对中跑运动员运动性疲劳恢复的探讨

运用文献资料法、实验法、数理统计法,对中跑运动员运动性疲劳恢复进行研究。结果表明:中跑运动员运动性疲劳后采用积极的整理活动、合理的补充营养、保证休息和睡眠等恢复方法,对运动员专项成绩的提高有着显著的作用。事实证明,恢复和训练对提高运动成绩具有同等重要的地位,是训练后必不可少的重要环节。     

竞走项目最大速度能力和足底压力特征研究

通过二维录像解析和足底压力分布实验测试,对竞走项目运动员最大速度能力和足底压力分布特征进行相关的基础研究,以获得竞走项目运动员在特定的技术规则规定下,世界级优秀竞走运动员的极限最大速度能力、关键运动学参数和足底压力分布特征参数情况,并对这些运动学和动力学参数进行了相关分析.     

‘Race’ talk! Tensions and contradictions in sport and PE

Background: The universal sport discourses of meritocracy and equality are so engrained that few challenge them. The most cursory interest in sport, Physical Education (PE), and society will reveal that the lived reality is quite different. Racial disparities in the leadership and administration of sport are commonplace worldwide; yet, from research into ‘race’ in sport and PE, awareness of these issues is widespread, where many know that racism takes place it is generally claimed to be somewhere else or someone else. For many, this racism is part of the game and something to manipulate to steal an advantage; for others, it is trivial. This paper explores the contradictions and tensions of the author’s experience of how sport and PE students talk about ‘race’ and racism. ‘Race’ talk is considered here in the context of passive everyday ‘race’ talk, dominant discourses in sporting cultures, and colour blindness.

Theoretical framework: Drawing on Guinier and Torres’ [2003. The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy. London: Harvard University Press] ideas of resistance through political race consciousness and Bonilla-Silva’s [2010. Racism Without Racists: Colour-Blind Racism and the Persistence of Racial Inequality in the United States. Plymouth: Rowan and Littlefield] notion of colour blindness, the semantics of ‘race’ and racialisation in sport and PE are interrogated through the prism of critical race theory (CRT). CRT is used here to centre ‘race’ and racialised relations where disciplines have consciously or otherwise excluded them. Importantly, the centring of ‘race’ by critical race scholars has advanced a strategic and pragmatic engagement with this slippery concept that recognises its paradoxical but symbolic location in society.

Discussion: Before exploring ‘race’ talk in the classroom, using images from the sport media as a pedagogical tool, the paper considers how ‘race’ is recreated and renewed. The paper then turns to explore how the effortless turn to everyday ‘race’ talk in the classroom can be viewed as an opportunity to disrupt racialised assumptions with the potential to implicate those that passively do so. Further, the diagnostic, aspirational, and activist goals of political race consciousness are established as vehicles for a positive sociological experience in the classroom.

Conclusion: The work concludes with a consideration of the uses and dangers of passive ‘race’ talk and the value of a political race consciousness in sport and PE. Part of the explanation for the perpetuation of ‘race’ talk and the relative lack of concern with its impact on education and wider society is focused on how the sovereignty of sport and PE trumps wider social concerns of ‘race’ and racism because of at least four factors: (1) the liberal left discourses of sporting utopianism, (2) the ‘race’ logic that pervades sport, based upon the perceived equal access and fairness of sport as it coalesces with the (3) ‘incontrovertible facts’ of black and white superiority (and inferiority) in certain sports, ergo the racial justifications for patterns of activity in sport and PE, and (4) the racist logic of the Right perpetuated through a biological reductionism in sport and PE discourses.     

