View of Push and pull factors affecting college students' satisfaction with yoga courses: A case study of colleges and universities in Shenyang

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Technium

41/2023

2023 A new decade for social changes

Social Sciences

Technium.

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Push and pull factors affecting college students' satisfaction with yoga courses: A case study of colleges and universities in Shenyang

Yuanyuan Wei¹, Xia Wan² [email protected]

Abstract. In the research process, the methods of literature, interview, Delphi, questionnaire and mathematical statistics were used. From the perspective of push and pull theory, this paper studies the countermeasures to improve students' satisfaction in yoga courses. The satisfaction of yoga courses in Shenyang's colleges and universities is at the middle level, among which the satisfaction of "yoga teaching ability" and "classmate relationship" is relatively high; The satisfaction of "yoga teaching content and teaching method" and "course assessment" is relatively low. On the whole, the satisfaction of yoga teaching has great room for improvement. Through factor analysis and regression analysis, it is concluded that the thrust factor can be expressed by six indicators: improving physical fitness, improving body shape, optimizing interpersonal relationships, hobbies, challenging oneself, and achievements, of which improving physical fitness has the greatest impact; The pull factor can be expressed by six indicators: teacher's own factor, teaching content, teaching method, teaching assessment, teaching effect and teaching environment, of which the teacher's own factor has the greatest impact. Push and pull theory can be used to improve the satisfaction of yoga courses in colleges and universities. In terms of thrust, awaken the thrust factor and improve the satisfaction of yoga courses with the help of internal impetus; In terms of tension, optimize the tension factors and improve the satisfaction of yoga courses with the help of external tension.

Keywords. Push pull theory, yoga courses, satisfaction, influencing factors

Introduction

Yoga is a sport that originates from India. It was introduced into our country in the 1980s. In recent years, with the development of yoga, it has gradually become one of colleges and universities official courses. Yoga can improve the physical function of participants through the control of body posture and postures. It can improve people's physical, psychological and emotional aspects through the adjustment of body posture, the meditation method of adjusting mood and the breathing method of adjusting breath. Yoga is a mature health and fitness system.

As an internal and external exercise, yoga has been welcomed by teachers and students in colleges and universities since it was introduced into the curriculum. Through a variety of yoga teaching content, flexible teaching methods, yoga class has shown a strong attraction, in improving the physical quality and mental health of the participants, college yoga class has shown a strong course influence 1. Zhu Ying points out through research that yoga plays a positive role in improving the body shape of college students, maintaining weight, body fat and Technium Social Sciences Journal

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other aspects, especially for female college students, the effect of yoga course is obvious; Chen Koning concluded that yoga teaching has a positive impact on the mental health of college students. Yoga teaching is not only a method of physical exercise, but also an effective means of psychological treatment. Zhang Can pointed out that yoga teaching in colleges and universities can effectively change the physical and mental health state of college students, and it is very necessary to carry out yoga teaching in colleges and universities.

Yoga has its own characteristics. Compared with other sports, yoga has lower requirements on exercise venues and exercise equipment. The difficulty of the course is low, yoga has been carried out in some colleges and universities, but college yoga courses also exposed some problems, Li Na pointed out that in college teaching yoga is asana based teaching projects, the lack of breathing and psychological teaching, students can not fully understand the meaning of yoga movements, and students self-learning consciousness is poor led to students' learning satisfaction is not high ; Ding Xueli's investigation found that the opening rate of yoga courses in colleges and universities in Hebei Province is high, but the students' learning satisfaction is insufficient. On the one hand, the yoga teaching teachers are young and inexperienced; on the other hand, the students' cognition of yoga content is poor, and the materials of yoga learning are insufficient

Although yoga teaching in colleges and universities has brought changes to students' physical and mental health, the low satisfaction of yoga teaching has become a problem that the yoga teaching in colleges and universities must face. The low satisfaction of yoga teaching in colleges and universities not only affects the teaching effect of physical education teachers, but also affects the learning and physical and mental development of students, which limits the development of yoga teaching in colleges and universities. The current yoga teaching must be solved by optimizing yoga teaching in certain ways and improving the satisfaction of yoga courses.

