Effects of Video Micro Teaching Plan to Improve Archery Technique in University Students
Abstract
Background and Aims: Video microteaching not only improves student learning outcomes but also optimizes the teaching process for instructors. By making effective use of video resources, teachers can dedicate more class time to individual tutoring, helping students who need more attention to overcome learning challenges. Therefore, the objectives of this research were: (1) to study the effect of a video microteaching program on the improvement of archery skills at Jilin University, and (2) to compare the effect of video a microteaching plan on improving archery technique at Jilin University.
Materials and Methods: 60 students who participated in the archery course were selected from the 300 first-year students at Jilin University to complete the questionnaire survey, and 30 students were randomly selected from the 60 students to conduct the experimental research. They were divided into 15 students in the experimental group and 15 in the control group. They participated in the 8-week video teaching experiment and tested once every two weeks to compare the effect of different teaching methods. The research methods included a questionnaire survey, a focus group interview, and an experimental intervention. Mean, standard deviation, independent t-test, and dependent t-test were used to analyze the data.
Results: Video instruction significantly improved students' academic performance in archery courses. After 8 weeks of intervention, the experimental group using the video teaching plan had significantly improved performance than the control group using the traditional teaching method.
Conclusion: The dependent t-test results showed that video teaching helps students to better understand and replicate archery movements, reduce learning errors, and improve motor memory and skill acquisition through vivid movement demonstrations and detailed technical explanations.
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