good thesis for cheerleading

Essay on Cheerleading

Students are often asked to write an essay on Cheerleading in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Cheerleading

What is cheerleading.

Cheerleading is a lively activity where teams cheer for their sports team and entertain audiences. It combines dance, jumps, cheers, and stunts to lead the crowd to support their team. Cheerleaders wear matching uniforms and use pom-poms.

The History of Cheerleading

Cheerleading started in the United States around 1898. It was first an all-male activity, but now it is mostly females. Over time, it has become more complex with difficult stunts and gymnastics included.

Types of Cheerleading

There are two main types of cheerleading: school cheerleading and competitive cheerleading. School cheerleaders cheer for their school’s sports teams, while competitive cheerleaders compete against other teams.

Skills Required

Cheerleaders must be fit, strong, and flexible. They need to work as a team and have the ability to perform under pressure. Being positive and energetic is also important to be a good cheerleader.

Benefits of Cheerleading

Cheerleading teaches teamwork, discipline, and confidence. It also improves physical health. Most importantly, it’s fun and allows cheerleaders to make friends and enjoy school spirit.

250 Words Essay on Cheerleading

Cheerleading is a lively activity where teams shout out special cheers and perform high-energy routines to support sports teams and entertain audiences. It includes dance, jumps, tumbling, and stunts. Cheerleaders wear bright, matching outfits and use pom-poms, banners, and megaphones to grab everyone’s attention.

Cheerleading started in the United States around the late 1800s. It was first an all-male activity, with men leading crowds at football games. Women joined in when most young men went to fight in World War II. Since then, cheerleading has grown a lot and is now a mostly female sport, though men still participate.

Competitions and Teams

Cheerleading isn’t just about supporting other sports. Teams also compete against each other. They work hard to create perfect routines that they perform in front of judges. The judges look at how well they do their stunts, dance, and tumbling. The teams try to be the best and win trophies.

The Importance of Teamwork

Being a cheerleader means you have to work well with others. Team members must trust each other, especially when doing dangerous stunts. Everyone has a special role, and they must all practice a lot to make sure their routines are safe and look good.

Cheerleading is a fun and exciting sport that helps people feel the spirit of a game and entertains them. It teaches teamwork, dedication, and athleticism. Whether cheerleaders are lifting the crowd’s spirit or competing, they bring energy and joy wherever they go.

500 Words Essay on Cheerleading

Cheerleading is a lively activity that combines dance, acrobatics, and chants to support sports teams and entertain audiences. Often seen on the sidelines of football and basketball games, cheerleaders use pompoms, jumps, and cheers to get the crowd excited and cheer on their team. It’s not just about shouting and clapping; cheerleaders practice hard to perform their routines with energy and precision.

Cheerleading started in the United States over 100 years ago. It began as an all-male activity at university football games, with students leading the crowd in cheers to support their team. Over time, cheerleading transformed and women became the majority. Now, it’s a sport that both boys and girls enjoy all over the world.

There are two main types of cheerleading: sideline and competitive. Sideline cheerleading is what you see at sports games, where cheerleaders lead cheers and perform routines to support a team. Competitive cheerleading is different. Teams compete against each other, showing off their best jumps, stunts, and dance moves. They work on a routine, set to music, that they perform at competitions.

The Skills Needed

Being a cheerleader takes a lot of different skills. Cheerleaders must be strong and fit to lift their teammates and perform jumps and stunts. They also need to be able to dance and move to the beat of the music. Timing is important because all the moves need to be done together, as a team. Cheerleaders also need to be loud and clear when they lead cheers so the crowd can follow along.

Teamwork is at the heart of cheerleading. Each member of the team has a role to play, and they must trust each other to perform stunts and routines safely. They practice together for hours to make sure everyone knows the routine perfectly. When they perform, they rely on each other to do their part so the whole routine looks smooth and impressive.

Safety in Cheerleading

Cheerleading can be risky because of the high-flying stunts and complex moves. That’s why safety is very important. Cheerleaders use mats when they practice stunts, and they learn how to fall without getting hurt. They also have coaches who teach them the correct way to perform each move. By practicing safely, cheerleaders can avoid injuries and have fun.

In conclusion, cheerleading is a sport that requires strength, flexibility, teamwork, and spirit. It has a rich history and continues to evolve. Whether on the sidelines of a game or in a competition, cheerleaders work hard to perfect their routines and lift the spirits of those around them. It’s a challenging and exciting activity that brings people together to support and motivate their teams.

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Home — Essay Samples — Life — Cheerleading — Is Cheerleading a Sport

A Discussion of Whether Cheerleading is a Sport

• Categories: Athletes Cheerleading

About this sample

Words: 1389 |

Published: Dec 16, 2021

Words: 1389 | Pages: 3 | 7 min read

Why Cheerleading is a Sport (essay)

Works cited.

