The Influence of Different Length of Adaptive Skills Learning in College Students' Breaststroke Learning Based on the Macmillan analysis approach

摘要

The purpose of this study was discusses whether the learning intervention of different length of environment adaptive skills learning has a significant positive impact on breaststroke learning based on the data analysis of five-month teaching experiment. Fifty-eight college swimming students were selected as study objects and divided into two groups on average. The evaluation scores of adaptive skills and motor skills in water were collected before and after the experiment, and the data measured before and after the experiment were statistically analyzed by Macmillan analysis, Chi-square test, PHI test, and T-test. Results: (1) Before and after the experiment, there were significant differences in rhythmic breathing (p < 0.01), treading water (p < 0.01), supine floating (p < 0.01), body position from vertical to supine floating (p < 0.01), body position conversion ability (p < 0.01), breaststroke swimming ability (p < 0.01) in the experimental group. Also, there were significant differences in rhythmic breathing (p < 0.05), treading water (p < 0.01), supine floating (p < 0.01), body position from vertical to supine floating (p < 0.01), body position conversion ability (p < 0.01), breaststroke swimming ability (p < 0.01) in the control group. (2) After the experiment, there was no significant difference between the experimental and control groups in treading water, body position from vertical to supine floating, body position conversion ability, and breaststroke swimming ability (p > 0.05). However, there were significant differences in the supine floating index (p < 0.05) and the body position conversion ability (p < 0.01). (3) After the experiment, there was a significant difference between the experimental and control groups in breaststroke technical evaluation (P > 0.05). (4) There were significant correlations between the breaststroke swimming ability and treading water (PHI=0. 538, P < 0.01), supine floating (PHI=0. 532, P < 0.01), body position from vertical to supine floating (PHI=0. 679, P < 0.01), and body position conversion ability (PHI=0. 340, P < 0.01). Conclusion: When learning specific motor skills (swimming style) in water, it is beneficial and necessary to increase adaptive learning.