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 INNOVACIÓN DOCENTE E INVESTIGACIÓN
EN EDUCACIÓN Y CIENCIAS SOCIALES:
DESAFÍOS DE LA ENSEÑANZA Y APRENDIZAJE
EN LA EDUCACIÓN SUPERIOR

Comps.
María del Mar Simón Márquez
Silvia Fernández Gea
María del Mar Molero Jurado
José Jesús Gázquez Linares
Pablo Molina Moreno
Innovación Docente e Investigación en Educación
y Ciencias Sociales: Desafíos de la Enseñanza y
Aprendizaje en la Educación Superior

Comps.
María del Mar Simón Márquez
Silvia Fernández Gea
María del Mar Molero Jurado
José Jesús Gázquez Linares
Pablo Molina Moreno
© Los autores. NOTA EDITORIAL: Las opiniones y contenidos de los textos publicados en
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ISBN: 978-84-1070-930-0
DOI: 10.14679/3765

Preimpresión realizada por los autores

— 4—
ÍNDICE

CAPÍTULO 33
IMPACTO DE LA REALIDAD VIRTUAL 360º EN LA REDUCCIÓN DE LA
ANSIEDAD Y MEJORA DE LA CONFIANZA AL EXPONER EN PÚBLICO
FRANCISCO JAVIER CANTERO SÁNCHEZ, JOSÉ MARÍA LEÓN RUBIO,
JOSÉ MARÍA LEÓN PÉREZ, RAQUEL VÁZQUEZ-MOREJÓN JIMÉNEZ, VICTORIA
GONZÁLEZ CAPARROZ, ALFONSO CÁRDENAS DE LA MIYAR, Y ÁNGELA FERNÁNDEZ
CANSECO ...................................................................................................................... 369

CAPÍTULO 34
PROGRAMA FORMATIVO PARA LA INTERVENCIÓN EN SITUACIONES
DE CRISIS EN EL TRABAJO SOCIAL
FRANCISCO LUCAS CHINCHILLA HERNÁNDEZ, PILAR MONTAÑES MURO, Y
DOLORES QUEIRUGA DIOS ......................................................................................... 381

CAPÍTULO 35
AUTOEFICACIA ACADÉMICA PERCIBIDA: DIFERENCIAS EN LAS
PUNTUACIONES ENTRE PERSONAS CON DISCAPACIDAD AUDITIVA Y
OYENTES Y ESTRATEGIAS PEDAGÓGICAS
NURIA ANTÓN ROS Y GRACIELA ARRAEZ VERA ...................................................... 389

CAPÍTULO 36
TELEFISIOLOGÍA PRESENTA “LA ISLA DE LAS REACCIONES”, UN
PROYECTO DE INNOVACIÓN DOCENTE PARA EL ENTRETENIMIENTO Y
EL APRENDIZAJE
LAURA ÁVILA CABEZA DE VACA, ALBA MIER PERULERO, MANUEL COSTILLA
MACÍAS, ANDREA GONZÁLEZ MARISCAL, CRISTINA CASALS VÁZQUEZ, Y JUAN
CORRAL PÉREZ ............................................................................................................ 401

CAPÍTULO 37
PROPUESTA DIDÁCTICA PARA LA ASIMILACIÓN DE VALORES CÍVICOS
EN LAS AULAS DE EDUCACIÓN SECUNDARIA MEDIANTE EL ANÁLISIS
ESTILÍSTICO Y CONTEXTUAL DE LA MÚSICA ACTUAL
MANUEL ESTEVE MORA ............................................................................................. 409

CAPÍTULO 38
HAND CLAPPING GAMES AS AN EDUCATIONAL TOOL: AN APPROACH
TO THEIR STUDY
INÉS DÍAZ GARCÍA Y FRANCISCO JAVIER ROMERO-NARANJO................................ 423

