Comparing assessment methods of low back pain related disability in student circus artists: A cross-sectional study.

BACKGROUND: Student circus artists put constant stress on their back. However, the presence of low back pain (LBP) and related disability in this population remains unclear. OBJECTIVES: To 1) examine LBP history in circus artists and compare related disability scores using the Oswestry Disability Index (ODI) and the Athlete Disability Index (ADI), and 2) examine the correlation between LBP-related disability scores, pain intensity and pain catastrophizing. METHODS: Thirty-three circus students completed an online survey on demographics, training history, and LBP. Participants reporting LBP filled the ODI, ADI, numerical pain rating scale (NPRS), and Pain Catastrophizing Scale (PCS). Descriptive statistics and Pearson's correlation coefficients were used to assess the correlations between the ODI, ADI, NPRS, and PCS. RESULTS: There was a significant positive correlation between the ODI and ADI (r= 0.77, p< 0.001) and between the NPRS and ADI (r= 0.52, p= 0.03), but no correlation between NPRS and ODI. While the PCS scores were significantly correlated with the NPRS ((r= 0.71; p< 0.001) and the ADI (r= 0.51; p= 0.032), no correlation was observed between the PCS and ODI scores (p= 0.088). Based on the ODI scores, 94.44% of the artists reporting LBP were classified with mild disability, 5.56% moderate, and 0% severe disability as compared to 66.67%, 27.78% and 5.55% with the ADI, respectively. CONCLUSION: Our study highlights the potential of the ADI as an effective tool for assessing LBP-related disability in circus artists, supported by a strong correlation with the NPRS.

Curiosities take the stage - role-play in parasitology teaching.

Careful observation of parasites, masters of camouflage, reveals an ingenious and fascinating world. However, students often perceive parasitology as impenetrable. What if a flamboyant flea circus director passionately introduced the multidimensional contexts of this discipline? Will role-play capture the imagination of students and guide them in their future learning?

Phylogeny and morphology of some European cyathocotylid digeneans (Trematoda: Diplostomoidea).

The Cyathocotylidae Mühling, 1898 is a family of primitive diplostomoid trematodes important for understanding the evolution of the superfamily Diplostomoidea. However, cyathocotylids remain poorly studied with the use of molecular techniques. In this study we sequenced the 5.8S + ITS2 region, 28S rRNA, and cox1 genes of two cyathocotylid species and obtained new morphological data on them. We propose Georduboisia nom. nov. instead of the preoccupied name Duboisia Szidat, 1936 (junior homonym of Duboisia Stremme, 1911). Adults of Georduboisia cf. teganuma (Ishii, 1935) and Paracoenogonimus ovatus Katsurada, 1914 were collected from fish-eating birds in the south of the European part of Russia. Georduboisia cf. teganuma was very similar to G.teganuma but differed from it in the shape of the testes. The 28S rRNA gene dataset provided the best-resolved phylogeny of the Cyathocotylidae to date. In the phylogram based on partial sequences of this gene, P. ovatus was close to members of Holostephanoides Dubois, 1983, Neogogatea Chandler & Rausch, 1947 and Gogatea Szidat, 1936. Georduboisia cf. teganuma clustered with members of Cyathocotyle Mühling, 1896 and Holostephanus Szidat, 1936. Phylogenetic analysis based on the 5.8S + ITS2 dataset showed that adults of P. ovatus examined in our study were conspecific with the metacercariae from the musculature of fish collected in Hungary and Italy. It also revealed probable misidentifications of larvae and adults of cyathocotylids whose sequences are deposited in GenBank NCBI.

Welfare Implications for Tigers in Travelling Circuses.

There are very few studies that have focused on species-specific welfare implications for tigers in a travelling circus. The absence of scientific evidence to inform nationwide legislation means that tigers are still commonly used in travelling circuses across the world. A systematic review of relevant published studies was conducted using the bibliographic databases Web of Science and Scopus, supplemented by a narrative search. In total, 42 relevant studies were identified that assessed the welfare of tigers in captivity, including circuses and zoos. Only eight papers assessed the welfare implications for tigers in circuses directly, evidencing the lack of research in this area. Given that circuses provide a sub-optimal environment compared to zoos, implications for tiger welfare were also inferred from zoo research, within the Five Domains framework. Collectively, these papers infer that the travelling nature of a circus often negatively impacts the welfare domains of nutrition, physical environment, health, and mental state. This is due to limitations in enclosure size, as well as in both environmental and behavioural enrichment. There is also often difficulty in sourcing appropriate food and specialised routine veterinary care. The literature is divided concerning behavioural interactions, specifically whether training can improve welfare by offering mental stimulation. However, circus performances are often associated with negative welfare due to noise disruption from spectators. The collective scientific evidence indicates that tigers are not well suited to circus living, due to the inability of a travelling circus to provide for their species-specific psychological, physiological, and behavioural needs.

The lure of the foreign stage: Chronicles of Italian mobility to France in the long eighteenth century.