• Baruch, R. (2018, January 29). Their turn to be champs North Cheerleader to whoop it up at state contest. Daily Herald.
• Bonesteel, M. (2014, June 10). Is Cheerleading a sport? The American Medical Association thinks so. The Washington Post.
• Delaney, S., Lubeck, M., & Kerr, Z. (2019). Cheerleading injuries: Epidemiology and recommendations for prevention. Current Reviews in Musculoskeletal Medicine, 12(1), 123-128.
• Henricks, D., & Sessa, A. (2015). Cheerleading and Title IX: A legal analysis. Journal of Physical Education, Recreation & Dance, 86(9), 47-51.
• LaBella, C. R., & Mjaanes, J. (2016). Cheerleading and the associated risks: A cause for concern. Clinical Journal of Sport Medicine, 26(6), 443-448.
• Linville, D., & Borland, J. (2016). The power of cheer; Cheerleading promotes athleticism, responsibility. The Province.
• National Federation of State High School Associations. (2017). 2016-2017 High school athletics participation survey. https://www.nfhs.org/ParticipationStatics/ParticipationStatics.aspx/
• National Federation of State High School Associations. (2018). 2017-2018 High school athletics participation survey. https://www.nfhs.org/ParticipationStatics/ParticipationStatics.aspx/
• Parker, R. (2016). Cheerleading injuries: A narrative review of the literature. Journal of Chiropractic Medicine, 15(3), 173-181.
• Temple, R. (2019, January 29). Cheerleading, Title IX and gender equity. The National Law Review.

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Essay Samples on Cheerleading

Defining sport: cheerleading as a type of sport.

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7 Tools To Help Cheerleaders Write The Perfect Admissions Essay

It’s time to start thinking about writing your admissions essays for college. For some students, this may be the first time you’ve ever had to write anything this long. Because of this, it can feel like an overwhelming task. Luckily, there’s help available. Try out these seven tools to help you get to grips with your essay. 1. Thesis Generator: Getting started is probably the hardest part of writing your essay. This tool will give you the structure and outline you need to get writing. Put in your topic and opinions into the boxes provided, and it will give you the basic outline that you should write to. It’ll also give you some helpful tips to getting that writing done to a high level. 2. Write My Essay: Getting the essay written may be more than you’re able to handle right now. If you need help getting it together, you can submit it to this writing service. They’ll write a custom essay that will help you get the place at the college you have your eye on. They can also help with essays during your academic career, too. 3. Story 2: This site gives you a lot of tools all in one place. You can write all of your essays within this app using their methods, and keep track of them using their dashboard. You can improve your writing skills too, and find essay prompts that can get you started. If you feel you need some guidance to getting an admissions essay written, this is the place to go. 4. The Structure of an Essay: Struggling to understand how your essay should be structured? This page can help you out. It’s helpful infographic shows you just what should go in each part of your essay, and how they should be included. If you find images easier to learn from than written tips, this is going to be much easier to use as a tool. 5. Custom Writing Service: The key to a great essay is proofreading and editing. You may not feel you’re up to the task of doing it yourself. Maybe you just want a third party to look it over. Either way, you’re not going to be able to do it yourself. The expert writers at this service can proofread your essay for you, and give you back a highly polished piece ready for submission. 6. Writing.com: If you’re serious about improving your writing skills, this is the place to go. There’s a thriving writing community there, that shares writing with other members and helps critique others’ work. There’s also of plenty of essay writing tips available, from people who’ve been there before. Stay logged in when you reach college, and you can keep improving your writing skills. They’ll come in handy when it’s time to start writing your assignments. 7. GoConqr: Do you need some help in organising your writing time? This tool can help. You can connect with other students in the same boat as you, and share ideas for your best essays. There’s also a helpful planner tool for scheduling writing time, and keep your notes together in easy reach for when you need them. It’s a great tool to keep using during your academic career, not just when you’re writing your admissions essay. These tools will make the whole admissions essay process much less intimidating for hopeful applicants. Give them a go, and you’ll find the process of writing is much easier. With a bit of luck, you’ll score an acceptance letter from your dream college, so get writing! What college application writing tips worked for you? Share your helpful hints in the comments!

Christmas Gift Ideas for Cheerleaders

Diy cheer gear personalization options for coaches, you may also like, diy cheer cooler activity, favorite cheer hacks, how to rock your cheer facials, how to take the perfect cheer team photo, 18 qualities that describe cheerleaders, uniforms, bows & fees … oh my the..., co-ed cheerleading squads 5 pros and cons, the top 7 myths about cheer shoes, trying out for cheer for the first time, the logic behind cheerleading’s exaggerated fashions.

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Cheerleading Is A Sport (Argument Essay)

Cheerleading is a sport.

The debate of if cheerleading is really a sport gets into the skin of many who believe so. Some debates just spark out of nowhere in order to annoy the party in question or because these people just believe that there is no athleticism in cheerleading. To prove these people wrong, this article will relate it to the fundamentals or essentials that make an activity a sport.

Cheerleading is a sport. To begin with, there is no definite definition of the word sport. This is a fact! But what really makes an activity a sport is what raises all these questions. The Women’s Sports Foundation tried to narrow some elements into being a sport into this field. According to the foundation, for an activity to be termed a sport, it must fulfill the following credentials.  For an activity to be termed as a sport, it must involve physical exercise that either resists mass or propels mass into space. The second condition it must fulfill is that there must be an opponent such that it is a competition or a contest. For an activity to be termed as a sport, it must be governed by rules. These rules must define explicitly space, time, and the reason for the competition or contest. It should also provide the conditions under which a winner is declared. Then lastly, the activity must have an acknowledgment that its primary purpose is to foster comparison of the participants’ relative skills.

Looking at the above conditions put down by the Women’s Sports Foundation, cheerleading passes the test! There are still two more qualification needs that determine if cheerleading is really a sport, however. The Women’s Sports Foundation lucidly explains that “any physical activity in which relative performance can be judged or qualified can be developed into a competitive sport as long as:

• The physical activity includes the above-defined elements and…
• The primary purpose is competition verses other teams or individuals within a competition structure comparable to other ‘athletic’ activities.”

Cheerleading is definitely a sport. It meets all the qualifications named above of athletics. The fact that cheerleading’s primary purpose is to give support to the college or high school athletes it gives competition the second position. This means that cheerleading is more than just a sport.

