An Empirical Study On The Influence Of Orienteering On Physical Motivation Of Primary School Students In Chengdu

Cultivating students’ lifelong sports awareness and promoting their physical and mental health is the focus of physical education reform.As one of the emerging sports projects,orienteering has unique educational value in promoting primary school students’ curiosity and exploration,and is conducive to achieving physical education curriculum goals.By analyzing the reasons why orienteering instruction produces differences in primary school students’ sports motivation,corresponding orienteering course suggestions are proposed to promote the scientific development of orienteering curriculum.This study adopts literature review,questionnaire survey,experimental method,and mathematical statistics to investigate the impact of orienteering on primary school students’ sports motivation.First,a random sample of 320 primary school students from four schools in Chengdu city was surveyed through a sports motivation questionnaire to study the influence of orienteering instruction on primary school students’ sports motivation from a cross-sectional perspective.Second,through an8-week teaching experiment,the effect of orienteering instruction on primary school students’ sports motivation is verified,the reasons for differences in primary school students’ sports motivation before and after the experimental instruction are analyzed,and corresponding orienteering course teaching optimization suggestions are proposed.Research Findings: 1.Internal motivation among elementary school students participating in orienteering teaching is higher than external motivation and amotivation.2.There is a significant difference in internal motivation among elementary school students from different schools,while the difference in external motivation and amotivation is small.3.There is a difference in mean levels of physical motivation among elementary school students from different grades.4.Girls have higher mean levels of both internal and external motivation than boys.5.After the teaching experiment,the achievement dimension of the experimental group of elementary school students showed a significant difference.6.After the teaching experiment,the mean level of external motivation increased for the experimental group of elementary school students,with the greatest increase in the regulation dimension.7.After the teaching experiment,the mean level of amotivation decreased for the experimental group of elementary school students.Research Conclusions:1.Orienteering teaching has an impact on the physical motivation of elementary school students.2.Physical motivation among elementary school students from different schools is influenced by factors such as course settings,school support,equipment availability,variety of venues,and teacher and family environments.3.Physical motivation among elementary school students from different grades is influenced by learning styles,thinking styles,and autonomous awareness.4.A combination of factors,such as physical and mental development,body growth,classroom rules,and teaching models,results in higher physical motivation among girls than boys.5.Orienteering teaching can enhance the achievement dimension of internal motivation among elementary school students.6.Orienteering teaching can improve external motivation among elementary school students.7.Orienteering teaching can reduce amotivation among elementary school students.Research Proposal: 1.Conduct interdisciplinary knowledge fusion,increase the scope of venues,design different routes,ensure the accuracy of teaching equipment,hold more classroom competitions,and stimulate students’ interest in sports.2.Schools in different areas should adapt to local conditions and offer courses,encourage students to participate in competitions,provide complete teaching equipment,train teachers in orienteering skills,and encourage parents to participate in family-school activities.3.Adopt orienteering technology-based teaching in a hierarchical manner for students of different grades.4.Set up diverse classroom modes and guide male students to develop team consciousness.5.Based on the influence of orienteering on internal motivation,implement class rotation teaching,add new experiences and knowledge to the teaching,encourage the use of orienteering technology,and diversify orienteering route design.6.Based on the influence of orienteering on external motivation,increase team practice content and cultivate students’ cooperation awareness.7.Based on the influence of orienteering on motivation without external or internal motivation,continue to research the practical value of orienteering.