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Application of whistle in physical education teaching
Whistle is a common teaching tool in physical education class at present, which is called "the second language" of teachers, but the use of whistle has its own characteristics.

First, the whistle blowing method

The correct blowing method of whistle should be to tighten the upper and lower lips, clamp the whistle, hold the tip of the tongue against the whistle mouth, release the tip of the tongue in time according to the beat requirements, tighten the abdominal muscles, hold the chest, and exhale strong airflow with the breath of Dantian to impact the whistle mouth.

Second, the language of the whistle

Whistle plays an auxiliary and supplementary role in teachers' passwords, which can not only reduce the burden of voice, but also replace the lack of teacher's volume and effectively remind students' attention.

1, "Du! Du-"is used before class, or when practice stops concentrating. It means "gather!"

2. "DuDu! DuDu-DuDu "is used to unify the pace in queue practice. It means "one two one"

3. "DuDu!" A short and powerful whistle is used to unify the start time in starting, throwing, judging and game practice. It means "run!" "vote!" "Go!" etc

4, "Du------"a long sound, used for class. It means "time is up"

5. "DuDu! DuDu! DuDu! DuDu! " Rapid and powerful continuous blowing, used to stop practicing. It means "assemble at once!"

Third, the role of the whistle

1, team assembly-two long sounds are loud and clear.

2. Practice begins-a long sound is loud and clear.

3, prompt attention-a short sound is loud and explosive.

4, exchange exercises-two short sounds are on.

5. Practice is over-one short and one long or two short and one long, and the strong voice is behind.

Four, the use of whistle should pay attention to the following aspects:

(1) Avoid using the whistle too close.

Whistle is a kind of teaching language prompt, and it is a supplement and continuation of classroom teaching language. The length of the whistle, the intensity of the volume, whether the whistle is continuous or intermittent depends on the number of people, the size of the venue, the degree of urgency, etc. The whistle should be targeted, with changes in severity, length and urgency, so that students can clearly identify the teacher's intentions. In order to make the whistle loud and clear, we can use chest-abdomen combined breathing to enrich the breath, and use Dantian force to squeeze the diaphragm upward and increase the pressure in the chest cavity, so that the whistle can be magnificent and powerful. Considering the volume generated when whistling, we must pay attention to the distance from the students when whistling. The bigger the sound source, the closer it is to the students, which will make their nervous system strongly stimulated, make them feel uncomfortable, turn pale, even cover their ears and scream, which may lead to short-term tinnitus. Therefore, it is generally more appropriate to whistle more than 3 meters away from students.

(2) Don't use the whistle too frequently.

Whistle can replace the password of physical education teachers and enrich the language of physical education teaching. In physical education class, teachers whistle clearly, loudly, affirmatively and forcefully, which can not only effectively replace teachers' passwords to convey information to students, but also effectively organize students to carry out various exercises, making physical education class full of vitality. Therefore, the teacher's whistle is an order in physical education teaching, and students will start or stop practicing when they hear the whistle. The sound should be played with less precision, but not with whistle. The whistle must have a clear purpose, or set, or prompt, or change exercises. Frequent use of whistle with unclear purpose will make students at a loss, and over time, it will cause students to be slow to respond to whistle. Therefore, it is just right to whistle at the right time.

(3) Don't let the whistle sound too monotonous.

Whistle should have a strong emotional color, so that whistle has the expressive force of priority and distinct rhythm, and it should not be dull and monotonous. Such as gathering teams or stopping practice, the whistle should be loud and clear, the whistle for guiding practice should be short and powerful, and the whistle for changing teams should be long and combined. Only by making the whistle explicit can students respond immediately after hearing the whistle.