Theoretical basis of sports

The objectives, contents and methods of physical education curriculum are all influenced by biological factors. From the perspective of biological science, we can draw the following preliminary conclusions:

1. Walking upright promotes human evolution, but it also brings various defects to human beings, and exercise is beneficial to make up for this deficiency; Rich life brings many new problems to human health, and sports activities provide important external conditions for preventing human body from degradation.

2. Long-term physical exercise has a positive impact on people's development and is an effective and irreplaceable means to improve and improve the national physique.

3. Physical activity is restricted and influenced by people's physiological structure and function.

4. When taking part in sports activities, the development and changes of people's working ability have certain rules.

5. There are obvious stages and individual differences between human growth and development and the whole life process. Physical exercise must conform to people's age characteristics and physiological characteristics, and consider individual differences. 1. Pedagogy Basis

As an integral part of the whole education curriculum, physical education and health curriculum directly affects the overall development of school education. Therefore, it is necessary to understand the physical education and health curriculum from the perspective of pedagogy.

(1) Physical education and health curriculum is an important part of school quality education, which plays a very important role in promoting students' growth and development.

(2) The harmonious development of the educated body and mind is an organic whole. It is harmful to neglect or even damage the healthy teaching of cultural and scientific knowledge, or to develop physical fitness and sports skills in isolation. Physical education has an organic connection with moral education, intellectual education and aesthetic education, so we must understand and understand physical education from the perspective of the interrelation and mutual promotion of morality, intelligence, physique and beauty. Physical education is not only a "physical" education, but also a "human" education.

(3) Physical education teaching process is a process in which students' growth and development are closely related to physical exercise and promote each other. Normal growth and development is the premise and result of physical exercise, and they must be organically combined.

2. Psychological basis

Physical education and health curriculum, whether it is the establishment of goals, the selection of contents or the application of methods, can not be separated from the support of psychology. From a psychological point of view, we can draw the following conclusions:

(1) Sports activities can make people feel successful and have a pleasant experience.

(2) Physical activities can promote personal self-confidence and self-esteem, and can obviously reduce tension and anxiety.

(3) Physical education is closely related to personality development, and physical activities can have a positive impact on the formation of good personality.

(4) The learning and effect of motor skills are closely related to learners' motivation. Only with strong learning motivation can we actively carry out physical education learning and activities and achieve good learning results; Good academic performance, in turn, further stimulated the motivation of physical education learning and activities.

(5) The physical and mental characteristics of students of different ages have a direct impact on the content and effect of physical education learning.

(6) Physical health and mental health interact and influence each other. Physical education and health curriculum is influenced and restricted by various social factors in course objectives, contents, methods, organization and evaluation. In this sense, the reform and development of physical education and health curriculum can not be divorced from the development and needs of society. Therefore, physical education and health curriculum should also be understood from the perspective of sociology.

1. Physical education and health courses are closely related to social politics and economy.

Social politics and economy directly or indirectly restrict the value orientation, objectives, contents, methods and evaluation of physical education and health courses. At present, the reform of physical education and health curriculum in China is in full swing. When determining the curriculum reform plan, we should have a clear understanding of China's political and economic system and needs. Only in this way can we make clear the nature and direction of the reform, rationally design the curriculum plan of physical education and health, and ensure that the curriculum reform of physical education and health advances in the right direction.

2. Physical education and health courses are always related to a certain social culture, and are influenced and restricted by it.

All countries subtly impart certain ideology and ideas to students through physical education and health courses. Traditional cultural concepts such as "valuing literature over martial arts", "learning mathematics and physics well, not afraid to travel all over the world" and "respecting teachers' dignity" still affect and restrict the design and implementation of physical education and health courses to a great extent.

3. Physical education and health curriculum is related to a certain social background.

Sports activities have a positive impact on increasing interpersonal communication, establishing good interpersonal relationships and improving social security. It is an important way for individuals to learn social knowledge and skills and develop social norms, that is, individual socialization