| Objective: Nowadays people's work pressure is gradually increasing,and the purpose of people coming to the fitness club is not only to change the body,but also to meet the increasing demands of people's spirit and social life.Therefore the teaching mode of aerobic dance in the fitness club needs to keep pace with the times.With the development of national fitness,the teaching methods of fitness clubs are constantly enriched and new energy needs to be constantly injected.The purpose of this study is to verify the feasibility and effectiveness of applying situational teaching method in aerobic dance teaching.The situational teaching method is integrated into the traditional aerobic dance teaching method to stimulate the interest of members in exercise so that the aerobic dance style of the fitness club does not deviate from its original art form to show more direct style to members so that members can better understand the feeling of dance,relax and relieve the pressure of body and mind.Methods: This study selected 30 initial members from the initial members of Qinghuangdao Saiao fitness club as experimental subjects.All subjects were divided into two groups: experimental group(15 persons)and control group(15 persons).The control group adopted the traditional aerobic dance teaching mode.In the traditional teaching mode the experimental group combined the situational teaching method,set the relevant situation according to the different styles of aerobic dance and used the related props and screen background as well as the metaphor of the image in the teaching plan to set the situation.Before the experiment,the basic information(age,height,weight,BMI),physical quality(25 meter round trip,sitting position forward bend,one minute rope skipping),physical function(maximum vital capacity,step experiment)aerobic dance movement skills and course attention level of the two groups were tested.Through inter group adjustment,the difference P value between the experimental group and the control group before the experiment is greater than 0.05,which is not significant.It can be considered that there is no significant difference between the control group and the experimental group before the experimental intervention.Experimental intervention was carried out for 42 days through different teaching methods.The control group used the traditional teaching method and the experimental group combined the situational teaching method in the traditional teaching method.In the middle and the later stages of the experiment,the same tests were carried out respectively.Finally the data of the three tests were statistically analyzed and the experimental conclusions were drawn.Results: In the 42 day teaching comparison experiment,(1)in the mid term test of the experiment,there was no significant difference between the experimental group and the control group in the physical fitness difference test,such as sitting forward flexion(P=0.983>0.05),25 meter round tripping(P=0.587>0.05),and one minute rope skipping(P=0.158>0.05).(2)in the mid term test,there was no significant difference in maximum vital capacity(P=0.805>0.05)and step test(P=0.725>0.05)in the physical function difference test between the experimental group and the control group.(3)in the middle stage of the experiment,P=0.043<0.05 in the aerobic dance movement skills of the experimental group and the control group,showing a significant difference;(4)in the middle stage of the experiment,the attention degree of members in the aerobic dance course in the experimental group and the control group was P=0.018<0.05,showing a significant difference.(5)in the later test the physical fitness difference test between the experimental group and the control group showed no significant difference in the following physical fitness: sitting forward flexion(P=0.856>0.05),25 meter round tripping(P=0.180>0.05),and one minute rope skipping(P=0.440>0.05).(6)in the late stage test the maximum vital capacity(P=0.960>0.05)and the bench test(P=0.624>0.05)showed no significant difference in the physical differences between the experimental group and the control group.(7)at the later stage of the experiment there was a significant difference between the experimental group and the control group in the aerobic dance movement skills P=0.008<0.01;(8)at the later stage of the experiment there was no significant difference between the experimental group and the control group when P=0.572>0.05 in the attention level of the aerobic dance course.Conclusion:(1)using the situational teaching method of aerobics course in the middle of the experiment is relatively early can significantly improve members' coordination(improve the performance in a minute skip),relatively early in the late experiments can significantly improve the physical quality of members as a whole(in Begin to bend proneness,a minute skip and significantly increased 25 meters running back and forth).Compared with the traditional teaching method,there is no significant difference in the improvement of members' physical quality.(2)the aerobic dance course using the situational teaching method significantly improved the physical function level of the members in the later stage of the experiment compared with the early stage of the experiment,and the aerobic dance course using the situational teaching method to teach the traditional teaching method showed no significant difference in the improvement of the physical function level of the members.(3)the aerobic dance course using the situational teaching method can significantly improve the members' movement skills in the middle stage of the experiment compared with the early stage,and in the later stage of the experiment compared with the early stage.Compared with traditional teaching method,situational teaching method can significantly improve members' motor skills.(4)in the middle stage of the experiment,the aerobic dance course using the situational teaching method can significantly improve the attention level of members,and the situational teaching method can significantly improve the attention level of members compared with the traditional teaching method. |
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