Experimental Study On Reverse Teaching Method Of Volleyball Cushion Technique In Junior High School

Volleyball has always been a popular sport in China,but teenagers ’ love for volleyball is not high.Especially in the process of volleyball teaching,young students are afraid of pain,tiredness,and feeling boring in technical learning.In order to make young people more actively learn volleyball knowledge,in the learning process does not produce boredom and resistance,the need to improve volleyball teaching methods.Relevant research shows that the reverse teaching method,as one of the innovative teaching methods,has broken the traditional way of thinking and provided new teaching ideas for the teaching organization form and teaching mode.This study attempts to apply the reverse teaching method to the teaching of volleyball cushion ball,and through experimental comparison,to verify whether the reverse teaching method can improve the students ’ enthusiasm for learning volleyball and improve the students ’volleyball cushion ball technology level.The research takes the teaching experiment method as the main line,and combines the questionnaire survey method,expert interview method,literature data method and other research methods to explore the influence of reverse teaching method on the teaching effect of volleyball cushion.In this study,two classes of grade 2 in a middle school in Taiqian County,Puyang City were randomly selected as the experimental subjects.The control class adopted the traditional teaching method to carry out the teaching,and the experimental class adopted the reverse teaching method to carry out the teaching for a period of 12 weeks.Before and after the experiment,the physical quality,volleyball cushion skills and sports learning interest of the two classes of students were tested.Finally,the data before and after the experiment were statistically analyzed.Results :(1)In terms of physical fitness,there was no significant difference in 50-meter running scores between boys and girls in the experimental class and the control class(male P = 0.814 > 0.05);female P = 0.763 > 0.05);there was no significant difference in standing long jump performance(male P= 0.375 > 0.05;female P = 0.342 > 0.05);there were significant differences in the results of three-meter three-way running(male P = 0.047 < 0.05;girls P = 0.046 < 0.05).(2)In terms of volleyball cushioning skills,there were significant differences in volleyball cushioning skills between the experimental class and the control class(front hand cushioning P = 0.003 < 0.01;p = 0.04 < 0.05;for wall cushion ball P = 0.002< 0.01),there was also a significant difference in volleyball cushion skills between the experimental class and the control class(front hand cushion ball P = 0.025 < 0.05;p = 0.019 < 0.05;p = 0.006 < 0.01).(3)In terms of sports learning interest,there were significant differences in the six dimensions of sports learning interest between boys and girls in the experimental class and the control class(P < 0.05).Research conclusions : There is no significant difference between the reverse teaching method and the traditional teaching method in the 50-meter run and the standing long jump.Compared with the traditional teaching method,the reverse teaching method has a more significant effect on the improvement of the physical quality of the students ’ three-meter three-way run.In the teaching of volleyball cushion technology,the reverse teaching method is better than the traditional teaching method,especially for boys ’front-hand cushion,wall cushion and girls ’ wall cushion.In terms of sports learning interest,the reverse teaching method is superior to the traditional teaching method.The reverse teaching method has a very significant effect on the improvement of the six dimensions of sports learning interest of male and female students.