Construction of a Formative Assessment and Stratified Practice Support Framework for Basic Table Tennis Movements in Public Physical Education Courses

Abstract

Addressing the practical challenges of “difficulty in diagnosis, feedback, and personalized intervention” in teaching basic table tennis movements in large-class public physical education settings, this study, guided by the concept of lightweight intelligent teaching, constructs a framework for formative assessment and stratified practice prescriptions for basic table tennis movements, using forms as its medium. The framework designs a three-dimensional evaluation structure of “general movement quality–movement stability–technique-specific indicators,” establishes a structured closed-loop mechanism of “diagnosis–prescription–retesting,” and achieves the operationalization of transitioning from classroom observation to personalized intervention. This paper demonstrates the design rationality of the framework from three dimensions: content validity, operational feasibility, and decision-making effectiveness. It provides a standardized and replicable paradigm for skill teaching in large-class public physical education under low-resource constraints, and also offers a complete framework foundation and theoretical basis for subsequent empirical research.