Pacing profiles and pack running at the IAAF World Half Marathon Championships

The aim of this study was to describe the pacing profiles and packing behaviour of athletes competing in the IAAF World Half Marathon Championships. Finishing and split times were collated for 491 men and 347 women across six championships. The mean speeds for each intermediate 5 km and end 1.1 km segments were calculated, and athletes grouped according to finishing time. The best men and women largely maintained their split speeds between 5 km and 15 km, whereas slower athletes had decreased speeds from 5 km onwards. Athletes were also classified by the type of packing behaviour in which they engaged. Those who ran in packs throughout the race had smaller decreases in pace than those who did not, or who managed to do so only to 5 km. While some athletes’ reduced speeds from 15 to 20 km might have been caused by fatigue, it was also possibly a tactic to aid a fast finish that was particularly beneficial to medallists. Those athletes who ran with the same competitors throughout sped up most during the finish. Athletes are advised to identify rivals likely to have similar abilities and ambitions and run with them as part of their pre-race strategy.     

Gender Verifications in Sport: From an East/West Antagonism to a North/South Antagonism

This paper aims to analyze gender verifications in sport from a socio-historical approach. These medical controls intended to keep men from competing in women's international competitions. Some female athletes are put through a masculinization trial, because of morphologies and performances judged as too masculine. Facing these athletes who disrupt the representation of a binary construction between the male sex and the female sex, sports institutions attempt to maintain a sexual bi-categorization. More precisely, this paper will present the ‘symbolic’ suppression of tests since 2000. Thereafter, authorities only rely on an aesthetic and visual assessment of female bodies and no longer use tests in a systematic and obligatory fashion. This reveals the moving boundary subjectively plotted between the masculine and the feminine, which become all the more blurred when the ‘race and class markers’ interfere with the ‘sex markers’.     

基于创新型竞赛的实践能力和创新意识培养模式研究

当前对大学生实践能力、创新意识培养的研究已经成为各高校管理部门及教师的一项重要研究课题。在分析当前高职院校计算机相关专业对学生进行实践、创新能力培养现状的基础上,论述了该专业学生对于创新的渴求以及创新在专业能力中所处的地位,列举了相关实践课程在教学中结合创新型竞赛培养学生实践能力、创新能力的相关实例,探索了以院级创新型竞赛为依托、以省级国家级竞赛为目标的适合高职院校计算机相关专业培养目标的实践能力和创新意识培养的新模式。     

美国作家罗斯《人性的污点》“身份情节”评析

菲利普·罗斯是美国著名犹太小说作家,《人性的污点》是其美国三部曲的最后一部。罗斯在这部小说中遵循并超越了他称之为"身份情节"的体裁。这部小说通过各种方式将种族身份解释为种类、符号或生物学特征,最终揭示了主人公科尔曼种族身份的最具有决定性作用的特征就是他的隐秘性。对于罗斯来说,秘密不仅是身份的来源,也是欲望和叙述的驱动力。《人性的污点》不仅仅通过种族身份的掩藏与揭露探究了种族问题,也揭示了人性的很多污点,譬如婚外恋、乱伦等。但小说所有的辅助线索都是为了服务、突出种族问题这个大前提,背景的叙述也是为了给科尔曼和弗妮娅的恋情铺平道路。     

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

Using data from the Educational Longitudinal Study of 2002–2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.     

我国田径中长跑训练方法的发展

在田径运动项目中,中长跑训练方法的发展和变化可以说是最多的,所以中长跑运动水平高低在田径运动中极为重要。该文首先提出我国中长跑技术的沿革,分析了现代中长跑的训练方法和特点,最后阐述了中长跑训练方法的发展趋势和技术发展趋势,为今后我国运动员在田径大赛中取得优异成绩提供了建设性的建议。     

Autism and intersectionality: Considerations for school-based practitioners

The purpose of this article is to explore the intersectionality of autism and sociocultural factors as well as discuss the complexities associated with appropriate assessment, diagnosis, and intervention. Based on a review of the literature, the authors present a brief history of the emergence of the term autism and highlight factors that have contributed to current concerns about failures to appropriately recognize autism within diverse populations. Referencing extant research as well as professional practice standards, this article examines aspects of autism and intersectionality, and explores some of the associated challenges related to assessment, diagnosis, and intervention. Further, the authors reflect on the critical importance of carefully considering all aspects of a child's identity when engaging in autism assessment and intervention within the school setting. School-based practitioners are provided with guidance for addressing the needs of diverse populations of students with autism.