| The "Nine-Year Compulsory Education Physical Education Syllabus" points out that the mental health development of adolescents is closely related to their own growth,and the elementary school stage is a critical period for the development of individual mental health.Capabilities such as socialization and self-management have important implications.Based on the psychoanalytic school game theory and Piaget game theory,this article analyzes the characteristics of sports games on the basis of previous studies,and finds that group sports games create a situation of social interaction for students.In this situation,students use more verbal and body language to jointly complete game tasks through cooperation with others,which can effectively improve students' mental health.In previous studies,it has been found that 11-12 year-old students face pressure from entering school,social pressure,and are also at the age of adolescence from childhood to adolescence.They will have certain mental health problems,but the overall mental health level is close.Therefore,This study uses group sports games as independent variables and students' mental health as dependent variables,trying to explore the effects of group sports games on the mental health of students aged 11-12 through experiments,and at the same time provide some practical basis for the development of elementary school physical education curriculum content.This article adopts research methods such as literature data method,expert interview method,mathematical statistics method,questionnaire survey method and experimental method.The important concepts used in this research are defined separately by consulting related literature and combining with the actual situation.Consulted and improved the research content and experimental program formulation of this article through expert interviews;before the experiment,a public primary school in Changsha City—Yuelu District Experimental Primary School(West Campus)was randomly selected,and 82 students were selected 11-12 As the experimental subjects,the year-old students were divided into an experimental group(42 people)and a control group(40 people).They were taught 12 weeks of group sports games and regular sports content.The two groups had three classes a week,each of which lasted 40 minutes.A total of 36 knots.Using the "Mental Health Diagnosis Test" scale to measure the level of students' mental health before and after the experiment,comparing the data differences before and after the experiment,the following results and conclusions are drawn:Result:1.Before the teaching experiment,the mental health indicators of the experimental group and the control group were similar in this age group,and there was no significant difference(P>0.05);2.After the 12-week teaching experiment,a statistical analysis of the scores was performed within the group.The scores of the experimental group's learning anxiety,loneliness tendency,self-blame tendency,and physical symptoms were significantly different before and after the experiment(P<0.05);The responsibility propensity score has a significant difference before and after the experiment(T=-2.204,P=0.044);3.After the experiment,a statistical analysis between the groups was carried out,and it was found that the scores of the experimental group and the control group in terms of self-blame propensity and allergies were significantly different(T=-2.612,P=0.013;T=-3.062,P=0.004);In conclusion:1.Team sports games can promote the development of language cognition and communication skills of students aged 11-12.2.Team sports games can promote the development of group communication between 11-12 students and shorten the distance between individuals.3.Team sports games can effectively improve the mental health of students aged 11-12.They have significant effects in relieving anxiety and depression,poor adaptation to the environment,and promoting the emotional and emotional development of students,and the improvement effect is better than conventional sports content teaching. |
PDF Full Text Request