An Empirical Research On "Sport Education Model" In College Public Curricular Of Badminton

The education model of sports is a kind of curriculum and teaching model derived from game theory,which was first developed by the famous American sports scholar Daryl Siedentop in early 1980 s.The sports teaching thought advocated by the education mode of sports is in line with the development trend of the reform of college physical education in China,which is practical and operable.Badminton is one of the most important contents of college public sports education,and also a sports program with high participation in extracurricular activities.How to improve the students' enthusiasm and initiative in badminton teaching,promote students' all-round development is a question worthy of thinking to us.This paper focus on the research on education mode of sports in the badminton sports courses in college,so as to provide practical basis and reference for sports education in colleges and related scholars' research.The research methods used in this paper include Documentary Analysis Method,questionnaire survey,expert interview,teaching experiment and mathematical statistical method.Two badminton classes students who were enrolled in September,2015 were randomly selected in the second semester of the 2016-2017 academic year of Yunnan Normal University.There are 36 students in each class.The experimental class uses the sports education model to carry out teaching experiment,comparing with another class that adopts the traditional teaching model.In order to satisfies the requirement of teaching experiment,all students are tested before the experiment.And they are all proved to be with no significant differences in respect of physical quality,the badminton skill and combatability,psychological diathesis,social adaptation,and sports Participation Motivation.Teaching experiments are carried out according to the teaching design and model.After 18 weeks,the experiment was compared and analyzed in five aspects.Research results:(1)the sports education model experiment,test scores of those students fromexperimental classes are different from those student from normal class,include physical quality project of 1 minute single reel rope skipping,15 meters around the rod run back and forth,and 800/1000 meters project(P < 0.05);In contrast,there is no significant difference in the remaining test include badminton throw far and standing long jump(P > 0.05).(2)the sports education model experiment,test scores of those students from experimental classes are different from those student from normal class,include basic skills in badminton is,backhand chop,left and right sides of the 5 times catches the ball moves and actual combat ability(P < 0.01);there exists significant difference among the results of forehand strike for the high distance ball(P< 0.05).In contrast,there is no significant difference in the remaining test include forehand and the high distance ball(P > 0.0.05).(3)the sports education model experiment,experimental classes students,interpersonal sensitivity,anxiety,hostility and paranoid factor project between test results and test results that in comparative classes difference was very significant(P <0.01).There exists significant difference between the tests findings in depression factor(P< 0.05).There was no significant difference between the physical,terrorist,psychiatric and other factor test results in the factor program(P > 0.05).(4)the sports education model experiment,experimental classes students' social adaptation ability of interpersonal adapt,learn,adapt and social adaptation are different from those student from normal class(P < 0.01);In contrast,there is no significant difference in the remaining aspects include students' campus life adaptation,job selection and satisfaction factor(P < 0.05).There was no significant difference between campus life adaptation,job selection and satisfaction factor project test results(P > 0.05).(5)the sports education model experiment,experimental classes students' interest motivation,health motivation and social motivation,ability motivation factor are different from those student from normal class(P < 0.01);In contrast,there is no significant difference in the remaining aspects include physiognomy factor(P <0.01).There was no significant difference between the test results of the appearance motivation factor(P>0.05).Conclusions:Through the above study,sports education model badminton teaching pay more attention to the students' initiative and creativity through learning,games and competition which provides students with a variety of real emotional experience.And it improved the students' coordination and sensitivity,badminton skill,combat ability,mental health and social adaptation ability,and inspire the students' sports participation motivation.It is beneficial to students' full development.And it finally made student competitive ability participant with cultural refinement.The education sport model will help the development of badminton sport in colleges.In all,it is necessary to study and apply in universities teaching of public sports badminton.