The Effect Of Coordination Training On Children's Motor Skill Learning

Research Objectives: By 12 weeks training coordination exercise intervention on children in grade 3,observe the coordination training on the influence of children's motor skill learning.Exploring the relevance of coordination elements to the learning of different types of motor skills.It provides methods and basis for children's general coordination training and special coordination training in motor skills learningResearch Methods: Fifty-nine 3-grade students were selected and randomly divided into30 students in the experimental group and 29 students in the control group.The experimental group conducted the coordination training for 24 sessions over 12 weeks,and the control group normally attended the school physical education course.Physical indicators such as height,weight and spirometry were measured before the experiment.Coordination indicators were tested before and after the experiment,and all subjects' motor skills learning and effect were evaluated.To analyze the effects of coordination training on children's motor skills learning.Results:1.Coordination test changes: After coordination training,the results of the experimental group were significantly improved,such as quadrant jump,T-run,simple reaction time,20-second repeated straddling,standing on one foot with eyes closed,and skipping with both feet(P < 0.05).The results of the control group were improved,but there was no significant difference.2.Changes in academic performance of motor skills:(1)Changes in open motor skills(volleyball serving)learning: Before the experiment,the average scores of the experimental group and the control group were 4.73±2.10 and 5.14±2.88,and there was no significant difference(P>0.05).After the experiment,the average scores of the experimental group and the control group were 7.47±1.96 and 5.48±2.94,and there was significant difference between the test group and the control group(P<0.05).There was significant difference on the experimental group befor and afterthe experiment(P <0.05),while there was no significant on the control group(P>0.05).(2)Closed motor skills(ball-cheerleading(routine)learning change: Before the experiment,the average scores of cheerleading routine motor skills learning in the experimental group and the control group were 9.96±2.49 and 10.08±1.98,and there was no significant difference(P>0.05).After the experiment,the average scores of the experimental group and the control group were 12.16±2.74 and 10.49±2.58 respectively,and there was a significant difference(P<0.05).There was a significant difference in learning performance of cheerleading routines before and after the experiment in the experimental group(P<0.05),while there was no significant difference in learning performance of cheerleading routines before and after the experiment in the control group(P>0.05).3.The correlation between coordination training and motor skill learning"Simple reaction time" and "quadrant jump" among the influencing factors of coordination of open motor skill learning(overhand serve)were significantly correlated(P <0.05).The correlation coefficients of "quadrant jump","simple reaction time" and open motor skill learning were-0.500 and-0.377 respectively.The results showed that the two coordination factors were negatively correlated with the open motor skills(volleyball serving).There was a significant relationship between closed motor skill learning(cheerleading)is "quadrant jumping",and "repeated jumping across" among the 6 influencing factors(P < 0.05).The correlation coefficients between "quadrant jump" and closed motor skills were-0.405,respectively,indicating that there was a negative correlation between the coordination elements of "quadrant jump" and closed motor skills learning.The correlation coefficients between "20-second repeated jumping across" and closed motor skills learning(cheerleading)was 0.515,indicating a positive correlation between the two.The above situation is consistent with the actual situation,other influencing factors are not significantly correlated with open motor skills.Conclusion: Age 7-9 is a sensitive period for young children to develop their coordination ability.Strengthening physical training related to coordination elements in this age group can effectively improve their coordination.In motor skill learning,different motor skills are selected to conduct coordinated training according to their highly relevant coordination elements,which can promote motor skills learning more targeted and efficiently.