Push-pull theory is a set of theories proposed by American geographers in the 1960s, which was initially used in the theoretical study of population migration. According to this theory, population migration requires the combined action of many forces, including the push factors from the place of departure, such as the decrease of income in the place of departure, the increase of living cost, etc. There are also pulling factors from the destination, such as better education and medical conditions, more job opportunities, etc. . With the development of push and pull theory, it is gradually applied to sociology, economics, psychology and other aspects of research. By applying the push-pull theory to the study of yoga courses in colleges and universities, the influencing factors of the satisfaction of yoga courses in colleges and universities can be divided into external pulling force and internal driving force, and the analysis of yoga courses in colleges and universities can be conducted from multiple perspectives, which has positive significance for improving the satisfaction of yoga courses and promoting the better development of yoga courses in colleges and universities.

Review of the literature

By introducing satisfaction into the field of education and measuring students' satisfaction with the educational process, the concept of "curriculum satisfaction" is generated, which refers to students' satisfaction with teachers, teaching process and teaching results in the course teaching process. Li Xiaoyong believes that curriculum satisfaction is students' perception of teaching activities in the teaching process, and curriculum satisfaction can reflect the teaching process and students' motivation to participate in teaching activities9. Zhang Yuhui believes that course satisfaction is the difference between students' comparing course quality Technium Social Sciences Journal

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and psychological satisfaction, and course satisfaction reflects the degree to which students meet their own needs for the course and is a comprehensive evaluation of the teaching process [10]. "Course satisfaction" has two meanings: one is students' subjective view of the course, that is, they are satisfied with the factors in the course; the other is the difference between students' course acquisition and psychological expectation, that is, students think they have obtained the required knowledge and skills, then they have higher course satisfaction;

otherwise, they have lower course satisfaction [11].

According to the meaning of "course satisfaction", the university yoga course satisfaction is defined as the comprehensive evaluation of students on the yoga course when the university carries out the yoga course, including the comprehensive evaluation of students' psychology from various aspects, such as the setting of the yoga course, the content of the course, the teachers of the course and the assessment of the course. The satisfaction of the yoga course affects the acceptance and recognition of the students on the yoga course.

Jannecke believes that the satisfaction of physical education course is an important reference reflecting the quality of physical education teaching in colleges and universities.

Through the satisfaction of physical education course, we can find the areas that need to be improved in physical education in colleges and universities, and also predict the development of physical education course, so as to provide references for physical education teaching in schools [12]. As for the influencing factors of PE course satisfaction, Xu Fengping pointed out that the establishment of PE course is the most important factor affecting students' satisfaction, in addition to teachers' teaching ability, students' interest and participation, students' learning gains and other important factors influencing PE course satisfaction [13]. Through factor analysis, Tan Yalin concluded that factors affecting PE curriculum include teacher factors, teaching content factors, teaching effect factors, venue factors and curriculum arrangement factors [14]. Bai Jinhao's research shows that students' satisfaction with physical education courses is positively correlated with students' participation in physical education courses, and students' participation in physical education courses is the most important factor influencing the satisfaction [15].

Push and pull theory

Push-pull theory is a theory that studies population flow. It was used in the early theoretical studies related to population migration, and the population contradiction in the destination area of population migration was attributed to the "push" of population flow. (16) The mouth attraction of the destination area to population was attributed to the "pull" of population flow. This combination of push and pull forms the basis of the push and pull theory.

The push and pull of population flow are not invariable. For migrant workers to enter the city, the pull of urban is greater than that of rural areas

With the development of the push and pull theory, it has gradually evolved into an important analytical tool in social psychology. By measuring people's internal needs, it turns the internal push and people's action power into the push, and the promotion effect of external environment and external factors on people's behavior into the pull. Push and pull jointly affect individual activities.

Application of push and pull theory in sports research

With the development of push and pull theory, it is gradually applied in sports research, especially in sports tourism, physical exercise and other fields.

Zhang Zhaolong used the push and pull theory to study women's participation in sports tourism. From the perspective of push, women have advantages in education, salary and Technium Social Sciences Journal

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mentality, which makes women willing to participate in sports tourism. From the pull point of view, the scenery, scenery and the opportunity to make friends in the tourist destination attract women to travel. From the perspective of push and pull theory, there are great differences in the motivation factors of different groups, which leads to the diversified characteristics of push and pull theory.

