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1.
Abstract

This study was undertaken to evaluate the effectiveness of a supplementary physical education program in improving selected motor skills and behavior adjustment of primary school children who were poor in motor skills and deficient in behavior adjustment. Tests were administered to members of two experimental groups (instruction and non-instruction) and two control groups (deviant and normal) at various times during a one-year period. Improvement in motor performance demonstrated by each of the two experimental groups was significantly greater than such improvement made by each of the control groups. The level of motor performance attained by each of the experimental groups did not significantly differ from the level of motor performance exhibited by normal primary school children. Changes in behavior adjustment among the participants were not statistically significant.  相似文献   

2.
Abstract

Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components.

Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice.  相似文献   

3.
Abstract

In an attempt to investigate the effects of physical fatigue upon the learning of a motor skill, 75 college women were assigned in systematic rotation to either a control group or to one of two experimental groups (N = 25 in each group). All subjects were given a total of 50 trials on the pursuit rotor: 25 trials on Day 1, the practice session; and 25 trials on Day 2, the test session. One of the experimental groups was fatigued early in the practice session while the other was fatigued late in the practice session. Fatigue interpolated early and late was detrimental to subsequent performance improvements but had no effect upon the amount learned.  相似文献   

4.
Abstract

The problem undertaken in this investigation was to examine the effects of teaching sports skills with and without an instant replay videotape recorder. Two random groups of freshman students at Washington State University were taught a 12-week unit in beginning trampoline. The experimental group used the VTR. The post-test-only control group design was used. Evaluation of performance was made by a three-man jury. The group means for the experimental and control groups were 80.57 and 79.36 respectively, clearly not significant at the preset level of acceptance of .10 (t = .27).  相似文献   

5.
Abstract

The purpose of this study was to determine if elementary school children can learn selected physical skills by using self-instructive materials. Two classes of grade 4 children were used in this study. Two classes of 30 subjects, an experimental group and a control group, were pretested and post-tested with a skill test consisting of seven tumbling-gymnastic stunts. Each subject in the experimental group was given self-instructive materials and permitted to use in his own way. were guided and encouraged byr classroom teacher. The experimental group could work with the materials every day, both at home and at school, from early November to the middle of May. The control group did not use the materials. Analysis of the data indicated that children using self-instructive materials improved significantly in all areas tested.  相似文献   

6.
Abstract

This study compared the effects of mobility patterning techniques to the effects of special physical education activities upon selected motor skills of primary school educable mentally retarded children. The experimental group received the appropriate mobility patterns in creeping, crawling, and walking, which later were practiced in game situations. The control group received special physical education activities. Both groups received daily 30-minute classes, Monday through Friday, from September 1966 to December 1966. Based on the differences in leg power as measured by the hurdle jump and the standing broad jump, it appeared that the special physical education activities contributed more to the development of the subjects. However, neither program was more effective than the other in terms of dynamic balance, agility, or fine manual motor coordination.  相似文献   

7.
Abstract

The purpose of this study was to determine if there were differences in learning to perform a novel motor task between two equated groups: one group was subjected to learning the task immediately following a heavy physical work bout on a bicycle ergometer; the other group was subjected to learning the task with no imposed physical exercise. It was found that the subjects who practiced the stabilometer exercise in a fatigued state performed significantly better than subjects in the control group except for test 4. The experimental group also performed significantly better than the control group during the 5th test which was performed without any fatiguing task. It appears from this study that the fatigue state of the learner had a favorable influence on both performance and learning of certain novel motor skills.  相似文献   

8.
Abstract

This study was undertaken to compare Negro and white college women in beginning swimming on performance, motor ability, buoyancy, and body measurements. Thirteen Negro and 44 white nonswimmers were assigned to one of four classes for eight weeks of instruction. The criterion of a nonswimmer was the inability to propel the body 15 feet in a prone position with the face immersed. Preliminary tests included the Scott Motor Ability Test and measurements of height, weight, sitting height, leg length, shoulder width, hip width, and breathing capacity. Buoyancy was assessed by hydrostatic weighing. Learning rate was recorded as the number of trials required to execute successfully 15 progressive swimming skills. The Fox Power Test was administered as a measure of terminal achievement. Evidence indicated that the Negro group was significantly superior in motor ability, while the white group was significantly superior in swimming performance and was more buoyant. Because of the difficulty experienced by the Negro group with skills demanding buoyancy, swimming progressions for nonbuoyant college women should not utilize horizontal flotation as an integral component.  相似文献   

9.
Abstract

Four required physical education volleyball classes were taught four distinct volleyball skills in varied sequential order. The skills learned were the serve, dig, set-up, and spike. Between- and within-group differences were observed on tests administered on three different occasions throughout the quarter.

