Middle school men's 1000m running and women's 800m running are indispensable main events in middle school physical exercise, and endurance running exercises have a positive effect on strengthening students' physique. However, because it is a long-term single-cycle practice, it is boring, and most students are afraid and lack interest. How to turn boring and lasting running teaching into painless teaching is the key to solve the problem. In this paper, painless practice is used in class.

The application in teaching is discussed.

Keywords endurance running, painless physical education classroom teaching practice

1, preface

Because of its own characteristics, middle and long distance running teaching is boring and painful in most people's eyes. It is better to play ball and do aerobics. Therefore, most students are afraid of running for a long time.

In long-distance running teaching, the traditional view is that the appearance of "pole" is a normal physiological reaction, and only by overcoming the pain of "pole" with tenacious will can we improve our endurance. But have we overlooked the characteristics of others? Their endurance to pain is really true, and their psychological fatigue comes earlier. It should be said that there are not a few students with this characteristic in the teaching group, and their mental state can often affect the mood of the whole class. In addition, most students are only children, spoiled and lack of fighting spirit, so long-distance running is a kind of pain for most students. The guiding ideology of the new curriculum teaching is to advocate all-round education as the starting point and destination, face lifelong education, start with emotional teaching, and emphasize the combination of learning, learning, body and mind, so that students can exercise, hone their will and cultivate their sentiment in an intimate and harmonious environment between teachers and students, so as to make their body and mind develop in an all-round and harmonious way. In the teaching concept, it is emphasized that school physical education must be all-round sports, successful sports and lifelong sports. Physical education class must develop emotion and body, and the physical education teaching structure should be a three-dimensional structure integrating cognition, emotion and body development. The "painless exercise method" is put forward in the hope of improving the functions of respiratory system and cardiovascular system and developing endurance, while maintaining a happy mood, reducing students' fears and experiencing the joy of exercise.

2. About painless exercises.

From the middle-aged and elderly people who run in the morning, we find that they have persisted for ten years. They seem to have no pain except clear purpose and strong will. Many people still feel happy and relaxed after exercise. So, what good methods do they have? Through observation and research, we can find that their similarity is: 1, with two or more running companions. 2. The speed will naturally relax. 3. There are basically no poles. And the effect is remarkable.

From this, we can summarize the painless practice of long-distance running as an exercise method with clear goals, in which two or more running partners run at a relaxed natural speed and find a comfortable feeling from it, so as to overcome or avoid the pain caused by the pole.

3. Three elements of endurance running teaching.

(1) Give full play to the leading role of teachers in teaching.

Considering the actual situation and its own characteristics of durable running teaching. The leading role of teachers is not only reflected in imparting and inculcating endurance running knowledge, but also in understanding and mobilizing students' enthusiasm and initiative in learning. School physical education itself "should carry out lifelong physical education for students and cultivate their awareness, skills and habits of physical exercise" in order to achieve the goal of overall fitness.

Secondly, it is necessary to combine students' specific conditions and individual differences, and use a variety of methods, means and intensive training to let students enjoy health and beauty. Combine endurance running with games to practice. Meet the different needs of different students, so as to give full play to their specialties and enhance their sense of participation and collectivism.

(2) Pay attention to the emotional communication between teachers and students.

Whether the relationship between teachers and students is harmonious is related to the effectiveness of the whole teaching process. Therefore, the basic principles of teachers in the teaching process of endurance running should be "guidance, inspiration, education and encouragement", and "words, actions, intentions and feelings" should run through the whole teaching process. Usually care more about students and gain insight into their psychology. Respect students, respect students' personality, and teachers should promptly guide students' unstable emotions when they are in a bad mood. Strengthening emotional communication between teachers and students is a kind of teaching feedback, which can adjust students' learning effect in time.

(3) In-class and out-of-class integration for the purpose of fitness.

In the teaching of endurance running, let students know that endurance running is an excellent physical exercise project and a simple and practical exercise means in lifelong sports. The ultimate goal of running is to keep fit, so running occupies a large proportion in school education, so the teaching of durable running should be combined with various collective activities to realize the integration of teaching.

4. The main measures of combining painless exercise with endurance running are:

(1), clarify the significance and function of exercise, do a good job in students' ideological work, let them fully realize the significance and value of long-distance running, let students understand the physiological characteristics of long-distance running, and enhance their self-confidence, especially the physiological value of long-distance running is more unique than others. Let them firmly believe that as long as they exercise hard, they will improve their physical function and feel happy from it. Here we can use a series of concrete examples or use video and other intuitive ways to convey happiness motivation.