— 10—
 CAPÍTULO 38
HAND CLAPPING GAMES AS AN EDUCATIONAL TOOL:
AN APPROACH TO THEIR STUDY

INÉS DÍAZ GARCÍA* Y FRANCISCO JAVIER ROMERO-NARANJO**

*CEIP La Condomina; **Universidad de Alicante

INTRODUCTION
Hand clapping games are part of many cultures and have been passed down
orally from generation to generation. They serve as a great socializing element,
allowing the development of essential skills through play. This makes them an
interesting resource for the holistic development of children. Through this
publication, we aim to highlight the importance of 'hand clapping games' or 'hand
clapping songs.' With their melodies and coordination, these games are vital for the
physical, cognitive, social, and emotional development of children, as they contribute
to:
Development of motor skills: These games require precise and coordinated
movements of the hands, fingers, and other body parts, working on fine motor skills,
hand-eye coordination, laterality, and a sense of rhythm.
Cognitive stimulation: Memorizing lyrics and sequences of movements exercises
cognitive and executive functions, such as language, praxia, inhibition, planning, etc.
Encouraging social interaction: Usually performed in groups, these games create
opportunities for social interaction, cooperation, and communication skills
development.
Learning musical aspects: Music and rhythm allow children to engage with
musical concepts in a playful and practical way.
Preservation of cultural tradition: The oral transmission of hand clapping games
contributes to preserving cultural heritage and strengthens a sense of identity and
belonging.
There are very few high-impact publications on hand clapping games, and no
bibliometric study or systematic review exists to parse the literature on this subject.
The only systematic analysis available is a final thesis by Danielle Toney at the
University of Oulu in Finland (Toney, 2020).
The key objectives of this publication are as follows:
1. To provide a brief state-of-the-question review and a global classification of
existing publications related to hand clapping games.

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Hand clapping games as an educational tool…

2. To offer a table detailing the contributions of hand clapping games to the

development of motor skills.
3. To explore hand clapping games as a musical and pedagogical resource for
students' holistic development.

State of the question

The bibliographic search on this topic is surprising, as very few publications
appear in high-impact search engines (WOS/SCOPUS). Only 8 results appear with the
keywords "Handclapping songs," 39 with "Hand clapping songs," 13 with
"Handclapping games," and 48 with "Hand clapping games." This is without screening
the last ten years or filtering out publications unrelated to the research topic. In
secondary search engines, the volume of publications is much higher, mainly due to
digests. Without filtering by year or subject matter, Dialnet provides 367 results for
"hand clapping games" and 57 for "hand clapping songs." In JSTOR, there are 620
publications with the keywords "Handclapping songs." There are several
compilations of hand clapping songs, rhymes, and games from various countries
(Carbajo-Martínez, 2009; Curtis, 2004; Gaunt, 2006; Hemsy, 1996; Hubbard, 1982;
Janot, 2007; Merrill-Mirsky, 1986; Murillo, 1986).
From the initial readings, we note that hand clapping games have been related to
thematic areas (Figure 1).

Figure 1. Diagram of hand clapping games and their relationship to different fields

Source: Own elaboration

Upon reviewing the information, we found publications considering hand

clapping games as pedagogical and anthropological elements (Batchelor, 2012;
Gómez et al., 2004; Hwang y Song, 2016; Karmila, 2020; Kern, 2018; Riera-Martínez y
Casals-Ibáñez, 2021). We also reviewed the contributions they can make to the
educational field. Some publications analyse the contributions of hand clapping games
to motor, cognitive, and neurological development (Brodsky y Sulkin, 2011; Andreu-

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 Hand clapping games as an educational tool…

Cabrera et al., 2024; Romero-Naranjo, 2013; Romero-Naranjo et al., 2022; Romero-

Naranjo et al., 2023; Schmidt, 2011). Other publications establish relationships
between hand clapping games and gender (Casals-Ibáñez y Riera-Martínez, 2015;
Green, 2001; Romero-Naranjo y Romero-Naranjo, 2013; Torres, 1998). Some also
analyse hand clapping games from a social point of view, considering the spelling and
literature of the accompanying texts (Coberly, 2020).
In the musical field, hand clapping games have been considered a tool for
working on aspects such as improvisation (Harwood, 1998), and the different sounds
produced by clapping hands have been analysed (Peltola, 2004; Peltola et al., 2007;
Sethares, 2015). An interesting relationship has also been established between hand
clapping games and robotics (Chellali, 2018; Fitter et al., 2016, 2018, 2020; Kheddar,
2017; Yi et al., 2017) to bring robots closer to human praxes.

