Differences in associations of product- and process-oriented motor competence assessments with physical activity in children

ABSTRACT

There is a positive association between motor competence and physical activity in child populations. Little is known about the relative variance explained in physical activity when process- versus product-oriented approaches are used for evaluating motor competence. This study aimed to examine associations between product- and process-oriented motor competence assessments and their capability to explain variance in physical activity. Participants included 167 children between the ages of 6–9 years. The run, jump, throw and kick were assessed using process-oriented (Test of Gross Motor Development-2^nd edition) and product-oriented (run time, jump distance, throw and kick speed) assessments. Physical activity was assessed via Yamax Digi-walker NL2000 pedometers. Weak to strong correlations between process and product assessments were found (range: r = ± 0.01 to ±0.81). Statistically significant correlations between process and product scores were more frequent for the kick and throw. Both product- and process-oriented assessments were poor at explaining variance in pedometer assessed physical activity. No more than 4% of variance in physical activity could be explained by a single skill, regardless of whether product or process scores were used. Continued examination of associations between process- and product-oriented assessments may provide a more holistic understanding of motor competence across developmental time.     

应用表象训练对分立运动技能学习与保持的实验研究——以背向滑步推铅球和挺身式跳远为例

将表象训练运用于田径分立运动技能教学实践中,结果表明:在田径分立运动技能的教学中,运用表象训练可以促进运动技能的形成与保持,提高教学质量与效果;可最大限度地发挥学生的主观能动性,调动学生的学习兴趣,激发有效的学习动机;可以缓解学生的状态焦虑水平,增强自信心,有利于学生在技能表现中充分发挥自己的表象能力.     

双手胸前投篮对排球正面传球动作学习的技能迁移

文章分别对20名实验组学生与20名对照组学生进行不同的实验控制,并于实验控制后对所有受试者的排球正面传球技能进行实验测量。主要采用独立样本t检验分析了双手胸前投篮对排球正面传球两项动作学习的技能迁移和干扰特征。结果发现：双手胸前投篮对排球正面传球技术有负迁移影响。     

不同运动技能类型急性有氧运动对大学生注意力的干预研究

目的:探讨不同运动技能类型急性有氧运动对大学生注意力的促进作用,为选用科学体育活动方案改善大学生注意力水平提供实验证据。方法:以南通大学120名学生为研究对象,依据实施运动技能类型不同分为开放式运动组、封闭式运动组和对照组,实验前后采用注意力测量工具全面评价不同运动技能类型急性有氧运动干预前后各组大学生注意力水平的变化。结果:(1)运动干预后,与对照组相比,开放式组注意分配出现显著性差异(P<0.05),封闭式组注意分配出现显著性差异(P<0.05),组间注意分配不具有显著性差异(P>0.05)。(2)运动干预后,与对照组相比,开放式组注意广度出现显著性差异(P<0.05),封闭式组注意广度未出现显著性差异(P>0.05),组间注意广度具有显著性差异(P<0.05)。(3)运动干预后,与对照组相比,开放式组注意稳定出现显著性差异(P<0.05),封闭式组注意稳定未出现显著性差异(P>0.05),组间注意稳定不具有显著性差异(P>0.05)。(4)运动干预后,与对照组相比,开放式组和封闭式组注意转移均出现显著性差异(P<0.05),组间注意转移不具有显著性差异(P>0.05)。结论:开放式急性有氧运动对注意力四个品质均有改善作用,封闭式急性有氧运动对注意分配和注意转移有改善作用。     

体育运动心理学运动技能保持研究述评

随着心理学家研究视野的不断扩大,运动技能这一领域也引起了一定程度的关注,本文结合大量文献,对运动技能学习过程中记忆保持的问题进行了探讨,指出了动作技能保持的特点,分析了动作技能和艾氏学习材料之间的差异,提出了一些新的想法和建议,从而对目前关于运动技能保持方面的研究具有重要的推动作用。     

元认知学习策略对独立学院大学生足球运动技能学习的影呐

本研究依据元认知理论,运用问卷调查法、教学实验法,针对元认知学习策略对独立学院大学生足球运动技能学习的影响作了初步研究。结果表明：元认知学习策略使用频度与足球运动技能学习成绩呈显著正相关。因此教师在教学中有意识地加强元认知策略的训练,有利于提高大学生运动技能学习的能力。     

论运动技能

运动技能是在一定运动形式下,与运动技术结合一体的运动能力;运动能力是运动技能的内在尺度,运动技术是运动技能的外在尺度;运动技能概括地反映了运动实践的全过程,是衡量体育运动个体化程度的量度。     

