Undergraduate Students’ Perspective on Learning Aerobic Dance

Abstract

This qualitative study explored the experiences and factors influencing aerobic dance skills, and teaching courses from the perspective of 31 Physical Education students. Data were collected through observation, concept maps, critical incidences, and interviews. Data were inductively analyzed using a constant comparison method and data triangulation. There were two main topics. The first topic includes positive experiences such as (1) learning new skills that can be beneficial in the future and (2) engaging in activities and learning with friends. Negative experiences include feeling pressured when required to assume a leadership position. The second topic encompasses supporting factors such as (1) help from classmates, (2) teacher guidance and feedback, (3) personal motivation and dedication. The hindering factors include (1) fast-paced teaching and use of specialized terminology needed to be understood by students, (2) lack of ready equipment for learning, (3) difficulty and assistance required in comprehending the rhythm of the music, (4) long waiting period during the learning process (5) unfavorable learning environment (6) unclear evaluation methods. Conclusion: Instructors and peers play a crucial role in supporting the learning of aerobic dance. Additionally, appropriate teaching methods and assessment procedures shall help enhance the effectiveness of teaching and learning aerobic dance.