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Document Type

Abstract

Publication Date

12-1-2024

Abstract

Background: Currently, the quality of physical education teaching in schools is steadily declining. In the process of physical education teaching, students have a biased understanding of the development of physical education classes. As the leaders of physical education classes, physical education teachers should adopt effective teaching methods to improve the teaching quality of physical education classes. The intervention method of incentive mechanisms is centered around the purpose of teaching activities, based on the needs of students, through teachers, transforming external stimuli such as environment into internal motivation of students. Therefore, during the teaching process, physical education teachers adopt appropriate incentive measures at different stages based on teaching objectives, which is of great significance for improving the quality of physical education teaching and actively participating in physical education classes for students.

Research Method: This article mainly adopted an experimental method to conduct an 8-week comparative experimental study on two classes at X School. By examining whether incentive mechanisms are used as intervention measures in the classroom, Class A was the experimental group (using incentive methods), and Class B was the control group. The study aimed to investigate the physical health (speed, endurance, cardiovascular function) and behavioral motivation (frequency of exercise behavior, participation in exercise, and changes in exercise status) of middle school students. Data collection and analysis was made using IBM SPSS Statistics version 26.0.

Research Results: Through an 8-week comparative experiment, there was a significant difference between physical health and behavioral motivation in the experimental group, while there was no significant difference between physical health and behavioral motivation in the control group. Through an 8-week comparative experiment, compared to the control group, the physical health of the experimental group increased significantly, with significant changes in speed, endurance, and cardiovascular function (P=-2.695, T=0.012; P=-2.196, T=0.037; P=-6.652, T=0.000); Compared to the control group, there were significant changes in the behavioral motivation of the experimental group, including the frequency of exercise behavior, enthusiasm for participating in exercise, and changes in exercise status (P=2.235, T=0.034; P=4.751, T=0.000; P=2.647, T=0.013), all of which showed significant changes.

Discussion: Compared with traditional physical education teaching, adopting appropriate incentive methods can stimulate students' learning motivation, encourage them to show their individuality, and actively participate in physical education teaching during the process of sports, thereby improving the quality of physical education teaching and laying a solid foundation for lifelong physical education.

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