Indoor Golf Skill Test for Junior High School Boys

Abstract

To evaluate the effect of concurrent augmented feedback on isometric force output during familiar and unfamiliar muscle movements, 18 men and 21 women, 18 to 23 years of age, completed two isometric exercises: flexion of the thumb (a familiar muscle movement) and abduction of the fifth digit (an unfamiliar movement). The exercises consisted of 10 maximum voluntary isometric contractions lasting 10 s each and separated by 10-s intertrial rest intervals. Concurrent visual feedback was provided during alternate contractions. The order of exercises and trials for feedback was randomly assigned and balanced over subjects. Peak force output during abduction of the fifth digit was significantly (p ≤ .01) greater with (4.4 ± 0.29 kg) than without feedback (4.1 ± 0.26 kg). Feedback did not influence (p > .05) peak force output during thumb flexion (232 ±1.09 kg vs 22.5± 1.05 kg). Muscular fatigue was more pronounced during thumb flexion without feedback (18.4 ± 1.17%) than when feedback was provided (11.8 ±136%). These data suggest that fatigue may increase the effect of feedback on force generation during familiar muscular movements. To obtain maximal isometric force measures during strength testing, augmented feedback should be provided.     

The Effects of Cooperative,Competitive and Individualistic Student Interaction Patterns on the Achievement and Attitudes of Students Learning the Golf Skill of Putting

Abstract

There are three types of student-student interaction patterns which can be structured for students learning a physical skill: cooperative, competitive, and individualistic (Deutsch, 1962; Johnson & Johnson, 1975). In this study, one hundred and fifteen university students were randomly assigned to condition, stratifying for physical ability on a pretest. The golf skill of putting was taught to each condition in six periods of 45 min each, with putting ability, altitudes toward the instructor, attitudes toward peers, attitudes toward self and attitudes toward the different interaction patterns being measured. The results indicate that cooperative interaction tends to promote putting skill and more positive attitudes toward the instructor and each other. Students in the cooperative and competitive conditions showed a preference for their own interaction patterns, while all students indicated less positive feelings for the individualistic condition.     

“产学结合”高校高尔夫专业人才培养模式研究

高尔夫产业自引进中国以来取得了辉煌的成就,其发展历程也是一帆风顺,然而,较成熟的高尔夫产业相比,我们还有许多可以改进的地方。我国高尔夫产业问题的根结所在就是人才的配置跟不上高尔夫产业的飞速发展。作为高尔夫产业发展的主力军,人才的培养成为阻碍高尔夫产业继续前进的障碍。本文首先对传统的高尔夫专业人才培养的现状进行了详细的分析,并指出其中的问题所在,并结合国家教育政策、高尔夫产业相关政策以及市场环境等多种因素综合考虑,提出了"校企合作、产学结合"的高尔夫专业人才培养新模式,希望对特色专业的人才培养起到借鉴和指导的作用,并期望能对高尔夫产业的继续发展提供动力和支持。