by Baorong Huang, Manus Kaewbucha2, Wechagorn Talwanna
ABSTRACT
This study aims to explore the effects of structured movement training on novice calligraphy skills and learning psychological factors. Using a quasi-experimental design, independent samples t-tests were conducted to compare the differences in technical indicators and survey results between the experimental group (which received systematic movement training) and the control group (which underwent traditional teaching). In terms of methodology, the experimental group engaged in a systematic movement training program that included modules on posture correction, muscle activation, and stroke decomposition. This training also incorporated “breath-action-stroke” rhythmic training and cognitive-behavioral feedback strategies, while the control group received conventional instruction. The results indicated that the experimental group significantly outperformed the control group in most technical indicators of strokes (such as force, rhythm, and path accuracy) with P-values less than 0.05 or 0.01. Additionally, the experimental group showed clear advantages in five dimensions: learning motivation, skill improvement, teaching practicality, participation satisfaction, self-efficacy, and transfer ability. The discussion suggests that structured movement training, through progressive teaching and cognitive-physiological collaborative intervention, effectively enhances the stability, coordination, and expressiveness of writing movements. This validates its empirical effectiveness in Chinese calligraphy education and provides a theoretical basis and practical pathways for future calligraphy teaching.
