Empirical Research On The Impact Of Dynamic Task Difficulty On Skill Learning For Table Tennis Beginners

Research purposes: Improving the efficiency of sports skill learning and increasing the effectiveness of training are key aspects of physical education and sports skill learning.Mark A.proposed the Challenge Point Framework in 2004,which argues that both excessively high and low task difficulties hinder learning efficiency.Only appropriate task difficulty can maintain the maximum learning efficiency,which varies based on the learner’s level and practice context.In the framework,suitable task difficulty is referred to as the "optimal challenge point." In table tennis teaching method research,previous studies have mainly improved table tennis training content by changing or controlling the task difficulty of teaching and practice content.The essence of this approach is to match the difficulty of skill learning with the current skill level of the student to maintain efficient learning.In actual teaching environments,it is difficult to objectively define suitable learning plans,and teachers often rely on their experience to determine whether task plans match students’ levels.Therefore,a clearer guidance plan is needed.This study aims to explore the impact of dynamic task difficulty on skill learning in table tennis beginners and focuses on adjusting task difficulty based on the Challenge Point Framework to optimize learners’ learning effects when acquiring backhand push-block skills.By identifying the "Optimal Challenge Point" and providing empirical evidence,this research seeks to offer valuable guidance for table tennis teaching practice and help coaches and teachers adjust task difficulty more effectively to improve sports skill learning efficiency.Research method:(1)Study 1 selected 30 table tennis beginners and employed a mixed experimental design with two factors,including 3 levels of the independent variable(tests: pre-test/post-test/transfer test)× 3(different task difficulties: low difficulty fixed target group/high difficulty fixed target group/dynamic difficulty group).Different sizes of target boards were placed according to the different groups,and participants were required to hit the target board using backhand push-block during practice.The table tennis backhand push-block practice lasted for two weeks.(2)Study 2 selected 61 table tennis beginners and used a mixed experimental design with two factors,including 3 levels of the independent variable(tests:pre-test/post-test/transfer test)× 4(different dynamic task difficulties: high difficulty(90%-70% error rate)/relatively high difficulty(70%-50% error rate)/normal difficulty(50%-30% error rate)/low difficulty(30%-10% error rate)).During practice,the target boards were replaced based on the different group requirements and the error rates of the practitioners.Participants were required to hit within the target board range.The table tennis backhand push-block practice lasted for two weeks.Research result:(1)The results of Study 1 showed that the dynamic difficulty group with an error rate interval of 30%-50% and the fixed maximum difficulty group experienced significant improvements in their backhand push-block skills after two weeks of practice.However,the fixed minimum difficulty group did not show any improvement in their backhand push-block skills.The dynamic difficulty training group demonstrated better skill improvement and transfer effects in the backhand push-block than the fixed minimum difficulty group and the fixed maximum difficulty group.(2)The results of Study 2 revealed that all four dynamic difficulty groups had significant improvements in their backhand push-block skills after two weeks of practice.Among them,the dynamic difficulty group with an error rate interval of50%-70% demonstrated the best performance in skill learning efficiency and transfer effects.Research conclusions:(1)The use of fixed-difficulty training methods in teaching may lead to compromised overall learning efficiency due to individual differences.It is necessary to make reasonable arrangements based on the learners’ proficiency levels.The dynamic-difficulty group exhibited higher improvement in backhand blocking skills and transfer effects compared to the fixed-difficulty group,with significant enhancement observed in learners’ backhand blocking skills.(2)The dynamic difficulty training method based on the Challenge Point Framework(CPF) can enhance the learning efficiency of practitioners,with significant differences in learning efficiency and effects among different error rate ranges.The dynamic difficulty group with an error rate range of 50%-70% had the best improvement and transfer effects for backhand push-block skills after two weeks of practice,suggesting that the "optimal challenge point" for table tennis beginners learning backhand push-block skills might be within the 50%-70% error rate range.