Integration of Break Dance and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching

Type of study

This study employed an exploratory mixed-methods approach, prioritizing qualitative analysis while using quantitative metrics, to examine the multidisciplinary fusion of breakdancing, computational physics, and physics education. The study sought to investigate how the computational analysis of distinctive Break Dance movements, utilizing the open-source program Tracker, may function as an educational tool for fundamental principles of classical mechanics while concurrently enhancing dance technique. This method facilitated the methodical expression of embodied movement and scientific understanding. The mixed methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with⁹ framework for addressing complex educational issues through methodological complementarity.

Ethical considerations

This research examined moral and legal rules concerning the ethical treatment and care of participants in the studies.¹⁰ This study received approval from ACT 22-2022 (June 13, 2022) by the Research and Ethics Subcommittee of the Faculty of Education at the University of La Sabana. The document indicates that “The Research and Ethics Subcommittee of the Faculty of Education has approved the project EDULCN-1-2022; Collaborative Learning, Computational Physics, and Experimental Setup Construction in the Approach to the Study of Renewable Energies, directed by Professor Diego Fernando Becerra (corresponding author). The suggestion is regarded favorably due to its significance. Under the guidance of project leader Professor Diego F. Becerra, his research focus within the Technologies for the Academy (Proventus) group, and his involvement in the Bachelor of Science in Natural Sciences and the Master’s program in Educational Innovation mediated by ICT”. This study adheres to the global research conduct standards outlined in the UNESCO Universal Declaration on Bioethics and Human Rights, as well as the ethical principles set forth by the Ethics Committee of the University of La Sabana. The research emphasizes the importance of telling participants about the study, detailing their involvement, safeguarding their identity, and assuring that no bodily or emotional harm would ensue.

Moreover, it is stated that the research is undertaken for the advancement of the academic community, that the data is safeguarded and utilized exclusively for educational research purposes, and that a conscientious approach is maintained, remaining receptive to inquiries from participants and community members. Moreover, only data from minors whose parents have properly signed the informed permission form will be used into the study.

Method

The research was conducted in phases over six sessions, each lasting three hours, during the dance training organized by the institution. The academy’s instructors conduct these dancing sessions, allowing for observable incremental advancement in each student’s artistic and athletic training. In these environments, aspects such as stage presence, precise execution of motions, the significance of physical activity, reflections on sports and competition, and opportunities for interaction and the exchange of experiences and knowledge are addressed. The sessions were executed in the following manner:

Session 1: The initial session offered a comprehensive contextualization of the research objective, outlined key concepts to be explored, detailed the planned activities for each session, and established the criteria for result categorization, underscoring that participant confidentiality was paramount. Furthermore, it was indicated that the study’s purpose was associated with the enhancement of the classes they participate in, without disrupting any scheduled school activities. A context recognition was performed, wherein each participant was inquired about their age, duration of attendance at the school, academic history, preferences related to dancing, and their personal and professional training.

Session 2: The second session involved conducting a preliminary investigation focused on early perceptions regarding the physics of motion. A question ladder (refer to Table 1), validated by expert researchers from the Faculty of Education at the University of La Sabana, was employed as an instrument, concentrating on the physics of motion, center of mass, circular motion, and the perceived correlation between physics and the enhancement of their technique. Data collection was conducted via audio recordings of the verbal responses given by each participant.

Subsequently, when the initial perspectives of all participants were collected, an introduction to the Tracker software was conducted, explaining the analysis that can be performed on a video and how the study of participants’ movements would be carried out through recordings.

Session 3: Some recordings were made of the participants performing specific Break Dance moves. First, emphasis was placed on some circular movements (“windmills” or “headspins”) and frozen positions (“Freezes”), with the recordings being made from multiple angles in order to have complete coverage of the movement. Videos were made of both dancers with years of experience in Breaking and students who had been in their training process for a short time, in order to compare positions and, through the study of those movements, help the participants improve their dance steps.

Session 4 and 5: As can be seen in Figures 1 and 2, the analysis of these videos was carried out using the Tracker software. The analysis included a measurement of kinematic parameters such as angular velocity, centripetal acceleration, and the trajectory of the center of mass for circular movements. However, for the frozen positions, the location of the center of mass was determined and emphasis was placed on the stability of those positions. In that sense, it can be evidenced that the Tracker software consolidates itself as a technological tool that contributes to the modernization of knowledge¹¹ were, with the help of innovative technologies, physics can be taught in unconventional environments, different from a school or a university, with prior study of the context.

