| Objective: Under the motor development perspective,according to the theory of children's motor development and movement development stage characteristics,to game design,children's sports teaching and experimental intervention study,comparative analysis of the effect of sports game teaching and kindergarten teaching differences,thus for preschool physical education teaching,especially the theory reference and basis for the design of sports games.Methods: Taking sports games as the carrier,according to the theory of children's movement development and the characteristics of movement development at different age stages,and referring to the experience and modes of children's sports at home and abroad,the intervention scheme of sports games based on movement development was designed.In this paper,59 children in two classes(5-6 years old)of the kindergarten affiliated to Qufu Normal University were selected as experimental objects.The two classes were randomly divided into experimental group and control group,with 30 in the experimental group and 29 in the control group.In the experimental group,the intervention program of sports and games designed according to this study was conducted for a period of 12 weeks,5 days a week,40 minutes of teaching per day.Children in the control group maintained their original traditional teaching activities(the time,frequency and intensity of activities were basically the same as those in the experimental group).Before and after the experiment,children were graded respectively for their motor skills,including technical evaluation and measurement evaluation.Their motor skills included: displacement skills,one-legged front straddle,catching soft ball,playing football,grasping transfer table tennis,moving the ball from left to right in standing position,and tapping the foot on the same side.Independent sample T test was used to compare the motor skill scores of children in the experimental group and the control group before and after the experiment,and the differences between groups were observed.Paired sample T test was used to compare the motor skill scores of children in the experimental group and the control group before and after the experiment,and changes in the group were observed.P<0.05 was considered as significant difference,while P<0.01 was considered as very significant difference.Result:1.Before the experiment,there was no significant difference between the experimental group and the control group in the scores of each motor skill assessmentand measurement assessment.2.In the comparison between the front and back of the group,the motor skills of children in the experimental group were significantly improved,which was shown in the technical evaluation and measurement of all motor skills(except the gripping transfer table tennis);in the technical evaluation,the score of movement skills of the control group was also significantly improved in five items,namely,catching soft ball,playing football,grasping transfer table tennis,moving the ball from left to right in standing position,and tapping foot on the same side,but there was no significant difference in the two items,namely,displacement skills and one-legged front crossing.In terms of quantity evaluation,the skills of the control group were significantly improved in five items,namely,displacement skills,catching soft ball,playing football,moving the ball from side to side,and tapping foot on the same side.However,there was no significant change in two items,namely,one-legged front cross item and grasping transfer table tennis.3.After the experiment,the scores of all the other motor skills in the experimental group were higher than those in the control group,except for gripping and transferring table tennis.In terms of quantitative evaluation,except for playing football and gripping and transferring the table tennis,all other motor skills of the experimental group were higher than the control group.Conclusion:1.Compared with the game teaching in kindergarten,the sports game teaching based on movement development can comprehensively and effectively promote the development of children's extensive movement skills and coordination ability,which is reflected in the quality and quantitative performance of children's movement skills.2.From the point of view of specific action skills,sports game teaching based on action development can promote all action skills except for grasping and transferring table tennis.The quality of action and the quantitative performance of action are developed simultaneously,including displacement skills,one-foot forward,Receiving soft ball,playing football,moving the ball left and right in the standing position,foot kicking on the same side,etc.,but the traditional physical education for children can only promote the quality and quantification of the movements of catching,kicking,moving the ball left and right in the standing position and foot kicking on the same side Simultaneous performance development.3.Similar to the game teaching in kindergarten,the sports game teaching basedon action development can not significantly promote the development of children's ability to grasp and transfer table tennis,which may be related to the lack of exercise of fine movements.Suggest:1.The teaching of sports games should realize the combination of coarse motor skills and fine motor skills to promote more comprehensive development of children's motor skills.2.It is recommended that under the perspective of action development,children's sports game teaching should be based on the child's action development theory and action development characteristics,so as to realize the gamification and scientific theory of children's physical education.3.The influence of sports games based on action development on children's physical fitness and the relationship with the development of action skills need to be further studied. |
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