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First, the meaning of exercise load and psychological load

The so-called exercise load, also known as exercise amount or physiological load, refers to the amount of physiological burden that people bear when doing exercise. Psychological load refers to the size of the psychological burden that people bear when doing sports, which generally includes cognitive load, emotional load and will load. In children's physical education teaching, only by maintaining proper sports load and psychological load can we achieve better teaching results, and it is not good to be too small or too big. If it is too small, it will not achieve the purpose of exercise; It is too big and beyond the limit of children's physical and mental endurance, which is very unfavorable to children's physical health and the completion of teaching tasks. Therefore, it is a basic requirement for teachers' physical education to reasonably arrange and adjust the physical and mental load of physical education class in kindergarten, and whether it is appropriate or not is an important index to evaluate the effect of physical education teaching and physical exercise. Then, how can teachers make reasonable arrangements and adjustments? In my opinion, we should first understand the factors that restrict the exercise load and psychological load, and then find out the scientific adjustment strategy by integrating all the factors.

Second, the factors affecting children's sports load and psychological load

1. Exercise intensity. Exercise intensity refers to the physiological load of people during exercise in unit time, which is often expressed by heartbeat frequency. For example, a child's heart rate can reach 180 beats/min immediately after running a lap at a speed of 20 meters, and it is about 1 40 beats/min after jogging1min. Obviously, the former is strong and the latter is small. In children's sports activities, the events with greater intensity include running, jumping and climbing, while the movements such as walking, drilling, climbing and throwing are relatively less intense.

2. Children's activity time. Including the total time of children's continuous activities, practice time and interval time, among which, whether the practice density of children (the proportion of children's practice time to the total class time) is appropriate has a great influence on children's sports load and psychological load. If children are always in high-intensity exercise in a class, then their exercise is too large and they are prone to boredom and fear.

3. Characteristics of the activity project. Different activities have different effects on children's health. For example, when children roll straight, the vestibular analyzer is greatly stimulated and loaded, but the exercise load is not great. When running in obstacles, not only the whole body exercise load is large, but also the cognitive and will load is large. Continuous standing long jump, the exercise load is large but the psychological load is small. When walking, running, crossing obstacles, rolling on the balance beam and patting the ball, the child's psychological load is great. Children's participation in sports activities that interest them is generally heavier.

4. Quantity and quality of exercises. The former refers to the sum of exercise times and distances, which is generally proportional to the children's exercise load. The latter refers to the correct specifications and requirements of the exercise. The higher the requirements for the quality of practice, the greater the psychological load that children have to bear.

5. Teachers' teaching contents, teaching methods and organizational measures. Whether the content of physical education class organized by teachers is appropriate and interesting, whether the organization measures are appropriate, and whether the explanation and demonstration are correct, vivid and standardized will greatly affect children's sports and psychological load. For example, too many queues and too few groups lead to children waiting in turn for a long time, which may easily lead to children's irritability and even distraction, thus affecting the better completion of teaching tasks.

6. Individual differences of children. Refers to the individual differences of children's physical function level and psychological characteristics. In kindergarten sports activities, the same exercise often produces different effects for different children. If you run 20 meters at the same speed, some children's heart rate reaches 180 beats/min, and some children only have 168 beats/min; Play a game together, some children are full of interest, and some children are bored.

In addition, teachers' teaching attitude, teaching AIDS, environment, climate and other factors will affect children's physical load and psychological load to some extent.

Third, the strategy of reasonably adjusting children's sports load and psychological load

Based on the above factors affecting children's physical education class exercise load and psychological load, the following adjustment strategies are put forward:

1. Reasonably arrange the teaching materials for each class and determine the tasks of the class.

This requires teachers to have a sense of preparing lessons before class, and when arranging the content of teaching materials, they should reasonably match teaching materials with different properties, different loads and appropriate amounts. Exercises with alternating high and low exercise, such as walking, throwing and drilling on a low-intensity balance beam or narrow runway, are combined with high-intensity running, jumping, climbing, climbing and turning. Teachers should reasonably arrange the density of children's physical education class, especially the practice density of children. When determining the task, the knowledge and skills of Protestantism should not be too much and too difficult, but must be interesting.

For example, in order to develop children's ability to listen to signals and adjust their movements, and cultivate children's sensitive and coordinated quality, the teacher in the big class designed a "find friends" sports game in the basic part of physical education class. The game is that the teacher stands in the center of a circle with a diameter of 3-3.5 meters to drum, and the children stand on the edge of the circle respectively. The game is divided into three rounds. In the first round, the teacher drummed, and the children listened to the teacher's signal and ran around the sideline counterclockwise for about 50 seconds. The drums stopped, and the children rushed to the circle to "find friends" (there were two or four furry little animal toys prepared in advance than the children who played games in each round. ), children who haven't found "friends" quit the game immediately. In the second round, the children jumped along the border with their feet when listening to the signal. In the third round, they jumped into a race walk. The last two rounds of drums stopped, and the children rushed to the circle to find "friends". The time and distance of children's running, jumping and race walking can be determined according to the specific situation of children. Obviously, the teacher's textbook arrangement is more reasonable.

