Research on the influence of the teaching method of badminton elective courses in Guangxi A College, China, on the sense of self-efficacy of college students
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This study investigated the influence of an integrated innovative This study investigated the influence of an integrated innovative teaching model in badminton elective courses on college students’ learning self-efficacy, skill mastery, and physical fitness at Guangxi A College, China. Grounded in Bandura’s self-efficacy theory, a quasi-experimental, non-equivalent control group pretest–posttest design was adopted over a 16-week intervention. A total of 157 students were selected through cluster sampling and assigned to a control group (traditional teaching, n = 40) and an experimental group (integrated model, n = 117). The experimental group received a structured intervention combining game-based (Weeks 1–6), task-driven (Weeks 7–12), and competition-based (Weeks 13–16) teaching methods, while the control group followed the conventional explanation–demonstration–imitation–practice model. Research instruments included physical fitness tests, standardized badminton skill assessments, and a validated Physical Education Learning Self-Efficacy Scale. Data were analyzed using paired and independent samples t-tests and analysis of covariance (ANCOVA).
Results indicated no significant differences between groups at pretest (p > 0.05), confirming baseline equivalence. ANCOVA results indicated that, after the intervention, the experimental group demonstrated significantly higher scores in all three dimensions of badminton learning self-efficacy—learning competence, learning efficiency, and learning interest—compared with the control group (p < 0.01), with large effect sizes (Cohen’s d = 1.76–1.95). Significant improvements were also observed in badminton skill mastery (total score: 26.70 ± 3.67 vs. 19.31 ± 2.98, p < 0.01) and physical fitness (p < 0.05–0.01).
The findings suggest that integrating competition-based, task-driven, and game-based strategies can effectively enhance students’ psychological confidence, technical performance, and physical development. The integrated teaching model provides empirical support for innovative, student-centered reform in university physical education.
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