体育高考生业余训练常见运动损伤综述分析

(本文原刊于《理论探讨》2013年8月刊P177-P178)本文通过文献检索,"体育高考生业余训练常见运动损伤"的相关文章,从中归纳和总结:运动损伤发生率相关指标;运动损伤原因及致运动损伤的训练环节;运动损伤发生月份;常见运动损伤原因、预防、处理进行综述分析。以期预防体育高考生运动损伤和指导运动训练提供理论依据。     

大学生运动损伤调查研究——以皖西学院为例

通过文献资料法、问卷调查法和数理统计法对皖西学院全日制在校大学生的运动损伤情况进行调查研究,旨在了解运动损伤的原因,找出运动损伤的特点,为大学生预防运动损伤,合理健康的参加体育运动提供指导。研究发现:大学生运动损伤半数以上发生在课余运动;踝部损伤和关节扭伤比例最高;篮球运动最易发生运动损伤;思想不重视、运动损伤知识不足、准备活动不合理、运动技术动作错误、身体机能和心理状态不良是发生运动损伤的主要原因。     

普通高校体育运动中常见的损伤及防治

普通高校学生在进行体育活动中常发生运动损伤,本文列举了部分常见运动损伤的类型,并对造成运动损伤的原因进行分析,提出防治运动损伤的建议.     

如何预防大学生运动损伤

了解运动损伤发生的原因是预防运动损伤的前提,对大学生采取各方面的教育是预防运动损伤的关键。     

青少年篮球队员常见运动损伤的原因及预防

采用问卷调查、文献资料和数理统计等研究方法,对我省青少年篮球队员在篮球运动中常见运动损伤发生的部位、类型、原因和预防措施进行调查和分析,重点论述篮球运动损伤的原因及预防,旨在降低篮球运动损伤发生的几率和提高我省青少年篮球队员预防篮球运动损伤的意识。     

大学生运动损伤的调查分析及防治

为了最大限度地预防学生发生运动损伤,提高学生体育卫生知识,本文通过对运动损伤发生的常见原因、运动损伤部位进行调查分析,提出了预防运动损伤的几点建议。     

陕西省体育高考生业余训练运动损伤的调查分析

本文采用问卷调查法、文献资料法,对陕西省部分体育高考生在训练过程中的运动损伤情况、运动损伤的原因、运动损伤的特点和运动损伤的因素等进行研究,以期对体育高考生的训练及预防运动损伤有一定的借鉴作用。     

运动损伤原因初探

体育健康教学以增强体质、增进身心健康为目的。在运动、练习、锻炼身体及体育教学过程中,由于准备不充分、对运动损伤原因了解不够、缺乏运动经验与自我保护能力等原因,运动损伤时有发生,它直接影响到学生及锻炼者的健康、学习、工作,甚至会造成身体终身残疾的严重后果。显然,了解运动损伤原因、采取有效措施预防运动损伤是十分必要的,这样才能达到体育健康的目的,对积极开展体育运动才有倡导力和推动力。通过笔者多年的体育教学工作经验分析,运动损伤大致有以下几个原因：     

普通高校体育教学中伤害事故的预防

运动损伤是体育教学中不可避免的一个问题,体育教师只有掌握容易造成运动损伤的一系列原因,才能使运动损伤降低到最低限度。     

运动损伤的产生原因及其预防对策

本文通过对运动损伤产生原因的分析研究,提出了预防运动损伤的对策。     

对民事再审事由重构的思考

民事再审事由的界定是民事再审制度改革的重要一环，我国现有规定以及最高院的设计方案存在着一些缺陷和不足。笔者从实体错误事由、程序错误事由以及不得申请再审的特别事项三个方面展开民事再审事由的重建设计。     

Teaching motivations,characteristics and professional growth: results from the Great Expectations (GE) programme in the United States

This present study sought to explore reasons given by K-12 teachers about their motivation to remain in teaching, their motivation for engaging in professional development, and characteristics of their teaching. Participants (N = 151) were public teachers of different grade levels from the USA enrolled in a one-week professional development training. Respondents’ ratings on reasons for continuing teaching revealed that four key-specific factors were the main influences for continuing to teach, namely intrinsic reasons, extrinsic reasons, job perception, and extended reasons. Further analysis indicated that their reasons for teaching were correlated with specific incentives for attending the professional development training, with teachers’ instructional beliefs, and with professional development programme outcomes. Study results are discussed in relationship with teaching motivation and implications for teachers’ professional growth.     

Reasons for giving reasons: an expert‐expert clinical analysis of science teaching for non‐academic students 1

This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction.

