Causes and countermeasures of physical education major boys' weariness of learning aerobics

By using the methods of literature and questionnaire, this paper investigates and analyzes the actual situation of male students majoring in physical education taking aerobics classes. The results show that the main reasons why boys in our department are tired of learning aerobics are: low attitude towards aerobics, low awareness, low interest motivation, incomplete venue and equipment, single teaching content, teachers' factors and so on. By analyzing these reasons, combining with the demand of modern social market for aerobics talents, absorbing advanced theories in aerobics teaching practice and combining with social needs, this paper puts forward some countermeasures, such as improving students' understanding and function of aerobics, creating a good learning atmosphere, formulating reasonable teaching content and improving teachers' quality, so as to cultivate more aerobics talents needed by society and promote the development of aerobics.

Keywords: sports; Boys; Aerobics; Tired/disgusted/tired of one's own study

1. Introduction

Aerobics is accompanied by music, taking physical exercise as the basic means and aerobic exercise as the basis to achieve the purpose of improving health, shaping body and entertainment. Aerobics is characterized by a certain time. Low-intensity whole-body exercise mainly exercises the heart and lung function of practitioners and is the basis of aerobic endurance quality. Aerobics, also known as rhythmic gymnastics, aerobic gymnastics and aerobic dance, originated from the needs of people's fitness in modern society. Aerobics has the functions of health care, medical treatment, fitness and cultivating aesthetic consciousness. Since 1980s, aerobics has become the focus of mass sports activities all over the world. The movements of aerobics originate from the basic movements of unarmed gymnastics, rhythmic gymnastics and dance, which constitute different combination types and complete sets of movements, full of rhythmic music, and form modern sports activities with their own contents and characteristics. Aerobics not only highlights the characteristics of health and strength, but also emphasizes beauty. It combines body language art and sports aesthetics, and it is a highly ornamental sport, so more and more people regard aerobics as a lifelong sport. Aerobics is becoming more and more popular in China, and it is also one of the projects with great sports value and competition value in colleges and universities. But in actual teaching, there are many boys and girls in our department taking aerobics classes. If it goes on for a long time, especially for our physical education major, it will affect the popularization and development of aerobics, which is not conducive to the popularization and improvement of aerobics. Therefore, it is necessary to find out the reasons why boys in our department don't like aerobics classes, and put forward corresponding countermeasures, which will play a positive role in promoting the popularization and development of aerobics.

2. Research objects and methods

2. 1. Research object

200 boys were randomly selected from the students of Grade 2-3 majoring in physical education in the Department of Physical Education.

Object.

2.2 Research time

September 2007 to May 2008.

2.3. Research methods

2.3. 1. Questionnaire method

In this paper, a questionnaire survey was conducted among male students majoring in physical education. 200 questionnaires were distributed and 74 questionnaires/kloc-0 were collected, with an effective rate of 87%.

2.3.2. Mathematical statistical methods

Through the statistics and analysis of the collected questionnaires, the main reasons why boys are tired of learning aerobics classes are found out.

3. Research results and analysis

3. 1. Interest level

It can be seen from the survey results in table 1 that only 15.5% of the boys majoring in physical education like aerobics very much, 19.5% like it better, 29.3% think it's average and 25.3% don't like it. It can be seen that boys majoring in physical education are not interested in aerobics. They think aerobics is only suitable for girls, and most boys like basketball and football. Therefore, there are more male students in the elective courses of these two professional courses, and 1 1.4% of the male students are indifferent to this.

Table 1 Attitudes of Physical Education Students towards Aerobics (n= 174)

kind

like very much

prefer

ordinary

dislike

it doesn't matter

n

%

27

15.5

34

19.5

5 1

29.3

Forty-four

25.3

20

1 1.4

3.2. Influencing factors

The survey results in Table 2 show that there are many factors that affect the physical education major boys' weariness of learning aerobics, mainly in five aspects: understanding of aerobics, interest motivation, teaching content, venue equipment and teachers' characteristics.

3.2. 1. Field equipment

In Table 2, it is found that 17.8% students give up aerobics because of venue equipment. The existing venue equipment of the college can't meet the needs of students' sports activities. Due to the expansion of enrollment in recent years, there is a serious shortage of venue equipment resources, and there is no fixed teaching place for aerobics classes. There used to be a gym in the college headquarters, and the venue facilities were not bad. The venue is a wooden floor with several large mirrors for practicing movements. Many aerobics enthusiasts come here to practice every day. After moving to the new campus, because the new campus is still under construction and the venue equipment has not been built, there are many reasons, which interfere with the normal teaching plan, weaken the influence of aerobics and seriously affect the enthusiasm of students. Moreover, the college did not invest enough money in the construction of sports facilities, which led to the delay in the completion of the new gymnasium and the inability of students to learn aerobics.

