Research On The Effect Of Instructional Design Based On Cognitive Load On Learning Of Long Jump

Based on the cognitive load theory,this paper takes the long jump as an experimental task,and optimizes the learning process of the long jump from the perspective of students' cognition.By arranging the study of the theoretical knowledge of the long jump and the strengthening and guidance of the significance of the long jump before the class of the long jump learning,the students carried out self-evaluation and group mutual evaluation and encouragement programs in the classroom to promote students' Self-explanatory learning,studying the optimized instructional design of the push-up long jump under the cognitive load principle,has an impact on the study of the skills of the push-up long jump and the psychological load of the students.Through experiments,the following experimental results are obtained:1.Optimized teaching design based on cognitive load for long jump After implementation,it will help to reduce the cognitive load of students on the long jump,help students quickly establish the appearance and concept of the technical action of the long jump,and promote students' long jump The effective mastery of technology has further confirmed the feasibility and effectiveness of the application of cognitive load theory in the technical teaching of the long jump.2.Optimized teaching design based on cognitive load for long jump.After implementation,it can effectively improve students' cognitive ability of the concept of upright long jump.Effective mastery of students' upright long jump skills.3.After the implementation of the optimal teaching design of the forward long jump based on cognitive load,the students' ability to master the relevant theoretical knowledge of the forward long jump is high,which enhances the students' self-confidence to participate in the study of the long jump.4.The optimized instructional design based on cognitive load for the long jump can effectively optimize the learning materials and optimize the teaching process from the perspective of students' cognition,so that students can pay a reasonable level of psychological effort to achieve the best learning results.