This article investigates the migration of three Italian-born artists working in France in the field of ephemeral entertainment and argues that their stories were part of a broader process of cultural history and artistic mobility of the long eighteenth century. These artists are the firework makers Ruggieri brothers, the circus performer Antonio Franconi and his family and the stage designer Ignazio Degotti. They left their home country at different points (1730s, 1750s and 1790 respectively), settling in Paris under different socio-political circumstances. Due to the immaterial and contingent medium in which these artists chose to work, which is difficult to replicate and collect, the mobility of these artists has often remained a neglected story. To explore the reasons why these artists moved from their home country and the motivation that convinced them to stay in France, this research combines an attentive examination of archival material with a methodology influenced by methods of cultural history. The paper argues that their lives and their artistic expertise were not only aesthetically relevant, but also very much integrated within the defined social and cultural context they chose to live in.

Strength Training Perceptions Amongst Vocational Circus and Dance Students.

Introduction: The aim of this study was to analyze perceptions of strength training in vocational circus and dance students. It was hypothesized that due to the higher relative strength demands and associated risks of working at height in some aerial and acrobatic disciplines that circus students would be more open to strength training than dancers. Methods: Eighty students completed the Training Information Survey (TIS) (Mean age = 20.74 ± 2.71); 39 circus students and 41 dance students. 97% of circus students and 69% of dance participants reported that strength training was a required part of their training with students participating in strength training 4.24 ± 0.98 and 3.05 ± 1.42 day per week respectively. Results: Perceptions of strength training amongst vocational circus and dance students appear to be favorable, with both sets of students strongly agreeing with the statements "Strength training is essential to my overall development as a dancer/circus artist" (5.00 (IQR 1.00) and 5.00 (IQR 1.00) respectively). Following Bonferonni correction only one statement returned statistically significant results with dance students agreeing more strongly with the statement "Strength training increases muscle size," U = 473.00, P = .001. Students also agreed that strength training helped them to feel better mentally and physically, that strength training is beneficial for both men and women and that it should not be designated as specific to either sex. Conclusion: Results support earlier studies that suggest a cultural shift in perceptions of strength training and ideal esthetic in dance, particularly amongst students and that they are keen to incorporate strength training into their practice. Educational establishments should note students' interest in participating in strength training, reviewing how to embed effective strength training education, more coaching and time allowance for these activities within their timetable. Further research with a greater sample size is recommended to further substantiate these indications of a shift in perceptions.

Mapeando o ensino das atividades circenses no contexto escolar: escolas, professores e práticas pedagógicas / Mapping the circus activities teaching in the school context: schools, teachers and pedagogical practices / Mapeo de la enseñanza de las actividades circenses en el contexto escolar: escuelas, docentes y prácticas pedagógicas

RESUMO Este estudo investigou o ensino das atividades circenses em escolas brasileiras, com foco no perfil das escolas, docentes e suas práticas pedagógicas. Utilizando um questionário online e combinando o método "bola de neve" e a busca ativa de participantes, a pesquisa envolveu 82 professores de todas as regiões. Os resultados destacam que o ensino de circo prevalece nos anos iniciais do Ensino Fundamental, integrado à disciplina de Educação Física principalmente nas escolas públicas e como atividade extracurricular nas privadas. Desafios como falta de infraestrutura, turmas numerosas e escassa formação nessa temática foram destacados. A pesquisa corrobora o fortalecimento dessa atividade no âmbito escolar e sugere a necessidade de mais formação e suporte aos professores.

ABSTRACT This study investigated teaching circus activities in Brazilian schools, focusing on the school and teachers profile and its pedagogical practices. Using an online questionnaire and combining "snowball" method and active search of participants, our study included 82 teachers from all regions. The results highlight that circus teaching happens more recurrently in the early years of Elementary Education, being integrated into the PE mostly in public schools and as an extracurricular activity in private schools. Lack of infrastructure and training and large group of students were highlighted as frequent challenges. The study reinforces the strengthening of this activity at the school level and suggests the need for additional training and support for teachers.

RESUMEN Este estudio investigó la enseñanza de las actividades circenses en las escuelas brasileñas, centrándose en el perfil de la escuela, de los docentes y las prácticas pedagógicas. Por medio de un cuestionario en línea y combinando el método de "bola de nieve" con la búsqueda activa de participantes, respondieron 82 docentes de todas las regiones. Los resultados destacan que la enseñanza del circo ocurre mayoritariamente en los primeros años de la Educación Primaria, integrándose más frequentemente a la disciplina de Educación Física en las escuelas públicas y como actividad extraescolar en las privadas. Se destacaron desafíos como la falta de infraestructura y formación y clases numerosas. El estudio corrobora el fortalecimiento de esta actividad en la escuela y sugiere la necesidad de formación y apoyo a los docentes.

Metals in the Réunion harrier: tissue concentrations and meaning for conservation.

