Improvisation as a Mean of Student’s Empowerment and Discharge in
Physical Education

I. Grigoriou1 , L. Giannopoulos2

Abstract: The intensity and fatigue of the children attending the final class of the Lyceum is evident since the beginning of the school year. Having the desire to unload and empower students who are completing their secondary education, we have created games together where the expression of emotions and fun meets the challenge and “reconstruction” of the environment as they form it. More specifically, during the Physical Education lesson with the fourteen children of the C1 class of General Lyceum of Ermioni, we created a code where during the lessons we represented emotions, and stories in different space-time. After expressing emotions through different walks of everyone in the group, we proceeded to an instantaneous immobilization where each child tells his/her personal story, thought or the situation that led him/her to this emotion. Therefore, after identifying with the children the time and detecting the social, historical and economic environment (institutions, customs) but also the space, as framed by climatic, geophysical, architectural parameters, and we did not fail to predetermine the way, we ended up setting the “scene”. In fact, we separated with the children the dramatic time (direct representation of a dramatic event) and the real time. The above dramatizations had as their axis moments of the lesson, for example, dramatization of sports, moments of triumph or failure. They can refer to athletes from the Paralympic Games but also great moments in the history of sports, or they represent moments from everyday school life as experienced through the eyes of a teenager. This process had multiple benefits in both directions, the children eliminate the tension, challenge and co-shape a different context by playing and I experience the world through their own perspective.

Key words: improvisation, physical Education, discharge, empowerment