技巧女子双人手推抛屈体前空翻一周半接挂腰动作的生物力学特征

本文采用三维测力和高速摄影同步的方法，对技巧女双动力性难度动作进行定量测试，揭示了该动作的生物力学特征及技术特征，为运动训练提供了科学依据。     

同步技术在运动生物力学测试中的应用

人体运动是一个复杂的过程。要全面准确分析运动技术,了解运动规律。必须实现各种运动生物力学测试手段的同步检测。本文介绍了这方面的研究内容,包括同步信号的产生、接收、传输、转换和控制的实用技术。阐述了运用计算机技术实现运动生物力学测试同步控制方法。     

运动生物力学多参数同步测试系统的研究与开发

对众多的运动生物力学检测手段实现同步的统一处理,已经成为运动生物力学研究方法的一个重要方面,对提高运动生物力学科学研究能力和水平,促进运动生物力学学科发展具有举足轻重的意义.但由于测试仪器的生产厂商不同,造成信号规格和同步方式不统一,给这些仪器测得数据的同步造成困难.结合运动生物力学科研的实践,在应用现有运动生物力学测试仪器基础上开发出一套集视频、表面肌电、足底压力、三维测力台、激光测速于一体的同步测试系统.该系统首次将各仪器的相对延迟时间考虑到同步处理中,具有同步精度高,系统硬件传输距离远、稳定、可靠,系统软件界面友好、数据显示直现等特点,具有较好的应用与推广价值.此外,对其他测试仪器数据的同步处理也可提供一些思路.     

羽毛球技术动作的运动生物力学研究现状综述

本文采用文献资料法、数据分析法和归纳总结法,对2009-2019年CNKI收录有关羽毛球技术动作运动生物力学方面的文献进行了计量学分析。分别从生物力学发展现状、羽毛球技术动作生物力学发展现状、羽毛球的击球和步法技术动作的相关生物力学原理进行研究综述,以期促进对羽毛球运动中生物力学研究的了解和认识,并为羽毛球运动的生物力学研究提供参考。     

运动生物力学的研究方法

<正> 运动生物力学的研究方法是借助于各种先进的测试仪器,对技术动作的各项指标进行定量记录,并与传统力学分析法相结合,对运动员的各项技术动作进行定量分析,以便区分和比较不同技术动作的特征及优劣,从而确立动作技术原理,为教练员、运动员提供大量的可靠信息。运动技术的生物力学分析方法包括两方面:一是生物学分析法,二是力学分析法;或两方面的综合分析法。生物学分析法主要是运用人体运动器官力学、解剖、生理学的理论和方法研究人体内力产生的条件,发力顺序及肌肉效率的发挥等。采取的测试手段为借助于“肌电图”     

运动生物力学在武术动作技术分析中的应用现状研究

通过查阅大量的文献资料,总结了运动生物力学在武术动作技术分析中的应用现状,并针对这一现状,提出在武术动作技术分析中大量引入运动生物力学研究方法和手段的可行性和必要性。     

运动生物力学学科发展的几个理论问题

提出并讨论了运动生物力学学科发展的几个基本理论问题:(1)运动生物力学的理论与方法,认为唯一基于牛顿分析数学的方法还不足以建立完整的运动生物力学理论体系;(2)生物力学与运动生物力学,认为生物力学和运动生物力学的发展应该而且可能回答人体运动不服从或不完全服从经典力学规律的过程存在;(3)运动生物力学的内容与任务,认为运动生物力学的基本任务是研究动作结构与运动功能的相互关系和动作技术的优化问题,即动作系的结构重建;(4)运动生物力学的学科体系与教材体系,认为“运动生物力学是研究人体机械运动规律的科学”。的定义是不准确的。     

中国运动生物力学研究现状

采用文献法，对入选第十届全国运动生物力学交流大会论文集的153篇论文，从研究选题、研究内容、研究方法、研究人员状况等方面进行统计分析.旨在了解中国运动生物力学研究现状，预测中国运动生物力学发展变化的趋势.结果表明：研究论文选题内容广泛，研究深入，运动技术类的运动生物力学研究占主流;方法学研究与测试仪器研制水平提高;研究对象由过去单一的运动员而拓展到普通人群，研究内容由过去的运动技术诊断拓展到人类健康、大众健身活动;运动生物力学教学研究和教材建设的内容较少;三维高速录像分析是未来运动学研究的主要方法.高水平的同步研究较少，多学科、多种方法的同步研究是运动生物力学研究今后发展的趋势。     

竞技体操与运动生物力学的回顾与展望

采用分析归纳法和文献资料法,对竞技体操与运动生物力学相互结合研究进行了简要回顾,分析运动生物力学运用于竞技体操各个单项的研究,针对目前研究的侧重点和方法运用的不同,展望哪些运动生物力学研究方法将运用于竞技体操来分析优化动作技术。     

优秀男子跳远运动员起跳动作运动学与肌电的特征

选取以快速力量为代表的跳远起跳技术动作作为研究动作,利用先进的运动生物力学设备进行同步实验,获取运动员起跳过程中的运动学和肌电学指标参数,运用生物学和生物力学理论进行分析,以探讨起跳动作神经肌肉工作的专项特征,将有助于推动跳远专项力量训练由粗犷型向集约型的转化,提高运动训练过程的科学化水平,为我国竞技体育训练实践提供理论指导。     