The Réunion harrier is an endemic raptor on Réunion Island. Several threats endanger its population, poisoning by rodenticides being considered as the main one currently. No information is available on its exposure to other chemicals notably trace metal elements such as lead (Pb), mercury (Hg), and cadmium (Cd). The Réunion harrier is still a victim of poaching nowadays. When shooting is not lethal, animals may carry embedded shot in their body and thus be exposed to toxic level of Pb as demonstrated for other raptors. Moreover, recent monitoring suggests a decrease of its breeding success over time. It is known that Hg and Cd could impair reproduction and disturb embryo development in birds. The aim is to measure metal concentrations in the tissues of 30 carcasses of harrier collected from 2016 to 2021. Lead was analyzed in the liver and humerus, while Hg and Cd were measured in livers. Concentrations were compared to toxicological reference values. Overall, the Réunion harrier was not exposed to toxic levels of Pb or Cd. For Hg, 53% of the individuals have residues higher than the threshold compatible with oxidative stress, and 13% have liver concentrations above those compatible with reproduction impairment. A positive correlation was found between the proportion of urban habitat in a 55 km2 area centered on the location where the harrier was found and the concentration of Hg in the liver. We conclude that Hg exposure could be a threat for the Réunion harrier population and recommend monitoring the exposure of the most sensitive stages, i.e., embryos and nestlings, to this metal with non-invasive methods.

Circus Activities as a Health Intervention for Children, Youth, and Adolescents: A Scoping Review.

Circus activities are emerging as an engaging and unique health intervention. This scoping review summarises the evidence on this topic for children and young people aged up to 24 years to map (a) participant characteristics, (b) intervention characteristics, (c) health and wellbeing outcomes, and (d) to identify evidence gaps. Using scoping review methodology, a systematic search of five databases and Google Scholar was conducted up to August 2022 for peer-reviewed and grey literature. Fifty-seven of 897 sources of evidence were included (42 unique interventions). Most interventions were undertaken with school-aged participants; however, four studies included participants with age ranges over 15 years. Interventions targeted both general populations and those with defined biopsychosocial challenges (e.g., cerebral palsy, mental illness, or homelessness). Most interventions utilised three or more circus disciplines and were undertaken in naturalistic leisure settings. Dosage could be calculated for 15 of the 42 interventions (range one-96 h). Improvements in physical and/or social-emotional outcomes were reported for all studies. There is emerging evidence of positive health outcomes resulting from circus activities used in general populations and those with defined biopsychosocial challenges. Future research should focus on detailed reporting of intervention elements and increasing the evidence base in preschool-aged children and within populations with the greatest need.

A kinematic analysis of jumping technique in elite Korean teeterboard athletes: a case-study.

Korean teeterboard is a circus discipline that consists of a board pivoted at its centre upon which two acrobats are catapulted in turn performing acrobatic jumps. This paper presents one of the first studies that focuses on investigating the factors that contribute to jump height in Korean teeterboard. A total of 120 jumps were recorded from two acrobats using motion capture. Selected variables were input to a Boosted Regression Trees (BRT) analysis, corresponding to three specific events: acrobat landing, rotation of the teeterboard and acrobat take-off. Significant predictor variables were identified as: 1) body's centre of mass vertical velocity at the first contact with the teeterboard (relative importance: 69.4%) for landing, 2) maximum downward vertical teeterboard velocity for teeterboard rotation (72.7%) and 3) maximum upward vertical teeterboard velocity for take-off (50.4%). Kinematic parameters such as hip range of motion during take-off also contributed significantly to jump height (37.2%). The results provide understanding of the complex kinematics between two acrobats and a flexible pivoting board. Teeterboard designers, acrobats and trainers should be aware that maximising these parameters are the best strategies to improve jump height.

Investigando a formação das professoras de modalidades aéreas de circo na região metropolitana de Campinas-SP / Researching the circus aerials disciplines teachers'training in the metropolitan region of Campinas-SP / Investigando la formación de profesores de modalidades aéreas de circo em la región Metropolitana de Campinas-SP

A prática do circo como opção educativa, de condicionamento físico, recreativa ou artística, mostra uma notável expansão no contexto nacional nas últimas duas décadas. De modo particular, temos observado o aumento da prática das modalidades aéreas em escolas, academias e outros espaços públicos e privados. Com base nessa constatação, o objetivo desse estudo foi analisar a formação de professoras(es) de modalidades aéreas de circo na Região Metropolitana de Campinas (SP). Para isso, realizamos um levantamento de estabelecimentos que ofereciam aulas regulares, em seguida aplicamos um questionário semiestruturado (online) a 36 professoras responsáveis. Os resultados indicam que o primeiro contato com as modalidades aéreas se deu majoritariamente na universidade e em escolas de circo. O "tecido acrobático" é a modalidade mais oferecida, e a prática recreativa representa o campo de atuação mais comum, com relevante demanda da atividade como forma de condicionamento físico ou promoção da saúde. Verificamos uma formação diversificada, que inclui formação artística e o diploma de ensino superior para a maioria das participantes.

The practice of the circus as an educational, fitness, recreational or artistic option shows a notable expansion in the national context in the last two decades. In particular, the practice of aerial disciplines has been increasing in schools, gyms and other public and private places. Based on this finding, the objective of this study was to analyze the training of teachers of aerial circus modalities in the Metropolitan Region of Campinas - SP. For this, we carried out a survey of establishments that offered regular classes, then we applied a semi-structured questionnaire (online) to 36 teachers. The result shows the first contact to circus happened mostly at the university and in circus schools. The "silk" is the most popular discipline; and the recreational represents the most common motivation, with an important demand for fitness and health promotion. We noted a diversified training, including artistic education and higher education degree for most of them.

