Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching

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Situated within a constructivist framework, the research explores how culturally embedded practices—specifically urban dance—can serve as a medium for fostering conceptual understanding of physics in non-formal educational settings. By leveraging the artistic and kinesthetic dimensions of breaking, the study seeks to bridge the gap between abstract scientific content and learners’ lived experiences. Method A mixed-method, exploratory design was employed with a purposive sample of ten dancers (aged 13–30) affiliated with a community-based urban dance school in Bogotá, Colombia. Over the course of six three-hour sessions, participants engaged in movement analysis using Tracker video software, supported by pre- and post-intervention semi-structured interviews. The research design incorporated thematic analysis to interpret qualitative data, complemented by the kinematic study of body movement parameters such as angular velocity and center of mass. Results Findings indicate a marked cognitive shift among participants from intuitive and superficial conceptions to a more technical and applied understanding of physics principles. The integration of computational tools allowed dancers to visualize and internalize biomechanical variables relevant to their performance. Participants reported enhanced bodily control, injury prevention, and aesthetic execution, alongside increased motivation and collaborative learning. Conclusions The study concludes that embedding scientific content within culturally relevant, embodied practices—mediated by educational technologies—can significantly enhance learning outcomes in physics. The use of Tracker software not only demystified abstract concepts but also redefined physics as accessible and contextually meaningful. These results underscore the pedagogical potential of transdisciplinary, arts-integrated methodologies to foster inclusive, situated, and cognitively rich science education in non-traditional environments. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-1129", "name": "Integration of Breaking and Computational Physics: An Interdisciplinary..." } } ] } Home Browse Integration of Breaking and Computational Physics: An Interdisciplinary... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Velandia Huérfano JJ, Becerra Rodriguez DF, Boude Figueredo ÓR et al. Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.12688/f1000research.166881.2 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Revised Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] Previously titled: "Integration of Break and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching" Juan José Velandia Huérfano https://orcid.org/0000-0001-8555-5694 1 , Diego Fernando Becerra Rodriguez https://orcid.org/0000-0003-3881-7289 1 , Óscar Rafael Boude Figueredo https://orcid.org/0000-0002-7414-2664 1 , Ana Dolores Vargas Sánchez https://orcid.org/0000-0002-5633-0901 1 , Mario Humberto Ramírez Díaz 2 Juan José Velandia Huérfano https://orcid.org/0000-0001-8555-5694 1 , Diego Fernando Becerra Rodriguez https://orcid.org/0000-0003-3881-7289 1 , [...] Óscar Rafael Boude Figueredo https://orcid.org/0000-0002-7414-2664 1 , Ana Dolores Vargas Sánchez https://orcid.org/0000-0002-5633-0901 1 , Mario Humberto Ramírez Díaz 2 PUBLISHED 17 Feb 2026 Author details Author details 1 Facultad de Educación, Universidad de La Sabana, Chia, Cundinamarca, 250001, Colombia 2 Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Instituto Politecnico Nacional, Mexico City, Mexico City, 11500, Mexico Juan José Velandia Huérfano Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Writing – Original Draft Preparation Diego Fernando Becerra Rodriguez Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Writing – Original Draft Preparation Óscar Rafael Boude Figueredo Roles: Methodology, Supervision, Validation, Writing – Original Draft Preparation Ana Dolores Vargas Sánchez Roles: Investigation, Methodology, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Mario Humberto Ramírez Díaz Roles: Methodology, Supervision, Validation, Writing – Original Draft Preparation OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background This study presents an interdisciplinary pedagogical approach aimed at contextualizing the teaching of classical mechanics through the computational analysis of breaking movements. Situated within a constructivist framework, the research explores how culturally embedded practices—specifically urban dance—can serve as a medium for fostering conceptual understanding of physics in non-formal educational settings. By leveraging the artistic and kinesthetic dimensions of breaking, the study seeks to bridge the gap between abstract scientific content and learners’ lived experiences. Method A mixed-method, exploratory design was employed with a purposive sample of ten dancers (aged 13–30) affiliated with a community-based urban dance school in Bogotá, Colombia. Over the course of six three-hour sessions, participants engaged in movement analysis using Tracker video software, supported by pre- and post-intervention semi-structured interviews. The research design incorporated thematic analysis to interpret qualitative data, complemented by the kinematic study of body movement parameters such as angular velocity and center of mass. Results Findings indicate a marked cognitive shift among participants from intuitive and superficial conceptions to a more technical and applied understanding of physics principles. The integration of computational tools allowed dancers to visualize and internalize biomechanical variables relevant to their performance. Participants reported enhanced bodily control, injury prevention, and aesthetic execution, alongside increased motivation and collaborative learning. Conclusions The study concludes that embedding scientific content within culturally relevant, embodied practices—mediated by educational technologies—can significantly enhance learning outcomes in physics. The use of Tracker software not only demystified abstract concepts but also redefined physics as accessible and contextually meaningful. These results underscore the pedagogical potential of transdisciplinary, arts-integrated methodologies to foster inclusive, situated, and cognitively rich science education in non-traditional environments. READ ALL READ LESS Keywords Physics Education, Educational Technology, Contextualized Learning, Non-formal Education, Dance. Corresponding Author(s) Diego Fernando Becerra Rodriguez ( [email protected] ) Close Corresponding author: Diego Fernando Becerra Rodriguez Competing interests: No competing interests were disclosed. Grant information: We thank the University of La Sabana, Technologies for the Academy Group – Proventus (Project EDULCN-1-2022; Collaborative Learning and Construction of Experimental Setups in the Approach to the Study of Renewable Energies: A Pathway to Teacher Training) for the support received in the preparation of this article. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Copyright: © 2026 Velandia Huérfano JJ et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Velandia Huérfano JJ, Becerra Rodriguez DF, Boude Figueredo ÓR et al. Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.12688/f1000research.166881.2 ) First published: 17 Oct 2025, 14 :1129 ( https://doi.org/10.12688/f1000research.166881.1 ) Latest published: 17 Feb 2026, 14 :1129 ( https://doi.org/10.12688/f1000research.166881.2 ) Revised Amendments from Version 1 To enhance the coherence and flow of the introduction, transitions between paragraphs were revised. Specifically, the connection between the discussion of computational technologies and the constructivist learning framework was strengthened. The revised text now provides a smoother conceptual progression, explicitly linking the analysis of movement through computational technologies with their pedagogical potential in dance and physics education. In this context, the role of the Tracker software is clearly introduced as a pedagogical tool aligned with constructivist principles. Regarding study design, the manuscript now explicitly states that the research follows an exploratory mixed-methods approach. Four main categories of analysis were defined: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimensions of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. This framework supports methodological complementarity and the triangulation of physical, educational, and performative data. Additionally, greater detail was provided to support replicability. The composition of the participant group was clarified by specifying dancers’ experience levels. Finally, the methodology section now includes a concise but detailed description of the Tracker software, explaining its functionality, measurement processes, use of camera angles, and the kinematic variables analyzed, thereby strengthening the transparency of data collection and analysis procedures. To enhance the coherence and flow of the introduction, transitions between paragraphs were revised. Specifically, the connection between the discussion of computational technologies and the constructivist learning framework was strengthened. The revised text now provides a smoother conceptual progression, explicitly linking the analysis of movement through computational technologies with their pedagogical potential in dance and physics education. In this context, the role of the Tracker software is clearly introduced as a pedagogical tool aligned with constructivist principles. Regarding study design, the manuscript now explicitly states that the research follows an exploratory mixed-methods approach. Four main categories of analysis were defined: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimensions of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. This framework supports methodological complementarity and the triangulation of physical, educational, and performative data. Additionally, greater detail was provided to support replicability. The composition of the participant group was clarified by specifying dancers’ experience levels. Finally, the methodology section now includes a concise but detailed description of the Tracker software, explaining its functionality, measurement processes, use of camera angles, and the kinematic variables analyzed, thereby strengthening the transparency of data collection and analysis procedures. See the authors' detailed response to the review by Claudia Steinberg and Sophie Manuela Lindner READ REVIEWER RESPONSES Introduction Breaking, sometimes referred to as Break Dance, is a dance style that originated in the Bronx, New York City, in the 1970s and is regarded as an important cultural movement globally, notably in Latin America. This style is acknowledged for its challenging acrobatic and balancing maneuvers, necessitating exceptional bodily control and precision. Furthermore, Breaking serves as a non-violent competitive outlet, facilitating the channeling of energy, expression of discontent, and fostering a feeling of solidarity among youth, particularly in the face of socioeconomic adversity. 