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A Study On The Application Of Goal Setting Theory In The Teaching Of Flower Ball Cheerleading In The Fifth Grade Of Elementary School

Posted on:2021-03-03Degree:MasterType:Thesis
Country:ChinaCandidate:J X LiFull Text:PDF
GTID:2437330602990716Subject:Subject teaching
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In recent years,more and more attention has been paid to the development of physical and mental health of primary and secondary school students.In the outline of national medium and long term education reform and development plan issued in 2018,it is clearly stipulated that "ensure students to exercise for one hour every day",which can be seen that the state attaches great importance to physical exercise for primary and secondary school students.With the development of the new curriculum standard,the idea of "health first" has been carried out in all aspects of primary school physical education,emphasizing "people-oriented" and cultivating students' interest in learning and lifelong physical education consciousness.With the deepening of school physical education reform,we should not only focus on the improvement of students' physique and the development of students' physical and mental health,but also take the cultivation of students' awareness of lifelong physical education as a new development goal.However,the physical quality of young people is on the decline,and the concentration of students' interest in sports is not high.This study is based on the theory of goal setting,combined with cheerleading teaching,to explore the impact of the application of goal setting theory on the teaching effect.In this paper,two classes of fifth grade students were randomly selected from Yuankang Town Central Primary School in Anyang City,Henan Province.They were divided into two groups:experimental group and control group.They all used the theory of goal setting in teaching,in which the experimental group was teaching in the form of video goal presentation and feedback,while the control group was teaching in the form of language goal presentation and feedback,and the teaching intervention was 12 weeks.This research mainly uses literature research,questionnaire survey,experiment,mathematical statistics and logical analysis to intervene in cheerleading teaching,research and analyze the application effect of goal setting theory in cheerleading teaching,and use SPSS 19.0 software to analyze the data.The results show that:1.In the cheerleading teaching,the goal setting theory is used to teach,which has a significant effect on students' sitting forward,one minute rope skipping and one minute sit ups.In the experimental group,boys' sitting forward(P<0.05),one minute rope skipping and one minute sit ups(P<0.01);girls' sitting forward and one minute rope skipping(P<0.05),and one minute supine Sitting(P<0.01);male students in the control group bent forward in sitting position(P<0.05),skipping rope in one minute and sit ups in one minute(P<0.01);female students in the control group bent forward in sitting position(P<0.05),skipping rope in one minute and sit ups in one minute(P<0.01).There was no significant difference(P>0.05)between the two groups of students' physical fitness with different goal presentation and feedback,but the difference of the average physical fitness of the experimental group before and after the experiment was greater than that of the control group.2.Using the goal setting theory in the cheerleading teaching can improve the students' interest in sports learning.In the comparison before and after the experiment,there are significant differences in the degree of sports participation,the positive interest in sports learning and the negative interest in sports learning in the experimental group(P<0.05),and there are significant differences in the degree of sports participation in the experimental group(P<0.05),the positive interest in sports learning in the experimental group(P<0.05)There was a significant difference between the two groups(P<0.01),the control group(P<0.05),the control group(P<0.05),the control group(P<0.05),the control group(P<0.05)and the control group(P<0.01).After the experiment,there was a significant difference between the experimental group and the control group in the dimension of positive interest in sports learning.3.Cheerleading itself is a collective project.Using goal setting theory in cheerleading teaching can improve students' cooperation ability.In the comparison before and after the experiment,boys in the experimental group have significant differences in the dimensions of cooperation cognition,cooperation intention,interpersonal interaction and emotional control(P<0.05),and very significant differences in the dimensions of cooperation emotion(P<0.01).Girls in the experimental group There were significant differences among the three dimensions(P<0.01),interpersonal interaction and emotional management(P<0.05);in the control group,there were significant differences in the cognitive dimension(P<0.01),cooperative emotion,cooperative intention and emotional control(P<0.05)between the boys and the girls There were significant differences in three dimensions(P<0.05).Different goal presentation methods have significant influence on the improvement of students' cooperative emotion(P<0.05).Using video presentation and feedback for cheerleading teaching is more conducive to the cultivation of students' cooperative emotion.4.In cheerleading teaching,the use of different target presentation and feedback has an impact on students' technical ability and performance.In terms of team cooperation ability and total score(P<0.01),there is a very significant difference between the experimental group and the control group,but there is no significant difference in the scores of technology,formation arrangement and overall evaluation.The use of video target presentation and feedback is more favorable In the learning and mastering of technical actions,the improvement of students'performance is more obvious.
Keywords/Search Tags:goal setting principle, cheerleading, interest in sports learning, cooperation ability
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