With the continuous progress of society and the development and perfection of children's body and mind, how can kindergartens carry out sports activities more effectively and promote the harmonious development of children's body and mind? This paper discusses how to effectively carry out sports activities from the aspects of the content of sports activities, highlighting children's subjectivity in free activities, implementing methods and promoting children's good psychological development in sports activities. Key words The Regulations on Kindergarten Work, an effective text of kindergarten sports activities, points out that the main task of kindergartens is to "carry out the policy of combining conservation with education, educate children to develop in an all-round way physically, intellectually, morally and aesthetically, and promote their harmonious physical and mental development". It can be seen that children's physical education is an important part of children's all-round and harmonious development education. The overall goal of children's sports activities is to promote the harmonious development of children's body and mind with the healthy development of children as the center. At present, preschool physical education has been highly valued by preschool educators, and many kindergartens have carried out various forms and rich contents of physical activities, but there is still a long way to go. Many teachers are still very vague about how to effectively enhance children's physical fitness through sports activities and let children develop harmoniously physically and mentally. For example, some teachers do not fully understand the function of sports, overemphasize interest and ignore the role of sports activities; In sports activities, one-size-fits-all indoctrination is often adopted; The control of children's activities is arbitrary; There are also phenomena such as long waiting time, which does not meet the psychological needs of young children. With the development of society, modern children have made great progress and improvement both physically and psychologically than in the past. How can kindergartens carry out sports activities more effectively? I think it should be carried out from the following points: first, break the tradition in content and let children gain confidence in the challenge. 1. Dare to try new forms of activities and break old traditions. Society is developing and children are no exception. The traditional content of children's physical education is far from suitable for children now. If children are educated with traditional requirements, they will not be satisfied. We should break the tradition, dare to break through, change and improve the requirements, let children face new challenges, and in the process of constantly overcoming new challenges, make children's body and mind develop in an all-round way, which is also the goal of children's physical education. Give a typical example: In America, many children like skateboarding. In the streets and wide squares, there are often children running around, jumping up and down on the steps, and even sliding down on the iron railings. This is hardly seen in China, because skateboarding requires skill. Although people in China have always been good at playing skill games, skateboarding needs courage because it is dangerous. Traditionally, many people think this game is too dangerous and easy to break limbs, so children are not encouraged to play it. The traditional way of education in China is to protect, indoctrinate and discipline, so children's fear of this game is even stronger. Although the child temporarily ensures that the body is not hurt, it hinders the development of ability. In fact, this kind of activity is feasible after the teacher's full preparation and orderly arrangement. At present, some kindergartens in Shanghai, Suzhou and other places have already had similar double-row games, and many children are very interested, which is undoubtedly a new breakthrough in children's physical education. 2. Dare to break through in difficulties. Psychological research shows that only moderate requirements can effectively promote the development of young children, and neither too high nor too low requirements can be achieved. In educational practice, we find that children are generally interested in activities with certain difficulties. For example, in the "bench game" of sports activities, children can freely choose benches with different heights to balance, and most children are willing to stand behind a higher bench. When the teacher piled several benches on the other side, almost all the children lined up there, eager to try. It can be seen that children have an adventurous nature, and the more common phenomenon is that the requirements for young children are not difficult, and young children can achieve it without too much effort. There are two reasons: first, teachers ignore children's development, can't understand children's actual ability and level, don't tap children's potential, and still measure and demand children according to the old standards; Second, teachers dare not increase the difficulty. Some teachers know to increase the difficulty, but finally give up the idea, because they are afraid that once the difficulty is increased, children will be prone to danger. In this way, children's ability can not be fully developed, and more importantly, they miss the opportunity to cultivate their willpower and psychological endurance. 3. "Multi-peak" training is adopted in the amount of exercise. The "multi-peak" of children's exercise amount in sports activities means that the distribution of exercise amount presents more than two peaks in the whole exercise to avoid the harm caused by exercise fatigue to the body. Considering the changing characteristics of children's body during exercise, the activity ability of children's physical skills is constantly changing, and presents a certain regularity: the law of rising-stability-decline. This is also the law of the change of human physiological skills. According to this law, when we adjust children's activities, we arrange them from small to large and then from large to small, forming a multi-peak state of start-first peak-buffer-second peak-buffer. If the exercise intensity is really low, it will increase the exercise density. If the exercise intensity is high, it will decrease the exercise density, so as to adjust the children not to exercise excessively during the activity, and at the same time ensure proper exercise, which is in line with the body's endurance and embodies. " Second, highlight children's subjectivity in free activities. Many studies show that outdoor optional activities, children's mixed-age theme areas and indoor expressive and creative physical activities are more conducive to the cultivation of children's subjectivity. Because these activities can give every child the opportunity to express and create freely, and promote the cultivation of their subjectivity to the greatest extent. 1. indoor expressive and creative physical activities: challenge children around certain themes indoors, stimulate their desire to try physical activities, and let each child express, play and create freely in his own way. For example, in the indoor game of "playing bamboo poles", children move barefoot in the room, and with music, they try to create many interesting activities with their fingers, toes and other parts of their bodies (such as the Monkey King playing golden hoops, planting trees, skiing, torch relay, etc.). ). This kind of activity improves children's performance ability of body movements, gives them the opportunity to find their own action ways when facing different sports stimuli and hints, and promotes their initiative and creativity in sports. 