An Experimental Study Of PBL Teaching Method Combined With Video Feedback In Volleyball Courses In Colleges

The old education model and teaching philosophy can no longer fully fulfill the needs of teaching,thus it is vital to update the concept and teaching methods as teaching reform progresses and deepens.Traditional teaching concepts,models,and methods are experiencing significant difficulties as a result of the latest phase of basic education reform.Physical education in higher education should also undergo the necessary changes.This study conducted experimental research on the PBL teaching method combined with video feedback to strengthen the teachers’ "student-centered" teaching philosophy and achieve results in the integrated application of teaching methods in general volleyball courses in colleges and universities.The impacts of the method on students’ interest in physical education,their motor skill learning,their improve physical fitness and their self-efficacy were examined.In this study,62 students from Harbin Institute of Technology’s compulsory public physical education program were chosen as experimental participants and then divided into an experimental group（31 students）and a control group（31 students）using literature,expert interviews,questionnaires,experimental methods,and mathematical statistics.The effectiveness of the PBL teaching method combined with video feedback teaching in teaching elective volleyball courses in general higher education was investigated through a comparison of the experimental and control groups’ volleyball skills,fitness,interest in learning physical education,and overall self-efficacy at the end of the teaching experience.Research findings: 1)Basic motor skills in volleyball.Compared to the control group,students in the experimental group had highly significant differences（P<0.01）;compared to the control group,there was a highly significant difference in technical evaluation scores（P<0.01）);2)In terms of interest in learning about sports and physical education.Highly significant differences were found in negative learning emotions,interest in active learning,self-directed learning and attention to volleyball in the students before and after the experiment（P<0.01）.Highly significant differences were found in the dimensions of attention in volleyball and volleyball compared to the control group（P<0.01）.3)In physical performance.Before and after the experiment,there were extremely significant differences in the experimental group’s results on sitting forward bending,badminton throwing,and one-minute sit-ups（P<0.01）.The differences are significant.4)Overall self-efficacy.There was a highly significant difference in the overall self-efficacy of the test group before and after the test.（P<0.01）.Conclusions: 1)PBL learning method with video feedback instruction can promote the standardization of technical movements;2)PBL learning method with video feedback instruction can reduce students’ negative emotions in learning,improve their active interest in learning,independent learning and attention to volleyball sport;3)Compared with the conventional learning method,the PBL learning method with video feedback teaching has no significant effect on students’ physical quality;4)PBL teaching method combined with video feedback is conducive to improving students’ general sense of self-efficacy,enabling students to have a clear understanding of themselves in the learning process,and to be more confident in sports and life.