The Impact of the Bionic Teaching Method on Basic Motor Skills in Children's Street Dance

Abstract

Traditional pedagogical approaches in children's street dance often rely on rote imitation, which may not fully engage young learners or optimize motor skill acquisition. This study investigates the efficacy of a "Bionic Teaching Method" (BTM)—a pedagogical strategy utilizing metaphorical imagery drawn from animal and natural phenomena—as a child-centric alternative. The objective was to empirically compare the impact of BTM against a Traditional Teaching Method (TTM) on the basic motor skills of children. A 12-week, quasi-experimental pre-test/post-test design was employed, involving 60 children aged 6–9, divided into an experimental group (EG, n=30, receiving BTM) and a control group (CG, n=30, receiving TTM). Basic motor skills were quantified using four measures: coordination (Test of Gross Motor Development-3 Locomotor subscale), flexibility (Sit-and-Reach test), lower-body power (Vertical Jump test), and rhythmic accuracy (a standardized rhythmic protocol). Data were analyzed using ANCOVA, controlling for pre-test scores. The results indicated that while both groups improved, the BTM experimental group demonstrated significantly greater gains than the TTM control group in coordination (F(1, 57) = 14.21, p < .001), rhythmic accuracy (F(1, 57) = 11.09, p = .002), and flexibility (F(1, 57) = 5.15, p = .027). No significant group difference was found in the development of lower-body power (p > .05). The findings suggest that the Bionic Teaching Method, likely by fostering an external focus of attention and enhancing learner engagement, is a superior pedagogical strategy for developing complex motor skills in the context of children's street dance.