Figure 1. Simulation example in Tracker software.

Figure 2. Graph corresponding to the answers to question 1, initial phase.

Following the analysis, two feedback sessions were conducted with the participants of the artistic group to discuss the findings and elucidate the application of these physical ideas to the specific movements demonstrated in the videos. The lessons served as instructional interventions, enabling the dancers to acquire a profound comprehension of the physics behind their motions and its potential to enhance their performance. A knowledge-sharing session was conducted in which the dance school instructors correlated concepts and aspects of physics with their movement execution to elucidate the information for all attendees.

Session 6: Subsequently, a second series of questions was administered to elucidate the ultimate viewpoints within the responses. This questionnaire had inquiries that examined the shift in perspective regarding the physics of movement, the application of these new insights in practice, and the perception of the relationship between the analyzed physical variables and dance performance.

The qualitative data from the question ladders were examined using the “Thematic Analysis” method, which, according to,¹² seeks to find patterns in the development of dancers’ cognition. Similarly, the qualitative data were classified according to the discovery of emergent patterns, facilitating a systematic and foundational categorization in the analytical process. Furthermore, all previously described methodological stages were executed in strict adherence to the ethical principles established by “Soul Strong Crew,” with particular emphasis on data confidentiality and participant welfare.

The data from reseaerch, Integrating Breakdance and Computational Physics: An interdisciplinary approach to contextualized teaching, have been published by,¹³ and are located in the availability section.

Phase 1. Preliminary assessments

Concerning the outcomes, it is essential to note that they are categorized into two components. The first component analyzes the dancers’ initial notions to assess their knowledge of the concepts, based on the leading questions in Table 1. During the performance of the dance, physical concepts are involved that, although often understood theoretically, are not often consciously acknowledged while performing the dance steps.

The responses are categorized by question, considering the idea and practical application of physics in this dancing form. The data were systematically organized as follows:

Question 1: What do you understand by the physics of motion?

Analysis of the graphs pertaining to the first component (refer to Figure 2 and Table 3) reveals that 60% of participants acknowledge a certain significance of physics in Break Dance; however, a notable disparity exists in the level of comprehension regarding the application of these principles. Participants employing a more technical methodology often integrate variables such as forces and postures into their discussions to enhance movement execution and mitigate injury risk. This aspect is particularly pertinent, as proper posture and accurate execution of movements can aid in the prevention of injuries that, if sustained, could hinder artistic-sporting development, obstruct participation in competitions for an extended duration, or even profoundly alter one’s lifestyle.

Question 2: What do you understand by center of mass and circular motion, and how do you think it applies to Break Dance movements?

Participants who emphasize the visual or aesthetic aspects of their movements, as seen in Figure 3, connect physics to the favorable perception of the audience observing them during competition or training. At this juncture, certain dancers articulate the quintessence of their performance, wherein personal character, emotions, style, and technical proficiency coalesce. These aspects collectively enable each dancer to cultivate a distinctive interpretation of the movements, producing a visual effect on both the judges and the competitors. This implies that, within this framework, the physics of movement can be examined not solely through a scientific lens but also through its expression in more harmonic and beautiful forms, rendering it more tangible and accessible.

Figure 3. Graph corresponding to the answers to question 2, initial phase.

Question 3: “Imagine you are a Break Dance coach with knowledge of physics.” How do you think you could use that knowledge to improve your movements?

Concerning this inquiry, as illustrated in Figure 4 and based on the classification presented in Table 5, 60% of the participants assert that employing physics to refine their movements is a feasible approach when delivering feedback on their choreographies or specific steps. The pedagogical component is readily observable, as teaching and correcting others through physics facilitates community growth and fosters a sense of belonging within a dance “crew,” thereby integrating the social and emotional dimensions intrinsic to the culture into the learning process.

Figure 4. Graph corresponding to the answers to question 3, initial phase.

Question 4: How do you think physics can influence your Break Dance movements?

