运动员与赛内兴奋剂检查

赛内兴奋剂检查可以分为通知陪护、候检、样品采集三个环节。以下结合赛内检查的程序及伦敦奥运会的一些基本情况,对运动员在三个环节中如何正确行使权利、履行义务、配合检查谈一些看法,希望能对广大运动员和教练员有所帮助。     

运动员与赛外兴奋剂检查

赛外检查是一种常见的兴奋剂检查,通常也是高水平运动员接受最多的兴奋剂检查形式,运动员通常称这种检查为飞行检查．简称“飞检”,表明这种检查的突击性和时效性。实际上,这是兴奋剂检查工作开展早期产生的名词,根据《世界反兴奋剂条例》（以下简称条例）,“飞检”的规范名称应该是“赛外检查”,其定义为：任何非赛内检查的兴奋剂检查。通俗地说,赛外检查是指非比赛期间对运动员进行的事先无通知的突击性的兴奋剂检查。赛外检查可在任何时间、任何地点进行,可能在运动员训练期间,也可能在运动员休假或其他时间。     

亚运会兴奋剂检查工作

一、多哈亚运会兴奋剂检查工作概述本次亚运会规模空前,同时由于多哈亚运会是亚奥理事会签署《世界反兴奋剂条例》后举办的第一届亚运会,组委会加     

田径运动员与兴奋剂检查

在2013年8月第14届莫斯科田径世锦赛开赛前夕,美国著名短跑运动员泰森·盖伊、牙买加＂疾风＂鲍威尔以及白俄罗斯前铅球世界冠军米赫涅维奇接连跌入＂药罐＂,相继被曝出使用违禁药物,这一起起兴奋剂丑闻震惊了世界体坛。田径项目历来是兴奋剂的重灾区,如何预防和最大限度地杜绝兴奋剂违规事件的发生,已经成为行政主管部门、广大运动员、教练员和随队医生广泛关注的问题。下面就结合2013年国际田联反兴奋剂的新举措和实际工作中的具体问题谈一些看法,希望能对广大田径运动员和教练员有所帮助。一、认清形势,     

运动员兴奋剂检查须知

目前,国际上的兴奋剂检查分为赛内检查和赛外检查两种类型,通常采用尿样检查、血样检查,血尿联检三种检查方式。什么是赛内检查?在一次特定的比赛中挑选运动员进行的检查叫赛内检查。赛内检查一般在比赛结束后立即通知运动员进行检查。所有参加比赛的运动员都可能被选择确定为赛内检查的对象。赛内检查要检测所有的禁用物质和禁用方法。运动员自接到兴奋剂检查通知时起,该运动员的一切行动都须处在兴奋剂检查官的视线之内。运动员一定要问清应在什么时间到达检查站,以便在规定的时间之内处理完必须要完成的事情(如参加颁奖、新闻发布会等),…     

反兴奋剂教育要从青少年运动员抓起

青少年是一个国家的希望,我国一向重视青少年运动员反兴奋剂教育工作。中共中央国务院《关于加强青少年体育增强青少年体质的意见》中明确指出:"广大青少年身心健康、体魄强健、意志坚强、充满活力,是一个民族旺盛生命力的体现,是社会文明进步的标志,是国家综合实力的重要方面。"由于青少年运动员年龄小,对反兴奋剂知识了解较少,对使用兴奋剂的行为缺乏鉴别能力,容易发生兴奋剂问题。因此,加强青少年反兴奋     

关于加强体育科研人员与教练员、运动员沟通配合的研究

本文着重阐述了加强体育科研人员与教练员、运动员之间沟通配合的重要性和途径，观点新颖，方法实际。     

辅助人员在反兴奋剂综合治理中面临的困境及优化

随着我国反兴奋剂工作的不断深入,辅助人员违法问题逐渐暴露。通过文献搜集和规范研究方法,阐述了综合治理模式的引入能有效应对由于传统治理模式单一,所带来的“禁止合作”治理效能不足等问题。为切实推进反兴奋剂的综合治理,依据新修订的《体育法》,应尽快建立跨部门协同合作机制,以确保对违规辅助人员的惩处力度;强化构建违法信息披露的失信惩戒机制,以提高辅助人员的违法成本;严格落实俱乐部的日常监管机制,防止违规辅助人员幕后执教等问题。     

篮球教练员、运动员如何巧妙利用规则

通过对部分实用规则的举例分析，找出比赛中随处可能出现的问题(主要是规则方面的问题)及在规则允许的范围内，教练员、运动员应采取的防范措施与应对方法，并以此进一步说明教练员、运动员学习规则与运用规则的重要性，指出了其学习的主要途径。     

反兴奋剂规则中未成年运动员的特殊保障

根据国际奥委会和国际单项体育联合会的规定,未成年运动员有资格参加国际体育赛事,由此也被纳入反兴奋剂规则的调整范畴。2021年修订的《世界反兴奋剂条例》从概念厘定、适用范围、举证责任、披露豁免和处罚标准等5个方面强化了未成年运动员的保护。国际国内反兴奋剂规则仍存在条款设置难以达成设定目的、保护规则缺乏深度、个人信息保护缺漏等问题。以此为鉴,我国《反兴奋剂条例》中应增设未成年运动员保护条款,修订《反兴奋剂规则》的公开披露条款,补充《反兴奋剂规则》中未成年运动员的例外规定,强化未成年运动员的个人信息保护,从而促进国际规则与国内法、国内规则的有效衔接,积极参与国际反兴奋剂规则在未成年运动员保护方面的创新与完善。     

发挥高等院校和竞技体育系统的优势培养优秀的竞技体育人才

高等学校在培养优秀竞技体育人才方面具有强大教育和科研功能。为培养21世纪需求的高素质的竞技体育人才，体育系统应教育与主体相结合，做到优势互补。建立起以高等体育教育院校为主体，高校办单项体育俱乐部、竞技体育专业等多元化形式培养竞技体育后备人才的体制。     

以“一操一拳一泳”为特色构建高校体育教学内容新体系

采用文献资料法、专家访谈法和逻辑分析法,论述在高校建立以“一操一拳一泳”为特色的高校体育教学内容新体系,为树立学生终生体育观和深化高校体育教学改革提供参考。     

Relationships between physical education (PE) teaching and student self-efficacy,aptitude to participate in PE and functional skills: with a special focus on students with disabilities

Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.

Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n?=?439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n?=?25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n?=?121).

Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.

Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.