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关于运动参与层次的研究 总被引：1，自引：0，他引：1
运动参与作为新一轮课程改革提出的新学习领域和体育与健康课程首位的学习领域,受到广大体育工作者的重视,但国内相关研究都处在起步阶段,甚至有些是空白阶段.运用文献资料法、问卷法,界定运动参与的层次结构.结论:运动参与层次按学生主体性发挥程度可分为雏形层、发展层、成熟层三个层次,按其表现形式主要呈现主体身体、心理投入方面依次递进特征. 相似文献
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运动心理学研究进展 总被引：6，自引：0，他引：6
概述竞技运动心理、大众锻炼心理和体育教育心理3个领域的研究进展,并提出今后的研究展望.在竞技运动领域,运动心理学家最关注3个领域:运动员认知特征和人格特征、运动员心理状态的检测和评价、运动员心理调节能力的提高.锻炼与心理健康的关系是大众锻炼心理领域关注的重点.体育教育心理研究突出表现在重视对学生体育学习心理的研究,应用性研究增多,对重要的基础理论探索更加深入.但在学生体育学习心理特点和体育教学心理建设功能领域低层次重复性研究较多.运动心理学研究将主要围绕运动员心理训练、各种生理指标在监测与评价运动员心理状态或心理机能时的信度与效度、运动员的运动认知和身体锻炼与心理健康关系4个方面展开. 相似文献
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排球运动是深受广大青少年喜爱的体育项目，对促进身心健康具有重要的价值，其一直被列为中学体育教学的重要内容之一。在新的《体育与健康》课程标准中，提出了运动参与、运动技能、身体健康、心理健康和社会适应等五个领域学习目标，并强调运动技能学习领域体现了体育与健康课程以身体活动为主 相似文献
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体育素质教育目标体系与培养方法 总被引：1，自引：0，他引：1
1 体育素质教育目标体系普通高校体育素质教育目标体系和体育能力培养目标体系如图 1所示。体育道德品质体育素质教育目标体系体育能力培养目标体系终身体育能力体育创新能力体育心理德育渗透体质发展体育文化运用与组织锻炼能力参与社会体育能力终身体育意识体育参与意识体育经营意识体育意识体育技能娱乐体育技能体育组织技能身体锻炼技能基本运动技能运用与评价能力体育基础知识体育保健知识身体锻炼知识竞技运动知识体育消费知识体育知识心理竞争能力基本心理因素心理健康自我控制和自我心理调节团结协作和开拓进取精神竞争和创新的意识意志品质和沉着果敢精神自尊心和自信心心理适应能力心理适应性行为反应情绪状况智力发展状态体育基本活动能力体育思想道德行为调控能力体育道德行为体育思想方法的应用体育思想情感的表现体育思想认识体育信念与理想体育政治观点身体抵抗疾病能力身体适应自然能力身体素质身体机能身体形态图 1 体育素质教育目标体系与体育能力培养目标体系上述目标应该以渗透德育为核心 ,以发展学生创新意识为重点 ,以培养学生终身体育能力为目的。各目标之间相互联系、相互促进、协调发展 ,统一于学校体育的实践之中。只有以学校体育实践为主线 ,把各项目标有机地... 相似文献
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试论体育活动调节自我提高大学生心理健康 总被引：1，自引：0，他引：1
自我是一个与人们心理健康紧密联系的心理课题,包括自我概念和自尊。根据Shavelson等[1]学者提出的自我理论,自我分为学业自我和非学业自我,其中学业自我包括数学等具体学科的领域,而非学业自我包括社会、情绪及身体的自我。自我对于大学生参与体育活动的心理前因和心理效益有着非常重要的意义,并且与心理健康关系密切。文章采用文献资料研究的方法,讨论体育活动、自我和心理健康三者之间的关系,提出:①体育活动能增进大学生自我,自我的提高有助于大学生参与体育活动;②大学生自我与心理健康关系十分密切;③大学生参与体育活动能增进心理健康。 相似文献
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论中学生体育能力与体育素养的培养 总被引：1，自引：0，他引：1
陈志杰 《体育成人教育学刊》1998,(4)
一、体育素养与体育能力的内容体育素养实际上就是指一个人的体育文化水平。它主要包括体育意识,即懂得体育运动的意义和作用,具有参与体育运动的欲望和要求;身体基本活动能力;基本运动能力;基本体育知识以及从事锻炼、身体娱乐与欣赏体育比赛的能力等诸方面。它是一个广义的概念。体育能力是一种特殊能力,主要指运用体育知识和技能,发展身体素质和心理素质,增强体质,提高运动技术水平的本领,是顺利完成体育任务的个性心理特征。它是学生的身体形态、素质、机能、体育知识、技术和技能以及智力和运动心理素质的综合反映。主要由以… 相似文献
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体育的概念、术语、定义之解说立论 总被引：7，自引：1，他引：6
张洪潭 《西安体育学院学报》2006,23(4):1-6
体育概念的属性是人的肢体活动,其种差是强化体能和非生产性。体育一词本身就是最具涵盖性且最适宜的专用术语,而身体教育一词则是蹩脚的汉语。体育的定义应是,旨在强化体能的非生产性肢体活动。 相似文献
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Tristan L. Wallhead Martin Hagger Derek T. Smith 《Research quarterly for exercise and sport》2013,84(4):442-447
In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. 相似文献
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In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. 相似文献
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《European Journal of Sport Science》2013,13(4):1-4
This issue of the European Journal of Sport Science is dedicated to six investigations of motivational climate in sport and physical education. The combined results of these articles underscore the facilitative value of significant others in developing achievement motivation among sport and physical education participants. Moreover, the research supports the argument that task-involved climates - where effort, learning, and self-referential goal achievement are promoted - produce more adaptive motivational climates than do ego-involved climates, where winning and social comparisons of ability are advocated. 相似文献
