Study On The Adaptability Of The "Base Line-Pre-net" Order In Children’s Tennis Learning

Purpose: This study aims to explore the adaptability of the "bottom line before the net" order in children’s tennis learning.A variety of skill learning sequence groups were designed to compare the learning effects of tennis learners under different conditions(gender,strength quality,learning motivation),and to explore the adaptive laws of tennis learning sequence for children under different conditions,in order to enrich and develop the theory and method system of tennis teaching and training.Method: This study used 163 first grade elementary school students as experimental subjects and designed three learning sequence groups: the baseline group(learning sequence from baseline to baseline),the baseline group(learning sequence from baseline to baseline),and the mixed group(i.e.both baseline and baseline techniques were conducted simultaneously).The classification criteria for learning subjects mainly consider three factors: gender,learning motivation,and strength quality.According to the basic information table of the experimental subjects,the gender of beginners is registered.The Sports Motivation Scale(SMS)and tennis throw distance measurement are used to classify the learning motivation and strength quality levels of beginners.Grading criteria of strength quality: according to the data classification criteria of the quartile,find 25% and75% of the people,and classify the results into high,medium and low strength,respectively recording that the students from the lowest to the first Quantile(25%)of the throwing performance of boys and girls are low strength,and the students from the first Quartile(25%)to the third Quantile(75%)are medium strength,The students from the third and fourth Quantile(75%)to the maximum value of the data set are more powerful.Measure the 1-minute increment of ball bouncing and the frequency of ball throwing across the net as indicators of ball feeling improvement;The frequency of hitting sweet spots and the success rate of hitting balls are used as indicators for evaluating beginners’ technical level.By analyzing the differences between ball sensation and technical level,the adaptability of tennis beginners to learning order under different conditions is explored.The experimental period lasts for half an academic year,with 2 class hours per week and a total of 36 class hours.The main methods used were one-way ANOVA and bivariate ANOVA to compare the learning effects(ball sensation and technical level)of subjects with different learning orders under different conditions,in order to explore the adaptability of tennis beginners to learning orders under different conditions.When there are significant differences in the analysis of variance,the LSD method is used for post hoc post hoc testing.All experimental data are statistically processed using SPSS16.0 software,and the statistical significance level is set to α= 0.05.Result: 1)The improvement level of ball sensation in the mixed group was higher than that in the baseline group,and the difference was significant;The interaction between learning order and gender has no effect on improving ball sensation;The interaction between learning order and strength quality has no effect on the improvement of ball sensation;The interaction between learning order and motivation has a significant difference in the frequency of ball throwing across nets,with students in the mixed group driven by internal motivation achieving better results in ball throwing across nets.2)The hitting effect(success rate and frequency of sweet spot hits)of the mixed group is better than that of the baseline group and baseline group in front of the net,and the difference is significant;The interaction between learning order and gender has no effect on the hitting effect;The interaction between learning order and strength quality has no effect on the hitting effect;The interaction between learning order and motivation has a significant difference in the frequency and success rate of sweet zone hitting,and the difference is significant.Students in the mixed group who are driven by internal motivation and those in the bottom line group who are driven by external motivation improve their skills faster.Conclusion: 1)Synchronized learning of children’s baseline and net techniques(mixed group)is better for cultivating ball sensation;From the perspective of ball sense cultivation,gender and strength have no selectivity in the learning order of "bottom line front of the net";There is no difference in the improvement of closed ball sense(1 minute ball toss)among children using different learning sequences driven by different motivations,but the cultivation of open ball sense(ball throw across the net)has sequential selectivity in learning motivation: internal motivation is more suitable for synchronous learning from the baseline and in front of the net.2)Children’s bottom line and online technology synchronous learning(mixed group)have better technical effects;Gender and strength have no selectivity in the learning order of "bottom line before the internet";Learning motivation has selective adaptability to the learning order: internal motivation is more suitable for synchronous learning between the bottom line and the front line(mixed group),while external motivation is more suitable for starting from the bottom line before the front line(bottom line front line group).