Table 2 Influencing factors of physical education majors' weariness of learning aerobics (n= 174)

kind

field apparatus

course content

Degree of understanding

Interest motivation

Teacher characteristics

n

%

3 1

17.8

Fifty two

29.8

40

22.9

18

10.5

33

19

3.2.2 Teaching content

There are 29.8% students who don't like the current aerobics teaching content, so we should reform the physical education class of Grade 04, especially the aerobics major, and classify it as gymnastics, that is to say, to take aerobics classes, we must take gymnastics and dance. Gymnastics has no problem for boys, but when it comes to dancing, it scares boys, such as waves and hip twisting. The course arrangement is very scattered, and each class lasts only half a semester. However, the content of aerobics teaching is monotonous and tasteless, which leads to the decline of students' interest. This kind of teaching does not meet the needs of social development, and the proportion of technical learning in teaching content is biased, and the quality of theoretical knowledge and ability training is relatively less improved. (See Table 2)

3.2.3. The understanding of aerobics is low.

As can be seen from Table 2, only 22.9% of the boys majoring in physical education know aerobics, and as can be seen from Table 3, only 35.6% of the students occasionally read books related to aerobics, while only 1 1.2% often read them. 24. 1% students have never read aerobics-related books, and 14.9% boys think it doesn't matter. From Table 4, we know that 34.4% students have never heard of or seen aerobics before they go to college, and they don't know the characteristics and functions of aerobics. Some people even think that rhythmic gymnastics and aerobics are the same sport. Most of the boys they see or come into contact with in the aerobics industry have lost their masculinity, fearing that they will do the same after learning it, fearing that their classmates will laugh at them. Therefore, aerobics has lost its charm of "health", "strength" and "beauty" among college boys.

Table 3 Reading aerobics books (n= 174)

kind

be

often

sometimes

breakdown

it doesn't matter

n

%

Forty two.

24. 1

20

1 1.2

62

35.6

25

14.3

26

14.9

Table 4 Listening to or watching aerobics before college (n= 174)

kind

have

not have

it doesn't matter

n

%

64

36.8

60

34.4

50

28.8

3.2.4. Interest motivation

Boys' interest in aerobics is very low, only 10.5% (see table 2). From Table 5, it is found that 32% students think that aerobics is only suitable for girls. 36.2% of boys don't care. They think they just need to know. Some students think that their coordination, flexibility and sense of music are not good from their own conditions, so they give up aerobics classes. They didn't expect their future efforts to change these external factors, and they didn't overcome these problems because they liked aerobics. This shows that these boys are not interested in aerobics, and some boys take aerobics classes to learn more knowledge and keep up with the trend. It can be seen that their motivation and starting point for choosing aerobics classes are wrong, not because they like aerobics classes. Poor motivation of students' interest in sports is an important factor that leads to students' weariness of learning aerobics.

Table 5 Investigation on whether aerobics is only suitable for girls (n= 174)

kind

Agree very much

agree

Agree more

it doesn't matter

n

%

16

9.2

Forty-four

25.3

Fifty-six

32

63

36.2

3.2.5. Teacher factors

In the survey, it is found that the reason why 19% boys are tired of learning aerobics is also directly related to physical education teachers. There is only one male PE teacher in our school who is engaged in aerobics teaching. In such a big school, there is only one male teacher engaged in aerobics teaching, which makes it easy for boys to think that aerobics is a "patent" for girls. Male teachers have not played a role in promoting the development of male aerobics. In fact, the development of aerobics in China is advancing by leaps and bounds. Especially in colleges and universities, many students are willing to learn aerobics, but the physical education class in the school can't meet their needs, so many students spend money to study in the gym. In physical education colleges with physical education majors, aerobics teaching generally includes theory, special skills and special abilities, but there are few aerobics teachers in our school who can meet the social needs (see Table 2).

4 Conclusion and Countermeasures

4. 1 conclusion

4.2. 1. From the degree of interest, it can be seen that the interest of physical education majors in aerobics is very low, and only 15.5% of boys like aerobics.

4. 1.2. Among the influencing factors, 17.8% boys gave up aerobics because of the venue equipment, and 29.8% boys did not like the current aerobics teaching content because of the teaching content reform. Boys' understanding of aerobics is only 22.9%, and their interest motivation is only 10.5%. They think that aerobics is only suitable for girls, and the teacher factor has little direct relationship with male teachers. Teachers should take corresponding measures and effective teaching methods according to the content of teaching materials, so that students can change their understanding of aerobics, let more boys join aerobics and promote the popularization and development of aerobics.

4.2. Countermeasures

4.2. 1. Improve students' (especially boys') understanding and function of aerobics.

Aerobics can develop the flexibility and muscle strength of the body, effectively improve the aerobic metabolism function of the human body, thus completing the task of exercising and improving health. Develop physical fitness and improve artistic accomplishment. Learning aerobics can improve people's action memory and reproduction ability, improve the flexibility and balance of nervous system, and thus develop people's coordination ability.

4.2.2. Create a good learning atmosphere.

Train male teachers to engage in aerobics, encourage them to set up aerobics classes and serve as aerobics coaches, so that male teachers' masculinity can be displayed in aerobics, thus playing a role of showing everything from point to area. Teachers should publicize and guide in the classroom, encourage boys to actively participate in the training of aerobics instructors, and introduce the basic knowledge, fitness principles and methods related to aerobics; New technical requirements and development trends, as well as high-level competition appreciation.

4.2.3. Develop reasonable teaching content.

In different stages of aerobics teaching, introducing contents that both boys and girls like, such as street dance, boxing, step exercise, etc., has a positive effect on invigorating classroom atmosphere, broadening students' knowledge and improving students' ability to accept actions. For example, in the warm-up stage, occasionally arranging street dance and boxing exercises not only adjusts the classroom atmosphere, relaxes students' emotions, but also cultivates the expressive force and appeal of students' body language.

4.2.4. Improve the quality of teachers.

Teachers should keep up with the pace of aerobics, encourage teachers to study actively and renew themselves, and create opportunities to send more teachers out to study, which is the main means to improve teachers' quality in time and effectively.

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