Immediate and later retention effects due to the order in which the skills were learned when measured yielded a few isolated significant differences, but no pattern was established. It was concluded that the order in which volleyball skills are taught had little bearing on their learning or retention.  相似文献   

10.
Abstract

The purpose of this study was to investigate the effect of melatonin administration on muscle glycogen concentration during recovery after exhaustive swimming exercise in sedentary and trained rats. Male Wistar rats were assigned to one of four groups: sedentary control (C), sedentary melatonin-injected (M), exercise-trained (T), and trained and melatonin-injected (MT) groups. Exercise-trained groups were subjected to six weeks of swimming exercise. All rats completed an exhaustive swimming exercise. Two daily subcutaneous injections of melatonin at a dose of 3 mg·kg?1 were given to the rats in the M and MT groups immediately after the exhaustive exercise. Plasma melatonin, glucose and lactate concentrations, and glycogen concentrations of the soleus and epitrochlearis muscle tissues were measured after exhaustive exercise. Plasma lactate concentration was significantly lower in the T and MT groups than in the C group. Plasma melatonin concentration was higher in the supplemented groups than in the C group. Plasma glucose concentration was significantly higher in the T and MT groups than in the C group. Both epitrochlearis and soleus muscle glycogen concentrations were higher in the trained groups than in the C group. In conclusion, although exercise training results in improvement in muscle glycogen, exogenous melatonin administration after exhaustive exercise did not restore the glycogen concentrations in fast- or slow-twitch muscle tissues.  相似文献   

11.
Abstract

Male volunteers (N=80) were randomly assigned to either a control or a mental practice group for the learning of three motor skills, the hock swing to a horizontal bar, jump-foot, and soccer hitch kick. All subjects were tested individually on each of the skills but one group engaged in five directed mental practice sessions spaced over a period of 5 days prior to being tested. Significant differences between groups in initial trial success were obtained for the hock swing but not for the other two skills. After physical practice was introduced, the mental practice group required fewer trials to achieve success in the hock swing and the jump-foot but not in the soccer hitch kick. It was concluded that the effectiveness of mental practice without prior physical practice is specific to the skill and is more pronounced for simpler skills.  相似文献   

12.
Abstract

This study was made to test certain hypotheses concerning proprioceptive facilitation by observing the relative effects of the use of lightweight and heavyweight equipment on the acquisition and retention of selected skills by second and third grade children. The 96 7-and 8-year-old children were equaled into four groups on the basis of summed scores derived from a five-item physical performance test battery. Each group consisted of 12 boys and 12 girls, ande were two equated groups in each grade level. One group at each grade level was randomly assigned to use lightweight plastic equipment, while the other grade group used the standard-type equipment classified as heavyweight equipment. Each lightweight group and each heavyweight group were taught the four sports-type skills and tested in the performance of the skill 2 days after the instructional lesson and retested 9 months later. It was concluded that the learning of sports-type skills by young children of limited strength may be facilitated by the use of lighter-weight equipment. To some extent, this relationship among the factors of equipment weight, strength, and the acquisition of skill would seem to be in accord with the “flower spray ending feedback” theory of proprioceptive facilitation.  相似文献   

13.
Abstract

Attitudes, creativity, self-concept and motor skills were measured to determine the influence of decision-making on elementary children. Three groups of children (N = 208) were tested, one group was taught with the teacher dominating all classroom decisions, another group was encouraged to share in the decision-making, and a third group served as a control. Data were collected immediately before and after an eight-week instructional period. MANCOVA indicated that the two treatment groups had significantly higher scores than did the control group, and the shared decision-making group scored significantly higher than the teacher dominated group on measures of creativity, motor skills and self-concept. A 2 (treatment) × 2 (sex) × 5 (grade) ANOVA revealed significantly more positive attitude scores for children allowed to make decisions regarding their learning. Further, Pearson product-moment correlation showed the tested variables to be independent measures of a child's development.  相似文献   

14.
Abstract

This study determined the effectiveness of a global learning strategy on the skill level attained in one closed primary task and two related ones. Eighty subjects were randomly assigned to five groups equal in number and sex: a content-dependent strategy group (CDS), a content-dependent strategy plus reminders group (CDSR), a content-independent strategy group (CIS), a content-independent strategy plus reminders group (CISR), or a control group. A content dependent strategy is one learned in reference to a specific task; in this case, the primary one. A content independent strategy is learned in the context of many example tasks. Subjects performed underhanded dart throwing as the primary task, jart throwing (similar in nature to dart throwing) as the directly related task, and soccer foul shooting as the slightly related task. The strategy used to test the hypotheses generated was the Singer 5-Step Strategy. ANOVAs indicated that all of the strategy learning conditions were significantly more effective than the control condition for each task. Furthermore, the CIS learning situation was more beneficial for the learning of the task most related to the primary task than the CDS learning situation. The CISR group outperformed the other strategy groups in the less-related task.  相似文献   

