Nina Ivancic, Durdica Miletic, Ana Kezic

Music is one of the most popular factors that increase motivation. The practical question is can we improve motivation for aesthetic exercise with accenting rhythm during learning new aesthetic elements and is there any gender differences in subjective exercise experience while learning new rhythmic gymnastics elements. It is supposed that learning strategies targeted with rhythm accompanying exercise can improve active involvement of the learner. Forty one students of physical education and sport participated in this study. The aim of the present research was to: (1) identify the differences in SEES between male and female university students involved in learning rhythm based aesthetic elements; (2) identify possible changes in SEES subscale before and after rhythm accompanying exercise. Subjects were asked to complete the SEES questionnaire prior and after an exercise trial by circling the number on a seven-point scale next to each item (great, awful, drained, etc) to indicate the degree to which they are experiencing each feeling at a certain point of time. To determine the differences between groups before and after physical activity in SEES subscales we use T-test for dependent groups, and to determine the gender differences T-test for independent groups. Significant differences before and after physical activity for SEES subscales in both groups were not found, but gender differences were noted in Positive Well-Being after activity in favour of male student and in Fatigue before and after physical activity in favour of female students.


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