On Setback Education In Physical Education In Middle Schools In ZhongShan,Guangdong Province

With the rapid development of economy, when faced with fiercer social competitions, middle school students, who are in their youth and in the special period of forming their characteristics, are encountering more extensive stresses both physically and mentally. Once they meet any setbacks, it is easier for them to be addicted to unhealthy emotions, and even go extreme eventually. Therefore, it is constructive to study on how to reinforce their competence to overcome setbacks, increase their psychological endurance and perfect their personalities in the process of physical education.With middle school students as chief objects, this article has made a survey on the implementation of setback education in physical education, an analysis on the current situation of setback education in middle schools, a discussion on the factors that have caused the sense of setback and the methods and strategies of implementing setback education, in order to search for some fresh theories and practical basis.The conclusion has been made as follows. To start with, the sense of setback commonly exists among middle school students, with strong mood swings as the superficial exhibition. Among them, female ones obviously tend to react more excessively than male ones when faced with setbacks; those from the only child families have instinct weaker resistance and more negative reaction towards setbacks than those from poly-children families. Moreover, the implementation of setback education in physical education is so far not optimistic. Although the cognition of setback education in entirety has enjoyed certain progressing, and physical education teachers have applied various approaches to enhance students’psychological health in their teaching process, there are only a few targeted class designs and situation nodes establishments. And current education policies are mostly designed more on the basis of a whole class than of individuals; stress more on the whole project, entirety and theories than on cognitions, individuals, and practice. What’s more, the study on setback education still lingers about the integration of macroscopic theoretical researches and exam-oriented education, and lacks of practical maneuverability, which is far away from the need of teaching reality.