Resilience Building for Pre-service Teachers: BRiTE, Micro-Teaching and Augmented Reality/Simulation (BRiTE-AR)

Initial teacher education predominately spends time preparing student teachers to plan, teach and assess the cognitive and social development of children within the classroom. Yet, the role of a teacher expands well beyond classroom experiences and at times includes conflict and stressful situations. How do ITE programs cater for these critical learning incidences? Augmented realities such as ‘human in the loop’ simulation and virtual learning environments provide current ITE programs a solution to this contemporary need and context. This paper is underpinned conceptually by Pedagogies of Practice: representation, decomposition and approximations actualised through new technologies, reflective practice strategies and challenging learning experiences. The interconnectivity between BRiTE modules (representations), Microteaching 2.0 (decomposition) and Simlab™ experiences (approximation) provides a unique approach that supports the development of resilience for our future teacher educators. The findings reveal an increased self-efficacy amongst the cohort and personal confidence in their own resilience capabilities. The reflective practice strategies embedded in the BRiTE-AR pedagogy of practices are offered as a possible solution to ITE educators interested in developing resilience in our future teachers.

Introduction
Resilience is a dynamic, multidimensional construct which develops over time when individuals are faced with adversity and difficult experiences in particular contexts (see Mansfield et al. 2016b;Masten 2014;Ungar 2011). A range of typologies exist that highlight different types of resilience, skills, domains and protective factors including but not limited to: Kenneth Ginsburg's (2011) 7 Cs-control, competence, coping, confidence, connection, character, contribution;Genie Joseph's (2017) 3 types of resilience-natural, adaptive, restored: and Mansfield et al.'s (2012) dimensions of protective factors-professional, emotional, social and motivational. These typologies position resilience within an environmental context impacted by internal and external factors. Ungar's (2011) social ecological view of resilience outlines the importance of the interactions between personal characteristics and environmental protectors as triggers to help mitigate against stressors and challenges within given contexts. Many psychometric measures exist to assess resilience including the Resilience Scale for Adults (RSA), Connor-Davidson Resilience Scale (CDRis) and more recently the Teacher's Resilience Scale (Daniilidou and Platsidou 2018). In the context of the teaching profession, there has been a growing interest in resilience especially for teachers working in particularly challenging circumstances. Studies focused on practicing teachers' commitment, quality and effectiveness have also identified resilience as being a critical capability (Day and Gu 2014). Other studies have shown positive benefits for resilient teachers including teacher satisfaction, self-efficacy and intrinsic motivation (see Gu and Day 2007;Mansfield et al. 2016a). Many studies have examined the importance of teacher-student relationships and resilience (Spilt et al. 2011), explored the impact on resilience on the teacher profession (Hong 2012) and exposed the protective factors that affect the resilience levels in teachers (e.g. Froehlich-Gildhoff and Roennau-Boese 2012; Mansfield et al. 2012). Limited studies have explored ways that teacher resilience can be promoted through professional learning experience (Mansfield and Beltman 2019). Fewer studies have explored ways to develop resilience within initial teacher education. Although research on resilience continues to increase and provide a broader view and understanding of the need for resilience, the types of resilience, the environment to develop resilience and the skills required for resilience, there is still ambiguity about the definition of the term and how to teach it.
Resilience has been identified as a non-cognitive capability and desirable characteristic for potential teachers (Australian Institute for Teaching and School Leadership 2015). Yet, how is it defined and how can it be embedded in initial teacher education. Over time, resilience has been used in various disciplines and contexts to describe the adaptive capacities of individuals, communities and societies. More recently it has been conceptualised as positive adaptation after traumatic events (Day and Gu 2014). According to Daniilidou and Platsidou (2018), teachers' resilience refers to 'the extent to which teachers are capable to maintain positive attributes in face of a range of challenges, pressures and demands associated to their work' p. 17. They suggest that various protective and risk factors empower or disable teachers resilient behaviour. But how can we provide challenges, pressures and demands associated with building resilience within initial teacher education programs (ITE)?
This study acknowledges the need to build resilience into ITE programs. It builds on, and combines previous studies that focus on PST resilience, pedagogies of practices and simulation, to offer a unique approach to the development of resilience skills. It provides a scaffolded approach to developing resilience skills, experience and knowledge. Providing time and space for PSTs to be confronted with challenging and demanding incidences is unique in ITE programs. This study offers critical learning incidences and authentic simulated learning experiences as an approach to develop the resilience and self-efficacy of PSTs for the changing and challenging contexts they face as graduates (Ledger and Fischetti 2020).
In Australia over 80% of teachers have experienced some form of student or parent bullying or harassment (Billet et al. 2019). Moreover, a recent increase in violence against teachers by parents adds to the adversity graduates may encounter. Yet, limited preparation and development of resilience to cater for these adversities are attended to within ITE programs. New technologies such as simulation and online learning modules may offer ITE programs with possible solutions and creative potentialities to address these graduate challenges.
Professions that engage in relational practices face many challenges. The difficult elements of teaching exist in the interactive dimension of practice in terms of relating to students, parents, teaching colleagues and principals (Grossman et al. 2009). This study draws on Grossman et al.'s (2009) pedagogies of practice: representations, decompositions, and approximations, to inform the structure involved in developing resilience in PSTs and utilises traditional practices (Micro-teaching), new technologies (BRiTE+ Augmented Reality) and reflective practice strategies (Critical Learning Incidences + Situation Action Outcome) to actualise practice.
Teaching is a complex practice and instructive failures are integral to the development of teachers (see Grossman et al. 2009). Yet teacher educators have few opportunities to engage in approximations of practice compared to other professions (Grossman et al. 2009). Micro-teaching and role-play strategies remain common approximation strategies embedded in ITE programs, PSTs plan, rehearse, revise and retry practice and over time, these processes become routinized (see Ericsson 2002). The combined pedagogies of reflective practice (BRiTE, micro-teaching, simulation) enable decomposition of complex practices and challenging scenarios and replicates these experiences within a controlled AR learning environment. This allows authentic approximations of practice, opportunity for instructive failure and professional feedback to occur. This chapter explains how and why Murdoch University embeds resilience development within its ITE program. It explores the conceptualisation and conditions of combining a resilience program (BRiTE), a traditional teaching method (Microteaching 2.0), and augmented reality (simulation) within a 4 year ITE program and problematises it within a theory of practice and pedagogies of practice paradigm. This chapter notes the need for building resilience in PSTs and offers simulation as a pedagogical solution to address the need.

