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HOW TO TEACH BODY PERCUSSION THROUGH NEUROMOTRICITY IN THE

BAPNE METHOD

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INNOVACIÓN
DOCENTE E
INVESTIGACIÓN
EN EDUCACIÓN:
EXPERIENCIAS DE CAMBIO EN
LA METODOLOGÍA DOCENTE

COMPS.
María del Mar Molero Jurado
Ana Belén Barragán Martín
María del Mar Simón Márquez
África Martos Martínez
 Innovación Docente e Investigación en
Educación: Experiencias de cambio en la
Metodología Docente

Comps.
María del Mar Molero Jurado
Ana Belén Barragán Martín
María del Mar Simón Márquez
África Martos Martínez
© Los autores. NOTA EDITORIAL: Las opiniones y contenidos de los textos publicados en
el libro “Innovación Docente e Investigación en Educación: Experiencias de cambio en la
Metodología Docente”, son responsabilidad exclusiva de los autores; así mismo, éstos se
responsabilizarán de obtener el permiso correspondiente para incluir material publicado
en otro lugar, así como los referentes a su investigación.

No está permitida la reproducción total o parcial de esta obra, ni su tratamiento informático, ni la transmisión
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 Índice

CAPÍTULO 64
FORMACIÓN INICIAL DOCENTE Y METODOLOGÍAS DE ENSEÑANZA EN
EDUCACIÓN SUPERIOR
MARTA GARCÍA JIMÉNEZ, JAVIER DE LA HOZ-RUIZ, JAVIER MULA FALCÓN, Y MARÍA
ASUNCIÓN RÍOS JIMÉNEZ ........................................................................................... 729

CAPÍTULO 65
COGNITIVE AND SOCIOEMOTIONAL STIMULATION FOR ELDERLY
PEOPLE IN VENEZUELA: BAPNE FOR SENIORS IN CARACAS
ANDREINA LIENDO CÁRDENAS & FRANCISCO JAVIER ROMERO NARANJO .......... 739

CAPÍTULO 66
NEUROMOTRICITY AND MATHEMATICS IN CHILDREN:
METHODOLOGICAL APPROACH BASED ON RHYTHMIC-MOTOR
ACTIVITIES
FRANCISCO JAVIER ROMERO NARANJO, ANTONIO FRANCISCO ARNAU MOLLÁ,
MARÍA LUISAMERCEDES GONZÁLEZ DE BENATUIL, ANDREINA LIENDO
CÁRDENAS, SALVATORE DI RUSSO, GIULIO SALERNO, ESTIBALIZ ASURMENDI
TELLERIA, Y CÉSAR SEMPERE GARCÍA ...................................................................... 745

CAPÍTULO 67
TRANSFORMACIONES EN UN PROGRAMA DE POSGRADO DE UNA
UNIVERSIDAD PÚBLICA MEXICANA, TRAS LA PANDEMIA
BERTHA YOLANDA QUINTERO MACIEL .................................................................... 757

CAPÍTULO 68
HOW TO TEACH BODY PERCUSSION THROUGH NEUROMOTRICITY IN
THE BAPNE METHOD
ESTIBALIZ ASURMENDI TELLERIA Y FRANCISCO JAVIER ROMERO NARANJO ..... 767

CAPÍTULO 69
BODY PERCUSSION RESEARCH AS AN OBJECT OF STUDY BASED ON
NEUROMOTRICITY AND EXECUTIVE FUNCTIONS: RESEARCH DESIGN
ANTONIO FRANCISCO ARNAU-MOLLÁ & FRANCISCO JAVIER
ROMERO-NARANJO...................................................................................................... 775

CAPÍTULO 70
UNA EDUCACIÓN SEXUAL INTEGRAL EN EL QUICIO DE LA
INNOVACIÓN EDUCATIVA
FRANCISCO JAVIER JIMÉNEZ RÍOS, GRACIA GONZÁLEZ-GIJÓN, ANA AMARO AGUDO,
Y NAZARET MARTÍNEZ-HEREDIA .............................................................................. 787