1 Since its inception, breaking has transformed into a renowned amalgamation of art and sport, garnering global repercussions and a following while maintaining its intrinsic core and mode of expression. This expansion results from events like as the “Red Bull BC One,” 2 which has internationally showcased breaking, along with its representation in films and television programs that enhance its visibility. Nonetheless, its significance in sports and the arts has elevated it to the status of an Olympic sport for the Paris 2024 Games. 3 This dancing form incorporates intricate motions such as spins, force interactions, angular momentum, and displacements, making it a subject of physical study. In this context, these movements can be examined and assessed by computational technologies, providing potential to improve pedagogical practices in both dance and physics. 4 Building on this perspective, and within a constructivist learning framework that emphasizes active student participation and meaningful learning, particularly in physics education, the Tracker software enables the analysis of human body movement through its measurement and evaluation functions, making it a valuable tool for teaching physics. 5 , 6 This research seeks to integrate breaking, computational physics, and physics education through an interdisciplinary framework, considering the diverse contributions of dance to scientific endeavors and its pivotal role in physics instruction, while emphasizing the development of activities that transcend rote memorization of formulas and mechanical exercise execution. 7 In this context, computational analysis of the Tracker software is employed, leveraging the distinctive movements of this dancing form as an educational resource for imparting key notions of classical mechanics. Consequently, the research question emerges: How can computational physical analysis utilizing Tracker software examine specific breaking actions to enhance dance skills through the application of classical mechanics? This research aims to enhance understanding of breaking physics while offering an unconventional pedagogical approach within traditional physics education, emphasizing the discipline, culture, and aesthetic of human movement. Furthermore, according to the concept posited by 8 regarding dance as a medium for the investigation of physical principles, it is essential to comprehend this domain through human movement while integrating the inherent social and cultural influences stemming from each dancer’s experiences and acquired knowledge. Methodology This study employed an exploratory mixed-methods design based on the pragmatic paradigm, which facilitated the combination of qualitative and quantitative data to understand the multifaceted nature of art instruction in community dance settings. The study used a purposive sample of ten dancers (eight men and two women), aged between 13 and 30, who had been associated with the institution for periods ranging from four months to nine years. Specifically, two dancers have been with the company for four months to one year, three possess one to three years of experience, two have three to six years, and three have been with the group for six to nine years. Regarding their educational level, three participants completed primary basic education, four hold professional technical degrees, and three are pursuing undergraduate studies. In addition to these, four have formal academic training in arts and/or sports, which added an important dimension of professionalization to the group. All participants provided written informed consent prior to their inclusion in the study. Additionally, given that one of the participants was a minor, written informed parental consent was obtained to ensure full ethical compliance with research standards. The study was conducted with the “Soul Strong Crew” group, a community urban dance collective located in District 18 of Rafael Uribe Uribe in Bogotá D.C., Colombia. Since its founding in 2014, the group has actively participated in art education, competitions, and community outreach activities, positioning dance as a vehicle for social transformation. Their pedagogical practices emphasize the power of experiential learning and community dialogue, based on the conviction that young people are agents of change, and that artistic talent is a form of resistance and resilience in marginalized contexts. Tracker is an open-source video analysis software used to study motion through frame-by-frame analysis of recorded videos. First, the software allows the import of standard video files and the calibration of spatial and temporal scales using reference points, thereby enabling the measurement of kinematic variables, including position, displacement, velocity, acceleration, angular velocity, and center of mass trajectories. Although, multiple camera angles are not required, the use of different viewpoints can support a more accurate interpretation of complex movements. Subsequently, Tracker performs measurement and evaluation by tracking selected body points over time, from which variables such as trajectories, angular velocity, centripetal acceleration, and center of mass displacement are obtained and visualized through graphs. In this study, Tracker served as an instrument for data gathering and analysis in an educational and artistic framework. Type of study This study employed an exploratory mixed-methods approach, prioritizing qualitative analysis while using quantitative metrics, to examine the multidisciplinary fusion of breaking, computational physics, and physics education. The study sought to investigate how the computational analysis of distinctive breaking movements, utilizing the open-source program Tracker, may function as an educational tool for fundamental principles of classical mechanics while concurrently enhancing dance technique. Based on the thematic analysis of the qualitative data, four main categories of analysis were established: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimension of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. It is highlighted that he mixed methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with 9 framework for addressing complex educational issues through methodological complementarity. Ethical considerations This research examined moral and legal rules concerning the ethical treatment and care of participants in the studies. 10 This study received approval from ACT 22-2022 (June 13, 2022) by the Research and Ethics Subcommittee of the Faculty of Education at the University of La Sabana. The document indicates that “The Research and Ethics Subcommittee of the Faculty of Education has approved the project EDULCN-1-2022; Collaborative Learning, Computational Physics, and Experimental Setup Construction in the Approach to the Study of Renewable Energies, directed by Professor Diego Fernando Becerra (corresponding author). The suggestion is regarded favorably due to its significance. Under the guidance of project leader Professor Diego F. Becerra, his research focus within the Technologies for the Academy (Proventus) group, and his involvement in the Bachelor of Science in Natural Sciences and the Master’s program in Educational Innovation mediated by ICT”. This study adheres to the global research conduct standards outlined in the UNESCO Universal Declaration on Bioethics and Human Rights, as well as the ethical principles set forth by the Ethics Committee of the University of La Sabana. The research emphasizes the importance of telling participants about the study, detailing their involvement, safeguarding their identity, and assuring that no bodily or emotional harm would ensue. Moreover, it is stated that the research is undertaken for the advancement of the academic community, that the data is safeguarded and utilized exclusively for educational research purposes, and that a conscientious approach is maintained, remaining receptive to inquiries from participants and community members. Moreover, only data from minors whose parents have properly signed the informed permission form will be used into the study. Method The research was conducted in phases over six sessions, each lasting three hours, during the dance training organized by the institution. The academy’s instructors conduct these dancing sessions, allowing for observable incremental advancement in each student’s artistic and athletic training. In these environments, aspects such as stage presence, precise execution of motions, the significance of physical activity, reflections on sports and competition, and opportunities for interaction and the exchange of experiences and knowledge are addressed. The sessions were executed in the following manner: Session 1: The initial session offered a comprehensive contextualization of the research objective, outlined key concepts to be explored, detailed the planned activities for each session, and