To gain more support that cheerleading is a sport, the USA cheer, in 2011, launched a sport called STUNT. The sport was to create opportunities for young lady athletes at both high school and college level. In doing this, it aimed at letting cheerleading to remain to be imperative and crucial part of the programs of the school’s spirit. The sports STUNT integrates all sorts of sports including cheerleading and then putting them into head-to-head four quarter competition. This is usually done in such a way that all the requirements of the sports under Title IX are met. STUNT has been the nation’s one of the most and fastest growing sports.

Cheerleading is a sport because it involves physical exercise, it is a competition, rules govern it, and it acknowledges the primary purpose of comparing skills of the participants. The above-explained facts can silence all the debates that arise to prove that cheerleading is not a sport.

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Effects of 16 Weeks of Cheerleading on Physical Self-Esteem and Mental Health of Female College Students

Chenliang deng.

1 Sports Department, University of Electronic Science and Technology of China, Chengdu, China

2 School of Gymnastics, Chengdu Sport University, Chengdu, China

Ganglin Luo

3 Department of Military Education and Training, Police Academy of the Armed Police, Chengdu, China

Shuiping Lu

4 Department of Physical Education, Jinjiang College of Sichuan University, Meishan, China

Associated Data

The original contributions presented in this study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

This study aimed to analyze the influence of cheerleading on female college students’ physical self-esteem and mental health.

Materials and Methods

In total, 63 female college students from the University of Electronic Science and Technology of China were trained in cheerleading for 16 weeks. The scores of each sub-field of physical self-esteem and psychological symptoms were analyzed by using Physical Self-Perception Profile (PSPP) and Symptom Checklist 90 (SCL-90), respectively, at 0 and 16 weeks of the experiment.

After 16 weeks of cheerleading exercise, female college students had significant differences in physical attractiveness ( T = 4.18), physical quality ( T = 4.39), and physical self-worth ( T = 3.35) before and after the experiment ( P < 0.01). There were significant differences in physical condition ( T = 3.87) and athletic ability ( T = 2.88) before and after the experiment ( P < 0.05). Somatization ( T = 6.485), obsessive-compulsive symptoms ( T = 11.716), interpersonal sensitivity ( T = 10.077), depression ( T = 8.403), anxiety ( T = 10.767), hostility ( T = 10.866), terror ( T = 9.260), paranoia ( T = 10.414), psychosis ( T = 9.610), sleep and eating disorders ( T = 9.323), total symptom index ( T = 13.245), and mean score of positive symptoms ( T = 12.237) were significantly different ( P < 0.01).

Cheerleading can significantly improve the level of female college students’ physical self-esteem, especially the self-esteem level of physical attractiveness, physical quality, and physical self-worth. They also experienced significant improvement in their psychological disorders, especially somatization, depression, and sleep and eating disorders, which effectively improved their overall mental health.

Introduction

Physical self-esteem refers to individual satisfaction or dissatisfaction with different aspects of the body that are closely related to social evaluation ( Chen, 2003 ). Including sports ability, physical condition, physical attraction, physical quality, and physical self-worth, it can fully reflect the ante-cause and psychological effect of individual participation in physical exercise ( Cai, 2007 ). With the rapid development of society and the continuous improvement of living standards, female college students pay more attention to their body shape than other groups, and their physical self-esteem consciousness is gradually enhanced with the change of esthetic concepts. Because of the love for beauty and the unremitting pursuit of beauty in society, those female college students who are physically fit and who love beauty are more able to integrate into the society and are loved by people ( Westfall et al., 2019 ).

Studies have shown that female college students with high levels of physical self-esteem have superior outcomes that make them happy, mentally healthy, and proud of themselves ( Mathes and Kahn, 1975 ). At the same time, the lack of physical attractiveness is one of the main reasons for “leftover women,” so improving their body shape and physical self-esteem is one of the effective ways to improve the happiness of female college students. However, due to the lack of diet control, lack of exercise, learning pressure, and other reasons, more and more female college students are obese, and their body shape is not attractive, which then affects their original self-awareness, especially the body self-awareness. Due to the low level of physical self-esteem, many female college students blindly lose weight to improve their physical attractiveness and fail to establish a correct concept of health, resulting in a great negative impact on their body and mind. Therefore, how to improve the physical and mental health of female college students and improve their physical self-esteem has become an important subject for people to study.

Mental health refers to the various aspects of psychology and activity process in a good or normal state ( Baidu Baike, 2022 ). The ideal mental health state is to maintain perfect personality, normal intelligence, correct cognition, appropriate emotion, reasonable will, positive attitude, appropriate behavior, and good adaptation ( Hu, 2017 ). In recent years, the physique of the young students in our country continues to decline, and the rate of obesity and myopia remains high. The health problems of the students have attracted extensive attention from the education authorities and scholars. With the rapid development of society and the continuous improvement of living standards, as the national fitness has become a national strategy, people’s health awareness is gradually enhanced, especially female college students’ desire, and pursuit of health and beauty is becoming a new social trend and value orientation. However, due to environmental and life reasons such as high academic pressure, bad habits of work and rest, and lack of exercise, most female college students have different degrees of psychological disorders, which affect their healthy growth and quality of life. Therefore, how to improve the mental health of female college students, improve their life quality and mental health level has become an important subject for people to study ( Zhang, 2000 ).

