The Experimental Study On The Effect Of Self-Efficacy Theory On Table Tennis Learning Of Fourth Grade Primary School Students

Table tennis plays an important role in the physical and mental development of primary school students.At present,the teaching methods and means of table tennis in primary schools are single and the teaching quality is low.In order to improve the teaching effect,it is necessary to study effective teaching methods and means.Many studies have shown that self-efficacy can promote students' academic achievement.the theory of self-efficacy can stimulate students' motivation to learn and participate in classroom activities,improve their learning enthusiasm,and play a certain role in cultivating students' interest in learning and improving teaching effect.In this study,52 students from two classes of table tennis Elective Course of Grade Four in Beijing Central primary School for Nationalities were randomly divided into experimental class and control class for 13 weeks.this paper mainly uses the methods of literature,questionnaire,experiment,mathematical statistics and interview to test the application effect of self-efficacy theory intervention program in the fourth grade table tennis teaching in primary schools,and to verify the effectiveness of self-efficacy theory intervention program,so as to enrich the teaching methods and means of table tennis in primary schools,cultivate students' interest and improve the teaching effect.the teaching effect of this study is evaluated from four aspects: students' table tennis skills,their interest in learning table tennis,their subjective exercise experience and feedback from after-class interviews.The results of the study show that :(1)After the experiment,the table tennis skill score of the experimental class improved more than that of the control class.there are significant differences in forehand attack skill evaluation and quantity,but there is no significant difference in forehand serve quantity.(2)After the experiment,the table tennis learning interest of the experimental class increased more than that of the control class.there were significant differences in sports participation,positive interest,negative interest dimension and the control class,but no significant difference in sports dimension.(3)Compared with the control class,the experimental class has better subjective exercise experience and sports pleasure.there are significant differences in the dimensions of positive well-being and psychological distress,but no significant differences in the dimensions of fatigue.(4)The comparison before and after the experiment shows that the table tennis skill and learning interest scores of the experimental class are more improved than those of the control class.(5)The results of after-class interviews after the experiment show that students have gained a lot in table tennis skills,interest and friendship,which has improved students' attitude towards problems and efforts.Conclusion:(1)The theoretical intervention of self-efficacy in the teaching of table tennis in the fourth grade of elementary school,as a mediating power,can stimulate students' learning motivation and enthusiasm by influencing individual self-efficacy in table tennis learning,thus obviously improving students' interest in learning table tennis,table tennis technical achievements and subjective exercise experience.Compared with the traditional teaching mode,it can achieve good results and good teaching effect.(2)This study verifies the effectiveness of the intervention program of self-efficacy theory in improving the teaching effect of table tennis in the fourth grade of primary school,and further verifies the positive role of self-efficacy theory in improving students academic achievement.