Abstract:Abstract: OBJECTIVE To explore the intervention effect of team sports games on the school belonging of rural left-behind chil⁃ dren, and to provide reference for improving the school belonging of rural left-behind children. METHODS From June 2022 to Sep⁃ tember 2022, 120 rural left-behind children were randomly selected from a central school in Wangwu town of Hainan, and randomly divided into experimental group (n=60) and control group (n=60) according to the equal ratio of men and women. Experimental group: group sports game program was used to intervene students’ sense of belonging to school, and group photo: regular physical education activities were carried out according to the syllabus, and the intervention time was 12 weeks. RESULTS After the interven⁃ tion, the experimental group was significantly better than the control group in terms of the influence of school identification, school emotional satisfaction and the relationship between classmates and the dimension of collective atmosphere, and the difference was sta⁃ tistically significant (t=2.672, 7.319, 7.736, 8.719, P＜0.05), and the indicators of school belonging of rural left-behind children have the main effect of time main effect group and the interaction effect of time and group. CONCLUSION Team sports games inter⁃ vention can effectively improve the level of school belonging of rural left-behind children.