The Effect Of The Frequency And Timing Of Additional Feedback On The Learning Effect Of Volleyball Cushion Skills In Middle School Students

Research Objective:With the issuance of Chinese various documents of school sports,additional tests in physical education have been paid much more attention.Volleyball is one of the additional test in the university entrance PE examination,and it is also one of the teaching contents in school sports.The digging technique of volleyball is the basis for learning volleyball,and it is also the most basic teaching content in primary and secondary volleyball classes.In the process of learning digging skills of volleyball,students usually expect teachers to offer themselves favorable feedback to correct wrong movements so as to master the skills more effectively.Therefore,how to provide feedback in the process of teaching skills is particularly vital for teachers,feedback frequency and feedback timing,as the main factors of additional feedback,play a more significant role in the learning of skills,and different frequency and timing of additional feedback have different effects on student’s learning.Through different timing and frequency of additional feedback,this study finds the best feedback combination to enhance the learning of volleyball frontal two-handed digging technique of volleyball in teaching to help students master volleyball digging technique more effectively in skill learning,boost students’ learning ability and teachers’ teaching efficiency.Research Methods:This study was conducted by literature method,experimental method,as well as mathematical statistics method.The experiment adopted a mixed design of 2(feedback timing)x2(feedback frequency)x2(test time),and 40 high school sophomores from Changzhou No.3 Middle School were randomly divided into 4 experimental groups of 10 people.Group 1 is the synchronous additional feedback and high frequency group;Group 2 is the synchronous additional feedback and low-frequency group;Group 3 is the terminal additional feedback and high-frequency group;Group 4 is the end-end feedback and lowfrequency group.The resulting data was analyzed and processed via SPSS25.0.The first experiment is the teaching of volleyball’s frontal two-handed digging technique,with no teaching feedback for the participants,and a pre-test of the experiment after four lessons.Experiment 2 is volleyball’s frontal two-handed digging skill acquisition test,after the pre-experimental test,the 4 groups were given feedback guidance on the different frequency and timing of eight lessons,and the test was carried out for 4 groups after the twelfth class.In experiment 3,the volleyball’s frontal two-handed digging technique maintenance test was performed,and the four groups stopped practicing volleyball front-facing two-handed digging skills after the acquisition test,and after a gap of one week,the students who did not meet the requirements were eliminated,and the skill maintenance test was carried out on the four groups of students.Research results:In the accuracy test of volleyball’s digging in the learned test,the group should be mainly insignificant(F(3,36)=0.186,p=0.906,ηp2=0.015),the effect before and after the test was significant(F(1,36)=368.928,p<0.01,ηp2=0.911),and the interaction between the group and the test before and after was significant(F(3,36)=6.404,p<0.01,ηp2=0.348).Through simple effect analysis,the scores of the digging skill accuracy in the same high group were significantly different from those of the same low group(p<0.05).In the digging evaluation test of the learned test,the group should be mainly insignificant(F(3.36)=0.326,p=0.807,ηp2=0.026),the pretest and posttest effect before and after the test should be significant(F(1,36)=71.053,p<0.01,ηp2=0.664),and the interaction between the group and the pretest and posttest effect should not be significant(F(3,36)=2.221,p=0.104,ηp2=0.156).In the accuracy test of the volleyball’s digging skill in the maintenance test,the group main effect was significant(F(3,36)=2.993,p<0.05,ηp2=0.960).The main effect of test time was significant(F(1,36)=131.756,p<0.01,ηp2=0.785);The interaction between the two was not significant(F(3,36)=1.859,p=0.154,ηp2=0.134).In the digging skill evaluation test of the maintenance test,the group’s main effect was significant(F(3,36)=3.086,p<0.05,ηp2=0.205).The main effect of test time was significant(F(1,36)=90.205,p<0.01,ηp2=0.715);The interaction between the two was not significant(F(3,36)=0.205,p=0.893,ηp2=0.017).Conclusions:(1)The learning effect of the low-frequency additional feedback group is better than that of the high-frequency additional feedback group.(2)The timing of feedback has no direct impact on the learning of volleyball frontal two-handed digging skills of middle school students.(3)In the acquisition test and maintenance test,the learning effect of the low-frequency additional feedback group was better than that of the high-frequency additional feedback group...