The Experimental Study Which ”video Assisted Instruction” Applied To The Teaching Of Volleyball Spiking In The Common Course For The University Volleyball

The article captures the phenomenon of the mart mobile phenomenon universal application in university students, the mobile phone application to spiking technique teaching. Spike of volleyball teaching is a difficult teaching task, This technique has high requirement to the physical quality and reaction capacity, in the run-up, take-off, flight and landing ball, every link to closely coordinate the completion.spiking action demonstration is difficult in the teaching process, the teacher’s demonstration times relative to other volleyball technique is less, it is difficult for students to get correct action concept formless demonstrative actions, so many college students volleyball spiking action are not very coordinated, there will be more or less some wrong action.In this paper, through the intelligent mobile phone video playback, video recording and storage functions of auxiliary teachers volleyball spike teaching, so that students can through the mobile phone in the storage of volleyball spike teaching video complete, repeatedly observe each technical link spiking action, strengthen the technical aspects of the memory, to form the correct action concept, and liberate teachers from technology demonstration of heavy, can better action technical guidance for students. In teaching can make students application of mobile phone of action video to the students, let its own observation of the difference in their action and video demonstration action, and can effectively correct. This article uses the literature material law, the mathematical statistic method, experimental method and other research methods, on the mobile phone video teaching to the students in the teaching of volleyball spike to spike motion technology to master the situation of the test, the experimental results show that: the mobile phone as a video playback tool applied to volleyball spike teaching has a better teaching effect, there are differences significant experimental class students run-up and take-off and air ball movement technology achievements through the t test and control class, the average score of the experimental class is higher than that of the control class. The results of t test of the spiking test experimental classes and control classes are also obvious difference, the experimental class a smash success rate is higher than the control class, thus it can be seen, the mobile phone as a video playback tool applied to the teaching of volleyball spiking can better enable students to imitate and learn to smash each ring section of the movement, the students through mobile phone for his action video, correct their mistakes action from the video, faster, better action learning. Through the student will investigate the mobile phone application in classroom teaching learning interest also found that: students will be applied to the class of mobile phone have a greater interest in learning, active classroom atmosphere gradually, teaching content is more rich, students can be more active action learning.