论哈尔滨体育学院篮球专项学生踝关节损伤的预防措施

在篮球运动中,踝关节是最容易受伤的部位之一,极大地损害了运动员的运动寿命,本文运用文献资料法,问卷调查法,数理统计法,逻辑分析法,自己编制调查问卷,以哈尔滨体育学院08级、篮球专项学生为研究对象,研究篮球专项学生踝关节损伤的原因,得出如下结论:篮球运动中踝关节受伤情况很普遍,哈尔滨体育学院篮球专项学生踝关节损伤率高达68.2%,应该引起高度重视;踝关节损伤主要以外踝韧带损伤、内踝韧带损伤、胫腓骨撕脱骨折和骨关节软骨病等损伤为主;造成踝关节受伤的主要原因是:受伤得不到及时治疗及调整、准备活动不充分和旧伤未愈;造成踝关节受伤的技术动作是:突破上篮、抢篮板球和抢断球.     

高校大学生篮球运动中踝关节损伤的预防与康复

本文通过对经常参加篮球活动的大学生踝关节损伤状况及原因调查发现，踝关节损伤率较高，且体育系学生损伤率高于普通大学生；引起踝关节损伤频率高的动作内容依次是争抢球、持球突破和投篮等；引起踝关节损伤的主要原因是跳起落地后不稳或踩在别人的脚上、队员动作粗野不规范及教学、训练中学生的准备活动不充分等。并针对踝关节损伤的预防、治疗和康复提出了建设性建议。     

对我校学生篮球运动踝关节损伤的调查分析

采用文献资料法、问卷调查法和数理统计等方法,对我校学生篮球运动踝关节损伤情况进行了调查分析.调查结果显示:我校学生篮球运动踝关节损伤是篮球运动损伤之首,导致踩关节损伤的主要原因是由于准备活动不充分、技术动作错误和场地条件差是造成的.通过本研究旨在为预防和减少学生在篮球运动中伤害事故的发生提供参考.     

香港女学生热门课外活动: 香港女童军(上)

身在上海的你,一提起课外活动,会想起什么?在香港的中、小学里,课外活动是必不可少的内容,球类活动、兴趣小组、制服队伍……学生的选择范围很广。尤其是香港女童军运动,会员人数达40000人,学生藉女童军     

体育课中踝关节运动损伤的预防和治疗

踝关节损伤是体育课中发生最多的运动损伤，踝关节损伤虽然不是非常严重的运动损伤，但因其发生率很高，以及相当一部分损伤病例早期处理不当，经常不同程度地影响学生参加体育运动。本文对38例在体育课中发生踝关节损伤的学生进行了调查，并在此基础上重点讨论在体育课中踝关节损伤的预防和治疗问题，以期对踝关节损伤的防治提供理论依据。     

莆田学院篮球专修班学生篮球运动损伤调查分析

为减少或避免篮球专修班学生运动损伤,以莆田学院篮球专修班学生参与篮球运动损伤情况作为研究对象,采用文献资料法、问卷调查法及访谈法,对损伤人数及次数、损伤部位及类型、损伤时段及季节等方面进行调查并分析。结果表明:损伤的主要身体部位是踝关节、手腕关节和膝关节,损伤的主要类型是扭伤、擦伤及拉伤,损伤在课外发生的情况比课内多,损伤发生在夏季及冬季的情况较多,损伤的主要原因是准备活动不足、场地因素、身体状况不佳、注意力不集中及技术动作不规范。针对损伤原因,提出相应建议。     

对大学生体育锻炼意识和运动兴趣的调查分析

对山东普通高校大学生体育锻炼意识与运动兴趣的调查结果表明:学生喜欢上体育课和参加课外体育活动的人数不到54%,近半数学生对体育的健身价值缺乏正确的认识,没有体育锻炼的习惯和意识;大学生对健身类、健美类、娱乐类和球类活动比较感兴趣,而对田径和民族传统体育项目的兴趣不大.     

河南大学体育学院篮球专修教学中踝关节损伤及预防措施

本文采用问卷调查法、数据统计法和文献资料法,对我院篮球专修的部分学生在篮球教学中发生损伤的情况进行了调查。在篮球教学中,难免发生一些损伤,通过对我院篮球专修的部分学生在教学中发生损伤情况的调查研究,得出结论：在损伤部位中以踝关节损伤最为常见,引发损伤的主要原因是由于准备活动不充分;技术动作不规范、身体状态不良和发生意外等。     

高校篮球运动员踝关节损伤的原因及预防措施

在篮球运动中,踝关节损伤是常见的运动损伤之一.根据踝关节生理结构,分析了造成踝关节损伤的原因：运动和训练中准备活动不充分,缓冲不够,气候不良与场地不适应,带伤和疲劳状态下训练、心理状态不良等.预防踝关节损伤应全面地从尊重科学规律加强自我保护意识,掌握缓冲技术,提高平衡能力入手制订相应措施.     

