Experimental Study on Field Leadership Intervention in Dancesport Courses

: To evaluate the effectiveness of field leadership theory in Dance sport course, we conducted an experiment of field leadership intervention in teaching In the experiment, the students are randomly divided into the experimental group and the control group, using the same teaching content, field leadership intervention is carried out in the experimental group to evaluate which teaching method of field leadership is better than the traditional teaching method The experience last for 12 weeks According to the pre test and post test of leadership and the ranking of the same competition in the final competition, it was found that the final performance and leadership of the experimental group were significantly better than that of the control group That is, field leadership intervention in Dance sport course has a significant effect on improving students' leadership and semester performance.


Introduction
We have found our selves permxed: many individuals invest years in learning Dance sport, dedicating significant effects to master basic skills and memorizing numerical combinations However, their performance and competition results remain unremarkable The question arises: why do the "high input" of learning and training yield a "low efficiency" outcome?This can be particularly disheartening for dance enthusiasts aspiring to achieve highly competitive levels Is it a matter of ineffective teaching, or are students not learning effectively?
The atmosphere of different classes is very different, some teachers are very involved in teaching, while students are passively forced to learn, while in some classes, students take the initiative to practice and show themselves To interact with others, the students feel full of achievement when the class is over According to the Feynman theory, learners' "active input" is much more effective than "passive input," requiring active participation We, teachers, as course designers and classroom leaders, need to actively create an environment conductive to active learning Field leadership is a leadership theory suggesting that leaders should choose the most appropriate leadership style based on their environment and circles To examine which field leadership intervention in courses can enhance learning outcomes, an experience is proposed, evaluating the practical effectiveness of field leadership theory in classroom teaching

Field leadership
Field leadership is a new leadership theory aiming to address the shortfalls of traditional leadership methods It argues that leaders should choose the most appropriate leadership style based on their environment and circumstances The background of field leadership aries from dissatisfaction with traditional leadership methods and the demand for a more flexible and adaptive leadership approach In recent decades, traditional leadership methods have proven flexible and ineffective in some situations For example, in certain cases, a teacher's enforcement of a command style leadership may reduce team creativity and innovation, leading to student negativity and attrition Rote style dance exam oriented education renderings students' dance expressions number, hinting the harmony of emotion and movement Similarly, releasing solely on a collaborative leadership style is insufficient for optimal results in every situation Hence, the study of field leadership emerged to provide a more flexible, adaptable leadership approach, allowing leaders to choose the most appropriate style based on their environment and circumstances Field leadership research has garnered increasing attention and has received significant results in various fields, including education, business, and healthcare

Statement of The Problem
The study will explore the following aspects: after field leadership intervention, has students' interest in learning increased?Are students more actively engaged?Has the students' team work improved?Does it affect students' learning outcomes?Does it impact the implementation of teacher teaching?How do students provide feedback and evaluations?
Specifically, it answered the following problems: 1.What is the level of performance of the student responses before the conduct of the field leadership in DanceSport course?
2. What is the level of performance of student responses in conducting the field leadership in DanceSport after 12 weeks?
3. Is there a significant difference in the performance of student performance before and after conducting field leadership?
4. What are the insights of the teachers and immediate supervisors on student interest before and after intervention of field leadership? 5. Based on the result, what model framework on field leadership may be proposed for improved performance in DanceSport?