established the criteria for result categorization, underscoring that participant confidentiality was paramount. Furthermore, it was indicated that the study’s purpose was associated with the enhancement of the classes they participate in, without disrupting any scheduled school activities. A context recognition was performed, wherein each participant was inquired about their age, duration of attendance at the school, academic history, preferences related to dancing, and their personal and professional training. Session 2: The second session involved conducting a preliminary investigation focused on early perceptions regarding the physics of motion. A question ladder (refer to Table 1 ), validated by expert researchers from the Faculty of Education at the University of La Sabana, was employed as an instrument, concentrating on the physics of motion, center of mass, circular motion, and the perceived correlation between physics and the enhancement of their technique. Data collection was conducted via audio recordings of the verbal responses given by each participant. Table 1. Hierarchy of inquiries for elucidating preliminary viewpoints. Phase Inquiry Identification What do you understand by the physics of motion? Identification What do you understand by center of mass and circular motion, additionally how do you think it applies to Break Dance movements? Exploration Imagine you are a Break Dance coach with knowledge of physics. How do you think you could use that knowledge to improve your movements? Reflection How do you think physics can influence your Break Dance movements? Subsequently, when the initial perspectives of all participants were collected, an introduction to the Tracker software was conducted, explaining the analysis that can be performed on a video and how the study of participants’ movements would be carried out through recordings. Session 3: Some recordings were made of the participants performing specific breaking moves. First, emphasis was placed on some circular movements (“windmills” or “headspins”) and frozen positions (“Freezes”), with the recordings being made from multiple angles in order to have complete coverage of the movement. Videos were made of both dancers with years of experience in Breaking and students who had been in their training process for a short time, in order to compare positions and, through the study of those movements, help the participants improve their dance steps. Session 4 and 5: As can be seen in Figures 1 and 2 , the analysis of these videos was carried out using the Tracker software. The analysis included a measurement of kinematic parameters such as angular velocity, centripetal acceleration, and the trajectory of the center of mass for circular movements. However, for the frozen positions, the location of the center of mass was determined and emphasis was placed on the stability of those positions. In that sense, it can be evidenced that the Tracker software consolidates itself as a technological tool that contributes to the modernization of knowledge 11 were, with the help of innovative technologies, physics can be taught in unconventional environments, different from a school or a university, with prior study of the context. Figure 1. Simulation example in Tracker software. Figure 2. Graph corresponding to the answers to question 1, initial phase. Following the analysis, two feedback sessions were conducted with the participants of the artistic group to discuss the findings and elucidate the application of these physical ideas to the specific movements demonstrated in the videos. The lessons served as instructional interventions, enabling the dancers to acquire a profound comprehension of the physics behind their motions and its potential to enhance their performance. A knowledge-sharing session was conducted in which the dance school instructors correlated concepts and aspects of physics with their movement execution to elucidate the information for all attendees. Session 6: Subsequently, a second series of questions was administered to elucidate the ultimate viewpoints within the responses. This questionnaire had inquiries that examined the shift in perspective regarding the physics of movement, the application of these new insights in practice, and the perception of the relationship between the analyzed physical variables and dance performance. The qualitative data from the question ladders were examined using the “Thematic Analysis” method, which, according to, 12 seeks to find patterns in the development of dancers’ cognition. Similarly, the qualitative data were classified according to the discovery of emergent patterns, facilitating a systematic and foundational categorization in the analytical process. Furthermore, all previously described methodological stages were executed in strict adherence to the ethical principles established by “Soul Strong Crew,” with particular emphasis on data confidentiality and participant welfare. The data from research, Integrating Break dance and Computational Physics: An interdisciplinary approach to contextualized teaching, have been published by, 13 and are located in the availability section. Results Phase 1. Preliminary assessments Concerning the outcomes, it is essential to note that they are categorized into two components. The first component analyzes the dancers’ initial notions to assess their knowledge of the concepts, based on the leading questions in Table 1 . During the performance of the dance, physical concepts are involved that, although often understood theoretically, are not often consciously acknowledged while performing the dance steps. The responses are categorized by question, considering the idea and practical application of physics in this dancing form. The data were systematically organized as follows: Question 1: What do you understand by the physics of motion? Analysis of the graphs pertaining to the first component (refer to Figure 2 and Table 3 ) reveals that 60% of participants acknowledge a certain significance of physics in breaking; however, a notable disparity exists in the level of comprehension regarding the application of these principles. Participants employing a more technical methodology often integrate variables such as forces and postures into their discussions to enhance movement execution and mitigate injury risk. This aspect is particularly pertinent, as proper posture and accurate execution of movements can aid in the prevention of injuries that, if sustained, could hinder artistic-sporting development, obstruct participation in competitions for an extended duration, or even profoundly alter one’s lifestyle. Table 2. Ladder of questions to make the final perspectives and knowledge visible. Phase Inquiry Identification How has your understanding of the physics of motion changed? Identification How have the results of the analysis changed the way you perform certain movements? Exploration How are the analyzed physical variables related to your improvements in Break Dance? Reflection How do you think this knowledge will influence your practice and execution of Break Dance? Table 3. Classification of the outcomes for question 1. Category Explanation Technical and Detailed Understanding In this category Participants mention elements such as force interaction, speed, rotations, and physical variables. Basic Gravitational Approach In this category Participants tend to give answers that involve the acceleration of gravity; however, the explanation provided is limited regarding its influence on motion. Superficial Conceptualization In this category, explanations that do not mention technical details are highlighted. Question 2: What do you understand by center of mass and circular motion, and how do you think it applies to Break Dance movements? Participants who emphasize the visual or aesthetic aspects of their movements, as seen in Figure 3 , connect physics to the favorable perception of the audience observing them during competition or training. At this juncture, certain dancers articulate the quintessence of their performance, wherein personal character, emotions, style, and technical proficiency coalesce. These aspects collectively enable each dancer to cultivate a distinctive interpretation of the movements, producing a visual effect on both the judges and the competitors. This implies that, within this framework, the physics of movement can be examined not solely through a scientific lens but also through its expression in more harmonic and beautiful forms, rendering it more tangible and accessible. Figure 3. Graph corresponding to the answers to question 2, initial phase. Question 3: “Imagine you are a Break Dance coach with knowledge of physics.” How do you think you could use that knowledge to improve your movements? Concerning this inquiry, as illustrated in Figure 4 and based on the classification presented in Table 5 , 60% of the participants assert that employing physics to refine their movements is a feasible approach when delivering feedback on their choreographies or specific steps. The pedagogical component is readily observable, as teaching and correcting others through physics facilitates community growth and fosters a sense of belonging within a dance “crew,” thereby integrating the social and emotional dimensions intrinsic to the culture into the learning process. Figure 4. Graph corresponding to the answers to question 3, initial phase. Table 4. Classification of the outcomes for question 2. Category Explanation Technical and Detailed Understanding In this category In this category, participants mention in detail and technically some definitions of the mentioned physical variables. Basic Gravitational Approach In this category In this category, the participants have a basic conceptual idea; however, they mention important elements in the application of these when performing their dance. Superficial Conceptualization In this category, participants have a basic conceptual idea; however, the aesthetics of the movements stand out without delving into the physical application. Table 5. Categorization of the outcomes for question 2. Category Explanation Application in correction or teaching In this category, physics is used to correct movements and proper teaching to others is mentioned based on what has been learned in physics. Superficial response They are responses without a clear or specific focus. Question 4: How do you think physics can influence your Break Dance movements? Figure 5 illustrates that injury prevention is a crucial part, as physics can play a role in mitigating injuries, while also acknowledging physics as a factor inherent in every activity. 