July 2021-20th July 2021), while individual interviews were conducted during/after their work placement/teaching practicum (25th October 2021- 6th January 2022). Much of the data from the focus groups related to how students used the WeChat group, and the individual interviews provided an opportunity to explore the PLEs of different students. Data for this paper came from ten individual interviewees who took PE teaching practicum in schools. The data were analysed thematically. Braun and Clarke (2006) six phases of thematic analysis were utilised to identify and explore patterns.
Conclusions, Expected Outcomes or FindingsThe findings of this study provided valuable insights into PLEs of Chinese PE pre-service teachers, focusing on the role of WeChat public accounts, Douyin, and Bilibili. Among the participants, WeChat public accounts emerged as the predominant platform for professional learning. Nine out of ten participants used it for professional learning because it is convenient and reliable. However, some participants became less critical on WeChat public accounts due to the perceived legitimacy of information, leading to vulnerability to misinformation.
Video contents were highlighted by most participants as the preferred format in this study. Despite concerns about content quality and the potential for overuse, Douyin was recognized by over half of the participants (n=7) as a valuable source of inspiration for teaching practices. The other video platform, Bilibili was highly valued by these participants for meeting their needs and enhancing their capabilities as potential PE teachers, despite its relatively lower user base (n=5). The content available on Bilibili was considered more trustworthy than content on Douyin.
This study demonstrated that there was no one-size-fits-all social media platform for fulfilling the diverse professional learning needs of Chinese PE pre-service teachers. Participants adopted a multi-platform approach. WeChat public accounts, Douyin, and Bilibili naturally become integral components of their PLEs, concurrently used to support their professional learning. However, the research highlighted that the students were not equipped to construct effective PLEs tailored to their needs and preferences. This study suggests that Chinese institutions and educators provide support for pre-service teachers in the development of PLEs and improve their essential skills, including searching and evaluating online resources, self-regulated learning skills, and effective resource management skills. Teacher education programmes can consider PLEs methods to address the needs of PE pre-service teachers for continuing professional development, contributing to more effective teacher education strategies in China.
ReferencesAttwell, G. (2007). Personal Learning Environments-the future of eLearning. Elearning Papers, 10(0), 2(1), 1-8. https://doi.org/10.3363/prb1992.10.0_690
Braun, V., & Clarke, V. (2006). Qualitative Research in Psychology Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Retrieved from http://www.tandfonline.com/action/journalInformation?journalCode=uqrp20%5Cnhttp://www.tandfonline.com/action/journalInformation?journalCode=uqrp20
Carpenter, J. P., & Harvey, S. (2020). Chapter 8: Research ruminations and new frontiers for social media use for professional development and learning in physical education and sport pedagogy. Journal of Teaching in Physical Education, 39(4), 491–499. https://doi.org/10.1123/JTPE.2020-0006
Carpenter, J. P., Morrison, S. A., Rosenberg, J. M., & Hawthorne, K. A. (2023). Using Social Media in pre-service teacher education: The case of a program-wide twitter hashtag. Teaching and Teacher Education, 124, 104036. https://doi.org/10.1016/j.tate.2023.104036
Dabbagh, N., & Castaneda, L. (2020). The PLE as a framework for developing agency in lifelong learning. Educational Technology Research and Development, 68(6), 3041–3055. https://doi.org/10.1007/s11423-020-09831-z
Gratton, C., & Jones, I. (2010). Research Methods for Sports Studies. In Research Methods for Sports Studies. https://doi.org/10.4324/9781315796222
Kyndt, E., Gijbels, D., & Donche, V. (2016). Teachers ’ Everyday Professional Development : Mapping Informal Learning Activities , Antecedents , and Learning Outcomes. 86(4), 1111–1150. https://doi.org/10.3102/0034654315627864
Lim, J., & Newby, T. J. (2021). Preservice teachers’ attitudes toward Web 2.0 personal learning environments (PLEs): Considering the impact of self-regulation and digital literacy. Education and Information Technologies, 26(4), 3699–3720. https://doi.org/10.1007/s10639-021-10432-3
Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307. https://doi.org/10.1016/j.tate.2016.01.021
Qi, G. Y., & Wang, Y. (2018). Investigating the building of a WeChat-based community of practice for language teachers’ professional development. Innovation in Language Learning and Teaching, 12(1), 72–88. https://doi.org/10.1080/17501229.2018.1418635