Cheerleading is a popular sport, collective gymnastics, skills, dance, music, fitness, and entertainment in one of the sports ( Wu, 2009 ). Cheerleading originated in the United States and is one of the fastest-growing sports in the United States. Cheerleading members play an undeniable role in shaping the athletic image of the university, and they influence teenagers and young adults in a positive way ( Johannes and Tucker, 2016 ). Under the accompaniment of music, practitioners through the expression of body movements and technical skills display, focusing on the youthful vitality, healthy and upward, the courage to take responsibility for the team spirit, with high fitness value, educational value, performance value, and humanistic value, at present in the country’s schools have been rapidly developed ( Zhou, 2011 ). Cheerleading is divided into two main categories, namely, skill cheerleading and dance cheerleading. Skill cheerleading is accomplished through cheer, partner stunts, pyramid, basket toss, writhe, jump, and other movement techniques as the basic content, with music, clothing, team shape change, and marking items (such as pom, slogan board, horn, and flag), and other elements as the form of expression ( Lu, 2011 ). The movement of dance cheerleading is smooth and generous, and the dynamic and passionate dance is full of unique personality, including pom, jazz, hip-hop, high kick, and free dance. Cheerleading exercise can not only effectively improve the physical quality of students, enhance the students’ physique but also on the student’s body of the system of the function and good psychological quality and temperament self-confidence exercise effect is very obvious. Therefore, female college students often participate in cheer exercise not only to shape a good body and improve the attractiveness of the body but also to improve their physical and mental health.

In recent years, cheerleading has become a fashionable sport favored by young students in China, especially by female college students. However, there are few studies on the influence of cheerleading on the level of physical self-esteem and mental health of female college students, and no systematic and in-depth theoretical system has been formed. Therefore, this article intends to investigate the changes in female college students’ physical self-esteem and mental health engaged in cheerleading exercise and explore the effective means to improve female college students’ physical self-esteem and mental health. This will be beneficial to female college students to improve their own physical self-esteem and mental health level and to broaden the relevant research field, for further digging cheerleading physical and mental development value of reference.

We selected 76 female college students who participated in the amateur cheerleading training at the University of Electronic Science and Technology of China as the research objects. They were ordinary students from freshmen to seniors in various colleges, with an average age of 19.6 ± 0.7 years. Inclusion criteria were female college students who passed the physical examination and filled in the questionnaire, met the psychological symptoms, knew the study, and signed the informed consent. Exclusion criteria were patients with organ dysfunction, severe mental disorder, obvious physical injury or movement disorder, severe trauma, and operation history in recent 6 months, and those who are taking medication. Withdrawal criteria were those who are seriously injured or suddenly sick during the experiment requiring termination, and those who voluntarily request withdrawal. At the experimental stage, 13 subjects dropped out. Sixteen weeks later, the same scale was used to retest the psychological symptoms of the remaining 63 subjects. Sixty-three questionnaires were issued, and 63 valid questionnaires were collected, with an effective recovery rate of 100%.

Under the guidance of the special cheerleading coach (the author of this article), from March 2019 to June 2019, 63 female college students were trained in cheerleading for 16 weeks (4 times/week, 90 min/time). On Monday and Wednesday afternoon, we practice pom cheerleading, and on Friday and Sunday afternoon, we practice skill cheerleading. Every training includes 5 min activities preparation (from head to toe unarmed stretching exercise), 10 min warm-up (cheerleading hand a string of intermittent movement and jumps), 65 min the basic content of practice (including the cheerleading team learning, improve, strengthen, and consolidate the stage of practice content), 5 min of relaxation movement (in the context of soothing music, stretch, and massage the whole body to relax), and 5 min summary (including summing up the practice situation of each training, arranging the content of the next training, and the requirements of independent practice at ordinary times). The first to second week is the basic period of movement learning, and the main content is the basic form and the basic hand position of pom, the basic jumping movement, and the basic combination. The third to sixth week is the improvement period, and the main content is pom routine, skill level 1–2 routine, physical training, physical fitness training, and performance training. The 7th–12th week is the strengthening period, and the main contents are basic skills and physical training, competition routine and difficult movement training, physical fitness training, and performance training. The 13th–16th week is the consolidation period, the movement automation period, and the competition period. The main contents are skilled sets, standard basic movements, strengthening physical training, expressive training, highlighting personality style training, psychological endurance training, and accumulation of competition experience. The maximum exercise intensity is limited to 220 minus age, beyond which the intensity, interval, speed, difficulty, and complexity of the exercise may be adjusted. During the period of the whole experiment, the experimental personnel need to keep communication with students, keep weekly interview record of their life situations, ensure their cheerleading practice four times a week, and ensure students are less or no longer engaged in regular physical activity, but not including their private cheerleading practice, and maintain their old habits of everyday life.

Individual’s evaluation of physical self-esteem is affected by internal factors such as physical attraction, physical condition, physical quality, athletic ability, and body self-worth. The Chinese version of Physical Self-Perception Profile (PSPP) compiled by Fox and revised by Xu Xia was used to measure the physical self-esteem of 63 female college students. The scale consisted of one main scale and four subscales. The reliability and validity test of the scale showed that the krumbach coefficients of the main scale and the subscales ranged from 0.72 to 0.84 ( Xu and Yao, 2001 ). This indicates that the physical self-esteem scale has good reliability and validity. Seventy-six female college students who participated in the amateur cheerleading training were investigated by using the PSPP at 0 and 16 weeks. The effective recovery rate of the two questionnaires was 100%.

