Experimental Study On The Impact Of Happy Gymnastics Training On The Physical Quality Of Students Aged 7?8 Years

Purpose of the study: 2016 to 2020 primary school students' physical health failure rate for five consecutive years showed a continuous downward trend,and the rate of myopia and obesity among students of all ages continues to rise,causing great concern among people from all walks of life.Primary school level to improve the physical quality of students,enhance the physical and mental health of students,athletic ability students have an important significance.Happy gymnastics is a rich and varied exercise,exercise equipment is simple to use,high safety exercise;training content to entertainment,hierarchy,articulation as the principle of arrangement,its content is suitable for primary school students to train.Many studies have shown that happy gymnastics training is important to promote the improvement of primary school students' physical quality.Therefore,based on the theoretical basis of happy gymnastics and the analysis of previous studies and experiences,this paper will compare happy gymnastics training with school physical education classes to explore whether happy gymnastics is more effective than school physical education classes in improving students' physical quality.Research process:This paper tests the hypothesis that happy gymnastics is more effective than school physical education classes in improving students' physical fitness through an experimental method.Combined with expert interview method,literature method,Delphi method and mathematical statistics method to provide theoretical basis and data support for the experimental design.The experimental design process is as follows: the pre-experimental stage to determine the research object,experimental content and experimental test index.Further selection of experimental site,experimental subjects and testers.Experimental site: in Xi'an Lakeside Primary School;experimental subjects: two classes were selected in the first grade,20 students aged 7-8 in each class,40 in total,and the two classes were randomly divided into experimental and control groups;experimental period:September-December 2020(12 weeks,24 hours).The 40 students were tested for height,weight and physical fitness before the experiment,and the results showed no variability;the grouping proved to be reasonable and the formal experiment could be conducted.Formal experiment: the experimental group carried out the happy gymnastics training content,and the control group carried out the school physical education class teaching.The test indexes were screened by two rounds of expert opinions to come up with the final test indexes: speed quality index: 50 m run,10 s high leg raise,strength quality index: standing long jump,bar drape,flexibility quality index: seated forward bend,prone back extension,agility and balance quality index:20s repeated horizontal jump,4*10 fold run,walking balance beam,standing on one foot with eyes closed(left and right)and endurance quality one-minute jump rope.At the end of the 12-week experiment,the results of physical fitness data from happy gymnastics training and school physical education classes were compared and analyzed between and within groups,and the effects of happy gymnastics training on the physical fitness of 7-8-year-old students were analyzed.Results of the study:?Paired-sample t-test comparative analysis of speed quality within groups before and after the experiment showed a highly significant difference in the experimental group 10 s high lift leg(P<0.01)and a significant difference in the 50 m run(0.05<P<0.01).In the control group 50 m run(0.05<P<0.01)showed a significant difference contrast and 10 s high lift leg(P>0.05)did not show a difference.Independent samples t-test analysis between speed quality groups after the experiment showed significant differences in 10 s high lift leg(0.05<P<0.01)and no differences in50 m run.?Paired-sample t-test comparative analysis within the strength quality groups before and after the experiment showed highly significant differences in the experimental group for the single bar dip(P<0.01)and significant differences in the standing long jump(0.05<P<0.01).The control group showed significant difference in standing long jump(0.05<P<0.01)and no difference in bar dip(P>0.05).Independent sample t-test analysis between strength quality groups after the experiment showed significant differences in single bar dips(0.05<P<0.01)and no differences in standing long jump.?Paired-sample t-test analysis within the e-experimental and post-experimental flexibility quality groups showed highly significant differences between the experimental group for seated forward bend and prone back extension(P<0.01).The control group showed significant differences in seated forward bend(0.05<P<0.01)and no differences in prone back extension(P>0.05).Independent sample t-test analysis between groups for post-experimental flexibility qualities showed highly significant differences in prone back extension and seated forward bend(P<0.01).?Paired-sample t-test comparison analysis between sensitivity and balance quality groups before and after the experiment,the two groups of indicators(P<0.01)of 20 s repeated horizontal jump and 4*10 folding run of sensitivity quality in the experimental group showed highly significant differences.Significant differences were observed in the control group 20 s repeated horizontal jump and 4*10 fold run(0.05<P<0.01).Independent sample t-test analysis of post-experimental flexibility quality between groups showed significant differences in prone back extension and seated forward bend(0.05<P<0.01);highly significant differences were found in balance ability walking balance beam and closed-eye single-leg stand(left and right)(P<0.01)in the experimental group,and no differences were found in balance ability walking balance beam and closed-eye single-leg stand(left)(P>0.05),closed-eye One-legged standing(right)(0.05<P<0.01)showed significant differences.?Within-group paired-sample t-test comparative analysis of endurance quality before and after the experiment,significant differences emerged in the experimental group one-minute jump rope(0.05<P<0.01).Significant differences emerged in the control group one-minute jump rope(0.05<P<0.01).Independent sample t-test analysis between groups of endurance quality after the experiment,one-minute jump rope(P>0.05)did not show a difference.Study conclusions.?Happy gymnastics training has significantly improved the agility and balance qualities as well as the flexibility qualities of 7-8 year old students.This was evident in the balance of walking the balance beam and standing on one foot with eyes closed(left and right);the sitting forward bend and prone back extension for flexibility and the 20 s repeated horizontal jump and 4*10 fold and return run for agility.?After intra-and inter-group comparisons happy gymnastics training was more effective in improving movement speed quality10 s high legs raise and upper body muscle strength quality single bar drape in 7-8 year old students.?Compared to school physical education classes,"Happy Gymnastics" training does not significantly improve the speed of displacement in the 50-metre run,the explosive strength of the lower limbs in the long jump and the endurance in the one-minute jump rope.? Happy gymnastics training content gamification,training means to highlight the autonomy of students,in the way of competition,games,imitation let students in a happy and happy atmosphere for play training,to further improve the enthusiasm of student participation promote the excitability of the student's nervous system into the stimulation of muscle tissue,so as to improve the physical quality of students have a positive impact.