Research On Frustration Endurance Of Dance Performance Majors In Physical Education Colleges

At present,many college students in China's colleges and universities respect and treat children from an early age,with superior material conditions and thoughtful care from parents,so that they rarely encounter setbacks.Therefore,their ability to resist setbacks is poor.Once they encounter difficulties in learning and life,setbacks in emotions,and When frustrations such as unsatisfactory during the job search process,they often know what is wrong and even go to extremes.Therefore,it is urgent to promote the physical and mental health of college students,improve their ability to resist frustration,and promote the whole-hearted development of college students.This research uses literature,expert interviews,questionnaires,psychometrics,and mathematical statistics to measure the frustration tolerance of dance performance majors(aerobics,cheerleading,rhythmic gymnastics,and sports dance)among college students of Wuhan Institute of Physical Education.Survey the status quo of only children and non-only children,cadres and ordinary students,and use factor analysis to analyze and discuss the influencing factors in depth,and put forward effective responses to the frustration and endurance of dance performance majors in sports colleges The strategy aims to provide information support for the cultivation of college students' ability to resist frustration and improve their mental health.The conclusions are as follows:(1)The frustration tolerance of students majoring in dance performances in physical education colleges is generally at a moderately high level,and it is higher than the national norm on the average index of achievement dimensions,but it is different in the dimensions of discomfort tolerance,rights,and emotional tolerance.Obviously,this may be due to the fact that students of physical education colleges often participate in professional training and competition,and their frustration tolerance is strong.(2)The overall frustration tolerance of boys is higher than that of girls in all dimensions(P <0.01).The reason may be that the gender characteristics of men and women and their ability to accept new things are related.Senior students have the highest tolerance for frustration,followed by juniors and sophomores,and juniors have the lowest(P <0.05).They may have more academic tasks and relatively more pressure.(3)In the comparison of the four special subjects,the cheerleading students have the strongest frustration tolerance overall(P <0.01),followed by the aerobics,sports dance,and artistic gymnastics students,which may have certain characteristics Relationship.(4)The frustration tolerance of non-only children is higher than that of only children(P<0.01).The frustration tolerance of cadre students is significantly higher than that of ordinary children(P <0.01).The reason may be that the only children have more dependence on their parents and families.Cadres and students bear a certain amount of responsibility in their work and experience relatively more discipline.(5)Factor analysis results show that the factors that affect the frustration tolerance of dance performance majors in sports colleges include social,family,and student factors,among which social factors include: life experience,frustration experience,subjective experience,objective support,academic and employment pressure;Family factors include:family environment,family education,external influences;student factors include motivation factors,personality factors,emotional factors,physical factors,ability factors.All three have important influences on the formation of students' life attitudes,psychological stability,and personal physical and mental development from internal and external factors.(6)The coping strategies of frustration tolerance of dance performance majors in physical education colleges mainly include improving the school's frustration education environment,tapping students' own anti-frustration potential,striving to explore the characteristics of disciplines,developing psychological counseling services for students,and guiding students to actively participate in social practice Aspects.