The self-perception of somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, phobia, paranoia, psychosis, sleep and eating disorders in the recent one week were investigated by using SCL-90, widely used in clinical practice, at 0 and 16 weeks respectively ( Jin et al., 2012 ), two questionnaires effective recovery rate was 100%. Through the statistical analysis of the questionnaire data of 0 weeks, it was found that the score of the total symptom index (total score divided by 90) of the self-rating scale of psychological symptoms of female college students was 33 students in the range of 1.5–2.5 (mild), 27 students in the range of 2.5–3.5 (moderate), 9 students in the range of 3.54.5 (heavy), and 7 students in the range of 4.5–5 (severe), which is the initial data before the experiment.

Excel software was used to calculate the score of physical self-esteem test, total score of psychological symptom test, and score of each factor of the subjects at 0 and 16 weeks. The total symptom index, mean score of positive symptom, and T score of each factor were calculated. Then, SPSS 19.0 was used for paired T -test analysis of relevant data, with significant level α = 0.05.

Statistical Analysis of Scores in Each Sub-Area of Physical Self-Esteem Before and After the Experiment

Through the mean value, standard deviation, and T -test of the score of the physical self-esteem questionnaire before and after the experiment, the results showed that in the amateur cheerleading training, the score of the body condition subscale before the experiment was the highest, which was 16.75 ± 2.15. The lowest score of the body self-worth scale was 14.96 ± 2.55. After the experiment, the score of the physical condition subscale was still the highest (17.98 ± 1.52). The motor ability subscale was the lowest with a score of 16.31 ± 3.43. The paired T -test results showed that after cheerleading training, the subjects had significant differences in physical self-esteem before and after the experiment, among which the T -value of the main scale of physical self-worth was 3.35, the physical fitness was 4.39, and the physical attractiveness was 4.18. The P -value of several scales was all less than 0.01. The T -value of the exercise ability subscale was 2.88, and the T -value of the physical condition subscale was 3.87, indicating a significant difference between them ( P < 0.05). These results indicate that cheerleading training can effectively improve female college students’ physical self-esteem, especially in the aspect of physical attractiveness, and effectively improve the level of self-worth in the main areas ( Deng, 2010 ).

The results of horizontal variance analysis of each subfield of female college students’ physical self-esteem before and after the experiment showed that there were significant differences in the self-worth of the main scale, physical attraction, and physical quality of the subscale before and after the experiment ( P < 0.01), and significant differences in the physical condition and athletic ability ( P < 0.05) (see Table 1 ).

T -test results of subjects’ scores in each sub-area of physical self-esteem before and after the experiment.

Statistical Analysis of Scores of Each Factor of Psychological Symptoms Before and After the Experiment

According to the mean and standard deviation of T -score of each factor of SCL-90 before and after the experiment, the scores of each factor of the psychological symptom of 63 female college students before the experiment were somatization (1.62 ± 0.87), psychosis (1.76 ± 0.86), sleep and eating disorder (1.79 ± 0.85), terror (1.80 ± 0.93), paranoid (1.85 ± 0.83), depression (1.88 ± 0.92), anxiety (1.90 ± 0.88), sensitive interpersonal relationship (1.96 ± 0.83), hostility (1.97 ± 0.98), and forced symptoms (2.10 ± 0.97). After 16 weeks of the experiment, the scores of each factor from low to high were somatization (1.48 ± 0.61), psychosis (1.52 ± 0.60), sleep and eating disorders (1.57 ± 0.57), horror (1.57 ± 0.63), paranoid (1.60 ± 0.57), anxiety (1.64 ± 0.59), depression (1.67 ± 0.62), hostile (1.67 ± 0.66), sensitive interpersonal relationship (1.70 ± 0.53), and forced symptoms (1.79 ± 0.62). From the comparison of the mean difference of the factors before and after the experiment, it was found that the improvement effect of cheerleading on the psychological factors of female college students was somatic, depression, sleep and eating disorders, terror, paranoia, psychosis, interpersonal sensitivity, anxiety, hostility, and compulsion symptoms.

Paired T -test results of each factor score before and after the experiment showed that the subjects before and after the experiment were somatization ( t = 6.485), obsessive-compulsive symptoms ( t = 11.716), interpersonal sensitivity ( t = 10.077), depression ( t = 8.403), anxiety ( t = 10.767), hostility ( t = 10.866), terror ( t = 9.260), paranoid ( t = 10.414), psychosis ( t = 9.610), sleep and eating disorders ( t = 9.323), and total symptom index ( t = 13.245). The mean score of positive symptoms ( t = 12.237) was significantly different ( P < 0.01) (see Table 2 ).

T -test results of all factors, total symptom index, and positive symptom of SCL-90 before and after the experiment.

According to the analysis of the physical self-esteem and mental health of female college students before and after the cheerleading exercise experiment, it is found that there are significant differences between cheerleading exercise and their physical self-esteem and mental health level. This is because long-term cheerleading exercises can not only eliminate the excess fat of the exerciser, make muscle with renewed vigor and enhance the flexibility of the muscle, create a strong and handsome tall and straight posture and body shape, but also to rectify the shoulders, chest, neck and legs, bad posture, at the same time can improve cardiopulmonary function, enhance physical fitness. Physical health can effectively improve physical self-esteem and improve the body system discomfort, anxiety, and other manifestations of physical discomfort ( Phanudulkitti et al., 2016 ).

