Feelings and opinions of primary school teacher trainees towards corporeal expressivity, spontaneity and disinhibition

This article identifies the student's perceptions regarding the lack of inhibition, spontaneity and codification of the tasks associated with corporeal expression. The aim was to identify the positive and negative feelings of the students regarding the expressive activities involved in the three phases of the exercise: exploration, expression and communication. The study sample comprised 14 students (22 +/- 2,34 years old) of Primary School Teacher Degree at the University of Zaragoza (Spain). The students completed a diary on the eight practical sessions of corporal expression that form part of the physical education module of the primary education teaching degree. A content analysis of the comments made by the students was undertaken. Data was processed using the NVIVO 10 software. Results showed that visual and tactile interaction inhibits expressive commitment, instructions based on metaphors facilitate spontaneous movement and codification of gestures favours the transmission of messages. The results of this study are relevant because they allow for a better understanding of the expressive commitment of the student. This knowledge can be used for the development of pedagogical resources that can generate confidence and improve participation in corporal expression activities.