Li Qiang used the push and pull theory to analyze the motivation of physical exercise of the elderly, and concluded that the push factor and pull factor directly affect the physical exercise of the elderly. The elderly's physical exercise is a motivation mechanism formed by the mutual influence of the "push" effect of their own health consideration and the "pull" effect of the external exercise environment.

Zhao Shaocong analyzed the situation of physical education teachers in colleges and universities with the help of push and pull theory, and pointed out that in the flow and talent training of physical education teachers in colleges and universities, the thrust factor is secondary, and the main role is the external pull factor, including the full flow of talent market, regional economic development differences, colleges and universities attach importance to talent and so on.

Ao Wenhao through the analysis of college students basketball option courses, pointed out that college students participate in basketball option courses by the influence of push motivation and pull motivation, the push motivation includes improving the mental outlook, self-improvement and other internal driving force, pull motivation for the appeal of basketball option courses, including curriculum cognition, cognition of basketball projects. Through the analysis of push and pull theory, it provides reference and basis for universities to optimize the basketball option course.

Jian Meixia used the push and pull theory to analyze the motivation of college students to participate in physical exercise, pointing out that the push motivation of college students to do physical exercise includes fitness, social interaction, learning, etc., and the pull factors include pressure relief, project characteristics and external effects. Different college students have significant differences in the push and pull factors of physical exercise, which requires full consideration of personalized and differentiated situation when optimizing the motivation of physical exercise for college students.

On the whole, although the push and pull theory has been applied to sports related research, the overall number of studies is small, with only 10 journals and 8 papers using "push and pull theory + sports" as the keyword. At the same time, the number of studies on the push and pull theory applied to physical education courses in colleges and universities is less, and only 1 paper involves the teaching of optional basketball courses. At present, the analysis of college yoga courses by push and pull theory is still in the blank. This study takes this as a starting point and analyzes the influencing factors of college yoga courses from the perspective of push and pull theory. On the one hand, it can enrich the application of push and pull theory, on the other hand, it can make up for the deficiency of push and pull theory in the study of college physical education courses.

Method

The purpose of this paper is to study the factors influencing the satisfaction of college students' yoga courses, and explore the methods and ways to improve the satisfaction of college students' yoga courses through research. The questionnaire was determined by interviews and Delphi method, and four schools in Shenyang, Liaoning University, Shenyang Polytechnic University, Northeastern University and Shenyang Normal University, were selected to issue Technium Social Sciences Journal

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the questionnaire, and the objects were all yoga students (n=600).

Data from student questionnaires and expert questionnaires were collected and analyzed by Excel 2022 and Spss 25.0, and operations such as data factor analysis, descriptive statistics and factor analysis were conducted. Data collation and analysis provided data support for this study.

Results

According to the statistics of students' satisfaction with yoga courses in different dimensions, overall, Shenyang university students' satisfaction with yoga teaching is at an average level. The average values of six dimensions are all in the range of 2.9-3.7 points, that is, 58% (2.9 points) to 74% (3.7 points) of the overall score, and there is no high satisfaction score of 4 points (80%), so there is still a large room for improvement of students' learning satisfaction.

Specifically, the satisfaction score of "yoga teaching ability" is the highest, with an average score of 3.61, which indicates that the teaching ability of yoga teachers has been recognized by students. In second place was "classmate relationship", with an average score of 3.47. By learning yoga together, students can develop their interpersonal relationship, obtain better classmate relationship, and meet students' needs for interpersonal relationship. In the third place is "yoga teaching course arrangement". Yoga courses are usually elective courses or public courses, which are less important than academic courses, which makes the arrangement of yoga courses subordinate to students' personal time arrangement. From the perspective of students' satisfaction, the arrangement of yoga courses in universities can basically meet students' satisfaction. In the fourth place is "yoga teaching effect", the average score is 3.45 points, yoga teaching effect is the real harvest of students through yoga, judging from the score of students, most students recognize the teaching effect of yoga, but the score is not high, in the middle level, which indicates that students recognize the benefits of yoga course, but students do not benefit much. Ranked fifth is "yoga teaching content and teaching method ", the teaching content and teaching method of yoga course is the students' visual experience of learning yoga, students through the teaching content and teaching method arranged by the teacher to carry out learning. This has a direct impact on students' learning, but students do not rate teachers' teaching content and teaching methods highly, so teachers have a lot of room for improvement.

