Learning Rock Climbing Utilizing Task-driven Method: Effectiveness and Students’ Satisfaction

Abstract

The purpose of this research was to evaluate the effectiveness and student satisfaction of the application of task-driven teaching methods in rock climbing teaching and to develop an enrichment program focused on improving teaching. A descriptive comparative research design was adopted, and a total of 220 physical education students from Guangdong Vocational Institute of Sport, Guangdong Baiyun University and Guangzhou Sport University were selected as the research subjects. The main research results show that on the premise that there is no significant difference in BMI, the teaching effect of using the task-driven method in climbing fundamentals, climbing techniques, mental preparation, equipment care, safety training, etc. is significantly higher than that of traditional teaching. method (with significant differences); similarly, in terms of effective instruction, real climbing scenarios, goal setting, progress training, group and individual tasks, students are more satisfied with task-driven teaching methods than traditional teaching methods. There is a significant difference between them. There is a positive correlation between the effectiveness of teaching effects and student satisfaction, that is, the better the teaching effect, the higher the student satisfaction. Task-driven teaching method has significant advantages in improving student participation and practical application ability, but it also faces many challenges during the implementation process. Through strategies such as carefully designed tasks, effective classroom management, diversified assessment, teacher professional development, student guidance and support, and optimized resource allocation, these difficulties can be effectively dealt with and the smooth implementation of task-driven teaching methods and the improvement of teaching effects can be ensured.