Theoretical Framework
This study is based on Feynman learning method and NASA-4D theory 3.1.1.Charles Pellerin's NASA-4D Guidance for Individual and Team Analysis and Improvement Planning Four Different Types (NASA-4D) provides convention for conducting individual field development assessments and team field development assessments Through measurement, it benefits clear about the other party's nature, understanding what methods are most effective for communication It helps to formulate improvement plans for both individuals and teams

Research Design
The research design is based on the nature of investment employed a quasi experimental study or a semi experimental Randomly select two classes, designing them as the experimental group and the control group, with 30 participants in each with a gender ratio of 1:1 The experimental group undergoes field leadership intervention, while the control group did not receive any intervention Pre tests and post tests for leadership will be conducted in the first week and the two weeks, respectively A learning effectiveness test will be administered in the two weeks (due to the zero foundation in sports dance, a pre test is not feasible) Data analysis will be performed to examine the relationship between independent and dependent variables

Data collection
The data involved in this study includes leadership data, final exam score data and other surveys, observation and interview data collection.a. Questionnaire survey:, And the questionnaire survey is used to collect the information of the participants.
b. Sports dance course performance evaluation form: researchers can use a standardized evaluation form to evaluate the participants' sports dance skills in order to compare the performance differences between the experimental group and the control group.c.Video recording: researchers can use cameras to record th E performance of participants in sports dance classes for subsequence analysis and evaluation.
d. Statistical software: use statistical analysis software (such as SPSS) to process and analyze the collected data in order to draw conclusions and negotiations

Data analysis
Firstly, the pre test data is examined to ensure that there is no significant difference between the two groups, guaranteeing the credibility of the experimental results Subsequently, data analysis is conducted on the post test data to study where there are significant differences in the final scores and leadership between the two groups Additionally, the leadership levels of individual members in the experimental group are compared before and after the intervention to detect any significant changes For each differential test, a normality test is conducted on the data If both sets of data meet the normality assumption, a t-test is performed; Otherwise, a non parametric test is employed In this study, a comparison between the experimental group and the control group is conducted, utilizing both an independent samples t-test or a non parametric independent samples test The examination of the differences in leadership levels between pre test and post test within the experimental group is carried out using a paid t-test or a non parametric related samples test

Field leadership intervention changes the communication channels of students and increases the opportunities for interaction among students
The first step in the process of field leadership organization is to form a team, which invisibly brings about changes in communication channels, creating an output field Traditional forms of teaching organization mostly involve teachers reporting while students listen, resulting in limited communication channels, a singular format, and poor interactive effects From the traditional way, we can see that in the Dance sport class with 30 students and 15 male female pairs, there are 15 communication paths Adding the communication paths between the teacher and each student, the total communication paths for all the mentioned patterns are 15+30=45 Due to the significant difference in the number of teachers and students, a teacher fixing 30 students has limited opportunities for individualized guidance However, adapting a team communication model, in addition to the basic 45 paths mentioned above (30 between the teacher and each student, and 15 between male female dance partners), we further organize the 30-person class Five students volunteer to present, and then randomly form five teams Each team consists of 6 members (3 males and 3 females) We can observe the communication channels for each group in the following diagram: As table 1, the list of communication paths between the control group and the experimental group is as follows: Due to significance>0.05,we do not reject the assumption of equal variance, where the t-value falls within the 95% confidence interval.Therefore, we do not reject the assumption that there is no significant difference in the pretest leadership between the two groups.From the data on the graph, it can be seen that due to significance>0.05, the null hypothesis is not rejected, that is, there is no significant difference in learning efficiency between the two groups in the pre-test. .000 a. Grouping variables: Group

Field leadership intervention can
significantly improve students' leadership and learning efficiency 4.3.1.Significant difference in final grades between the experimental group and the control group Perform a single sample K-S test on the final grades of the experimental group and the control group, and then perform a non parametric double independent sample test on the two sets of data.The data results are as Table 4 and Table 5: Due to significance<0.05, the null hypothesis is rejected, which assumes that there is a significant difference in the final grades between the control group and the experimental group.
As the rank mean of the experimental group is greater than that of the control group, it is considered that the final grades of the experimental group are significantly better than those of the control group.

Significant difference in leadership between the experimental group and the control group after intervention
Conduct a single sample K-S test on the leadership data of the experimental group and the control group after intervention, and then perform a non parametric test and double independent sample test on the two groups of data.The data results are as Table 6 and Table 7  .002 a. Grouping variables: Group Due to significance<0.05, the null hypothesis is rejected, which suggests that there is a significant difference in leadership between the control group and the experimental group.Due to the fact that the average value of the experimental group is higher than that of the control group, it is considered that the leadership of the experimental group is significantly better than that of the control group.

