DEVELOPING STUDENTS' SELF-ASSESSMENT SKILLS IN BADMINTON CLASSES
Abstract
This research examines the pedagogical strategies and methodological approaches for developing self-assessment competencies among students during badminton instruction in physical education contexts. The study establishes a theoretical framework integrating formative assessment principles with sport-specific skill acquisition, demonstrating how structured self-evaluation practices enhance both technical proficiency and metacognitive awareness in badminton learning. Through analysis of contemporary pedagogical models and empirical observations, this work identifies key components of effective self-assessment implementation, including criterion-based rubrics, peer feedback mechanisms, and reflective practice protocols. The findings suggest that systematic integration of self-assessment tools within badminton curricula significantly improves student autonomy, technical understanding, and long-term skill retention. This research contributes to physical education pedagogy by providing evidence-based recommendations for incorporating self-assessment methodologies that align with constructivist learning theories while addressing the unique technical and tactical demands of badminton instruction.
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