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 CAPÍTULO 68
HOW TO TEACH BODY PERCUSSION THROUGH NEUROMOTRICITY
IN THE BAPNE METHOD

ESTIBALIZ ASURMENDI TELLERIA Y FRANCISCO JAVIER ROMERO NARANJO

University Alicante

INTRODUCTION
Academic body percussion requires a concrete systematization that allows the
future teacher to give clearly systematized teaching. For this reason, having
knowledge is one thing and having the ability to teach it is quite another. In the
didactics and pedagogy of rhythm, in this case of body percussion and more precisely
of neuromotor skills, it is very important to know how to transmit and how not to
sequence the contents. Academic body percussion is an excellent subject that provides
interdisciplinary resources, such as drama, physical activity and sport sciences,
performing arts, music, plastic arts, team building, etc.
The Bapne method has an output of more than 200 scientific publications, of
which 42 are in Web of Science, providing research in various areas (Arnau-Mollá, &
Romero-Naranjo, 2022a, 2022b; Romero-Naranjo, 2013a, 2013b). All the resources
that the methodology has, have the purpose of acquiring basic competencies at the
level of movement linked to cognitive and executive functions. BAPNE Basic, its
movement initiation program, offers a global overview to learn the basic principles of
neuromotor skills where the dual task plays a fundamental role (Romero-Naranjo,
2019a, 2019b, 2019c, 2019d, 2019e, 2019f, 2019g, 2019h, 2019i, 2019j, 2020a,
2020b).

The importance of Dual Task.

Dual task is the ability to perform two completely different tasks at the same time.
There are different classical dual task paradigms such as:
1. Motor-motor paradigm
2. Cognitive-motor paradigm
3. Cognitive-cognitive paradigm
Research on dual-tasking and its benefits involving cognitive and even rhythmic
motor protocols is increasing and with very positive results (Beauchet, Dubost,
Hermann, & Kressig, 2005; Dubost et al., 2008; Ijmker, & Lamoth 2021; Jacobs, 2021;
Mirelman et al., 2014; Park, & Brünken, 2014; Park, & Kim, 2021; Thornberg,
Josephsson, & Lindquist, 2014; Yogev et al., 2005). Neuromotricity is a discipline that

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involves rhythmic motor activities focused on cognitive and executive functions on a

dual-task basis. Existing literature demonstrates clear improvements in both young
healthy and cognitively impaired older adults (Kim, Cho, & Yoo, 2017a, 2017b;
Teixeira, Gobbi, Pereira, Ueno, et al., 2013; Teixeira, Gobbi, Pereira, Vital, et al., 2013).
There is a large scientific base describing the positive use of dual-task while
walking or moving in space, both in healthy individuals and those with a disease or
illness (Bååth, Tjøstheim, & Lingonblad, 2016; Chen, & Pei, 2018; Fritz, Cheek, Nichols-
Larsen, 2015; Malcolm, Massie, & Thaut, 2009; Perrochon, Kemoun, Watelain, Dugué,
& Berthoz, 2015; Plummer-D'Amato, Altmann, & Reilly, 2011; Silsupadol, Siu,
Shumway-Cook, & Woollacott, 2006).
Recently, there has been a research that focuses on a new possible paradigm
called "Rhythmic - Motor" (Kim et al., 2017, 2022). Regarding the performance of
rhythmic activities related to the subject's gait, studies have investigated this in more
depth (Kim et al., 2017, 2022) Loehrer et al., 2016; Montero-Odasso, Muir, &
Speechley, 2014; Oh, 2016; Patel, Lamar, & Bhatt, 2014; Schrodt, Mercer, Giuliani, &
Hartman, 2004).
To conclude, following the recent literature review there are four paradigms
linked to dual task where BAPNE contributes to a possible fifth paradigm summarized
below:
1. Motor-motor paradigm (walking while bouncing a ball with both hands)
2. Cognitive-motor paradigm (walking and talking; walking and arithmetic
operations).
3. Cognitive-cognitive paradigm (writing an alphabet and answering arithmetic
tests verbally).
4. Rhythmic-motor paradigm (walking and tapping two cylindrical objects with
both hands).
5. Rhythmic-motor-cognitive paradigm (walking forward or freely in space while
tapping the Cuban clef and responding verbally to arithmetic tests, questions about
capital cities and countries, translation of objects into another language, etc.).

