College Volleyball Teaching Theories And Practice In Mixed Classes

Based on the teaching goal of Widespread Improving Students' Sports Accomplishments from Theories on Fitness Through Techniques written by Professor Zhang Hongtan and on the polarization caused by the practice of teaching in single-sexed classes in Weifang College, the writer discusses college volleyball teaching in mixed classes though it does not dominate the current college physical education. The paper aims at a suitable teaching method which combining material characteristics with students' features to enrich PE teaching practice and to make teaching forms diversified.First, This paper analyzes both teaching ideas (methods) and teachers' features through the case study on mixed class teaching by the writer in Weifang College. The writers maintains that the key to mixed class teaching is a integrated procedure dominated by the teacher especially reasonable deployment of teaching forms and that teachers should make careful preparations and should have enthusiastic attitude and comprehensive skills combined with full use of the strengths Heterosexual Attention Affect and technical compliment in mixed classes to achieve the goal of cultivating students' sports accomplishments.Second, the writer makes both typical and comprehensive data analysis of final examination marks including those of digging, passing, serving and spiking involving 2007 freshmen major in volleyball in Weifang College. The results are listed as following:1. From the Table we can find that the X test values are 5.01 in comparison between male students in mixed classes and in single-sexed classes, and 4.91 between female students in mixed classes and in single-sexed classes as to the proportion of students who get good marks(above 80 points) in digging performance, both higher than X_0.05(1)²=3.84. As can be seen, the difference is significant, combined with a higher chi-square value of male students in mixed classes than that of female students in mixed classes, so it is shown that mixed class teaching helps to improve the digging techniques of both male and female students, especially of male in mixed classes.2. Table Niyitegeka indicates that X² test values are 0.125 and 6.40, respectively in comparison between male students in mixed classes and in single-sexed classes, and between female students in mixed classes and in single-sexed classes as to the proportion of students who get average marks (above 70 points) in spike performance, and Chi-square X20.05 value lower than 0.125 (1) = 3.84 proves that mixed class teaching does not improve spike techniques of male students significantly. And from above, the percentage of 70 percent compared with 75 percent shows that the percentage of male students (above 70 points) in single-sexed classes is slightly higher than that in mixed classes. By contrast, X20.05 value 6.40 is between 3.84 and X20.01 (1) = 6.63, closer to X20.01 (1), so it is significant that spike techniques of female students can be improved by mixed class teaching.3. T-test results of those four technical evaluation show that it is significant that mixed class teaching has a greatly positive influence on male students' learning passing and digging but no significant influence on spiking and serving. For female students, we can also find that mixed class teaching has a positive influence on spiking most that is also the most difficult to them, next on passing and digging, serving least.According to the above case analysis and statistical data, it is easily shown that mixed class teaching helps to promote the enthusiasm and motivation of both male and female students, and especially male students tend to accept this kind of teaching methods so they are more active to increase the volleyball skills. Similarly, mixed class teaching is helpful for female students to enhance their sports skill, especially the teaching content similar to what the male students are taught, which can offer the evidence to the fact that mixed class can increase the enthusiasm and motivation of male and female students' exercises and practice. In addition, mixed class teaching is an effective way of existing PE teaching organization, but it can not be replaced with single-sexed class teaching which can not take up the whole field of physical education. A better teaching effect will be achieved if we adopt different combinations of male and female students and make the most use of the strengths of mixed class teaching and single-sexed teaching. Such may also provide both theoretical and practical evidence to pluralism in PE teaching organizations. Finally, the writer analyses and expands the characteristics of mixed class teaching, suitable items and some issues we should stress in accordance with case analysis and volleyball teaching and experimental progress so as to offer the reference evidence to the enrichment of PE teaching practice.