Conclusion and Recommendations
Sixty undergraduate students who took the elective sports dance course in the spring semester of 2023 at XX University were selected as the research subjects and divided into two classes.One class was randomly selected as the experimental group and the other as the control group.There was no significant difference in leadership and learning efficiency between the two groups.Field leadership was used to intervene in the experimental group for 12 weeks.
The results showed that the final grades and leadership of the experimental group were significantly better than those of the control group, indicating that using field leadership intervention in sports dance courses can significantly improve students' semester grades and leadership levels.

Field leadership: By creating an output field, changing communication channels, increasing interaction opportunities, promoting student leadership and learning efficiency improvement
In sports dance teaching, different teaching strategies are adopted when using field leadership intervention, team communication mode is adopted, communication channels and frequency are increased, and opportunities for students to discuss and share are increased, thereby promoting the improvement of student leadership and learning efficiency.

Following Feynman's theory in teaching, changing passive input to active input, and improving retention rate
Unlike traditional teaching methods, the experimental group is divided into groups of 6 people, with 3 male and 3 female dance partners, and a total of 30 people divided into 5 groups.Through group discussions, practice, and mutual teaching among classmates, students actively learn.This creates conditions for adopting the Feynman learning method.Why replace learning with education?Replacing learning with education is the core of Feynman's learning method.In Feynman learning, input can help output, and output can force input.The most direct benefit of forcing input to conform to the principles of memory is that it enhances the retention rate for specific content.Replacing learning with education requires concise and in-depth analysis in a language that everyone can understand.The Feynman learning method should provide more authorization for teaching teachers, allowing students to participate in discussions, practice, and mutual teaching guidance,

Field leadership adopts NASA-4D to improve communication effectiveness and enhance leadership
The two dimensions of collecting information and the two tendencies of making decisions are what we call 4D The communication between dance partners can achieve "knowing oneself and the other", better understand each other, reduce the awkward situation of "chicken talking with duck", and optimize internal communication.And analyze the personal leadership field, diagnose the team's current situation, and develop improvement plans separately.

Through continuous efforts to create a field, leadership and teaching effectiveness have been improved
Charlie Pelerin's NASA-4D guides us on our personal tendencies when collecting information and making decisions in discussions and mutual teaching activities.With this foundation, we have a basic judgment on the nature of people, teams, and things (referring to learning tasks) in my classroom environment, which facilitates optimal matching and coordination.Through a series of practical learning and intervention methods, we can achieve the goal of improving learning effectiveness.Due to early efforts, the team had good interaction, cleared obstacles, fully mobilized teachers and classmates, and improved learning efficiency and leadership.

Table 1 .
Comparison of communication paths

. Differences in the Level of Performance of two groups of Respondents -set up 4.2.1. There is no significant difference in leadership between the two groups of students before intervention
Analyze the leadership and learning efficiency data of the experimental group and the control group, and conduct independent sample t-tests on the leadership data of the two groups before intervention.The data results are as table 2: 4.

2.2. There is no significant difference in learning efficiency between the two groups of students before intervention
Perform a non parametric double independent sample test on the pre-test data of learning efficiency for two groups, and the data results are as Table3:

Table 2 .
Leadership Differences between the Experimental and Control Groups (Pre test)

Table 3 .
Differences in learning efficiency between the experimental group and the control group (pre test)

Table 4 .
Differences in final grades between the experimental group and the control group (post test)

Table 5 .
Differences in final grades between the experimental group and the control group (Inspection statistics a)

Table 6 .
: Differences in leadership between the experimental group and the control group (post test)

Table 7 .
Differences in leadership between the experimental group and the control group (Inspection statistics a)