Influence of Cheerleading Exercise on Female College Students’ Physical Self-Esteem

First of all, cheerleading has the special effect of shaping the beauty of female college students. The style and rhythm of dance cheerleading vary from dance to dance, but dancers must maintain good posture: chest out, stomach in, waist up, shoulder lock, butt head, hips clamped up, and muscle coordination ( Xie, 2011 ). This beautiful, dignified, elegant modeling not only gives people a sense of vitality but also contains a great artistic charm, beautiful posture, modeling, and theme that are fully reflected. Cheerleading has strict requirements on footsteps, posture, balance, strength, and control and has very delicate requirements on rhythm, orientation, upper limb movements, rotation, and other techniques. Long-term cheerleading amateur training can eliminate excess body fat, make muscles revitalize, and enhance muscle elasticity, shaping a straight and handsome body posture and body shape, and also conducive to correct shoulder, chest, neck, and leg bad posture. These effects and effects of cheerleading will improve the level of physical self-esteem of exercisers, especially in respect of physical attractiveness.

Second, cheerleading is beneficial to improve the physical quality of female college students. Cheerleading enthusiastic unrestrained movement, rhythm, and speed change is complex; the movement load is larger; and it has certain requirements for the human head, shoulder, waist, hip, leg, muscle, and joint movement. In cheerleading exercise, the practitioner should carry on the wonderful movement with different rhythms; in the 2 min or so, the routine will do multiple movements per second on average. Therefore, regular participation in the right amount of cheerleading exercise can enhance physical fitness and effectively improve the strength of the human body, speed, bouncing, coordination, agility, and other physical qualities. The physical quality and the sports ability self-esteem level of the female college students have significantly improved.

Third, cheerleading is beneficial to the health of heart and lung function of female college students. During cheerleading exercises, you can dance as much as you like. Good exercise effect can be achieved in moving and static, fast and slow, coordination and cooperation, rotating and jumping, stunt and toss, rolling and tumbling, etc. This can not only effectively improve the aerobic metabolism of female college students, but also enhance their physiological function and improve their cardiopulmonary function, and effectively improve their physical condition self-esteem level.

Fourth, cheerleading is beneficial to the social and entertainment of female college students. Comfortable and relaxed socializing is one of the personal needs. Cheerleading can be an important social tool, and participating in it can promote communication between people and improve communication ability, so that participants become better at interpersonal communication, people, public relations, social, unity, and cooperation advantage. Facing the great pressure of study, female college students are often in a state of tension and worry, but in the melodious and passionate music, showing a section of cheerleading, students can get a psychological adjustment and maintain a good state of mind and happy mood, so as to improve the self-esteem level of self-worth.

Fifth, cheerleading is good for improving the self-confidence of female college students. Cheerleading team pays great attention to unity and cooperation, with the aim of pursuing the highest honor of the team. Under the team culture of team motivation and mutual help, the cheerleading team creates an atmosphere of support, encouragement, and cooperation for female college students. The self-efficacy of female college students is increased, the value is reflected, and it helps to improve their confidence ( Kao and Watson, 2014 ). At the same time, cheerleading training pays special attention to the athlete’s shape and temperament training, the competition, and the performance need of athletes through body movements, emotions, expressions, props, and others that fully show themselves to the audience to pass the positive energy spirit and sports beauty, which helps improve the confidence of female college students.

Influence of Cheerleading Exercise on the Mental Health of Female College Students

Dauwan et al. (2019) found that physical exercise was superior to conventional treatment in improving the quality of life, depressive symptoms, cognitive domains of attention and working memory, executive ability, and spirit. The evidence supporting exercise as a treatment for depression is compelling, but what kind of exercise, amount of exercise, frequency, and intensity are necessary to make a significant difference ( Amrita et al., 2018 ). Early adolescents with more severe depression may see greater improvement with preferred music therapy ( Chen et al., 2019 ). In this study, we suggest that the combination of exercise and music may have a more beneficial effect on the treatment of depression than exercise or music alone. Melodious and passionate music show a humorous, playful, cool, and exaggerated hip-hop; carry out a touching, moving, beautiful jazz; jump a dynamic, passionate, exciting freestyle pom; and even practice some difficult skills cheerleading, and these can let the practitioners temporarily get rid of meaningless thoughts, impulses, and behaviors over time through the transfer of attention in the treatment of compulsive symptoms that have a certain positive role. In addition, the combination of beautiful music and dynamic cheerleading is a kind of beautiful enjoyment for the visual, auditory, and kinesthetic of the practitioners, which can make the practitioners feel happy and refreshed, reduce bad mood, and effectively relieve depression symptoms.

Sports can enhance the communication between people, and it is an important means to promote people’s friendship and strengthen unity ( Wu, 2022 ). A study suggests that incorporating psychotherapy into exercise is more likely to improve interpersonal sensitivity, develop a healthy personality, and maintain a stable mood ( Zhang and Zheng, 2004 ). Our results are consistent with that. Female college students in the same environment for cheerleading exercise together, especially when practicing skills cheerleading team coordination, it expanded in the process of movement of emotional communication, enhance mutual understanding, has realized the exchanges and set up specific relationships, such as people coordination and interactive performance, eye contact, group display, slowly each other harmonious, mutual trust and positive interaction, communication and exchanges, gradually establish emotional foundation and humanistic spirit is beneficial to improve female college students’ sensitive tendency of interpersonal relationship, cultivate healthy personality and stable mood, and establish friendly thoughts, emotions and behaviors ( Zhang et al., 2005 ).

From the point of view of psychology, terror is a kind of strongly depressed emotional experience produced by human or animals when they are faced with a dangerous situation or are worried about some danger or fear, and try to get rid of it without any ability or potential consciousness ( Cai, 2017 ), such as afraid of taking transportation to travel, open space fear, crowd or public fear, social terror, and stage terror ( Wang and Yao, 2005 ). In the cheerleading exercise, team communication, individual display, collective performance, stage experience, the accumulation of games, happy environment, etc., can help individuals to build confidence, improve the mood, and overcome the terror.

