| Modern junior tennis training and teaching is in constant pursuit of science and efficiency.Empirical research has shown that people must generate cognitive load of different intensities in the process of learning,and that the amount of cognitive load can interfere with learning outcomes.The cognitive load theory is known to classify cognitive load into three types,how can the three amounts of cognitive load be rationalised in instructional design? Should extrinsic cognitive load,which is considered to be detrimental to learning outcomes,be reduced in instructional design?How to measure and regulate the amount of cognitive load? The above three questions are the major difficulties of this study,and they basically cover the innovations made in this study based on the previous research results and the repractice of the cognitive load theory,which provides a certain complement to the cognitive load theory.In this study,different types of cognitive load(extrinsic,intrinsic and associative)were combined with two different stroke techniques(forehand and backhand)to form four different practice groups for a period of 10 weeks.The data were analysed statistically between groups.The results of the experiment revealed that:1.there was no significant difference(p > 0.05)between the brainwave wave values measured after the pre-experiment for the two groups of forehand and the two groups of backhand subjects at the completion of the main task.There were also no significant differences in the time taken and correctness of the two-digit addition and subtraction subtasks(P > 0.05),and the weighted mean scores of the final subtasks were still not significantly different after the assignment(P > 0.05).Therefore,there was no significant difference in the cognitive ability of the subjects.2.During the pre-experimental phase,based on the syllabus of the training course in which the subjects participated,the appropriate cognitive load-bearing range for 16 junior tennis beginners was measured by the Wisdom Brainwave tester:between approximately 600,000(DELTA)and less than 1,000,000(DELTA).3.The brainwave test data of the forehand low external + high correlated cognitive load group,high external + low correlated cognitive load group,and the backhand low external + high correlated cognitive load group,high external + low correlated cognitive load group were generally normally distributed.According to the statistical definition of a normal distribution,a kurtosis of >10 and a skewness of <3can be considered as a normal distribution of the underlying load.Therefore the data for all four subgroups were normally distributed and therefore the relevant data processing could be carried out.4.four comparisons were made between the different group designs and between designs with the same type of cognitive load,in order to monitor the cognitive functioning of the subjects throughout the experiment.four intra-group comparisons were made between the positive and negative handed groups: the low external + high correlated cognitive load group was compared with the high external + low correlated cognitive load group.For and against handed groups: the forehand low extrinsic cognitive load + high associative cognitive load group was compared with the backhand low extrinsic cognitive load + high associative cognitive load group;the forehand high extrinsic + low associative cognitive load group was compared with the backhand high extrinsic + low associative cognitive load group and did not show significant differences(p > 0.05).5.After the experiment,significant differences were found in the cognitive goals between the forward and backhand groups(p < 0.05),with the high extrinsic + low associative cognitive load developing the cognitive goals of the subjects significantly better than the low extrinsic + high associative cognitive load instructional design.6.A significant difference(p < 0.05)was found between the positive and negative handed groups in terms of affective goals,with the low extrinsic + high associative cognitive load significantly outperforming the high extrinsic + low associative cognitive load design in the development of affective goals.7.Post-experimentation revealed no significant differences(p > 0.05)in the skill goals either between or within group comparisons.However,on the basis of the data means alone,the low extrinsic + high associative cognitive load contributed to the development of the skill goals.Study conclusions:1.after 10 weeks of instruction with different cognitive loads as well as practice,the subjects’ cognitive skills were superior through the instructional intervention with high extrinsic low correlated cognitive load.The participants’ performance on the affective goal was higher with the low extrinsic high correlated cognitive load intervention.The effect of the two different cognitive loadings on skill acquisition was not significant,but the mean value of the data showed that the low extrinsic high associative cognitive loadings were more effective in improving the students’ skill levels.2.Between groups of junior tennis beginners,the teaching materials themselves produced the greatest amount of intrinsic cognitive load,while the extrinsic cognitive load imposed by coaches was generally less than the associative cognitive load.3.The most effective way to reduce the intrinsic cognitive load is to split the material itself,while the most effective way to increase the intrinsic cognitive load is to incorporate the learning of new skills and to teach them simultaneously with skills that are in the generalisation stage.The most effective way to reduce the extrinsic cognitive load is to reduce theoretical content and the most effective way to increase the extrinsic cognitive load is to include obscure descriptions.The best way to reduce the associative cognitive load is to reduce the more relevant lectures,while the most effective way to increase the associative cognitive load is to use more relevant lectures frequently and to organise more subjective activities such as discussion,selfassessment and mutual assessment among students.4.The cognitive load range in this study was between 600,000(Delta)and less than 1,000,000(Delta)EEG wave values for beginner tennis players. |
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