Construction Swimming Mixed Teaching Model for Physical Education Major of University Students, the People’s Republic of China
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Abstract
Background and Aim: Traditional swimming teaching models have many problems, such as uneven distribution of teaching resources, A single teaching method, insufficient student engagement, and a lack of personalized teaching. These issues not only restrict the effectiveness of swimming courses but also affect the improvement of students’ sports skills and comprehensive quality. Therefore, this research was to construct a swimming mixed teaching model for physical education majors of university students, which offers new ideas and methods for global physical education reforms and promotes the exchange and development of physical education worldwide.
Materials and Methods: This research was mixed-methods research. The participants in this research can be divided into 5 groups, which are as follows: (1) 330 students and 23 swimming teachers from 4 universities in Guangdong Province, China were selected as a sample and distributed the questionnaires to all 330 students and 23 swimming teachers; (2) 7 experts were invited to in-depth interview; (3) 19 experts were participated in a two-round Delphi consensus; (4) 9 experts were participated in focus group discussion to enhance the completeness of the swimming mixed teaching model; (5) 9 experts were participated in a connoisseurship discussion to confirm the swimming mixed teaching model. The average and standard deviation were utilized to analyze the data obtained from the questionnaire; the consensus data was analyzed by using median and interquartile range, with criteria set at a median of ≥ 3.50 and an interquartile range of ≤ 1.50.
Results: The swimming mixed teaching model for physical education majors of university students comprises 8 first-level elements, namely, teaching ideas, teaching objectives, teaching content, teaching methods, teaching environment, teaching process, teaching evaluation, and teaching feedback, 20 second-level elements, and 74 third-level elements. This model is student-centered, emphasizing the cognitive construction, internalization, and consolidation of knowledge and skills.
Conclusion: By integrating online and offline teaching methods, it effectively improves teaching outcomes and enhances students' learning experiences.
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