Age-related Characteristics Of Jumping Movement Learning

PurposeWith the introduction of national strategic outlines such as "Healthy China2030" plan outline and Outline of building a strong sports country,the public is paying more and more attention to sports health,the Ministry of Education and the Sports Bureau have proposed that children and teenagers should master 1-2 sports skills,however,at present,the physical and health conditions of teenagers and children in China are not optimistic,and the academic circles have not paid enough attention to the learning of children's Fundamental motor skill.From the perspective of the development of human life,early childhood motor skill level is one of the important factors affecting the formation of future physical health and exercise habits,this study explores the age and gender characteristics of standing long jump motor skills development in the natural state and after teaching intervention,it provides a reference for educators in teaching and evaluating standing long jump action of preschool children of different ages,and helps relevant departments and institutions to formulate documents on the development of children's actions.MethodSelect 200 children aged 3-6 from a grade 1 and first-class kindergarten in Quanzhou,Fujian Province,of which 100 children were used as the experimental group and 100 children were used as the control group.Use two fixed cameras to shoot on the side and front respectively,to record the standing long jump actions of children of different ages and genders in the control group and the experimental group after teaching intervention,use SPSS18.0 software for statistical processing,and use the methods of independent sample test and analysis of variance and others for analysis.Result1.In the natural state,there are significant differences in age characteristics of standing long jump actions of children,children's jumping action patterns increase with age.The squatting degree of lower limbs,hips,knees,and ankles of the children in the 3-4 year-old group,the action mode of pre-swinging of the arms backwards and keep the eyes staring forward when preparing to take off is still immature,which is significantly different from the children of the 4-6 years old;when 3-5 years old children take off,the action mode of swinging the upper part of the arm to the top of the head and stretching the body in the air is still immature,and there is a significant gap compared with 5-6 years old children,there is a significant gap compared with children aged 5-6 years old;2.There is no gender difference in the development and learning ability of the standing long jump action in preschool children;3.The teaching intervention significantly improved the action mode of children jumping preparation and take-off phase,children after the training intervention,had more mature lower limb squats,arm swing actions,and more stretched take-off actions in the air;4.The training intervention not only improved the standing long jumping performance of preschool children,but also achieved the same level of action after intervention for preschool children of different ages.Suggest1.Children in the early preschool age(3-4 years old)already have the ability to learn and master standing long jump motor skills,it is recommended to conduct motor skills teaching intervention as early as possible to ensure that children can learn enough Fundamental motor skill in the preschool stage,and lay a good foundation for learning complicated motor skills and special sports in the future;2.In the teaching of motor skills,teachers should always pay attention to children's correct action patterns to prevent the development of bad habits,in the teaching of standing long jump motor skills,teachers should payparticular attention to the formation of arm actions and the coordination of the upper and lower limbs;3.The development and learning ability of boys and girls are the same,but boys have advantages in jumping height or distance,teachers should dialectically consider gender factors,and require boys and girls to use the same standards when assessing their actions,and in the design of training content,pay attention to the gender difference between boys and girls,and design and protect children reasonably.