Classroom Reconstruction and Practice of College Tennis Teaching under PBL and TBL Concepts

Abstract

This study explores the implementation of Problem-Based Learning (PBL) and Team-Based Learning (TBL) concepts in college tennis teaching to enhance student engagement and skill acquisition. Given the challenges of traditional tennis instruction, which emphasizes teacher-led learning and often neglects student autonomy and creative thinking, the study proposes a restructuring of tennis teaching methodologies. By integrating PBL and TBL, the research outlines a new instructional design that promotes collaborative problem-solving and active learning. The experimental results indicate that students taught using this new approach show significant improvements in their tennis skills and overall interest in physical education, compared to those receiving traditional instruction. The study emphasizes the need for ongoing teacher development and curriculum innovation to facilitate effective learning experiences in college sports education.