On Effects Of The Basketball Courses In Colleges On Student’s Non-intellectual Factors

Today’s society requires comprehensive talents. However, those who with high scorescan not adapt to the development of the society, they lack the consciousness of teamcooperation while finishing a piece of work, and can not integrate into the work environmentas well. Therefore we have the phenomenon as "high score low-energy". Under theintelligence level of the same circumstances, it is particularly important to cultivate students’non-intelligence factors, which include interest, cooperation, and achievement motivation, etc.Ordinary universities that cultivate young talents’ development in all-round way, not onlyimprove the students’ cultural quality, but also train them in good health and mental health, inorder to let each college student can better integrate into the future learning, life and work.A growing number of studies show that college students’ mental difference is very small.Through the scientific validation we can see that people with low IQ accounted for only3%,the high IQ also accounted for only3%. What surprises us is that moderate intelligent peopleaccounted for94%, and this shows that there was no significant difference in most people’sintelligence quotient (IQ). Whether college students can become creative talents depends notonly on erudite knowledge, but more depends on good non-intelligence factors, such aswhether they have a strong pursuit of truth, a high sense of responsibility to the society andhumans, or bear the spirit of perseverance and indomitable will to overcome difficulties.The author finished this paper by reading lots of references and using psychologicalscale, survey questionnaires and experimental methods. The experimental class whichselected from the first-year specialty basketball class was conducted36hours of teachingexperiment. The experiment conducted in strict accordance with the teaching programs andcurricula of Northeast Normal University. The author adopted four-part structures in teachingform, let students give their speech to improve students’ self-confidence during the first partof each class. In preparing parts, the author guided students into course with games, then useda variety of teaching methods to stimulate student’ interest during base component, at last letstudents fully relax at the end of the course. The sport of basketball can improve the students’cooperation consciousness, stimulate students’ interest in learning meanwhile students couldexperience a sense of accomplishment, which enable students become optimistic, cheerful inpersonality and physical health in order to improve students’ non-intellectual factors. Throughthe questionnaire, the following conclusions are obtained:1. This experiment research proves that the P value of basketball teaching is less than0.05in four non-intelligence factors: interest, cooperation, and a sense of achievement andlearning motivation, which has shown an significant difference. So we could get that the sportof basketball can improve the students’ non-intelligence factors significantly.2. The experimental data, P value, less than0.05which was obtained throughSelf-Esteem Scale, has a significant difference in improving the degree of students’appreciation, attention, likeness.3. The experimental data through interaction anxiety scale, P value, less than0.05whichhas a significant difference in increasing students’ communication ability, students’ being more confident and having a very good improvement in subjective anxiety.4. Teaching with the effective method and content, not only promote the development ofstudents’ sports skills but also effectively improve the students’ non-intelligence factors.