| Research Objectives:In the background of the physical education curriculum reform in colleges and universities,it’s necessary to further improve the quality of physical education.Therefore,physical education has become more and more important in education for all-around development.As the "national ball",table tennis has a mass foundation among Chinese people,and it is also favored by students in the college physical education courses.Due to the influence of various factors,single-ball teaching mode is often used in table tennis courses in colleges and universities.However,this teaching mode is a single form,and the amount and intensity of exercise cannot meet the requirements of the development of students’ physical quality and modern quality education,which reduces students’ interest in table tennis.Thus,it’s not easy for students to achieve good learning results.According to the surveys,the physical quality level of Chinese college students is gradually declining.At the same time,in recent years,the COVID-19 pandemic and other reasons lead to some students’ psychological problems.The physical and mental health of modern college students is not optimistic.General self-efficacy refers to an individual’s judgment on his/her ability to complete tasks in different environments,which plays a very important role in the mental health of college students.It is shown in current research that sports play a good role in promoting the physical and mental health of college students.Therefore,this paper attempts to take "single and multiple ball combined" table tennis teaching as an independent variable,so as to explore the influence of 12-week "single and multiple ball combined" table tennis teaching on college students’ self-efficacy and physical fitness.Through the analysis of the experimental results,the effect of "single and multiple ball combination" table tennis teaching on the general self-efficacy and physical fitness of college students can be confirmed.Meanwhile,it provides a theoretical basis for the further development of table tennis in college physical education in the future,and provides dynamic support for improving the physical and mental health of college students.Research methods:In this study,many research methods are adopted,including literature,expert interview,questionnaire,teaching experiment and mathematical statistics.What’s more,two table tennis general training classes of non-physical education undergraduates are selected in Hehuachi Campus of Yangzhou University.They are divided into two groups(experimental group and control group)by class unit.The experiment period lasts 3 months,12 weeks in total.There is one big class per week,each class 90 minutes.The experimental group is given "single and multiple ball combined" teaching,while the control group is given traditional single-ball teaching.Before and after the experiment,students are assessed by General self-efficacy Scale and physical fitness test item index.The test results are sorted out and recorded,and the influence of "single and multiple ball combined" table tennis teaching on general self-efficacy and physical fitness of college students is compared and analyzed.Research results:1.After 12 weeks of traditional table tennis teaching,the scores of general self-efficacy of the control group are statistically significant difference(p<0.05),and 12 weeks of traditional table tennis teaching has a significant impact on the general self-efficacy of college students.2.After 12 weeks of "single and multiple ball combination" teaching intervention,the scores of general self-efficacy of the experimental group show a statistically significant difference(p<0.01),which proves that this teaching intervention has a significant impact on the general self-efficacy of college students.3.The general self-efficacy scores of the experimental group are higher than those of the traditional table tennis teaching of the control group,which shows a statistically significant difference(p<0.01),indicating that "single and multiple ball combined teaching"has a more significant effect on the general self-efficacy of college students than the traditional table tennis teaching.4.After 12 weeks of "single and multiple ball combined" teaching intervention,the experimental group has a statistically significant difference in 50 meter running(p<0.01),which proves that this teaching intervention has a significant impact on the speed quality of college students;In the control group,there is no statistically significant difference in 50meter running after 12 weeks of traditional teaching intervention(p>0.05),indicating that this teaching intervention has no significant effect on speed quality of college students.5.After 12 weeks of "single and multiple ball combination" teaching intervention,the standing long jump scores of the experimental group show a statistically significant difference(p<0.01),which proves that this teaching intervention has a significant impact on the strength quality of college students;There is no statistically significant difference in the standing long jump performance of the control group after 12 weeks of traditional teaching intervention(p>0.05),indicating that this type of teaching has no significant effect on the strength quality of college students.6.After 12-week teaching experiment,there is no statistically significant difference between the experimental group and the control group in girls’ 800m and boys’ 1000m scores(p>0.05),which proves that 12-week "single and multiple ball combination"teaching intervention and traditional teaching intervention have no significant influence on female college students’ endurance quality.7.After 12 weeks of "single and multiple ball combination" teaching intervention,the experimental group has a statistically significant difference in seated flexor performance(p<0.01),proving that 12 weeks of "single and multiple ball combination" teaching intervention teaching has a significant impact on the flexibility quality of college students;After 12 weeks of traditional teaching intervention,there is no statistically significant difference in the performance of sitting forward bending in the control group(p>0.05),indicating that 12 weeks of traditional table tennis teaching have no significant effect on the flexibility quality of college students.Research conclusions:1.12-week table tennis teaching with "single and multiple ball combination" and traditional table tennis teaching have significant effects on college students’ general selfefficacy.In addition,the effect of "single and multiple ball combination" table tennis teaching is higher than that of traditional table tennis teaching.2.12-week table tennis teaching of "single and multiple ball combination" has a significant impact on the overall physical fitness of college students,including speed,strength and flexibility,but no significant impact on endurance... |
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