     

翁同和开缺原因之分析

导致翁同和开缺的原因是多方面的。第一,翁同和的位极权高,受宠于光绪,而又性格秉直,固执己见,因而树敌太多,引起同僚妒恨和排挤。第二,帝后争夺权力,成为慈禧争权的牺牲品。第三,翁同和直接反对光绪意旨,拒不受命,辜负重托,再加之甲午战后负责对日赔偿、胶州湾事件等对外活动中不力和失误而遭到参劾。引起光绪极大不满。以上因素构成了翁同和的开缺。     

Parent Involvement,Influence, and Satisfaction in Magnet Schools: Do Reasons for Choice Matter?

This paper explores the relationships between parents' reasons for choosing a magnet school and their levels of satisfaction, involvement, and influence with the school. Data are reported from over a thousand magnet school parents in two urban districts. The results suggest three general findings: (1) As reported in previous research, magnet school parents choose schools for a wide array of reasons and are highly satisfied with their chosen school; (2) parents' reasons for choice are important predictors of their levels of satisfaction, influence, and involvement with the school; and (3) parents who choose for values reasons, as compared to other reasons, are more likely to be involved in and satisfied with their school of choice and report that parents have influence over school decisions.     

师专体育专业学生运动成就归因倾向探讨

通过对宁德师专体育系９２，９３级１１１名学生（按术科成绩分为良好、中等、及格等３组）体操运动成就归因倾向的调查了解，得出不同组别的学生完成体操动作的责任归因均有倾向于内因：良好成绩组的学生具有更倾向于内因的趋势；中等成绩及其以上组的学生在动作成功时更倾向于内因；及格成绩组的学生在动作失败时也倾向于内因．     

Teachers' perceptions of students' excuses for academic difficulties

Ninety-seven teachers described situations in which their students experienced academic difficulties and gave reasons (excuses) to explain their difficulties. Teachers indicated whether or not they believed the reasons students gave, what they thought the “real” reasons for the students' difficulties were, and how they reacted and behaved toward the students. Analysis of teachers' reports indicated that students were most likely to attribute their academic difficulties to external, uncontrollable factors, whereas teachers tended to believe that the “real” reasons for students' difficulties were internal and controllable. Teachers reported that they would react in a positive manner toward the students whether or not they believed the reasons the students gave to explain their difficulties. Implications of these findings for student motivation are discussed.     

Why students drop out of the Bachelor of Arts

Attrition, which courses in the humanities and social sciences particularly suffer from, is a major problem for universities and students. This paper investigates the reasons students give for prematurely discontinuing studying the Bachelor of Arts. This is a qualitative study that thematically analyses semi-structured interviews. The sample represented a cross-section of the population of students enrolled in the course. The reasons for attrition can be divided into course-related or personal reasons. Amongst course-related reasons, the most important relate to: career direction and purpose, subject range and peer bonding, as well as teaching quality. Personal issues that interfere with study relate to illness, finances and employment. Course-related and personal reasons also interact and reinforce each other, with students studying the humanities and social sciences more vulnerable to personal pressures due to course-related reasons. Student engagement with support services is also analysed, and conclusions drawn on how attrition can be addressed.     

How the reason for a school move relates to school adjustment

Several authors have suggested reasons for children transferring to new schools, and they have hypothesized that the reasons may affect the nature and tenure of the transition process. The present study investigated the reasons parents of 451 elementary school children gave for changing schools and demonstrated that the reasons influenced children's ability to adjust to their new schools. Specifically, children transferring because their old school closed were more competent academically and had a higher average socioeconomic status than did the other groups. On the other hand, those transferring because of changing households had poorer academic performance and more stressful life events on average than the other groups. Finally, reasons for moving not only vary according to race, but the effects of the reasons are different for each racial group. Implications for school personnel seeking to integrate transfer students into their schools effectively are discussed.     

Assessing Reasons for School Non-attendance

The aim of the present study is to assess reasons for school non-attendance including somatic symptoms, subjective health complaints, truancy, and school refusal and to investigate the relationship of these with gender, grade, and self-reported special educational needs. The study is based on a self-reported questionnaire distributed to students recruited from seven municipalities in Norway. The total sample included 5,465 students in the sixth to tenth grades. The measurement model yielded indices of good fit, and the four suggested dimensions of reasons for school non-attendance were supported. Subjective health complaints emerged as the most commonly reported reason for school non-attendance, whereas 6.2% of students reported that their non-attendance “quite often” was due to truancy- or school refusal-related reasons. There was a tendency for students who report special educational needs to report more truancy reasons and for females to report more school refusal reasons. Implications for research and practice are discussed.