METHOD
Hand clapping games and the development of motor skills
As Andreu-Cabrera (2010) argues, the execution of complex rhythmic sequences
in hand clapping games requires exceptional motor coordination. Finger
independence and synchronization, hand-eye coordination, the integration of body
movements, and adaptation to an external rhythm all promote manual dexterity, fine
motor precision, and global coordination. These skills, fundamental for executing
everyday tasks, body expression, and sports practice, lay the foundations for global
motor skills and body awareness (Romero-Naranjo y Andreu-Cabrera, 2023).
The execution of complex rhythmic sequences, intrinsic to hand clapping games,
requires exceptional finger coordination. The independence and synchronisation of
the fingers, necessary to follow intricate patterns and often accompanied by songs or
rhymes, promote manual dexterity and fine motor accuracy. Hand clapping games
promote bilateral coordination, laterality, and the development of gross and fine
motor skills (Andreu-Cabrera, 2010). The integration of movements with both hands,
the differentiation between the dominant and non-dominant sides, and the execution
of precise, coordinated movements contribute to essential skills for personal
autonomy, learning, and adaptation to the environment. As such, these skills are even
being applied in the field of robotics to make robot movements more precise and
human-like, allowing robots to play hand clapping games and thus expand the
possibilities of grasping, touching, hitting or handling different objects.
In this article, we analysed the contributions of hand clapping games to basic
motor skills, physical skills and body schema. Following the contributions to these
fields published by Andreu-Cabrera and Romero-Naranjo (Andreu-Cabrera y
Romero-Naranjo, 2021; Andreu-Cabrera y Romero-Naranjo, 2023a, 2023b, 2023c;

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Hand clapping games as an educational tool…

Andreu-Cabrera et al., 2024; Romero-Naranjo et al., 2024) we classify them as follows

(Table 1).

Table 1. Motor aspects

Motor Aspects
Basic motor skills Physical skills Body schema
Attitude
Displacements
Strength Postural control
Turns
Speed Spatial structuring
Jumps
Endurance Temporal structuring
Throws
Agility Balance
Receptions
Coordination
Source: own elaboration

There are many hands clapping games with variations, as they are transmitted
orally and are adapted and modified according to region, time, language, or culture
(Bishop, 2016). Despite this, they often share common elements, such as gestures or
melodies. The motor aspects linked to hand clapping games are listed in Table 2:

Table 2. Motor aspects linked to hand clapping games

Motor Aspects
Basic motor skills Physical skills Body schema
Attitude
Postural control
Displacements
Speed Spatial structuring
Turns
Agility Temporal structuring
Jumps
Balance
Coordination
Source: own elaboration

We have also analysed and classified some of the best-known hand clapping
games in Spain (Table 3). While we acknowledge that there are many hands clapping
games in Anglo-Saxon and other cultures, these are not the subject of this research.

Table 3. Motor aspects worked with some hand clapping games

Motor aspects worked with some hand clapping games
Hand clapping game Basic motor skills Physical skills Body schema
Attitude
Postural control
Displacements Speed
Las vocales (Con la A ...) Spatial-temporal structuring
Turns Agility
Balance
Coordination
Attitude
Postural control
Displacements Speed
Don Federico Spatial-temporal structuring
Turns Agility
Balance
Coordination

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 Hand clapping games as an educational tool…

Table 3. Motor aspects worked with some hand clapping games (continuation)
Motor aspects worked with some hand clapping games
Hand clapping game Basic motor skills Physical skills Body schema
Attitude
Speed Postural control
Milikituli
Agility Spatial-temporal structuring
Coordination
Attitude
Speed Postural control
Chocolate
Agility Spatial-temporal structuring
Coordination
Attitude
Postural control
Speed
En la calle 24 Spatial-temporal structuring
Agility
Balance
Coordination
Attitude
Displacements Postural control
Speed
Capricornio Turns Spatial-temporal structuring
Agility
Jumps Balance
Coordination
Attitude
Postural control
Speed
En la calle de la oca Spatial-temporal structuring
Agility
Balance
Coordination

Attitude
Speed Postural control
Mary One Agility Spatial-temporal structuring
Balance
Coordination
Attitude
Speed Postural control
Pikachu
Agility Spatial-temporal structuring
Coordination
Attitude
Postural control
Displacements Speed
Indio Apache Spatial-temporal structuring
Turns Agility
Balance
Coordination
Attitude
Postural control
Speed
Doctor Jano Spatial-temporal structuring
Agility
Balance
Coordination

Hand clapping games in education: a musical, pedagogical and inclusive resource.

