Experimental Study On The Application Of Program Teaching Method In Forehand Stroke Teaching In Tennis Extension Clas

Strengthening the innovation of physical education and changing the concept of teaching are important requirements to improve the quality of teaching.Nowadays,tennis is attracting a lot of attention and its popularity is increasing,and most colleges and universities have opened tennis courses accordingly.However,it is difficult to introduce the complex technology of tennis,which is challenging for beginners.On the other hand,the teaching of tennis extension class in many institutions is mostly based on traditional teaching method,which is relatively lagging behind and cannot meet the interest needs of students,and the technical improvement is poor.Through the comparison of teaching experiments,it is found that the program teaching method is helpful to make up for some drawbacks of the traditional teaching method and improve the teaching effect.The study was conducted with 20 students without tennis learning basis in the2018 class of the tennis extension course of Tianjin Sports College as the experimental subjects,and the comparison of the teaching effects of the procedural teaching method and the traditional teaching method in the class of forehand topspin in the tennis extension course was studied.The experimental data on students’ physical quality,technical level and willingness to learn were obtained by using literature,questionnaires,experimental method and mathematical statistics to investigate whether the teaching effect of the program teaching method is better than that of the traditional teaching method and the specific advantages of the method.The following experimental results were obtained after an 8-week,16-credit-hour teaching experiment:1.On the comparison of physical quality results,both the experimental group and the control group had some improvement,except for the upper limb strength which had significant differences between the two groups of students before and after the experiment(p<0.05),the other indexes did not have significant differences(p>0.05)2.Comparing the results of the technical level,the accuracy of the experimental group was better than the control,and there was a significant difference(p<0.05);the depth of the experimental group was significantly better than the control group,and there was a highly significant difference(p<0.01);the number of field rounds of the experimental group was better than the control group,and there was a highly significant difference(p<0.01);the technical score of the experimental group was better than the control group,and there was a significant difference(p<0.05)3.In comparing the results of willingness to learn,the interest in learning and learning attitude of the experimental group were significantly better than those of the control group after the experiment,showing a highly significant difference(p<0.01);learning motivation showed a significant difference(p<0.05)After the experiment,the learning interest,learning motivation,and learning attitude of the experimental group were better than those before the experiment(p<0.05),while the learning interest of the control group was worse than those before the experiment and showed significant differences(p<0.05),and the learning motivation and learning attitude were lower than those before the experiment,but did not show significant differences(p>0.05).The study concluded the following:1.In terms of physical quality,there was little difference between the program teaching method and the traditional teaching method on the strength quality,speed quality,and coordination and agility quality of the students in the tennis extension class,and the improvement effects of each quality were comparable between the two groups of students after the experiment.2.In terms of accuracy and depth of forehand stroke of technical level,the test data of the experimental group were better than those of the control group,and showed significant differences,indicating that the teaching mode of the program teaching method is more effective than the traditional teaching method in improving the technical level of students’ forehand stroke in tennis extension class,and thus has more advantages in improving the effect of classroom teaching.3.In terms of the number of small court rounds,the experimental group showed higher stroke stability,and the number of rounds sparring was significantly better than that of the control group,indicating that the program teaching method had a positive effect on the stability of students’ forehand strokes in the initial learning stage.4.In terms of scoring the technical level of the stroke,the procedural approach significantly improves the standardization and rationality of the students’ use of the forehand technique,thanks to its ability to break down the "steps" of teaching,reduce the learning difficulty and carry out follow-up assessments,allowing the students to master the technical movements in a more scientific way.5.In terms of willingness to learn,the procedural teaching method,as a novel teaching method,can effectively increase students’ interest in learning,improve their learning attitudes,and enhance their motivation and enthusiasm;it can also fully reflect the subjectivity of students and the principle of teaching according to their abilities.