Xue, S., Hu, X., Chi, X., & Zhang, J. (2021). Building an online community of practice through WeChat for teacher professional learning. Professional Development in Education, 47(4), 613–637. https://doi.org/10.1080/19415257.2019.1647273
Yang, S. C., & Liu, S. F. (2004). Case study of online workshop for the professional development of teachers. Computers in Human Behavior, 20(6), 733–761. https://doi.org/10.1016/j.chb.2004.02.005
Zhou, W., Nakatsubo, F., Wu, J., & Liu, K. (2022). Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers. Computers and Education, 191(December 2021), 104617. https://doi.org/10.1016/j.compedu.2022.104617
18. Research in Sports Pedagogy
Paper
Student Perspectives: Evaluation of Graphic Gesture integrated in Body Expression within University Education
Lilyan Vega-Ramírez1, María Teresa Pascual-Galiano1, Paola Ruiz Moltó2, Andreea Vidaci1
1University of Alicante, Spain; 2University Jaume I
Presenting Author: Pascual-Galiano, María Teresa;
Vidaci, Andreea
Body expression considered the oldest form of communication, was used by humans to create, express, and communicate feelings, emotions, and ideas deliberately and aesthetically (Aparicio et al., 2019). The human body, as articulated by Revilla (2019), has evolved into an instrument used to constantly and involuntarily understand our environment.
Within the educational context, body expression is part of the curriculum across all educational phases and constitutes a subject within the Physical Activity and Sports Sciences degree. It is recognized as a discipline that, through the body and movement, seeks to establish a creative language connecting with internal processes, it sets common elements for communication and creation among individuals (Shinca, 2010). This discipline embodies the artistic and expressive facet of physical activities, aimed at promoting innovative methodological approaches to foster autonomous learning and social skills (Redondo et al., 2019). However, challenges arise as Physical Education teachers struggle with the integration of this educational content into formal teaching, particularly in the context of evaluation.
The challenge intensifies due to the requirement that body expression content be founded on processes such as research, exploration, discovery, and awareness, contrasting with the prevalent use of automation, repetition, and perfection in educational evaluation (Sánchez and Ruano, 2007). This implies applying novel methodologies that lead students to express themselves freely both physically, cognitively, and emotionally (Antolin, 2013). To enrich this experience, teachers can make decisions based on their knowledge, selecting the most appropriate content for the learning context.
One such decision may involve the integration of interdisciplinary content, in this case, the introduction of graphic strategies. Ephemeral drawing, as a graphic element for recording movement and rhythmic pattern, can have various advantages and benefits in the educational field for both students and the overall teaching-learning process.
Integrated teaching has emerged as an innovative and effective pedagogical response in contemporary education. This approach departs from the traditional compartmentalization of disciplines and embraces the interconnection and synergy between different areas of knowledge. this approach embraces interconnection and synergy across different areas of knowledge. As highlighted by Hattie (2020), content integration provides students with a deeper understanding by connecting concepts from various disciplines, fostering more meaningful learning. Authors like Johnson and Johnson (2021) argue that integrated teaching not only promotes knowledge acquisition but also develops cognitive and socioemotional skills crucial for success in the 21st century. At the same time, Perkins (2018) emphasizes that the integrative approach allows students to apply knowledge practically, stimulating their ability to address real-world situations reflectively and adaptively. Current literature highlights the importance of integrated teaching for cultivating critical thinking and creativity (Robinson, 2022). This holistic perspective aligns with the current demand to educate students to face complex challenges and solve problems collaboratively (Gardner, 2019).
In this context, this study seeks to explore the key dimensions of integrated teaching, highlighting its relevance in the current educational landscape and its impact on the holistic development of students.
Therefore, the objective of this study was to understand the perceptions of students enrolled in the body expression subject of the Physical Activity and Sports Sciences degree about the experience of working on body movement by drawing its trajectory.