In an increasingly digitalized world, schools offer an ideal context for continuing
the traditional transmission of hand clapping games (Veblen, 2018). These games

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Hand clapping games as an educational tool…

should not be limited to playtime but can be valuable tools in subjects such as music,
physical education, or language learning. They can even serve as interdisciplinary
resources that promote body expression, oral language stimulation, attention,
coordination, and memory. Games that combine words and music can aid students
with language acquisition difficulties (Bhide, 2013).
Hand clapping games foster collaborative learning, as participation requires
others. Players must follow instructions, adapt to collective rhythms, and solve
challenges together, promoting communication skills, turn-taking, empathy,
cooperation, and integration in a playful context. These social skills are crucial for
developing healthy interpersonal relationships and adapting to diverse social
environments, laying the foundation for responsible, committed citizenship. Intrinsic
motivation is always present in these games.
The pedagogical value of hand clapping games also lies in their flexibility: they
can be modified and deconstructed by adding foot movements, displacements, and
more, transforming them into instruments for working on neuromotor skills. The
BAPNE Method explores children's coordination games to adapt them for teaching
neuromotor skills (Alonso-Marco y Romero-Naranjo, 2022; Andreu-Cabrera y
Romero-Naranjo, 2021; Arnau-Mollá y Romero-Naranjo, 2022a, 2022b, 2024a,
2024b; Romero-Naranjo, 2013, 2020, 2022, 2024).
Hand clapping is usually accompanied by rhymes, which are either spoken or
sung. The melodies are typically simple and repetitive, using major scales. In terms of
rhythm, there is a predominance of 2/4 and 4/4 time signatures (Figure 2).

Figure 2. Chocolate

Oral transmission without written scores allows children to perform complex

musical rhythms with apparent ease. La calle 24 starts in anacruse and it uses dotted
quaver and semiquaver rhythms (Figure 3).

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 Hand clapping games as an educational tool…

Figure 3. En la calle 24

Milikituli also starts in anacruse, and it contains quaver triplets and quavers and
semiquavers (Figure 4).

Figure 4. Milikituli

Imitation and memory make it easy to alternate between binary and ternary
rhythms or explain something as complex as anacruses (Figure 5).

Figure 5. Oh, minuplé

Precise explanations of how some musical concepts are worked on in hand

clapping games are detailed in Table 4.

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Hand clapping games as an educational tool…

Table 4. Musical aspects worked on with some hand clapping games

Musical aspects worked on with some hand clapping games
Musical How to work it with
Description Explanation Example
Concept hand clapping games
Regular beat that It is established and
sets the maintained by Clapping to the beat of
Don Federico
Pulse fundamental regular clapping, a song, tapping your
...
rhythm of the chest or thigh slaps or feet while singing.
music. body movement.
The pulse is divided
into groups of 2
Organisation of (binary time
the pulse in signature), 3 (ternary Hand clapping games Las vocales
regular groups, time signature), 4 with rhythmic patterns Doctor Jano
Time/beat
creating a (quaternary time repeated every 2, 3 or Milikituli
rhythmic signature) by means 4 beats. ...
structure. of accents or
variations in the
sounds.
The speed of the hand
Pulse rate that
clapping or tapping is Sing a song at different
determines the Milikituli
adjusted to create speeds, from a slow,
Tempo speed or Indio Apache
slower (slow tempo) relaxed tempo to a
slowness of the ...
or faster (fast tempo) fast, energetic tempo
music.
games.
Each pulse is divided Hand clapping games
Separation of into 2 (eighth notes), including rhythmic
each pulse into 3 (triplets), 4 patterns with quavers, Las Vocales
Division and
equal parts, (sixteenth notes), etc., triplets, sixteenth En la calle 24
subdivision
generating more by hand clapping or notes, and even some ...
complex rhythms. faster and more more advanced fusas
precise strokes. or semifusas.
One or more clapping
Note or notes or tapping is
that precede the introduced before the Hand clapping games
first strong beat first strong beat of starting with one or Las vocales
Anacrusis of the measure, the bar, generating a two hand claps before En la calle 24
creating an rhythmic impulse the main rhythmic ...
anticipatory towards the pattern.
effect. beginning of the main
pattern.
Emphasis on a A pulse or note is
specific pulse or emphasised by a
Hand clapping games
note, creating louder hand clapping
that mark the first beat
rhythmic or tapping, a different
Accent of each bar with a Pikachu
contrasts and sound or a change in
louder clap or a chest
hierarchies dynamics, making it
thump.
within the stand out from the
measure. others.