At present, there are few studies on the influence of physical exercise on hostility and paranoia, and it is more difficult to find the research results of cheerleading exercise in this aspect. However, we can find reference results from relevant studies. For example, Nouri selected 100 male subjects from a university in the Midwest of the United States and divided them into five groups, namely, high intensity, moderate intensity, primary intensity, jogging dropout, and non-exercisers ( Nouri and Beer, 1989 ). They were assessed on the Commitment to Running Scale, the Bus-Durkee Inventory, which measures hostility and aggression, and the State-Trait Anxiety Scale data analysis showed that the average aggression and hostility scores of non-exercisers were higher than those of dropouts or joggers. There was no significant difference between dropouts and advanced joggers, but their scores were significantly lower than those of other joggers, confirming that jogging had a positive effect on hostility and aggression. This study argues that fair cheerleading competitions and standard action requirements can teach students to stop being paranoid and hostile. During the cheerleading exercise, practitioners must keep good hold out a bosom, closed abdomen, waist, locked out, stem head, hip and locked position, the muscles, joints, limbs, action and skill, the coordination between the center of gravity of practitioners, balance, power, control, breathing, rhythm, azimuth, rotation, and other technology have very sensitive demand, also to the human body the head, shoulder, waist, leg, muscle, and joint movement has certain norms. The competition needs to respect the opponent, the referee, and the rules. The success or failure of the competition can temper the will quality. These constraints, requirements, and experience can subtly adjust the hostile and paranoid psychology of female college students.

Sleep disorders may cause depression, anxiety, hostility, and other mental diseases, so improving the sleep quality can promote the physical and mental health of college students ( Herring et al., 2015 ). Exercise as a means to improve the body’s sleep quality has been recognized by the majority of scholars ( Yang et al., 2018 ). Cheerleading sports can promote the sleep of female college students and improve their sleep quality. This is because the cheerleading exercises constantly stimulate the various needs of the body, such as increased oxygen uptake, circulation system, more suitable muscle strength, and range increased, energy consumption increase, good mood, and good appetite, which can adjust the bad mood, improve the anxiety, effectively improve sleep disturbances, and enhance the positive effect of dietary changes.

Psychosis reflects a wide range of acute symptoms and behaviors ( Hu et al., 2013 ). Cheerleading exercise can improve the abovementioned aspects of different levels of psychological symptoms, such as improving individual somatization, sleep, depression, terror, and paranoia; these psychological symptoms after adjustment can reduce the loneliness of female college students, establish the sense of belonging, and enhance the affinity and happiness, so as to improve the symptoms of psychotic behavior.

All in all, the factors of psychological symptoms do not exist in isolation, but interact with each other and restrict each other. Improvement of one factor may affect other factors. Cheerleading exercise has played a positive role in improving the psychological symptoms and the overall level of mental health of female college students.

After 16 weeks of cheerleading exercise, there was a significant difference in the level of physical self-esteem of female college students. It shows that cheerleading exercise with a certain intensity, duration, and frequency can affect and improve female college students’ physical condition, physical quality, athletic ability, and self-esteem level of body self-worth, especially the self-esteem level of body attraction. Among them, the self-esteem levels of physical attractiveness, physical quality, and physical self-worth were improved to the greatest extent, while the self-esteem levels of athletic ability and physical condition were significantly improved. This is because cheerleading has the special effect of shaping the beauty of female college students, it is beneficial to improve the body quality of female college students, promote their cardiopulmonary function, enhance their social skills, and provide the entertainment elements, which directly or indirectly improve the female college students in physical attractiveness, physical quality, health, and sports ability levels of self-esteem and self-worth ( Deng and Yu, 2018 ). In future studies, the differences in different grades, family background, technical level, and mental health status can be fully considered in the selection of subjects, so as to fully guarantee the control conditions of certain intensity, duration, and frequency and overcome the deficiencies in methodology to design a more standardized and complete experiment and further explore the influence value of cheerleading on female college students’ physical self-esteem. According to the conclusion of this study and previous research results, female college students should take part in cheerleading through various ways to fully understand and better improve their physical self-esteem. At the same time, the exercise value of cheerleading is also very suitable for young children of different ages to participate in, and we hope that the school can carry out and popularize cheerleading.

After 16 weeks of cheerleading exercise, there were significant differences in somatization, obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia, psychosis, sleep and eating disorders, total symptom index, and positive symptoms before and after the experiment. Cheerleading has the special effect of shaping the beauty of female college students, which is beneficial to improve their physical quality, promote the health of their heart and lung function, establish their courage and self-confidence, enhance their social ability and provide them with entertainment elements. Which, directly or indirectly, to improve the female college students in somatization, force symptom, interpersonal sensitivity, depression, anxiety, hostility, terror, paranoia, psychosis, sleep and eating disorders of adverse symptoms, especially obvious improvement of somatization, depression, sleep and eating disorders, thus effectively improve the overall level of mental health. Cheerleading exercise can be used as one of the means of prevention and treatment of psychological disorders. According to the conclusion of this study and previous research results, the exercise value of cheerleading is very suitable for different age groups to participate in, and female college students should participate in cheerleading through various ways, fully understand, and better improve their mental health level. Since there are many factors causing psychological disorders in female college students, it is hoped that future research can be combined with family environment, academic pressure, love status, regional differences, seasonal climate, and other factors to carry out a comprehensive study. At the same time, we should explore more effective sports means and methods to improve the mental health level of female college students and further enrich the value theory of sports.

