| The Sport Education model(known as the "SE model")originated in the United States and was introduced to China in 2002 to change the roles of "controllers" and "leaders" of teachers in traditional physical education classes.Emphasis on the main role of students,so that students participate in sports from multiple angles,has become a new type of physical education teaching competition experiment.At the same time,the cheerleading operation is a sports project that combines dance movements,jumping skills,and tumbling difficulties with music accompaniment to effectively improve students' self-confidence,improve body shape,and promote the development of flexibility,strength,and endurance.It is also widely popular in the campuses of Chinese schools.Judging from the information,the application of sports education model to cheerleading teaching in high school has not yet been seen.This study mainly used literature data method,questionnaire survey method,interview method,experiment method and mathematical statistics method,and selected2 natural classes(45 experimental classes and 45 control classes)in the first grade of Fushan No.1 Middle School in Yantai City,Shandong Province,Design the process and structure of the cheerleading teaching of sports education model in high school physical education class,based on the national physical health test standards of high school students,"High school students' interest in sports learning","Questionnaire of high school students team spirit status","2017--The 2020 Flower Ball Cheerleading Competition Rules,as the basis for the evaluation of the experimental effect,use the sports education model and the skill mastering model to conduct 16-hour cheerleading teaching research,aiming to explore the effect of the sports education model on high school cheerleading teaching.It will provide theoretical and practical references for enriching and perfecting the applied theory of sports education model projects,improving the quality of cheerleading teaching,and better fulfilling the teaching objectives of high school physical education courses.The results of the study are as follows:(1)After the teaching experiment,in terms of body shape,there is no significant difference between the experimental class and the control class(P> 0.05),indicating that the sports education model and skill mastering model do not have a differentialintervention effect on the body shape of high school students,but have a high impact on high school students The improvement of sports quality of students has obvious effects(P <0.05),and the skill mastering mode can improve the flexibility of boys(P =0.002 <0.05)and girls 'long jump(P = 0.040 < 0.05)results.(2)After the teaching experiment,in terms of learning interest in sports,students in the experimental class and the control class have no significant difference in the degree of attention to sports(P = 0.931> 0.05),in terms of negative interest,active interest,and independent exploration The average of the four aspects of sports participation,the experimental class is better than the control class(P = <0.05),therefore,the sports education model has a more effective effect on the improvement of high school students' interest in sports learning.(3)After the teaching experiment,in terms of the team spirit of the students,there is no significant difference between the experimental class and the control class students in terms of team cohesion(P = 0.215> 0.05).In terms of collective honor,team communication ability,team member trust,etc.,the experimental class is superior to the control class(P = <0.05).Therefore,the sports education model has a significant effect on improving the team spirit of students in the high school cheerleading teaching.Improve the effect.(4)After the teaching experiment,in terms of the students' special skills in cheerleading,the sports education model is in a complete set(P = 0.005 <0.05),basic hand position(P = 0.031 <0.05)and basic pace(P = 0.007 <0.05)Has obvious advantages in mastering. |
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