La práctica del circo como opción educativa, de acondicionamiento físico, recreativa o artística muestra una notable expansión en el contexto nacional en las últimas dos décadas. En particular, la práctica de modalidades aéreas ha aumentado en escuelas, gimnasios y otros espacios públicos y privados. Con base en ese hallazgo, el objetivo de este estudio fue analizar la formación de profesores de modalidades aéreas de circo en la Región Metropolitana de Campinas - SP. Para ello, realizamos una encuesta a los establecimientos que ofrecían clases regulares, y aplicamos un cuestionario semiestructurado (en línea) a 36 docentes. El contacto inicial con las modalidades aéreas se dio mayoritariamente en la universidad y en las escuelas de circo. La tela acrobática es la modalidad más común, y la práctica recreativa representa el campo de actuación más habitual, con una demanda relevante de la actividad de condicionalmente físico y promoción de la salud. Notamos una formación diversificada de las docentes, que incluye la educación artística y el diploma de educación superior para la mayoría.

Didáctica no-parametral: principios didácticos de implementación desde las experiencias educativas circenses en espacios no formales / Ensino não-parametral: princípios didáticos de implementação das experiências educacionais circenses em espaços não-formais / Non-parametric didactic: didactic principles of implementation from the circus educational experiences in non-formal spaces

Resumen El presente trabajo aborda el fenómeno didáctico no-parametral sobre las experiencias educativas circenses en espacios no formales en Chile. El objetivo es analizar los principios didácticos de implementación que emergen de las experiencias educativas circenses en espacios no formales. La metodología utilizada es cualitativa, desde un enfoque fenomenológico-hermenéutico. Se aplica un grupo focal (7 educadores circenses reconocidos por su trayectoria y calidad educativa) y 11 entrevistas semiestructuradas (7 generales y 4 de profundización). La reducción y análisis contempla la transcripción, codificación y posterior categorización, mediante la utilización del software Nvivo Pro en su versión 11. De los resultados destacan las categorías de Espacio-tiempo (10,10%), las Características del Didacta (49,48%) y las dinámicas relacionales (20,91%) como las más referencias. Se destaca una mirada compleja del fenómeno educativo circense que emerge desde una didáctica inclusiva, cercana y sistemática, que tensiona la didáctica tradicional, presentando nuevas relaciones educativas.

Resumo Este artigo trata do fenômeno didático não-paramétrico (Quintar, 2008) sobre as experiências educativas circenses em espaços não formais. O objetivo é analisar os princípios didáticos de implementação que emergem nas experiências educativas circenses em espaços não formais. A metodologia utilizada é qualitativa, a partir de uma abordagem fenomenológico-hermenêutica. São aplicadas 11 entrevistas semiestruturadas (7 gerais e 4 em profundidade) e um grupo focal (7 educadores circenses reconhecidos por sua carreira e qualidade educacional). A redução e análise contemplam a transcrição, codificação e posterior categorização, por meio do uso do software Nvivo Pro versão 11. Os principais resultados destacam as categorias Espaço-Tempo (10,10%), as Características do Didato (49,48%) e dinâmica relacional (20,91%) como as mais referenciais. Destaca-se uma visão complexa do fenômeno educacional circense que emerge de uma didática inclusiva, próxima e sistemática, que enfatiza a didática tradicional, apresentando novas relações educativas.

Abstract This article presents the non-parametric didactic phenomenon (Quintar, 2008) on circus educational experiences in non-formal spaces in Chile, The objective of this article is to analyze the didactic principles of implementation that emerge in circus educational experiences in non-formal spaces. The methodology used is qualitative, from a phenomenological-hermeneutic approach. 11 semi-structured interviews (7 generals and 4 in-depth), and a focus group (7 circus educators recognized for their career and educational quality) were applied. The reduction and analysis contemplate the transcription, coding and subsequent categorization, through the use of the Nvivo Pro 11. The main results highlight the categories of Space-time (10.10%), the Characteristics of the Didact (49.48 %) and relational dynamics (20.91%) as the most references. A complex view of the circus educational phenomenon that emerges from an inclusive, close and systematic didactics is highlighted, which stresses traditional didactics, presenting new educational relationships.

Tem palhaço na Educação Física escolar? Tem, sim Senhor! / Is there a clown in school Physical Education? Yes, sir! / ¿Hay payasos en la Educación Física escolar? ¡Sí, señor

Neste estudo relatamos a implementação do ensino do palhaço como conteúdo nas aulas de Educação Física numa turma de 8.º ano de Ensino Fundamental de uma escola pública, na qual participaram 30 alunos de 12-17 anos (13 meninas e 17 meninos). As aulas ocorreram duas vezes por semana, num total de dez, ministradas por dois professores monitores, orientados por um professor orientador local e um professor orientador especialista em palhaçaria. Nas aulas pesquisou-se o imaginário dos alunos sobre circo e palhaço; foram propostos jogos que buscaram o riso, exposições sobre quatro palhaços brasileiros, atividades que buscaram a conexão entre os participantes do estudo, acrobacias cômicas e uma avaliação final com desenhos. Essa experiência aponta que é possível ensinar a palhaçaria nas aulas de Educação Física.

