An Empirical Study of a Differentiated Training Model for Badminton Teaching Based on the Concept of Learning Through Competition
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Abstract
Significant differences in students’ badminton skill levels create challenges for uniform college physical education instruction. To address this problem, this study develops a differentiated training model based on the concept of learning through competition and evaluates its effectiveness in improving athletic skills. A total of 120 students from a university are selected as experimental subjects and divided into basic, intermediate, and competitive levels. The intervention lasts 16 weeks, with three training sessions per week. The Skill Assessment Scale is used to evaluate six technical indicators, including forehand high clear and backhand net shot. The results show that the average success rate of forehand high clear in the experimental group reaches 82.3%, compared with 68.7% in the control group, showing a statistically significant difference (p < 0.01). Students at the basic level improve their average score from 8.2 to 14.5 shots out of 20, intermediate-level students from 12.6 to 17.1 shots, and competitive-level students from 16.8 to 18.9 shots. The model improves skill acquisition, competitive motivation, and individualized training efficiency.
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