Teacher Education-Building Resilience of PSTs by Making It Visible, Immersive and Reflective
Pre-service teachers (PSTs) are faced with a range of rapidly changing school environments impacted by politically driven mandates, professional driven standards and community driven expectations. ITE programs remain under constant scrutiny and criticism which lack evidence or substance (Louden 2008). Over time there has been a corresponding rise in issues relating to principal, teacher and student well-being and resilience (McCallum et al. 2017). Resilience to cope with these ongoing demands and associated changes within the profession is essential for teacher educators and ITE programs. Bahr and Mellor (2016) offer a strident call for teachers and teacher educators to reclaim their profession and build a future for this nation through the re-conceptualisation of schooling, teachers' work and teacher preparation. It is through action of this kind, not by regulation, that we will build and sustain excellent teacher preparation courses that enable quality teacher graduates who will guarantee that all students have access to meaningful learning experiences for now and in preparation for the future (p. iii).
In response to this call and desire to better prepare PSTs for the changing educational landscape and associated emerging educational ecologies, the professional and personal strength, resilience and courage of our graduates need addressing. Moreover, ongoing concerns about teacher attrition in the first five years, preparing teachers to better manage the challenges of the profession is important (see Weldon 2018). Not attending to this is costly both for a nation's budget and the social and academic outcomes of its citizens (Mason and Poyatos Matas 2015). For PSTs to successfully integrate within the ever-changing and considerably more demanding and diverse cultural contexts of schools they need to exit their programs with a suite of strategies that support resilience and enhance their confidence for managing challenges (see Mansfield et al. 2016b).
The growing need to attend to resilience and well-being of teachers is a global trend. Stress and burnout are psychological phenomena that develop over time within the profession. Teachers in Scotland experience tension between central government, local government and school (Forde and Torrance 2016). The prevalence of burnout in the Netherlands is higher in education than any other sector (Evers et al. 2002). UK stress levels of teachers are highest amongst the professions (Philips and Sen 2011). In Sweden, occupational stressors in combination with other variables account for teacher distress and burnout (López et al. 2008). A study of principals (n = 3572) in Australia found reasons for stress and burnout can be linked to lack of social support within the school environment (Beausaert et al. 2016). Riley's (2019) follow up study saw the rise in violence against principals and teachers add further to the volatile mix of stressors within schools. The rising number of students, teachers and principals showing increased levels of anxiety, frustration and stress (Abeles 2015) highlight the important role ITE needs to play to address resilience in PSTs. Particularly with regards to coping with the 'universally stressed' state of schooling systems around the globe.
The rising number of violence and abuse cases against teachers and principals within Australia (Billett et al. 2019) further add to the stressors impacting teacher well-being. Over 560 teachers were surveyed by Billett et al. (2019) in which 1540 incidences of 'teacher targeted bullying and harassment' (TTBH) occurred, 80 percent of teachers had experienced TTBH the previous 12 months and 85.2% of teachers felt there was a problem with parent and student TTBH in Australian schools. By shedding light on teacher's lived experiences the study revealed the detrimental effect TTBH has on a teacher's self-efficacy and well-being. They even suggest it may contribute to elements of an unsafe work environment. They revealed a paucity of research in the field. Bahr and Mellor's (2016) recent call for reconceptualising teacher education provides a fertile ground for the creation of new models, theories and practices that focus on the development of our graduates from a 'holistic' perspective. By paying attention to PSTs social and emotional well-being and mental health as well as developing their cognitive knowledge it is hoped that they become better role-models and can manage life challenges with more confidence.
Traditionally, the antecedents for successful PST graduates relate to developing the attributes of high expectation, kindness and care, positive attitude to teaching, and a sense of humour (Bahr and Mellor 2016). Other views of teaching have evolved from teacher characteristics to teachers behaviour, decision-makers and reflective practitioners, and more recently well-being and resilience. Are the antecedents different now that the ecological landscape of schools is changing? Grossman et al. (2009) argue that ITE programs should 'move away from a curriculum focused on what teachers need to know to a curriculum organized around core practices, in which knowledge, skill and professional identity are developed in the process of learning to practice' (p. 274). Furthermore, Wideen et al. (1998) suggests only when all players and landscapes that comprise the learning-to-teach environment are considered in concert will we gain a full appreciation of the inseparable web of relationships that constitutes the learning-to-teach ecosystem (p. 170) A possible solution to addressing the interconnectivity of learning to teach approaches is offered by Grossman et al.'s (2009) Pedagogies of practice; representations of practice, decompositions of practice, and approximations of practice.
Representations of practice are activities that illustrate one or more facets of practice in particular ways and allow novices to develop images of professional practice and ways of participating in it. Decompositions of practice are activities in which teaching is parsed into components that get named and explicated. Approximations of practice are activities in which novice teachers engage in experiences akin to real practice that reproduce some of the complexity of teaching (Ghousseini and Herbst 2016 p. 80) Resources and approaches that address these practices include; BRiTE, Microteaching and Simulation. BRiTE, a research-driven online resilience modules (www.brite.edu.au) provides PSTs with a wide range of scenarios, authentic images, examples of professional practice and reflective practice tools that build resilience (see Chap. 3). BRiTE offers representations of practices for PSTs to view, make-meaning and reflect on their resilience practice. Micro-teaching practices, originating in the 1960s' at Stanford University, allow PSTs opportunity to decode and break the process of teaching into component parts and cycles-lesson plans, delivery, reflection and re-enacting. The micro-teaching approach allows decomposition of practice to occur. Simulation offers a virtual learning environment and digital platform that approximates real classroom contexts and challenging scenarios evident in and beyond the classroom. Simulation immerses students into a virtual world where they can practice, make errors and reflect on their practice. It is a tool that has the affordances of addressing the pedagogies to develop resilience by producing approximations of practice. Although in its infancy in ITE programs, virtual worlds combined with authentic scenarios have the potential and capacity to develop PSTs resilience, self-efficacy and performance (Dieker et al. 2014;Ledger et al. 2019).

Building BRiTE-AR Resilience in Teacher Education: BRiTE, Micro-Teaching and Simulation
In order to be prepared for the ever-changing contexts of schooling, PSTs require attributes and conditions to develop their resilience and self-efficacy. These processes should be transparent and scaffolded. But how do current ITE programs address and develop resilience? Zeichner (1983) suggests that ITE programs are driven by four paradigms: behaviouristic, personalistic, traditional craft and inquiry orientated. A combination of these paradigms could transform current approaches and 'bring maturity to teacher education, recognising the complexity of the field and resisting the temptation to resort to simplistic competency development approaches' (see Bahr and Mellor 2016 p. 63). Grossman et al. (2009) argue that teacher educators should attend to clinical aspects of practice and experiment with how best to help novices develop skills by adding pedagogies of enactment to pedagogies of reflection and investigation. They also expressed concern that traditional approaches to teacher education emphasise knowledge and obscured the importance of instructional activities and relational work required in creating classroom community of practices and educational eco-systems.
Murdoch offers a solution to address and better prepare PSTs for the challenges they face as graduates. The BRiTE-AR model combines BRiTE modules (representation of practice), Micro-teaching (decomposition of practice) and AR simulation (approximations of practice). BRiTE-AR is embedded across ITE Bachelor of Education programs. BRiTE-AR addresses common identified graduate needs outlined in research (Bond 1951;Fry 2007;Goodwin 2012) and scaffolds them across the program duration. Four acknowledged areas of graduate need and concern include: effective lesson planning; appropriate feedback and assessment; classroom management; and working with parents/colleagues (Ledger and Fischetti 2020). Captured in the structure of BRiTE-AR are Grossman et al's (2009) three pedagogies of practice: representations, decompositions and approximations and Hammerness et al. (2005) proposed goals of teacher learning: A vision of practice, a knowledge of students and content, dispositions for using this knowledge and a repertoire of practices and tools.
Reflective practice strategies are embedded within each of the resources chosen to address the pedagogies of practice: BRiTE (representation of practice) includes a self-reflective resilience tool; micro-teaching (decomposition) requires reflective processes in the plan, teach, assess and replan, reteach cycle. This cyclic diagnostic process promotes a continuous improvement model; and the augmented reality simulation (approximation of practice) uses video footage of the immersion interaction for in-depth reflective analysis including identification of a critical learning incident (CLI) and a process for attending to it (SAO+). Although these approaches and pedagogies of practice are introduced separately, they combine to form the Murdoch BRiTE-AR model. They are interlinked and underscore the connectivity and cohesion between theory, practice and pedagogical practices.

