Study On Relationship Among Memeory, Representation Ability And Cognitive Capability Of Action Of College Students

One major task for school physical education is to teach students action techniques so that they can acquire a certain amount of technology action and master some action skills, which can benefit them in their whole life. Therefore, this research, aiming to study the most effective pedagogical way of helping the students master technology action and sport skill as good as possible, play an important role in physical education research.In the process of learning sport technique, students can be affected by imagery ability and memory ability. Because the quality and effectiveness of acquisition can be influenced by several factors, such as the pedagogical ability and method of the teacher, learning attitude and cognitive learning style of the students. Thus, the research of the influence factors of cognitive learning ability in action, namely, imagery ability and memory ability, and their respective relation of technology skill acquisition, is of great significance in that it can provide objective dada to improve the scientification of teaching content and teaching method in physical education. Starting from this point, this study makes a further research in imagery ability and memory ability of college students, and their respective relation of technology skill acquisition to provide useful data to the technology action instruction in physical education.This experiment, taking students in Northeast Normal University as subjects, using PsyKey psychological education system, universities version V1.0【单机】as tools, test memory ability and imagery ability in 40 boys and girls, analyze memory ability and imagery ability of college students influence on their action cognition. In sports, the accuracy of Action Technology, the memory of the students movement affect the final records in physical education class. In physical education, if we want to improve the quality of physical education, to enable students to accurately grasp the action technique, to make desirable sporting achievements, we must use imagery training as a tool to improve their observation, imagery and memory capacity.Adopting documentation method, Delphi technique, experimental comparison and mathematical statistics and logical analysis, different memory, this paper studies the action cognitive ability characteristics of the students with different memory and imagery ability and draws the following conclusions:1. In the course of action, students with higher memory ability and imagery ability, performed better in learning of the action cognition than students with lower memory ability and imagery ability.2. university students with different memory ability, imagery ability, performed worse in the early cognitive learning in action, that is, the first action cognitive learning process.3. students with different memory, imagery ability, characterized by increasing speed of acquisition in cognitive learning of action correctness and incorrectness, action sequencing, action wholeness generally.4. in the cognitive learning in action, students with different memory, imagery ability learn action sequencing in the slowest way.5. after five times cognitive learning, records in action correctness and incorrectness and action wholeness are the highest, and records in action sequencing are the lowest.