The Promoting Effect of Bionic Teaching Method on Rhythm and Movement Coordination in Children's Street Dance: An Empirical Study

Abstract

The rapid integration of street dance into youth physical education curriculums has presented challenges regarding the effective transmission of complex rhythmic patterns and coordination skills to young learners. Traditional instructional models, which rely heavily on abstract counting and mechanical repetition, often fail to align with the cognitive developmental stages of children aged six to nine. This study investigates the efficacy of the Bionic Teaching Method (BTM), a pedagogical approach that utilizes biomimetic imagery and animal movement analogies, in enhancing rhythm perception and movement coordination in children's street dance training. Employing a quasi-experimental design with a sample of 120 novice learners, the research compares the BTM against traditional demonstration-based instruction over a 12-week intervention period. Data were collected through quantitative assessments using expert-validated rubrics and motion analysis. The results indicate that the experimental group utilizing BTM demonstrated statistically significant improvements in both rhythmic accuracy and inter-limb coordination compared to the control group. The findings suggest that mapping abstract dance mechanics onto familiar biological movements reduces cognitive load and enhances kinesthetic awareness. This study provides empirical evidence supporting the integration of embodied cognition theories into dance pedagogy, offering a novel framework for early childhood movement education