In this study we report the implementation of clowning as a content in Physical Education classes in an 8th grade class in a public school, in which 30 students aged 12-17 years (13 girls and 17 boys) participated. The classes took place twice a week, in a total of ten, taught by two monitors, guided by a local mentor teacher and a mentor teacher specialized in clowning. In the classes we researched the students' imaginary about circus and clown; we proposed games that sought laughter, exhibitions about four Brazilian clowns, activities that sought connection among the participants of the study, comical acrobatics and a final evaluation with drawings. This experience points out that it is possible to teach clowning in Physical Education classes.

En este estudio relatamos la implementación de la enseñanza del payaso como contenido en clases de Educación Física en una clase de 8º de Primaria de un colegio público, en la que participaron 30 alumnos con edades comprendidas entre los 12 y los 17 años (13 chicas y 17 chicos). As clases ocorreram duas vezes por semana, em um total de dez, ministradas por dois monitores, orientados por um professor mentor local e um professor mentor especializado em payaso. En las clases, se investigó el imaginario de los alumnos sobre el circo y el payaso; se propusieron juegos que buscaban la risa, exposiciones sobre cuatro payasos brasileños, actividades que buscaban la conexión entre los participantes del estudio, acrobacias cómicas y una evaluación final con dibujos. Esta experiencia señala que es posible enseñar clown en las clases de Educación Física.

O picadeiro, a Educação Física e a inclusão: estratégias pedagógicas para ensino das atividades circenses para crianças com síndrome de down, TEA e TDAH/hiperatividade / The riding arena, Physical Education and inclusion: pedagogical strategies for teaching circus activities for children with Down Syndrome, ASD and ADHD/Hyperactivity / El picadero, Educación Física e inclusión: estrategias pedagógicas para la enseñanza de actividades circenses a niños con Síndrome de Down, TEA y TDAH/Hiperactividad

Este estudo tem como objetivo apresentar quatro estratégias pedagógicas para ensino de atividades circenses para crianças com Síndrome de Down, TEA e TDAH/Hiperatividade, a serem exemplos de propostas pedagógicas que possam ser adaptadas por profissionais de Educação Física, estabelecendo relações entre o Circo, a Educação Física e a inclusão. Estrutura-se como um ensaio acadêmico, apoiando-se na literatura científica para sugestões na elaboração das estratégias pedagógicas. Foram desenvolvidas adaptações visando as potencialidades de cada tarefa, como o uso das cores e comunicação verbal para atenção, texturas, tamanhos, desuso dos sapatos para percepção sensorial, modificações nos materiais, auxílio com as mãos para hipotonia muscular e, por fim, estímulo à interação coletiva para socialização. A partir da análise das atividades propostas sob a ótica da inclusão, percebe-se que é papel do/a profissional de Educação Física integrar e incluir crianças no âmbito circense, levando em conta seus múltiplos benefícios para o desenvolvimento integral.

This study aims to present four pedagogical strategies for teaching circus activities to children with Down Syndrome, Autistic Spectrum Disorder and Attention Deficit/Hyperactivity Disorder, to be examples of proposes for Physical Education teachers, establishing relationships between Circus, Physical Education, and inclusion. It is structured as an academic essay, relying on the scientific literature. In the activities, adaptations were developed aiming at the potential of each task, such as the use of colours and verbal communication for attention, textures, sizes, disuse of shoes for sensory perception, changes in materials, help with the hands for muscle hypotonia and the stimulus to collective interaction for socialization. From the analysis made and the activities proposed from the perspective of inclusion, it is the role of the Physical Education professional to integrate and include children with intellectual disabilities in the circus, considering its multiple benefits for integral development.

Este estudio tiene como objetivo presentar cuatro estrategias pedagógicas para la enseñanza de actividades circenses a niños con Síndrome de Down, Trastorno del Espectro Autista y Trastorno por Déficit de Atención/Hiperactividad, estableciendo relaciones entre Circo, Educación Física e inclusión. Está estructurado como un ensayo académico, apoyándose en la literatura científica para sugerencias en la elaboración de estrategias pedagógicas. En las actividades se desarrollaron adaptaciones apuntando al potencial de cada área, como el uso de colores y comunicación verbal, texturas, tallas, desuso de zapatos, cambios de materiales, ayuda con las manos y, finalmente, estímulo a la interacción colectiva para la socialización. Del análisis realizado y de las actividades propuestas desde la perspectiva de la inclusión, se desprende que es rol del profesional de la Educación Física integrar e incluir a los niños con discapacidad intelectual en el circo, teniendo en cuenta sus múltiples beneficios para el desarrollo integral.

