An Application of Dynamic Layer Teaching Program to Enhance a Learning Outcome in Basic Badminton Course for College Students

Tao Chen; Nopporn  Tasnaina; Wisute Tongdecharoen

doi:10.60027/ijsasr.2023.3700

Authors

Tao Chen Faculty of Sports Sciences and Technology, Bangkokthonburi University, Thailand https://orcid.org/0000-0001-9690-3340
Nopporn Tasnaina Faculty of Sports Sciences and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0001-6086-0657
Wisute Tongdecharoen Faculty of Sports Sciences and Technology, Bangkokthonburi University, Thailand https://orcid.org/0009-0008-5233-7533

DOI:

https://doi.org/10.60027/ijsasr.2023.3700

Keywords:

Dynamic Layered Teaching Program; , Badminton; , College Student;, Learning Outcome

Abstract

Background and Aims: Currently, physical education teachers should shift their teaching methods towards “paying more attention to the individual difference among the students” according to the concepts of “student-centered” and “individual difference”. Therefore, the objective of this research was to develop a dynamic layered teaching program to enhance badminton learning outcomes in college students on badminton skills and techniques, knowledge, attitude, social development, physical fitness, and mental fitness.

Materials and Methods: The population of this study was 240 students of the academic year 2023 students at Guangzhou Sport University who take badminton as an elective course. This research randomly sampled two male classes with 64 students to serve as the experimental group and the control group, and each group consists of 32 male students, divided into two groups by systematic method based on badminton skills tests. The experimental group taught with a dynamic layered teaching program and the control group taught with a traditional teaching program. The research instrument was the dynamic layered teaching program in badminton which has been quality checked by trying out with 3 students, 9 students, and 30 students to find the efficiency of the program (E1/E2 = 70/70). The total duration of the experiment was 8 weeks, 3 sessions a week, and 2 hours a session. The subjects in the experimental group were divided into low-skill, medium-skill, and high-skill based on badminton skills tests. The data were analyzed with paired t-tests, independent t-tests, and descriptive statistics.

Results: The dynamic layered teaching program in badminton had more significant advantages than the traditional teaching program in enhancing badminton skills and techniques, knowledge, attitude, social development, and mental health. However, there were no significant differences observed in physical fitness.

Conclusion: The dynamic layered teaching program in badminton can enhance badminton learning outcomes in college students and provide an effective approach for personalized instruction and targeted training. However, there were no significant differences observed in physical fitness indicators. These findings support the promotion and application of dynamic layered teaching programs in physical education.

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