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 Hand clapping games as an educational tool…

Table 4. Musical aspects worked on with some hand clapping games (continuation)
Musical aspects worked on with some hand clapping games
Musical How to work it with
Description Explanation Example
Concept hand clapping games
Hand clapping games
Variations in the
Different intensities that alternate sections
intensity of the
of clapping or tapping with soft clapping and Las Vocales
sound, adding
Dynamics are played with sections with loud Doctor Jano
expressiveness
creating dynamic and clapping, or that ...
and nuance to the
emotional contrasts. include crescendos
music.
and diminuendos.
Sections with
Structure the contrasting or
A: Las vocales,
piece of music, repetitive rhythmic Hand clapping games
Chocolate...
organising the patterns are that have linear or
AB: Pikachu, Indio
Form different sections established, which alternating sections
Apache...
and creating a follow each other or with different
ABA’CA’’DA’’’:
musical alternate to create a rhythmic patterns.
Mary One
narrative. coherent musical
structure.
Source: own elaboration

We have also tried to analyse and classify some of the most popular hand
clapping games in Spain from a musical perspective (Table 5).

Table 5. An approach to the musical analysis of some clapping games

Musical aspects worked on with some hand clapping games
Hand clapping game Highlights (subdivision,
Time/beat Anacruses
dynamics, agology...)
Las vocales (Con la A...) 2/4 Yes Crescendo, diminuendo
Don Federico 4/4 No Ties
Triplets
Milikituli 2/4 Yes
Syncopations
Chocolate 4/4 No -
En la calle 24 2/4 Yes Dots
Capricornio 4/4 No Dots
En la calle de la oca 4/4 Yes Dots
Mary One 4/4 Yes Dots, ties
Pikachu 2/4 No -
Indio Apache 4/4 Yes -
Ritardando
Doctor Jano 4/4 Yes
Crescendo, diminuendo
Source: own elaboration

A clap is a sound produced by striking the concave part of the hand (the palm)
against another surface, often another hand. The sound of a clap varies depending on
the surface that receives the blow. In hand clapping games, one hand is usually
clapped against the other hand, whether one's own or that of the partner. Depending

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Hand clapping games as an educational tool…

on how the hands are positioned, the sound produced will differ. In most hand
clapping games, bright claps and the slapping of palms (sometimes in supination and
pronation) are used. However, the variety of clapping textures in hand clapping games
is vast. Variations include deaf claps, fist claps, knuckle claps, and claps against other
body parts. Some games also incorporate gestures or sounds, which may or may not
allude to the accompanying text, and movements such as turning around or crouching.
We have made a table to classify the types of sounds and variants of hand
clapping that can be used in hand clapping games (Table 6).

Table 6. Types of sounds and variants of hand clapping

Sound type Description Hand clapping variations
- Hand clapping with cupped hands (deeper
Sound produced when the palms sound)
Basic hand
of the hands clap against each - Flat hand clapping (higher pitched sound)
clapping
other. - Hand clapping at different intensities
(piano, forte)
- Chest blows
Sound produced by striking
- Thigh blows
Body blows different parts of the body with
- Shoulder blows
the hands.
- Cheeks blows (higher pitched sound)
- Tongue clicks
Sound produced by mouth or
Clicks - Finger clicks
fingers.
- Lip clicks
Sound produced by blowing air - Short and long whistles
Whistles
through the lips. - High and low-pitched whistles
- Vocal percussions (imitating drums)
Other vocal sounds Sounds produced by the voice. - Elongated or short vowels
- Guttural sounds
- Stomps
Sounds produced by other parts
Other body sounds - Knuckle blows
of the body
- Hand rubbings
Source: own elaboration

CONCLUSIONS
Far from being merely a recreational activity, hand clapping games represent a
playful tradition with profound implications for the holistic development of children.
Their motor, cognitive, social, and emotional benefits make them an invaluable
educational resource. Incorporating them into both formal and informal learning
contexts can significantly enrich children’s learning experiences and help them
develop into autonomous individuals.
Hand clapping games orchestrate a multisensory symphony, where hand
movements, verbal rhythms, and sometimes body movements combine in a
coordinated dance. This integration of visual, auditory, and kinesthetic stimuli
enhances hand-eye coordination, auditory perception, kinesthetic memory, and

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 Hand clapping games as an educational tool…

anticipatory abilities. These skills are foundational for gross motor skills, body
expression, and fluency in complex tasks, contributing to global motor skills and body
awareness. The blend of rhythm, melody, movement, and coordination makes hand
clapping games a fun and enriching activity that fosters holistic development and
should be preserved.
We must not forget the connections hand clapping games have with fields as
diverse as anthropology, literature, and even robotics. It would be interesting to study
how hand clapping games contribute to cognitive functions through language praxis,
memory, social cognition, the attentional network, inhibition, and decision-making.
Moreover, the necessity of following rhythms and anticipating movements promotes
cognitive skills, such as movement planning, problem-solving, and cognitive
flexibility.

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