(2) Help students find their own rhythm and reduce physical pain. In the teaching of endurance running, some students will feel unwell because of their poor endurance quality, such as "exercise pole". Therefore, before practice, it is necessary to arrange theoretical teaching content for a certain period of time, so that students can understand that "moving pole" is a temporary disorder phenomenon caused by the inertia of internal organs during running, and introduce the methods to prevent and overcome "moving pole" to students. After students have a certain theoretical basis and a certain understanding of basic knowledge, we should strengthen guidance in practice, so that students can understand their own body rhythm and master the methods to understand their own rhythm, so as to find their own movement rhythm under the guidance of teachers and reduce physical pain.

(3) Strengthen guidance and let students run well for the first time.

The first practice is the key to lay a good foundation later, reducing students' fears, allowing students to experience the fun of initial success, thus establishing students' confidence in practice. The teacher's guidance is mainly to control the running speed and urge students to slow down as much as possible, rather than to supervise the speed of students. Students who have no practice experience don't know how fast they can finish the race. It is the key to grasp the speed at the beginning of the exercise. Too fast may cause abdominal pain, chest tightness, cramps and other uncomfortable symptoms. Some people have become conditioned reflex and habitual attack. So the first approach is based on comfort. The speed will naturally increase after the body adapts.

(4) Choose your own running partner and form a study group spontaneously.

Although everyone's long-distance running rhythm is different, due to the characteristics of durable running itself, the distance is long and the time is long. One person is too lonely, and too many people can't achieve the effect. Therefore, choosing a partner is very important. Ask the students to choose their running partners and form a study group. There can be two or more. However, the requirement for peers is that the endurance level is similar to the running rhythm, and they can encourage and support each other during running without interfering with each other. This can not only improve students' running level and achieve the expected goal, but also cultivate students' team spirit and sense of cooperation.

5 the specific approach is:

For the students (male 50, female 67) in Grade Two *** 1 17, physical education class will be completed six times a week. Choose your running partner and run as relaxed as possible. Run 1000 meters in the first week, increase by 300 meters in the second week, and then increase by 300 meters every week.

Results:

Feel relaxed and comfortable

92%

Extremely serious.

2%

Extremely extreme, to a lesser extent

3%

Most students think that their endurance has been greatly improved, and they are no longer afraid of endurance running. They think they have the ability to finish endurance running, and they have never had fun in long-distance running.

6. Conclusion

From the above results, it can be seen that the effect of painless exercise on durable running is obvious, but there are also shortcomings. On the issue of running speed, we should distinguish between "running" and "walking"; The relationship between speed and distance needs to be further adjusted and improved.

Physical education teaching should emphasize "interesting and substantial teaching", specifically, physical education teaching should pay attention to the interest of sports and emphasize the guarantee of quantity and quality in terms of skills and physical strength. In order to meet this requirement, we must re-understand the guiding ideology of "teaching from the standpoint of students", and study what students hope for physical education class, what textbooks they choose and how to teach. Only by continuous improvement can teachers get good grades.

Physical Education and Health Curriculum on the Cultivation of the Behavior Habits of the First Grade Primary School Students

Yanshan Primary School Zhao Yi

Physical education and health curriculum is the sublimation of physical education class. The Curriculum Standard of Physical Education and Health puts forward new requirements for students to better adapt to the needs of social life and study. The cultivation of good behavior habits is the basis of forming students' sound personality and the prerequisite for students to become adults. The first-grade children have just entered the first grade of primary school from kindergarten. Only under the protection of good behavior habits, students can learn to recognize, learn to cooperate, learn to be a qualified primary school student, and finally become an all-round development person. In recent years, in the teaching of physical education and health education in lower grades, I deeply feel that standardizing, guiding and encouraging students' behavior is the key to forming behavior habits. The first grade is a critical period for students to develop various behavior habits. Only by grasping the good opportunity of habit formation and exerting the charm of education and teaching, teachers will certainly promote the formation of students' behavior habits.

Keywords: physical education and health, habit formation of first-grade pupils

With the demand of the society for the younger generation, the state has formulated the curriculum standards of physical education and health for primary school students. Therefore, the formation of primary school students' behavior habits can reflect the improvement of our national quality. Based on the teaching practice of physical education and health, talk about some behavior habits found in the course.

First, children's songs are often taught in physical education and health classes to regulate behavior.

The habits that first-grade pupils should develop involve all aspects. Before class, after class, after school, work and rest ... what to do and what not to do need the guidance and education of teachers. With so many "should's" and "shouldn't's", primary school students who have just entered the school often lose sight of one thing and are at a loss. It is difficult to achieve good educational results only by teachers' preaching. Because the first-grade students are unfamiliar with classroom discipline, it is easy to form conditioned reflex, so they should practice repeatedly according to their excitement. To this end, I will compile the requirements for students' behavior habits into children's songs. For example, after the bell rings, the students will clap their hands and sing under the leadership of the squad leader: "When the bell rings, hurry into the classroom. Be disciplined in class, sit still and look straight ahead." Driven by nursery rhymes, students will turn from noisy to quiet. Usually when queuing, under the guidance of the teacher, the students will say "I am a model of obeying the law, stand up and queue up to be" fast ","neat "and" quiet ",... thus compiling the requirements of cultivating students' behavior habits into nursery rhymes, which not only conforms to the psychological and physiological characteristics of primary school students, but also is close to students' lives. Let the students read aloud when appropriate, and let them know when to do it and when not to do it. Students study in middle school, study in school, consolidate in sports, and unconsciously standardize and strengthen their behavior.