Figure 5 illustrates that injury prevention is a crucial part, as physics can play a role in mitigating injuries, while also acknowledging physics as a factor inherent in every activity.¹⁴ asserts that scientific research on dance yields significant enhancements in technique, health, and overall well-being of the dancer. From that viewpoint, an injury would result in a postponement of the breaker’s artistic-sporting progression, along with significant emotional and psychological repercussions. Consequently, any knowledge or instrument that reduces the likelihood of damage for participants is of paramount significance. Conversely, the analysis of the responses indicates that the terms “acceleration due to gravity” and “forces” are frequently referenced, implying that participants commonly incorporate this terminology in their training development.

Figure 5. Graph corresponding to the answers to question 4, initial phase.

The practical application of physics may differ according on the degree of technical comprehension. This suggests that enhanced training in physics could not only refine movement execution but also provide instructors with superior pedagogical skills, enabling them to teach this dance style more effectively. The study primarily focuses on imparting concepts via computational analysis utilizing Tracker software. In this context, the two feedback and instructional sessions about the mechanics of their movements yielded significant information that bolsters the research. Following socialization and instruction, it became feasible to integrate physics education within the context of dance, which proved to be motivating for the participants, as they perceived that learning physics necessitated a classroom environment and the manipulation of intricate formulas.

Phase 2. Final perceptions

In phase 2, the suggested question ladder was employed to elucidate the dancers’ knowledge and perceptions post-instruction (see to Table 2). The responses to the questions utilized the same categories from Tables 3, 4, 5, and 6, yielding the following results subsequent to the implementation of the recommended analysis.

Question 1. How has your understanding of the physics of motion changed?

Figure 6 illustrates a notable enhancement in the comprehension of the topic. Evidence indicates a conceptual appropriation of the concepts, with 71.4% of participants referencing elements such as forces, centripetal accelerations, center of mass, and force interactions, among others. The transition from basic or superficial conception to a more advanced categorization happens, demonstrating a distinct positive progression following the sessions and approach utilized, while also offering a more applicable perspective of physics. The favorable outcome is mostly attributable to the utilization of the Tracker program, which enabled participants to observe their motions from various perspectives, hence facilitating a more accurate analysis. A noteworthy point is made here; participants state that they typically videotape themselves from various perspectives to rectify problems, suggesting that this activity has been conducted previously. On this occasion, physical analysis was integrated through the program, enhancing the students’ analysis as they had become accustomed to viewing their motions from alternative angles.

Figure 6. Graph corresponding to the answers to question 1, final phase.

Question 2. How have the analysis results altered your execution of specific movements?

Figure 7 reveals a notable shift towards the category “Technical and Applied Understanding.” 26.6% of participants maintain a connection between the mechanics of movement and aesthetics, whereas 71.4% indicate a technical and applied comprehension specifically pertaining to dance. As a result, following the sessions, participants can correlate physical characteristics to articulate their movements, while also acknowledging the application of physics in enhancing their performance.

Figure 7. Graph corresponding to the answers to question 2, final phase.

Question 3. How are the analyzed physical variables related to your improvements in Break Dance?

In reference to Figure 8, the proportion of superficial replies diminished by fifty percent. The participants utilize the studied physical factors in their videos to rectify their dance routines. This indicates that they perceive physics as a beneficial component that can assist them in their practices and competitions, while also utilizing their knowledge to advise others, thereby fostering collaborative teaching within the team.

Figure 8. Graph corresponding to the answers to question 3, final phase.

Question 4. How do you think this knowledge will influence your practice and execution of Break Dance?

Finally, the divergent opinions remain a factor evident in Figure 9. In comparison to phase 1, this percentage of participants remains unchanged, indicating that they perceive the relevance of knowledge when using it in their dancing practices. It can affect the prevention of errors in competitions, the execution of certain dance steps, and the attainment of enhanced proficiency. The implementation of this knowledge to prevent injuries and educate others is pertinent to 50% of the participants. This indicates that, despite varying characteristics, the gained knowledge remains beneficial to their profession.

Figure 9. Graph corresponding to the answers to question 4, final phase.

On the other hand, the participants demonstrate that the implementation of the acquired knowledge is aimed at optimizing movement patterns. This finding suggests that computational physics constitutes a pedagogical tool of significant relevance in this specific context. Regarding the last variable analyzed, consistency was observed in both categories, indicating that the understanding of physics as a foundation for injury prevention and the improvement of both safety and movement quality remains constant regardless of the level of conceptual understanding. This suggests that the perception of safety remains stable without being conditioned by the degree of mastery of fundamental concepts.