Research On The Teaching Design Of Junior High School Physical Education Curriculum Based On SPARK Curriculum

In 2022,the State Council issued the Notice on Compulsory Education Curriculum Programme and Curriculum Standards(2022 Edition)for the physical education curriculum reform,which focused on core literacy and the need to highlight the status of physical education,making physical education the third main subject.In view of the old problems of old and simple teaching contents,dull and boring teaching forms and gradual decline of students’ physical health in the current junior high school physical education classroom,how can we improve the quality of physical education teaching in schools in a quick and orderly manner in the process of reform,truly implement the specific contents inside the physical education curriculum teaching programme,improve students’ interest in physical education learning,suppress negative emotions in physical education,cultivate students’ lifelong physical education awareness and carry out targeted Curriculum reform has now become the key direction of teaching research.The SPARK programme in the USA and the education reform in China are both emphasising the ’people-centred’ approach,and the programme is already relatively mature in the USA.Therefore,in this study,by adapting the teaching contents of the two units of track and field and physical fitness in the SPARK curriculum,the SPARK track and field class is designed to investigate the effects of the SPARK track and field class on the physical health of junior high school students,their interest in learning and the amount of moderate-to-vigorous physical activity in the classroom,so as to cultivate students’ lifelong awareness of physical education and provide a practical path for teachers to improve the teaching of physical education as a third subject.This paper uses literature,questionnaires and surveys.This paper uses literature,questionnaires,mathematical and statistical methods and teaching experiments.The subjects of the teaching experiments are the second year(5)and(6)classes of Longjun Middle School in Anyang City,of which 48 students are in(5)class and46 students are in(6)class.The teaching trial cycle was 12 weeks and 24 hours.The experimental classes were taught using SPARK athletics classes,while the control classes were taught using the traditional physical education curriculum.According to the national physical fitness test program,five indicators were selected: 50 m running,standing long jump,solid ball throwing,800m/1000 m and sit-ups(female),and the following results were obtained by combining the differences in the data on interest in physical education and classroom SOFIT evaluation:(1)The SPARK programme is feasible and both programmes are effective in improving students’ physical fitness.After the 12-week experimental intervention,an intra-group paired-samples t-test of the pre-and post-test physical fitness scores of the experimental and control classes revealed that there were significant differences(p<0.05)between the experimental class and the control class in five areas,including 1000m/800 m,standing long jump,forward throw of the solid ball in place,sit-ups and 50m;the control class showed significant differences(p<0.05)in the 800 m,standing long jump for girls and 1000 m for boys.There were significant differences in the control class in the 800 m,standing long jump and1000 m for girls(p<0.05),and no significant differences in the sit-ups and 50 m for girls and standing long jump,solid ball event and 50 m for boys(p>0.05).(2)The SPARK programme can enhance students’ interest in physical education and suppress negative emotions in physical education.A pre-and post-experimental survey of students in the experimental class and the control class revealed that the increase in students’ interest in physical education learning was significantly higher in the experimental class than in the control class,and the experimental class students were significantly more effective than the control class in suppressing negative interest in learning.There was no significant difference between the control class and the experimental class in terms of all dimensions of interest in physical education.(3)The SPARK programme was effective in increasing students’ physical activity in the classroom.The SOFIT evaluation was conducted in four randomly selected sessions with the experimental and control classes,and the results showed that the experimental class had an average of 32.6 minutes of classroom activity and 72.6% of physical activity,while the control class had an average of 25 minutes of classroom activity and 55.56% of physical activity.