2. Adjust the load rhythm reasonably.

Teachers should determine the exercise load and psychological load curve of the course according to the changing law of human physiological function, ability, activity and psychology, combined with the characteristics of teaching materials, children's reality and equipment, climate and other factors. The general requirement of exercise load is to gradually increase to a certain extent, maintain a relatively stable period, and then gradually decrease to a relatively quiet level. However, due to the complexity of various factors affecting physiological load, the exercise load curve of each class should be reasonably determined according to the specific teaching content and the actual situation of children. Generally, there are standard type, bimodal type, front high and then low type, front low and then high type. Standard type means that the amount of exercise gradually rises to a considerable level from small to large, and then gradually decreases after a certain period of time. Double peak type refers to two kinds of exercises with high negative load in a class. The type of "high before and low after" mainly means that the first half of the basic part of the class has a large amount of exercise, while the second half has a small amount of exercise, and the amount of exercise changes from large to small. On the contrary, the front is low and then high, and the amount of exercise changes from small to large. For example, the first half of the class is a Protestant textbook-throwing, and the second half is a review textbook-continuous standing long jump. But no matter which mode is adopted, the general adjustment strategy of exercise load should be a combination of high and low, alternating static and dynamic. For example, in the first half of the basic class, the focus is on practicing the standing long jump. After the children have mastered the movements, they can combine running and standing long jump twice, about 1.5 minutes, and then they can arrange a balance game "Bear and Stone Man" composed of walking with less exercise intensity in the second half.

The curve of psychological load is complex and often depends on the specific situation, but this does not mean that there are no rules to follow. Generally speaking, children's cognitive load in sports activities should not be too great, and they need to be accompanied by positive and happy emotions, so that children can use their brains in happiness. The child's will load can't be too great, so let the child finish the task through certain efforts, so as to experience the joy of success, enhance self-confidence and cultivate a lively and cheerful personality. This requires teachers to fully consider the characteristics of children's psychological development when arranging teaching materials, and the selected content should be difficult, appropriate, interesting and straightforward. At the same time, we should step by step, from easy to difficult, pay attention to individual differences and teach students in accordance with their aptitude. Because children like games very much, they have high cognitive load, emotional load and will load in games. Therefore, teachers should use more vivid and interesting sports games and props in physical education teaching, and combine teachers' vivid explanations and demonstrations to arouse the enthusiasm of children's activities and improve the effect of children's exercise. Generally speaking, in the first half of the basic part, we should seize the opportunity of children's lucidity and arrange new and difficult textbooks to increase children's cognitive load, while in the second half, we should arrange review textbooks with less cognitive load. As for the emotional load, the first half of the basic part should not be too large, so as to avoid the emotional excitement of children affecting the study and mastery of new textbooks, and the second half can arrange appropriate content to make the emotional load of children reach a climax. As for the will load, when learning new and difficult textbooks, it should be big before small, and when learning easier textbooks or reviewing old textbooks, it should be small before big. In short, teachers should deal with the tension and relaxation of children's cognitive load, the excitement, cheerfulness and calmness of emotional activities, and the changes of will and effort to achieve better results.

3. Flexible use of teaching methods. Because physical education class takes direct physical exercise as the basic means, teachers should concentrate on leading children to practice more in physical education class, so that the practice density of children accounts for the largest proportion in the total class density (generally, 35%-55% is appropriate for children in physical education class). We should also talk about the combination of practice. In order to increase children's exercise load and exercise density, methods such as simultaneous exercise, field exercise and circular exercise can be adopted. It can also increase the frequency of children's practice, expand the scope of children's activities, increase obstacles and improve the difficulty of practice. On the other hand, if children's sports load and psychological load are already great, we should reduce their sports load and psychological load by shortening the time and distance of practice, changing simultaneous practice into group practice or mutual observation, changing the content of practice, narrowing the range of activities, reducing obstacles and other means.

In classes of all ages, especially small classes, teachers should organize physical education class in the form of games as much as possible, but the sports games or game forms they choose should not only be entertaining, but also be targeted to serve physical education teaching. Because children in middle and large classes have become very concerned about the results of activities, competitions can be used in middle and large classes to stimulate children's enthusiasm for practice, improve the effect of practice, and cultivate their enterprising spirit, collective responsibility and sense of honor.

Organizational measures are also an important factor affecting children's exercise load and psychological load. Therefore, teachers should carefully design and make all organizational measures closely focus on teaching objectives and tasks. Teachers should make full use of time, reasonably organize and mobilize teams, and avoid letting children queue up too much and change formations. Competitive games should be divided into groups to increase children's activity opportunities, stimulate children's awareness of participation, and avoid children's boredom and distraction due to long waiting time. In order to make effective use of time, we should try to avoid using the method of simply letting children rest, but should skillfully take the time of teachers explaining, demonstrating, assigning homework, evaluating and observing children in groups as children's rest time.

4. Make full use of the site and equipment. In fact, the specific situation of each kindergarten is different. On the playground, some kindergartens still can't meet the normal standards, which requires teachers to use their brains to maximize the utilization of the venue and take more collective activities and decentralized activities. If the equipment is not enough, you can use the form of group rotation or circular practice to increase the practice density of children.

In addition, seasonal and temperature factors should also be considered when arranging exercise load. In hot summer, children's exercise load can be appropriately reduced; In the cold winter, children's exercise density (but the exercise intensity should not be too high) and exercise load should be appropriately increased.

When using the above adjustment strategies, teachers must combine the contents of each section of physical education class with the reality of children to achieve flexible and scientific adjustment, so as to enhance children's physique and make them develop healthily physically and mentally.