Research Of Table Tennis Motor Skill Learning From The Perspective Of ICT

Information and communication technology (ICT)—which include radio and television, as well as newer digital technologies such as computers and the Internet—have been claimed to potentially powerful tools for educational change and reform. When used appropriately, different ICT are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by helping make teaching and learning into an engaging, active process connected to real life.Table tennis is the national pastime of China, and the biggest amateur recreational sport in China. However, table tennis is a difficult motor skill. The spin in table tennis is extreme, and all actions happen very quickly. In table tennis, there are many basic and advanced skills. At the same time, the development of learners’positive attitudes, interest and motivation is not easy. It is hard for learners to persist in playing table tennis. Thus, ICT should be used to supplement traditional table tennis learning. Specifically, ICT should be applied to affect table tennis learners’ psychology and increase their table tennis skills.The dissertation focuses on the application of ICT in table tennis motor learning. The contributions of this dissertation include:1. Research on the relationship between Course Management System (CMS) and table tennis learners’perceived competence. A theoretical framework of CMS affecting learner’s perceived competence was created by analyzing the source of perceived competence and the relationship of CMS and the source of perceived competence. In this framework, CMS can affect table tennis learners’perceived competence through skill, attitude and environment. The methods of developing experimental platform were introduced. The experimental platform was based on Moodle. The effects of the course on students’ knowledge, perceived competence and interest were evaluated through quantitative methods. The result showed that Moodle course significantly enhanced learners’ perceived competence.2. Research on the impacts of a online learning platform on table tennis learners’motivation. A theoretical framework of online learning platform influencing learner’s motivation was developed by analyzing the factors of motivation and the relationship of online learning platform and the factors of motivation. In this framework, online learning platform can affect table tennis learners’motivation through situational factors, contextual factors and global factors. The methods of developing experimental platform based on self-determination theory were introduced. This platform can suit talbel tennis learners’needs of autonomy, competence and relatedness. The effects of the online learning platform on learners’ intrinsic motivation, extrinsic motivation and amotivation were evaluated through quantitative methods. The result showed that online learning platform significantly influenced learners’ intrinsic motivation, extrinsic motivation and amotivation.3. Research on the effectiveness of expert animation modeling and video feedback increasing table tennis performance. A theoretical framework of expert animation modeling and video feedback affecting learner’s performance was created by analyzing the factors of table tennis performance and the relationship of expert animation modeling and video feedback and the factors of table tennis performance. In this framework, expert animation modeling and video feedback can affect table tennis performance through internal conditions and external conditions. The methods of developing experimental platform were introduced. In the experimental platform, the technique animations which include skill decomposition animation, slow motion animation and frame-by-frame animation were developed by Flash ActionScript3.0, and video feedback was realized by FLV treaming media format technology and media player plugin. The effects of expert animation modeling and video feedback on table tennis performance were evaluated through quantitative methods. The results showed that expert animation modeling and video feedback significantly increased students’forehand drive skill.