Martial arts, as a traditional sport, offer significant cultural and health benefits, yet students’ cognitive attributions during skill acquisition play a crucial role in their learning outcomes and motivation. This study investigates the cognitive attribution patterns of physical education majors at Zhejiang Normal University, focusing on their psychological states and how these factors influence martial arts learning effectiveness. A total of 80 students participated in a survey, which assessed their self-perception of physical condition, martial arts skill foundation, attributions of learning difficulties, and psychological factors. The findings reveal that students tend to externalize difficulties, attributing them to technical challenges rather than psychological factors. Additionally, many students overestimate their physical limitations, which could hinder their learning engagement. Despite recognizing the importance of confidence, students showed limited awareness of psychological development, which could undermine their ability to cope with learning difficulties. Based on these insights, the study proposes a differentiated teaching approach that combines technical skill breakdown, psychological development strategies, and a peer support system to enhance learning outcomes. The study emphasizes the need for a comprehensive pedagogical approach that addresses both technical and psychological dimensions to optimize martial arts education.
Cite this paper
Fang, Z. and Sun, G. (2025). Cognitive Attribution in Martial Arts Skill Acquisition: A Survey-Based Study among Physical Education Majors . Open Access Library Journal, 12, e13836. doi: http://dx.doi.org/10.4236/oalib.1113836.
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