The role of head movement in capoeira's armada performance

Gabriela Bonifácio da Costa Oliveira; Flávio Henrique Bastos; Estefan  Gemas Neto; Julio Cerca Serrão; Umberto Corrêa

doi:10.18002/rama.v21i1.2605

Authors

Gabriela Bonifácio da Costa Oliveira Escola de Educação Física e Esporte, Universidade de São Paulo https://orcid.org/0009-0005-4491-3156
Flávio Henrique Bastos Escola de Educação Física e Esporte, Universidade de São Paulo https://orcid.org/0000-0002-2879-2156
Estefan Gemas Neto Escola de Educação Física e Esporte, Universidade de São Paulo https://orcid.org/0000-0001-8515-8023
Julio Cerca Serrão Escola de Educação Física e Esporte, Universidade de São Paulo https://orcid.org/0000-0002-3646-3387
Umberto Corrêa Escola de Educação Física e Esporte, Universidade de São Paulo https://orcid.org/0000-0002-3465-0437

DOI:

https://doi.org/10.18002/rama.v21i1.2605

Keywords:

Martial arts, combat sports, head movement, motor skill, expertise, sensory system

Abstract

During armada performance, capoeira player breaks the visual coupling with the opponent because of the turning movement. This study investigated if a phenomenon named “head marking” would characterize as a potential strategy for capoeira player deal with such a break in the informational coupling. The head marking refers to the act of, in turning movements, the head being the last part of the body to move, but the first to finish. Forty experienced volunteers, [male (n = 10) and female (n = 10) beginners, and male (n = 10) and female (n = 10) advanced capoeira players], with an average age of 24.0 ±5.0 years took part in this experiment. The head marking was analysed in relation to armada speed (slow and fast), opponent (with and without), attacking leg (preferred and non-preferred) and learning phase (beginner and advanced). The latter classification was based on the cordon graduations of the Brazilian Capoeira Confederation. Head movement time was smaller than armada movement time (758.8 ms vs. 1916.6 ms, respectively, p < 0.01). Head movement occurred within the armada movement, since it involved negative (-330.47 ms) and positive (806.66 ms) average values for the starting and ending of the head movement, respectively. It was observed that the armadas performed with the preferred lower member had greater average value of head movement time than those performed with non-preferred member (740.41 ms vs. 678.72 ms, respectively, p < 0.05). And, when armadas were performed against a virtual opponent, they involved greater head movement time than those performed without a virtual opponent (758.58 ms vs. 669.43 ms, respectively, p < 0.05). The findings of this study suggest that head movement had functioned as a head marking phenomenon as an armada’s critical component, which vary depending on performers’ lateral dominance and presence of an opponent. They also contribute to the comprehension of motor skill functioning and the elucidation of its underlying mechanisms.

Downloads

Download data is not yet available.

Métricas alternativas

Author Biographies

Gabriela Bonifácio da Costa Oliveira , Escola de Educação Física e Esporte, Universidade de São Paulo

Gabriela Bonifácio da Costa Oliveira (Brazil): Holds a Bachelor's degree in Physical Education and Sport from the University of São Paulo (2015) and a Licentiate degree in Physical Education from the same university (2020). Completed a Master's degree at the School of Physical Education and Sport of the University of São Paulo (2020), with a project in the concentration area of Sociocultural and Behavioral Studies of Human Movement, focusing on the research line of Motor Learning. E-mail: gabriela.bonifacio.oliveira@usp.br

Flávio Henrique Bastos , Escola de Educação Física e Esporte, Universidade de São Paulo

Flávio Henrique Bastos (Brazil): Assistant Professor at the School of Physical Education at the School of Physical Education and Sport of the University of São Paulo, and member of the Motor Behavior Laboratory. He has investigated the elaboration of learning strategies under learner-controlled practice conditions and the ability to perform anticipatory tasks. E-mail: bastosfh@usp.br

Estefan Gemas Neto, Escola de Educação Física e Esporte, Universidade de São Paulo

Estefan Gemas Neto (Brazil): Bachelor’s degree in Physical Education from the University of São Paulo (2016). Master’s degree in Sciences from the University of São Paulo (2019). PhD in Sciences from the University of São Paulo (2024). Postdoctoral Fellow at the University of São Paulo (2025). Member of the Motor Behavior Laboratory (LACOM). Experienced in the fields of Motor Behavior, Motor Learning, Motor Control, and Martial Arts/Combat Sports. Holds a blue belt in aikido from the Takemussu Institute E-mail: estefan.neto@usp.br

