2017年世界男排联赛中国男排与对手比赛技术效果对比分析          下载免费PDF全文

陈贞祥  赵德峰  沈琼 《体育科研》2019,(2):97-108

通过对比分析在2017年世界男排联赛上中国男排与对手在比赛中的整体技术效果、3站比赛间中国男排自身的技术效果及各站对手的技术效果，得出在劳尔教练任期的第一次世界大赛中国男排技术效果上的优势与不足，为其日后训练比赛提供数据参考和建议。研究发现：中国男排在发球、一传和防守技术效果上显著差于对手，一攻和反攻技术效果略差于对手，仅拦网技术效果显著好于对手。发现中国男排存在如下问题：（1）发球技术能力与外教战术意图不匹配，且缺少沟通；（2）一传稳定性差，顶不住大力发球冲击成为被对手制约的短板，且一传的差距直接转化为一攻的差距表现出来；（3）二传传平拉开球速度不够快，导致战术进攻意图过于明显；（4）比赛中拦网技术存在补拦意识仍不够、移动跟不上、拦一点放弃了两点的不足；（5）防守队员预判能力不够，下蹲过浅造成移动慢，从而对拦起球的保护跟不上。此外，研究还就3站比赛进行分类对比分析，得出了相应结论与建议。  相似文献   

Where are all the males? Gender-specific typologies of childhood adversity based on a large community sample     

《Child abuse & neglect》2019

BackgroundMethodological issues have been identified when quantifying exposure to adversity and abuse. To address a single type may obscure covarying effects. To sum multiple exposures gives equal weight to each. Latent class analysis (LCA) addresses this by identifying homogenous subpopulations. Most studies using LCA have pooled gender data in spite of evidence that the nature and frequency of exposure differs by gender. Males report more interpersonal abuse, females report more of other exposures, particularly sexual.ObjectiveThis study aimed to identify if stratifying data by gender resulted in different profiles of adversity/abuseParticipants and setting: The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) wave II, a large community-based survey, nationally representative of the US population.MethodThis study used 14 indicators of childhood adversity as the basis for LCA.ResultsThe number and nature of classes differed by gender. The best solution for females was 4-class: a low risk class; a class at higher risk of sexual abuse; a class at higher risk of physical abuse; a class at higher risk of combined physical and sexual abuse. The best solution for males had only 3-classes; a low risk class, a class at higher risk of sexual abuse; a class at higher risk of physical abuse. The combined dataset resulted in a solution similar to the female solution.ConclusionThe importance of developing models for males and females separately was evidenced by the male and female classes being differentially associated with mental health variables.  相似文献   

对韩国文献太极拳理论研究的计量学分析*     

焦〓春  李爱增 《广州体育学院学报》2019,(1):60-64

太极拳是我国首批非物质文化遗产，作为中国传统民族特色的文化形态，近年来也越来越受到世界各国人民的喜爱，在世界范围内影响广泛、传播迅速。通过对韩国学术界的太极拳文献进行计量学统计分析，着重分析了文献的发表时间、作者、发行单位、研究主题和研究方法，旨在研究太极拳在韩国的发展史和传播过程，从社会学、文化学、体育学、传播学等角度，探索太极拳在异国推广和传播的规律及有效的推广方法，以期太极拳在世界大舞台上发扬光大，将太极拳的正能量传播到世界的各个角落。  相似文献   

Twenty-four-hour movement behaviours and fundamental movement skills in preschool children: A compositional and isotemporal substitution analysis     

Jéssica Gomes Mota  Cain Craig Truman Clark  Luís Lemos  Cézane Priscilla Reuter  Jorge Augusto Pinto Silva Mota 《Journal of sports sciences》2020,38(18):2071-2079

ABSTRACT

Studies that have analysed the association between the different movement behaviours and fundamental movement skills (FMS) have considered it in an independent manner, disregarding the compositional nature of 24-h movement behaviours (24-h MB). The aim of this study was to investigate the relationship between the 24-h MB and FMS in preschoolers using a compositional data analysis . Two hundred and four preschoolers (4.5 ± 0.8 years old; 101 boys) provided objectively assessed physical activity (PA) and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS (TGMD-2). Sleep duration (SD) was reported by parents. Association of daily composition of movement behaviours with FMS was explored using compositional analysis and isotemporal substitution (R Core Team, 3.6.1). When considered as a 24-h MB composition (PA, SB and SD), adjusted for age, BMI and sex, the composition predicted locomotor (r² = 0.31), object control (r² = 0.19), and total motor score (r² = 0.35), respectively (all P < 0.001). Reallocation of time from light to moderate-to-vigorous PA was associated with greatest positive changes in total motor score. Achieving adequate balance between movement behaviours over the 24-h period, and its relationship with locomotor and object control skills should be considered and further investigated in early childhood.  相似文献   

