Abstract
The purpose of this study is to explore the differences in sports attitudes after problem-based learning (PBL) teaching model intervening in college badminton courses. The students were divided into experiment group, with 66 students adopted the PBL teaching method, and the control group, with 67 students adopted the direct instruction. Badminton skill perceived scale (teaching effectiveness) and athletic attitude scale were using as research tools. The data was analyzed by descriptive statistics, independent sample t test, and paired sample t test. The results show that in the experiment group students improved their serving skills in badminton better than the control group students. Students who took badminton courses have significant difference in the affective dimension. PBL teaching method used in badminton courses effectively improve students’ learning sports skills and students enjoyed the fun of the exercise process that is positively beneficial to self-growth and exercise habits.
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