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14BENEFITS OF COORDINATION TRAINING MOTIVATION MUSIC FOR FEMALE FITNESS AEROBICS GROUPS
UDC 796.011.3
Postgraduate student N.V. Tashmanova1 1Surgut State University, Surgut
Corresponding author: [email protected]
Abstract
Objective of the study was to rate benefits of a coordination training motivation music model for different female fitness service versions applicable at universities.
Methods and structure of the study. The coordination training motivation music model for elective female fitness groups was tested by an experiment in 2018-19 academic year at the Surgut State University's Physical Education Department. We sampled for the study the second-year female students of non-sporting bachelor specialties (n=41) and split up the sample into Experimental Group (EG, n=19) subject to a sports-emphasizing physical education; and Reference Group (RG, n=22) subject to a fitness training.
As a coordination abilities rating test students were to repeat a dance combination made of basic steps of classical aerobics; repeat the proposed rhythmic patterns after listening to them.
Research results and conclusions. The experiment resulted in a statistically significant progress in the perception and repeating of the rhythmic pattern of an increased complexity level in the Experimental Group compared to the Reference one.
The pre-experimental dance routine repeating tests found none individual in the EG and RG capable of repeating the demo combination in Attempt 1, whilst 37.2% and 41.6% of the EG and RG was able to cope with the test in Attempt 2; 36.7% and 35.2% in Attempt 3; and 26.1% and 23.2% failed the test, respectively. The post-experimental tests found progress in both of the groups, with every EG girl being able to cope with the test, and with the Attempt 1 success rate in the EG found to grow from 0% to 15.7%.
The coordination training motivation music model was tested more beneficial for the sports-emphasizing physical education model versus the traditional fitness training model as verified by the movement coordination, rhythmic ability and rhythmic pattern repeating progress tests.
Keywords: coordination training, motivation music, female students, fitness aerobics, rhythmic ability, rhythmic pattern.
Background. Motivation music is known to be of special benefits for the physical training goals in many aspects including the rhythmic ability improvement ones (K.V. Gorbuzova, 2011). Feel of rhythm may be defined as the inborn skill that may grow with the living experience when specially trained to contribute to the harmonic development process. It is largely through the individual rhythmic abilities that one masters a wide variety of motor skills.
A range of motivation music versions has long been traditional for different fitness schools. Thus the traditional fitness training models normally use background music to partially offset monotony and fatigue and/ or control the workout intensity. Modern fitness aerobics models use motivation music as a process leader, i.e. for setting the training process rhythm, mood and pace, with the musical rhythm helping control the movements and lift up spirits. Positive emotions trig-
Table 1. Samples of the rhythmic ability rating rhythmic pattern used in the tests
Rhythmic pattern 1
Rhythmic pattern 2
Rhythmic pattern 3 Rhythmic pattern 4
1st 2nd 3rd 4th
J J
1st 2nd 3rd 4th
1st 2nd 3rd 4th
JJ J
1st 2nd 3rd 4th
gered by the motivation music keep up enthusiasm and energy of the trainees, secure faster progress in their working capacity, with health improvement benefits and better rehabilitation in the active rest phases. Music may be also beneficial for the training process as it helps memorize the movement sequences. Furthermore, musical illustrations are widely used for the fitness aerobics routine design purposes in the following two aspects: (1) to design a specific routine; and (2) to control the movement pace/ rhythm in the execution process.
It should be mentioned that the motivation-music-driven fitness aerobics pace/ movement structure control is widely used among the key training tools, with the performance pace slowed down or increased depending on the individual progress in the routine element mastering process. When a training pace is too fast for a beginner trainee, he/she may be exposed to the overstrain risks being often unable to understand and/ or repeat the movement sequence. On the other hand, too slow pace may be also detrimental to the cardiorespiratory system performance and, hence, the trainees' health.
Objective of the study was to rate benefits of a coordination training motivation music model for different female fitness service versions applicable at universities.
Methods and structure of the study. The coordination training motivation music model for elective
female fitness groups was tested by an experiment in 2018-19 academic year at the Surgut State University's Physical Education Department. We sampled for the study the second-year female students of non-sporting bachelor specialties (n=41) and split up the sample into Experimental Group (EG, n=19) subject to a sports-emphasizing physical education; and Reference Group (RG, n=22) subject to a fitness training. The group motivation music was different in the following aspects:
RG (fitness) EG (Physical Education)
Training intensity, physical and mental state control motivation music Lead motivation music, i.e. rhythm, mood and pace control motivation music
We used the following tests to rate the individual progress in coordination skills: (1) Dance routine repeating test, with the routine including basic steps of classical aerobics demonstrated by the instructor. The progress was rated by the total number of attempts for success (three at most); and attempts claimed for the error-free execution (three at most; and (2) Rhythmic pattern repeating test upon listening (see Table 1), with the progress rated by the listening attempts (four at most) claimed for an error-free repeating. The error-free repeating in Attempts 1, 2, 3 and 4 was scored by 4, 3, 2 and 1 point, respectively.
Table 2. Group progresses rated by the rhythmic pattern repeating skills tests
Rhythmic Pattern Group Pre-experimental test±o (n=19, 22) Post-experimental tests ±o (n=19, 22) p<0,05
EG 3,7±0,5 3,7±0,4 p>0,05
RP1 RG 3,8±0,7 3,8±0,5 p>0,05
p p >0,05 p>0,05
EG 3,5±0,5 3,9±0,2 p<0,05
RP2 RG 3,8±0,4 3,9±0,4 p>0,05
p p<0,05 p>0,05
EG 2,8±0,4 3,2±0,4 p<0,05
RP3 RG 2,9±0,5 3,1±0,4 p>0,05
p p>0,05 p>0,05
EG 1,9±0,7 2,5±0,5 p<0,05
RP4 RG 1,8±0,9 1,9±0,8 p>0,05
p p>0,05 p<0,05
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Results and discussion. The group progresses tested by the pre- versus post-experimental rhythmic pattern repeating tests are given in Table 2.
The above pre- versus post-experimental test data showed significant (p <0.05) progress in the rhythmic pattern repeating skills in the EG versus RG. We should also note the significant (p<0.05) progress in the EG training as verified by the pre- versus post-experimental rhythmic patterns 2, 3 and 4 tests.
The dance routine repeating test included the basic steps of classical fitness aerobics, with the trainees required to repeat the dance routine demonstrated by the instructor (three attempts at most): see the test data on Figure 1 hereunder.
60,0
Pre Post Pre Post
EG RG
■ Attempt 1 "Attempt 2 ■ Attempt 3 »Failed
Figure 1. Dance routine repeating test data: success percentages and numbers of attempts for success
The pre-experimental dance routine repeating tests found none individual in the EG and RG capable of repeating the demo combination in Attempt 1, whilst
37.2% and 41.6% of the EG and RG was able to cope with the test in Attempt 2; 36.7% and 35.2% in Attempt 3; and 26.1% and 23.2% failed the test, respectively. The post-experimental tests found progress in both of the groups, with every EG girl being able to cope with the test, and with the Attempt 1 success rate in the EG found to grow from 0% to 15.7%.
Conclusion. The coordination training motivation music model was tested more beneficial for the sports-emphasizing physical education model versus the traditional fitness training model as verified by the movement coordination, rhythmic ability and rhythmic pattern repeating progress tests.
References
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2. Gorbuzova K.V. Music at physical education classes. Zdorove - osnova chelovecheskogo potentsiala: problemy i puti ikh resheniya. 2011. v. 6. No. 1. pp. 456-458.
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