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规则和技术的改进与创新是蹦床项目发展的动力。能否较好应对2010年5月国际体联理事会作出在2011年1月1日起执行蹦床评分规则的重大修改,对我国蹦床项目今后的发展有着至关重要的作用。通过分析历届蹦床评分规则的修改经验,结合我国现阶段蹦床运动发展的情况和国际蹦床运动的具体情况,提出我国在应对规则变化在训练中应该注意的问题和应采取的部分措施,为我国备战2012年伦敦奥运会蹦床比赛提供参考。 相似文献
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我国蹦床运动员起跳网上转体研究报告 总被引：3，自引：0，他引：3
主要采用摄像法和影像解析法对我国蹦床运动员起跳网上转体问题进行研究。研究结果表明:起跳网上转体目前是我国蹦床运动员普遍存在的技术错误之一。它不但影响腾起高度及动作姿态,还易导致身体横向水平位移。当完成翻转周数、转体度数较少的空翻转体动作时应采用非惯性转体技术;当完成翻转周数、转体度数较多的空翻转体动作时,在保证充分压网与蹬伸的前提下,身体离网瞬间即可开始转体。 相似文献
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我国男子蹦床单人项目与世界先进水平的比较研究 总被引：1，自引：0，他引：1
采用文献资料调研、现场观察、录像分析、数理统计等方法,对中、外优秀男子蹦床运动员的动作难度及质量进行比较研究。结果表明,我国男子蹦床运动员的动作难度处于世界领先水平;第Ⅰ套动作及动作质量规格差距明显;“开腿”晚、过早屈髋、位移过大等是目前我国男子蹦床运动员存在的主要技术性问题。进一步强化动作技术质量规格,动作难度与质量的均衡发展,完成成套动作的稳定性是我国优秀男子蹦床运动员训练和备战第29届奥运会需重点解决的问题。 相似文献
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中国竞技蹦床运动现状及水平分析 总被引：30，自引：5，他引：25
本文通过对 2年来的全国蹦床比赛以及国际蹦床比赛的国内、外优秀蹦床运动员的动作质量、难度等情况的分析比较 ,指出了我国蹦床运动员在运动训练中存在的问题与差距 ,提出了现阶段我国蹦床运动训练的指导思想。 相似文献
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通过对今年全国蹦床锦标赛与冠军赛执行国内特定规则高度加分和位移减分情况的对比分析指出：男、女运动员高度加分有所改观，女运动员控制水平位移方面已有长步进步，但获高度加分仍是廖廖无几，位移过大错误当前在我国蹦床运动员中具有普遍性。建议有关方面适时修订高度加分标准，教练员要实施卓有成效的基本技术与连接技术训练。 相似文献
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首次以2017年“位移分”蹦床新规则出台后蹦床项目各分项成绩与总成绩的关系为研究视角,以第十三届全国运动会蹦床比赛男、女团体决赛中无明显重大失误的男女运动员比赛成绩作为研究对象,对男女运动员技术分、位移分、难度分、高度分与总分的灰色关联度进行了计算。研究发现,男运动员在难度分、高度分和总分成绩上显著高于女运动员,而完成分和位移分无显著性差异。灰色关联分析结果显示,高度分对总成绩的影响最大,难度分最小,而完成分和位移分的排序则显示出性别差异。这些分项成绩对总成绩的影响大小及性别差异性,揭示了不同分项成绩得分在整体动作评价及相互之间的影响作用,为蹦床项目运动员的针对性训练提供了理论参考。 相似文献
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2002年全国蹦床锦标赛与冠军赛高度加分和位移减分情况对比分析 总被引：3，自引：1，他引：2
通过对今年全国蹦床锦标赛与冠军赛执行国内特定规则高度加分和位移减分情况的对比分析，指出：男、女运动员高度加分有所改观，女运动员控制水平位移方面已有长足进步，但获高度加分者仍是廖廖无几，位移过大错误在我国蹦床运动员中具有普遍性。建议有关方面适时修订高度加分标准，教练员要实施卓有成效的基本技术与连接技术训练。 相似文献
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本文采用统计法、实验法和文献资料法,对未中3分球的落点进行统计分析,为进攻队员冲抢前场篮板球找出一般规律,在此基础上进行技、战术训练设计．培养冲抢意识,争夺更多的篮板球。 相似文献
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2004年欧洲杯足球赛进球统计分析 总被引：10，自引：1，他引：9
对2004年欧洲杯足球赛31场比赛77个进球进行统计与分析,揭示了射门进球的最佳区域分布情况.结果还表明运用各种配合而进的球虽然仍占多数,但由运突及定位球等手段所获得的进球也在上升. 相似文献
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This paper analyses the capacity of youth sport volunteering to contribute to the development of social capital. Following a review of the emergence of social capital as a key theme in UK sport policy, the paper focuses on the ability of a structured sports volunteering programme to equip young people with skills for effective volunteering, and provide opportunities for ‘social connectedness’ through sports volunteer placements. The study uses survey data (n=160) and qualitative interviews (n=10) with young people to examine how the national Step into Sport programme impacts on participants’ personal and skill development, and on their commitment to community involvement. Interviews with education and sport professionals (n=33) provide additional expert perspectives on the programme's impact on participants. Both sets of respondents report strong individual benefits to participants from their involvement, and increased social connectedness in a range of contexts. The paper concludes by considering the implications of the study for claims about the potential contribution of sport to social capital. 相似文献
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This study explores the role of school and university partnership teams in the professional development of physical education (PE) pre-service teachers (PSTs) during their one year Postgraduate Certificate in Education course in England. The paper focuses on the key influences and processes that impacted on PST subject knowledge development. An interpretive methodology informed by constructivist grounded theory [Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.] was adopted. This research highlights that the process of knowledge development in physical education teacher education (PETE) is socially constructed and complex. Much of the PSTs’ development was influenced by various communities of practice, particularly their school placements’ PE departments, but also their university-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to PSTs’ development. University-based learning was credited by PSTs with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. This study identifies the capability of school/university partnerships to facilitate enhanced knowledge development in PETE. Taking into consideration the evolving nature of PETE within a political context that is progressively moving towards an entirely school-based model, an evidence-based debate over the manner and nature of the subject knowledge to be developed is needed. 相似文献
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Olli Ohtonen Stefan Lindinger Teemu Lemmettylä Seppo Seppälä Vesa Linnamo 《Sports Engineering》2013,16(4):281-296
