Application Of Whole Brain Teaching Model In Physical Education For Mentally Disabled Children

This paper adopts the methods of literature,expert interview,questionnaire survey,experiment,mathematical statistics and so on.It is mainly carried out using experimental methods.Firstly,the theoretical basis of the applied research of the whole brain teaching model is expounded.Then starting from the aspects of coordination,sensitivity,and bilateral motor skills of children with mental disabilities,a practical and targeted teaching plan is formulated.According to the established teaching plan,in the course of teaching,the students are engaged in the study of physical movements together with the students,and the physical ability of children with mental disabilities is promoted in continuous learning and exercise,while promoting their intellectual and linguistic development.Then improve the ability of self-care and social adaptability,and further explain the feasibility of the application of the whole brain teaching model in the physical education of children with mental disabilities.Applying the whole brain physical education teaching model to the experimental group after about 16 weeks of experimental intervention,combined with the questionnaire,the final experiment and survey results were compared with the traditional physical education teaching methods.The findings are as follows:(1)The application of the whole-brain physical education teaching model in the physical education of mentally retarded children has significantly improved the balance ability of mentally retarded children.(2)The application of the whole-brain physical education teaching model in the physical education of mentally retarded children has a positive effect on the sensitivity of mentally retarded children.(3)The application of the whole-brain physical education teaching model in the physical education of mentally retarded children has a significant effect on the improvement of the bilateral motor skills of mentally retarded children.(4)The application of the whole-brain physical education teaching model in the physical education of mentally retarded children can indirectly improve the ability of life independence and social interaction of mentally retarded children.