Preparatory activities; Habit; Lifelong sports
Adhering to the concept of "health first" is the guiding ideology of current physical education curriculum. People often say that "exercise is a double-edged sword", which means that reasonable physical exercise can improve the health level, while unscientific exercise can not only play a role in fitness, but also may cause harm to the body. As the initial stage of physical exercise, warm-up is one of the important links to improve the quality and effect of physical exercise and avoid injury accidents. However, for a long time, the preparatory activities of physical exercise are often in the forgotten corner and placed in the position of "with or without", which makes physical exercise fail to achieve the expected effect and even do harm to health. Therefore, it is very important for lifelong physical exercise to learn to do effective warm-up activities and develop the habit of doing warm-up activities. In the long-term physical education teaching practice, this paper analyzes the reasons and takes measures:
1 Investigation and analysis of students' understanding of warm-up activities
A questionnaire survey was conducted among freshmen (07 nursing class, 07 clinical class and 07 pharmacy class) 148. The survey shows that 13% students think it is necessary to do warm-up activities, 6 1% students think that warm-up activities will affect sports ability and waste physical strength, and 28% students think that warm-up activities can be done or not. Through interviews, I learned that there are two main reasons why students don't do preparatory activities.
1. 1 Students think that warm-up activities consume physical strength. This kind of understanding is common among students, accounting for about 74.2%. From the students' understanding, it shows that students lack understanding of the laws of human activities and the good effects of reasonable preparation activities on human organs. At the same time, it also shows that students lack good personal experience of their own psychology and physiology, and do not really realize the benefits of warm-up activities, which determines students' wrong understanding of warm-up activities.
1.2 Students don't know how to do warm-up activities. In the survey, it was also found that 67.4% of the students did not know how to do the preparatory activities. If the teacher lets the students do their own warm-up activities, they will find that some students just move their joints casually, and some students will finish it after running a few times. They simply don't know the method, content, quantity and time of preparation activities, and they won't do special preparation activities. Students lack the ability to do preparatory activities independently.
Take measures according to the survey results.
2. 1 Define the standard of effective warm-up: The amount and duration of warm-up activities vary according to the sports, content, climate change and physical condition. Generally, it is advisable to warm the body or sweat, and the heart rate rises to 130 beats/min ~ 160 beats/min, so that the range of motion and muscle strength of internal organs and limbs can reach a suitable working state. It is advisable to have an interval of 2~3 minutes between formal exercises. The order of preparing movable joints is: head, neck, shoulder, elbow, wrist, waist, hip, knee, ankle and toe. The order of preparing to exercise muscles is: upper body (including chest, abdomen, back, upper limbs, etc. ) and lower limbs (including hips, legs, soles and toes). The order of preparing for sports strength exercises is: from small, medium and large, it is appropriate to step by step. Teaching preparation activities should also include some actions similar to basic exercises.
2.2 Guide students to understand, recognize and experience the significance and importance of the preparatory activities. In order to make students do warm-up activities actively and consciously, we must first raise students' awareness of the importance of warm-up activities, so that they can deeply understand the real significance of warm-up activities in improving sports effects and benefiting health. Therefore, it is necessary to explain the physiological and psychological knowledge about the role of warm-up activities and its good influence on the human body, explain the physiological laws of human movement, and let students understand the scientific truth, so as to achieve the purpose of improving their understanding and changing their concepts. These contents should be explained not only in theoretical classes, but also in practical activities. It can be explained at the same time or before the preparatory activities, and the role, purpose and benefits of the follow-up activities should be repeatedly emphasized. Only in this way can students lay a good foundation for consciously doing preparatory activities. At the same time, after students have mastered this knowledge, they have also played a guiding role in the preparatory activities, making their preparatory activities based on science and really playing the role of preparatory activities. It is not enough for students to have a rational understanding of the importance of warm-up activities. Students should personally experience the benefits and functions of warm-up activities, so that they can feel relaxed, refreshed and confident after warm-up activities. Freshmen in our school must have a physical fitness test when they enter school. For the investigated classes, we didn't do warm-up activities in the first exam, and the teacher carefully led the warm-up activities in the second exam. The results show that the test scores of warm-up activities are obviously improved. The average increase of 50 meters is 0.3 seconds, the average increase of shot put is 0.25 meters, the average increase of standing long jump is 0.08 meters, the average increase of sit-ups is 3.2 seconds and the average increase of 800 meters is 9.27 seconds. Basketball, volleyball and other items are tested twice, once without warm-up activities and once. The results show that not only the performance of warm-up activities has been significantly improved, but also the performance of action techniques is relatively stable and there are fewer mistakes. This can make students feel the benefits of warm-up activities. By asking students to talk about their own experiences, most students think that after preparing for activities, their psychology is more relaxed, their self-confidence is enhanced, their movements are more flexible and coordinated, and it is easy to play their best level. This enables students to have a perceptual understanding of the preparatory activities and truly experience the importance of the preparatory activities.