Atividades circenses como objeto de ensino da educação física escolar / Circus activities as a teaching strategy in school physical education / Actividades circenses como objeto de enseñanza de la educación física escolar

O ensaio advém de estudos teóricos para sustentar a introdução das atividades circenses na escola e objetiva apresentar as atividades circenses como objeto de ensino da Educação Física (EF) escolar, um dos possíveis modos para introduzir os alunos no universo da cultura corporal de movimento. O método escolhido conceitualiza os objetos de Ensino da EF em uma perspectiva histórico-cultural. Adotam-se duas ações metodológicas na análise e sistematização dos significados da proposta no âmbito escolar: episódios históricos das práticas corporais circenses e os conhecimentos pedagógicos produzidos. A seleção didática de abordagem do conteúdo demonstra as atividades circenses como um fenômeno humano, construído por um segmento da sociedade cujas significações englobam o saber fazer e o saber sobre esse fazer. A introdução e os avanços da temática, na escola, ainda encontram dificuldades para a sua consolidação, principalmente pela descontinuidade didática do objeto de ensino.(AU)

This essay comes from theoretical studies to support the introduction of circus skills at school and it aims to present these skills as a Physical Education (PE) teaching tool. As follows, one of the possible ways to introduce students to the universe of body movement culture. The chosen method conceptualizes PE teaching tools from a historical-cultural perspective. Two methodological actions are adopted in the analysis and systematization of the school environment proposal meanings : historical episodes of circus body practices and the pedagogical knowledge that was produced. The didactic selection of content approach shows circus skills as a human phenomenon. It was built by a segment of society whose meanings encompass knowing how to do and comprehend this. The introduction and advances of this theme at school, still struggle to consolidate, mainly due to the didactic discontinuity of this teaching tool.(AU)

Este ensayo se deriva de estudios teóricos para sostener la introducción a las actividades circenses en la escuela y pretende presentarlas como objeto de enseñanza de la Educación Física (EF) escolar, uno de los posibles modos para introducir a los alumnos al universo de la cultura corporal del movimiento. El método seleccionado conceptualiza los objetos de enseñanza de la EF en una perspectiva histórico-cultural. Se adoptan dos acciones metodológicas en el análisis y sistematización de los significados de la propuesta en el ámbito escolar: episodios históricos de las prácticas corporales circenses y los conocimientos pedagógicos producidos. La selección didáctica de abordaje del contenido demuestra que las actividades circenses son un fenómeno humano, construido por un segmento de la sociedad cuyo significado abarca el saber hacer y el saber sobre el hacer. La introducción y los avances de esta temática, en la escuela, todavía presentan dificultades para su consolidación, principalmente por la discontinuidad didáctica del objeto de enseñanza.(AU)

Circo en la escuela: compartiendo prácticas pedagógicas / Circus at School: Sharing Pedagogical Practices

Resumen Introducción: El circo atrae cada vez más la atención de profesionales de áreas diversas, entre ellos el profesorado de Educación Física que actúan en el ámbito de la Educación Básica. De hecho, numerosos estudios discuten la enseñanza de las actividades circenses en la escuela, mostrando que la experiencia de cada docente revela un camino posible para entender mejor esta aproximación. El objetivo de este estudio fue investigar la introducción de la enseñanza de actividades circenses en dos escuelas brasileñas de Educación Básica. Procedimientos metodológicos: El estudio de campo se realizó en dos instituciones brasileñas, una en la ciudad de Itatiba-SP y otra en Belo Horizonte-MG, por medio de observaciones directas y entrevistas en profundidad. Resultados y discusiones: En ambos casos la figura de la persona docente aparece como principal responsable por la inclusión del circo en la escuela y las actividades desarrolladas se justifican por considerar que contribuyen a una educación corporal más expresiva y artística. Consideraciones: Nos parece que las propuestas pedagógicas estudiadas pueden inspirar a otros docentes, gestores o investigadores en ese campo específico de actuación profesional.

Abstract Introduction: The circus attracts the attention of professionals from different areas; among them are Physical Education teachers working in Elementary Education. In fact, several studies reveal that teachers can be the "key" to opening the door to circus activities in school. Therefore, we believe that analyzing their experience is an interesting way to understand this approach. This study aimed to investigate the introduction of the teaching of circus activities in two Brazilian schools in Elementary Education. Methodological procedures: This article presents a field study conducted in two Brazilian schools, one in the city of Itatiba-SP and another in Belo Horizonte-MG. Through observations and interviews, we tried to understand the context and characteristics of each proposal. Results and discussion: We found that, in both cases, the figure of the teacher is mainly responsible for the inclusion of the circus in school and that the activities developed are justified by contributing to a more expressive and artistic education. Considerations: The cases studied show us two interesting proposals to organize classes that can inspire other teachers, managers, or researchers.