Components of BRiTE-AR Model: BRiTE, Micro-Teaching, Simulation
The BRITE resource for teacher educators was developed as a result of an Micro-teaching originated in the 1960s from Stanford University is described as a 'scaled down teaching encounter' (Allen and Eve 1968, p. 181). Although the complexities of the normal teaching encounter was reduced, the level of feedback increased. The process involves a short 5-15 min lesson with a small group of participants and a predetermined outcome that targets improving practice, diagnostic evaluation, experimentation or innovation. The ability to focus on an inordinate amount of elements within a micro-teaching context eliminates the time, cost and unpredictability of real classroom contexts. Over time the participants and the processes have changed. In 1960 participants were small groups of children after school hours and on weekends, but this became problematic due to limited and unreliable access to children. In the 1970s participants were students from within the ITE programs, but inherent problems such as familiarity, diversity and unrealistic encounters occurred. However, peer micro-teaching lesson studies in the UK helped mitigate against these issues (Griffith 2016). Technology has recently allowed 'observational rooms' in schools where classrooms have two-way mirrors and small groups or cohorts operate. More recently, technology has afforded significant changes in the use of virtual learning environments. Micro-teaching participants are presented as avatars and PSTs are immersed within a new virtual learning environment. Although the participants and technologies have changed over the years, the original principals of micro-teaching have not.
Simlab™ is an augmented reality simulation technology originating from the University of Central Florida's TeachlivE™ program. It differs from other simulation platforms because it includes a human in the loop component (professional improvisation actors skilled in puppetry and sound morphing). This human in the loop functionality allows for synchronous responses of the animated avatars within a virtual classroom context. The virtual classroom can be accessed from anywhere, anytime. External students enrolled in ITE programs simply access their computer and activate a Zoom weblink after which the virtual class will appear and interactions begin. Avatars represent classroom students and real-time responses are exchanged between the PST and the avatars, feedback is provided by a clinical practitioner (Ledger and Fischetti 2020). PSTs are able to hone their craft within a controlled, authentic scenario-based virtual classroom where they receive real-time responses and feedback. These transactions are videoed for latter reflective practice tasks and feedback provided of performance by a clinical practitioner.

Methods
This exploratory study is largely a theoretical paper underpinned conceptually by Grossman et al's (2009) Pedagogies of practice: representations, decomposition and approximation, supported by new technologies and reflective practice strategies. The study builds on the known benefits of each of the component parts that make up the structure of BRiTE-AR: BRiTE (Mansfield et al. 2016b); Microteaching 2.0 (Ledger and Fischetti 2020), and Simulation (Dieker et al. 2014). Previous findings from each of the component parts, provide evidence of successful approaches implemented within ITE programs and justification as to why this exploratory study was conceptualised. The study highlights the connectivity between the three component parts as reflective practice strategies and technologies. The findings are discussed in terms of three pedagogies of practice (Grossman et al. 2009) and the wider discourse surrounding practice theory or theory of practice (Green 2009;Kemmis 2012) where practice is a social phenomenon, relational and embodied.

Site, Participants and Program
ITE four year undergraduate degree and PSTs (n = 362). The sequential structure of BRiTE-AR was designed vertically across the years to scaffold the skill and resilience development required of the PST using BRiTE modules aligned to the four areas of graduate need (see Table 15.1). It was also structured sequentially within the individual units so that each component built on the previous and allowed reflective practice thereafter. Micro-teaching elements of plan, teach, assess and PSTs were already familiar with each of the three approaches-BRiTE (Mansfield et al. 2016b), micro-teaching (Allen and Eve 1968), and simulation (Ledger and Fischetti 2020). They were also well versed in using Critical learning Incidents (Tripp 1993) in various formats within their program as a reflective practice tool. BRiTE-AR attempted to combine these elements in a structured and reflective manner.
Critical Learning Incidences (CLI) were considered an appropriate reflective practice tool to connect the three approaches (BRiTE, micro-teaching, simulation). Figure 15.1 outlines how CLI is conducted after each practicum. Students are asked to identify a situation encountered within their practicum, the action they put in place to address the situation and the outcome of their action (SAO). SAO is the reflective strategy that responds to their identified CLI. It is also a strategy used to reflect on their practice when addressing BRiTE online modules, preparing for micro-teaching and simulation experiences and TPA interviews. The identified CLI and subsequent SAO reflective practice strategy provides PSTs an explicit structured approach to be reflective. It also provides valuable insight for academics of the range and scope of CLIs faced by their students. These inform the design of future simulated scenarios, interventions and feedback.

Study Design
The design of the exploratory study aimed to capture and explore elements of BRiTE-AR from a student and academic perspective across the four year Bachelor of Education program using a range of data collection tools and reflective practice strategies. The pilot and exploratory study forms the first iteration of a longer-term research trajectory. It captured responses from the BRiTE modules, pre-post survey and simulation experience to check for suitability of the research design. It also explored and found variables important for analysis. This exploratory stage of a longer-term research trajectory was vital for developing suitable data collecting and analysis tools, identifying appropriate time points and selection of subjects for future implementation. Data from each of these elements were analysed and critiqued to see if each component was fit for purpose, had rigour, validity and transferability.
The first iteration of the exploratory study was conducted within the Bachelor of Education program. Students (n = 362) across all four years of the Bachelor ITE program were provided opportunity to opt into the BRiTE-AR study which linked to each of the four simulation touch points (see Table 15.1). Further studies will capture the development of PSTs over a period of time and will allow the cumulative data sets to provide valuable information about the combined integration of BRiTE, Micro-teaching, and Simulation.
The first pilot of the program was used to trial a range of data collection tools. Participants in this first study completed a BRiTE module specific to their practicum unit, a pre-simulation survey to capture the focus of their micro-teaching session, a simulated experience specific to the needs of that unit, a two week practicum, and reflected on the combination of the three in their CLI (see Table 15.1). Samples of these responses were collected and analysed in terms of their role in linking the core elements of pedagogies of practice. Feedback collected from this range of reflective practice tools including the CLI and SAO+ method. The findings from these were back mapped against the theoretical framework underpinning pedagogies of practice.

Limitations
This study is primarily theoretical and draws on exploratory data findings and reflective practice strategies. Although each of the three programs has considerable research outcomes and shown their individual benefit within ITE programs, only BRiTE shows direct linkage to developing resilience in PSTs. The limitation in the findings is the lack of ability to dis-aggregate the findings from across all three elements-BRiTE, micro-teaching or simulation or the impact of the reflective practice strategies such as CLI as a pedagogical link between the programs that support transference of knowledge into practice. Therefore, we present the combination of the three programs and reflective practice strategies as being a collective approach to building resilience in PSTs rather than individual elements.