2.3 Clear the form and content of preparation activities, actively innovate and stimulate interest. There are two kinds of warm-up activities: one is general warm-up activities, including various walking, running and jumping exercises, unarmed exercises and activities of all joints of limbs. The above are some simple and easy-to-learn forms of preparation activities, and you can master the essentials with a little guidance. The other is special preparation activities: for example, do some exercises such as padding, serving and passing before playing volleyball, jog for a while before long-distance running, and do some exercises such as shooting, passing and dribbling before playing basketball. Relatively speaking, these are targeted and difficult forms of preparatory activities. In teaching, we should give priority to general preparation activities, supplemented by special preparation activities, diversify content forms, actively innovate, create forms and contents that students like, have strong pertinence and wide coverage, and stimulate students' interest. If "sports games" are used in the preparatory activities, or music and dance are used in the preparatory activities, targeted selection and arrangement can not only achieve the purpose of the preparatory activities, but also activate the classroom atmosphere, stimulate students' serious teaching content to give full play to students' main role and change "I want to learn" into "I want to learn". Changing the long-term preparation activities is the boring and monotonous form of jogging and doing exercises. Finally, improve and stimulate students' interest in doing preparatory activities.
2.4 Students are required to bring their own preparation activities in class. With the full implementation of school quality education and the deepening of school physical education reform, physical education teaching should give full play to students' main role, pay attention to developing and cultivating students' physical quality and ability, establish lifelong physical education consciousness and form the habit of self-physical exercise. Asking students to bring their own warm-up activities in class is to provide students with a good exercise opportunity. Last semester in physical education class, every class was prepared by the students themselves. Each class is divided into several groups, one group is about 10. The teacher arranges the list and order, and gives the specific contents and requirements in advance, which takes about 15 minutes. It is required to prepare teaching plans before class and hand them over to the teacher before class. After taking part in the preparatory activities, students make self-evaluation and mutual evaluation, and then the teacher comments and scores (20 points), which will be included in the final total score. This task is assigned to students in the first class, so that students can prepare early and accumulate early. Through observation and interview, we know that students are actively preparing for this task. Usually not only study hard in class, but also read books after class. You can get all kinds of information about the preparatory activities through various channels on the Internet. In order to complete their own design, they also practiced many times. It greatly stimulates students' participation consciousness, gives full play to students' main role, inspires students' thinking, cultivates students' innovative consciousness, enlivens the classroom atmosphere, and also exercises students' courage and eloquence. And let students really have the ability to design and complete preparatory activities independently. This is also very important for students to form the habit of self-exercise.
3 Conclusions and suggestions
3. 1 It should be clear that it is a planned, purposeful and step-by-step process to cultivate students' warm-up habits. Teachers should not only ask students to clarify the theoretical knowledge such as the standard, form, content, significance and function of warm-up activities, but also let students experience the benefits and functions of warm-up activities. Only in this way can we fundamentally improve students' attention to warm-up activities, self-awareness and awareness of preventing sports injuries. 3.2 In order to ensure that students have the ability to bring their own preparatory activities in last semester, teachers should make full preparations in the teaching of previous semesters, carefully complete the preparatory activities of each class with students, pay attention to interspersed theoretical knowledge, introduce the contents and forms of preparatory activities, pay attention to cultivating students' courage and eloquence, and show students the lesson plans of preparatory activities.
3.3 The ultimate goal of physical education course teaching is to enable students to establish a set of suitable, scientific and feasible physical fitness plan, promote the all-round development of the body and lay the foundation for lifelong physical education. The cultivation of warm-up habits is one of the most basic links. refer to
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