Julio Cerca Serrão , Escola de Educação Física e Esporte, Universidade de São Paulo

Julio Cerca Serrão (Brazil): Full Professor at the School of Physical Education and Sports of USP (EEFE-USP), where he is Head of the Department of Biodynamics and Coordinator of the Biomechanics Laboratory. He holds a degree (1993) in Physical Education from the School of Physical Education and Sports of the University of São Paulo (EEFE-USP), a Master's degree (1996) in Motor Sciences from the Institute of Biosciences of the São Paulo State University, and a PhD (1999) and Associate Professorship (2007) from EEFE-USP. At EEFE-USP, he was President of the Undergraduate Committee (2004-2012), Head of the Department of Biodynamics of Human Body Movement (2011-2014), Vice-Director (2014-2018), and Director (2018-2022). At the USP Rector's Office, he served as Senior Advisor to the Rector (2020-2022) and as USP's Interlocutor with the MEC for PET actions (2015-2022). At the USP University Council, he was a member of the Legislation and Resources Committee (CLR) (2015-2022), where he served as vice-president (2019-2022). His research interests include Sports Biomechanics, Locomotion Biomechanics, Exercise Biomechanics, and Footwear Biomechanics. E-mail: jcserrao@usp.br

Umberto Corrêa, Escola de Educação Física e Esporte, Universidade de São Paulo

Umberto Cesar Corrêa (Brazil): Faculty member of School of Physical Education and Sport of the University of São Paulo, and member of the Motor Behavior Laboratory, since 1996. He received his undergraduate degree in Physical Education in 1990, and Certification in Gymnastics in 1992 from the University of Mogi das Cruzes; Certificate in Sport Sciences from University of Educação e Cultura do ABC (1993); Master degree in Motricity Sciences from Paulista State University (1996); Ph.D. degree in Physical Education from University of São Paulo (2001). He held the post of Associate Professor from University of São Paulo in 2007 and Post-doctoral from Queensland University of Technology in 2011. His research interests include motor skill learning and teaching of physical education. He has investigated themes such as practice schedule, feedback, instruction/cues, specificity and complexity of task, ecological validity. He has been interested in understanding motor skills in physical education and sport contexts from an adaptive complex systems perspective. E-mail: umbertoc@usp.br

References

Areias, A. (1983). O que é capoeira [What is capoeira]. Brasiliense.

Assunção, M.R. (2005). Capoeira: the history of an afro-brazilian martial art. Routledge.

Barros, J. A. C., Tani, G., & Corrêa, U. C. (2017). Effects of practice schedule and task specificity on the adaptive process of motor learning. Human Movement Science, 55(3), 196-210. https://doi.org/10.1016/j.humov.2017.07.011

Bear, M.F., Connors, B.W., & Paradiso, M.A. (2016). Neuroscience: exploring the brain. Wolters Kluwer.

Bent, L. R., McFadyen, B. J., Merkley, V. F., Kennedy, P. M., & Inglis, J. T. (2000). Magnitude effects of galvanic vestibular stimulation on the trajectory of human gait. Neuroscience Letters, 279, 157-160. https://doi.org/10.1016/S0304-3940(99)00989-1

Breslin, G., Schmidt, R. A., & Lee, T. (2012). Especial skills: generality and specificity in motor learning. In A. M. Williams & N. J. Hodges (Eds.), Skill acquisition in sport, research theory and practice (pp. 337-349). Routledge.

Capoeira N. (2015). The Little Capoeira Book. North Academic Books.

Corrêa, U. C., & Walter, C. (2016). Aprendizagem motora e o ensino da capoeira [Motor learning and capoeira teaching]. In G. Tani & U. C. Corrêa (Eds.), Aprendizagem motora e o ensino do esporte (pp. 123-134). Blucher.

Cromwell, R. L. (2003). Movement strategies for head stabilization during incline walking. Gait Posture, 17(3), 246-253. https://doi.org/10.1016/s0966-6362(02)00094-2.

Cuk, T., Leben-Seljak, P., & Stefancic, M. (2001). Lateral asymmetry of human long bones. Variability and Evolution, 9(1), 19-23.

