The Effect Of Different Frequency And Timing Of Additional Feedback On The Mastery Of College Girls' Volleyball Skills

Research purposes:Additional feedback is used to describe additional information besides sensory feedback related to skill operation,which comes from the outside of the operator.In the process of motor skill learning,practitioners usually need teachers to provide necessary feedback information to effectively adjust and correct errors in practice,so as to make themselves approach the ultimate leanling goal in the right direction.Thus,additional feedback is an important factor affecting motor skill learning.In the process of sports skill teaching,when and how often feedback information can be provided to practitioners to maximize the learning of sports skills,which has attracted the attention of sports teachers and students.The purpose of this study is to find appropriate additional feedback frequency and time for volleyball teachers in the process of Volleyball Teaching for female beginners in Colleges and universities,so as to enhance the scientific nature of volleyball teaching.This paper attempts to provide theoretical and practical reference for improving the quality of college volleyball teaching through the teaching experiment of College Students' volleyball cushion,mainly on "the influence of illustrative performance feedback of different frequencies and times on the learning effect of College girls' volleyball beginners' cushion skills",and then supplement the theory of frequency and time of additional feedback in sports teaching.Research methods:This paper makes an experimental study on the application of descriptive performance feedback of different machines and frequencies to female volleyball cushion teaching in physical education and health courses in Colleges and universities by using the methods of literature,experiment,data processing and logical analysis.This experiment randomly selects four classes of female volleyball students from the public elective course of freshman volleyball in Shandong Normal University and carries out a three-week volleyball cushion.After the third week of teaching,all the students were tested.Girls who scored 70 points and had no volleyball learning experience before the three weeks of volleyball teaching were selected as experimental subjects.Ten students were selected from each class and divided into four groups according to the class.If the number of students who met the above conditions was insufficient,the female students who scored 70+2 points were selected as experimental subjects.They were randomly divided into four groups(10 persons iin each group)as four experimental groups,namely,high frequency synchronous feedback group(100%feedback frequency,providing feedback during each exercise),low frequency synchronous feedback group(33%feedback frequency,providing feedback during the last exercise of each three exercises))high frequency end feedback group(100%feedback frequency,providing feedback after each exercise),and low frequency end feedback group.Group B(33%feedback frequency,feedback after the last exercise of every three exercises).The data obtained by the four groups were processed by statistical software SPSS22.0.The data were processed and analyzed by single factor analysis of variance,variance analysis and paired sample T test.The results are as follows:1.Additional feedback can promote the mastery of College girls'volleyball cushion skills.The two experimental factors of additional feedback,frequency and timing,have different effects at different stages.2.In skill mastery stage,the effect of high-frequency feedback is better than that of low-frequency feedback;when the feedback frequency is high,the effect of synchronous feedback is no different from that of terminal feedback;when the feedback frequency is low,the effect of synchronous feedback is better than that of terminal feedback.3.In the maintenance test stage,the effect of low-frequency feedback is no different from that of high-frequency feedback;the effect of terminal feedback is better than that of synchronous feedback.4.There is no difference between the performance of the high frequency feedback group in the skill mastery stage and the maintenance test stage;the performance of the low frequency feedback group in the maintenance test stage is significantly improved than that of the post-test,and there is no difference between the performance of the high frequency feedback group and the high frequency feedback group:the performance of the synchronous feedback group in the two stages is no difference;and the performance of the end feedback group in the maintenance test stage is significantly better than that of the post-test.The performance of synchronous feedback group was higher than that of synchronous feedback group.5.Maintaining the performance of the test stage can better reflect the real mastery of the volunteers'cushioning skills,so there is no difference between the two levels of feedback frequency in promoting the mastery of beginners' cushioning skills,and the effect of end feedback is better than that of synchronous feedback.6.The performance of the low-frequency end-feedback Group continued to improve in two stages,and there was no difference between the high-frequency end-feedback group and the low-frequency end-feedback group in the maintenance test stage.The performance of the high frequency end feedback group in the two stages is not different and stable,so the high frequency end feedback and low frequency end feedback have the best promotion effect on the learning and mastery of college female beginners'volleyball cushion skills.