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The purpose of this study was to examine the impact of circus arts instruction on the physical literacy (PL) of children in grades 4 and 5. Methods: A prospective, clustered, quasi-experimental design was used to compare schools with circus arts instruction in physical education class (PE CIRCUS) to three matched schools using standard Physical Health and Education curriculum delivery (PE). PL assessments were obtained at the beginning and end of one semester using PLAY Tools (physicalliteracy.ca). These tools provided an assessment of 1) motor competence, confidence, and comprehension, 2) the child's self-report of physical literacy, 3) the PE teacher's surrogate assessment of the child, 4) the parental assessment of the child, and 5) an inventory of the child's activities. Results: 211 students participated, with equal numbers in grades 4 and 5, and an even distribution between PE and PE CIRCUS groups. There were significant (p<0.05) improvements in motor competence in movement skills (curricular linked) over time for both school settings, but with substantial endpoint differences (7.9%, p<0.01) in favour of PE CIRCUS for 15 of 18 movement skills in grade 5 only. The gender gap in motor competence in the PE CIRCUS group was smaller than that in the PE group. Children in the PE CIRCUS schools revealed greater movement terminology comprehension and higher confidence in execution (p<0.05). Children in the PE CIRCUS schools reported greater confidence, felt more talented, were more eager to participate (p=0.055), and girls associated physical activity with happiness (p<0.05) more than those in the PE schools. Conclusion: Circus arts instruction can effectively aid in the development of physical literacy in children. Providing a quality physical literacy experience, such as circus arts instruction, does not amplify the gender gap, but provides equitable levels of motor competence development for males and females, and assists with achieving current PE curricular objectives. The results of this study provide insight to allow for further development of effective physical education delivery methods in schools, and provide quantitative research to support the positive effects of circus arts instruction reported qualitatively. [author summary]

The objective was to investigate the limits and possibilities in the teaching of circus activities in physical education school classes, with classes in 6th and 8th grades of St. Francis of Assisi School in Santa Teresa - ES. This work is of a qualitative nature, with goals exploratory / descriptive, serving up the action research. Questioned is the resistance of students to content "innovative", considering the school as a place to play / production of culture and the possibilities of the Stage School Supervised the production of body practices "innovative": The circus activities were well accepted and the limits are just before the many possibilities. [editor summary]

As atividades circenses na escola são práticas corporais que se transformam num enredo de ações culturais e motrizes. Um riquíssimo celeiro de movimentos corporais, gestos e sentimentos que a Educação Física precisa descobrir como proposta curricular. Por isso, o objetivo deste estudo foi analisar a prática de atividades circenses na escola, como instrumento pedagógico nos conteúdos de planejamento das aulas de Educação Física escolar. A pesquisa caracterizou-se por uma abordagem qualitativa, em função de sua temática estar enfocada no comportamento humano. Como instrumentos de pesquisa foram utilizados a observação participante, visitas em circos, utilização de filmes temáticos sobre a história e vida dos povos da lona, troca de experiências com artista de circo na escola, fotografias, diários de campo, desenhos, relatos orais e escritos. Os sujeitos deste estudo constituem-se por dezesseis crianças, na faixa etária entre oito e nove anos, estudantes da 3ª série do Ensino Fundamental da Rede de Ensino Particular, no Município de Joinville, na região Norte do Estado de Santa Catarina. As atividades circenses foram desenvolvidas uma vez por semana, com duração de uma hora, conforme o combinado com a coordenadora pedagógica da escola, sendo depois descritas num diário de campo conforme a observação direta do pesquisador. O autor também aplicou entrevistas semidirigidas aos pais das crianças e com o professor de Educação Física da turma a fim de verificar a percepção dos mesmos no tocante ao desenvolvimento das atividades circenses durante a aplicação do estudo. Considerando-se que a receptividade das atividades circenses foi unânime, cativando igualmente os alunos, pais e professores, as práticas desenvolvidas atraíram e instigaram fortemente as crianças, motivando-as e desafiando-as a práticas criativas, incontestavelmente, a pesquisa fomentou a imaginação, respeitando a inteligência, valorizando o ser humano e promovendo o exercício da cidadania.