14 asserts that scientific research on dance yields significant enhancements in technique, health, and overall well-being of the dancer. From that viewpoint, an injury would result in a postponement of the breaker’s artistic-sporting progression, along with significant emotional and psychological repercussions. Consequently, any knowledge or instrument that reduces the likelihood of damage for participants is of paramount significance. Conversely, the analysis of the responses indicates that the terms “acceleration due to gravity” and “forces” are frequently referenced, implying that participants commonly incorporate this terminology in their training development. Figure 5. Graph corresponding to the answers to question 4, initial phase. The practical application of physics may differ according on the degree of technical comprehension. This suggests that enhanced training in physics could not only refine movement execution but also provide instructors with superior pedagogical skills, enabling them to teach this dance style more effectively. The study primarily focuses on imparting concepts via computational analysis utilizing Tracker software. In this context, the two feedback and instructional sessions about the mechanics of their movements yielded significant information that bolsters the research. Following socialization and instruction, it became feasible to integrate physics education within the context of dance, which proved to be motivating for the participants, as they perceived that learning physics necessitated a classroom environment and the manipulation of intricate formulas. Phase 2. Final perceptions In phase 2, the suggested question ladder was employed to elucidate the dancers’ knowledge and perceptions post-instruction (see to Table 2 ). The responses to the questions utilized the same categories from Tables 3 , 4 , 5 , and 6 , yielding the following results subsequent to the implementation of the recommended analysis. Table 6. Categorization of the outcomes for question 4. Category Explanation Application in injury prevention and teaching In this category, the focus is on physics as a means to help avoid mistakes and injuries, as well as being a booster of learning. Management of forces in specific movements In this category, an interaction of forces is mentioned, where an adjustment of forces in specific movements is required. Question 1. How has your understanding of the physics of motion changed? Figure 6 illustrates a notable enhancement in the comprehension of the topic. Evidence indicates a conceptual appropriation of the concepts, with 71.4% of participants referencing elements such as forces, centripetal accelerations, center of mass, and force interactions, among others. The transition from basic or superficial conception to a more advanced categorization happens, demonstrating a distinct positive progression following the sessions and approach utilized, while also offering a more applicable perspective of physics. The favorable outcome is mostly attributable to the utilization of the Tracker program, which enabled participants to observe their motions from various perspectives, hence facilitating a more accurate analysis. A noteworthy point is made here; participants state that they typically videotape themselves from various perspectives to rectify problems, suggesting that this activity has been conducted previously. On this occasion, physical analysis was integrated through the program, enhancing the students’ analysis as they had become accustomed to viewing their motions from alternative angles. Figure 6. Graph corresponding to the answers to question 1, final phase. Question 2. How have the analysis results altered your execution of specific movements? Figure 7 reveals a notable shift towards the category “Technical and Applied Understanding.” 26.6% of participants maintain a connection between the mechanics of movement and aesthetics, whereas 71.4% indicate a technical and applied comprehension specifically pertaining to dance. As a result, following the sessions, participants can correlate physical characteristics to articulate their movements, while also acknowledging the application of physics in enhancing their performance. Figure 7. Graph corresponding to the answers to question 2, final phase. Question 3. How are the analyzed physical variables related to your improvements in Break Dance? In reference to Figure 8 , the proportion of superficial replies diminished by fifty percent. The participants utilize the studied physical factors in their videos to rectify their dance routines. This indicates that they perceive physics as a beneficial component that can assist them in their practices and competitions, while also utilizing their knowledge to advise others, thereby fostering collaborative teaching within the team. Figure 8. Graph corresponding to the answers to question 3, final phase. Question 4. How do you think this knowledge will influence your practice and execution of Break Dance? Finally, the divergent opinions remain a factor evident in Figure 9 . In comparison to phase 1, this percentage of participants remains unchanged, indicating that they perceive the relevance of knowledge when using it in their dancing practices. It can affect the prevention of errors in competitions, the execution of certain dance steps, and the attainment of enhanced proficiency. The implementation of this knowledge to prevent injuries and educate others is pertinent to 50% of the participants. This indicates that, despite varying characteristics, the gained knowledge remains beneficial to their profession. Figure 9. Graph corresponding to the answers to question 4, final phase. On the other hand, the participants demonstrate that the implementation of the acquired knowledge is aimed at optimizing movement patterns. This finding suggests that computational physics constitutes a pedagogical tool of significant relevance in this specific context. Regarding the last variable analyzed, consistency was observed in both categories, indicating that the understanding of physics as a foundation for injury prevention and the improvement of both safety and movement quality remains constant regardless of the level of conceptual understanding. This suggests that the perception of safety remains stable without being conditioned by the degree of mastery of fundamental concepts. Discussion The results indicate that breaking dancers have an innate tactile understanding of the physical principles underlying their movements, however they may first struggle to express it in scientific language. This conclusion aligns with the research by, 8 which suggests that physical engagement in dancing enhances the assimilation of tacit knowledge of physics, which can be articulated through suitable educational interventions. Consequently, embodied learning emerges as an efficacious method to connect practical experience with conceptual comprehension in unconventional educational settings. Likewise, after the intervention with the Tracker software, most participants experienced a transition from a superficial understanding to a more technical and applied comprehension of physics in dance. This result aligns with the findings of, 15 who emphasize the importance of teachers encouraging reflection on the technical and kinesthetic aspects of movement, facilitating the crossing of “body thresholds” that allow for deeper learning. Moreover, it is recognized that the use of technology in these training processes allows it to be consolidated as an effective pedagogical tool for visualizing and analyzing abstract physical concepts through movement. A relevant aspect identified in this study is the relationship between physical knowledge and injury prevention, as well as the improvement of artistic and technical performance. Previous research has shown that strength and conditioning training, based on scientific principles, not only prevents injuries but also enhances the aesthetic competence and artistic expression of dancers. 16 In this regard, the participants acknowledged that understanding the physics of their movements allows them to optimize their execution and reduce risks, which reinforces the practical usefulness of integrating science into dance training. Finally, the results highlight the social and pedagogical value of sharing physical knowledge within the breaking community, promoting collaborative teaching and the cultural appropriation of scientific learning. According to, 8 , 17 the amalgamation of science and art in physical education enhances conceptual comprehension and fortifies learners’ identity and motivation, fostering inclusive environments where knowledge is collaboratively constructed through bodily experience. Conclusions The results of this research demonstrate that the integration of physics content in unconventional contexts, such as breaking, through contextualized methodologies, constitutes a high-impact pedagogical strategy. The articulation between disciplinary knowledge and bodily practices not only allowed for a greater understanding of the physical phenomena associated with movement but also improved kinetic performance, injury prevention, and the enhancement of expressiveness in competitive settings. In this context, physics positions itself as an epistemological bridge that fosters a deeper understanding of biomechanics from a situated perspective. Likewise, significant opportunities were identified for the design of specialized training programs that integrate scientific content with artistic practices, specifically dance. The variability observed in the levels of understanding among the participants highlights the need for differentiated pedagogical approaches, sensitive to previous educational trajectories. This diversity suggests that the meaningful appropriation of scientific knowledge can be enhanced through educational experiences that integrate art and movement, recognizing the body as a cognitive and expressive agent in the learning of science. Finally, the integration of educational technology, such as the Tracker tool, emerged as a crucial pedagogical resource in facilitating the study of physics within creative and performative contexts. The visual examination of movement enhanced the comprehension of fundamental principles and encouraged a reframing of physics as a discipline that is pertinent, significant, and appropriate to artistic advancement. These findings advocate for the integration of interactive digital tools in transdisciplinary curricular initiatives, designed to foster a more inclusive, embodied, and contextualized scientific education. Ethics and consent This research examined moral and legal rules concerning the ethical treatment and care of participants in the studies. 