A Study on The Current Situation for The Badminton Elective Course at Minnan Normal University

Abstract

This study examines how the badminton elective course at Minnan Normal University is currently taught, with an emphasis on student engagement, instructional efficacy, and implementation challenges. Stratified sampling based on grade levels was used to gather data from 259 students using a mixed-methods approach that includes questionnaire surveys, field observations, and interviews. The findings show that although badminton is still a very popular elective, a number of serious problems still exist, such as a lack of qualified teachers, inadequate facilities, and antiquated teaching strategies. Students' perceptions of different course elements, including inspiration, teaching quality, emotional engagement, interaction, and perceived impact, did not significantly correlate with their age, according to Pearson correlation analysis. Students between the ages of 18 and 24 share this consistency.

Additionally, qualitative responses indicate that students value badminton for developing life skills like teamwork, perseverance, and emotional resilience in addition to its physical benefits. The study points out flaws in the way the curriculum is currently designed and assessed, pointing out a lack of technological integration and a dependence on summative assessments. Three main suggestions are put forth to address these issues: 1) streamlining the curriculum using a modular, tiered teaching approach catered to various ability levels, 2) moving toward more experiential and interactive teaching methods, like flipped classrooms and gamified learning; and 3) raising the bar for teacher preparation and qualification in order to guarantee high-quality instruction. With wider ramifications for the advancement of holistic student development and campus sports culture, the findings are intended to offer practical suggestions for enhancing university elective sports education.