An Experimental Study Of ARCS Motivation Model In Teaching Tennis General Education Courses In Sports Colleges

In recent years,the physical education courses of colleges and universities have become increasingly diversified,and how to effectively mobilize students’ interest in learning in the teaching process has become an important issue that cannot be ignored in the current education field.Enhancing students’ learning motivation to strengthen students’ learning effect and improve the quality of teacher teaching plays a vital role,Professor Keller of the United States proposed the "ARCS motivation design model" on the basis of previous research,which contains four dimensions: A-Attention,R-Correlation,C-Confidence,S-Satisfaction,It has a good effect on improving students’ classroom initiative and concentration.However,this theory is more applied to theoretical teaching and less applied in physical education classroom practice,and how to keep students high attention and stimulate students’ interest in learning in college tennis classroom is a problem worthy of further exploration.Using literature method,teaching experiment method,questionnaire survey method,mathematical statistics method and other research methods,40 students of the 2022 tennis general class of Wuhan Institute of Physical Education were the survey objects to study the learning motivation of college tennis general course based on ARCS theory,and explore the application effect of ARCS theory in stimulating the learning motivation of tennis general class students.The main findings are as follows:1.Through the systematic application of ARCS theory teaching strategy in tennis classroom,from the analysis of four indicators,in terms of students’ relevance and self-confidence,P value < 0.01,the comparison of the results of the two classes is very significant,in terms of students’ attention and satisfaction,the P value is < 0.05,and the results of the two classes are significantly different,which shows that the teaching strategy guided by ARCS theory can effectively improve students’ overall learning motivation.2.Through data comparison and analysis,the learning effect of forehand hitting and backhand hitting in the experimental class using ARCS motivation strategy is better than that of the control class,and the serving technical data are close to the two classes,which shows that the teaching strategy based on ARCS theory improves students’ mastery of tennis skills.3.Compared with the traditional teaching mode,the teaching design based on ARCS motivational strategy has achieved more significant teaching effects in the tennis classroom,its teaching methods are more diversified,the classroom practice methods are more abundant,which can meet the needs of different student groups,and the teaching atmosphere is more active,which shows that the teaching mode of applying ARCS theoretical strategies can enrich the teaching methods of college tennis courses.