Relationship between Achievement in Reading and Achievement in Selected Motor Skills in Elementary School Children

Abstract

The study was designed to determine the relationships between achievement in reading and achievement in selected motor skills for children in grades 1, 3, 5. The Iowa tests of basic skills were used to determine reading achievement and the Johnson motor achievement battery was employed to measure achievement in selected motor skills. The Pearson product-moment coefficient of correlation was applied to compute the relationships between the reading and motor achievement variables. The subjects were divided into three reading achievement levels and Scheffe's method of comparing pairs of means from a two-way analysis of variance table was employed to determine if the achievement differences in the motor skills tests were significant. The following conclusions were drawn: a) Highly significant correlations were found to exist between achievement in reading and the throw and catch test and achievement in reading and the zig-zag run test; b) Little or no consistent relationship existed between achievement in reading and the kicking test or the jump and reach test; c) Significant differences among the selected reading levels were found for the throw and catch test and the zig-zag run test; d) Few significant differences among the selected reading levels were found for the kicking test and for the jump and reach test.     

The Effect of the Tennis Tie-Breaker

Abstract

The purpose of this study was to compare estimates of test reliability obtained from two sequential testing plans—trials-to-criterion (TTC) and sequential probability ratio (SPR) testing—when reliability is defined as the consistency of classification. Data from a golf chip test given to 110 beginning golf students (n = 80 males; n = 30 females) at the University of Wisconsin were used for analysis. Test specifications for the SPR test were α = β = .05, θ₀ =.70, and θ₁ = 50. Two mastery levels for the TTC test were examined, .70 and .60, with success criteria ranging from R = 6 to R = 12. For each sequential testing plan, both P and kappa were calculated to estimate reliability. Results for the total group and for gender indicated that reliability was higher with the SPR test when the mastery level was .70, while reliability was similar under both plans at a mastery level of .60. Median test lengths for the group were 21 for the SPR test and an average of 12 across all R values for the TTC test. Misclassification error rates for the TTC test, however, were substantially higher than under the SPR test, particularly for false nonmaster errors. These data suggest that SPR testing would be the preferred approach when misclassification errors are of primary importance, such as to determine minimal competency for certification. However, TTC testing is a viable alternative for classroom tests because of ease of administration and shorter test length.     

A comparison of reliability estimation using trials-to-criterion and sequential probability ratio testing

The purpose of this study was to compare estimates of test reliability obtained from two sequential testing plans--trials-to-criterion (TTC) and sequential probability ratio (SPR) testing--when reliability is defined as the consistency of classification. Data from a golf chip test given to 110 beginning golf students (n = 80 males; n = 30 females) at the University of Wisconsin were used for analysis. Test specifications for the SPR test were alpha = beta = .05, theta 0 = .70, and theta 1 = .50. Two mastery levels for the TTC test were examined, .70 and .60, with success criteria ranging from R = 6 to R = 12. For each sequential testing plan, both P and kappa were calculated to estimate reliability. Results for the total group and for gender indicated that reliability was higher with the SPR test when the mastery level was .70, while reliability was similar under both plans at a mastery level of .60. Median test lengths for the group were 21 for the SPR test and an average of 12 across all R values for the TTC test. Misclassification error rates for the TTC test, however, were substantially higher than under the SPR test, particularly for false nonmaster errors. These data suggest that SPR testing would be the preferred approach when misclassification errors are of primary importance, such as to determine minimal competency for certification. However, TTC testing is a viable alternative for classroom tests because of ease of administration and shorter test length.     

YO-YO间歇测试与足球运动员比赛跑动能力关联研究

目的:检验YO-YO测试与足球比赛跑动分析系统的信度与效度,探索YO-YO测试结果与比赛跑动能力的关系。方法:对24名国家男子足球队运动员进行YO-YO测试,对他们在16场国际比赛中的跑动能力进行研究,获取了每名运动员的YO-YO测试结果与比赛中的各种跑动参数。结果:YO-YO测试具有较高的重测信度(r=0.98)和较低的变异系数(8.7%),运动员的测试成绩由于位置不同表现出一定的差异性。SIMI跑动分析系统具有较好的稳定性,观察者内部与观察者之间的变异系数均小于3%,运动员比赛中的跑动能力也由于位置不同表现出一定的差异,且下半场跑动能力下降。YO-YO测试成绩与比赛跑动总距离、有氧高强度跑、无氧高强度跑、冲刺跑频数表现出较高的相关性(r=0.79,P<0.01;r=0.85,P<0.05;r=0.70,P<0.05;r=0.78,P<0.01),而与冲刺跑距离不存在显著相关(r=0.30,P>0.05)。结论:YO-YO测试与比赛跑动分析系统均具有较好的测试信度与效度;YO-YO测试能够反映与比赛密切相关的运动员体能,二者存在高度相关,可作为监测运动员体能变化的一项重要指标。     

An Analysis of Water Resistance and Propulsion in Swimming the Crawl Stroke

Abstract

The purpose of this study was to develop an easily administered test of motor ability for college men. Expert opinion was used in the validation process and eight factors of motor ability and 29 items measuring those factors were chosen. The selected tests were administered to 222 college men and statistical analysis covered item reliability, objectivity, correlations with the criterion, and intercorrelations. Through use of the Doolittle technique multiple correlations and regression equations were computed for a number of combinations. Two test batteries including one short indoor test were recommended. Scoring tables, norms, score card, profile, and directions for administering are included in a test manual.     

