(1) extracurricular sports management in colleges and universities. College students are independent, self-controlled and have a strong sense of autonomy. Campus sports atmosphere is strong, and university sports facilities are relatively complete. College students have flexible curriculum and long after-school time. The management of extracurricular sports activities in colleges and universities should attach importance to the consciousness of college students. Physical education teachers should not directly participate in management too much. Implement indirect management, assist in making plans for extracurricular sports activities, suggest exercise methods, provide necessary technical guidance and venue equipment, and organize various sports competitions.
(2) Management of extracurricular sports activities in middle schools. Middle school students are in the mature stage, with poor individual self-control and weak self-control, but they are eager for independence and have strong sense of group, competition and collective honor. Students have relatively concentrated time and less spare time. Therefore, the management of leisure sports in middle schools should take the form of semi-autonomous adjustment. It not only emphasizes students' individual initiative, but also improves students' interest and enthusiasm in sports through competitive, entertaining, collective and timely sports competitions. Make use of collective achievements and competitions to promote individual conscious exercise and ensure the normal conduct of extracurricular sports activities.
(3) Management of extracurricular sports activities in primary schools. Pupils have strong physical development, poor autonomy, lack of self-control, self-control and self-organization and management ability, rely on school teachers and parents, and participate in extracurricular sports activities at a relatively low level. Passive state. Coupled with the "fun" nature of primary school students, they have an instinctive interest in participating in sports activities and have no clear purpose. These physiological and psychological characteristics of primary school students and the poor conditions of primary school sports venues and equipment determine that there is a great difference between extracurricular sports management in primary schools and universities. Therefore, primary school PE teachers should plan according to students' interests, choose the content and methods of sports activities according to the system of collective activities, and teachers should play a major role in management.