Multiple Feedback Teaching Method In General College Tennis Applied Research In Elective Courses

With the reform of physical education curriculum in colleges and universities,tennis has entered the campus of universities.Offering tennis courses in colleges and universities can not only make students understand tennis culture,but also affect the formation of their emotions and values.However,the current tennis teaching in colleges and universities is still based on the traditional teaching method,ignoring the actual sports needs of students.And "multiple feedback teaching method" in contrast,more innovative,it is the theoretical basis of information theory,system theory and cybernetics,via the interaction between each subsystem,information and communication to complete learning tasks a multidirectional information transmission method of teaching,not only attaches importance to the subjectivity of the students,and follow the teaching of new curriculum reform.Therefore,it is necessary to introduce it into the teaching of tennis class.This study adopts literature research method,questionnaire survey method,expert interview method,teaching experiment method and mathematical statistics method,selects two elective tennis classes of Yangtze University as experimental objects,and carries out teaching experiment for a semester.According to the teaching syllabus of Yangtze University,there is one class every week,16 class hours,32 class hours.Before the experiment,body shape,physical quality,basic situation of tennis and learning motivation were taken as test indexes,followed by independent sample T test showing P>0.05,no significant difference.After the experiment,tennis skills,theoretical knowledge of tennis,physical fitness and learning motivation were taken as test indexes,and relevant data were analyzed by SPSS.Results:（1）In terms of tennis skills,the students of the two classes after the experiment achieved the standard of hitting and the evaluation of skills P<0.05,the difference is significant,the experimental class is better than the control class.（2）In terms of theoretical knowledge of tennis,the test scores of theoretical knowledge of the two classes after the experiment P<0.01,significant difference,better performance in the experimental class.（3）In terms of physical fitness,there was no significant difference in the scores of 50-meter running and sitting forward bending between the two classes after the experiment,P>0.05,but P<0.05 in the standing long jump and 1-minute rope skipping scores,the difference was significant.（4）There was a significant difference in learning motivation between the two classes after the experiment（P<0.05）,the experimental class is better than the control class.Conclusion:（1）In terms of tennis skills,the students in the experimental class are more proficient in the forehand and backhand skills,and their movements are reasonable.However,there is little difference between the students in the two classes in the service skills,indicating that the multivariate feedback teaching method has little effect on the service problems.（2）In terms of theoretical knowledge mastery,the effect of multiple feedback teaching method is better,and the experimental class students have rich theoretical knowledge reserve.（3）After the experiment,the physical quality of the students in the two classes has developed,and the students in the experimental class are better than the control class in strength and endurance quality,indicating that the physical quality of students will be different due to different teaching methods.（4）After the experiment,the internal motivation of the students in the experimental class was strengthened and their learning initiative was stronger.