The last place in terms of satisfaction is "yoga course assessment", which is a comprehensive evaluation of students' learning. Teachers can check students' learning through assessment, and this score is only 2.94, indicating that students' satisfaction with teachers' assessment arrangement is low.

Table 1 Analysis of each dimension of learning satisfaction of yoga courses in col leges and universities (N=485)

Dimension Mean Standard

deviation

Reference to

topic Sorting

Yoga teaching ability 3.61 0.99 1-4 1

Yoga teaching content

and teaching methods 3.39 0.93 5-8 5

Yoga teaching

effectiveness 3.45 0.96 9-12 4

Yoga teaching class

schedule 3.46 0.98 13-16 3

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Classmate relationship 3.47 0.92 17-20 2

Yoga class assessment 2.94 1.15 21-24 6

Table2 Linear regression analysis results of thrust factors and satisfaction(n=6) Nonstandardized

coefficient Standardized

t p VIF

B Standard

error Beta

Constant 3.480 0.169 - 20.561 0.000** -

Thrust factor 0.006 0.014 0.218 0.446 0.009 1.000

R 2 0.847

Adjust R 2 -0.191

F F (1,4)=0.199,p=0.009

D-W 1.082

Dependent variable

* p<0.05 ** p<0.01

As can be seen from the above table, thrust factors (improvement of physical fitness, improvement of body shape, optimization of interpersonal relationship, hobbies, self- challenging and academic performance) are taken as independent variables, while satisfaction is taken as dependent variable for linear regression analysis. As can be seen from the above table, the model formula is: satisfaction =3.480+ 0.006* thrust factor, and the model R square value is 0.847, which means that thrust factor can explain 84.7% of the variation of satisfaction.

When F test was conducted on the model, it was found that the model passed F test (F-0.199, p-0.009<0.05), indicating that thrust factors have an influence on satisfaction, and there is a positive influence relationship. It can be shown that the six thrust factors of improving physical fitness, improving body shape, optimizing interpersonal relationship, interests and hobbies, challenging oneself and grades all have a positive influence on the satisfaction of students participating in college yoga courses. Students have subjective needs and expectations of yoga learning. While stimulating the enthusiasm of participation, they can also improve the satisfaction of participation due to the satisfaction of participation.

Table 3 Linear regression analysis results of tension factor and students' satisfaction in college yoga courses (n=6)

Nonstandardized

t p VIF

B Standard

error Beta

Constant 3.488 0.176 - 19.850 0.000** -

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Nonstandardized

t p VIF

B Standard

error Beta

Thrust factor 0.006 0.016 0.188 0.382 0.022 1.000

R 2 0.035

AdjusR 2 -0.206

F F (1,4)=0.146,p=0.022

D-W 1.097

Dependent variable

* p<0.05 ** p<0.01

As can be seen from the above table, the pull factor (teacher's factor, teaching content, teaching method, teaching assessment, teaching effect and teaching environment) is taken as the independent variable and the satisfaction degree is taken as the dependent variable for linear regression analysis. As can be seen from the regression analysis results of the pull factor and students' satisfaction degree in college yoga courses, the model formula is: satisfaction degree

=3.488+ 0.006* pull factor, the value of R square of the model is 0.735, which means that pull factor can explain 73.5% of the change in satisfaction. The model passed the F-test (F-0.146. p- 0.022<0.05), indicating that the tension factor had a positive influence on satisfaction. In other words, the pull factors of teachers, teaching content, teaching method, teaching assessment, teaching effect and teaching environment positively affect students' satisfaction in participating in yoga courses. The satisfaction of students participating in college yoga courses is affected by many factors. In addition to the subjective influence, objective external conditions will also interfere with the satisfaction of students. Good substantive level, teaching content, teaching methods, teaching assessment, teaching effect, teaching environment, etc., can better meet the learning needs of students and obtain better participation experience in learning. Thus, the satisfaction of participation can be improved.