Data Availability Statement

Ethics statement.

Ethical review and approval were not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

CD was responsible for the cheerleading experiment and data analysis and drafted and revised this manuscript. QY, GL, and SL participated in the exchange and discussion and provided suggestions on the experimental design. All authors contributed to the article and approved the submitted version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s Note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Acknowledgments

Thanks to the authors who contributed to this manuscript, especially to the authors of the works cited or referenced in this manuscript.

This research was financially supported by the Ideological and Political Demonstration Course Construction Project of UESTC (Grant No. 2021KCSZ0196), the Educational Research Project of Sichuan Province (Grant No. SCJG20A169), the Sichuan Applied Psychology Research Center for the Key Research Base of Philosophy and Social Science of Sichuan Province (Grant No. CSXL-21307), and the Relay Action Plan for Young Teachers in Philosophy and Social Sciences of UESTC in 2021.

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'A rip the band-aid off quarter': Here's what Wall Street expects from Tesla earnings amid an epic stock skid

• Tesla is set to report first-quarter earnings results after the market close on Tuesday.
• The earnings report comes amid a sharp stock decline for Tesla, with shares down 43% year to date.
• Detailed below is what four Wall Street firms expect from Tesla's upcoming earnings report.

Tesla has a lot to prove when it reports its first-quarter earnings results after the market close on Tuesday.

The company has been hammered by a barrage of negative news over the past month.

From a big first-quarter delivery miss , to a recall of 4,000 Cybertrucks , to a potential big shift away from a low-cost Model 2 toward a robo-taxi, Tesla CEO Elon Musk will have to calm the nerve of investors who have experienced painful volatility in recent weeks.

Tesla stock hit a new 52-week low on Monday at $138.80 . The stock is down 43% year to date and off 66% from its record high, reached in November 2021.

Here's what Wall Street expects from Tesla when it reports its first-quarter earnings results on Tuesday.

Barclays: 'Facing an investment thesis pivot'

Barclays said in a note last week it expected Tesla's earnings call to be a negative catalyst for the stock as investors came to terms with the company's potential strategic redirection away from a low-cost Model 2.

"Facing an investment thesis pivot and a sea of uncertainty, this Tesla call is extra highly anticipated," a Barclays analyst, Dan Levy, said. "Expect negative catalyst."

Levy said he thought Tesla's closely watched first-quarter gross margins would be below consensus estimates on Wall Street.

"Moreover, we expect little commentary from Tesla to dissuade investors that near-term fundamentals remain weak," Levy said. "FCF may be negative, marking the first quarter since 1Q20 of negative FCF. There could be some shock factor to this result."

Finally, Levy said that while investor questions on the call would be largely focused on Tesla's long-term strategy, "these questions may be unanswered."

Barclays rates Tesla at "neutral," with a $180 price target.

Bank of America: 'Results matter, but growth factors may matter more'

Bank of America said Tesla's headwinds were well known and likely fully reflected in the stock price. That will make the company's commentary about the state of electric-vehicle demand and its growth plans all the more important.

That could set the stock up for a positive price reaction, a recent note from the bank said.

"Despite near term pressures, the unveiling of future growth drives has the potential to support the stock," Bank of America said. "Results matter, but growth factors may matter more."

While the bank doesn't expect Tesla to make any big product announcements during its earnings call, it could provide some hints on the highly anticipated robo-taxi event scheduled for August 8. Tesla could also reiterate its intention to launch a low-cost Model 2 in 2025 or 2026, which would likely be met with a positive price reaction in the stock.

Bank of America rates Tesla at "neutral," with a $220 price target.

Wedbush: 'A rip the band-aid off quarter'

The Wedbush analyst Dan Ives said Tesla's upcoming earnings report was "a moment of truth" for the company, according to a recent note.

Ives said the environment for Tesla was reminiscent of the challenges and uncertainty the company faced in 2015, 2018, and 2020, but it could result in a loss of long-term shareholders.

"This time is clearly a bit different as for the first time many long time Tesla believers are giving up on the story and throwing in the white towel," Ives said.

It's crucial, Ives said, for Musk to confirm that a low-cost Model 2 is still on the company's product road map. He added that first-quarter results would likely take a back seat to any updates on the company's long-term vision.

"While we and the Street are expecting a rip the band-aid off quarter and a softer outlook, Musk needs to do 5 things on the conference call to start to change the narrative in the Tesla story," Ives said. "If Musk is flippant again and there is no adult in the room on this conference call with no answers then darker days are ahead."

You can read more about those five things Ives said Tesla must do on the earnings call here .

Wedbush rates Tesla at "outperform," with a $300 price target.

JPMorgan: '>10% global layoff undermines hypergrowth narrative'

Tesla's recent layoffs suggest the company's long-term growth prospects are dwindling, a recent note from JPMorgan said.

The bank said: ">10% global layoff undermines hypergrowth narrative and should further dispel notion big 1Q delivery miss was somehow supply-driven." 

Instead, Tesla's big first-quarter delivery miss was likely driven by a concerning decline in demand for electric vehicles, the note said.

And the company's premium valuation is at substantial risk if growth is stuttering.

"Despite Tesla shares falling -61% from the all-time high reached in November 2021, its market capitalization is still equivalent to the combined $593 billion valuation of the world's two largest automakers, Toyota and Volkswagen, plus General Motors and Ford, despite those automakers collectively delivering over 30 million vehicles in 2023 vs. Tesla less than 2 million," JPMorgan said. "Clearly, valuation remains extremely demanding."

JPMorgan rates Tesla at "underweight," with a $115 price target.

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