踝关节损伤的预防和治疗

在体育教学和训练中,学生踝关节损伤的情况难免会发生,踝关节严重损伤后,马上会出现毛细血管破裂、皮下出血、造成肿胀,致使行走不便.运动受阻.多年前本人有过踝关节损伤的经历,那时损伤后,眼看着自己踝关节外侧慢慢肿胀,越来越大,好像完全失去知觉似的,而且担心伤后的学习、训练、生活,造成很大的心理压力.踝关节损伤确实对学习、工作、生活影响很大.对体育工作者更是如此,从而促使我在体育教学和训练中不断地研究和探索这一课题.本文试从踝关节的结构和作用、踝关节损伤的原因、踝关节损伤的预防和踝关节损伤的治疗予以探讨和介绍.     

大学生运动损伤的调查研究

本项研究旨在了解大学生运动损伤发生状况及其影响因素,探寻降低大学生运动损伤率的有效途径.通过运用流行病学调查所使用的一些方法,对两所大学2317名大学生最近一年运动损伤发生情况进行了调查,并对损伤的危险因素进行了单因素和多因素分析.调查研究结论发现,大学生运动损伤发生率较高,损伤类型排在前三位的是:皮肤损伤、韧带损伤、骨骼损伤,影响损伤发生的主要因素有:运动准备不充分、注意力不集中、动作不规范、身体素质与运动负荷不匹配.建议加强对大学生体育运动的自我保护教育,提高其自我保护意识和能力,对体育比赛等剧烈性、对抗性活动加强监控,尽量避免因身体原因导致的损伤发生.     

第18届世界杯足球赛进球特征分析

通过对第18届世界杯足球赛决赛阶段64场比赛的147个进球特征进行分析,结果表明：场均进球数是近年来最低的一届;运动战仍是进球的主要形式,罚定位球时敢于投入力量;用脚射进球仍是进球主要方式,头球运用日趋成熟、平稳;进球最多的区域是球门正面的30m区域;上、下半场进球数基本相同,上半场的3个时间段进球数相当,下半场的第2、3个时间段进球数是最少和最多的;前锋仍是各队的主要得分手。     

Cooperative learning in the tutorials of a large lecture physics class

The introduction of in-class cooperative learning to a two semester large lecture college physics sequence was evaluated using both qualitative and quantitative measuremets. The first semester of the sequence was taught using traditional formats for lectures, tutorials and laboratories. A group of six students with apparent weaknesses in their academic backgrounds (from a class size of 200) was examined closely through weekly group meetings, journal writing and formal interviews. After several weeks, the group meetings became cooperative learning sessions, and the meetings appear to have helped the students to achieve at a higher level than expected. In addition, a classroom environment survey was administered during the first semester. During the second semester, in-class cooperative learning was implemented in tutorials. Student reaction to the new tutorial format, as measured by the survey, was positive. Field notes taken during the tutorials in the second semester revealed additional positive aspects of this reform. Many of the data support the hypothesis that in-class cooperative learning addressed student concerns about the learning environment and was perceived as an effective reform by most students.     

Conceptions of Biology and Approaches to Learning of First Year Biology Students: Introducing a technique for tracking changes in learner profiles over time

We surveyed first year students at the start and at the end of their first semester of university biology (n?=?285) as to their approaches to study (surface, deep) and their conceptions of biology (fragmented, cohesive). Hierarchical cluster analysis was used to group students who responded similarly to the survey; this resolved four Learner Profiles based on specific combinations of approach to study and conception of biology. By comparing cluster membership at the start and end of the semester we could assess whether students (1) maintained their incoming approach to study and conception of the discipline of biology, i.e. their ‘Learner Profile’ and (2) whether certain Learner Profiles were more persistent than others. Approximately half the student cohort did not alter their approach to study or conceptions of biology by semester's end. Students in the disengaged profile, i.e. who returned mostly negative responses to survey items, appeared the most resistant to changing their Learner Profile; while the greatest migration occurred towards less than desirable learning strategies (particularly to the disengaged profile). We were able to confirm the significant migration patterns by assessing the heterogeneity of each cluster at the start of semester clusters with respect to the students' approaches and conceptions at the end of semester. Thus we present a process to accurately track Learner Profile changes that may tell us more about how we can enhance students' learning and provide a means by which to gather the empirical data to support decisions relating to curriculum change.     