Table 4 Descriptive analysis of thrust and pull indicators of influencing factors of satisfaction of yoga courses in colleges and universities

Common factor Mean（M）

Standard deviation（

SD）

Thrust

Improve physical fitness 3.785 0.736

Improve form 3.835 0.771

Optimizing relationships 3.643 0.846

Hobbies and interests 3.687 1.093

Challenge 3.700 0.720

Grades 3.830 1.690

Thrust summary Summary 3.747 0.976

Tension

Teacher’s own factors 3.715 1.286

Teaching content 3.395 1.160

Teaching methods 3.530 0.896

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Teaching assessment 3.135 0.870

Teaching effectiveness 3.325 1.046

Teaching environment 3.435 0.933

Pull summary Summary 3.423 1.032

According to the push and pull theory, there are two factors affecting an event: thrust factor and pull factor. Through factor analysis, common factor analysis is carried out on the factors affecting the satisfaction of yoga courses in colleges and universities to determine the impact indicators of thrust factor and pull factor.

Thrust factors to determine the improvement of physical fitness, improve the body, optimize interpersonal relations, interests, challenge oneself, achievement six indicators, among which "improve the body" (M-3.835) the highest mean, standard deviation (SD-0.771) is the lowest, the importance of the factor and recognition of the highest, yoga can improve the body is the main power to promote students to learn yoga, to yoga The influence of the satisfaction of yoga courses is the highest. The mean score of "optimizing interpersonal relationship"

(M=3.643) was the lowest, and interpersonal thrust was the thrust factor with little influence.

The standard deviation of "achievement" (SD-1.690) was the largest, and students thought the importance of "yoga achievement" factor was very different, yoga as a common course (elective course). Some students pay more attention to grades for credit, while some students pay less attention to grades for hobbies. From the overall perspective of the six indicators of the thrust factor, their scores are between 3.5-4.0 points, with a small score gap, indicating that these six factors are relatively important and the gap between them is not obvious.

After factor analysis, six indicators including teacher's own factor, teaching content, teaching method, teaching assessment, teaching effect and teaching environment were determined. Among them, the average value of "teacher's own factor" (M-3.715) was the highest, indicating that students considered teachers' own knowledge, experience and ability to be the most important pull factor in determining teaching satisfaction. "Teaching assessment"

(M-3.135) had the lowest mean value, and the assessment process and method of yoga teaching had the least impact on students' satisfaction with yoga. From the standard deviation, the

"teacher's own factor" (SD-1.286) is the highest. Students have great differences on this factor, some students think it is important, some students think it is not important; The "teaching assessment" (SD-0.870) was the lowest, and students basically reached a consensus on the importance of assessment factors. From the six indicators of pull factor, the mean value is 3.135, the maximum is 3.715, the overall score is lower than that of push factor, and the span is larger.

The thrust factor (M=3.747) has the highest mean value, and the pull factor (M=3.423) has the second. The thrust factor has the greatest influence on students' satisfaction with yoga learning, followed by the pull factor. Therefore, in order to improve the satisfaction of college students' yoga learning, the most important energy should be placed on the optimization of the thrust factor, followed by the optimization of the tension factor.

Discuss

First of all, it is necessary to awaken the thrust factor and improve yoga class satisfaction with the help of internal thrust

The internal thrust factors that affect teaching satisfaction include six indicators:

improving physical quality, improving body shape, optimizing interpersonal relationship, interests and hobbies, challenging oneself and achievement. Optimizing these six aspects can Technium Social Sciences Journal

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provide sufficient motivation for students' yoga learning, so that students' satisfaction in yoga learning can be improved.

Improving physical fitness is the main reason for students to learn yoga, but also the first factor affecting their satisfaction. At present, college students are facing the study pressure, college students spend most of their time on the study of cultural courses, at the same time due to the development of electronic products, a considerable number of students addicted to online games, college students' physical condition is not optimistic, college students have a real need to improve their physical quality. Although yoga is a static movement, but for college students stretch tight, move limbs, as well as adjust the state of mind, relieve pressure has an important role. By awakening the consciousness of exercise of college students, stimulate the enthusiasm of college students to actively participate in sports, at the same time, as long as college students seriously participate in yoga, their physical quality can be improved, the appearance of yoga effect will stimulate students to further participate in sports.

