An Experimental Study On The Influence Of Play Practice Model On Physical Education Students’ Badminton Skills And Tactics

In recent years,the importance of physical education reform in schools is self-evident,but with the development of science,the renewal of concepts,new theories and new ideas continue to emerge,physical education teaching mode has shown a hundred flowers,a hundred schools of thought,"health first" guiding ideology has gradually been recognized by the majority of physical education teachers,"physical education and health The "Physical Education and Health Curriculum Standard" points out that it should be open to all teachers and students,implement the requirements of "teaching,practicing and competing",focus on the integrated teaching of "learning,practicing and competing",consolidate and apply the sports knowledge and skills learned,participate in various forms of demonstration or competition,and stimulate students’ interest in participating in sports.However,it is found that the traditional teaching model focuses too much on students’ skill development and less on students’ interest in participating in sports and organizing competitions,which cannot meet the requirements of the curriculum standards;the Play Practice model aims to shape,focus and reinforce the teaching method of games,and design some interesting and game-like exercises after changing the rules to allow students to participate.After the teacher modified the rules,number of people,venue,and objectives of the game to practice motor skills,improve students’ ability to execute appropriate techniques and tactics in the actual game,stimulate students’ interest in learning,and promote students’ athletic ability,which coincides with the objectives of the curriculum standards.At present,the impact of Play Practice model on the development of physical education students’ badminton teaching effect is less explored in China,based on this,this paper adopts a comparative experiment used to compare the Play Practice model with the traditional skill teaching model on the differences in skill execution,teaching content design ability,tactical literacy and game performance of college physical education students in badminton class,for This paper provides some practical ideas and methods for the teaching reform of badminton class in colleges and universities.In this study,In this study,60 physical education students in the class of 2020 of Hubei Normal University were selected as experimental subjects through literature,experimental and unstructured interview methods,30 students in the control class used traditional skills teaching mode and 30 students in the experimental class used Play Practice mode.The results showed that(1)there was a significant main effect of time(P<0.001)and no main effect of group(P=0.160)for both groups of students in terms of hitting the ball against the wall,and there was no significant interaction effect of time*group(P=0.102);(2)there was a significant main effect of time for both groups of students in terms of long ball.There was a significant main effect on time(P<0.001),no significant main effect on group(P=0.473),and no significant interaction on time*group effect(P=0.846);(3)for tactical literacy,there was a significant main effect on time(P<0.001),and the same significant main effect on group(P< 0.001),with a significant interaction on the time*group effect(P<0.001)for both groups;(4)for instructional content design competency,with a significant main effect on the time effect(P<0.001),with an equally significant main effect on the group(P<0.001),and with a significant interaction on the time*group effect(P<0.001)for both groups.It is noteworthy that almost no students in the control group achieved the benchmark score of 3.0,while 30 students(80%)in the experimental group did so;(5)for competition performance,there was a significant difference between both groups in terms of time effect(P<0.001),the same significant main effect in terms of group(P<0.001),and a significant time*group effect in terms of both(P<0.001).The following conclusions were drawn from the experimental results of this study:(1)Both the traditional skills teaching model and the Play Practice model play an important role in the acquisition of motor skills,and both can effectively improve students’ ability to hit balls against the wall and high balls;(2)The Play Practice model can effectively improve students’ ability to design teaching content through the process of students’ self-designed challenges,trials and reflections on the introduction of tasks;((3)The Play Practice model can effectively improve students’ technical and tactical skills and game performance by shaping,focusing and enhancing the core teaching methods of the game and designing a learning environment with challenges.