Development of the Creative Capacity by Means of Aerobic Dance in Higher Deadlock Education

摘要

Nowadays, in a world characterized by evolution and openness, promoting creativity is a must. Starting from the idea that educating creative capacity seems to be the only way by which man can keep up with constantly changing of his world, it is easy to see why the current system of education is trying to change its way of progress. In physical education and sport, very little has been written about educating creativity, though, in this area, creative ability is manifested in various forms. In this paper we try to adapt strategies of educating creativity in our field of physical education. We chose the strategy to make new combinations, as aerobic dance consists of a multitude of elements, and students were able to make choices from a variety of steps and technical processes. Creativity uses experience and knowledge in an original synthesis determined by the situation analysis which arises or occurs at a time.It can be educated and stimulated by the collaboration of the coach with the athletes and the one between themselves. Creativity is a complex process that engages the whole personality of the students. In the aerobics lessons, students have the opportunity to assert their qualities, to evaluate and to prioritize their merits under all aspects. Using the knowledge gained in class they can find solutions and original ideas embodied in the design of aerobic dance programs. Creativity testing is performed by the students’ ability - groups of students - to design aerobic dance choreography, to combinelearned dance steps as logical and natural. The group of 6 students becomes creative if the teammates agree each other and collaborate for a unique solution. We started from the hypothesis that the socially integrated group with compatible members has a better creating capacity than the group composed of members with no affective relationships. Among the methods used to develop creativity in the experimental group we can mention those formative participatory. To these we can add heuristic procedures, which provide a creative learning, participatory and anticipatory. The creativity test consists of designing samba choreography of 32 times, the tempo 2/4 made of a set of 6 performers in the form of competition. On the 32nd musical time groups must stop in the final picture. This additional control is given in the conditions of competition in the last lesson for the final evaluation and the University Cup in Aerobic Dance. The arbitration is carried out by FESD teachers specialized in gymnastics and those who teach aerobics. In conclusion, we can say that under aerobic dance lessons one can speak of creating special choreography only for a few students. It's just a creative potential that developed in different ways, both in education and in the independently activities. Imagining steps structures and their assembly as choreographed has largely stimulated types of collective creation. All the choreographies created by students, involved operative and trainable motor behavior in types of collective creation. Individual creative acts gathered and harnessed under the collective one. We consider that aerobic dance is still little studied in terms of education and educational resources of the human personality are largely untapped. Physical education, by its specific, by objectives and contents, contributes to the creative education of students.