Yoga in addition to the effect of improving physical fitness, through the practice of body posture can play a role in improving the body shape, such as body stretching can improve the hunchback, can lose weight, shape the external body shape. Yoga teachers can strengthen the introduction of yoga efficacy when teaching, excavate students' body optimization needs, with the help of students' needs "pain points", enhance students' enthusiasm to learn yoga.

Teachers can also through weight monitoring, mutual encouragement, mutual supervision and other ways to establish interaction with students, to form a common "shape" friendship. Yoga teachers can create a good emotional atmosphere when teaching, encourage students to help each other, and at the same time, they can study in groups, providing opportunities for students to enhance their feelings and meet students' interpersonal development expectations.

Most students are new to yoga and their interest in sports has not been developed. In the process of teaching, yoga teachers stimulate students' interest in participation. By virtue of the characteristics of yoga itself and its combination of dynamic and static characteristics, they attract students willing to learn yoga, and gradually transform students' curiosity into interest in continuous learning.

When carrying out yoga teaching, yoga teachers can teach students in accordance with their aptitude. They can teach difficult movements for students with difficult learning requirements and easy to learn movements for students with weak foundation, pay attention to the flexibility of the teaching process, and meet the needs of different students through different teaching contents. In addition, yoga teachers should formulate teaching tasks and teaching objectives according to the needs and growth of students, pay enough attention to serious students, and timely give technical movement guidance when students meet difficulties, so as to help students get good grades.

In general, the thrust factor occupies an important position in the push and pull theory, its essence is to stimulate the intrinsic push of students, so that students have the power to move forward independently. Teachers can carry out propaganda and educational guidance from the aspects of students' cognition, interest cultivation, self-goal establishment and realization, so that students want to participate in yoga from the heart. When students have enough internal driving force, their satisfaction with learning will be greatly improved.

Secondly, the pull factor should be optimized and external pull should be used to improve yoga class satisfaction.

The external pull factors affecting the satisfaction of yoga teaching in colleges and universities include the teacher's own factors, teaching content, teaching methods, teaching assessment, teaching effect, teaching environment six factors, these factors are unexpected Technium Social Sciences Journal

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factors of students, through optimizing the external conditions and factors, can play a role in optimizing the pull, improve students' satisfaction with yoga learning. Yoga teachers themselves can be optimized, yoga teachers should pay attention to their own image, including the appearance of clothing, teaching actions, speaking tone and so on, at the same time, yoga teachers should pay attention to self improvement, including yoga technology ability, yoga teaching ability, teaching enthusiasm and enthusiasm, these improvements can directly improve the students' learning satisfaction.

Yoga teachers should optimize the teaching content and teaching methods, in the classroom teachers make full use of music and other resources to carry out teaching, teaching content should be developed according to the specific situation of the students, the teaching process to maintain the interaction with students, help students correct wrong movements, the development of teaching content should be targeted on the basis of full understanding of the students. And according to the situation of the students to get teaching feedback, and then optimize their own teaching content and teaching methods, improve the students' satisfaction with yoga.

Although yoga does not have high requirements on the site, it needs a quiet environment. The school should provide enough quiet and comfortable teaching environment for yoga class. Yoga teachers should create a relaxed learning atmosphere in the class, so that students can truly feel yoga in the process of learning yoga and cultivate students' interest in yoga learning. Teachers should pay attention to the implementation of the state of the students, observe whether the students through yoga learning to relieve anxiety, improve the mental outlook, understand the students' learning harvest, as well as learning troubles, timely solve the students in learning exercise difficulties; Yoga teachers should optimize the assessment method, provide students can accept, at the same time can effectively reflect the students' learning results of the assessment method, the assessment method can be more flexible.

In general, the pull factor is from the external control, guidance, traction of students to learn yoga, yoga learning satisfaction factors, the main factor lies in yoga teachers and schools, can be optimized from many aspects of teaching to improve the overall satisfaction of students.

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