Technique Teaching Design And Experimental Research Of The Volleyball Frontal Spiking

During the recent years, with the deeper development of teaching reform, volleyball has been carried out hotter and hotter in colleges and universities, the middle schools and the primary schools. <The national sports education undergraduate course of common colleges and universities> issues and clearly points out that volleyball is prescribed as compulsory course. The skill of volleyball is quite difficult and this sport has a high requirement for trainers. The skill of frontal spiking is also the key point of the common course. Further speaking, how to improve the volleyball skill and what method for teachers to use in the process of teaching are necessary for education staff to think earnestly. This research aims at the skill of volleyball frontal spiking, designing three different teaching methods to test the results in reality, and can provide students with better condition to choose a way and control the spiking skill.This thesis designs three different teaching methods according to the features of frontal spiking by way of bibliography statistics, expert interview, teaching experiments, mathematical statistics, logical analysis and so on. The whole passage aims at theory basis, guiding ideas, teaching goals, teaching contents, teaching process, teaching evaluation, and operation procedure of the teaching method. This article goes deeper into the points mentioned above, does experiment to the recruited students who have not tried spiking before, analyzes effects on students made by three different teaching methods and argues the rationality of the experiment assumption. Here are the research results:(1)The analysis of the teaching experiment proves that during the teaching process of the frontal spiking, the use of “the third teaching chain”(integrity teaching method) is good for students to take control of this skill, and the effect is better than the “the first teaching chain”(dispersal teaching method) and “the second teaching chain”(reversal teaching method). Therefore, we can see “integrity teaching method” fits the teaching of volleyball spiking; “Integrity teaching method” can make students imitate and understand the integrity spiking skill as soon as possible, and take part in the “net practice” quickly. It is good for students to learn initiatively and positively, feel the happiness brought by using skill successfully, and enhance the confidence.(2)Every skill action of spiking is connected with each other tightly, forming the entirety. “The third teaching chain”(Integrity teaching method) can intensify the correct skill actions and images in the students' minds. This method is good for students to build up the whole skill concept of the spiking action, ensure the coherence of the spiking, form and stress the whole skill action. During the teaching process, using “integrity teaching method” can catch up the whole action course in order not to disjoint.(3)“The first teaching chain”(dispersal teaching method) has an excellent effect on the students' controlling key points. But this method pays too much attention to the practicing of basic skills so students will feel tedious, reduce the learning interest and have a sense of contradiction. All this may cause wrong phenomena that the skill actions are incoherent and easy to disjoint or warp.(4)“The second teaching chain”(Reversal teaching method) can let students feel the integrity skill quickly and try the pleasure of spiking. However, the long time of spiking quickly causes the negative effects that students lack the consciousness of running time, jumping position, and spiking height in the fourth position. As a result, “reversal teaching method” has positive influences on increasing interests of spiking, but it is not obvious to improve the skill of spiking.