| Early mastery of a wide range of basic motor skills in children is of great value for physical activity and motor participation throughout childhood and adolescence.Allowing children to receive adequate movement practice and instruction during this period will not only have a beneficial impact on the synergistic development of their movement skills and coordination abilities,but will also promote their psychological and social development.The pom ball cheerleading gymnastics is easy to be accepted and loved by children because it uses pom balls as props and rhythmic music,which can effectively interact with children in terms of lively and interesting movement teaching and cultivate children’s interest in exercise from the attractiveness of music rhythm.Based on this,the study selects 5-6 year olds as the experimental subjects and uses pom ball cheerleading to investigate whether pom ball cheerleading can improve children’s basic movement skills and coordination ability,provide theoretical basis for the application of pom ball cheerleading to the teaching of children’s basic movement skills and coordination ability development,and provide more interventions to improve children’s basic movement skills and coordination ability.It can also enrich kindergarten physical culture and expand the content of physical education for young children.The study adopted the literature method to gain a deeper understanding of relevant domestic and international studies;the experimental method was used to divide 66 kindergarten children into pom ball cheerleading classes and daily physical activity classes,and then the experimental intervention was conducted for 12 weeks(weeks/3 times,times/30 minutes);the test method was used to understand the development levels of basic movement skills and coordination ability of kindergarten children before and after the experiment;the mathematical and statistical method was used to investigate the development levels of basic movement skills and coordination ability of kindergarten children before and after the experiment.The data of basic motor skills and coordination ability of the experimental and control classes before and after the experiment were analyzed using mathematical and statistical methods;finally,the data obtained were compared horizontally and vertically using the comparative analysis method.Research results:(1)After 12 weeks of pom cheerleading intervention,the differences in the scores of the basic motor skills of the children in the experimental class before and after the experiment were statistically significant(P<0.05).and only the differences in the scores of overhand throwing in the operant skills were not statistically significant(P>0.05).(2)After 12 weeks of daily physical activity,only the differences in the scores of single-leg jump,total scores of mobility skills,total scores of manipulative skills and total scores of basic motor skills in the control class were statistically significant before and after the experiment(P<0.05).while the differences in the other indexes were not statistically significant(P>0.05).(3)After 12 weeks of experimental intervention,compared with the control class.the experimental class showed highly significant differences(P<0.01)in the total scores of bungee jump,standing long jump,two-handed hitting fixed ball,forehand hitting dropped ball,mobility skills,operational skills and basic movement skills,and the scores of running,one-legged jump,foot kicking fixed ball and one-handed in-situ tapping ball,while the differences of the other indexes were not statistically significant(P<0.05).were not statistically significant(P>0.05).(4)After 12 weeks of ball cheerleading intervention,the differences in the scores of coordination ability of the children in the experimental class before and after the experiment were statistically significant(P<0.05).(5)After 12 weeks of daily physical activity,the differences in the scores of coin tossing,tracing trajectory,bead stringing,total hand fine motor scores,total dynamic and static balance ability scores and total coordination ability scores of the children in the control class were statistically significant before and after the experiment(P<0.05),while the differences in the other indicators were not statistically significant(P>0.05).(6)After 12 weeks of experimental intervention,the total scores of bean bag catching,target throwing,single-leg balance of the dominant leg,double-leg jumping grid,positioning and grasping ability,and coordination ability were very significantly different(P<0.01).and the total scores of tracing trajectory,fine hand movements and static and dynamic balance ability were significantly different(P<0.05)in the experimental class compared with the control class,and the rest of the differences were not statistically significant(P>0.05).significant(P>0.05),and the rest of the differences were not statistically significant(P>0.05).Research conclusion:(1)After 12 weeks of pom cheerleading intervention,the children in the experimental class had different degrees of improvement in mobility skills as well as manipulative skills(except overhand throwing),that is,a period of flower ball cheerleading teaching had a positive effect on children’s basic movement skills,and the improvement effect was significantly better than that of the regular kindergarten physical education activities.(2)After 12 weeks of daily physical activity,the basic motor skills of the children in the control class also improved to a certain extent,among which the improvement effect was only obvious before and after the experiment in the index of one-legged jump,but the improvement effect of the other indexes were not obvious.(3)After 12 weeks of pom cheerleading intervention,the children in the experimental class had different degrees of improvement in hand fine movements,positioning and grasping ability,and dynamic and static balance ability,that is,a period of cheerleading teaching had a positive effect on children’s coordination ability,and the improvement effect was significantly better than the daily physical activities in kindergarten.(4)After 12 weeks of daily physical activity,the coordination ability of the children in the control class also improved to a certain extent,among which only coin throwing,bead stringing and tracing trajectories in hand fine motor were improved significantly before and after the experiment,while the rest of the indicators were not significant. |
