1 前言
1.1 选题依据
1.2 研究目的
1.3 研究意义
1.4 研究思路
2 文献综述
2.1相关概念
2.1.1 循环训练法
2.1.2循环训练法的分类
2.1.3循环训练法的特点
2.2理论基础
2.4 网球教学研究现状
2.4.1 国内网球教学的研究现状
2.4.2 国外网球教学的研究现状
2.3 循环训练法研究现状
2.3.1 国内外循环训练法的发展现状
2.3.2 国内外循环训练法在训练中的应用现状
2.3.3 国内外循环训练法在教学中的应用现状
2.3.4 小结
3 研究对象与方法
3.1 研究对象
3.2 研究方法
3.2.1 文献资料法
3.2.2 访谈法
3.2.3 问卷调查法
3.2.4 教学实验法
3.2.5 数理统计
4 实验结果
4.1 实验组与对照组身体素质测试结果对比
4.1.1 实验前实验组与对照组学生基本身体素质结果对比
4.1.2 实验前后实验组身体素质测试结果对比
4.1.3 实验前后对照组身体素质测试结果对比
4.1.4 实验后实验组与对照组身体素质测试结果对比
4.2 实验组与对照组技术测试结果对比
4.2.1 实验组与对照组底线击球深度测试结果对比
4.2.2 实验组与对照组底线击球精度测试结果对比
4.2.3 实验组和对照组截击击球深度测试结果对比
4.2.4实验组和对照组发球测试结果对比
4.3实验组与对照组学生对网球专业课程兴趣测试结果对比
4.3.1实验后实验组与对照组学生对网球专业课程兴趣测试结果对比
5 分析与讨论
5.1 循环训练法在体育专业院校网球专选班中的应用效果分析
5.1.1 对学生身体素质效果分析
5.1.2 对学生技术效果分析
6 结论与建议
6.1 结论
6.2 建议
7 致谢
8 参考文献
9 附录
10个人简历

随着我国第一个百年奋斗目标的实现，国民生活水平的不断提高以及体育强国建设的稳定前行，人们对体质健康越来越重视，参与到体育运动项目中的人群也越来广泛。网球运动作为一种常见的运动项目，日益参与到人们的生活中，因此网球专业性人才的需求也随之增加。这对于培养体育专业人才的体育院校而言，是一个重要的契机：一方面，可以为学生提供切实的就业方向；另一方面，培养网球专修人才也可以满足当下社会对于专业人才的需要。然而，目前的体育院校网球专项班教学中还存在许多问题，如课堂组织形式较为单一、技术练习过于追求单个动作的固定、各技术之间缺少衔接性等。为解决上述问题，更好地促进网球教学的发展以及提高网球专业人才质量，本文根据网球教学的实际情况引入了循环训练法，并将其应用到网球专项班的教学中，希望通过本次研究可以为给各体育院校的网球教师提供一些参考和帮助。
本实验选取广州体育学院两个网球专选班，共30个学生，将其随机分为两组，进行为期8周的教学实验。实验过程采用单盲法。首先，对实验组和对照组进行实验前测，对学生的身体素质、技术指标和学生课程兴趣进行测试。其次，在实验过程中，实验组运用循环训练法进行网球教学，实验共设计8个循环站点，按照相似性原则对技术进行编排，以流水式组织形式进行练习，并将身体素质练习合理穿插在其中；对照组采用传统教学。在实验结束时对两组学生进行实验后测。最后，对比实验前后测，观察实验组与对照组的差异并分析差异形成的原因。
研究结果：（1）实验组和对照组学生身体素质都有不同程度的提高，实验组数据均优于对照组，其中1分钟跳绳两组实验后对比呈显著性差异（P＜0.05）。（2）通过两组学生技术测试，结果实验组均优于对照组，两组底线击球深度、截击击球深度和发球均呈显著性差异（P＜0.05）。（3）实验后两组学生网球专业课程兴趣，实验组优于对照组，呈非常显著性差异（P＜0.001）。
研究结论：(1)循环训练对网球专选班学生身体素质展起到促进作用。(2)循环训练法对网球专选班学生底线击球深度、截击深度和发球技术水平提高更有效果。(3) 循环训练法能够提高课堂学生参与度，更大程度地激发学生的学习兴趣、提高学生的运动积极性，培养学生主动练习意识。

With the realization of the first centenary goal, the continuous improvement of the national living standard and the steady progress of the construction of sports power, people pay more and more attention to physical health and participate in sports projects. As a common sport, tennis is increasingly involved in people's life, so the demand for professional tennis talents is also increasing. This is an important opportunity for sports colleges to cultivate sports professionals: on the one hand, it can provide practical employment directions for students; On the other hand, training tennis professionals can also meet the needs of the current society for professional talents. However, there are still many problems in the teaching of tennis special classes in sports colleges, such as the single form of classroom organization, the pursuit of single movement in technical exercises, and the lack of cohesion between different techniques. In order to solve the above problems, promote the development of tennis teaching and improve the quality of tennis professionals, this paper introduces the circuit training method according to the actual situation of tennis teaching, and applies it to the teaching of special tennis classes, hoping to provide some reference and help for the tennis teachers of sports colleges and universities through this study.
In this experiment, a total of 30 students from two tennis classes in Guangzhou Institute of Physical Education were randomly divided into two groups for an 8-week teaching experiment. Single blind method was used in the experiment. First of all, the experimental group and the control group were tested before the experiment, and the students' physical fitness, technical indicators and course interest were tested. Secondly, during the experiment, the experimental group used the circuit training method to teach tennis. The experiment designed a total of 8 cycle stations, according to the principle of similarity to arrange the technology, practice in the form of flow organization, and reasonable physical fitness exercises interspersed among them; The control group received traditional instruction. At the end of the experiment, both groups of students were tested after the experiment. Finally, compare the test before and after the experiment, observe the differences between the experimental group and the control group and analyze the reasons for the differences.
Results: (1) The physical fitness of students in the experimental group and the control group was improved to varying degrees, and the data of the experimental group were better than that of the control group, among which there was a significant difference between the two groups after 1 minute skipping (P < 0.05). (2) Through the technical test of the two groups of students, the experimental group was superior to the control group, and the baseline hitting depth, volley hitting depth and serve showed significant differences between the two groups (P < 0.05). (3) After the experiment, the two groups of students' interest in tennis courses, the experimental group is better than the control group, showing a very significant difference (P < 0.001).
Conclusion: (1) Circuit training plays an important role in promoting the physical fitness of the students. (2) Circuit training is more effective in improving the baseline hitting depth, volley depth and service skill level of the students in selected tennis classes. (3) Cycle training can improve students' participation in class, stimulate students' interest in learning to a greater extent, improve students' sports enthusiasm, and cultivate students' awareness of active practice.