Application Study On College Public Basketball Teaching Course Based On The Perceived Academic Self-Efficacy Theory

In the face of the curriculum reform and the current situation of physical education,it is urgent to introduce new teaching theories on the basis of the original theory and practice,and to explore new teaching modes and methods in classroom teaching practice,so as to improve teaching efficiency and students’ learning effect.This study explored the optimization of college basketball teaching from the teaching methods perspective.Through implementing self-efficacy intervention in basketball teaching and carrying out basketball teaching experiment under the theory of perceived academic self-efficacy,the benefits including providing a novel idea for basketball teaching and a theoretical and practical basis for developing students’ self-efficacy in physical education.Therefore,this study conducts literature review,questionnaires,mathematical statistical analysis and teaching experiment method to explore teaching effectiveness difference between experimental teaching group(implementing self-efficacy intervention)and control teaching group(traditional teaching)and analysis the relationship between variables.We obtained the following results from experimental teaching and data analysis:(1)There was a statistically significant distinction in gender among sense of fundamental ability,internal motivation,identified principle and externalizing principle.A statistically significant distinction was found in exercise volume among perceived academic self-efficacy,self-regulatory efficacy,internal motivation,identified principle and academic performance.(2)There were significant differences between before-and after-traditional teaching(control teaching group)in sense of fundamental ability,self-regulatory efficacy,sport situational motivation and academic performance.There were significant differences between before-and after-implementing self-efficacy intervention(experimental teaching group)in perceived academic self-efficacy,self-regulatory efficacy,internal motivation,identified principle and academic performance.A statistically significant distinction was found between female experimental teaching group and female control teaching group among perceived academic self-efficacy,self-regulatory efficacy and total performance score.(3)The exercise volume and sense of fundamental ability had a positive predictive effect on academic performance.(4)The perceived academic self-efficacy had a positive predictive effect on self-regulatory efficacy.The sense of fundamental ability had a positive predictive effect on identified principle.The self-regulatory efficacy had a positive predictive effect on both perceived academic self-efficacy and internal motivation.The internal motivation had a positive predictive effect on both self-regulatory efficacy and identified principle.The identified principle had a positive predictive effect on both perceived academic self-efficacy and internal motivation.The externalizing principle had a negative predictive effect on sense of fundamental ability.The externalizing principle had a positive predictive effect on both self-regulatory efficacy and lack of motivation.The lack of motivation had a mutually negative predictive effect on internal motivation.The lack of motivation had a positive predictive effect on externalizing principle.From the results of study,we concluded that it is beneficial for enhancing exercise performance,self-learning abilities,interest in learning basketball and level of basketball cognition to conduct basketball teaching experiment under the theory of perceived academic self-efficacy.Teaching under the theory of perceived academic self-efficacy could be as a pedagogical approach in college physical teaching and be operationalized into college basketball teaching course.