The Influence Of Structured Basketball Teaching On Junior High School Students' Learning Satisfaction And Energy Consumption In Physical Education

Objective: Using structured teaching,this paper makes a quantitative study on the students' satisfaction and energy consumption in junior high school basketball class,and explores the influence of structured teaching on the teenagers' satisfaction and physical health.Subjects and methods: take the influence of structured teaching of basketball skills on the learning satisfaction and energy consumption of youth physical education as the research object.93 students from two classes in grade one of the 29 th middle school in Nanjing were randomly selected as the experimental subjects.One class is the experimental group and the other is the control group.In the experimental group,the structured physical education program was used,while in the control group,the general physical education program was used.The experiment lasted for 12 weeks,with 3 physical education classes per week.Before the beginning of the experiment,the students were tested with the sports learning satisfaction scale.During the experiment,gt3 x three-dimensional accelerometer was used to monitor the energy consumption data of boys in the experimental group and the control group in each physical education class,and the most representative energy consumption data was retained.At the end of the experiment,the students were tested with the P.E.learning satisfaction scale again,and the invalid scale was removed from the two tests before and after.SPSS 22.0 was used for analysis.Firstly,nonparametric analysis of each group's sports learning satisfaction was carried out,and then independent sample t-test of each group's energy consumption was carried out.Results:(1)after the structured teaching experiment,the level of learning satisfaction of physical education in the experimental group increased from 11.07 to12.95,and there was a significant difference in teaching ability(P < 0.01);the score of field equipment increased from 13.49 to 16.28,and there was a significant difference in field equipment(P < 0.01);the score of teaching safety increased from11.53 to At 12.79,there was a significant difference in teaching safety(P < 0.01);in sports policy,the score increased from 17.44 to 20.95;in sports policy,there was a significant difference(P < 0.01);in classroom atmosphere,the score increased from11.65 to 13.21,and in classroom atmosphere,there was a significant difference(P =0.01).(2)The calorie consumption of the experimental group was significantly higher than that of the control group(P < 0.01).In the middle period,the calorieconsumption of the experimental group was significantly higher than that of the control group(P < 0.01).In the later period,the calorie consumption of the experimental group was significantly higher than that of the control group(P < 0.01).The metabolic equivalent consumption of the experimental group was significantly higher than that of the control group(P < 0.01).The metabolizable equivalent consumption of the middle-term experimental group was significantly higher than that of the control group(P < 0.01).The metabolic equivalent consumption of the later experimental group was significantly higher than that of the control group(P < 0.01).Research conclusions:(1)structured teaching method has a better effect on the junior high school students' learning satisfaction in teaching ability,field equipment and sports policy.(2)Different teaching methods have different effects on students' energy consumption.Structural teaching method and traditional physical education method show different results in the monitoring indicators of calories and metabolic equivalent,and the energy consumption of students is greater under structural teaching method.