Findings and Discussion
A wide range of data was collected in the first iteration of the BRiTE-AR study from both students and academics employing the three programs and engaged in the structured reflective practice process. The data provides a snapshot of the resilience and reflective practice skills of the PSTs in terms of themes and issues. The following findings and feedback relate to the first iteration of BRiTE-AR in Semester 1, 2018. The reflective practice sample was collected after each PST undertook one BRiTE module, a micro-teaching process including simulation, and an assigned practicum placement. Reflections are extracted through the eyes of a PST and address issues impacting resilience, relationships, practicum, expectations and reflective practice. The findings and comments outline the interconnectivity of all component parts and are presented below to show the connectivity between programs, pedagogies and reflective practice.
After BRiTE, survey, and practicum experience, students were asked to choose a CLI explain it using the SAO method: S-Situation. Details for the context of the experience, including the issues/barriers encountered. A-Actions. What did you or the mentor do in response to this situation that demonstrates your ability to be responsive? O-Outcome. What was the result that followed from your actions? How will you change it next time?
Using BRiTE-AR allowed me to make the most of my practicum. Situation: Over my teaching placement I had 3 different teachers mentoring me over the three weeks due to one of them being sick. I had an overwhelming amount of contradicting feedback for my lessons and teaching styles due to the teachers mentoring me having different styles and methods of teaching. Action: I respectfully responded to each of the teachers and didn't raise issue of contradictions. Outcome: I took so much information away from the placement and learnt that you just have to take it all in, and then when you become a teacher you can select the strategies, styles and pedagogy that suits you best (Erica 2018).
Erica's reflection was similar to many PSTs. The majority of CLIs identified times of conflict whilst on placement with less than half of the comments referring to relationships with their mentor and the remaining issues related to working with students (n = 160). These critical learning incidences typically involved relational issues that required improvised and more often compromised solutions. Comments from PSTs highlighted their sense of powerlessness and need to be resilient within the context of placement. The PST responses also raised issues about the limited acceptance of error or making mistakes whilst on placement within their BRiTE personal plan. Many PSTs revealed that this was a common concern for them (n = 289).

BRiTE (Representation of Practice)
The online BRiTE modules and associated reflective practice plans attend to describing resilience and explaining its importance, building and maintaining relationships, self-care, motivation and managing work/life balance, building a resilient classroom, reflection, emotional awareness, management and optimism. The modules contain self-reflection quizzes, information about skills, videos, scenarios where they can be applied, words form the experts, and a toolkit to record their leaning and develop a personal plan. Many students chose to add their CLI to the toolkit and some sought solutions from the BRiTE modules to reflect on their CLIs. Language from the BRiTE modules was found in CLIs and vice versa. One student's CLI used the following quote drawn straight from BRiTE website-what do the experts say page, I think my teacher was distressed because she was irritated, impatient and withdrawn at times. I tried hard to support her but ended up speaking to my colleagues (Jo 2018) Another showed the link between micro-teaching and BRiTE, Improved my confidence in presenting lessons as it was the first experience in writing a lesson plan and I was nervous. The micro-lesson and feedback were really useful, my BRiTE focus allowed me to learn from my mistakes without getting too upset (Jill 2018) BRiTE offers scope for students and academics to map development and identify common areas of PST concern or strength across particular cohorts. BRiTE offers PSTs a wide range of representations of the teaching profession that are visual (videos), engaging (interactive responses with feedback, interactive responses based on scenarios), explicit orientations and reflections. BRiTE offers a range of representations of practice that comprise teacher resilience, the online resource makes teaching visible to novices (see Grossman et al. 2009).

Micro-Teaching (Decomposition of Practice)
Findings related to micro-teaching revealed clarity of the task and a better understanding of the art and science of teaching. Micro-teaching reduces teaching to a range of smaller interconnected sub-skills, knowledges and practices. This decomposition of practice enables teaching to be broken down into its constituent components to aid teaching and learning (Grossman et al. 2009). In this case, micro-teaching occurs prior to placement across all four year B. Ed programs. Students plan, teach, assess, replan a 10-min micro-teaching session aligned to the identified area of graduate weakness in that particular year. The micro-teaching session is viewed by a clinical practitioner who provides direct feedback on the micro-teaching performance in negotiation with the PST. Time-management, lesson plans, motivational hooks, engagement with students, lesson sequence and expected learning outcomes are made explicit prior to the micro-teaching session and reviewed after the interaction. Students use the SAO+ as a reflective tool following their Micro-teaching experience.
The findings from PST feedback reveal micro-teaching as a powerful strategy embedded in the ITE program and one that promotes the self-efficacy of PSTs across the identified areas of graduate weaknesses: lesson effectiveness, accepting and giving feedback, classroom management and working with parents/colleagues. PSTs commented on: • Great to practice behaviour management and time management of lessons (Sally 2018) • The main benefit was being able to view the video and reflect on my performance, it was invaluable (Alice 2018) • I thought timing would be easy but I totally over-talked and ran over-time (Ann 2018) • Feedback straight away was really beneficial (Ben 2018) • Micro-teaching certainly tells me what I am good and not so good at (Bea 2018) • Good to learn from mistakes and practice different teaching styles (Mary 2018).
The ability for PSTs to understand the art and science of teaching and break it down to specific and explicit tasks including reflective practice strategies, benefit PSTs. This decomposition of practice allows and embeds reflective practice behaviours for ongoing and continuous improvement.

Simulation (Approximation of Practice)
Simulation augmented realities afford PSTs approximation of classroom practices involving avatars, context-based scenarios, synchronous responses and clinical practice feedback. The feedback from PSTs on their simulation experience revealed common themes: a safe learning environment, opportunity to build confidence in front of class, a place where mistakes were accepted and actions repeated to improve, no impact on others, and use of reflective practice for self-improvement.
• The controlled learning environment mitigates against the variability of mentors and contexts on practicum (clinical practitioner) • I think it is a great ice breaker and helps to calm you down when teaching. It enabled me to relax in a safe environment. (Bea 2018) • Nothing beats a real class but the experience helps build confidence in how to speak in front of a class in terms of conversation and questioning. A regular feature would make it even more beneficial. (Tom 2018) • It is great because if you make mistakes it is not detrimental to a child's education. Comments related to simulation highlight its ability to approximate classroom scenarios and contexts and offer PSTs opportunity to make mistakes. Simulation as a pedagogical tool to improve practice was acknowledged by the PSTs who immersed themselves within the AR virtual learning environment. It offers an alternative learning platform to prepare future generation of teachers. Recent studies have found that PSTs exit with increased levels of self-efficacy when engaged in micro-teaching and simulation (Ledger et al. 2019).
The findings and feedback drawn from BRiTE personal plans, reflections on micro-teaching, simulation and critical learning incidents (CLI and SAO+) provided a wealth of useful data for analysis. The personalised BRiTE plans offered scope for students and academics to map development and identify common areas of concern or strength within ITE cohorts. The reflections provided opportunity to highlight connectivity between simulation experience and transferability of skill development into the aligned practicum. The data collection tools within this exploratory phase proved to be useful in gaining insight into the PSTs lived experiences and perspectives of themselves, including their ability to identify and cope with difficult situations. The findings offer scope for future research endeavours and more nuanced attention to how pedagogies of practices combine to impact measurable change in practice.
In addition to confirming the usefulness of the range of research tools within this study, the initial findings from the first iteration provide insight into the structure of the BRiTE-AR program, and the combined benefits of BRiTE, micro-teaching and simulation. An action learning process will be used to refine future iterations and include the validation of survey tools. Future studies will analyse the actual practices that took place within each of these pedagogies of practice.

