An Experimental Study On The Integration Of Blended Teaching Into University Badminton Classes Based On The BOPPPS Model

This study integrates hybrid teaching based on BOPPPS model into badminton teaching in Chinese universities,aiming to promote the development of physical education teaching in Chinese colleges and universities,and actively explore teaching modes that adapt to the new era.100 undergraduate students of Shandong Jianzhu University in 2021 were randomly selected to carry out teaching reform experiments,and randomly divided into 50 experimental groups and 50 control groups,and the experimental group carried out blended teaching based on BOPPPS model,while the control group was carried out according to the traditional face-to-face teaching format,and other environmental factors were as consistent as possible.The experiment will be held from September to December2022,with a single lesson time of 90 minutes and one class per week,for a total of 16 weeks.This study will compare and evaluate the effects of four dimensions of students’ exercise habits(daily exercise volume),physical fitness level(lung capacity,sitting forward flexion),skill learning(forehand backcourt high ball technique,forehand hitting backcourt high ball technique)and course acceptability(badminton teaching effect questionnaire).Results:(1)In terms of daily exercise habits,the intensity of daily participation in sports in the experimental group was significantly higher than that of the control group(p<0.01),and the experimental group students participated in sports longer than the control group(p<0.05),but there was no significant difference in exercise frequency between the two(p>0.05).(2)In terms of physical fitness level,after comparing the before and after test data,it was found that the difference in physical fitness level of the control group was not statistically significant(p>0.05).The difference in scores in the seated forward flexion item in the experimental group was statistically significant(p=0.006),and the flexibility level of the experimental group students(seated forward flexion)was significantly improved(p<0.01).In terms of technical evaluation,although the difference between the before and after means of the experimental group and the control group was not statistically significant(p>0.05),the progress of the performance of the students in the two groups was statistically significant(p<0.05)in the longitudinal comparison and effect size analysis,and the effect size of the experimental group(0.489)was significantly higher than that of the control group(0.289),indicating that the experimental group had a higher probability of improvement in technical scores in practice.(4)In terms of feedback on the new teaching form,most of the students in the experimental group(82.00%)liked this new teaching form,and most(90.00%)of the students in the experimental group agreed with the use of this form of badminton teaching,indicating that the teaching form had a good acceptability.(5)In terms of classroom influence,the experimental group(84.00%)was more willing to continue to participate in badminton than the control group(74.00%),indicating that the blended teaching based on BOPPPS model effectively improved the classroom influence and played an indispensable key role in promoting students’ development of lifelong sports thinking.Conclusions:(1)Blended teaching based on BOPPPS model can improve the intensity and time of students’ daily participation in sports;(2)Hybrid teaching based on BOPPPS model can significantly improve students’ flexibility and quality level;(3)Blended teaching based on BOPPPS model can make greater progress in students’ skill evaluation performance;(4)Blended teaching based on BOPPPS model has good acceptability;(5)Blended teaching based on the BOPPPS model has a more far-reaching and effective classroom impact.