Resumo Introdução: O circo está atraindo cada vez mais a atenção de profissionais de diversas áreas, entre eles professores de Educação Física que trabalham na área do Ensino Fundamental. Na verdade, numerosos estudos discutem o ensino das atividades circenses na escola, mostrando que a experiência de cada professor revela uma maneira possível de entender melhor essa abordagem. O objetivo desse estudo é investigar a introdução do ensino das atividades circenses em duas escolas brasileiras de Ensino Fundamental. Procedimentos metodológicos: O estudo de campo foi realizado em duas instituições brasileiras, uma na cidade de Itatiba-SP e outra em Belo Horizonte MG, por meio de observações diretas e entrevistas em profundidade. Resultados e discussões: Em ambos os casos a figura do professor aparece como principal responsável pela inclusão do circo na escola e as atividades desenvolvidas se justificam por considerarem que contribuem para uma educação corporal mais expressiva e artística. Considerações: Parece ser que as propostas pedagógicas estudadas podem inspirar outros professores, agentes ou pesquisadores nesse campo específico de ação profissional.

Encaixando possibilidades: uma proposta pedagógica para o malabarismo com caixas / Fitting possibilities: a pedagogical proposal for juggling boxes / Encajando posibilidades: una propuesta pedagógica para hacer malabares con cajas

Recentemente, educadores físicos e artistas atuantes na escola vêm direcionando atenção para o potencial pedagógico do circo e evidenciando a aproximação entre educação corporal e a arte. Diante da amplitude das práticas circenses, contamos com as modalidades de malabarismo com distintos aparelhos, destacandose claves, bolas e aros. Fundamentadas na manipulação de objetos, essas práticas requerem atenção dos professores, visando o oferecimento de um ensino envolvente, seguro e expressivo. Assim, o presente artigo discute elementos básicos para o ensino do malabarismo com caixas, procurando fomentar essa prática entre os profissionais que se aventuram no ensino da arte circense e que buscam uma educação artístico-estética. Partindo de referenciais teóricos, artísticos e de nossa práxis com pedagogia circense e malabarismo com caixas, acreditamos que essa modalidade possa compor o repertório de profissionais da Educação Física e das Artes e almejamos com essa contribuição que o malabarismo com caixas se torne mais disseminado e acessível.

Recently, physical educators and artists working at the school have been directing attention to the pedagogical potential of circus and showing a approach between body education and art. In view of the vast repertoire of circus practices, we have the juggling's modalities with different implements, highlighting clubs, balls, hoops. Based on the manipulation, these practices require attention from teachers who are aiming to offer a playful, engaging, safe and expressive teaching. Thus, this article discusses basic elements for teaching cigar box manipulation, seeking to encourage this practice among professionals working in the teaching of circus art and who seek an artistic-aesthetic education. Based on theoretical, artistic and practical references, also in our circus pedagogical praxis and cigar boxes manipulation. We believe that this modality can compose the repertoire for Physical Education and the Arts professionals and we aim that the cigar box manipulation becomes more widespread and accessible.

Recientemente, los educadores físicos y artistas que trabajan en la escuela están dirigiendo la atención sobre la pedagogia del circo y la aproximación entre la educación corporal y el arte. Dada la amplitud de estas prácticas, contamos con modalidades de malabares con diferentes aparatos como mazas, pelotas y aros. Basadas en la manipulación, estas prácticas requieren la atención de los docentes que buscan una enseñanza lúdica, participativa, segura y expresiva. Así, este artículo discute elementos para la enseñanza de los malabares con cajas, buscando promover esta práctica entre los profesionales que incursionan en la enseñanza del arte circense y que buscan una formación artístico-estética. Partiendo de referentes teóricos, artísticos y de nuestra praxis con la enseñanza y los malabares con cajas, creemos que esta modalidad puede componer el repertorio de los profesionales de la Educación Física y Artes y pretendemos que los malabares con cajas sean más difundidos y accesibles.

Circo nas aulas de Educação Física: para além do domínio motor / Circus in Physical Education classes: beyond the motor domain / Circo en las clases de Educación Física: más allá del dominio motor

O presente artigo relata a prática pedagógica de docentes de Educação Física Escolar que desenvolveram dois projetos relacionados ao circo, sendo um com discentes do Ensino Fundamental e, outro, com os do Ensino Médio. Objetiva-se, inicialmente, discorrer sobre a importância do compromisso ético-político-pedagógico dos professores frente às disparidades sociais, a fim de estabelecer uma ação didática situada com vistas à emancipação coletiva, na acepção freireana. Em seguida, apresentam-se as potencialidades artísticas, afetivas, estéticas, críticas e socioculturais da tematização do circo nas aulas de Educação Física através do relato dos projetos "O circo chegou -o fazer coletivo das acrobacias" e "Circo: entre o espetáculo e o cotidiano". Os resultados evidenciam um rompimento com a visão tecnicista e projetam a potencialidade de tematizar o circo na educação básica como forma de possibilitar trocas humanizadoras provenientes de relações que se constituem a partir de um diálogo com o outro, com o mundo.

