Many passwords in physical education class must be expressed in spoken language, but physical education class is an outdoor class. The empty classroom environment requires physical education teachers to have a loud, sonorous and clear voice. The day before physical education class came down, his voice was often uncomfortable, so the appearance of whistle brought good news to PE teachers, because whistle can be used instead of oral language to convey commands.
The correct and standardized use of whistling and gestures can control and adjust the rhythm and atmosphere of the classroom, reduce teachers' unnecessary language and give students more time for activities, thus ensuring the continuity and integrity of the classroom and enabling students to complete the learning task of a class with great ease and pleasure.
1. The physical education teacher's whistle should be timely, decisive and loud, so that students can distinguish different situations in class through the change of whistle length, severity and urgency.
(1) The team assembled one by one with a long sound.
(2) At the beginning of the exercise, a long sound is loud.
(3) Note that11short sound is loud and explosive.
(4) Exchange exercises. One or two short sounds light up.
(5) At the end of the practice, one is short and one is long, or two are short and one is long, and the strong voice is behind.
After the whistle, the physical education teacher's gestures should be timely, decisive, clear and generous, so that students can distinguish the teacher's intentions and arrangements.
(1) Team up horizontally-the teacher has a positive posture, his left arm is bent, his fist is clenched, and his heart is inward; Raise your right arm horizontally, with your fingers together and straight, palms down.
(2) Vertical assembly-the teacher's body is in a positive posture, with his left arm bent upward on his chest, his forearm perpendicular to the horizontal plane, and his left hand holding his fingers in a straight line with the palm inward; Raise your right hand forward, keep your fingers together, keep your palms down.
(3) Practice in teams, one by one, with arms raised horizontally and fists down.
(4) Prompt attention to raise one arm horizontally, stand up and point to the place where it happened.
The location or students of the topic.
(5) Exchange exercise-lift the five fingers together on the arm, palm forward and swing left and right.
(6) End the exercise1-Raise your arms, make a fist and fall forward, pointing to the designated concentrated place.
Third, the use of whistling skills.
When whistling, gently bite the edge protrusion of the whistling air inlet with the front teeth. When playing long notes, the chest and abdomen are combined to breathe, which is full of gas, inflatable and powerful. When playing short notes, the tip of the tongue should be tightly pressed against the air inlet, so that the tip of the tongue can expand and contract rhythmically according to the required whistling rhythm, and the air intake and time interval of whistling should be well controlled. If the whistle needs to be replaced, it can be controlled by changing the blowing force and pressing the air outlet with your fingers.
Only by regular practice and careful thinking can we recognize the pronunciation law of whistle and use it appropriately and flexibly. Whenever teachers use a new whistling rhythm, they should show it to students in advance, so that students can understand the rhythm and law of whistling, thus realizing the information exchange between teachers and students.
Column queue exercise
Usually the teacher gives the password and the students practice. Dull and monotonous, easy to fatigue. If passwords and whistles are used alternately, boredom can be overcome and students' interest in practicing queuing can be enhanced.
For example, when practicing marching, walking and running, you can use the paragraph "1-2 1-2" when whistling for the first time (less simplified); You can use "1-2-11-2-1"for the second time, and "11"for the third time. The fourth time, you can combine the previous changes (many changes). Middle school students can shout the slogan 1-2-3-4 to improve their excitement.
When doing unarmed exercises and broadcast exercises, after the teacher gives the "ready" password, he can whistle the rhythm of 1 to 8 beats through the change of whistle rhythm, and use the whistle to direct the practice. For example, some actions need to exert force or emphasize the increase of action amplitude. When blowing out the rhythm of which beat, you can indicate by increasing the whistle volume or extending the whistle time.
To understand the assembly and dissolution of classes, students whistle in all directions of the playground, and when they hear the whistle, they can quickly gather at the designated place.
Other teachers can also use whistling to strengthen some teaching requirements and improve teaching effect. For example, students practice fast running and endurance running when they are near the finish line. Some students do not sprint fast or even slow down in the sprint stage because of poor will quality, lack of tenacious spirit or physical exhaustion. At this time, the teacher can prompt the rhythm of short sounds for many times, and blow out the fast-paced continuous short sounds of "beep, beep, beep, block", and with the rapid waving of the arm for many times, send out certain stimulation instructions, so that the students' cerebral cortex can respond with excitement instantly, encouraging students to be brave and tenacious, summon up courage, overcome fatigue and cross the finish line quickly.