Postural grounding in the physical education classes: a bioenergetic analysis

Abstract

The aim of this study was to develop a psychocorporeal analysis of activities in physical education classes, with students aged between 10 and 13 years. It was adopted the concept of postural grounding that, according to Bioenergetics’ Analysis, favors the dynamics of psychocorporeal adaptation to conditions such as self-sustaining, balance and expression of vitality. It is supposed that psychocorporeal experiences, involving body, soil and environment (physical and social ones) extend the chances to achieve psychocorporeal coherence and cohesion in movements. Thus, the research’s question was: in which activities of Physical Education the postural grounding can be identifi ed? In what regards its method, it was a descriptive, qualitative and participative investigation that used observation, semi-structured interviews and content analysis, respectively, as instruments to collect and process data. Some observable descriptors were identifi ed: body posture, balance and projection in space. Two operational categories were also defi ned to help the discussion of the data: internal and external realities. Analyzing the results, it was observed that physical education classes promoted, unintentionally, conditions for developing postural grounding among students, through postures when students were playing, such as back straight, bending knees, the projection of the body on the front bare feet – which was close to the therapeutic ones, described by Bioenergetics’ Analysis. However, physical education classes lacked a refl ection about the grounding experience, needed to develop self-possession.