| In the context of the deepening reform of physical education,numerous scholars have conducted studies on the effectiveness of the application of sports education models in China,focusing mainly on motivation,interest in learning and skill level.However,there is still a lack of comprehensive research on students’ technical and tactical ability,competition ability and teaching knowledge.Therefore,the aim of this paper is to investigate the combined effect of the sport education model on students’ technical and tactical ability,competition ability and pedagogical knowledge in the badminton course for physical education majors.In this study,60 students majoring in physical education at Hubei Normal University were used as the experimental subjects,and the subjects were divided into experimental and control classes using random grouping.The experimental cycle was 16 weeks of classes in 1 semester.The experimental class used a sports education model for the intervention,dividing the curriculum into three phases: traditional teaching,self-designed training and season.The control class used a traditional physical education model with a focus on skills teaching.The students were tested on five items before and after the experiment:hitting against the wall,high ball,knowledge of instructional content design,tactical literacy,and game performance.The differences between the pre-and post-test data were analysed and compared,and semi-structured interviews were conducted with students in the experimental class to explore their psychological experiences of the sports education model.The results showed that:In terms of hitting against the wall,the mean and standard deviation values were13.60(±5.42)on the pre-test and 24.60(±5.52)on the post-test for the experimental class,and 12.83(±3.85)on the pre-test and 22.10(±2.54)on the post-test for the control class.The variance data showed significant main effects for both groups of students on time effects(p <.001),no significant main effect on group(p =.11)and no significant interaction on time * group(p =.13).For the high ball,mean and standard deviation values were 22.83(±9.13)pre-test and 43.03(±6.53)post-test for the experimental class and 21.30(±11.51)pre-test and40.93(±5.34)post-test for the control class.Variance data showed significant main effects for both groups of students on time effects(p <.001),no significant main effect on group(p =.33),and no significant interaction on time * group(p =.81).In terms of instructional content design,mean and standard deviation values were 0.84(±0.47)for the experimental class pre-test and 2.6(±0.78)for the post-test,and 0.65(±0.36)for the control class pre-test and 1.6(±0.57)for the post-test.The variance data showed significant main effects for both groups of students on time effects(p <.001),equally significant main effects on group(p <.001),and significant interactions on time * group(p <.001).However,the final scores of both classes did not reach the benchmark of 3.0,with a mean difference of 1.76 in the final scores of students in the sports teaching model condition and a mean difference of 1.0 in the final scores of students in the traditional physical education model condition.For tactical literacy,the mean and standard deviation values were 46.87(±6.25)on the pre-test and 70.93(±7.81)on the post-test for the experimental class,and 48.50(±9.14)on the pre-test and 61.36(±10.34)on the post-test for the control class.The variance data showed significant main effects for both groups of students on time effects(p <.001),equally significant main effects on group(p <.001),and significant interactions on time * group(p <.001).The route(SSO)and reason(SAO)choices showed that students in the sports education model condition scored higher on route choice than students in the traditional physical education condition.For competition performance,the mean and standard deviation values were 2.24(±0.85)on the pre-test and 6.79(±2.25)on the post-test for the experimental class and1.69(±0.67)on the pre-test and 4.84(±1.66)on the post-test for the control class.The variance data showed significant main effects for both groups of students on time effects(p <.001),equally significant main effects on group(p <.001),and significant interactions on time * group(p <.001).Based on informal interviews recorded and classroom observations,the movement education model was shown to promote positive attitudes towards learning,teamwork,responsibility and the creation of good social relationships through which students’ participation in the course was increased.The study concluded that there were significant improvements in students’ technical skills,tactical literacy,specialist content knowledge and game performance in both teaching modes,but that students’ levels improved more significantly in the sport education mode,while the realistic game environment and roles and tasks constructed in the sport education mode were more conducive to the development of students’ personal and social needs,and the sport education mode was more effective in the badminton course for physical education majors in colleges and universities.The sport education model has achieved more positive results than the traditional teaching model. |