Conclusion
This study offers BRITE-AR: BRiTE resilience modules (see Chap. 3), microteaching (Allen and Eve 1968) and simulation (Dieker et al., 2016;Ledger and Fischetti 2020), as a unique combination of approaches that develop the resilience and self-efficacy of PSTs. These elements align to Grossman et al's. (2009) Pedagogies of practices: representations of practice, decomposition of practice and assimilation of practice. PSTs learn by doing, and to 'do' teaching PSTs currently complete a placement in a range of school contexts under the tutelage of mentors with varying experiences. This variance and diversity of experience impacts the preparation of future teachers particularly if critical or challenging. The combined BRiTE-AR approach prepares PSTs for the ever-changing and demanding roles and responsibilities of teachers by making the art and science of teaching visible and reflective using authentic scenarios, online modules and a controlled virtual learning environment.
Findings highlighted the need for pedagogical practices to be visible, immersive and reflective in order to build a better understanding of resilience or specifically target the attributes required to develop resilience in PSTs. The systematically embedded BRITE-AR within the B.Ed program addressed identified areas of graduate weakness and proved beneficial for PSTs. Reflective practice strategies underpinning the BRiTE-AR model involved critical learning incidences (Tripp 1993) and critique of these within a process of reviewing situation, action, outcome (SAO+) enhanced and improved practice.
Teaching is a complex profession that requires resilience, reflection and change of practice. The affordances of combining BRiTE, micro-teaching and simulation acknowledges teaching as a social phenomenon, relational and embodied theory of practice. BRiTE-AR offers a structured solution to preparing and developing resilience skills for PSTs that do not naturally develop on their own (see Grossman et al. 2009). It uses representation, decomposition and approximations of practice to make learning visible, immersive and reflective for our future teachers.
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Impact of speed reading training on reading speeds and comprehension skills of secondary school students

The aim of this research is to study the impact of speed reading training on reading speeds and comprehension skills of secondary school students. The research has been conducted on 40 students receiving education at the level of secondary school 8th grade in Trabzon province. Experimental pattern with single group pretest–posttest was applied in the study. First of all, reading speeds and comprehension levels of the students were determined during the research, and then 20 hours of speed reading training was provided to the students every other day for 5 days. Before applying the last test after the training, 2 weeks of time was given to the students in order to repeat the exercises. Reading speed and comprehension levels of the students were detected with two separate texts and reading comprehension questions related to these texts at the start and finish of the process. Data were analysed with dependent/independent groups t-test and Pearson correlation coefficient on SPSS 20.

Introduction
Today, the most frequently used language skill in reaching rapidly developing information is reading. Obtaining the information that is rapidly increasing day to day requires the speed of reading and the level of comprehension to increase as well. It can be said that the information can be reached in a short time and more effectively with an increase in this way (Durukan, 2013). On the other hand, the most effective language skill that feeds the thinking skill is reading, and it can be thought that the increase in the speed and comprehension level of reading skill will impact the thinking skill positively.
Reading is described as perception of printed or written words through sensory organs, understanding and comprehending these words; a mental and intellectual act, having a communicative activity with printed and written symbols, a process of receiving, interpreting and reacting that consists of several perceptual and cognitive processes. In this context, reading comprehension skills can be defined as all of the processes in understanding the message of the text read by subjecting the information inputs provided by the 'reading' activity to the mental processes (Saracaloglu & Karasakaloglu, 2007, p. 2).
Reading and writing training, which starts in the first year of elementary school and is the basis of education and training that the student will receive throughout their life; It is the basic element that enables students who can read fast and accurate, interpret what they read properly, make good verbal and written explanation to be successful in their whole school life (Gocer, 2000, p. 23). Reading fast and comprehensibly is a particularly critical factor that affects the success of students. Students who can read accurately and rapidly, understand what they are reading, have a wide vocabulary, can use their language well learn easier and succeed more (Celenk & Caliskan, 2004, p. 20). According to a research conducted on 1,324 Finnish 9th graders shows that the slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls (Torppa, Vasalampi, Eklund, Sulkunen & Niemi, 2020). These studies reveal the importance of speed reading on other subjects and school motivation.
Developing world conditions has made it compulsory for people in our era to have some qualifications. Rapid and effective reading skill is one of those qualifications. According to Coskun (2002, p. 53), abundance of the works to be read and lack of time against this has led people to scientific studies in order to read faster and more effective. With these studies, fast and effective reading techniques were developed by determining the working system in the eye and brain during reading (Dedebali, 2008, p. 2). According to Gunes (2009, p. 5), speed reading is not just skimming and it is a reading that is done by understanding and structuring in the mind. Speed reading training is summarised in three concepts: Visual swiftness (reading speed), understanding and structuring in the mind.
Generally, number of words and letters read in a minute are measured to detect the reading speed. The best method to measure reading speed is to consider number of letters read in a minute as the criterion, according to Gunes (1999). That is because lengths of words can differ in different texts. For example, although they are both single words in Turkish, while the word 'at' consists of 2 letters, 'kahvaltilik' consists of 11 letters. For this reason, focusing on number of letters instead of number of words provides more realistic results in detecting reading speed.
Another important factor in the process of reading, like reading speed, is reading comprehension. Various abilities, such as relating words, sentences and paragraphs, comprehension, analysis, synthesis, evaluation and interpretation, are the subjects of reading comprehension (Coskun, 2002, p. 245). Several studies (Akcamete, 1990;Carver, 1982;Coskun, 2002;Dokmen, 1994;Durukan, 2013;Harris & Sipay, 1990;Sticht, 1984;Tazebay, 1995) have been conducted both domestically and abroad to determine whether there is a relationship between 'reading speed' and 'reading comprehension', two important factors seen as important in the reading process. Relational findings (positive and negative) in different aspects between reading speed and reading comprehension skill were obtained in these studies. In addition to this, there are studies (Bozan, 2012;Dedebali, 2008;Ilter, 2018;Kacar, 2015;Mergen, 2019;Soysal, 2015) examining the impact of speed reading applications on reading speed and comprehension skills at different grade levels in literature. It was concluded in these aforementioned studies that speed reading applications positively impact either one or both of reading speed and comprehension skills.
In addition to reaching information rapidly, necessity of students to read and answer central exam (HSEE, HES, PPSE, APPEEE etc.) questions in a short time has also led to the need for developing the skills of speed reading and accurate comprehension. Thus, the demand for speed reading training has been increasing in recent years. Eigth grade students were chosen as study group in this research. It is because that the central exam (HSEE) the students will take at the end of the 8th grade requires them to rapidly read, think and understand the questions. Therefore, it was thought that the students would be more motivated to participate in the applications and that would increase the reliability of the measurement results at the end of the application.
The answer to 'What is the impact of speed reading training on reading speeds and reading comprehension skills of the students?' problem sentence was sought in this study. The reason for this research to be conducted even though there are similar studies in previous years: increase in demand to speed reading trainings, the absence of a sample of students to take central examinations in previous research studies and to see the change in reading speeds and comprehension of the students who previously did readings mainly on printed materials but are now reading on digital media.

Method
In this section, information about the model of the research, study group, collection and analysis of data are provided.

Research model
Experimental pattern with single group pre-test-post-test was used in the study. After applying pretest to the students, 20 hours of speed reading training was provided to the students every other day, 4 hours a day, for 5 days. After the training, students were given a 2 week break in order to reinforce the exercises and reinforce the speed reading skills and then post-test was applied. This way, a total of 4 weeks passed between the pre-test and post-test. During the 20 hour speed reading training, exercises to accelerate eye movements (Appendix 1), recognising and picking words in the text (Appendix 2), speed reading and comprehending the text (Appendix 3) were included. After comprehension exercises, there are questions to understand the text. Some of the applications were conducted individually while some were conducted in a group. Both informative and narrative text types were included in text interpretation exercises provided to the students. Although past researches indicates that two factors play a major role in how well the students can understand a text: adequate vocabulary and background knowledge (Mousavian & Siahpoosh, 2018, p. 95), in this study this situation was ignored. The model of the research is indicated in Table 1:

Study group
The study was conducted with 40 students in Trabzon province going to 8th grade. Forty students were found to be sufficient since speed reading trainings could not be done with more crowded groups. Twenty of the students are girls, 20 of them are boys. The students who participated in the study, voluntarily participated in speed reading training. The reason for this is that the students will be taking the HSEE at the end of 8th grade. This condition positively affected the student's motivation of speed reading.

