The Application Research Of SPARK Curriculum Concept In Level 3 Track And Field Course

In the context of the integration of physical education and physical education,China’s school physical education teaching continues to deepen reform,physical education is no longer a single course to teach students sports skills or knowledge,but a course that allows students to enjoy the fun of sports,enhance physical health,cultivate sound personality,and temper the quality of will in physical education classes.Athletics is an important part of school sports,but also the sports that can best reflect the Olympic spirit of "higher,faster,stronger",the new era of school athletics teaching should implement the requirements of the new curriculum reform,inherit the glory of the past,actively absorb new curriculum concepts from outside,and continue to explore the educational significance of athletics.This paper combines the concept of SPARK curriculum with the teaching of primary school athletics,explores the application effect of SPARK curriculum in primary school athletics,and provides new ideas for future primary school athletics course teaching.This study adopted five research methods,namely,literature data method,expert interview method,questionnaire method,teaching experiment method and mathematical statistics method,randomly selected students from two classes of Grade6 in Cotton Tree Primary School.The experimental class was Class 6(1)and the control class was Class 6(2)as experimental objects for a 16-week teaching experiment.Before and after the experiment,the physical health,track and field skills,sports learning interest,emotional performance and cooperative spirit of the students in the two classes were quantitatively compared,and the results were as follows:(1)Physical health indexes: the test scores of lung capacity,1 minute skipping rope,1 minute sit-up,8×50m re-entry run after the experiment were higher than those before the experiment,and the P value < 0.05 showed a significant difference;the test scores of 1 minute skipping rope,1 minute sit-up,and 8×50m switchback run after the experiment were higher than before the experiment,and the P value was significantly different < 0.05;but after the experiment,the P value of 1-minute sit-up and 8×50m retrace run test results of the experimental class and the control class were significantly different<0.05.(2)Athletics skill index: the quantitative score of each item after the experiment of the experimental class was higher than that before the experiment,and the P value was < 0.05 significantly;the quantitative score of each item after the experiment of the control class was higher than that before the experiment,and the P value was <0.05 to show a significant difference;after the experiment,there was no significant difference in the P value of the quantitative scores of each item in the experimental class and the control class > 0.05,but the improvement of the experimental class was higher than that of the control class.(3)Physical education learning interest index: The scores of positive interest,negative interest,sports participation and independent learning in the experimental class were higher than those in the control class,and the P value was small < 0.05 and showed a significant difference.(4)Affective performance and cooperative spirit index: the scores of affective performance and cooperative spirit in the experimental class after the experiment were higher than those before the experiment,and the P value was < 0.05 significantly;the score of the cooperative spirit dimension index in the control class after the experiment was higher than that before the experiment,and the P value was < 0.05significantly;the P value of the two dimensional indicators of affective performance and cooperation spirit in the experimental class and the control class after the experiment showed a significant difference < 0.05.The conclusions are as follows:(1)Both SPARK course mode and traditional physical education course mode can have a positive impact on the physical health of level 3 students,and SPARK course mode is better for improving 1-minute sit-ups and 8×50m switchback running.(2)Both the SPARK curriculum model and the traditional physical education course model can significantly improve the quantitative performance of athletics skills of Level 3 students,but the SPARK course model is better than the traditional physical education course model in improving the quantitative performance of athletics skills.(3)The SPARK curriculum model can effectively enhance students’ interest in physical education learning in the teaching of level 3 athletics courses,which is mainly manifested in the four dimensions of positive interest,negative interest,sports participation and independent learning.(4)Both the SPARK curriculum model and the traditional physical education curriculum model can improve the level of cooperation spirit of Level 3 students,but the SPARK course mode can improve more and can also have a positive impact on students’ affective performance.