The Gamification Teaching Of Middle And Long Distance Running For High School Students’ Physical Fitness And Learning Interest Impact Study

Research purpose:This study takes senior one students from Qingniao Zhiyuan School in Changzhi City,Shanxi Province as the experimental object.Through teaching experiments and measurement of physical and psychological indicators,mathematical statistical analysis is conducted to understand the impact of game based teaching of middle and long distance running on the physical fitness and physical learning interests of senior one students,in order to promote the sustainable development of track and field courses in school physical education Provide practical basis for local teaching reform and promoting students’ physical fitness and interest in sports learning.Research methods:This study mainly uses sports literature,experimental methods,testing methods,questionnaire surveys,mathematical statistics,etc.to explore the impact of game-based teaching of middle and long distance running on the physical fitness and interest in sports learning of senior high school students,and puts forward some reasonable suggestions for improving students’ physical fitness and interest in sports learning from the perspective of game-based teaching of middle and long distance running.Research results:1)After 12 weeks of game based teaching of middle and long distance running,there is a Main effect of time(P<0.05)and an interaction between time and group(P<0.05)on the speed quality,flexibility quality,lower limb strength quality and endurance quality of boys and girls in Senior One,and there is also a Main effect of group(P<0.05)on endurance quality,and there is no Main effect of group(P>0.05)on other qualities;In addition,there was no group effect,time and group interaction(P>0.05),and there was a Main effect of the existence time of boys’ upper limb strength quality and girls’ waist and abdomen strength(P<0.05).2)After 12 weeks of game based teaching of middle and long distance running,the Main effect of the total score of physical education learning interest,the stimulation of situational interest and the sprouting time of individual interest,the interaction of time and group(P<0.05),among which the stimulation of situational interest also has the Main effect of group(P<0.05);The maintenance of situational interest and the maturity of individual interest had a Main effect of time(P<0.05),and there was no Main effect of group and no interaction between time and group(P>0.05).3)The interest in physical education plays a part of mediating role in the influence of game teaching of middle and long distance running on physical quality,and the mesomeric effect is 36.05%.Research conclusions:1)Both gamified and conventional teaching of middle and long distance running can improve various physical fitness indicators of male and female students.However,after the experiment,the experimental group showed more significant improvement than the control group,especially in terms of speed,flexibility,lower limb strength,and endurance.2)Both gamified teaching and routine teaching of long-distance running can improve students’ interest in sports learning,but the experimental group showed more significant improvement than the control group after the experiment,especially in the overall level of sports learning interest,as well as the stimulation of situational interest and the budding of individual interest.3)There is a significant correlation between the game based teaching of middle and long distance running and sports learning interest and physical fitness,and sports learning interest plays an indirect intermediary role between the game based teaching of middle and long distance running and physical fitness.4)According to the research conclusions of this article,the physical fitness and interest in sports learning of senior one students can be improved through the following ways:①improving students’ endurance quality through game elements;② Pay attention to gender differences among students and improve game content;③ Proficient in using sports games to enhance interest in sports learning;④ Promote students’ physical fitness through the media of interest in physical education learning.