Collecting of data
Two main data were collected in the study: Reading speed of the students and their reading comprehension skills. Reading speeds of the students were measured by the time they spend reading the text in seconds and their comprehension skills were measured by multiple choice questions prepared towards the texts. These two measurements were conducted both as pre-test and post-test.
Two texts (in essay and story types) and 20 multiple choice questions related to these texts were used to collect data on students' reading speeds and comprehension levels. Reading texts and questions were taken from Gunes's (2009)  The length and structure of the words and sentences in the texts were mostly simple qualification and there were some elliptical structures and foreign words. Therefore, the texts were understandable in general. Multiple choice tests with 20 questions were applied after two texts. Text comprehension questions were among the steps of information, comprehension and analysis. The fact that the Gunes (2009) is an experienced person working on speed reading and understanding in Turkish and that the tool she developed has been used for many years increases the validity and reliability of the measurement tools.
Moreover, an evaluation table was provided after the text and questions in the aforementioned work (Gunes, 2009). A scoring is made with the reader's reading time of the two texts and the percentage of correct answers given to the comprehension questions via this table. According to the evaluation table, the lowest point a reader can get is 4, while the highest is 24. Those who received 6 or less points are classified as 'lower level', between 7 and 10 are 'below mean level', between 11 and 14 are 'mean level', between 15 and 18 are 'above mean level', between 19 and 22 are 'good level', and those who received 23 or higher are 'very good level' readers.
Data of the research was collected by the researcher during the training. How many seconds did the student spend reading the text after finishing it and percentage of correct answers after answering the text comprehension questions were recorded. In order to increase the reliability of the research, the researcher has paid maximum attention to avoid any errors and problems at this stage.

Analysis of the data
Reading speed of the students with second unit (second), reading comprehension levels with the percentage of correct answers (%), evaluation of reading speed-comprehension level relationship was analysed with point unit. Students' reading time of two texts and number of correct answers were taken as total. Difference between the pre-test and post-test scores of students' was analysed with dependent groups t-test, difference according to the gender was analysed with independent groups ttest. Furthermore, the relationship between the reading speed and reading comprehension level of the students' was evaluated with Pearson correlation coefficient. Level of significance was taken as 0.05 in the statistics.

Findings
Pre-test reading speeds, comprehension levels, evaluation score average and independent groups ttest results of the students' according to gender variable are indicated in Table 2: The average reading time of a text with 10,610 letters is 314 seconds for the girl students, while it is 326 seconds for the boy students according to pre-test results. The average level of comprehension of the texts of girl students was 68%; the average level of comprehension of boy students was 66.5%. The average of girl students was 12.2; boy students' was 11.7 in the evaluation score (between Min.: 4, Max.: 24 points) calculated based on the relationship between reading speed and comprehension level.
As can be observed in Table 2, there is no statistically significant difference in terms of reading speed (p > 0.05), comprehension level (p > 0.05) and evaluation scores (p > 0.05) of the students in the pre-test based on gender variable. Average reading speed of the students was detected as 320 seconds (5 minutes 20 seconds); average comprehension level as 67.25% and average evaluation score as 12 (between Min.: 4, Max.: 24 points) in the pre-test. It can be said that the students are 'mean level' readers in the pre-test according to the average evaluation score.
Post-test reading speeds, comprehension levels, evaluation score average and independent groups t-test results of the students' according to gender variable are indicated in Table 3. The average reading time of a text with 10,610 letters is 164 seconds for the girl students while it is 182 seconds for the boy students according to post-test results. The average level of comprehension of the texts of girl students was 87.5%; The average level of comprehension of boy students was 85%. The average of girl students was 21.8; boy students' was 21.1 in the evaluation score (between Min.: 4, Max.: 24 points) calculated based on the relationship between reading speed and comprehension level.
As can be observed in Table 3, there is no statistically significant difference in terms of reading speed (p > 0.05), comprehension level (p > 0.05) and evaluation scores (p > 0.05) of the students in the post-test based on gender variable. Average reading speed of the students was detected as 173 seconds (2 minutes 53 seconds); average comprehension level as 86.25% and average evaluation score as 21.5 (between Min.: 4, Max.: 24 points) in the post-test. It can be said that the students are 'good level' readers in the post-test according to average evaluation score.
Pre-test -post-test reading speeds, comprehension levels, evaluation score average and dependent groups t-test results of the students' are indicated in Table 4: As you can see in Table 4, that while reading speed of the students was 320 in the pre-test, this fell down to 173 in the post-test. It is observed that the reading speed of the students increased 85% after speed reading training. While the average comprehension level of the students was 67.25% in the pretest, this rate increased to 86.25% in the post-test. It is observed that the comprehension level of the students increased 19% after speed reading training.
While the evaluation scores of the students were 12 in the pre-test, this value increased to 21.5 in the post-test. Students climbed to the level of 'good level' reader from 'mean level' reader after speed reading training. Subject findings show that there is a significant improvement in students' reading speeds and comprehension levels after speed reading training.
The relationship between the reading speed and comprehension level of the students' after receiving speed reading training was evaluated with Pearson correlation coefficient. The relationship between the reading speed and comprehension level of the students in the post-test is indicated in Table 5. As can be seen in Table 5, it is concluded that there is a positive correlation between reading speeds and comprehension levels of students. (r: 0.626). The correlation coefficient reached was found to be statistically significant at 0.05 significance level (p < 0.05). This finding indicates that, as the speed of reading increases, the level of comprehension increases as well with speed reading training.