Slow food & Slow learning. Learn slowly and you will always remember
Through neuromotor learning, a smile can be made with gastronomy. Learning a
discipline in a serious way requires a slow and well-ordered learning. For this reason,
learning BAPNE requires "eating slowly", learning step by step with the objective of
sedimenting the learning very well. In BAPNE we do not learn music, we "learn with
music", which is why it is not a musical method, it is a method of cognitive stimulation.

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How is a Bapne method session conducted and organized?

The BAPNE method deals mainly with activities under the "Rhythmic - Motor -
Cognitive" paradigm because it brings together these variables in most of its activities.
In an educational environment this paradigm is introduced in a session structured in
three main parts:

A. Rite of Initiation
The first phase we call "Rite of Initiation" and symbolically we call it "the starter"
"the antipasto" which in the Spanish culture can be with "olives" or a"Russian salad"
among many other things.
If for a dinner the starter is not to your liking at all, you will probably not trust
the quality of the remaining dishes. The same is true for education. If the first few
minutes of a class are not curious and interesting, students go into an "airplane mode".
This is one of the most important moments in teaching, since the teacher must know
how to capture the students' attention and generate curiosity. It probably has the
same effect as when we start a novel, a movie or a new series.
The rite of initiation has several essential objectives focused on the execution of
activities such as:
- Carrying out activities that serve to connect students with each other;
- Carrying out activities of presentation with names and interaction among them;
- Breaking with the hierarchical way of teaching a class;
- Creating a good social-emotional environment; and
- Promoting the three forms of group bonding.

B. Cognitive stimulation
If the starting rite is the starter, the cognitive stimulation is the main course, the
"sirloin steak with potatoes". This dish requires a more extensive digestion, which is
why the activities to be carried out require a higher level of attention and therefore of
a cognitive flexibility, inhibitory control, working memory, etc.
The way of teaching and structuring these activities is articulated by means of
concrete parameters:
- Do not correct while executing.
- The activities are taught in a connected way and without a break between them;
they all go together.
In this section, the BAPNE method provides a large number of activities with very
precise names (Clap Change, Stomp Change, Handsball Change, etc.) and their
corresponding variants or typologies (Simple, Double, Mathematical, Polymetric, etc.).
In other words, each activity has a large number of variants that increase its level of
complexity.

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C. Closing Rite.
The closing rite is the dessert, it is the most precious sweet that leaves a good
taste in the mouth for the work done. It consists of a return to calm after having
performed activities with a high level of concentration. This section has activities with
less motor demands, always executed in a group way and mostly supported by African
melodies.

CONCLUSION
The importance of learning through the body and with the body is fundamental
in today's education. Body percussion is a discipline that requires a specific
systematization with a very concrete study structure. The BAPNE Method provides a
concrete systematization in a range of performance that goes from 6 months to 99
years of age. This involves protocols for various professional sectors including
practical resources for people with Alzheimer's, Parkinson's or brain damage.
The work flowchart linked to creativity, sciences of physical activity and sport
(Romero-Naranjo, 2020a, 2020b, 2022), learning of musical language (Romero-
Naranjo, 2020c) has a protocol of activities very different from each other because the
objectives are very diverse.
In conclusion, it is important to note that there are still many studies to be carried
out on body percussion with control and experimental groups, with validated tests
and above all with a long period of intervention.
The existing scientific publications on this subject are still very few so we
encourage researchers to carry out more academic intervention research with a high
level scientific basis.

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