| Purpose: 1)Based on the perspective of interpersonal support,find teaching methods that effectively promote students’ sports engagement;2)Explore the main problems in the use of interpersonal support in specialized physical education;3)Provide some valuable interpersonal support intervention strategies to promote the reform of high school special physical education teaching and promote students’ sports engagement.Methods: The study subjects were 7838 high school students in 48 high schools in 16 districts of Shanghai,including 3647 boys and 4191 girls,with an average age of17.23±0.226.The following four aspects of research were carried out through the literature method,interview method,education observation method,questionnaire survey method,action research method and mathematical statistics method: 1)Describe the distribution of students’ sports engagement level and their perceived interpersonal support level in specialized physical education teaching;2)Explore the factors that interfere with interpersonal support and affect sports engagement,the effects of different dimensions of interpersonal support on sports engagement,and the path model that interpersonal support affects sports engagement;3)Based on the above two aspects of research,the main problems of the use of interpersonal support in special physical education teaching are summarized,and interpersonal support intervention strategies that effectively promote sports engagement are proposed.4)Taking the special teaching of martial arts as a case,carry out action research to promote sports engagement,and explore practical solutions that effectively promote students’ sports engagement.The main results are as follows: 1)The overall average score of student sports engagement was 4.52±0.61,and the scores of behavioral engagement,emotional engagement,and cognitive engagement in its three subdimensions were 4.64±0.55,4.50±0.73 and 4.42±0.72,the cognitive engagement was relatively poor.The athletic engagement scores of the freshman,sophomore,and third year students were 4.56± 0.56,4.53±0.62 and 4.46±0.65,freshman was significantly better than senior two(P<0.01)and senior two significantly better than senior year(P<0.01).The scores of male and female students were 4.58±0.59 and 4.46±0.62,and the scores of female students in sports engagement were significantly lower than those of boys(P<0.01).The scores for sports engagement in aerobics,volleyball,and martial arts were 4.41± 0.65,4.41± 0.63 and4.40±0.60,and there was no significant difference in scores between the three,but significantly worse than other disciplines.2)The scores of the eight interpersonal support factors were peer guidance(4.60±0.61),self-esteem enhancement(4.60±0.60),tacit cooperation(4.54±0.63),emotional support(4.48±0.69),exercise pleasure(4.41±0.59),commonality(4.35±0.66),autonomy support(4.29±0.68)and ability support(4.18±0.70).3)Interpersonal support can significantly affect sports engagement,up to 40.02% of the interpretive variation.The regression coefficients of ability support,autonomy support,common ground,motor pleasure,tacit cooperation and emotional support affecting sport engagement in interpersonal support were β=0.234,0.178,0.171,0.094,0.074 and 0.056,and the P < 0.01,which had a significant positive effect;the regression coefficients of peer guidance and enhanced self-esteem in interpersonal support on sports engagement were β=-0.068 and-0.034,P < 0.01 and < 0.05,which had a significant negative effect.4)Gender,sports specificity,and grade were the factors that interfered with interpersonal support and affected sports engagement,and the β values were-0.111,-0.037 and-0.019,P < 0.05.5)Interpersonal support can significantly positively affect sports engagement not only through the mediation of basic psychological needs(effect size = 0.790,Bootstrap 95% confidence interval [0.821 to 0.1012]),but also the chain mediation effect of “basic psychological needs→ autonomous motivation”(effect size = 0.100,Bootstrap 95% confidence interval [0.076 to 0.128]);It also negatively affects sports engagement directly significantly(effect size-0.425,Bootstrap 95% confidence interval [-0.519 to-0.340])and significantly negative influence on sports engagement through mediating of autonomous motivation(effect size-0.032,Bootstrap 95% confidence interval [-0.047 to-0.020]).6)The results of the action study showed that the level of sports engagement before the action intervention was3.79±0.37,the level of sports engagement after the intervention was 4.46±0.30,the before and after comparison of t value =-6.84,95% confidence space was [-0.875,-0.466],and the level of sports engagement after intervention was significantly better than that before intervention.Conclusion:1)The relatively poor cognitive engagement of students is closely related to the lack of teachers’ teaching ability in setting appropriate challenging learning tasks,ensuring that students have sufficient learning and practice time,fully understanding students’ needs,and effectively using praise and encouragement.2)The level of sports engagement among senior students is not as good as that of lower grade students,which may be related to the lack of sufficient learning and training time for senior students,as well as the lack of teaching situations based on fierce competition and competition based on common elements.3)It can focus on improving girls’ sports engagement level through challenging learning and training tasks,and speech act of praise and encouragement,while boys can focus on improving their sports engagement level by giving sufficient learning and training time,creating a teaching situation of conflict,competition and confrontation.4)Meeting basic psychological needs is a prerequisite for the significant positive impact of interpersonal support on sports engagement.When students’ basic psychological needs are met,interpersonal support can significantly positively affect sports engagement;On the contrary,it will have a significant negative impact on motor engagement.5)Frequent use of peer guidance or excessive creation of a harmonious classroom atmosphere can directly and significantly negatively affect students’ emotional engagement,or through the mediating effect of autonomous motivation,significantly and negatively affect emotional engagement.6)The impact of interpersonal support on sports engagement has distinct specialized characteristics.The distinct characteristics of specialization are mainly manifested in the differences in the main interpersonal support factors that affect the sports engagement of students in various specialties,especially in the impact on emotional engagement.7)Taking the specialized teaching of martial arts as an example,the action intervention scheme constructed has been proved to be an effective intervention mode to promote the engagement of student movement in sports,and has a reference role for other special action research. |
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