An Experimental Study Of Sports Memory Strategies In The Teaching Of Cheerleading In High School

With the development of "one school,one ball and one exercise",the teaching reform of high school sports has provided a good background for the development of campus cheerleading.The process of motor learning is the process of motor memory.Short-term motor memory is a key link in the process of motor memory.Improving the level of motor memory can accelerate motor learning and improve the quality of learning.Memory strategies have been widely used in the teaching of Chinese subjects,especially in the teaching of English,history and interpretation.Therefore,this article will motor memory strategy and operation teaching,through the teaching experiment to verify the motor memory strategy in high school teaching feasibility and effectiveness of operation,through the questionnaire from the Angle of the self-evaluation of students study the effects of motor memory strategy,as a teacher in the future for difficult American class action to provide the reference of teaching,in order to establish the system of motor memory strategy after the expert system to provide the reference.This article mainly adopts the literature method,the teaching experiment method,mathematical statistics method,questionnaire method,interview method,first,the motion memory strategy into high school hold special class,refinement of motor memory strategy all specific teaching method,through the experiment of 12-week intervention,the two classes and one that in comparative classes in the experiment of the movement of early,middle and late respectively to different memory strategy,analyzing the three classes in different periods and the action of the same period between groups quantity and memory performance data,study different motor memory strategy for the effect of the experimental group and the control group.Secondly,through a questionnaire,the influence of self-assessment on students' interest in the cheerleading program,classroom enthusiasm,and satisfaction degree of self-movement as well as the effect evaluation of specific teaching methods after 12 weeks of motor memory strategy intervention was analyzed.Relevant data results of the experimental group and control group were studied and analyzed,and the following conclusions were drawn:(1)The intervention of motor memory strategy has a good effect on improving the number and specification of students' motor memory,among which the number of movements is higher than the specification.(2)In the early stage of the experiment,the action retelling strategy and the action organization strategy had good teaching effects on the number of actions;in the later stage of the experiment,the action counting and checking strategy and the image processing strategy had good promoting effects on the number of actions and the performance of the action specification.(3)In terms of the specific teaching methods and means for students to evaluate motor memory strategies,repetition training and classroom memory task in action retelling strategy account for a relatively high proportion in helping students to memorize movements;In the strategy of movement organization,the method of decomposing exercises,refining the difficult points and preliminary exercises account for a relatively high proportion in helping to memorize the movements.(4)Students' motivation for practice also affects their performance in motor memory.The form of student-student interaction has a good effect on helping memory.(5)Different motor memory strategies can,to some extent,improve students' satisfaction with the completion of their own cheerleading exercises,help cultivate students' confidence,and increase their interest in cheerleading exercises to some extent.