Microlecture Assistance during University Martial Arts Classes Improves Students’ Learning Motivation and Endeavors

Purpose: To investigate whether integrating micro-teaching methods into the instruction of Twenty-four-Style Taijiquan can enhance teaching quality and to evaluate its effects on students.

Method: Micro-lecture assistance in teaching was implemented in two classes at a university. Paired sample t-tests were conducted to examine alterations in students’ scores in the 24-form Tai Chi pre- and post-microlecture intervention, offering empirical support for the prospective integration of micro-courses into university martial arts education.

Results: Throughout an eight-week assessment period, the experimental group exhibited notable enhancements in technical proficiency (P < 0.000), theoretical comprehension (P < 0.0001), learning enthusiasm (P < 0.0001), and self-evaluation (P < 0.0001).

Conclusion: The integration of Micro-lecture teaching methods into martial arts education stimulated students’ learning motivation and facilitated heightened self-directed learning endeavors.