Design And Practice Of "Sports Physiology" Of Physical Education Specialty In Colleges And Universities Based On Pad Class Teaching Model

Objective: The purpose of this paper is to apply the Presentation-Assimilation-Discussion Class to the teaching of sport physiology in the theoretical course of physical education,hoping that i can make make some useful attempts for the teaching reform of sport physiology.At the same time,through the application of the PAD class,in order to encourage students' interest in learning,mobilize students' learning motivation,promote some students to develop effective autonomous learning habits,and improve students' learning immersion experience.Improve students' language organization ability,critical spirit,cultivate students' sense of teamwork,at the same time,improve teachers' subject literacy.Methods: The questionnaire survey,experimental research and mathematical statistics were used in this study.First of all,a total of 103 students from Class A and Class C of physical Education majors of Grade 18 in Yunnan normal University were selected as the research object,Class A was randomly selected as the control group,Class C as the experimental group,the control group adopted the traditional teaching method and the experimental group adopted the PAD Class teaching method.Secondly,the learning motivation scale,the learning immersion experience questionnaire and the Presentation-Assimilation-Discussion Class teaching model teaching effective questionnaire were used as the research tools.Thirdly,determine the course module and compile the teaching plan of PAD Class teaching;finally,carry out 18-week teaching research on the students in the control group and the experimental group.After the end of the experiment,the results of the pre-and post-test for the experimental group and the control group are primarily compared.The variance is measured repeatedly by 2 groups(the experimental group,control group)* 2 time(pre-test,post-test).Results:(1)The questionnaire on the teaching effect of the PAD Class at the end of the experimental group shows that 90.20% of the students very much agree with or quite agree with the view that teachers' classroom teaching is helpful forafter-class learning in the PAD Class,86.29% of the students agree with or agree with the loose and open form of homework in the PAD Class,and 88.24% of the students agree with or agree with excellent homework sharing.90.20% of the students very much agree with or quite agree with the group discussion in the PAD Class;84.31% of the students agree very much or quite agree with the whole class discussion in the PAD Class;68.63% of the students are satisfied or very satisfied with their learning results in the PAD Class;52.94% of the students think that the overall evaluation of the PAD Class is good or good.(2)There was no significant difference in challenge factor,enthusiasm factor,dependence Evaluation factor,choosing a simple task factor factor,focus on interpersonal competition factor,pursuit return factor and the total score of learning motivation between the experimental group and the control group.The post-test of the experimental group and the control group had statistical significance in challenge factor,enthusiasm factor,dependence Evaluation factor,choosing a simple task factor factor,pursuit return factor and the total score factor of learning motivation,but not in focus on interpersonal competition factor.The main effects of pre-and post-test on the challenge factor,enthusiasm factor,choosing a simple task factor,focus on interpersonal competition factor,pursuit return factor and the total score of learning motivation should be statistically significant.There was no statistical significance in the highest effect of pre-and post-test on dependence Evaluation factor.The pre-and post-test of challenge factor,enthusiasm factor,dependence Evaluation factor,choosing a simple task factor factor and the total score of learning motivation in the experimental group were statistically significant,while there was no statistical significance in focus on interpersonal competition factor and pursuit return factor.In the control group,there was no statistical significance in challenge factor,enthusiasm factor,dependence Evaluation factor,focus on interpersonal competition factor,pursuit return factor and the total score factor of learning motivation,but there was statistical significance in choosing a simple task factor factor.To sum up,PAD Class teaching mode is obviously better than traditional teaching in improving students' learning motivation.(3)The pre-test of the experimental group and the control group had no statistical significance in task and skill balance factor,consciousness and action fusion factor,purpose and feedback factor,attention concentration factor,ecstasy state factor,sense of control factor,enjoyment experience factor and the total score factor of learning immersion experience.The post-test of the experimental group and the control group had statistical significance in task and skill balance factor,consciousness and action fusion factor,purpose and feedback factor,attention concentration factor,enjoyment experience factor and total score factor of learning immersion experience,while there was no statistical significance in ecstasy state factor and control factor.The pre-and post-tests of the experimental group were statistically significant in task and skill balance factor,consciousness and action fusion factor,purpose and feedback factor,attention concentration factor,ecstasy state factor,sense of control factor,enjoyment experience factor and total score factor of learning immersion experience.The pre-and post-test of the control group had statistical significance in consciousness and action fusion factor,attention concentration factor and total score factor of learning immersion experience,but not in task and skill balance factor,purpose and feedback factor,ecstasy state factor,sense of control factor and enjoyment experience factor.To sum up,PAD Class teaching mode is obviously better than traditional teaching in improving students' learning immersion experience.(4)There is no significant difference in the comprehensive score of the final examination between the control group and the experimental group,but the comprehensive scope of the final examination of the control group is lower than that of the experimental group.Conclusion:(1)Students agree that PAD Class,stimulates students' interest in learning,improves students' autonomous learning ability,increases student-student interaction and teacher-student interaction,and improves students' language organization and expression ability,inquiry ability and students' teamwork ability.(2)The PAD Class teaching model is obviously better than traditional teaching model in improving students' learning motivation and learning immersion experience;(3)The PAD Class teaching model is obviously better than the traditional teaching model in improving the learning immersion experience;(4)The PAD Class teaching model improves the learning performance of the students in the experimental group.