| With the proposal of the integration of sports and education,the development of school sports competitions has been paid more and more attention.The integration of sports and education emphasizes that the reform of school physical education teaching should be started from the following three aspects: "Teaching the skills,Diligent practice,and regular competition".Therefore,how to effectively integrate competition into physical education becomes an issue worth exploring."Competition drives practice" was often used in sports training in the past as a method to improve the competitive state and performance of athletes.Later,in the process of school physical education reform,in order to improve the effect of physical education,it was tried to integrate competition-driven practice into physical education.Due to various limitations of implementation conditions,"Competition drives practice" has not been vigorously applied in teaching.With the proposal of the integration of sports and education,in order to promote the comprehensive deepening of the reform of physical education,"Competition drives practice" has once again become a popular research topic.It has reformed and innovated the traditional method of teaching sports skills,and played a certain role in promoting the development of school sports competitions.,but also inject new vitality into the school physical education.As Cheerleading was officially included in the Olympic Games in 2021,Cheerleading has ushered in a new peak of development.More and more colleges and universities have adopted Cheerleading as a sports elective course.This sport is still a relatively new sport in school,the teaching system is not mature enough.Therefore,this study is based on the premise of "Competition drives practice",arranging a certain period of competition in the Cheerleading course of college students,and analyzing the impact of different competition frequencies on the teaching effect of college students’ Cheerleading course.And put forward some suggestions to promote the reform and development of physical education in schools.This research was used the literature method to check the relevant literature,then summarizes the relevant content of the competition and the methods of Cheerleading teaching,determines the evaluation index of the teaching effect of Cheerleading at last.This study was used the teaching experiment method to carry out practical research,arranges competitions of different frequencies in the teaching of Cheerleading,and compares the influence of different competition frequencies on the teaching effect of college students’ Cheerleading course.This study analyzes the teaching effect of Cheerleading mainly from learning interest,autonomous learning ability,cooperation ability,and skill score(basic skills and professional skills).The experimental data such as questionnaire scores and student grades were analyzed by mathematical statistics,and the main results were as follows:(1)SPSSAU statistical analysis was performed on the data of learning interest,autonomous learning ability,and cooperation ability of the experimental class and the control class after the experiment,and the critical value P of the significant difference was all less than 0.05.The data of the two experimental classes in these three aspects were better than the data of the control class.(2)Comparing the results of the basic Cheerleading skills test between the experimental class and the control class after the experiment,there is no significant difference in the 36 basic hand movements and splits scores of the test items,and the scores of parallel pirouette and cartwheels both have significant difference(P﹤0.05),the two experimental classes are better than the control class in the two basic skills of parallel pirouette and cartwheels.(3)After the experiment,analyzing and comparing the data of the Cheerleading professional skills of the experimental class and the control class showed that the critical value P of the significant difference was less than 0.05,and the data of the two experimental classes were better than those of the control class.(4)Statistical analysis and comparison of the data of the learning interest,autonomous learning ability and cooperation ability of the experimental class 1 and the experimental class 2 after the experiment,and it is found that there are significant differences in the influence on the learning interest,and the data of the experimental class 2 is better than that of the experimental class 1.;There is a significant difference in the influence on autonomous learning ability,and the data of experimental class 1is better than that of experimental class 2;there is no significant difference in the influence on cooperation ability between the two classes.(5)After analyzing and comparing the skill scores of Experiment class 1 and Experiment class 2 after the experiment,it is found that there is no significant difference in the impact on the performance of the basic skills test of Cheerleading.On the whole,the compulsory movements assessment and creation assessment in professional skills are no significant difference in performance.However,there is a significant difference in the personal expression in the assessment of the compulsory movements,and the data of the experimental class 1 is better than that of the experimental class 2;there is a significant difference in the team spirit in the creation assessment,and the data of the experimental class 2 is better than that of the experimental class 1.Based on the above results,the following conclusions are drawn:(1)Compared with the traditional teaching without competition,"Competition drives practice" has a greater effect on the improvement of students’ interest in learning,autonomous learning ability and cooperation ability of Cheerleading.(2)Compared with traditional teaching,it is more conducive to improve students’ skill performance with "Competition drives practice",including parallel pirouette and cartwheels in the basic skills of Cheerleading,as well as the compulsory movements assessment results and creation assessment results in professional skills.(3)The frequency of competitions once every two weeks has a greater effect on improving learning interest than once a week;the frequency of competitions once a week is better than once every two weeks in improving self-directed learning ability;the two frequencies of competitions is not much different in the effect on the improvement of cooperation ability.(4)The frequency of competition once a week and once every two weeks has little difference in the impact of students’ basic skills performance and overall professional skills performance,but the frequency of competition once a week has a greater effect on the improvement of personal expression in the assessment of compulsory movements.The frequency of once every two weeks has a more significant effect on improving the team spirit in the creation assessment. |
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