15.
Abstract

This study was designed to determine if intrinsically programed materials and techniques can be effectively used to teach a health education unit to secondary school students, and to compare levels of achievement resulting from the utilization of programed materials as opposed to traditional classroom methods. Twelve secondary school health education classes in New York City, involving 343 students, were divided into matched groups. Branched, self-teaching materials on the topic of alcohol education were presented to the experimental group to be studied at home for a 3-day period without recourse to classroom instruction. The control group was taught the topic in a 3-day unit utilizing traditional classroom teaching techniques. The results of the achievement test administered at the conclusion of the unit indicate that branched or intrinsically programed materials and techniques can be effectively used in the teaching of a secondary school health education unit and that in this particular investigation the experimental group learned significantly more than the control group.  相似文献   

16.
Abstract

Three groups, two experimental and one control, consisting of 20 college freshmen in each group, were tested doing moderate and all-out exercise on a bicycle ergometer. Selected physiological responses and the circulorespiratory endurance times were measured. An eight-week training period followed during which the experimental groups participated in weight-training programs and the control subjects in archery or bait casting. After training, the tests were again administered.

Though there was an indication of improved circulorespiratory responses by the weight-training groups following training, statistical treatment of the data revealed no significant differences among the three groups in their responses to exercise.  相似文献   

17.
Abstract

The five different training methods used in this study consisted of various proportions of swimming and of weight training exercises. Sixty subjects were divided into five equated groups. Each group was exposed to a different treatment over a period of six weeks. Tests of swimming speed were administered at the beginning of the experiment, and at the end of each week. All five treatments resulted in significant swimming improvements, but none of the treatments were significantly more effective than the other treatments.  相似文献   

18.
Background: Motor skill (MS) competence is an important contributing factor for healthy development.

Purpose: The goal was to test the effectiveness of primary school physical education (PE) on MS and physical fitness (PF) development.

Methods: Three classes (n?=?60, aged 9.0?±?0.9) were randomly assigned to three diverse conditions during a school year: two PE lessons/week (PE-2), three PE lessons/week (PE-3), and no PE lessons control group (CG). BMI, skinfolds, PF (9-min run/walk, sit-up, modified pull-ups), gymnastics, soccer, handball, basketball and track-and-field skills were evaluated. Effect sizes (d) were reported as magnitude of change.

Results: Skinfolds significantly increased only in CG (d?=?1.21). PF composite z-scores improved in PE-3 (d?=?0.61), but decreased in PE-2 (d?=?0.57), and had no changes in CG. Statistically significant improvement was verified in gymnastics and handball skills in both experimental groups (gymnastic: d?=?2.95 and d?=?2.61 for PE-3 and PE-2, respectively; handball: d?=?1.87 and d?=?0.57 for PE-3 and PE-2, respectively), and no changes were seen in CG. In soccer, there were improvements only in the PE-3 (d?=?0.55), and in basketball only in PE-2 (d?=?0.46). There were no changes in any group for track-and-field skills.

Conclusions: PE programs can effectively promote PF and MS development.  相似文献   

19.
Abstract

The continuous execution of swimming techniques may cause muscle imbalances in shoulder rotators leading to injury. However, there is a lack of published research studies on this topic. The aim of this study was to analyze the influence of a competitive swim period on the shoulder rotator–cuff balance in young swimmers. A randomized controlled pretest–posttest design was used, with two measurements performed during the first macrocycle of the swimming season (baseline and 16 weeks). Twenty-seven young male swimmers (experimental group) and 22 male students who were not involved in swim training (control group) with the same characteristics were evaluated. Peak torque of shoulder internal and external rotators was assessed. Concentric action at 1.04 rad s?1 (3 repetitions) and 3.14 rad s?1 (20 repetitions) was measured using an isokinetic dynamometer (Biodex System 3). External/internal rotators strength ratios were also obtained. For both protocols, there were significant training effects on internal rotator strength and external/internal rotator ratios (p ≤ .05). This trend was the same for both shoulders. Within-group analysis showed significant changes from baseline to 16 weeks for internal rotators strength and unilateral ratios of the experimental group. Swimmers' internal rotator strength levels increased significantly. In contrast, a significant decrease of the unilateral ratios was observed. Findings suggest that a competitive swim macrocycle leads to an increase in muscular imbalances in the shoulder rotators of young competitive swimmers. Swimming coaches should consider implementing a compensatory strength-training program.  相似文献   

20.
ABSTRACT

This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions.  相似文献   

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