| Objective: Experimental studies have investigated the formation of imagery training capacity and improve the appearance of the effects and the appearance of different types of applied research and training in the visual appearance of kinesthetic representation and try to add it to aerobics teaching experiments, to verify its two Imagery Training respectively, at different stages of learning effectiveness Aerobics skills.Methods: In this study, comparison between the two groups of teaching experiments, Ningbo University School of Public sports aerobics classes randomly select two elective classes for the experimental class. The measured statistically no difference after the two experimental classes were randomly selected 10 students as the ability to watch a total of 20 students are basically the same system for a period of seven days of the appearance of ability training(first experiment), measured using biofeedback training Before and after the student representation capabilities. Teaching experiment is to add "visual representation" interference factors in the experimental group teaching, teaching classes of experiments by adding "Kinesthetic Imagery" interference factors before and after the experimental teaching students the skills to grasp the situation were analyzed. Throughout the experiment remained the same two classes of teaching time, organizational forms, teaching content. Ningbo University Public Sports 2012 Aerobics Gril two natural classes for the study, to explore theories about sums up the visual imagery training and kinesthetic imagery training and summarized the current research, elaborated in Aerobics motor skill learning in the process of implementing the two classes of imagery training teaching. Through 32 hours of teaching experiment, the main results are as follows:Results: 1More than one physiological parameter indicator results :SCL(skin conductivity) baseline testing, pre-test and post-test pairwise paired T-test showed a very significant difference; TEMP(skin temperature) baseline test and pre-test paired T tests have significant differences, pretest and post-test, the baseline test and post-test of paired T-test with a very significant difference; BVP(fingertip blood flow) with a significant difference in the baseline test and post-test paired T test in. Around SCL, TEMP, BVP measured doses were: 0.577(large effect), 0.314(large effect), 0.043(small effect size).2 EEG physiological indicators results: EEG α wave amplitude baseline testing, pre-test and post-test pairwise paired T-test showed a very significant difference; baseline EEG test β-wave amplitude, pretest and posttest pairwise paired T-test showed a very significant difference; θ wave amplitude baseline EEG test and post-test paired T-test showed a very significant difference. α wave amplitude, β-wave amplitude, wave amplitude around θ measured doses were: 0.454(large effect), 0.255(large effect), 0.349(large effect).3 wrist heterosexual(HRV) indicator results: scatter, and the last two figures can be seen in contrast, were tested before and after the training heart rate in normal subjects ranging from the first appearance of the heart rate(red ellipse in the black ellipse); After a week of training improved HRV(red oval wider range). After a week of training, the specific physiological indicators of reduced HRV in SI, SDNN, PSDNN, RMSSD, PNN50 increase.4 teaching results: experimental group for visual imagery group, the experimental group second class appearance for kinesthetic, visual imagery group of students in skill learning skills assessment scores higher than the pre-Kinesthetic Imagery group of students(p <0.05) There was a significant difference; visual imagery group of students learning skills assessment results and the mid-Kinesthetic Imagery group of students in the skills(p> 0.05) were not significantly different. Early test results over the comparative analysis, although there was no significant difference between the results of two experimental groups, but the results in the group were significantly improved, especially kinesthetic representation groups. Early experimental group than the mid-skill learning skill learning achievement was significant increase(p <0.05); second class skill learning experiment there was a significant medium-term increase(p <0.01) than the initial skill learning achievement; motor skill learning in the late move to join representation of the experimental class students feel test results and visual imagery training to join the experimental class examination results showed remarkable differences in the experimental class kinesthetic representation of motor skills to master better than visual imagery training experimental class.Conclusions: The experimental results were studied and analyzed, and the following conclusions:1 After a period of imagery training students the ability to improve the appearance.2 at the beginning of teaching aerobics technology, visual imagery training average score was significantly higher than the experimental class kinesthetic imagery training experimental class, good visual appearance experiment aerobics classes to learn to master the skills of the effect.3 With the gradual mastery of technology in teaching aerobics technology late, kinesthetic imagery training experimental class scored higher than visual imagery training experimental class scores, kinesthetic representation can more effectively accelerate the use of motor skills student stereotypes. |
PDF Full Text Request