Aujourd’hui, la pratique de la jonglerie est devenue un phénomène qui se développe de plus en plus dans les villes. En effet, on peut remarquer l’extension de cette pratique animant les jardins publics, les grandes places touristiques lors des périodes estivales. Les jongleurs sortent des chapiteaux de cirque et apparaissent dans les coins de rues des villes. L’image du jongleur aurait-elle évoluée ? […] quelle est la place du jonglage dans cette « communauté » ? « Communauté » désigne tout regroupement de personnes ou de structures qui ont créé des liens entre elles et/ou qui ont des intérêts, une culture, des caractéristiques communes, dans un domaine plus ou moins restreint. Quels sont ces intérêts communs et par qui sont-ils partagés? Quelle est la limite entre ceux qui jonglent pour le plaisir et la « communauté » ? Puisqu’ ‘il s’agit d’une « communauté » encore peu étudiée d’après le nombre infime d’ouvrages à ce sujet, il me semble important de revisiter ses frontières, ses « contours » et par le biais de ces nouveaux lieux, de comprendre à travers eux ce qu’est un jongleur amateur, cette pratique qui est le jonglage et les différents liens communautaires qui existent entre eux.
Afin de comprendre ces liens et ce qui unit et rassemble les jongleurs, nous verrons d’abord l’importance de la place de la pratique de la jonglerie dans la « communauté » en travaillant sur l’ensemble des composantes de cette pratique : les objets, le rapport au corps, les activités entre jongleurs, la transmission…, ainsi que la plupart des dimensions de cette pratique. L’étude de la pratique ne peut être évitée car elle est au centre de chaque jongleur. La pratique nous amènera dans divers lieux de pratiques et de rencontres qui rythment la vie d’un jongleur : les « conventions » et les « ateliers de jonglage ». Nous verrons si ces lieux sont sociaux ou purement pratiques, et ce qu’ils représentent pour les jongleurs, ses intérêts à y participer. Nous aborderons enfin les différents aspects visibles ou revendiqués, conscients ou inconscients, des liens communautaires spécifiques à ce groupe, et nous tenterons de définir ce qu’est un jongleur amateur. [résumé de l'auteur]

Cet article propose d’étudier le travail de théorisation enracinée à partir d’une thèse sur la pratique des arts du cirque à destination de jeunes dits en difficulté dans le Nord de la France. On y voit que l’ancrage est un processus complet, de l’entrée sur le terrain à l’écriture finale, qui a comporté, dans ce cas précis, une dimension sensible qui a d’abord surpris, puis peu à peu été assumée par le chercheur. Le recueil des informations avec ses découvertes puis leur saturation et leurs analyses comparées en fonction de diverses triangulations, suivies d’une montée en conceptualisation longue en maturation, furent des étapes constitutives d’une théorisation ancrée spécifique. En échappant à une pensée pré-définie, elle permet grâce à une posture d’enracinement sensible dans le présent, de développer des ressentis mis au service de la compréhension vive du terrain, de ses acteurs, de ce qu’ils vivent et de ce qu’ils en disent. L’enracinement sensible permet d’approfondir ce processus. [résumé de l'auteur]

Bearing in mind the significant introduction of the circus into school and extracurricular activities over recent years, this study aims to present two educational programmes in which circus activities have gained prominence as part of the Physical Education curriculum. To that end we visited classes in a primary school in Brazil and a secondary school in Spain, where this discipline has been part of the study programme for more than 5 years. The facts observed reveal that the circus is presented as innovative and motivating discipline with excellent student acceptance and participation. Moreover, the teachers in charge notice that the circus and art in a wider sense are important educational components by virtue of their creative and expressive potential. Finally, the description of these experiences enables us to discuss the circus modalities used and the difficulties faced by teachers during the implementation of this discipline. [editor summary]

Las actividades circenses vienen despertando un creciente interés por parte de los profesionales de educación física, especialmente de los que actúan en el ámbito escolar, configurándose como una nueva posibilidad para la educación corporal y, además, una aproximación a la educación estética y artística. En esta ocasión pretendemos debatir el potencial pedagógico de estas prácticas, resaltando algunos de los aspectos que demuestran el crecimiento exponencial de las intervenciones pedagógicas y de la producción académica a lo largo de la primera década del siglo XXI. En este análisis, buscamos también resaltar algunas de las carencias resultantes de esta rápida expansión, tanto en el terreno práctico como en el teórico, mostrando la urgencia de ampliar la oferta de formación e investigación sobre este tema.

The aim of this study was to present an overview of the circus game classification, as a possibility of pedagogical practice at school and in recreational settings, to broaden its ownership by professionals working in these contexts. The approach used for the taxonomy suggestion was the hypothetical-deductive, and the historical and comparative methods forged theories that supported the proposal. The research universe was composed by students from classes of circus activities of the troupe "Educação & Picadeiro", from February 2010 to December 2011, in a private school in the South Zone of the city of São Paulo. The observation was used as a technique for data collection in order to confront the earlier theories regarding the educational classification from circus modalities in order to adapt such classification for today. As results, there was obtained the classification categories, which involved Acrobatic Solo Games; Acrobatic Air Games; Malabar Games; Theater and Clown Games; Balance Games; Miscellaneous games. The organization in classification categories can facilitate the choice of activities, meeting the objectives outlined by professionals, since they potentiate the creative action of the apprentice, by approaching him with the circus technique in the classroom. [authors summary]