Cullen, K. E. (2012). The vestibular system: Multimodal integration and encoding of self-motion for motor control. Trends in Neuroscience, 35(3), 185-196. https://doi.org/10.1016/j.tins.2011.12.001

da Cruz, L. M. F. & Corrêa, U. C. (2024). Trends in studies on capoeira: a bibliometric analysis. Ido Movement for Culture Journal of Martial Arts Anthropology, 24(2), 75-83. https://doi.org/10.14589/ido.24.2.9

Denardi, R. A., & Corrêa, U. C. (2013). Effects of instructional focus on learning a classical ballet movement, the pirouette. Journal of Dance Medicine & Science, 17(1), 18-23. https://doi.org/10.12678/1089-313x.17.1.18

Denardi, R. A., Ferracioli, M. C., & Rodrigues, S. T. (2008). Visual information and postural control during pirouette execution in ballet. Revista Portuguesa de Ciências do Desporto, 8(2), 241-250. https://doi.org/10.5628/rpcd.08.02.241

Golomer, E., Crémieux, J., Dupui, P., Isableu, B., & Ohlmann, T. (1999). Visual contribution to self-induced body sway frequencies and visual perception of male professional dancers. Neuroscience Letters, 267(3), 189-192. https://doi.org/10.1016/S0304-3940(99)00356-0

Gemas Neto, E., Silveira, S. R., Reis, M. A. M. dos, & Corrêa, U. C. (2021). A perceptual cue on a moving opponent improves the learning of a motor skill from aikido. Journal of Physical Education, 32(1), e3244. https://doi.org/10.4025/jphyseduc.v32i1.3244

Komiyama, C., Denardi, R., Monteiro, C. B. de M., & Correa, U. C. (2011). The duration of “spotting” of the classical ballet pirouette. Brazilian Journal of Motor Behavior, 6(2), 8-15. https://doi.org/10.20338/bjmb.v6i2.34

Lima I.T.G., Brasileiro L.T. (2020). Afro-Brazilian culture and Physical Education: a portrait of knowledge production. Movimento, 26(1), e26022; https://doi.org/10.22456/1982-8918.93164 [in Portuguese].

Lipiainen T. (2015). Cultural creolisation and playfulness: an example of Capoeira Angola in Russia. Journal of Intercultural Studies, 36(6), 676-692. https://doi.org/10.1080/07256868.2015.1095716

McGrath, T.M., Waddington, G., Scarvell, J.M., Ball, N.B., Creer, R., Woods, K., & Smith, D. (2015). The effect of limb dominance on lower limb functional performance – a systematic review. Journal of Sports Sciences, 34(4), 289-302. https://doi.org/10.1080/02640414.2015.1050601

Miranda M. B. (2012). Jogo de capoeira: when actors play a physical dialogue. Theatre, Dance and Performance Training, 3(2), 178-191; https://doi.org/10.1080/19443927.2012.689993

Pozzo, T., Levik, Y., & Berthoz, A. (1995). Head and trunk movements in the frontal plane during complex dynamic equilibrium tasks in humans. Experimental Brain Research, 106(2), 327-338. https://doi.org/10.1007/BF00241128

Rodrigues, S., Vickers, J., & Wiliams, A. M. (2002). Head, eye and arm coordination in table tennis. Journal of Sports Science, 20(3), 187-200. https://doi.org/10.1080/026404102317284754

Rodrigues, S. T., Ferracioli, M. C., & Denardi, R. A. (2010). Learning a complex motor skill from video and point-light demonstrations. Perceptual Motor Skills, 111(2), 307-323. https://doi.org/10.2466/05.11.23.24.25.PMS.111.5.307-323

Schmidt, R. A., Lee, T. D., Winstein, C., Wulf, G., & Zelaznik, H. N. (2018). Motor control and learning: a behavioral emphasis (6th ed.). Human Kinetics.

Shanidze, N. (2010). Eye–head coordination in the guinea pig I. Responses to passive whole-body rotations. Experimental Brain Research, 205(3), 395-404. https://doi.org/10.1007/s00221-010-2374-4

Stout, D. E., & Ruble, T. L. (1995). Assessing the practical significance of empirical results in accounting education research: The use of effect size information. Journal of Accounting Education, 13(3), 281-298. https://doi.org/10.1016/0748-5751(95)00010-J

Talmon-Chvaicer, M. (2008). The hidden history of capoeira: a collision of cultures in the brazilian battle dance. University of Texas Press.

Velotta, J., Weyer, J., Ramirez, A., Winstead, J., & Bahamonde, R. (2011). Relationship between leg dominance tests and type of task. Biomechanics in Sports, 29(Suppl. 11), 1035-1039.

Vickers, J. N. (2011). Mind over muscle: the role of gaze control, spatial cognition, and the quiet eye in motor expertise. Cognitive Processing, 12(3), 219-222. https://doi.org/10.1007/s10339-011-0411-2