Experimental Research On BOPPPS Teaching Model In College Tennis Elective Course

With the reform of college physical education courses and the renewal of teachers’ education concepts,it is an inevitable trend to further explore tennis teaching methods that conform to the modern development trend.The BOPPPS teaching model divides the classroom teaching process planning into six stages: "introduction,goal,pre-test,participatory learning,post-test and summary".Its core content is to emphasize students’ all-round participation in learning and timely feedback from students.At present,the theoretical research and practical experience of BOPPPS teaching mode mainly come from other disciplines,and the applied research in physical education is relatively small.According to the six core elements and connotation of the BOPPPS teaching model,this study designed a twelve-week teaching experiment combined with the characteristics of the tennis project,and applied it to the tennis elective course of Huanggang Normal University.The purpose is: 1.To verify the scientific nature of the research by analyzing the impact of the model on the physical quality,tennis skills,theoretical knowledge,learning interest and other aspects of the tennis elective course students,so as to improve the teaching quality of the tennis elective course in colleges and universities to a certain extent;2.This study provides reference and reference for the promotion and application of BOPPPS teaching mode in China’s college physical education classroom,and also provides effective new ideas for the reform of higher education physical education classroom.This study mainly adopts the methods of literature,expert interview,questionnaire,teaching experiment and mathematical statistics,and takes the students of the tennis elective course of Huanggang Normal University in the second semester of 2022 as the experimental objects.The experimental class and the control class are respectively carried out with the BOPPPS teaching mode and the traditional teaching mode for 12 weeks,a total of 24 hours of teaching experiment.The following conclusions are drawn:(1)After the experiment,the scores of the two groups of students in standing long jump,fan-shaped run,and 1-minute jump rope all slightly improved,indicating that both the BOPPPS teaching mode and traditional teaching method have a positive effect on students’ physical fitness.(2)After the experiment,the theoretical test scores of the experimental group were significantly higher than those of the control group,indicating that the BOPPPS teaching model emphasizes the integration of theoretical knowledge during the teaching process,helping students connect and promote the learning of theoretical knowledge and technical skills,and more conducive to helping students understand and master tennis theoretical knowledge.(3)After the experiment,the overall test scores of the tennis skills in the experimental group were higher than those in the control group,indicating that the BOPPPS teaching mode can better assist students in mastering the techniques of forehand baseline and backhand baseline in tennis,but there is no significant advantage in the teaching effect of serving techniques.(4)After the experiment,the scores of the experimental group students in all five dimensions of tennis learning interest were higher than those of the control group,indicating that the BOPPPS teaching model is beneficial for deeply stimulating students’ tennis learning interest...