| Purpose:Nowadays,swimming has become one of the skills that the contemporary students must master,and swimming has been included in the middle school entrance examination in some areas.However,the level of swimming training in society is uneven,so how to learn swimming correctly has become a blind spot in the minds of students and parents.Teachers give students additional feedback in the teaching process to help students learn breaststroke skills.The main factors to be considered in teaching are the type and frequency of additional feedback.Different types and frequencies of additional feedback have different effects on the teaching effect.Therefore,through swimming teaching experiments,the effects of different types and frequencies of additional feedback on primary school students' breaststroke learning,transfer and retention ability are explored,and the best learning combination is studied.Methods:In this paper,the methods of experimental analysis of mathematical statistics and video analysis are adopted.This study includes three experiments,all of which adopt an inter-group design of 2(additional feedback type)*2(feedback frequency).The intervention address is selected in the indoor swimming pool of Huxiao Fitness Club,No.18 Weiyang Road,Yangzhou City.A total of 60 students were recruited in this study.After screening and grouping,they were divided into 4 experimental groups according to the arrangement of free time,with 15 people in each group,totaling 4 experimental groups.Group 1 has high frequency of performance feedback,Group 2 has low frequency of performance feedback,Group 3 has high frequency of result feedback,and Group 4 has low frequency of result feedback.Experiment 1 is the acquisition effect experiment.Four groups of subjects were taught with different types and frequencies of additional feedback.During the teaching process,the acquisition effects of breaststroke skills at various stages were tested,namely floating,breaststroke leg and rowing hand ventilation.Each intervention lasted for 1 hour and recorded 1 class hour,totaling 10 class hours.After the intervention,the final learning effect test was conducted immediately.The second experiment is the retention test.After completing the Experiment 1,the subjects in the four experimental groups stopped contacting swimming events for ten days,and recalled the subjects after the tenth day.The subjects who did not meet the experimental requirements were eliminated,and the rest subjects were tested for retention ability.Experiment 3 is the migration effect test,which is immediate migration and retention migration respectively.Immediately transferred to 4 groups of experimental groups to complete the first test,the on-site teaching of reverse breaststroke(assisted by teaching floating board)was carried out for about half an hour,and finally the test was carried out.The Hold Migration Test is the Hold Migration Test after completing the test of Experiment 2.Experiment 1:(1)In the floating part.the main effect of additional feedback type is not significant(F(1,53)=0.01,p=0.91,?p2=0.0),and the main effect of feedback frequency is not significant(F(1,53)=1.51,p=0.23,?p-=0.03).The interaction between feedback type and feedback frequency was not significant(F(1,53)=0.73,p=0.40,?p2=0.01).(2)In breaststroke leg,the main effect of additional feedback type was significant(F(1,53)=44.01,p=0.00,?p2=0.45).but the main effect of feedback frequency was not significant(F(1,53)=0.49,p=0.49,?p2=0.01).The interaction between feedback type and feedback frequency was not significant(F(1,53)=0.08,p=0.78,?p2=0.00).(3)The main effect of additional feedback type was significant(F(1,53)=24.57,p=0.00,?p2=0.32),but the main effect of feedback frequency was not significant(F(1,53)=2.68,p=0.11,?p2=0.05).The interaction between feedback type and feedback frequency was not significant(F(1,53)=1.48,p=0.23,?p2=0.03).(4)In the final learning effect test,the main effect of additional feedback type is significant(F(1,53)=19.73,p=0.00,?p2=0.27),while the main effect of feedback frequency is not significant(F(1,53)=0.56,p=0.46,?p2=0.01);The interaction between feedback type and feedback frequency was not significant(F(1,53)=0.67,p=0.41,?p2=0.01).Experiment 2:In the retention test,the main effect of additional feedback type is significant(F(1,53)=11.18,p=0·00,?p2=0.17),while the main effect of feedback frequency is not significant(F(1,53)=1.08,p=0.30,?p2=0.02);The interaction between feedback type and feedback frequency was not significant(F(1,53)=0.24,p=0.63,?p2=0.00).Experiment 3:(1)In the immediate transfer test,the main effect of additional feedback type is significant(F(1,53)=39.59,p=0.00,?p2=0.43),and the main effect of feedback frequency is significant(F(1,53)=67.29,p=0.00,?p2=0.56);The interaction effect between feedback type and feedback frequency is significant(F(1,53)=21.34,p=0.00,?p2=0.29);Simple effect analysis shows that performance feedback has significant differences in different feedback frequencies(P=0.00,?p2=0.29),and group 1 is the best combination of performance feedback and high frequency.(2)The main effect of additional feedback type was significant(F(1,53)=34.92,p=0.00,?p2=0.40),and the main effect of feedback frequency was significant(F(1,53)=30.97,p=0.00,?p2=0.37);The interaction effect between feedback type and feedback frequency is significant(F(1,53)=16.47,p=0.00,?p2=0.24);Simple effect analysis shows that performance feedback has significant differences in different feedback frequencies(P=0.00,?p2=0.29),and Group 1,i.e.The combination of performance feedback and high frequency,has the best effect.Research conclusions:(1)In the teaching process,the frequency of additional feedback has no obvious influence on the effect and process of breaststroke technology learning(floating,breaststroke leg,rower ventilation).(2)In breaststroke technical retention ability,performance feedback has better effect than result feedback.(3)The combination of performance feedback and high frequency has the best effect on migration ability. |
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