| Research objectives: Through summarizing and sorting out the theories of emotion generation,emotion regulation ability,emotion regulation strategy,rule-based games,physical games and movement development of toddlers,combining theories of psychological development and human movement development,expanding the teaching content of rule-based physical games for emotion development,and designing rule-based physical games for the development of emotion regulation ability of 5-6 years old toddlers The program is designed for the development of emotion regulation ability of 5-6 year olds.Through the 8-week rule-based physical education program,we investigated the effects of the program on the emotional regulation ability of 5-6-year-old children.Research methods: This study used the literature method to provide a literature base for this paper;the expert interview method was used to determine the rule-based physical education game teaching program;the observation method was used to observe the qualitative changes in the use of emotion regulation strategies and the qualitative changes in the ability to express emotions and behaviors in the experimental subjects after the 8-week experimental intervention;the experimental method was used to randomly select 58 children aged 5-6 years old as experimental subjects The experimental period was 8 weeks,with 2 sessions per week and 40 min per session.The purpose was to examine the effect of regular physical games on the subjects’ emotion regulation ability after the experiment;the data obtained from the pre-experimental and post-experimental tests were statistically analyzed through the test method and mathematical statistics,and the paired-samples t-test was used to compare the changes of indicators before and after the experiment,and the independent-samples t-test was used to compare the changes of indicators between different groups,and Pearson correlation analysis was used to determine the correlation between emotion recognition,understanding,emotion regulation strategies and action development.Pearson’s correlation analysis was used to determine the correlation between emotion recognition,understanding,emotion regulation strategies,and movement development,and to quantify the significance and relevance of the relevant test indicators,so as to better demonstrate the effectiveness of the novel teaching domains and contents involved in regular physical education games on children’s emotion regulation ability.Except for the experimental data of Pearson correlation analysis,all data are expressed as mean ± standard deviation(Means ± SD),with P<0.05 indicating that the differences are significant and P<0.01 indicating that the differences are extremely significant.Research results:(1)Before the experimental intervention,there was no significant difference between the experimental group and the control group in all the test indexes of emotion(P>0.05),and the statistical requirements were met;among the indexes of basic movement skills,there was no significant difference between the experimental group and the control group except for the side sliding step,two-handed hitting fixed ball and two-handed catching(P<0.05),except for most other gross motor test indexes(P> 0.05),which did not affect the experimental grouping.Therefore,the grouping of the two groups before the intervention basically met the statistical requirements.(2)After the experimental intervention,all indicators of emotion(emotion recognition,emotion understanding,positive and negative emotion regulation strategies)and basic motor skills in the experimental group showed extremely significant changes compared with those before the experiment(P<0.01).Among the indicators of emotions in the control group,emotion recognition ability was improved compared to the pre-experimental data,in which the pre and post indicators of the total score of sadness and emotion recognition had extremely significant improvement(P<0.01),while the other test components were improved,but the improvement was not significant(P>0.05).Emotional comprehension ability showed an extremely significant improvement compared to the pre-experiment(P<0.01).The use of positive regulation strategies in emotion regulation ability increased significantly(P<0.01)and the use of negative strategies decreased significantly(P<0.01)compared to the pre-experimental level.Among the basic motor skills,displacement and manipulation skills were improved,including running,single-leg jump,standing long jump,total displacement score,one-handed tap,in-situ kick,total manipulation score,and total TGMD-3 score,all of which were significantly improved(P<0.01),and running and jumping step were significantly improved(0<0.05),while the other items did not change significantly(P>0.05).(3)After the experimental intervention,comparing the data of the experimental group with those of the control group,it can be seen that the children in the experimental group had an extremely significant increase in the total scores of surprise,anger,sadness and emotional expression recognition than those in the control group(P<0.01).In the post-experimental period,the experimental group showed a significant improvement in the recognition of expressions of disgust compared to the control group(p<0.05).In emotional comprehension,the children in the experimental group had an extremely significant improvement in emotional comprehension compared to the control group(P<0.01).In emotion regulation,the children in the experimental group showed a significant increase in the use of positive regulation strategies and negative regulation strategies compared to the control group(p<0.01).First of all,in the positive regulation strategies "cognitive reconstruction","problem solving",and "alternative activities",the use of each positive regulation strategy indicator in the experimental group was significantly different from that in the control group.There was a significant difference in the use of positive regulation strategies between the experimental group and the control group after the experiment,and the use of positive regulation strategies in the experimental group was significantly higher than that in the control group(p<0.01).Secondly,the frequency of using "venting" and "self-soothing" in the negative regulation strategy was significantly better in the experimental group than in the control group(P<0.01).In "passive coping",there was no significant change between the experimental group and the control group(P>0.05),but in the total score of negative strategies,the experimental group was significantly better than the control group(P<0.01).In terms of basic motor skills,the improvement in the overall level of basic motor skills of the children in the experimental group was significantly better than the improvement in the overall level of basic motor skills of the children in the control group,and the difference was extremely significant(P<0.01).Specifically,the improvement of pony jump,one-legged jump,running and jumping step,and side-sliding step skills in the displacement skills category was significantly better than that of the control group,and the difference between the two groups was extremely significant(P<0.01).The differences in improvement between running and standing long jump skills were not significant(P>0.05).Among the manipulative skills,except for the improvement of the one-handed slapping ball in place,which was significant compared with the control group(P<0.05),the improvement of the other six skills was significant compared with the control group,and the difference between the two groups was extremely significant(P<0.01).(4)By analyzing the correlation between the indicators of emotion,it was found that:there was a positive correlation between emotion recognition ability,emotion understanding ability and emotion regulation ability(p<0.01);firstly,there was a moderate positive correlation between emotion recognition ability and emotion understanding ability(0.5<|r|<0.8,p<0.01);secondly,the correlation between emotion recognition ability,emotion understanding ability and positive(|r|=0.40-0.61,p<0.01);secondly,there were positive correlations between emotion recognition ability,emotion understanding ability and total score of positive regulation strategy and three indicators of positive regulation strategy.(5)By analyzing the correlations between two indicators of emotion regulation strategies and indicators of basic motor skills,it was found that: first,the total score of positive regulation strategies in emotion regulation and three of the indicators(cognitive reconstruction,problem solving,and alternative activities)had positive correlations with the total score of basic motor skills and displacement skills and manipulation skills in basic motor skills(|r|=0.40-0.8,p< 0.01).Second,three indicators of negative regulation strategies in emotion regulation(venting,passive coping,and self-soothing)were negatively correlated with the total score of basic motor skills and displacement and manipulation skills in basic motor skills(|r|=0.25-0.5,p<0.01).Research conclusion:(1)The 8-week regular physical education program significantly improved children’s ability to identify and understand emotions,and the proportion of children using positive emotion regulation strategies(cognitive reconstruction,problem solving,and alternative activities)and the proportion of children using negative emotion regulation strategies(venting,passive coping,and self-soothing)significantly increased in terms of emotion regulation ability.(2)Rule-based physical education games and traditional physical education games in the school can improve children’s basic motor skill development more significantly,more comprehensively,and more effectively,and have a comprehensive advantage. |
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