For Women's Single Competitive Calisthenics Teaching Order 3 Levels Of Difficulty

Competitive aerobics is a kind of sports belonging to difficulty and beauty expression event-group. In competitive aerobics competition, physical quality is the foundation of exercise, difficulty movements are the key of complete action. Therefore, physical quality and difficulty movements are determinant, further, the level of them will directly affect results in athletes.View of current situations in our institution, there was little effect in teaching difficulty movements of competitive aerobics and master circumstances of students learning difficulty movement could not achieve the standard in general. The purpose of the research is by sorting four difficulty movements in newest 3 set actions of individual women's competitive aerobics, between the teaching process and effect of students completing difficulty movements, to analyze influences on qualities of students completing difficulty movements using different teaching sequences, and combined with the actual situation of students in our institution, to summarize suitable teaching sequences of competitive aerobics for students to learn, in order to improve the teaching effect in difficulty movements of competitive aerobics at the present stage.In the premise of subjects in homogeneity, 32 female students had no learning experience with similar athletic skills in the past, from aerobics classes of performance major in Shenyang Physical Education Instiute were recruited as subjects. By using experimental method in teaching scenarios, 32 class hours as a teaching cycle, the study was to make teaching experiments following four different sequences of the four selected difficulty movements. According to the test and rating results of students'physical qualities and completing difficulty movements before and after teaching experiments, we found that following the secondary sequence, that was, Tuck jump—1/2 turn Cossack jump—Illusion—L-support 1/2 turn,students'master circumstances for difficulty movements were the best significantly better than the other three groups. Through the learning of difficulty movements using different teaching sequences, there was elevation in students'total physical qualities, but the degree of elevation was different, the secondary sequence had the most effect. Furthermore, after the whole process of observation of difficulty movements in actual teaching, it was found that skill transfer or physical transfer of actions combined together to learn were more reasonable and learning effects were more obvious. Therefore, from the above description, we should divide the whole learning process into different stages, and arrange the content of teaching on the base of student's own physical strengths and weaknesses in the futural teaching. Thereby, students could improve physical qualities step by step within their abilities, and perfectly complete learned motor skills eventually.