Movement and Emotions in Higher Education

By Ofra Walter and Meirav Hen.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This study presents a mixed measurement that assesses and identifies the contribution of movement activities to the development of Emotional Intelligence amongst students. A semester course, grounded in the SDM (‘Sherborne Developmental Movement’) theory was integrated in the curriculum of the Education Dept. in Tel-Hai Academic College in Northern Israel. It focuses on students’ awareness to the significance of movement in education, and aims to provide a basic frame for developing theoretical concepts in teaching movement in Early Childhood Education. The main teaching methods are experiential, based on theory review and research, as well as practical experiencing in movement with young children. Participants are first and second year students in the Dept. of Education, which are completing a BA degree in Education. Based on previous studies (Tilstone, 1998; Weis & Arnesen, 2007) we assumed that experiencing SDM will contribute to the modification of Emotional Intelligence amongst participants, and by that contribute to students’ learning and teaching processes. Research findings indicated that SDM activities contributed to the development of emotional intelligence competencies. Qualitative results suggest that the experience of movement contributed to student’s perception and expression of self-emotional states, self-emotional integration and facilitation, emotional understanding and reasoning, and self-emotional management. Quantitative data indicate a change in the correlations from pre to post program between the emotional Intelligence scales, highlighting the significant correlations between Regulation and Management of emotions in post- phase. Finally, a parallel process was identified between SDM stages and Emotional Intelligence competencies.

Keywords: Movement Education, Emotional Intelligence, Higher Education

The International Journal of Learning, Volume 16, Issue 8, pp.101-116. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.386MB).

Dr. Ofra Walter

Lecturer, Department of Education, Tel Hai Acadic College, Ohalo Academic College, Rakefet, Israel

My professional experience as a teacher in general and in teaching Movement Education in particular has been gained in the encounter with different populations from different cultures both in Israel and in the United States while performing different roles in these countries. These populations have influenced my teaching methods and approaches and my professional development. They have enhanced my belief that movement serves as a bridge between cultures, thus connecting non-verbal and verbal language. These facts have made me curious seeking to research this domain. The developmental cycles in the professional domain have led me to encounters with a variety of learners: children of different ages, movement teachers trained by me, student-teachers and early-childhood teachers.

Dr. Meirav Hen

LECTURER, Education, Tel Hai Academic College, Moledet, Israel

I am a practicing clinical psychologist as well as an Occupational Therapist and an Instructor in the Education Department, Social Work Department and The Drama therapy Institution in Tel-Hai Academic College. In the past Five years I have been the Head of the education Dept. My research areas are : Social Competencies in Education, Emotional Intelligence and Empathy.


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