混合式教学在安全系统工程中的应用模式研究     

孙晓元  李俊吉  谢建林 《教育教学论坛》2020,(16):264-267

为实现利用较少学时来丰富教学内容、改善教学质量、革新教学方法和提升教学效率的基本目标,文章以安全系统工程这一核心课程为研究对象,通过梳理课程脉络结构、分析理论知识体系、调研学生期望与社会需求等环节,初步构建了基于“互联网+”的“线上”+“线下”混合式教学模式。实证研究表明,混合式教学模式的应用有助于提升教学质量,增强学习效果,并为教学目标的达成和人才培养的实现提供有力支撑。  相似文献   

形意拳柔性思想的教学理念分析     

张国栋  王文清 《中华武术(研究)》2020,(3):95-97

形意拳历来以刚猛粗扩、实战性强著称,随着时代发展,形意大师布学宽提出的形意拳柔化教学思想被逐漸认同。本文从现代教育学的角度,结合形意拳自身特点及现代教育教学理论,探讨形意拳柔性思想下的教学理念,为形意拳由竞技拳转变为健身拳、文化拳的柔性思想教学提供参考和借鉴。  相似文献   

Concept Proliferation as an Educational Good: Epistemic Injustice,Conceptual Revolutions,and Human Flourishing     

A. C. Nikolaidis 《Educational theory》2020,70(4):463-482

This article presents a pedagogical approach for disrupting epistemic injustice. In it, A. C. Nikolaidis first demonstrates that different forms of epistemic injustice — testimonial, hermeneutical, and contributory — are the result of limited or distorted conceptual resources and then argues that concept proliferation can be a promising educational means for overcoming such limitations and distortions. Concept proliferation involves a combination of increasing exposure to diverse, especially marginalized, concepts and providing students with necessary critical tools for questioning harmful and erroneous concepts. Concept proliferation is beneficial for both individual students and society at large. It liberates students from the confines of harmful concepts that limit their self-understanding, but also provides them with skills necessary to challenge hegemonic concepts that distort collective (social) understanding and contribute to epistemic and systemic injustice.  相似文献   

Childhood homelessness,resilience, and adolescent mental health: A prospective,person-centered approach     

Janette E. Herbers  J. J. Cutuli  Joanna N. Keane  Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844

School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context.  相似文献   

我国校园足球政策的三维协同研究     

部义峰  来鲁振 《武汉体育学院学报》2020,54(3):92-100

采用内容分析法,构建集“政策工具-政策制定主体-时间数量”一体化的校园足球三维分析框架,对2009—2018年国务院以及各部委发布的校园足球相关政策进行计量分析,并构建了我国校园足球政策的协同模型。研究表明,校园足球政策制定主体以单一部门为主,联合部门发文量较少,政策制定主体协同度仍需提升。在政策工具的使用上存在较大差异,政府偏向于环境型政策的使用,供给型政策比例有待提高,需求型政策相对匮乏。随着校园足球的深入发展,应该进一步提高政策制定主体的协同性,适当调整环境型政策工具,增加税收金融类;合理匹配供给型政策工具,加强校园足球的推动力;增加需求型政策工具,提高校园足球的拉动力。  相似文献   

Crossing the boundaries of imagination: The role of a public library exhibition in global learning for student teachers and teacher educators     

《Teaching and Teacher Education》2020

In this paper, we utilise the theoretical concept of ‘boundary crossing’ to explore how, as Australian university teacher educators, we worked with library curators and a class of student teachers to mount a public exhibition of their group work. We consider how the students crossed ‘boundaries of imagination’ in symbolic representation and critical analysis by creating artistic installations to express global education themes. We reflect on what we, the university educators, learned about crossing institutional and pedagogical boundaries to mutually facilitate new learning. We argue for the importance of shared public pedagogy as offering new avenues for teacher education and of connecting with local communities.  相似文献