An Experimental Research On Imagery Training In Waltz Teaching In Ordinary Universities

Recently,with the increasing popularity of the dancesport in China,the majority of ordinary universities have gradually offered an optional course named dancesport.Waltz,as the oldest dance type among the ten dance types in the dancesport,is the main teaching content of the dancesport optional course.It has gain enormous popularity among the college students owing to the style of dignity and elegance.However,in the current dancesport optional course teaching in ordinary universities,waltz,with the more complicated skills and action among the ten dancesport types,still has many problems such as less teaching time and more difficult teaching contents.Imagery training,as one of the most widely applied psychological skill training method in sports practice,can help the trainer build correct motor imagery,and improve his sport performance and practice efficiency.Based on this,this thesis attempts to apply the imagery training to the waltz teaching of dancesport optional courses in ordinary universities,verify whether the imagery training can positively promote college students’ skill learning of waltz,and probe into the influence of the imagery training on college students’ imagery ability,waltz skill acquisition effect,as well as the retention effect.This research takes the application of imagery training in waltz teaching in ordinary universities as the object and 81 students(not specialized in sports)aged 20-21 from the dancesport optional course in ordinary universities as experimental subjects.In the research,many experimental methods are employed,including literature review,expert interview,questionnaire survey,experimentation and mathematical statistics.At the end of the experiment,subjects’ various statistic data will be analyzed after their waltz skill learning for 10 weeks and skill retention for 31 days.Results:(1)In the test after the experiment,the imagery ability of experimental group was noticeably different from the control group(p<0.05);(2)In the 4th to 10 th week of waltz skill acquisition test,the experimental group has remarkably higher scores in skill test index,artistic expression force index and action specification index than the control group(p<0.05);(3)In the 6th to 10 th week of waltz skill acquisition test,the experimental group has remarkably higher scores in music rhythm index than the control group(p<0.05);(4)Only in the 6th week,there appears a significant difference in waltz action proficiency scores in both the experimental group and the control group(p<0.05),and there is no significant difference in other skill acquisition test time(p>0.05);(5)On the 1st,2nd,6th,15 th and 31 st days of the waltz skill retention test,the experimental group get remarkably higher scores than the control group in terms of skill test,artistic expression,and action specification,and with respect to action proficiency as well as integrity,the experimental group only scores significantly higher than the control group on the 31 st day of the retention test(p<0.05).Conclusion:(1)Compared with the traditional waltz teaching,waltz teaching applying imagery training can significantly improve students’ imagery ability;(2)Imagery training can promote students’ waltz skill acquisition;Compared with the traditional waltz teaching,waltz teaching applying imagery training can significantly improve students’ music rhythm,artistic expressive force and action specification;(3)Imagery training can promote students’ waltz skill retention;Compared with the traditional waltz teaching,waltz teaching applying imagery training can significantly improve students’ retention to artistic expressive force,action specification,action proficiency and integrity.