2. Outdoor optional activities: Teachers fully consider children's different hobbies, respect children's wishes and choices, and give children free opportunities in activities as much as possible, that is, free choice of activities and equipment, free companionship, allowing children to exercise according to their own needs, experience the happiness of participating in sports activities independently, and develop children's autonomy and sociality. For example, kindergartens generally have many sports activity areas, such as climbing area, throwing area, balance area and jumping area. We can let children choose their favorite sports areas and their partners according to their own requirements, and experience the fun of participating in sports activities. 3. Children's mixed-age theme area activities: Use the effective activity venues and equipment in the kindergarten to set up several areas with different activity themes. Teachers can set up ball games, car activities, climbing areas, throwing areas, balance areas, jumping areas, and medium and large sports equipment combination areas. At the same time, it is open to children of the above two ages, and children of all ages can freely choose activities in the activity area. This activity mode breaks the traditional linear framework of age-based classes, emphasizes nonlinear combination, makes the heterogeneity of the team greater than homogeneity, expands the extensive contact and communication between children, meets the psychological needs of children to communicate with peers of different ages, provides sufficient conditions for children to choose their own activities and creative exercises, and makes them more motivated to participate and have stronger communication skills. For example, let the children in the middle class and the children in the big class participate in the activities in the climbing area at the same time. During the activity, the children in the middle class have rich connections, and they have learned activity skills from the children in the big class, making them more open. Children in large classes will also become more confident and take the initiative to lead children in middle classes. In such activities, children's social development and physical and mental development will be promoted. Third, the implementation of sports emphasizes cooperation with families and communities. Russian educational institutions attach great importance to cooperation with parents in children's sports. Educators pass on the knowledge of children's age and psychological characteristics to parents, so that parents can understand their achievements and existing problems. At present, many kindergartens in China have carried out parent-child activities. Educators can take this opportunity to let parents know how to enrich their children's lives, help their children grow up healthily and carry out sports activities suitable for parents and children to cooperate together through intuitive publicity, consultation and discussion. For example, regular parent-child sports meetings are held every semester, so that children and parents can participate in activities together, which not only increases the affection between parents and children, but also makes parents realize the benefits of letting children participate in sports activities, which can better promote their physical and mental health and truly achieve family education; In the parents' forum, teachers can publicize some methods and skills of sports activities to parents, and parents can also talk about their own views and study together. In addition, kindergartens can expand cooperation with the community and carry out some sports activities in the community. Such as games, competitions, etc. This not only enriches the content of sports activities, but also expands the space for children to socialize. At ordinary times, we can also investigate some parents' implementation of children's sports activities through questionnaires, so as to improve parents' understanding of the importance of sports activities, let parents and teachers work together and make sports activities get twice the result with half the effort. Fourth, pay attention to promoting children's good psychological development in sports activities. Looking back on our goal, the Regulations on Kindergarten Work clearly points out that the general goal of children's sports is to promote the harmonious development of children's body and mind with the healthy development as the center. Therefore, while strengthening children's physique, teachers should attach importance to children's psychological development and give full play to the diversity of sports functions. Psychologists' brains reflect the objective reality, and the development of movements can stimulate children a lot, thus promoting the improvement of brain skills and laying the foundation for the formation of various psychological qualities. First of all, cultivate good mood in sports activities. Many observations and studies show that emotions have a very obvious stimulating effect on children's psychological activities and behaviors. It is not only an important psychological quality, but also an intermediary link that leads to psychological abnormalities and obstacles. The development of action can make children get rich sensory stimulation, greatly accelerate the sheathing process of brain pulp, enhance the comprehensive coordination ability of nervous system, make the process of excitement and inhibition more coordinated, and thus better regulate emotions. Generally speaking, sports activities can make people feel happy, lively and cheerful, and have a good emotional experience, but if well organized, it will also bring unpleasant emotions to children. Therefore, in sports activities, we should pay attention to children's physical characteristics, arouse children's interest, arouse their enthusiasm, the content of activities should be interesting, the way of activities should be suitable for children's age characteristics, and they can exercise their bodies so that they can cooperate with their peers well, experience the happiness of common activities and promote children's good emotional experience. Secondly, try to explore aesthetic education factors in sports activities. Aesthetic feeling is a pleasant emotional experience produced by people after aesthetic activities. Therefore, the sports equipment provided by the teacher should be beautiful, practical and safe, the teacher's demonstration actions should be accurate and skilled, and the password should be fluent. The design of gymnastics movements should pay attention to artistry, consider the organic combination of sports activities, music activities and language activities, improve children's interest in participating in sports activities, and let children stretch their bodies and minds and be happy and optimistic in sports activities. Third, pay attention to children's problem behaviors in sports activities. In sports activities, children's problem behaviors include fear, withdrawal, depression, unsociable, uncooperative, aggressive and destructive behaviors, which are generally not regarded as mental illness. However, such problems or obstacles will make children frustrated in life. If it is not corrected or intervened as soon as possible, it will not only affect their normal life and activities, hinder their physical and mental health development, but also lead to their psychological defects and social maladjustment in adulthood. Teachers should pay attention in their daily life. In sports activities, teachers should let children start with simple sports, let children with psychological barriers experience the joy of success, and so on. In other activities, children should gradually overcome psychological barriers and make their bodies and minds develop harmoniously. In short, we should actively carry out sports activities, and effectively promote the formation of children's healthy psychology while exercising. Mobilize all possible factors to enrich and develop sports connotation and adapt to the needs of the times.