Research On The Promotion And Development Of Happy Gymnastics In Primary Schools Under The Logistic Regression Mode

"When the youth is strong,China is strong,and when sports is strong,China is strong",youth sports has a pivotal position in the construction of a strong sports country.As the successor of China’s socialist cause,the issue of physical health of children and youth has always been the focus of attention.In 2014,the Gymnastics Management Center of the State General Administration of Sports launched the"Happy Gymnastics Concept",which aims to cultivate interest in sports participation from childhood,enable children to master sports skills,experience the joy of sports and promote movement development and physical fitness.As the foundation of gymnastics for children,"Happy Gymnastics" is a new movement concept that has a positive effect on the development of gymnastics.In order to better promote the promotion and development of the Happy Gymnastics program,this study uses a logistic regression model to combine theory and practice to demonstrate the promotion and development of Happy Gymnastics in elementary school in the context of the integration of sports and education.The study takes the promotion and development of happy gymnastics in Shaanxi Province,which has the largest number of pilot elementary school among the first pilot provinces,as the research object.The13 pilot elementary school were investigated,and research methods such as literature,expert interviews,questionnaires,and mathematical statistics were used,based on the"Questionnaire on the Promotion and Development of Happy Gymnastics in Pilot Primary Schools",the "Questionnaire on the Promotion and Development of Happy Gymnastics in Pilot Primary Schools for Parents",and the "Questionnaire on the Promotion and Development of Happy Gymnastics in Pilot Primary Schools"."The main factors influencing students’ willingness to participate in happy gymnastics,teachers’ willingness to engage in happy gymnastics teaching,and parents’ willingness to support their children’s participation in happy gymnastics were investigated and analyzed,and a binary logistic model was established using logistic regression.Logistic model,further to derive the different degrees of influence of each influencing factor on the willingness of the three groups of people,the following conclusions were drawn:1.From the survey,it is concluded that(1)the Happy Gymnastics program has been developed for five years in Shaanxi Province,and the current Happy Gymnastics pilot elementary school are mainly carried out in the form of physical education classes,clubs,school sports clubs and sports teams,among which,six pilot elementary school offer Happy Gymnastics classes,and the radiated grades are mainly for grades 1-4,and only two schools,Gaoxin First School and Xi’an Gaoxin School,have teaching groups for(2)the first high-tech school and the far-east experimental elementary school have a special school-based curriculum of happy gymnastics;(3)each school has sufficient space,and the happy gymnastics equipment is uniformly configured and installed by Shaanxi Province;(4)the funds related to the development of the happy gymnastics program are provided by the school and the special allocation of Shaanxi Province,and due to the different degrees of importance attached to the traditional strengths of each school,there is an uneven distribution of funds in the(5)the number of teachers of ball and track and field programs in the schools is high,and the number of special teachers of gymnastics and dance is low and young,and the number of special teachers of happy gymnastics in schools is limited.2.The binary logistic model study in logistic regression concluded that(1)10factors,such as students’ school,grade level,whether they had been exposed to happy gymnastics before,their knowledge of the fast gymnastics program,and whether the school promoted the happy gymnastics program,had significant differences on students’ willingness to participate in happy gymnastics;(2)teachers’ age,highest education level,teaching experience,specialization,knowledge of the happy gymnastics program(2)18 factors such as teachers’ age,highest education level,teaching age,specialization,attention to happy gymnastics program,liking degree,and whether they knew about happy gymnastics had significant differences on teachers’ willingness to engage in teaching happy gymnastics;(3)11 factors such as parents’ age,education level,occupation,knowledge of health,awareness of healthy3 D view,and whether they had participated in gymnastics or dance-related activities had significant differences on parents’ willingness to support their children’s participation in happy gymnastics.