The Social And Emotional Ability Of Open Sports Games For Children Aged 6-8 Years Old The Influence Of The Study

Based on previous studies,this thesis combines social emotional ability with open sports games for the first time after studying and analyzing the characteristics of social emotional ability,sports games,children’s free nature and growth and development characteristics,and verifies the difference between open sports games and traditional sports games in promoting children’s social emotional ability through experiments.The purpose is to improve the level of children’s social emotional ability,prevent children’s social emotional ability stagnation,and provide experimental examples and theoretical reference for open sports games as the content of children’s physical education.In this thesis,literature method,interview method,questionnaire survey method,experiment method,mathematical statistics method and other research methods.Through consulting relevant information,combined with the concepts involved in the research were defined respectively;Through the interview method,consultation,discussion and cooperative exploration were carried out on relevant issues such as the formulation of the research content and experimental content plan.The experimental intervention method was used to carry out an experimental study on the research hypothesis "the effect of open sports games on the social emotional ability of 6-8 years old children" : Firstly,64 children aged 6-8 were selected and divided into experimental group(32 persons)and control group(32 persons).The experimental group received open sports game teaching,while the control group received traditional sports game teaching.The experimental time was 11 weeks,twice a week,30 min each time.The scale of children’s social emotional competence was used to test children’s social emotional competence,which was developed by the project team of Socio-affective Learning and School Management Improvement of the Ministry of Education and the United Nations.Statistical data after the experiment were obtained through SPSS23.0 paired sample T test,independent sample T test and one-way analysis of variance,and the following results were obtained:(1)After the open sports game intervention,the social emotional ability of children in the experimental group increased from 106.81±15.03 before the experiment to 119.88±20.48 after the experiment,with extremely significant difference(p < 0.001);Self-cognition increased from 13.97±2.62 before the experiment to 17.03±3.28 after the experiment,with extremely significant difference(p < 0.001).Self-management increased from 28.06±4.36 before the experiment to 31.03±5.70 after the experiment,with extremely significant difference(p <0.001).The cognition of others increased from 15.69±2.45 before the experiment to17.94±3.35 after the experiment,with extremely significant difference(p < 0.001).The management of others increased from 16.94±2.31 before the experiment to 19.34±3.67 after the experiment,with extremely significant difference(p < 0.001).Collective cognition increased from 10.03±1.69 before the experiment to 10.78±1.98 after the experiment,with significant difference(p < 0.01).Collective management increased from 22.25±3.18 before the experiment to 23.75±5.13 after the experiment,with significant difference(p < 0.01).(2)After the experiment,through the comparative analysis of the data of the experimental group and the control group,the experimental group and the control group had significant differences in the dimensions of self-cognition,others’ cognition,others’ management and collective cognition,while the differences in the dimensions of self-management and collective management were not statistically significant.(3)There was no significant difference in the average score of the total score and the average score of the six dimensions of the children aged 6-8 years before and after the experiment(p > 0.05).(4)Boys and girls aged 6-8 had no significant differences in the total score and the average score of six dimensions before and after the experiment(p > 0.05).To sum up,the following conclusions can be drawn:(1)After the experiment,the social emotional ability of the children in the two groups was improved to varying degrees.The promotion effect of open sports games in the four dimensions of self-cognition,others’ cognition,others’ management and collective cognition was better than that of traditional sports games teaching,but there were significant differences between the two groups in the two dimensions of self-management and collective management.(2)Through the data analysis and difference comparison of 6-8 years old children’s social emotional ability,it is found that there is no significant difference between 6-8 years old children’s social emotional ability in different genders and different ages.