Teaching Process Design of Sports Theory Course for Non-physical Education Major Students in China Sports Colleges: Basing on the Differences of Sports Cognition

The proportion of non-physical education major students is increasingly expanding in China sports colleges. Compared with physical education major students,non-physical education major students have many differences on sports cognition. These differences have profoundly become the key objective factors that influence the effect of learning physical education theory and seriously affect the quality of personnel training. Choosing undergraduates in Shenyang Sport University as research subjects and based on basic principles of teaching process design theory,this paper carried out a basic plan for sports theory course teaching process design for non-physical education major students from target,implementation,situation,and evaluation and feedback aspects by the methods of literature review and investigation. In teaching target step,specific-image goal should be set out by the match of sports theories and sports phenomena. In teaching implementation step,students should be guided to study specific-image and operationalizational knowledge of sports theory. In teaching situation step,a complex situation that including classroom circumstance,situational circumstance,and experience circumstance should be designed to enrich students' experience. In teaching evaluation and feedback step,we should choose knowledge,physical feeling,and sports cognition to get a comprehensive evaluation,and to arouse students' learning zeal by telling the evaluation result to them. The conclusion is that the constructed teaching model based on the situated teaching process design has significant effect on sports cognition to improve non-physical education students. This study may provide an effective reference to improve sports theory teaching to non-physical students in China sports colleges.