Lesson Plan | Socioemotional Learning | African Fighting Sports

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to introduce students to the theme of Indigenous and African martial arts, highlighting their cultural, historical, and social relevance. By understanding these aspects, students will be prepared to engage more deeply and meaningfully in the subsequent practical activities, promoting an environment of respect and appreciation for cultural diversities.

Main Goals

1. Learn about the struggles of Indigenous and African origins as part of Brazilian society.

2. Develop an awareness of the importance of these practices in the cultural and historical formation of the country.

Introduction

Duration: (20 - 25 minutes)

Emotional Warm-up Activity

 Guided Meditation for Focus and Presence 

The emotional warm-up activity is Guided Meditation. This practice helps students focus their attention, relax, and mentally prepare for the lesson. It emphasizes the importance of being present in the moment and developing a state of calm and concentration, which is essential for effective learning and physical activities.

1. Positioning: Ask students to sit comfortably on the floor or in chairs, with their backs straight and feet flat on the floor.

2. Close your eyes: Instruct students to gently close their eyes to minimize visual distractions.

3. Deep breathing: Guide students to breathe in deeply through their noses, holding the breath for a few seconds, and then exhaling slowly through their mouths. Repeat this 3-5 times.

4. Focus on breathing: Ask students to concentrate their attention on their breathing, noticing the air entering and leaving their lungs. If their minds begin to wander, gently bring them back to their breath.

5. Visualization: Guide students in a brief visualization of a calm and peaceful place, such as a beach or garden. Describe the environment in detail, encouraging them to imagine the colors, sounds, and sensations.

6. Gradual return: After a few minutes, ask students to begin paying attention to their surroundings again. Instruct them to slowly open their eyes and make some gentle movements with their hands and feet to return to a state of alertness.

Content Contextualization

The struggles of Indigenous and African origins are more than just physical practices; they carry a rich cultural and historical heritage that shapes Brazil's identity. From capoeira circles that incorporate music and dance to Indigenous struggles symbolizing resistance and connection to nature, these practices reflect values of community, respect, and self-expression. Understanding and practicing these struggles helps students develop a deeper social awareness, recognizing and valuing the country's cultural diversity. Furthermore, by exploring the emotions involved in these activities, such as joy, determination, and mutual respect, students can learn to identify and manage their own emotions more effectively, thereby promoting self-awareness and self-control.

Development

Duration: (60 - 65 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Capoeira: Capoeira is a Brazilian cultural expression that blends martial arts, sport, popular culture, and music. It originated in Brazil as a form of resistance by African slaves. It is characterized by agile and complex movements, primarily involving kicks, sweeps, and acrobatics. The capoeira circle is accompanied by a musical ensemble that includes berimbau, atabaque, and pandeiro. Examples of movements include the 'ginga' (basic evasion movement), 'meia-lua de compasso' (spinning kick), and 'au' (cartwheel).

2. Huka-huka: Huka-huka is an Indigenous fight practiced by the people of Alto Xingu in Brazil. It is a form of body combat that begins with the fighters kneeling on the ground, trying to knock each other down. The practice is carried out during the Quarup, a traditional ceremony in honor of the dead. The fighters demonstrate strength, endurance, and skill, and the fight serves as a form of physical and mental preparation.

3. Main Differences and Similarities: Both fights, capoeira and huka-huka, have deep roots in their cultures of origin and serve as forms of expression, resistance, and physical preparation. While capoeira integrates music and dance into its movements, huka-huka focuses more on physical strength and takedown techniques. Both emphasize respect for the opponent and the importance of community.

Socioemotional Feedback Activity

Duration: (35 - 40 minutes)

 Cultural Movement Circuit 

This practical activity involves creating a circuit where students practice basic movements of capoeira and techniques from huka-huka. The activity will help students experience the Indigenous and African martial arts in practice, promoting body awareness, mutual respect, and cultural appreciation.

1. Divide the class into groups of 4-5 students.

2. Prepare two stations: one for capoeira and another for huka-huka.

3. At the capoeira station, teach basic movements such as 'ginga', 'meia-lua de compasso', and 'au'.

4. At the huka-huka station, teach the initial kneeling position and takedown techniques, emphasizing safety and respect for the partner.

5. Each group will spend 10 minutes at each station, alternating after the set time.

6. Encourage students to observe and reflect on their emotions while performing the movements, discussing in groups at the end of each station.

Group Discussion

To apply the RULER method during the group discussion, start by asking students to recognize the emotions they felt during the practice of movements (for example, joy, frustration, excitement). Next, help them to understand the causes of these emotions by questioning how they relate to the activity and interactions with peers.

Ask students to name these emotions correctly, encouraging them to articulate their feelings clearly. Then, discuss appropriate ways to express these emotions, both verbally and physically. Finally, guide students to regulate their emotions by offering strategies to deal with negative feelings and reinforcing positive behaviors, such as mutual encouragement and cooperation.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

For conducting a reflection on the challenges faced in the lesson and how students managed their emotions, suggest a writing activity or a group discussion. In a discussion format, ask students to share their experiences by recalling specific moments when they felt strong emotions, such as frustration or joy, and how they dealt with these emotions. If preferring a written reflection, ask students to write a paragraph about the challenges they faced and how they were able to regulate their emotions during the lesson. Encourage them to be honest and detailed in their responses.

Objective: The goal of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies to cope with challenging situations. Through reflection, students can develop greater awareness of their emotions, learning to recognize, understand, name, express them appropriately, and regulate them effectively, according to the RULER method.

Closure and A Look Into The Future

To conclude the lesson, the teacher can set personal and academic goals related to the content learned. Explain to students the importance of having clear and specific goals to improve their skills and knowledge. Ask each student to write down two goals: one personal, related to the development of socio-emotional skills, and one academic, focused on enhancing the movements of Indigenous and African martial arts. Discuss some of these goals in groups, encouraging students to share their ideas and plans.

Possible Goal Ideas:

1. Enhance the technique of 'ginga' in capoeira.

2. Develop greater self-control during physical practices.

3. Learn more about the history and culture of Indigenous and African martial arts.

4. Strengthen mutual respect and collaboration during group activities.

5. Practice emotional regulation in challenging situations. Objective: The goal of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear and specific goals, students are encouraged to remain focused on the ongoing development of their skills and knowledge, both in the context of Indigenous and African martial arts and in their personal lives. This promotes a sense of responsibility and commitment to their own growth.