9 This study received approval from ACT 22-2022 (June 13, 2022) by the Research and Ethics Subcommittee of the Faculty of Education at the University of La Sabana. The document indicates that “The Research and Ethics Subcommittee of the Faculty of Education has approved the project EDULCN-1-2022; Collaborative Learning, Computational Physics, and Experimental Setup Construction in the Approach to the Study of Renewable Energies, directed by Professor Diego Fernando Becerra (corresponding author). The suggestion is regarded favorably due to its significance. Under the guidance of project leader Professor Diego F. Becerra, his research focus within the Technologies for the Academy (Proventus) group, and his involvement in the Bachelor of Science in Natural Sciences and the Master’s program in Educational Innovation mediated by ICT”. This study adheres to the global research conduct standards outlined in the UNESCO Universal Declaration on Bioethics and Human Rights, as well as the ethical principles set forth by the Ethics Committee of the University of La Sabana. The research emphasizes the importance of telling participants about the study, detailing their involvement, safeguarding their identity, and assuring that no bodily or emotional harm would ensue. Moreover, it is stated that the research is undertaken for the advancement of the academic community, that the data is safeguarded and utilized exclusively for educational research purposes, and that a conscientious approach is maintained, remaining receptive to inquiries from participants and community members. Moreover, only data from minors whose parents have properly signed the informed permission form will be used into the study. Data availability No underlying data is associated with this article. Extended data Zenodo. Extended - Integration of Break Dance and Computational Physics. doi: https://doi.org/10.5281/zenodo.16782750 . 13 The project contains the following extended data: 1. Systematization of data from the audio interview.docx 2. SISTEMATIZACION SEC ENGLISH.xlsx 3. Figure 1.png 4. Figure 2.jpeg 5. Figure 3.jpeg 6. Figure 4.jpeg 7. Figure 5.jpeg 8. Figure 6.jpeg 9. Figure 7.jpeg 10. Figure 8.jpeg 11. Figure 9.jpeg 12. Table 1.docx 13. Table 2.docx Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0). References 1. Chang J: Can’t stop won’t stop: A history of the hip-hop generation. St. Martin’s Press; 2005. 2. Red Bull: Red Bull BC One. Reference Source 3. International Olympic Committee: Paris 2024 Olympic Games, Breaking.2024. Reference Source 4. Garzón G: Proposal for the teaching of movement oscillatory using computational tools. Latin-American Journal of Physics Education. 2022; 16 (2): 1–9. 5. Wee L, Chew C, Goh G, et al. : Using tracker as a pedagogical tool for understanding projectile motion. Phys. Educ. 2012; 47 (4): 448–455. Publisher Full Text 6. Aguilar-Marín P, Chavez-Bacilio M, Jáuregui-Rosas S: Using analog instruments in Tracker video-based experiments to understand the phenomena of electricity and magnetism in physics education. Eur. Phys. Educ. Rev. 2018; 39 : 035204. Publisher Full Text 7. Becerra D, Barreto C, Bernal C, et al. : Group reading and infographics in teaching and learning scientific information in the university context. Revista Formación Universitaria. 2021; 14 (2): 47–56. Publisher Full Text 8. Solomon F, Champion D, Steele M, et al. : Embodied physics: Utilizing dance resources for learning and engagement in STEM. J. Learn. Sci. 2022; 31 (1): 73–106. Publisher Full Text 9. Johnson R, Onwuegbuzie A: Mixed methods research: A research paradigm whose time has come. Educ. Res. 2004; 33 (7): 14–26. Publisher Full Text 10. Saldaña J: Genres, elements, and styles of qualitative research.Leavy P, editor. Fundamentals of Qualitative Research. Oxford: 2011; pp. 3–30. 11. Cordeiro A, De Oliveira Rodrigues F: O software tracker: uma ferramenta educacional para potencializar o ensino de física. Essentia Revista de Cultura, Ciência e Tecnologia da UVA. 2019; 20 (2): 1–7. Publisher Full Text 12. Braun V, Clarke V: Using thematic analysis in psychology. Qual. Res. Psychol. 2006; 3 (2): 77–101. Publisher Full Text 13. Velandia J, Becerra D, Boude O, et al. : Data Extended - Integration of Break Dance and Computational Physics. [Data set]. Zenodo. 2025. Publisher Full Text 14. DeLauder R: Dance science. Bond K, editor. The Routledge companion to dance studies. Routledge; 2024; 255–268. Publisher Full Text 15. Light R, Kentel J: Embodied learning in physical education: A phenomenological approach. Phys. Educ. Sport Pedagog. 2010; 15 (3): 227–241. 16. Koutedakis Y, Jamurtas A: The dancer as a performing athlete: Physiological considerations. Sports Med. 2004; 34 (10): 651–661. Publisher Full Text 17. Almond L: Physical literacy and embodied learning: Implications for education and physical education. Eur. Phys. Educ. Rev. 2013; 19 (1): 38–49. Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 17 Oct 2025 ADD YOUR COMMENT Comment Author details Author details 1 Facultad de Educación, Universidad de La Sabana, Chia, Cundinamarca, 250001, Colombia 2 Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Instituto Politecnico Nacional, Mexico City, Mexico City, 11500, Mexico Juan José Velandia Huérfano Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Writing – Original Draft Preparation Diego Fernando Becerra Rodriguez Roles: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Writing – Original Draft Preparation Óscar Rafael Boude Figueredo Roles: Methodology, Supervision, Validation, Writing – Original Draft Preparation Ana Dolores Vargas Sánchez Roles: Investigation, Methodology, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Mario Humberto Ramírez Díaz Roles: Methodology, Supervision, Validation, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information We thank the University of La Sabana, Technologies for the Academy Group – Proventus (Project EDULCN-1-2022; Collaborative Learning and Construction of Experimental Setups in the Approach to the Study of Renewable Energies: A Pathway to Teacher Training) for the support received in the preparation of this article. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Article Versions (2) version 2 Revised Published: 17 Feb 2026, 14:1129 https://doi.org/10.12688/f1000research.166881.2 version 1 Published: 17 Oct 2025, 14:1129 https://doi.org/10.12688/f1000research.166881.1 Copyright © 2026 Velandia Huérfano JJ et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Velandia Huérfano JJ, Becerra Rodriguez DF, Boude Figueredo ÓR et al. Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.12688/f1000research.166881.2 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 2 VERSION 2 PUBLISHED 17 Feb 2026 Revised Views 0 Cite How to cite this report: Steinberg C and Lindner SM. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.196155.r459296 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v2#referee-response-459296 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 18 Feb 2026 Claudia Steinberg , Institute fo dance and movement culture, German Sport University Cologne, Cologne, Germany Sophie Manuela Lindner , Institute of dance and movement culture, German Sport University Cologne, Cologne, Germany Approved VIEWS 0 https://doi.org/10.5256/f1000research.196155.r459296 We have no ... Continue reading READ ALL We have no comments to make. Competing Interests: No competing interests were disclosed. Reviewer Expertise: Dance Scholar, Dance Science and Dance Pedagogy We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Steinberg C and Lindner SM. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.196155.r459296 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v2#referee-response-459296 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Version 1 VERSION 1 PUBLISHED 17 Oct 2025 Views 0 Cite How to cite this report: Bergner Y. