Effects Of Different Frequency And Timing In Verbal Knowledge Of Performance During Pupils’ Tennis Forehand Learning

Objective:This study is intended to find suitable additional feedback frequency and timing for tennis teachers and coaches in teaching pupil beginners tennis, and to improve the science of teaching. This paper attempts to do pupil tennis forehand teaching experiments, mainly for the "different frequency and timing of verbal knowledge of performance (V-KP) for effects of tennis skill learning", and then to provide additional feedback to supplement the frequency and timing of sports teaching theories.Method:At the beginning, this study worked through relevant literature and books review to find theoretical support for this study; used expert interviews to consult the theoretical basis of this experiment, the selection of technical movements, score and experimental design. This experiment was implemented in Shanghai Polytechnic University Preparatory School,50 students were randomly selected from 5 classes in fourth-grade(25 boys,25 girls),they were divided by the class into five groups (n= 10 people, including five boys and five girls), and these five groups were divided into two experimental groups:the first was given an experimental performance of different frequencies verbal feedback experimental groups:high frequency feedback group (100% of V-KP), low-frequency feedback group (33% of V-KP) and the control group (without giving any additional V-KP); the second was given different timing V-KP experimental groups:immediate feedback group (V-KP was provided immediately), delayed feedback group (V-KP was provided after 5 seconds) and control groups (not given any additional V-KP). As the control group of the two experimental groups was the same experimental conditions, so they shared the same control group. Data of these five groups were analyzed by statistical software SPSS18.0.in using T-test and ANOVA analysis to examine the differences.Result:1, providing V-KP are more efficient than non-V-KP in tennis skill learning process.2, compared with 100%of V-KP,33% of V-KP is more conducive to students on the tennis forehand technique.3, compared to immediately V-KP providing,5 seconds delay V-KP providing is more conducive to students on the tennis forehand technique.4,100% V-KP is easy to make learners relying on additional feedback, therefore retention test interval of 48 hours results decreased.5, immediate V-KP proving is easy to make learners relying on additional feedback, therefore retention test interval of 48 hours results decreased.