Study On The Effect Of Different Frequencies And Forms Of Performance Feedback On Primary School Students’ Volleyball Cushion Learning

In physical education teaching activities,teachers provide appropriate additional feedback to help students master motor skills.Performance feedback plays an important role in the learning process of motor skills.Based on the practice of volleyball teaching,this paper takes the beginners in the sixth grade of primary school as the experimental object to explore the influence of performance feedback frequency and performance feedback form on the learning effect of primary school students’ volleyball cushion skills.So as to provide useful reference for volleyball teaching in primary schools,help teachers improve teaching effect,stimulate students’ learning enthusiasm and improve students’ learning efficiency.The research in this paper mainly adopts the methods of literature,interview,experiment,logical analysis,mathematical statistics and other research methods to explore the impact of performance feedback frequency and performance feedback form on the learning effect of primary school students’ volleyball mat.This paper divides the experimental study into two parts.The first is the effect of different frequency of performance feedback on the learning effect of volleyball mat,and the second is the effect of different forms of performance feedback on the learning effect of volleyball mat.50 students in Grade 6 of Taihu Central Primary School,Tongzhou District,Beijing(all beginners without volleyball learning experience and similar physical quality)were randomly divided into five groups,numbered 1-5.Among them,4 groups are the experimental group and 1 group is the control group.The five groups are in order: highfrequency performance feedback group(feedback frequency is 100%),low-frequency performance feedback group(feedback frequency is 33%),descriptive performance feedback group,descriptive performance feedback group and control group.Through the 8-week teaching experiment,the following results are obtained:1.There was a significant difference(p <0.05)between the post test and pre test scores of each experimental group and control group,and the average post test scores were higher than those of the pre test.2.There was a significant difference(p <0.05)between the experimental group that provided performance feedback and the control group that did not provide any feedback.The average post test scores of the experimental group were higher than those of the control group.3.There is a significant difference(p <0.05)between the high frequency performance feedback group(with a feedback frequency of 100%)and the low frequency performance feedback group(with a feedback frequency of 33%)in their post experiment scores.The average post test score of the 100% performance feedback frequency group(79.95 points)is higher than that of the 33% performance feedback frequency group(77.10 points).4.There was no significant difference(p >0.05)between the results of descriptive performance feedback and explanatory performance feedback experiments.Research conclusion:1.Providing performance feedback and increasing practice volume have an impact on the improvement of skill scores in the process of learning volleyball padding skills for primary school students.2.Providing performance feedback is more conducive to the learning of volleyball skills in the process of elementary school students’ volleyball padding skills.3.Providing high-frequency performance feedback(with a feedback frequency of100%)is more conducive to the mastery of skills in the learning process of volleyball padding for primary school students than providing low-frequency performance feedback(with a feedback frequency of 33%).4.There is no significant difference in the improvement of performance between providing explanatory performance feedback and descriptive performance feedback in the skill learning process of elementary school students’ volleyball padding.