The aim of the present study was to design, construct and scientifically validate a two-dimensional force measurement binding system for cross-country skiing. The system consists of two force measurement bindings. One binding was designed for analysing classic skiing (vertical and anterior–posterior [along the ski] force components) and the other one for skate (freestyle) skiing (vertical and medio-lateral [transverse to the ski] force components). Validation was accomplished using a three-step process: (1) accuracy tests for the sensors in two temperatures, (2) sport-specific imitation jump test on standard force plates in a laboratory and (3) comparing the system against force measurement reference systems that are currently used when skiing on snow. During sport-specific imitation jumps, differences in peak forces and impulses between the classic binding and the reference systems ranged from 8.0 to 19.9 % and were two to three times greater compared to differences between the skate binding and the reference systems (range ?5.9 to 5.5 %). However, high similarity coefficients were observed with both bindings (classic binding 0.990–0.996, skate binding 0.996–0.999) compared to the reference systems. Based on these results, the skate binding was shown to be fully valid for use in field measurements of skate skiing, whereas some improvements have to be performed in the construction and sensor placements for the classic binding (vertical as well as anterior–posterior force component). 相似文献
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Abstract This study examined dissonance in physical activity (PA) between two youth-specific hip-derived intensity cut-points for the Actiwatch (AW), and compared PA between hip and wrist placements using site-specific cut-points. Twenty-four children aged 11.2?±?0.5 years wore the AW on the right hip and non-dominant wrist during a typical school day. Minutes of sedentary behaviour and vigorous activity were greater using Puyau et al. (2002) cut-points, but light, moderate, and moderate-to-vigorous (MVPA) were greater when derived using Puyau et al. (2004) cut-points (P?相似文献
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Anne Flintoff 《Sport, Education and Society》2015,20(2):190-211
This paper reports on a study that explored black and minority ethnic (BME) students' experiences of physical education teacher education (PETE) in England. Widening the ethnic diversity of those choosing to enter the teaching profession has been a key policy objective of the Training and Development Agency—the government agency responsible for teacher education—for some years. However PETE programmes, designed to produce specialist physical education (PE) teachers to work with secondary age (11–18 years) pupils, reveal significant and enduring levels of under-representation of BME candidates, compared to other subject specialisms. The study reported here used semi-structured interviews and questionnaires with 25 BME participants from five universities involved in PETE in England. The findings show that BME PETE students share many of the characteristics with their White counterparts, being young, sporty and with a desire to improve PE experiences for future generations. However, in other ways, their experiences reveal the significance of ‘race’ ethnicity, and religion and how these are interwoven with gender to position them as ‘other’ in PETE spaces and within schools. Skin colour and religious dress were significant to stereotyping and everyday interactions that served to position them as ‘out of place’, particularly evident in practical activity sessions and on teaching placements. ‘Race’ and ethnicity as part of their professional education was at best a marginalised discourse, at worse, reproduced a deficit perspective of BME pupils’ and their schooling. The paper concludes by arguing for a critical analysis of the construction of Whiteness through PETE. 相似文献
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The pre-service teacher (PST) learning process has been claimed to include multiple and complex forms of learning because various areas of knowledge growth occur at the same time. In the Sport Education (SE) literature, there has been a noticeable dearth of research regarding how PSTs learn, interpret and deliver the model. While several studies report PSTs having experienced SE prior to the formal study being carried out, to our knowledge, only one study has followed PSTs through a series of learning experiences. In this study, we used the three-level model of learning as a framework to investigate a PST’s continuing process of learning to teach SE as part of a PETE program and while teaching during the school placement component of the PETE program. The study was guided by the question, ‘How does a PST’s knowledge of teaching and learning SE develop?’ This study reports on one physical education PST learning to teach SE. The learning experience was composed of four PETE courses (two content courses and two school placements) divided into five phases. Data collection employed five semi-structured interviews, coursework and a focus group. Data were analyzed using a hybrid approach of inductive and deductive theme development. Results revealed that the PST progressively developed conscious awareness and understanding about teaching and learning SE. The comprehensive learning experience made the PST develop understanding of teaching and learning SE that reflected knowledge on an abstract level. Studying the relationships between SE concepts, while connecting them with knowledge from various PETE courses, the theoretical foundation of SE became accessible. We encourage physical education teacher educators to allow for a continuing growth of understanding where PSTs develop knowledge through various SE learning and teaching experiences tailored around their needs and concerns. 相似文献