| Objective: The Opinions of the General Office of the State Council on Strengthening School Physical Education to Promote the Overall Development of Students’ Physical and Mental Health emphasized that the main line is to strengthen students’ physique and strengthen physical exercise in the classroom.In this regard,the physical education classroom teaching highlights the training of test items.Repeated practice of a single action increases students’ sense of fatigue,which will directly lead to the gradual loss of interest in physical education,which is also not conducive to the realization of the requirements of the state to promote students’ physique.In recent years,students often "like sports but don’t like physical education" and "love sports but don’t know how to exercise".Therefore,this paper attempts to use sports games to improve the interest and initiative of the third grade students in participating in sports exercises,so as to promote the improvement of the physical health of the third grade students.Methods: Using the methods of literature,expert interview,questionnaire,teaching experiment and mathematical statistics to carry out teaching experiments,and taking the effects of sports games on the physical health of third grade students as the research object.Students in two classes of grade three were randomly selected from Licheng Street No.2 Primary School in Zengcheng District and randomly divided into experimental group(22 boys and 18 girls)and control group(23 boys and 18 girls).The experimental group was given a 12 week physical health test item of game teaching(sports games for short),and the control group was given a physical health test item of traditional sports teaching.Before and after the exercise intervention,the experimental group and the control group were tested on body shape(height,weight and BMI),physical function(vital capacity),physical fitness(50meters,sitting forward bending,rope skipping,sit ups)and sports interest(sports participation,positive interest in sports learning,negative interest in sports learning,and independent learning).SPSS20.00 software was used for statistical analysis of the data.The normal distribution of the data in each group was tested by Shapiro Wilke(S-W)test.The data of pre-test,body shape and sports interest were analyzed by independent T test for differences between the two groups of test indicators.The repeated measurement ANOVA is used to analyze the indicators of physical function and physical fitness.If there is no interaction,the main effect analysis is conducted.If there is interaction,the simple effect analysis is conducted.The rank sum test was used to analyze the grade of physical health test items.The significant difference level of all test data is P>0.05,no significant difference,* P<0.05,significant difference,* * P<0.01,very significant difference.This paper analyzes whether the teaching of 12 week sports games can improve students’ interest in sports,so as to promote the improvement of students’ physical health test indicators.Sports games can stimulate students’ interest in practice,mobilize students’ enthusiasm to participate in the exercise,and then promote the improvement of vital capacity,50 m running,sitting forward bending,rope skipping,sit ups,physical health and sports interest of the third grade students in the physical test items.The results are as follows:1.Body shape: Compared with the pre-test,there was no significant difference in height,weight and BMI between the experimental group and the control group after the experiment(P>0.05),indicating that the body shape of the third grade students was not significantly affected by sports games.2.Physical function: compared with the pre-test,after the experiment,the vital capacity of the male and female students in the experimental group and the male students in the control group showed a very significant difference(P<0.01)and reached a statistical difference,while the vital capacity of the female students in the control group showed a significant difference(P<0.05)and reached a statistical difference.3.Physical quality:(1)Speed quality: compared with the pre-test,there was a significant difference in the main effect of time between boys’ 50 m running results after the experiment(P<0.05)and reached statistical difference,while girls’ 50 m running results after the experiment had no significant difference(P>0.05).(2)Flexibility quality: compared with the pre-test,there was a very significant difference(P<0.01)and reached a statistical difference in the results of sitting posture flexion between male and female students in the experimental group and female students in the control group after the experiment,and there was a significant difference(P<0.05)and reached a statistical difference in the results of sitting posture flexion between male students in the control group and female students in the control group.(3)Lower limb strength: compared with the pre-test,the rope skipping performance of the male and female students in the experimental group and the control group after the experiment has a very significant level(P<0.01)and reaches statistical difference,but the rope skipping performance of the male and female students in the experimental group is better than that of the control group.(4)Waist and abdomen strength: compared with the pre-test,there was a very significant difference(P<0.01)in the sit up performance of male and female students in the experimental group after the experiment and reached a statistical difference,while there was a significant difference(P<0.05)in the sit up performance of male and female students in the control group and reached a statistical difference.4.Grade of physical health:(1)Compared with the control group,the grade of vital capacity of boys in the experimental group after the experiment had a very significant difference(P<0.01)and reached a statistical difference;There were significant differences in the 分 of rope skipping and sitting forward bending(P<0.05),but there was no significant difference in the 分 of 50 m running and sit ups(P>0.05).(2)Compared with the control group,after the experiment,the grades of rope skipping and sitting forward bending of girls in the experimental group had a very significant difference(P<0.01)and reached a statistical difference,while the grades of vital capacity,50 m running and sit ups had no significant difference(P>0.05).5.Sports interest: Compared with the control group,after the experiment,the experimental group has a very significant difference(P<0.01)in the degree of sports participation,active interest in sports learning,passive interest in sports learning,and autonomous learning.Conclusion:The 12 week sports games can obviously promote the third grade boys and girls’ participation in sports,their active interest in sports learning,and their independent learning level,and further improve the third grade boys and girls’ physical function(vital capacity),flexibility quality in physical quality(sitting forward),lower limb strength(rope skipping),waist and abdomen strength(sit ups),and physical health grades,and the effect is better than traditional sports teaching,However,the body shape and speed quality(50m)of the third grade students were not significantly improved. |
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