Innovative Teaching Methods and Practical Strategies for University Basketball Courses from the Perspective of Teacher Satisfaction

Dan Wang

doi:10.47297/wspiedWSP2516-250011.20261008

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Innovative Teaching Methods and Practical Strategies for University Basketball Courses from the Perspective of Teacher Satisfaction

Volume 10, Issue 8

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Innovative Teaching Methods and Practical Strategies for University Basketball Courses from the Perspective of Teacher Satisfaction
Innovative Teaching Methods and Practical Strategies for University Basketball Courses from the Perspective of Teacher Satisfaction
Guangdong University of Business and Technology, Zhaoqing, Guangdong, 526040, China
Vol. 10, Issue 8, Pages: 57-60(2026)
Published：30 August 2026
DOI：10.47297/wspiedWSP2516-250011.20261008
Accepted：

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Wang Dan.Innovative Teaching Methods and Practical Strategies for University Basketball Courses from the Perspective of Teacher Satisfaction[J].Journal of International Education and Development,2026,10(08):57-60.
DOI：

Wang Dan.Innovative Teaching Methods and Practical Strategies for University Basketball Courses from the Perspective of Teacher Satisfaction[J].Journal of International Education and Development,2026,10(08):57-60. DOI： 10.47297/wspiedWSP2516-250011.20261008.

摘要

Abstract

Improving university basketball instruction requires attention not only to student learning outcomes but also to teachers' capacity to implement innovations sustainably under existing conditions. Using teacher satisfaction as an analytical lens

this narrative review synthesizes relevant studies published from 2022 to 2025 on physical education teacher satisfaction

blended learning

the Sport Education Model

game-based learning

and university basketball instruction. It distinguishes teacher satisfaction from contextual factors such as lesson-preparation workload

classroom flexibility

and institutional support. The review identifies four recurring practical tensions: wide differences in students' prior ability

high initial preparation costs for technology-supported teaching

excessive burdens associated with process-based assessment

and the organizational demands of student-centered instruction. In response

it proposes differentiated learning tasks

objective-driven small-sided games

targeted short-video support

instruction-aligned gamification

simplified assessment records

and shared curriculum resources. The feasibility of each strategy is discussed in relation to class size

venue availability

course duration

and teacher workload. Because no teacher satisfaction survey or teaching experiment was conducted

the proposed strategies should be treated as evidence-informed recommendations rather than validated intervention effects. Future studies should combine teachers' evaluations with students' skill development

participation

and safety outcomes.

关键词

Keywords

references

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