Methodology, Methods, Research Instruments or Sources UsedThis study employed a qualitative and exploratory approach, utilizing an emergent design based on the information gathered from participants. The research was conducted in a natural setting, without the intention of generalizing the results. The sample for this study is intentional and consisted of 36 students (28 males and 8 females) with a mean age of 22.4; SD = 3.421, enrolled in the subject of Body Expression Music and Movement, in the Physical Activity and Sports Sciences and Sports degree during the academic year 2023-2024.
The aim of this study was to determine students' perceptions of their learning practices through the integrated content of other artistic disciplines. This proposal emerged after integrating the subject´s content of Didactics of Plastic Expression from the Bachelor's degree in Education - Infant and Primary (Jaume I University) into Body Expression Music and Movement in the Physical Activity and Sports Sciences and Sports degree (University of Alicante).
Each student responded openly to a question through a written interview asking: How was your experience of drawing the traces left by your body movements? The educational experience took place over two weeks, with three hours allocated per week. Interviews were conducted at the end of the content, allowing a defined time for reflection on the question. The document was collected on the same day.
In the field of educational research, the narrative interview serves as a robust and highly effective instrument. The information extracted from narratives undergoes analysis using an inductive methodology, enabling the identification and semantic categorization of the obtained segments. The information was categorized and organized into codes and subcodes, and the main emerging theme of this study was extracted for subsequent conclusions. The central research query is articulated as follows: Has the integration of graphic gesture into body expression been beneficial, as perceived by students in the Physical Activity and Sports Sciences and Sports domain?
Conclusions, Expected Outcomes or FindingsThe findings, expressed in percentages and absolute frequencies, reveal that 69.2% of the participants have favorable perceptions regarding this educational experience. This group highlights the novelty of the experience, improved understanding of movement, emotional and expressive release, as well as the fun associated with integrating body expression and graphic gesture. Student 5: "It has been a positive experience to be more aware of my own body. Moreover, movements are broader and more precise. At times, you let yourself go, and your mind goes blank, forgetting any concerns of the day."
On the other hand, 30.8% of students express unfavorable perceptions. Identified causes include personal limitations such as creativity and movement restrictions, as well as material limitations. Additionally, some participants indicate that they do not perceive a clear learning benefit and mention limited collaboration from their peers. Student 28: "It was a new experience for me; I had never had to do anything like it. So, at the beginning, I struggled a lot to come up with ideas for the work because I had no reference."
In conclusion the incorporation of graphic gesture into body expression within the university context, as perceived by students in Physical Activity and Sports Sciences, yields varied outcomes, with the majority being favorable. These findings indicate substantial variability in the reception of this content, underscoring the importance of taking into account individual and contextual differences when applying this educational approach in the university environment.
This study could enhance the understanding and promote innovative teaching methods by integrating subjects, strengthening valuable skills, and fostering interpersonal and group abilities. This endeavor is positioned as a fundamental pillar in shaping the education of upcoming professionals, citizens, and leaders.
References1.Antolín, L. (2013). Expresión corporal: fundamentos motrices. Univesitat de Valencia.
2.Aparicio, M. L., Mayorga-Vega, D., & López-Fernández, I. (2019). Expresión corporal: Revisión bibliográfica sobre las características y orientaciones metodológicas en contextos educativos. Acción Motriz, 22, 23-34.
3.Gardner, H. (2009). Five Minds for the Future. Harvard Business Press.
4.Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
5.Johnson, D. W., & Johnson, R. T. (2021). Cooperative Learning: A Research Perspective. Routledge.
6.Perkins, D. N. (2014). Future Wise: Educating Our Children for a Changing World. John Wiley & Sons.
7.Redondo, M. A., Gómez, C. C., Bastida, A., Mancha, D., & Gamonales, J. M. (2019). Are there differences in the emotions perceived by secondary education students as a result of sex and academic year in body expression sessions? Educ. Sport Health Phys. Act., 3, 15–28.
8.Rivilla I. (2019). Didáctica de la Educación Física. UNIR
9.Robinson, K. (2016). Creative Schools: The Grassroots Revolution That's Transforming Education. Penguin Books.
10.Ruano K. & Sánchez G. (2009). Expresión corporal y educación. Wanceulen.
11.Schinca, M. (2010). Expresión Corporal: técnica y expresión del movimiento. Navarra: Wolters Kluwer.
|
