Fun Athletics Teaching Method In High School Physical Education Experimental Study

Fun in keeping sport of track and field teaching is a means to promote physical development and health promotion foundation, to encourage students to engage in physical activity during the experience a variety of fun, truly "enhance physical fitness" as an important practical purpose, and ultimately everyone to experience fun athletics fun. In this paper, the main use of research methods teaching experiment, questionnaire, interview, mathematical statistics, literature, choose two classes from Grade One Linfen City Middle School as a seventh as experimental subjects, with50meters to run, standing long jump as experimental research, namely the use of fun with the traditional track and field athletics teaching pedagogy of teaching content for teaching these two experiments, based on the data to fully grasp, through the experimental classes and control classes before the indicators and after a comparative analysis, exploring interesting track all aspects of pedagogy impact on student generated, further demonstrate interesting track in high school physical education pedagogy feasibility and superiority. Through scientific analysis and research, the following conclusions:First, in terms of students’ physical fitness, fun track and field athletics teaching pedagogy than traditional sports scores allow students to progress faster. Through the measured data show that after comparing the experimental class students in the experimental results with the experimental content control class scores presented significant differences. In contrast to the results before and after the test, the experimental class of50m run with outstanding results raise the rate of12.5%, failing decline was19.6%; while the control class students50m run with outstanding results raise the rate was0, failure rate of decline was12.2%. Students standing long jump test scores improved rate excellent rate of14.2%failure rate of decline was16%, while the control class students standing long jump performance improvement excellent rate was0, the failure rate of decline was-1.7%. Showed that in terms of speed, strength, etc., to enhance the physical aspects of the experimental class was significantly higher than the control class, it can be said better than traditional teaching fun athletics track and field teaching.Second, the situation in the sport fun, experiment after experiment classes and control classes of students in the sports fun table affective objectives, understanding the target, more moving targets, operational goals in four dimensions, there were significant differences (p<0.05). Before and after the experiment control class sports fun without major changes, the indicators are not significantly different, but interesting teaching methods class track and field experiments have used a significant difference (P<0.05) before and after the experiment now. The reason is that this method of teaching students through moderate exercise fun sport, induce students to participate in sports to produce a successful experience to stimulate students’enthusiasm to produce a driving force, they want to be able to encourage students to learn more science, and want to explore the principles of this technique and practice methods to improve athletic skills, so that their own success.Third, fun athletics track and field teaching more attention than the traditional teaching on students’interest in learning culture, interest in learning is an important motivation in learning activities of students, teaching teachers to enable students to experience the fun of sports, experience the charm of movement, when students in the interest under driven by technology students will gradually feel the movement, motor skills, physical sports are so important, the lack of technology, skills, physical fitness, and will inhibit improve their athletic ability. In this case, the teacher conducting targeted counseling, student interest in learning not only will not be affected, but will be further inspired. Students’ interest in learning is affecting the level of classroom teaching an important part.