Research On After-School Sports Training In Middle Schools Under The Background Of Sports And Education Integration ——A Case Study Of Some Middle Schools In Longyan City,Fujian Province

Teenagers are one of the main driving forces in the process of building a strong sports country.In 2020,The General Administration of Sport of China and the Ministry of Education promulgate the Opinions on Deepening the Integration of Sports and Education to Promote the Healthy Development of Teenagers,which pointed out the development direction of China's school sports work in the new era,and also provided multi-dimensional policy support and guarantee for the development of after-school sports training.After school sports training is one of the key points of school sports and competitive sports fusion,from the point of existing research,literature traditional sports schools,certain aspects of the club are discussed in a wide range of research,but the body under the background of the middle school teaching fusion,there exists many extracurricular sports training theory and practice problem is a lack of discussion.Based on this,this article clarify the body under the background of extracurricular sports training teaching fusion,on the basis of basic theory,combined with the reality of Longyan City in Fujian province middle school extracurricular sports training and characteristics,to reveal the body teach fusion extracurricular sports training in middle school under the background of internal obstruction and the key cause,and puts forward countermeasures,in order to promote from the source of "body" and "teaching",Carry out our country school sports training target and development layout.This study comprehensively uses the method of literature,questionnaire,interview and mathematical statistics to study the after-school physical training under the background of sports and education integration,and draws the main conclusions as follows:(1)Under the background of sports and education integration,the development of after-school sports training should be inclusive,nurturing and diversified.1)Inclusion means that the participants of after-school sports training should be students with "certain sports expertise" and "sports hobbies";2)Cultivating humanity means that the after-school physical training revolves around "cultivating people";3)Its diversity refers to the multiple functions of after-school sports training.(2)Under the background of sports and education integration,the actual situation and characteristics of after-school sports training in Longyan middle schools are as follows: 1)The students participating in the training are not evenly distributed in grade and the form of development is single;2)Students' training and participating events are concentrated in athletics,basketball,volleyball,football and other events;3)Most students participate in class,grade,school level,county/city level and provincial level sports competitions,and few students have ever participated in high-level sports events at or above provincial level.4)The motivation to participate in training presents a trend of "internal cause" to "external cause";5)Physical examination pressure is the leading factor to weaken students' liking for after-school physical training;6)After-school sports training has no adverse effect on cultural learning,but the contradiction between learning and training still exists;7)The training frequency and time of students are not guaranteed: 8)The full-time degree and sports level of coaches are low,the overall educational level is high,the salary and training needs are difficult to be met,and the performance of functions is good;9)Family,school and society all provide better support and guarantee for the implementation of the integration of sports and education in after-school sports training.(3)Under the background of "sports and education integration",Longyan middle school's after-school sports training is faced with the following difficulties: 1)It is difficult to carry out traditional ethnic sports under the guidance of "instrumentalism";2)Different levels of schools have different focus on learning and training contradictions;3)Alienation of students motivation to participate in extracurricular sports training under the effect of "excessive reasons";4)Separation of training and education--after-school sports training in the form of intramural clubs;5)The challenge of the introduction of coaches to the professional development of PE teachers;6)"centralization" of competition items: it cannot meet the diversified needs of after-school sports training.(4)The main reasons why the integration of sports and education is difficult to be implemented in the after-school sports training of Longyan middle school are as follows:1)The short-term goals lead to the difficulty in implementing the concept of integration of sports and education;2)Moral education and after-school sports training are not fully integrated;3)Lack of effective connection between the formulation and implementation of the policy of sports and education integration.(5)The countermeasures to promote the integration of physical education in after-school sports training are as follows: 1)adhere to the principle of humanistic development;2)Improve the integration of "physical education" and "education";3)Strengthen the integration of after-school physical training and moral education;4)Comprehensively promote the goal of "education";5)Construct a multi-level youth sports competition system;6)Optimize coach resources and sports teachers.