Research On A Combination Of Sponge Bricks Exercise In The Squat Long Jump Teaching Of High School Students

The long jump is one of the main contents of the sports classroom teaching and various track and field competitions.According to its air position,it can be divided into the crouched long jump,the upright jump and the walking long jump.In our country's ordinary high school and the following schools,the long jump teaching mainly consists of squat and upright posture,while for the students who first contact the long jump,more are taught by the squat jump.Nowadays,many high school PE teachers are basically consistent in the teaching method of squat jump,which is based on traditional teaching mode and seldom use auxiliary props for teaching.In order to improve the quality and efficiency of teaching,the long jump teaching of high school physical education should further transform the original teaching method,update the teaching concept,change the teaching method,and actively explore.This study of high school students physical and mental characteristics,designed and developed the squat jump sponge brick combination in the process of teaching practice,and through the implementation of the teaching experiment and contrast,tries to show the results of the study can make students quickly grasp the long jump technology within the limited class hour,improve teaching efficiency,provide new thought for the squat jump high school teaching.This paper adopted the method of documentary,expert interview,questionnaire investigation,teaching experiments and mathematical statistics,in the high grade two classes of students as the subjects,by organizing the implementation of the sponge brick combination practice(classes)and the traditional routine practice(that in comparative classes)in 8 classes of squat jump teaching.From three aspects,compare the data index changes of the two classes after the experiment: the first is the comparison of the post-test scores of the squat jump;The second is the comparison of the post-test scores of the squat long jump;The third is the statistical comparison of the questionnaire results after the end of the squat.The data are analyzed and summarized,and the following conclusions are drawn:(1)The combination of sponge bricks designed in the course of squat jumpteaching should be diversified,suitable and interesting.(2)The design of the content of the combination of sponge bricks should not only emphasize the practice of individual technical links,but also highlight the cohesion and coherence of the various technical links.(3)The 8 times of class of sponge brick combinations can be according to the following: the early stage of the 1,2 class,the students mainly study on the in situ swing stretching sponge brick,walk to imitate takeoff sponge brick and the run over multiple sponge brick practice;The middle of the 3,4,5,6 class,students mainly do jump to touch the sponge brick in running,skip the same height of the sponge brick in running,skip the different heights of sponge brick in running,jumping to connect multiple step empty in running,sponge brick by the legs,standing long jump leap,takeoff leg flap sponge brick,jump leap sponge brick and connection squat action and dived into the basin in the short run and jump to connect multiple step empty and then squat action into the basin is running in practice,and so on;In the later period of 7and 8 classes,students practice sponge brick tag main running,no sponge brick in a state of the connection of the squat action and dived into the basin in the short run and complete the squat jump practice in the whole process running.(4)The students in the experimental class had better performance in the technical evaluation and the achievement of the standard,which showed that the combination exercise of sponge bricks was better for the high school students to master the correct squat long jump technology as soon as possible.At the same time,the rapid mastery of the correct action technology also promoted the improvement of the standard.This also reflected from the side can improve the squat jump teaching efficiency and the teaching quality.(5)Students in the experimental class are more active and active in the study of squatting long jump.They are more interested in learning and more confident in the study of squat jump.They are also more confident about the learning of other skills in physical education.