Sports injury prevention course ideological and political education

The ideological and political core of sports injury prevention courses is not to impose moral education test points in addition to knowledge points, but to integrate the three cores of "reverence for the body, respect for rules, and responsibility for others" into every action demonstration, every case analysis, and every practical training. What is ultimately cultivated is sports participants who can not only scientifically protect themselves, but also have rule awareness, team spirit, and sports responsibility, rather than "theoretical answering machines" that only memorize RICE principles and injury classification. This is the most practical conclusion that I have come to after 6 years of teaching public physical education classes in colleges and universities and supporting injury prevention classes for school teams.

When I first took over the task of ideological and political integration in the first two years, I also did stupid things that were forced on me: when I was talking about ankle sprains, I suddenly inserted the spirit of the women's volleyball team for five minutes, and when I was talking about hemostatic bandaging, I forced myself to mention the firefighters' rescue deeds. At that time, I thought it was the students who were not cooperating, until I met a boy I had taught before while playing field ball. He still had a myotropic patch on his ankle. He said that the last time he stepped on someone else's foot while trying to grab a board during a field game, he also sprained it. Both of them had to rest for a month. He said that at that time In class, I told him not to jump blindly in an informal venue or without observing his surroundings. At that time, he only remembered the knowledge point of "cold compress for sprains" and did not listen to the precautionary warnings. He always felt that "this kind of bad luck will not happen to me."

There are actually two voices in the academic circles regarding the ideological and political aspects of physical education courses: one group advocates emphasizing the grand narrative and taking sports to strengthen the country and the feelings of family and country as the core output point. After all, sports itself is a field that is strongly bound to national strength and collective honor.； The other group believes that the ideological and political education in ordinary public physical education classes must be grounded and cannot float in mid-air. Students cannot even protect their own bodies, and it is useless no matter how grand narratives are told. I actually think these two statements are not contradictory at all, and there is absolutely no need to be either/or. For example, when talking about the prevention of fatigue fractures, I will take a case I encountered when I was studying with the provincial team doctor: a 17-year-old team member secretly increased the amount of exercise outside the training plan in order to qualify for the National Games. In the end, fatigue fractures occurred in the tibia. Not to mention participating in the competition, he stopped even normal training for three months. Are you saying he has no sense of collective honor? Too much, I just want to get results for the team so much that I am eager for quick success. At this time, if you say "responsible for one's own body is responsible for the team", and then extend it to the self-discipline of professional athletes and scientific dedication for national honor, no one will find it awkward at all. Instead, students can follow this logic and connect the "individual-collective-country" relationship on their own.

What particularly impressed me was the bandage training class last semester. There was a girl with very clumsy hands. The bandages she tied on her classmates were either so loose that they would fall off if they moved, or they were so tight that their arms turned purple. She was so anxious that she almost cried. I didn't go up to correct her bandaging technique first, but asked her first: "If your roommate broke her arm during a game, and you tied it loosely and then opened the wound after she went on the field, if it was tied tightly, the blood supply might be insufficient and there would be sequelae. Do you still think this is just a training task to collect credits?" ”She was stunned at the time, and later she stopped practicing perfunctoryly. She stayed after class and practiced for an extra 40 minutes. She got full marks in the final bandaging assessment. She also took the initiative to sign up as a medical volunteer for the school sports meeting this semester. When I met me last week, she told me that the last time she bandaged a classmate who was bruised after running 3,000 meters, the other person said that it was not tight at all. She felt particularly accomplished. You see, there is no need for you to repeatedly say "help others" and "have a sense of responsibility". The truth is hidden in specific things.

Nowadays, many people complain that the ideological and political education in physical education classes is "hard-wired". I understand this resentment very well. If I were a student, the teacher was talking about the treatment of muscle strains, and suddenly he said, "We must learn from the tenacious fighting spirit of Olympic athletes." I was also confused. It’s not that we can’t talk about the Olympic spirit, it’s that we need to find the right combination. For example, when talking about the principle of "assessing the environment first, then rescuing others" when dealing with injuries, I will take the case of a cross-country race accident that I have seen before: many amateur competitors rush to help someone when they see someone falling, but as a result, they themselves are tripped by the uneven track, which makes the rescue more complicated. At this time, you can extend it further. Whether it is rescue at the stadium or rescue in daily life, professionals who do environmental assessment at the first time are never afraid of death. They are responsible for themselves, the rescued, and the entire rescue team. Doesn't this expand the core of "responsibility" from the personal level?

When I prepare lessons now, I never make a separate table of "Ideological and Political Integration Points". All moral education points are inherently integrated with knowledge points. Talking about the importance of warm-up, I would say that the main player of the school team I coached before felt that he was young and had good physical fitness, so he cut off the warm-up time in every training. In the end, he ruptured his cruciate ligament during the provincial competition. Not only did his career suffer, but the team's tactics that had been prepared for more than half a year were completely messed up. In the end, he came in second. He said that the whole team cried in the lounge that day. The most uncomfortable thing for him was not that he could not play, but that he felt sorry for his teammates who had endured for more than half a year. When talking about the rules of the field, I would say that in the city league last year, there was a team that knew that the opponent's main player had a knee injury, and deliberately caused a confrontation in the direction of the injury. In the end, they won the game and were booed by the audience. Even after winning the trophy, no one was convinced.

To put it bluntly, the course on sports injury prevention is originally about teaching "responsibility": as small as taking responsibility for your own knees and ankles, and not tampering with your body.； Big enough to be responsible for teammates and opponents who play together, and not to make dangerous moves ； If you become a coach or a physical education teacher in the future, and the children you teach are injured because you did not explain the protection knowledge clearly, then it will be your responsibility. Going a step further, national fitness is so popular now. If everyone who loves sports has a sense of protection and rules, goes to the hospital less often, exercises more happily, and the physical fitness of the whole nation is improved little by little, isn't this how the goal of becoming a sports power can be achieved? There is no need to shout slogans, those principles have long been hidden in every demonstration and case sharing.