| The physical health of children and adolescents is deeply concerned by the country and society.This study studied the influence of after-school sports activities on students’ physical and mental development from the perspective of senior primary school students’ physical literacy,thus confirming the influence of after-school sports activities on the improvement of senior primary school students’ physical literacy level.At the same time,through the research results,the problems existing in the development process of after-school sports activities were feedback and targeted suggestions were put forward.This study uses experimental method and investigation method to explore the influence of after-school sports activities on the physical literacy of senior pupils.In the experimental study,30 fifth-grade students in the experimental group participated in after-school sports activities,including football,badminton,rope skipping and aerobics,while 30 fifth-grade students in the control group did not participate in after-school sports activities.According to the results of the sports literacy test before and after the experiment,the effect was analyzed.In this study,489 fifth grade students were tested for sports literacy and grouped according to their participation in after-school sports activities.Experimental research and investigation research uniformly use the physical literacy assessment system tool for senior primary school students to test physical literacy,through which the following results and conclusions are obtained.Results:(1)Experimental results:1)In the pretest,there was no significant difference in the mean values of each dimension of sports literacy between the two groups.In the post-test,there were significant differences between the experimental group and the control group in the total dimension of sports literacy,the dimension of sports motivation and confidence,and the dimension of physical ability(P<0.05).There were no significant differences in the dimension of sports knowledge and understanding,and the dimension of daily behavior(P>0.05).Through the analysis,it can be seen that after the experiment,the experimental group students in the overall dimension of sports literacy,sports motivation and confidence dimension,physical ability dimension of the level is significantly better than the control group students.2)In the post-test,the mean values of the total dimension of sports literacy,the dimension of sports knowledge and understanding,the dimension of daily behavior,the dimension of sports motivation and confidence,and the dimension of physical ability of the experimental group students were 65.80±10.24,11.52±1.99,23.40±5.16,10.48 ±2.35,20.40±4.23,respectively.The mean values of the control group were 60.65±7.93,11.66±2.01,23.93±4.92,8.72±1.77,16.33±1.96.The T-test results of the comparison of the mean values of each dimension between the two groups showed that there were significant differences in the total dimension of sports literacy,the dimension of sports motivation and confidence,and the dimension of physical ability(P<0.05),there was no significant difference in the dimensions of sports knowledge and understanding and daily behavior(P> 0.05),the analysis shows that after the experiment,the experimental group students in the overall dimension of sports literacy,sports motivation and confidence dimension,physical ability dimension of the level is significantly better than the control group students,in the dimension of sports knowledge and understanding and daily behavior of the two groups of students level difference is small.(2)Survey results:1)This paper conducted a survey and test on the participation of 489 senior primary school students in after-school sports activities and their sports literacy level.The results showed that189 students participated in after-school sports activities,accounting for 38.7% of the total number of students,and the average weekly frequency of each student was 1.87 times.In terms of participation in after-school sports activities,the number of boys was significantly higher than that of girls.The mean value of sports literacy was 61.01±9.17,the mean value of sports knowledge and understanding dimension was 11.09±2.71,the mean value of daily behavior dimension was 22.75±5.38,the mean value of sports motivation and confidence dimension was 9.62±2.44,and the mean value of physical ability dimension was 17.55±3.68.2)Students were grouped according to the frequency of participating in extracurricular sports activities every week,including 55 students in the high-frequency group(3-5 times a week),134 students in the low-frequency group(1-2 times a week),and 300 students in the non-participating group.According to the multiple comparison results of the three groups’ sports literacy and the data of various dimensions,There were significant differences in the total dimension of sports literacy,the dimension of sports motivation and confidence,and the dimension of physical ability among the three groups(P<0.05).The students in the high-frequency group had the highest level in the three dimensions,followed by the students in the low-frequency group,and the students in the non-participating group had the lowest level.In the dimension of daily behavior,there was a significant difference between the non-participating group and the other two groups(P<0.05),while there was no significant difference between the high-frequency group and the low-frequency group(P>0.05).The level of the students who participated in after-school sports activities in this dimension was obviously non-participating students.In the dimension of sports knowledge and understanding,only the students in the high frequency group had a significant difference with those in the non-participating group(P<0.05),and the students in the high frequency group had a higher level than those in the non-participating group.3)Multiple linear regression results showed that the frequency of participating in after-school sports activities had a positive effect on the dimensions of daily behavior,sports motivation and confidence,and physical ability of senior primary school students(P<0.05).Conclusion:(1)After-school sports activities have a positive promoting effect on the development of senior primary school students’ sports literacy,which can improve their own levels of daily behavior,sports motivation and confidence,and physical ability.Meanwhile,regular participation in after-school sports activities has a better effect on improving their own sports literacy.(2)The influence of after-school physical activity on the dimensions of physical education knowledge and understanding in senior primary schools is not significant in this study,and after-school physical activity curriculum does not pay enough attention to the teaching of physical knowledge and knowledge.(3)After-school sports activities can promote the physical and mental development of senior primary school students,enhance physical fitness,stimulate sports interest and motivation,cultivate physical exercise habits and healthy lifestyle,so that students can enjoy the fun and benefits of sports,which is one of the effective ways to solve the problem of students’ weak physique. |
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