Student injuries in the dissecting room

Cadaver dissection is the first opportunity for many students to practice handling human tissue and is their first exposure to the occupational hazards involved with this task. Few studies examine dissection room injuries to ascertain the dangers associated with dissecting. We performed a retrospective cohort analysis of dissection room injuries from four student cohorts over an eleven‐year period (2001–2011), including second‐year medical students, third‐year medical students, second‐year dental students, and third‐year science students. Injury data included activity causing injury, object responsible, and injury site. A total of 163 injuries during 70,039 hours of dissection were recorded, with 66 in third‐year medical students, 42 in second‐year medical students, 36 in third‐year science students, and 16 in second‐year dental students. The overall rate was 2.87 injuries per 1,000 dissection hours, with second‐year medical students most frequently injured (5.5 injuries per 1,000 hours); third‐year medical students were least frequently injured (1.3 injuries per 1,000 hours). A significant difference in injury rates between student groups indicated a higher than expected injury rate to second‐year medical students and lower than expected rates to third‐year medical students. Injury rates increased for most groups between 2001–2006 and 2007–2011 periods. Most injuries (79%) were from scalpel cuts to the finger or thumb. This study provides injury rates for dissection room injuries to students, indicating differences in injury frequency between cohorts and an increase in injury rate over time. As scalpel cuts were the most likely injury mechanism, targeting scalpel handling with preventative strategies may reduce future injury risk. Anat Sci Educ 6: 404–409. © 2013 American Association of Anatomists.     

The development,trial and evaluation of a constructivist teaching and learning approach in a preservice science teacher education program

This paper reports on the use of a constructivist teaching/learning approach to improve first year pre-service primary teachers' confidence in, and attitude to, teaching science. The two-semester program was based on allowing the students to explore science concepts in detail during the first semester and then developing constructivist pedagogy in the second semester. There were many benefits reported by students including ownership of knowledge, the development of pedagogic skills and the use of group work to develop ideas. However, a number of concems were raised such as uncertainty of knowing what to do when exploring knowledge for themselves and the lack of note taking which occurred. A number of issues that need to be considered when re-implementing the program are discussed.     

Playing Games and Learning Mathematics: The results of two intervention studies

This article presents the findings of two studies that were designed to improve young children's number knowledge through the use of mathematical games. The first study, with 5‐year‐old children (N = 55), involved parents coming into the classroom to play games with small groups of children. The second study, with 7‐year‐old children (N = 128), explored several ways of incorporating games into school mathematics programmes, including parents playing games with the children. Individual task‐based interviews were used to gather data on the children's number knowledge, and detailed observations were made of selected children's experiences during their normal mathematics lessons and while they were playing the mathematical games. The results showed that games appeared to be most effective as a way of enhancing children's learning when a sensitive adult was available to support and extend the children's learning as they played. The factors that appear to be important when involving parents in games sessions at school are discussed.     

体育游戏的多样性特征——以躲避球游戏为例

体育游戏是体育教学常见教学手段之一,具有健身性、趣味性、多样性、益智性和互动性等特征。论证了体育游戏多样性特征的作用和意义,全面分析了体育游戏多样性特征的深度和广度。以躲避球游戏多样化教学为视角论述了体育游戏多样性特征的具体表现形式,包括不同辅助道具的躲避球游戏,不同形状场地的躲避球游戏,不同计分方式的躲避球游戏以及各类不断创新的躲避球游戏,为体育教师更好的开发和利用体育游戏教学资源提供借鉴和参考。     

Factors contributing to the retention of natural mentors among underrepresented students across the first year of college

The current study examined characteristics of natural mentoring relationships (NMRs; i.e. mentoring relationships that develop organically with adults in one’s pre-existing social network) among underrepresented college students as contributors to NMR retention across the first year of college. The sample consisted of 209 underrepresented college students (73% female; mean age = 18.1, SD = .35) who reported having a natural mentor during the first semester of college. Each participant could report up to five natural mentors and a total of 550 NMRs were reported. We found that more frequent contact and greater relational closeness with natural mentors during the Fall semester of mentees’ first year of college increased the likelihood that NMRs were retained through the Spring semester of the first year. These findings shed light on aspects of NMRs that may be most central to fostering their duration during difficult transitional spaces.     

江西教育学院大学生体育行为分析与评价

文章采用文献资料法、问卷调查法、数理统计法对江西教育学院大学生的体育行为现状进行了调查。结果表明,影响该校大学生体育行为形成的最主要因素是对体育运动的兴趣。身心健康理念已经被大学生接受,他们同时更加关注娱乐体育,女大学生习惯被动参与体育运动。平时参加体育运动每周3次的学生占调查学生的15%左右,大学生最常参加的体育运动项目主要是球类项目,影响大学生参加体育锻炼的客观因素主要是体育运动场地和器材的不足。