This article reports the pedagogical practice of Physical Education teachers who developed two projects related to the circus, one with elementary school students and the other with high school students. The objective is, initially, to discuss the importance of the ethical-political-pedagogical commitment of teachers in face of social disparities, in order to establish a didactic action situated with a view to collective emancipation, in the Freirean perspective. Then, the artistic, affective, aesthetic, critical and sociocultural potentials of the circus theme in Physical Education classes are presented through the report of the projects "The circus has arrived -the collective doing of acrobatics" and "Circus: between the spectacle and the everyday". The results show a break with the technicist view and project the potential to thematize the circus in basic education to enable humanizing exchanges arising from relationships that are constituted from a dialogue with the other, with the world.

Este artículo relata la práctica pedagógica de docentes de Educación Física que desarrollaron dos proyectos relacionados con el circo, uno con el alumnado de la Educación Primaria y otro de la Educación Secundaria. Inicialmente se buscó discutir la importancia del compromiso ético-político-pedagógico de los docentes frente a las desigualdades sociales, para establecer una acción didáctica situada que posibilite la emancipación colectiva, en la perspectiva freireana. A continuación, se presentan las potencialidades artísticas, afectivas, estéticas, críticas y socioculturales de abordar el circo en las clases de Educación Física, a través del relato de los proyectos "El circo llegó -la realización colectiva de acrobacias" y "Circo: entre el espectáculo y la vida cotidiana". Los resultados muestran una ruptura con la visión tecnicista y proyectan la potencialidad de tematizar el circo en la educación básica para posibilitar intercambios humanizadores que surgen de relaciones que se constituyen a partir del diálogo con el otro, con el mundo.

Considerations for the Medical Management of the Circus Performance Artist and Acrobat.

Medical management of the circus performer encompasses a wide variety of multicultural, transdisciplinary and multifaceted decision-making considerations. There is a paucity of research evidence investigating both the unique diversity of skill sets and cultural considerations in addition to injury patterns of performers within the circus environment. Since a previously established framework for supporting the health and well-being of the circus performer across various aspects of medical management does not exist in the literature, most recommendations in this regard must come from practical experience working with this highly specialized performance athlete population. The purpose of this clinical commentary is to provide the reader with a greater understanding of the unique challenges associated with the medical management of performance artists and acrobats as well as recommendations for developing an integrated approach for mitigating injury risk within a highly specialized, diverse athlete population. LEVEL OF EVIDENCE: 5.

Rehabilitation for atraumatic shoulder instability in circus arts performers: delivery via telehealth.

BACKGROUND: The Watson Instability Program (WIP1) is current best evidence for conservative management of atraumatic shoulder instability, but it is unknown if this program can be effectively delivered via tele-consultation. The purpose of this longitudinal pre-post intervention study was to determine the effects of the WIP1 on patient-reported outcome measures, scapular position, shoulder strength, and handstand stability in student circus performers with atraumatic shoulder instability when delivered via tele-consultation. METHODS: Student circus performers aged between 15 and 35 years from the National Institute of Circus Arts were recruited. A 12-week shoulder exercise program was delivered via tele-consultation during the Melbourne, Australia COVID-19 (coronavirus disease 2019) lockdown. The primary outcome measures were the Western Ontario Shoulder Instability Index score and the Melbourne Instability Shoulder Scale score. Secondary outcomes measures included the Orebro Musculoskeletal Pain Questionnaire, the Tampa Scale for Kinesiophobia, and physical assessment measures including strength via handheld dynamometry, scapular position using an inclinometer, and handstand stability via center-of-pressure fluctuation. Patient-reported outcomes were collected at baseline and 6-week, 12-week, 6-month, and 9-month time points, and physical outcomes were measured at baseline and 9-month time points. A repeated-measures mixed model (with effect sizes [ESs] and 95% confidence intervals [CIs]) was used to analyze patient-reported outcomes, handstand data, strength, and scapular measures. Significance was set at P < .05. RESULTS: Twenty-three student circus arts performers completed the study. Significant improvements were found in both Western Ontario Shoulder Instability Index scores (effect size [ES], 0.79 [95% CI, 0.31-1.33] at 6 weeks; ES, 1.08 [95% CI, 0.55-1.6] at 12 weeks; ES, 1.17 [95% CI, 0.62-1.78] at 6 months; and ES, 1.31 [95% CI, 0.74-1.95] at 9 months; P < .001) and Melbourne Instability Shoulder Scale scores (ES, 0.70 [95% CI, 0.22-1.22] at 6 weeks; ES, 0.83 [95% CI, 0.34-1.37] at 3 months; ES, 0.98 [95% CI, 0.46-1.54] at 6 months; and ES, 0.98 [95% CI, 0.43-1.50] at 9 months; P < .001), as well as Orebro Musculoskeletal Pain Questionnaire scores at all follow-up time points. The Tampa Scale for Kinesiophobia scores reached significance at 6 weeks and 12 weeks. Following rehabilitation, we found statistically significant increases in shoulder strength in all positions tested and increased scapular upward rotation measured at end-of-range abduction, as well as during loaded external rotation. The affected arm showed greater instability than the unaffected arm with a significant intervention effect on the affected arm showing a greater consistent anterior-posterior movement pattern. CONCLUSION: In a group of circus performers with atraumatic shoulder instability, treatment with the WIP1 via telehealth resulted in clinically and statistically significant improvements in shoulder symptoms and function.