学龄儿童基本动作技能测量工具AST应用的理论与实证研究

目的旨在研究学龄儿童基本动作技能测试工具AST在国内使用的理论基础与可行性,通过测试技术操作和数据分析实证该测量工具的可信度、有效性与经济性。方法通过实验测试、数理统计等方法验证AST和KTK测量工具的信效度,通过转换后的大肌肉动作协调能力商数(KTKMQ)校标基本动作技能AST测试的同时效度和区别效度。结果受试儿童年龄为7~12岁,平均在(44±11) s的时间完成了AST-1全程测试,在(45±12) s的时间完成了AST-2全程测试;AST-1测试成绩与KTKMQ的相关系数r=0.474(P<0.01),而AST-2测试成绩与KTKMQ呈现中度相关系数r=0.502(P<0.01);除7岁年龄组的AST-2测试与KTKMQ相关性较低外,其他年龄组的相关性均较高(r=0.469和r=0.767)。结论小学学段的体育教学环境中AST测试工具可以快速、便捷、有效的评估儿童的基本动作技能;运动技能轨道AST测量工具在本次研究中表现出较强的测试适宜性,具有重测信度;各年龄组测量结果的区分度和测试项目的鉴别力验证了测量工具的同时效度和区别效度。     

Reliability of the Trunk Lift in High School Boys and Girls

The purpose of this study was to examine the reliability of the trunk lift test. Eighty eight high school boys and girls performed two trials of the trunk lift test as described in the FITNESSGRAM manual (Cooper Institute for Aerobics Research, 1992) on each of 2 days. Intraclass correlation coefficients were used to examine norm-referenced reliability, whereas P and modified kappa (κ_m) were used to examine criterion-referenced reliability. Additionally, a goniometer was used to examine the relationship between the trunk lift test and trunk range of motion. Reliability ranged from R = .93 to .98 with estimated reliability of R = .90 for boys and R = .85 for girls for a single trial test. Using 9 inches as the cutoff score, P was .93 with κ_m = .86 for boys, whereas for girls both P and κ_m were 1.0. Specifically, 93% of boys and 100% of girls passed the trunk lift test on both days. The correlation between trunk lift scores and goniometer scores was r = .70 for boys and r = .68 for girls. These results suggest that the trunk lift test is a simple and highly reliable test. However, the concurrent validity of the trunk lift test and the validity of the cutoff score used for this test need to be determined. Finally, the relationship between low back pain and trunk lift scores needs to be examined.     

Effect of Selected Motive-Incentive Conditions upon Development of Strength through an Isometric Training Program

Abstract

This study was made to determine the influence of five selected motive-incentive conditions upon the effectiveness of a 6-week isometric training program for the development of strength in the elbow flexor muscle group. Data were obtained from an initial test, from each training session, and from a final test. The mean gains in best strength scores from the initial to the final test were statistically significant (p = .05) for all five motive-incentive groups. No significant differences (p = .05) were found between the mean of the scores for the five motive inventive groups obtained during the first training session, during the last training session, from the final test, and from the cumulative scores for the 12 training sessions.     

The Development and Validation of a Racquetball Skills Test Battery for Young Adult Beginners

This study was designed to develop a racquetball skills test battery for young adult beginners. Based on a review of literature and the content validity phase, 5 racquetball skills components with 8 test items were formulated: service placement (left and right), power drive (forehand and backhand), power shot placement (forehand and backhand), ceiling shot, and wall rally. Participants (N = 131) were 87 male and 44 female college students who were provided two 90-min sessions of practice and preparation 1 week before the testing. The test was conducted on 2 official size racquetball courts. Each test item had 20 trials (3 trials for wall rally), and each was administered twice within 1 week. A single round-robin tournament was conducted for male and female participants, respectively. Participants were simultaneously evaluated on their overall skill levels by a trained evaluator using a subjective 5-point rating scale. Data on subjective rating and tournament standing were used as criterion variables for examining the test validity. Intercorrelations revealed that all test items had validity coefficients equal to or greater than .50, except for 2 items, service placement to the left and the right, which were dropped from further analysis. Multiple regression analyses revealed that the remaining 6 skills test items were predictive of the 2 criterion variables, with the multiple correlations equal to .67 and .68 for males and .61 and .75 for females. Using factorial repeated measures analysis of variance, generalizability reliability was computed. The G coefficients for the items ranged from .61 to .84. The D studies revealed that testing over a minimum of 2 days would be the best test protocol for most racquetball skills test items. To achieve sufficient reliability (i.e., G coefficient >>.70), the minimum number of trials administered each day was suggested for each item.