The Application of Blended Learning Model for Volleyball Teaching in Colleges and Universities in Sichuan Province

Abstract

This research consists purposes were 1. to study the current situation of the blended learning model in volleyball in Sichuan colleges and universitie 2. to developmental teaching of the blended learning model in volleyball in Sichuan colleges and universities and 3. to evaluate teaching of the blended learning model in volleyball in Sichuan colleges and universities. This study will employ a combination of quantitative and qualitative analysis methods. primarily using objective measurement and data analysis to examine the impact of blended learning models on the effectiveness of volleyball skill learning 367 population. The research results found that 1) Learning motivation, and information technology capabilities are key factors influencing students' volleyball skill learning effectiveness. Specifically, the blended learning model showed a significant positive correlation with skill learning effectiveness. Students with higher information technology capabilities utilized online platforms more efficiently, thereby enhancing their volleyball skill acquisition 2) In the mediation analysis, learning motivation partially mediated the relationship between the blended learning model and students' volleyball skill learning effectiveness. That is, the blended learning model stimulates students' learning motivation, which in turn promotes skill mastery and the completion of online tasks. Moderation analysis indicates that information technology capabilities play a significant moderating role in students' volleyball skill learning effectiveness. Specifically, first-year students exhibit greater dependence on blended learning, relying more heavily on offline instruction, while upperclassmen are better able to independently utilize online resources for deep learning and 3) This study provides practical insights and theoretical foundations for blended learning in volleyball instruction, revealing the roles of grade-level differences, learning motivation, and IT proficiency in learning outcomes. It offers valuable recommendations for optimizing blended learning models in future educational practices.