A Study On The Application Of Achievement Motivation Theory In Teaching Cheerleading In Colleges And Universities

Background:In recent years,physical education has played an increasingly important role in people’s lives.Education authorities have indicated that physical education subjects should be included in the scope of academic level examinations in junior and senior high schools,and in the scoring subjects for admission to high school examinations.Education should not only enrich the minds of students but also strengthen their bodies.The quality of physical education classes directly affects students’ love and interest in physical education.Through reasonable teaching methods,students fall in love with physical education classes and actively participate in physical exercise.Subjects and methods: this study used random sampling method in Jilin University School of Physical Education 2019 class two in the whole group of 36 college students,one of the classes selected as the experimental group,two classes of students are not aware of this study,using the achievement motivation theory,the teaching of college cheerleading course.The literature method was used to investigate the application of achievement motivation theory in the classroom and the cheerleading classroom at home and abroad,so as to determine the research idea of this study,and the questionnaire method was used to investigate the students’ affective performance and cooperation,learning attitude,learning interest,achievement motivation,the general sense of efficacy,and physical activity,and the independent sample t-test was conducted on the questionnaire results using SPSS.25 The relevant data of the two classes before the experiment were analyzed to analyze whether there was any difference between the two classes,and the pre-test and post-test data of the two classes after the experiment were analyzed using paired samples t-test to observe the changes after conducting 12 weeks of teaching,and the relationship between academic performance and achievement motivation of the two classes after 12 weeks of teaching was analyzed using general linear regression.Results: 1)There were no significant differences between the two classes in the dimensions of affective performance and cooperation,achievement motivation,attitude toward learning,interest in learning,general self-efficacy,and physical activity（p>0.05）;2)There were no significant differences between the two classes in the dimensions of affective performance and cooperation,achievement motivation,attitude toward learning,interest in learning,and general efficacy（p<0.05）;3)There were no significant differences between the two classes in the dimensions of affective performance and cooperation,achievement motivation,attitude toward learning,interest in learning,and general efficacy（p>0.05）.（p<0.05）;3)No significant differences were found between the control classes in the post-experimental dimensions of affective performance and cooperation,achievement motivation,attitude toward learning,interest in learning,general efficacy,physical activity,and test scores（p<0.05）;4)No significant differences were found between the control classes in the post-experimental dimensions of affective performance and cooperation,achievement motivation,attitude toward learning,interest in learning,general efficacy,and test scores（p<0.05）;4)No significant differences were found between the control classes in the post-experimental dimensions of affective performance and cooperation,achievement motivation,attitude toward learning,interest in learning,and physical activity.（p<0.05）;there were significant differences between the control group classes in each dimension of affective performance and cooperation,each dimension of achievement motivation,each dimension of learning attitude,each dimension of interest in learning,each dimension of general efficacy,physical activity,and test scores（p<0.05）;and there was a significant positive correlation between cheerleading scores and achievement motivation scores（p>0.05）.Conclusion:1)Using achievement motivation theory for cheerleading instruction will have a positive effect on students’ learning attitude,interest in learning,general self-efficacy,and achievement motivation.2)Using achievement motivation theory for instruction can increase students’ physical activity participation.3)Cheerleading performance is related to achievement motivation and is positively correlated.