Discussion, conclusion and recommendations
Impact of speed reading training on the reading speed and comprehension skills of 8th grade students was studied in this research. Findings obtained were interpreted by comparing the results of the similar studies in the literature. These interpretations were submitted in the following paragraphs.
In the study, both in pre-test and in post-test, it was observed that the girl students read faster than boy students but this difference was not statistically significant. This finding of the study complies with the view that girl students read faster than boy students (Gunes, 1997) but this difference between is not significant in the literature.
In the study, both in pre-test and in post-test, it was observed that the reading comprehension of girl students was higher than boy students but this difference was not statistically significant. It can be thought that this differentiation in terms of gender originates from the fact that reading habit of the girl students' is higher. Research findings in literature (Balci, 2009;Can, Turkyilmaz & Karadeniz, 2010;Ceran, Yildiz & Ozdemir, 2015) support the fact that reading habit and attitude of girl students' are higher. Contrary to these findings, according to the results of the research (Gao et al., 2020) conducted on 108 Chinese primary school students, it is seen that the reading speed of male students has increased more but there is no significant difference between the genders in their reading comprehension skills.
On the other hand, average comprehension level of the students was detected as 67.25% in pretest and 86.25% in post-test. In a study conducted on high school students by Coskun (2002), it was detected that the comprehension level of students' when they read a text on a newspaper was 77.5%, scientific text was 63.9% and literate text was 65.5%. Carver (1982) states in his study that university students could reach 80%-90% comprehension level when they read 250 words in a minute and their comprehension level fell to 40% when they read 500 words in a minute and to 15%-20% when they read 1,000 words in a minute. It can be said that the average level of comprehension detected in the studies is similar to the average level of comprehension found in our study.
It was observed in the study that the reading speed and comprehension levels of the students increased significantly after speed reading training. This finding indicates that the training provided increased the reading speed of the students approximately two times and their level of comprehension increased with this. This finding shows similarities with the results of some studies (Bozan, 2012;Dedebali, 2008;Ilter, 2018;Kacar, 2015;Mergen, 2019;Soysal, 2015) conducted at the level of different grades in the literature. While it was stated in aforementioned studies that the differentiation was more significant in some text types, the speed and comprehension level of both text types increased in this research. The fact that the students were provided with examples from both informative and narrative various type texts during the training can be shown as the reason for this result.
A positive and significant relationship was found between reading speed and comprehension level as a result of the analysis conducted. Similar to this finding, the study conducted by Akcamete (1990) on university students revealed positive but low level (r: 0.20) relationship between reading speed and comprehension level. A similar result between the reading speeds and comprehension levels of the students (r: 0.36) was reached in a study conducted by Dokmen (1994). Dedebali and Saracaloglu (2010) had also found a positive but low level relationship between reading speed and comprehension level (r: 0.453). It is thought that thinking skills start to develop and comprehension skill is impacted positively with the increase in reading speed and this habit having a place for the student. Contrary to the finding of our study, a reverse relationship was detected between reading speed and comprehension level in studies conducted by Tazebay (1995) on elementary school students and by Durukan (2013) on university students. The fact that the students in our study group will take an exam at the end of the year and they are motivated because of that and they participated in the training voluntarily can be shown as the reason of this result.
These recommendations can be made based on the results of the study as follows: • Speed reading trainings should be included in the courses at elementary school level in order to enable students to gain speed reading habits at earlier grade levels. • The students should be enabled to speed read and comprehend in every type of text by using various type of texts as much as possible in speed reading trainings. • The order of eye exercises, word recognition and picking, text interpretation should be followed in speed reading trainings. • Similar studies should be conducted on 12th grade students who will take the higher education institution entrance exam, one of the central exams and usefulness of speed reading should be researched in higher grade levels. Tazebay, A. (1995). The effect of reading skills of 3rd and 4th grade students on reading comprehension (Unpublished PhD thesis). Hacettepe University, Ankara, Turkey. Torppa, M., Vasalampi, K., Eklund, K., Sulkunen, S. & Niemi, P. (2020). Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school wellbeing. Educational Psychology, 40 (1)


Processing Music Rhythm Patterns as Body Accompaniment in an Effort to Increase Body Immunity Against Covid-19

Physical and spiritual health is one of the most important supporting factors in carrying out all daily activities to maintain body immunity during the Covid-19 pandemic. There are various body movements that are adjusted to the most important supporting factor is music. Music is a sound that can provide a sense of pleasure and enthusiasm, with a wide variety of musical variations in a person's movement patterns will not feel saturated with monotonous rhythm patterns. The purpose of this study is to get results and find out how music art study program students are motivated in responding to musical rhythm patterns as an effort to increase immunity to fight Covid-19. This research uses the Research and Development method. The results of this research are products in the form of accompaniment music for light exercise. Product trials were conducted at the Department of Music, Surabaya State University, with purposive sampling. Data analysis of the product validity results is arranged in a Likert Scale questionnaire. The development of this musical composition showed significant results with a percentage of up to 85% of students feeling the effects of movement with varied rhythmic exercises.

INTRODUCTION
Everyone in the world must have heard and used the term health in their daily conversation. Even so, of the many people who have used this term, surely not all of them know what the word health actually means. Some people often interpret health with the word healthy. But if interpreted clearly, these two terms have different meanings.
The term health usually refers to a healthy body condition. The term health is the development of the term or healthy word which means it is free from disease. Health is a state of wellbeing of the body, soul, and social that enables everyone to live productively socially and economically. Health efforts are any activities to maintain and improve health carried out by the government and or the community. Lately the community was shocked by the spread of Coronavirus Covid-19 which has spread in many countries and caused fatalities. Let us identify what is Covid-19 coronavirus, its causes and prevention efforts so that it can take action to anticipate the spread of this disease.
Coronavirus (CoV) is a large family of viruses that cause diseases ranging from mild to severe symptoms. There are at least two types of coronavirus that are known to cause diseases that can cause severe symptoms such as Middle East Respiratory Syndrome (MERS-CoV) and Severe Acute Respiratory Syndrome (SARS-CoV). The coronavirus novel (Covid 19) is a new type of virus that has never been identified before in humans. Corona virus is zoonosis (transmitted between animals and humans). Research says that SARS-CoV is transmitted from civet cats to humans and MERS-CoV from camels to humans. Some coronaviruses are known to circulate in animals but have not been proven to affect humans. Clinical manifestations usually appear within 2 days to 14 days after exposure. Common signs and symptoms of coronavirus infection include acute respiratory distress symptoms such as fever, coughing and shortness of breath. In severe cases can cause pneumonia, acute respiratory syndrome, kidney failure, and even death.
Maintaining a healthy lifestyle is inseparable from the aspect of fitness, when the condition of the body is always in good shape, then endurance or immunity will always be maintained, so that expectations are not exposed to covid-19. Body fitness can be realized by eating a nutritious and regular diet, and by doing bodybuilding exercises. Body movements to achieve increased immunity require regular patterns through various stretches of the body's organs, which are generally guided by a certain amount. In the count pattern there is an unconscious aspect of musicality, if associated with music is the pattern of rhythm in a musical rhythm.
Music has a great role and importance in human life since it has the ability to trigger or convey feelings [1]. Another statement said that many qualified music therapists use music intervention to enhance an individual's nonmusical skills through music activities such as listening to music, singing, playing instruments, composing, analysing, and moving with music [2]. It shows that musical components are useful to keep maintain our health and our body fitness. The pattern of rhythm in musical science is formed in a bar, which contains several types including: 2/4, 3/4. 4/4, 6/8 and so on. Barama is the number of beats and musical note values in a piece of music. These rhythmic patterns can affect body movement patterns, so that body movements will become organized.
The explanation above is the initial concept of researchers to explore various rhythmic patterns that exist in musical science, which will be processed by researchers into a form of musical composition, arrangement, and high and low musical tonality, which is packed with compact disc products, with the hope that rhythm pattern processing products in music packaging can be used as stimulation of body movements, as well as creating an optimal power of immunity for the prevention of covid-19 transmission.
In the concept of making music compositions, researchers use a variety of music styles, both traditional and modern music, so there are several variations of music that make music presentations from several regions and is its trademark, it is one way that the music to be presented later can be communicative and familiar to users or connoisseurs who are the academic community of Surabaya State University.

METHOD
This type of research is development research. Development research is a research method that intentionally, systematically, aims to find, formulate, improve, develop, produce, test the effectiveness of products, models, methods / strategies / ways, services, certain procedures that are superior, new, effective, efficient, productive, and meaningful (Putra, 2012: 67). The intended development is in the form of processing Music Rhythm Patterns as Accompaniment of Body Motion in Efforts to Enhance Immunity Against Covid-19.
Any music work is the close combination of rhythm, melody, form, style and various musical elements [3]. This accompaniment audio product contains rhythmic music in a variety of patterns that can be applied as accompaniment to body movements, which are devoted to efforts to increase the body's resistance to the Covid-19 virus that is currently endemic.

