An Experimental Study On The Influence Of Goal Setting In Badminton Teaching Of Senior High School Students On Special Skills, Sports Motivation And Volitional Quality

Goal setting theory is a set of social psychology theory put forward by Locke,a professor of management and psychology at the university of Maryland in the United States.He believes that "scientific goals can stimulate people's learning and other social activities and can turn people's needs into motives".With the development and maturity of the goal setting theory,the goal setting theory has been widely applied in the fields of education,teaching and physical training,and achieved good results.In China,goal setting theory has been applied in volleyball,swimming,track and field,table tennis,basketball and other sports teaching fields,which has a significant positive effect on stimulating students' active learning and improving their academic performance.However,in the field of badminton teaching,especially in the field of high school badminton teaching application cases and related research literature are rare.This paper adopts the methods of literature review,questionnaire survey,teaching experiment and mathematical statistics to explore the influence of goal-setting teaching method on special skills,sports motivation and volitional quality in high school badminton teaching.A total of 80 students from two classes were randomly selected as experimental subjects in the high school of wenzhou international studies school.They were divided into experimental class(40 students,26 boys and 14 girls)and control class(25 students,15 boys and 35 girls).During the period from September,2018 to January,2019,a total of 16 weeks of 32-hour teaching experiment was conducted.The experimental class adopts the goal-setting teaching method,while the control class adopts the traditional teaching method.Results show:(1)In the quality of will.The volitional quality of the experimental class and the control class were at the same level before the experiment(P > 0.05).Experimental classes before and after the experiment the self-consciousness and independence dimension greater than before the trial,after the experiment has very significant difference(P < 0.01),decisiveness,intellectual source concentration and decision-making timeliness,desire to self-realization,goal definition,belief confirmation and tenacity dimension experiment after significantly greater than before,with significant difference(P < 0.05).There were significant differences(P < 0.05)in the degree of decision making,source concentration and decision timeliness of the control class before and after the experiment.After the experiment,there were significant differences in the dimensions of consciousness,independence,self-actualization,goal clarity,belief confirmation and tenacity between the experimental class and the control class(P < 0.05).It can be shown that the application of goal-setting teaching method in high school badminton teaching is more conducive to improving the consciousness and independence of students' will quality,and the adoption of traditional teaching method can significantly improve the decisiveness of students' will quality.It can be seen that the application of goal setting in high school badminton teaching can shape the quality of students and cultivate their indomitable character.(2)In terms of sports motivation.Before the experiment,the exercise motivation of the experimental class and the control class was at the same level(P > 0.05).After the experiment,the internal motivation dimension of the experimental class was significantly larger than that before the experiment(P < 0.01),and after the experiment of knowledge seeking and achievement dimension was significantly larger than that before the experiment(P < 0.05).After the experiment,the external motivation dimension of the control class was significantly greater than that before the experiment(P < 0.01),and after the internalization and identification dimension was significantly greater than that before the experiment(P < 0.05).After the experiment,the experimental class with internal motivation,knowledge seeking and achievement dimensions was significantly larger than the control class(P < 0.05),the control class with external motivation and identity dimensions was significantly larger than the experimental class(P < 0.05),and the experimental class with no motivation was significantly smaller than the control class(P < 0.01).It can be shown that both target-setting teaching method and traditional teaching method can improve the sports motivation level of high school students in badminton teaching.Target-setting teaching method is more conducive to improving students' internal motivation level and reducing non-motivation level,while traditional teaching method is more conducive to improving students' external motivation level.To a great extent,goal setting can reduce students' laziness and negative attitude in badminton learning.(3)Special badminton skills.By comparing the badminton technical standard scores and technical evaluation scores of the experimental class and the control class after the experiment,it is concluded that the three technical standard scores of the experimental class are significantly higher than those of the control class(P < 0.05).There was no significant difference in the four skills of reaching the standard(P > 0.05),but the mean of the experimental class was larger than the control class.The results of the two test classes were significantly higher than those of the control class(P < 0.05).There was no significant difference in the results of the four skills(P > 0.05),but the mean value of the experimental class was greater than the control class.It can be shown that,compared with the traditional teaching method,the goal-setting teaching method can effectively promote the learning efficiency of specific skills of high school students in badminton teaching,and at the same time improve the teaching level.