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亚竞技运动与现代学校体育 总被引：1，自引：0，他引：1
从学校体育发展的历史和需要看，竞技运动都与学校体育密不可分。亚竞技运动的产生是学校体育与竞技运动发展的必然产物，是适应现代学校体育发展需要的新型运动形式，它将成为促使21世纪学校体育再现辉煌的动力。 相似文献
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Gigliola Gori 《国际体育史杂志》2015,32(6):754-769
The University of Urbino is composed of 10 different faculties, the youngest of which is the Faculty of Sport Sciences. Local interest in sport games and athleticism dates from early Renaissance, and Urbino's citizens still continue to cultivate the passion for such activities. For many centuries participation in physical exercise had been largely neglected on the national level, but after the Italian unification of 1861 interest in gymnastics experienced remarkable growth due to its function in reforming and uniting the identity of the population. In the fascist era mass sport affirmed and was the pride of Mussolini; two academies were founded for the training of highly specialized male and female teachers of physical education and sports. But after the fall of the regime these activities had a difficult time being accepted. Finally, in the 1960s a number of ISEF schools (Advanced Institute of Physical Education) were founded and among them that of Urbino; later, in 2000, the government gave universities the option of establishing their own schools of sport sciences. Urbino promptly closed its ISEF and opened the Faculty of Sport Sciences. The paper makes frequent references to both the broad framework of national physical education and sport and the more modest reality of Urbino. 相似文献
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在高校体育中,教师必须充分理解学生参加体育锻炼的动机,才能更好地实现学校体育的目标。因此,研究主要从大学生参加体育锻炼的动机(包括各种参加体育锻炼的原因)和成就目标取向的关系作调查研究。对412名不同专业一二年级的大学生,采用体育锻炼参与动机问卷调查(PMQ;Gilletal,1983),体育任务和自我取向问卷(TEOSQ;Duda&Whitehead,1996),对大学生体育锻炼的成就动机作评价。分析显示目标取向与个体动机模式(例如团队精神,技术提高等)相关,自我取向和不同的个体动机模式上存在显著联系(如社会地位和赏识)。结果表明,大学生参加体育锻炼的动机可以通过提高目标取向而提高。 相似文献
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Olga Nikolaevna Glotova 《Sport, Education and Society》2013,18(8):1072-1088
While remarkably positive findings have been presented in research focusing on Sport Education in school settings, investigations on how preservice teachers learn to teach a new curriculum in physical education have been described as ‘the missing link’ in curriculum research. The purpose of this study was to introduce Sport Education to students in a Russian physical education pedagogical college, and to track their understanding of the model through a series of learning experiences. An action research methodology was employed as the main design of this study, which included four experience steps: lecturing, participating, planning and teaching. The most significant finding related to the knowledge that preservice teachers received during their intensive participation. In particular, this cohort of preservice teachers began with the misconception that Sport Education is a model where the teacher is essentially substituted by the students in terms of the operation of the class. However, by the end of the experience, the preservice teachers held the belief that Sport Education is more like a completely different teaching style where the teacher becomes a facilitator of class events. Nonetheless, their previous histories with physical education and their apprenticeships of observation strongly shaped their future intentions to teach the model. 相似文献