RESULT AND DISCUSSION
This research is a form of research that combines the art of music, especially regarding rhythm and tempo, with physical health, which is implemented into a rhythmic gymnastic audio packaging. In the long term, the aims and results of this research are expected to be an innovative, practical and effective sports recreation media. No item gets a score of 5 : 5 x 0 = 0 There are 2 items that get a Score of 4 : 4 x 2 = 8 There are 2 items that get a Score of 3 : 3 x 3 = 9 No item gets a score of 2 : 2 x 0 = 0 No items got a Score of 1 : 1 x 0 = 0 Total : 17. Percentage Results = Trial Score Results x 100 % Highest Score Amount = 14/25 x 100% = 68 % (Valid, Quality, Can be used with minor improvements). Table 2 Audio effectiveness assessment score processing processing rhythmic patterns of music as a stage 1 body movement

No.
The element being assessed Alternative Answers 5 4 3 2 1 VL L F G VG 1.
The implementation of the tangles of each stage in the exercise activities of the body.

2.
The process of body movement during the initial stages (heating movements).

3.
The process of body movement during the core stage.

4.
The process of body movement during the closing stage (cooling session).

5.
The independence of the community in using audio products Processing Rhythm Music Patterns as Accompanying Body Motion in Efforts to Enhance Immunity Against Covid-19. Regarding the percentage classification in the audio testing process of Rhythm Music Pattern Processing, it can be described in the following table:
The effectiveness of audio use Music Rhythm Pattern Processing can be measured from each activity carried out by students while using this product. The effectiveness can be seen starting from: (1) the process of gestures during the initial stages (heating movements), (2) the process of gestures during core movements (high impact), (3) the process of gestures during the closing stages (cooling down movements), up to (4) A measure of independence in the use of audio Rhythm Pattern Music Processing. Based on the data 2 (two) times of the implementation phase, a significant score increase was seen, ranging from a percentage of 68% to 88%. This shows that this Audio Rhythm Pattern Processing audio product is applicable or easily used independently by the community.

Processing Rhythm Patterns, Music Rhythm, and Body Motion Tonality accompaniment
In music, rhythm is one of the important factors, and keeping the steady tempo is the basis for playing music. Rhythm is the component of music that punctuates time, carrying us from one beat to the next and subdivides into simple ration just like pitch [4]. In the early stages of this accompaniment music composition using a medium tempo speed or in a musical term called Allegro moderato, within that tempo there are 140 beats in 1 minute, while the rhythm pattern uses the Reggae rhythm pattern,

Advances in Social Science, Education and Humanities Research, volume 491
melodic texture is played with nuances of tones on gamelan instruments with ethnic music tonality Java, then accompanied by piano instruments as a chord progression amplifier. The description is a part of the intro that starts from the first bar to the 8 bar, and is already in the stage of warming up in body movements. The intro music notation can be seen below: The accompaniment of the musical form at the intro stage uses flat and repeated tones, adjusting to the motion patterns of the body while it is still warming up, so that a flat rhythm pattern is not needed to jump up the tone register, so that it can be followed by a pattern of motion that has not been draining.
The next intro stage is in the 18 to 34 years with the rhythmic pattern still in reggae music, however, it has undergone the development of rhythmic pattern processing and melodic texture, with the addition of drum set instruments to strengthen the tempo and variations in rhythm patterns. The form of music at the intro stage is also the development of the main melody that is played with the Flute instrument, then followed by the violin instrument and the organ, with higher note registers and experiencing an ascending sequence.The pattern is to deliver a more aggressive motion response and increase in motion energi. After the initial stage rhythm pattern which is a reggae rhythm with various rhythmic patterns and melodic variations, is also supported by several instruments in the application of compositional orchestration, then in the next stage it changes the rhythm pattern, tempo speed, musical instruments played, also the rhythm changes to variations in patterns the rhythm of the tabla instruments, and the zither that dominates, the change in the pattern is found in the 50 to the 105 measure. This stage is the core of body motion after warming up with the reggae rhythmic pattern as the accompaniment, whereas at the core stage of the gesture the musical accompaniment is made with a composition rhythmic dangdut with variations in rhythmic patterns on the tabla instruments, while accompaniment instruments are on the zither, and the main melody is on the flute instrument. The composition notation can be seen on the fullscore display as follows: In the time frame there is no underlying melodic texture, however there is already a chord progression and a tabla rhythm pattern. In the bars of 66 to 73 is the start of the main melody and supporting rhythm patterns that experience repetition in the next bar until the 106 rhythm. The rhythmic patterns of the percussion instruments are played by tabla and tom-tom instruments, while the type of rhythm pattern uses 1/8 and 1 tones / 16 with the type of rhythm duo and quartol. The rhythm pattern in leter C or time 106 to time 113 is a transition of the rhythm pattern movement from dangdut rhythm patterns with tabla supporting instruments to reog ethnic rhythmic music patterns that have changed the support of musical instruments, namely drums, gamelan, and percussion. The rhythm pattern in the 122 to 126 rhythm is the rhythm pattern is the reog ethnic music rhythm, with supporting instruments of the flute, violin, and percussion music, the rhythmic pattern of the birama is more dominated by short tones which have values of 1/4 and 1/8 and supported pentatonic notes nuanced to the music accompanying reog tradition. The rhythm of the music repeats up to the time of 139 with the allegro tempo and is still the accompaniment of core body movement music.  The rhythm pattern in the range 164 to 167 is a transition pattern towards the rhythm pattern of the final stage or cooling of body movements, the rhythmic pattern is only a progression of accompaniment chords and is supported by flute, violin, piano and percussion instruments. The tempo used is changing slowly. The rhythm pattern in the range 172 to 176 is a rhythm pattern that adjusts to the stages of the body's cooling movement, so that the tempo used is slower than the tempo of the core body movements, while the tones in that part use long tones, and the rhythm pattern is dominated by notes that are ¼, ½, and 1 or full. The rhythm and rhythm pattern of the music used in the cooling stage is repeated until the 204

Music Section Accompaniment of Body Motion and Music Characteristics
The musical creation is random and the meaning it expresses is profound and diversified [5]; also with this music section accompaniment. The process of rhythm music accompaniment to body movement has 5 parts of music form, in the early stages of the music form uses the concept of music presentation with reggae rhythm patterns with a medium tempo, then the tonality is nuanced with pentatonic ethnicity, and is supported by several musical instruments, violin, flute, piano, and percussion. Forms of music in the early stages using pentatonic tones, with communicative expectations, are familiar with these tones, because they are characteristic of Javanese ethnic music.

CONCLUSION
The rhythm pattern in bars 1 to 204 is a rhythm pattern that adjusts to the stage of body movement, so the tempo used varies from the tempo of the initial body movement, core, and cooling, while the tones in that section use the tones and rhythm patterns of music ethnicity from several regions, and supported by musical instruments that can show regional characteristics, the rhythm is dominated by notes that are ¼, ½, and 1 or full.
The rhythm of the music used varies and characterizes ethnic music from several regions namely, Javanese pentatonic, Indian dangdut, Reog music, Banyuwangi music, and degung music. The composition of the music was made with the intention that the users besides responding to body movements and can increase body immunity, can also recognize the type and form of music that is presented familiar, besides responding to the music with body movements, as well as being able to draw the imagination into a particular area. This can be a form of body and brain refreshment.