# VR as an Innovative Learning Tool in Sports Education
## 1 Introduction
In this game, a human-like avatar takes over the coaching role. The avatar then teaches the motion sequences to be learned by demonstrating the optimized execution of each motion [14; 15]. Thus, in school sports, specifically referring to the field of dance, virtual games including the use of avatars have already been found to be useful for learning sports motor tasks. The main focus of these studies was to learn and optimize certain dance motion elements using VR. However, in sports education, especially in the field of dance, many more factors are involved, such as the motion perception of one's own movements and other dancers, didactic skills in contributing to the sport, and collaborative work, such as the development of a choreography in a group [16]. In the school context, these components of dance come into play especially in extracurricular activities. Thus, in our study, we mainly consider learning in extracurricular school sports, especially dance, a field that has remained relatively unexplored so far. Existing research on VR to promote motion perception and perceptions of learning environments [8], and didactic and collaborative components of learning [11], shows promise for implementing an innovative VR-based tool in extracurricular dance sports; this represents the main objective of this study. Extracurricular school sports provide a pedagogical field of action in which children and adolescents can acquire and deepen motor skills and social abilities [17]. They can learn skills that enable them to participate in many different sports [12]. They also offer opportunities for personal development according to individual inclinations and without the pressure of evaluation. Extracurricular activities are often linked to physical activity, creative work, and multidisciplinary learning [18]. Learning environments are free and flexible with creative and independent learning methods, include a harmonious learning atmosphere, and provide opportunities for practical learning activities and transparency. Accordingly, [PERSON] [19] considered student-oriented teaching as ideal for fostering team spirit in the students. When we look at dance classes as a form of extracurricular sport, with its choreography in which actions and thought processes are equally stimulated, it has found a place in various educational contexts. [PERSON] [20] discusses the low demand in dance art, which makes it legitimate as a learning potential in schools: \"[...] dance art activities in school lessons are no longer reserved for the untouchable reserve of professional high culture. Participation in dance processes has also become possible for lay people\" (p. 39). Accordingly, students can get to know and execute dance motion sequences, create rhythmic motion elements, and perceive current motion trends in dance. Developmental support and an introduction to sports culture can be facilitated. Generally, dance is understood as a training of body and mind which enables holistic body experience. As defined in the dance curricular specifications, in school sports, in addition to motor development processes, problem- and solution-oriented thinking are aimed at [21; 22; 23]. Since the use of VR has already proven to be an effective supplementary learning tool in different fields of application, this paper presents observations on the effects of using VR in an extracurricular dance class on the collaboration and general learning atmosphere of the dancers as well as their individual perceptions. In conjunction with a task to be conducted in VR, the dance element 'rotation' in particular was used as an investigative tool. A rotational motion presents a sports technique that is an indispensable tool in the field of dance--and thus in all dance disciplines--and an integral part of the motion repertoire. Rotational motions are intended to maximize aesthetic effects in dance and can be used to create a choreography. In the context of this work, rotation is referred to as a body rotation on one foot or on two feet around the vertical axis [24; 25].