Second, lead by example and guide behavior.

For students, teachers are the embodiment of specific moral concepts, and teachers' words and deeds, whether they have the consciousness of education, will become the standards that students follow. Especially the first-grade primary school students, who are highly imitative and malleable, pay close attention to the people and things around them, and especially worship the physical education teachers and health teachers in the school. Therefore, teachers' words and deeds are very important for standardizing and guiding students to form good behavior habits.

(1) language guidance.

Primary school students, especially first-year students, have almost a sacred and perfect imagination of teachers. Their unique expectation and dependence on teachers often lead to "amplification effect" and "imitation effect" when observing teachers. In other words, teachers' words and deeds are subject to the strictest "supervision". In order to standardize students' behavior and make them develop good behavior habits, we should pay full attention to this "amplification" and "imitation" effect. In the communication with students, parents and others, teachers should pay special attention to the internal and external education and guidance of language, and ask teachers to speak Mandarin and use civilized language on any occasion.

Pay attention to the appeal and affinity of language and become an example for students to learn. For example, when teachers use civilized terms such as "thank you", "I'm sorry" and "it doesn't matter", they should be sincere and sincere, and should not become a mere formality or deal with things. When parents and friends visit, warm greetings and cordial greetings can guide students to follow suit. In daily life and work, teachers pay attention to the guiding role of language, and students are consciously or unconsciously affected. They will imitate the teacher's tone and expression to communicate with others, and develop good civilized language habits in the process of migration.

(2) Behavior demonstration.

The learning of first-grade pupils often begins with imitation. It is often said that there are teachers and parents in students. Therefore, teachers are pregnant with education. When there is paper on the playground, I always pick it up quickly. When I go down the stairs, I always go to the right. This team is very neat and quiet ... all this will be seen and remembered by the students, and gradually the students will follow my example. When there are scraps of paper on the playground, there are always classmates to clean it, and they also learn to stand up and sit down gently. Know how to do it without disturbing others.

I do these things from my heart, not for students, because only by starting with the smallest and closest things can I guide students with my behavior and form an appeal and demonstration for students' good habits. Students not only form good habits on one occasion, but many students can draw inferences from others and do well in all aspects.

Third, praise and encouragement, encouraging behavior,

Tao Xingzhi, a famous educator, once said: "Children have the nature of wanting to be recognized." Teachers should treat students' little progress with appreciation. Timely encouragement is very effective, which comes not only from teachers but also from students themselves. Usually, students' self-discipline is adopted in the class.

During the activity, the "self-discipline pacesetter" was selected for recognition. In addition, our "reward yourself" activity is very popular among students and parents. In this kind of activity, every student can set up an award that students can recognize according to the development of their behavior habits. This kind of reward method avoids the limitation and one-sidedness of praise and is particularly attractive to underachievers. The whole class is trying to develop good behavior habits, find out their own advantages and disadvantages, and try to judge a true self that everyone can recognize. When the students submitted their own awards, I was surprised to find that the students were so strong and active. Self-evaluation awards such as "Bold Speech Award", "Unity and Friendship Award", "Subject Award", "Best Vitality Award", "No littering Award", "Running First", "Sports First" are undoubtedly the results of students' efforts, and they can be said to be commendations.

Fourth, constantly strengthen and develop behavior.

In the process of forming behavior habits, especially in the wide playground, students are influenced by many factors, which is a normal phenomenon and is caused by the age characteristics of children. The final formation of behavior habits needs teachers' unremitting efforts and norms. Teachers should make full use of the clauses and passwords in the primary code and daily behavior rules to guide students' behavior consciousness. You can put forward actual behavior requirements every week, and compare this week's student behavior with the standard requirements in time. And every month, according to the actual situation of students, change new goals and encourage students to find out their own advantages and disadvantages against the goals. Guide students to develop good behavior habits while evaluating themselves and others, and realize self-improvement through self-discipline.

At the same time, parents' support and cooperation are needed. Usually communicate with parents in time through "telephone hotline" and "home-school contact card". heap

Ask children about their behavior at home. So that parents can urge students to develop good behavior habits.

In a word, the first grade is an important period for students to form good habits, especially the active physical education and health courses, which are related to the future growth of students, the change from heteronomy to self-discipline in the process of being a man and seeking knowledge, and the basic quality of workers we will deliver to the society in the future. Therefore, in the course of physical education and health, it is a basic project to cultivate good behavior habits of first-year students, and we should always make unremitting efforts.

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