Research On Teaching Design Of Football General Course In Physical Education Institutions Based On Cognitive Load Theory

Cognitive load theory is a new educational concept model proposed by western developed countries,which has achieved large-scale popularization and application in China’s education in recent years.This theory clearly states that no matter what form of instructional design,there are three cognitive loads generated,and there is a correlation between them.This theory emphasizes the need to gradually improve teaching levels by reducing unnecessary burden pressures,thereby achieving ideal teaching outcomes.After an in-depth study of the teaching situation of football as a compulsory course in China,it was found that the cognitive load of students is above the middle level,which means that the three cognitive load structures need to be optimized.Therefore,this study introduces the cognitive load theory into the teaching design of football as a general course,starting from the cognitive psychological level,to optimize and adjust the weaknesses in the teaching design of football as a general course.To improve teaching level and efficiency,enrich relevant theoretical achievements,and provide strong theoretical reference for subsequent practical research.In order to ensure the rigor and objectivity of the research results,after considering and analyzing various aspects,the author has decided to jointly adopt various research methods that are currently highly respected and favored by people,such as interview method,questionnaire survey method,logical analysis method,etc.By investigating the current situation of students’ cognitive load in the teaching of football as a compulsory course in the Physical Education Institute,this paper analyzes the goals,strategies,and evaluation links in the teaching design of football as a compulsory course under the cognitive load theory,proposes 11 representative teaching strategies based on actual teaching needs,and proposes a more comprehensive teaching process design scheme based on the guidance of the cognitive load theory.Finally,design and evaluate teaching cases.Research results:1.The cognitive load of students in the 2019,2020,and 2021 football compulsory courses at Xi’an Institute of Physical Education and Chengdu Institute of Physical Education is above the middle level,with the highest internal cognitive load significantly greater than external cognitive load and related cognitive load(P<0.05),followed by external cognitive load,and finally related cognitive load.2.Strategy Design proposes 11 teaching strategies for three cognitive loads.3.Diagnostic evaluation uses a previous knowledge questionnaire for investigation and analysis,a Pass self-assessment scale for process evaluation,and technical exam scores for summary evaluation.4.Carry out teaching case design based on the optimized teaching design.The teaching case design selects three contents: the original arch pass,the overhead ball,and the out of bounds ball rules to design the teaching case of this article.Research conclusions:1.Goal design: Conduct a systematic analysis based on knowledge and skills,processes and methods,emotional attitudes and values,and cognitive load.Setting teaching goals at the psychological level of students can effectively reduce students’ learning pressure.2.Strategy design combines classic methods such as experience summary and case analysis to elaborate and analyze the actual application of these strategies.The 11 teaching strategies can effectively adjust the three cognitive loads.3.Teaching evaluation comprehensively and meticulously evaluates the effectiveness of instructional design from the perspective of diagnosis,process,and summary,to achieve the goal of comprehensively evaluating the effectiveness of instructional design.4.Evaluate teaching design cases from three aspects: first,based on the cognitive load theory,conduct case evaluation from three parts,namely,teaching process,teaching strategies,and cognitive load impact;The second is to use the Pass scale to assess cognitive load,starting with psychological effort and difficulty in learning content to conduct case evaluation;The third is to evaluate the teaching content based on the examination results.The conclusion indicates that the three teaching case designs proposed in this study are applicable to the principles of cognitive load regulation.