The Structure Of Cognitive Evaluation System In Basketball Skills Learning Within The Theory Of Open Motor Skill

In recent years, along with the deepening reform of school physical education in ourschools and the national sports reform and development, has made considerable progress andleaps, and construction of school physical education theory has lagged behind, part of thetheory has some loopholes, unable to meet the current sports practice and guidance.Sports teaching at present, scholars put forward movement skills into open motor skilland closed motor skill, also some new teaching methods, put forward higher requirement totransfer teaching methods focus on teaching evaluation. At the same time, open motor skillhas been completed in the objective situation, students through the analysis in differentsituations of practical application of science and technology. A lot of action selection isstudents’ thinking in situation comes, for the assessment of students’ thinking processes needto summarize and grasp from the cognitive perspective. So, traditional sports teachingevaluation must be comprehensive to improve the evaluation content. Therefore, this studywill establish the corresponding evaluation method according to the characteristics of openmotor skill.This study will research the cognitive appraisal of open motor skill learning, determinethe open motor skill learning goals, cognitive assessment standard of basketball skills, andcognitive evaluation in basketball teaching as an example, in the practical application ofcognitive evaluation of open motor skill learning, provide valuable theoretical basis andpractice of cognitive evaluation for open motor skill. And reached the following conclusions:First, open the cognitive evaluation learning motor skills objectives are: to masterstudents in the context of mental activity, the information processing, the process of cognitiveinformation processing, and output response (instantaneous decision, creative play) wereevaluated, so as to assess the advantages and disadvantages of the cognitive process, improvethe motor skill learning.Second, open motor skill evaluation content includes: position, choice, technicalperformance and support. At the same time, the study by the example of basketball, basketballskills assessment content is divided into1: namely, position location, clamping, positioning,to.2choices: passing, dribbling, shooting.3Technology: pass, dribble, shot.4support: open,so, the get-away, cover.Third, the evaluation type motor learning method of open is divided into theoreticalexamination and skills examination of two parts. The theory test is to enhance students’understanding of technical action, improve the students’ thinking process of anticipation, andlay a solid foundation for the practical application of skills in the context of the. Skillassessment is to evaluate students’ skill practical application ability of students, effective useof technology in the context of action.Although the open motor skill goal, set up the evaluation content, evaluation criteria andevaluation method developed, but in the evaluation process, there are some problems, thisstudy suggests: First, in order to reduce the teacher’s effect on learning performance in the subjectiveevaluation of the main factors in the assessment of students, examination time, examination ofthe grade can be carried out by two teachers, and then averaging the results.Second, the teacher can take3to3half evaluation methods of assessment, or take twoteachers are students of two teams of assessment. At the same time the game can be set for thesecond half, two teachers at halftime, exchange their evaluation object, so that all the studentshave two teacher assessment, the final results take the same average scores, such result ismore objective.