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r442782 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-442782 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 08 Jan 2026 Yoav Bergner , New York University, New York, New York, USA Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.183933.r442782 This manuscript presents an innovative and culturally responsive approach to physics education that deserves recognition for its creative integration of breakdancing with computational analysis. The interdisciplinary framework is compelling, and the authors should be commended for working within a ... Continue reading READ ALL This manuscript presents an innovative and culturally responsive approach to physics education that deserves recognition for its creative integration of breakdancing with computational analysis. The interdisciplinary framework is compelling, and the authors should be commended for working within a community-based setting with the "Soul Strong Crew" collective, demonstrating genuine commitment to contextualized and inclusive science education. The use of Tracker software to visualize biomechanical principles represents a thoughtful application of educational technology, and the qualitative findings suggesting shifts from intuitive to more technical understanding of physics concepts are promising. However, several areas require strengthening to fully realize the manuscript's potential. Most critically, the paper lacks an explicit theory of change—there is no clear articulation of the hypothesized mechanism by which video analysis of dance movements should lead to improved physics understanding, nor how constructivist or embodied learning principles are operationalized in this specific intervention. The pre- to post-intervention comparisons shown in pie charts (Figures 2-9) would be more effectively presented in tabular format, allowing readers to directly compare percentage shifts across categories and making the claimed improvements more transparent. Methodological details need expansion, particularly: (1) the specific procedures for developing and validating the thematic categories shown in Tables 3-6, including quotes and measures of inter-rater reliability; (2) detailed explanation of Tracker software operation, including which angles were recorded, how kinematic parameters were calculated, and how these quantitative data were integrated with qualitative responses. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Learning sciences, assessment, and computational methods in dance. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Bergner Y. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r442782 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-442782 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Medina Paredes J. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r425750 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-425750 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 26 Dec 2025 Jhonny Medina Paredes , Universidad Austral de Chile, Valdivia, Chile Approved VIEWS 0 https://doi.org/10.5256/f1000research.183933.r425750 The research is well-structured and executed with scientific rigor; however, a more detailed qualitative analysis would be desirable to strengthen the conclusions. An example of this is the analysis of question 1 in phase 2. It states that there was ... Continue reading READ ALL The research is well-structured and executed with scientific rigor; however, a more detailed qualitative analysis would be desirable to strengthen the conclusions. An example of this is the analysis of question 1 in phase 2. It states that there was a notable improvement in understanding the topic and that the evidence indicates a conceptual grasp of the concepts. I believe this evidence should be more explicit and detailed in the text. Finally, it should be noted that only 29% of the references used are from the last five years. This may be something that needs to be reviewed. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Physics Eduaction, STEM Education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Medina Paredes J. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r425750 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-425750 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Steinberg C and Lindner SM. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r428055 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-428055 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 23 Dec 2025 Claudia Steinberg , Institute fo dance and movement culture, German Sport University Cologne, Cologne, Germany Sophie Manuela Lindner , Institute of dance and movement culture, German Sport University Cologne, Cologne, Germany Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.183933.r428055 Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official ... Continue reading READ ALL Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Dance Scholar, Dance Science and Dance Pedagogy We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however we have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Steinberg C and Lindner SM. Reviewer Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r428055 ) The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-428055 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 17 Feb 2026 Diego Fernando BECERRA RODRÍGUEZ , Facultad de Educación, Universidad de La Sabana, Chia, 250001, Colombia 17 Feb 2026 Author Response Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break ... Continue reading Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. We appreciate your comments, which have significantly enhanced the text. The terms “Break Dance” and “Breaking” have been substituted in the title, introduction, research questions, study type, results analysis, and throughout the entire document. The phrase remained unchanged throughout the tools and interviews administered to the target demographic. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. To enhance the document's readability, the last line of the paragraph, “Furthermore, these movements can be examined and assessed using computational methods that may enhance teaching and learning processes,” has been substituted. In this context, these movements can be analyzed and assessed by computational technologies, presenting the opportunity to enhance teaching methods in both dance and physics. Additionally, revisions were made to the transition from paragraph 3 to paragraph 4 of the introduction. Within a constructivist learning framework that prioritizes active student engagement and significant learning, particularly in physics education, the Tracker software facilitates the analysis of human body movement through its measurement and evaluation capabilities, rendering it an effective pedagogical tool for teaching physics. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? It is highlighted that the study adopts an exploratory approach, and the four main categories of analysis were included: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimension of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. It is highlighted that the mixed-methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with the framework for addressing complex educational issues thru methodological complementarity. Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. At the end of the first paragraph of the methodology, the dancers’ tenure and experience have been included. Specifically, two dancers have been with the company for four months to one year, three possess one to three years of experience, two have three to six years, and three have been with the group for six to nine years. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. The Tracker software is described as an open-source video analysis tool that is used to study motion through frame-by-frame analysis of recorded videos. The methodology includes a paragraph that outlines the request. Initially, the software facilitates the importation of standard video files and the calibration of spatial and temporal scales using reference points. This functionality enables the measurement of kinematic variables, such as position, displacement, velocity, acceleration, angular velocity, and center-of-mass trajectories. While it is not necessary to employ multiple camera angles, the utilization of various viewpoints can facilitate a more precise interpretation of intricate movements. Tracker then measures and evaluates selected body positions over time, resulting in the acquisition and visualization of variables such as trajectories, angular velocity, centripetal acceleration, and center of mass displacement through graphs. Tracker was employed in this investigation to facilitate data collection and analysis within an artistic and educational framework. Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. We appreciate your comments, which have significantly enhanced the text. The terms “Break Dance” and “Breaking” have been substituted in the title, introduction, research questions, study type, results analysis, and throughout the entire document. The phrase remained unchanged throughout the tools and interviews administered to the target demographic. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. To enhance the document's readability, the last line of the paragraph, “Furthermore, these movements can be examined and assessed using computational methods that may enhance teaching and learning processes,” has been substituted. In this context, these movements can be analyzed and assessed by computational technologies, presenting the opportunity to enhance teaching methods in both dance and physics. Additionally, revisions were made to the transition from paragraph 3 to paragraph 4 of the introduction. Within a constructivist learning framework that prioritizes active student engagement and significant learning, particularly in physics education, the Tracker software facilitates the analysis of human body movement through its measurement and evaluation capabilities, rendering it an effective pedagogical tool for teaching physics. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? It is highlighted that the study adopts an exploratory approach, and the four main categories of analysis were included: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimension of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. It is highlighted that the mixed-methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with the framework for addressing complex educational issues thru methodological complementarity. Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. At the end of the first paragraph of the methodology, the dancers’ tenure and experience have been included. Specifically, two dancers have been with the company for four months to one year, three possess one to three years of experience, two have three to six years, and three have been with the group for six to nine years. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. The Tracker software is described as an open-source video analysis tool that is used to study motion through frame-by-frame analysis of recorded videos. The methodology includes a paragraph that outlines the request. Initially, the software facilitates the importation of standard video files and the calibration of spatial and temporal scales using reference points. This functionality enables the measurement of kinematic variables, such as position, displacement, velocity, acceleration, angular velocity, and center-of-mass trajectories. While it is not necessary to employ multiple camera angles, the utilization of various viewpoints can facilitate a more precise interpretation of intricate movements. Tracker then measures and evaluates selected body positions over time, resulting in the acquisition and visualization of variables such as trajectories, angular velocity, centripetal acceleration, and center of mass displacement through graphs. Tracker was employed in this investigation to facilitate data collection and analysis within an artistic and educational framework. Competing Interests: It is hereby declared that the publication procedure of this document is free of any conflict of interest. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 17 Feb 2026 Diego Fernando BECERRA RODRÍGUEZ , Facultad de Educación, Universidad de La Sabana, Chia, 250001, Colombia 17 Feb 2026 Author Response Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break ... Continue reading Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. We appreciate your comments, which have significantly enhanced the text. The terms “Break Dance” and “Breaking” have been substituted in the title, introduction, research questions, study type, results analysis, and throughout the entire document. The phrase remained unchanged throughout the tools and interviews administered to the target demographic. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. To enhance the document's readability, the last line of the paragraph, “Furthermore, these movements can be examined and assessed using computational methods that may enhance teaching and learning processes,” has been substituted. In this context, these movements can be analyzed and assessed by computational technologies, presenting the opportunity to enhance teaching methods in both dance and physics. Additionally, revisions were made to the transition from paragraph 3 to paragraph 4 of the introduction. Within a constructivist learning framework that prioritizes active student engagement and significant learning, particularly in physics education, the Tracker software facilitates the analysis of human body movement through its measurement and evaluation capabilities, rendering it an effective pedagogical tool for teaching physics. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? It is highlighted that the study adopts an exploratory approach, and the four main categories of analysis were included: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimension of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. It is highlighted that the mixed-methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with the framework for addressing complex educational issues thru methodological complementarity. Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. At the end of the first paragraph of the methodology, the dancers’ tenure and experience have been included. Specifically, two dancers have been with the company for four months to one year, three possess one to three years of experience, two have three to six years, and three have been with the group for six to nine years. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. The Tracker software is described as an open-source video analysis tool that is used to study motion through frame-by-frame analysis of recorded videos. The methodology includes a paragraph that outlines the request. Initially, the software facilitates the importation of standard video files and the calibration of spatial and temporal scales using reference points. This functionality enables the measurement of kinematic variables, such as position, displacement, velocity, acceleration, angular velocity, and center-of-mass trajectories. While it is not necessary to employ multiple camera angles, the utilization of various viewpoints can facilitate a more precise interpretation of intricate movements. Tracker then measures and evaluates selected body positions over time, resulting in the acquisition and visualization of variables such as trajectories, angular velocity, centripetal acceleration, and center of mass displacement through graphs. Tracker was employed in this investigation to facilitate data collection and analysis within an artistic and educational framework. Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. We appreciate your comments, which have significantly enhanced the text. The terms “Break Dance” and “Breaking” have been substituted in the title, introduction, research questions, study type, results analysis, and throughout the entire document. The phrase remained unchanged throughout the tools and interviews administered to the target demographic. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. To enhance the document's readability, the last line of the paragraph, “Furthermore, these movements can be examined and assessed using computational methods that may enhance teaching and learning processes,” has been substituted. In this context, these movements can be analyzed and assessed by computational technologies, presenting the opportunity to enhance teaching methods in both dance and physics. Additionally, revisions were made to the transition from paragraph 3 to paragraph 4 of the introduction. Within a constructivist learning framework that prioritizes active student engagement and significant learning, particularly in physics education, the Tracker software facilitates the analysis of human body movement through its measurement and evaluation capabilities, rendering it an effective pedagogical tool for teaching physics. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? It is highlighted that the study adopts an exploratory approach, and the four main categories of analysis were included: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimension of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. It is highlighted that the mixed-methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with the framework for addressing complex educational issues thru methodological complementarity. Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. At the end of the first paragraph of the methodology, the dancers’ tenure and experience have been included. Specifically, two dancers have been with the company for four months to one year, three possess one to three years of experience, two have three to six years, and three have been with the group for six to nine years. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. The Tracker software is described as an open-source video analysis tool that is used to study motion through frame-by-frame analysis of recorded videos. The methodology includes a paragraph that outlines the request. Initially, the software facilitates the importation of standard video files and the calibration of spatial and temporal scales using reference points. This functionality enables the measurement of kinematic variables, such as position, displacement, velocity, acceleration, angular velocity, and center-of-mass trajectories. While it is not necessary to employ multiple camera angles, the utilization of various viewpoints can facilitate a more precise interpretation of intricate movements. Tracker then measures and evaluates selected body positions over time, resulting in the acquisition and visualization of variables such as trajectories, angular velocity, centripetal acceleration, and center of mass displacement through graphs. Tracker was employed in this investigation to facilitate data collection and analysis within an artistic and educational framework. Competing Interests: It is hereby declared that the publication procedure of this document is free of any conflict of interest. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 17 Oct 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 2 (revision) 17 Feb 26 read Version 1 17 Oct 25 read read read Claudia Steinberg , German Sport University Cologne, Cologne, Germany Sophie Manuela Lindner , German Sport University Cologne, Cologne, Germany Jhonny Medina Paredes , Universidad Austral de Chile, Valdivia, Chile Yoav Bergner , New York University, New York, USA Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Steinberg C et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 18 Feb 2026 | for Version 2 Claudia Steinberg , Institute fo dance and movement culture, German Sport University Cologne, Cologne, Germany Sophie Manuela Lindner , Institute of dance and movement culture, German Sport University Cologne, Cologne, Germany 0 Views copyright © 2026 Steinberg C et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions We have no comments to make. Competing Interests No competing interests were disclosed. Reviewer Expertise Dance Scholar, Dance Science and Dance Pedagogy We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Steinberg C and Lindner SM. Peer Review Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.196155.r459296) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1129/v2#referee-response-459296 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Bergner Y. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 08 Jan 2026 | for Version 1 Yoav Bergner , New York University, New York, New York, USA 0 Views copyright © 2026 Bergner Y. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This manuscript presents an innovative and culturally responsive approach to physics education that deserves recognition for its creative integration of breakdancing with computational analysis. The interdisciplinary framework is compelling, and the authors should be commended for working within a community-based setting with the "Soul Strong Crew" collective, demonstrating genuine commitment to contextualized and inclusive science education. The use of Tracker software to visualize biomechanical principles represents a thoughtful application of educational technology, and the qualitative findings suggesting shifts from intuitive to more technical understanding of physics concepts are promising. However, several areas require strengthening to fully realize the manuscript's potential. Most critically, the paper lacks an explicit theory of change—there is no clear articulation of the hypothesized mechanism by which video analysis of dance movements should lead to improved physics understanding, nor how constructivist or embodied learning principles are operationalized in this specific intervention. The pre- to post-intervention comparisons shown in pie charts (Figures 2-9) would be more effectively presented in tabular format, allowing readers to directly compare percentage shifts across categories and making the claimed improvements more transparent. Methodological details need expansion, particularly: (1) the specific procedures for developing and validating the thematic categories shown in Tables 3-6, including quotes and measures of inter-rater reliability; (2) detailed explanation of Tracker software operation, including which angles were recorded, how kinematic parameters were calculated, and how these quantitative data were integrated with qualitative responses. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Learning sciences, assessment, and computational methods in dance. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Bergner Y. Peer Review Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r442782) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-442782 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Medina Paredes J. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 26 Dec 2025 | for Version 1 Jhonny Medina Paredes , Universidad Austral de Chile, Valdivia, Chile 0 Views copyright © 2025 Medina Paredes J. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The research is well-structured and executed with scientific rigor; however, a more detailed qualitative analysis would be desirable to strengthen the conclusions. An example of this is the analysis of question 1 in phase 2. It states that there was a notable improvement in understanding the topic and that the evidence indicates a conceptual grasp of the concepts. I believe this evidence should be more explicit and detailed in the text. Finally, it should be noted that only 29% of the references used are from the last five years. This may be something that needs to be reviewed. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Physics Eduaction, STEM Education. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Medina Paredes J. Peer Review Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r425750) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-425750 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2025 Steinberg C et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 23 Dec 2025 | for Version 1 Claudia Steinberg , Institute fo dance and movement culture, German Sport University Cologne, Cologne, Germany Sophie Manuela Lindner , Institute of dance and movement culture, German Sport University Cologne, Cologne, Germany 0 Views copyright © 2025 Steinberg C et al. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. Is the work clearly and accurately presented and does it cite the current literature? Partly Is the study design appropriate and is the work technically sound? Partly Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Yes Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Dance Scholar, Dance Science and Dance Pedagogy We confirm that we have read this submission and believe that we have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however we have significant reservations, as outlined above. reply Respond to this report Responses (1) Author Response 17 Feb 2026 Diego Fernando BECERRA RODRÍGUEZ, Facultad de Educación, Universidad de La Sabana, Chia, 250001, Colombia Comments to: Is the work clearly and accurately presented, and does it cite the current literature? In the paper, both terms “Break Dance” and “Breaking” are used. Since “Break Dance” is the commercialized term, while “Breaking” is the official term (including in the context of the Olympic Games) and the term used within the Breaking community, we recommend using “Breaking” consistently throughout the paper, including in the title. We appreciate your comments, which have significantly enhanced the text. The terms “Break Dance” and “Breaking” have been substituted in the title, introduction, research questions, study type, results analysis, and throughout the entire document. The phrase remained unchanged throughout the tools and interviews administered to the target demographic. p3: There is a disruption in the reading flow between the sentences “…technology computational methods that may enhance teaching and learning processes.” and “On the other hand, considering that the constructivist learning model seeks to encourage…”. It would be helpful to create a smoother transition to guide the reader more naturally into the study and maintain readability. To enhance the document's readability, the last line of the paragraph, “Furthermore, these movements can be examined and assessed using computational methods that may enhance teaching and learning processes,” has been substituted. In this context, these movements can be analyzed and assessed by computational technologies, presenting the opportunity to enhance teaching methods in both dance and physics. Additionally, revisions were made to the transition from paragraph 3 to paragraph 4 of the introduction. Within a constructivist learning framework that prioritizes active student engagement and significant learning, particularly in physics education, the Tracker software facilitates the analysis of human body movement through its measurement and evaluation capabilities, rendering it an effective pedagogical tool for teaching physics. Comments to: Is the study design appropriate and is the work technically sound? The research design is insufficiently described. In particular, the formation of categories does not appear to be adequately explained. Which mixed methods model was used (exploratory or explanatory mixed-method-design) (e.g. Creswell & Plano Clark 2018)? Which literature was referenced? It is highlighted that the study adopts an exploratory approach, and the four main categories of analysis were included: (1) conceptual understanding of the physics of movement, (2) application of physics in movement execution and optimization, (3) pedagogical and formative dimension of physical knowledge, and (4) technology-mediated learning, safety, and transformation of participants’ perceptions. It is highlighted that the mixed-methods strategy facilitated the triangulation of physical, educational, and performative data, consistent with the framework for addressing complex educational issues thru methodological complementarity. Comments to: Are sufficient details of methods and analysis provided to allow replication by others? p3: Regarding the group of ten dancers, please specify how many were beginners and how many were experienced, since the participants’ experience ranges from 4 months to 9 years. This clarification is important for understanding the composition of the sample. At the end of the first paragraph of the methodology, the dancers’ tenure and experience have been included. Specifically, two dancers have been with the company for four months to one year, three possess one to three years of experience, two have three to six years, and three have been with the group for six to nine years. P4: It would be beneficial to provide more detailed information about the Tracker video software. How exactly does the software work? Do videos need to be uploaded from different angles? How does the program perform measurement and evaluation? A clearer description of the tool and its functions would help readers understand the data collection and analysis process more thoroughly. The Tracker software is described as an open-source video analysis tool that is used to study motion through frame-by-frame analysis of recorded videos. The methodology includes a paragraph that outlines the request. Initially, the software facilitates the importation of standard video files and the calibration of spatial and temporal scales using reference points. This functionality enables the measurement of kinematic variables, such as position, displacement, velocity, acceleration, angular velocity, and center-of-mass trajectories. While it is not necessary to employ multiple camera angles, the utilization of various viewpoints can facilitate a more precise interpretation of intricate movements. Tracker then measures and evaluates selected body positions over time, resulting in the acquisition and visualization of variables such as trajectories, angular velocity, centripetal acceleration, and center of mass displacement through graphs. Tracker was employed in this investigation to facilitate data collection and analysis within an artistic and educational framework. View more View less Competing Interests It is hereby declared that the publication procedure of this document is free of any conflict of interest. reply Respond Report a concern Steinberg C and Lindner SM. Peer Review Report For: Integration of Breaking and Computational Physics: An Interdisciplinary Approach to Contextualized Teaching [version 2; peer review: 2 approved, 1 approved with reservations] . F1000Research 2026, 14 :1129 ( https://doi.org/10.5256/f1000research.183933.r428055) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1129/v1#referee-response-428055 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. 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