运动技能获得中的内隐学习研究进展

内隐学习和外显学习是人类学习的两种方式,它们平行发生并且相互独立,内隐学习所获得的运动技能在环境变化多样,应激条件下以及在保持的时间上都有显著的优点,结论建议我们,在运动技能的训练中应为内隐学习创造更多的条件。     

综合培养模式对网球专项学生动作技能影响的实验研究

采用综合培养模式对网球专项学生动作技能影响的实验研究,试图探讨综合培养模式能够提高网球专项学生动作技能,从而为网球专项学生专项技能的提高找出一条更好的途径。     

运动技能与学习方法的匹配性研究

在我国教育课程改革的浪潮中,“发现学习”以培养探究思维和创新精神的独特价值,受到人们前所未有的关注。“探究”、“合作”、“自主”也成为体育课程中大力提倡的学习方式。但是,倡导新的学习方式绝不是对传统学习方式——“接受学习”的颠覆,因为世界上没有万能的,最好的教育方法,只有灵活的、最适合的教学方法。因此,根据运动技能的不同特点,探讨有针对性的体育教学方法,才在“增效减负”的实施中具有现实的意义。     

认知结构的迁移观与运动技能学习

简述了著名的心理学家奥苏贝尔的认知结构迁移理论，并对认知结构迁移观与运动技能学习的关系和认知结构迁移观应用于运动技能学习需注意的问题进行了讨论。     

运动技能信息处理过程中影响技能效能若干因素的探讨

根据认知心理学运动技能信息处理模式的理论,分析影响运动技能的因素,反思实践解决的方法。     

元认知能力对运动技能学习影响的研究

运用文献资料法、专家访谈法、问卷调查法、实验法等,对元认知能力对运动技能的影响作了初步研究,结果表明:元认知能力高的大学生运动成绩也高,元认知能力低的大学生运动成绩相对要低,高元认知水平对运动成绩的影响比低元认知水平要大。     

从动作要素的构成导引运动技能学习及其效果论证

在大量的体育实践教学的基础上,尝试着提出从动作要素的构成导引学生进行运动技能学习。通过一个学年的教学实验,证明此方法教学效果良好,有一定的实用价值。本文旨在拓宽拓展学生的学法思路,同时不断补充和完善运动技能的教法体系。     

Agonist and Antagonist Muscle EMG Activity Pattern Changes with Skill Acquisition

Abstract

The purpose of this research was to investigate the modifications in the control of the biceps brachii (agonist) and triceps brachii (antagonist) muscles during the learning of two elbow flexion tasks in sixteen college-age women. A positioning and a coincidence task were each performed at 40° and 200° per second angular velocity while bipolar surface electrodes recorded the electromyographic (EMG) activity of the muscles involved. Data on the EMG activity, angular kinematics, and timing and angular displacement error were quantified and subjected to statistical analyses. The results of the error analyses indicated that subjects did learn the various tasks over the 120 trials. Because there were no significant changes in the angular velocity patterns over trials, the EMG activity modifications are suggested to reflect differences in the control of the muscles monitored during the movements. In addition, EMG activity pattern modifications which occurred in discrete portions of the movements in both muscles indicate an increased cocontraction of the opposing muscles as subjects learned the tasks. Temporal periods in which modifications were observed appear to represent the critical periods in each movement task.     

Cognitive to physical performance: a conceptual model for the role of motor simulation in performance

ABSTRACT

Motor simulation (MS) interventions incorporating motor imagery (MI), and more recently action observation (AO), are readily accepted as effective interventions to enhance motor skill performance. Existing models in the MS literature fail to consider the entire spectrum of MS interventions, focusing on MI or AO alone. This paper examines the theoretical basis and current understanding of MS efficacy, and introduces a novel, conceptual, Motor Simulation and Performance Model (MSPM) representing the performance improvements predicted to be associated with engaging with MS across expertise levels. The MSPM also outlines the multiple factors which regulate the efficacy of MS interventions. Based on the available evidence, the model suggests that MI will have a greater relative effect on performance as expertise increases, AO will have a greater effect in low skilled compared to high skilled performers, and that combined AO and MI (AO?+?MI) will be more effective than either MI or AO in isolation. The MSPM also depicts the additive effect of physical practice in conjunction with MS interventions. The MSPM represents for the first time the relative effects of various methods of motor learning based on evidence provided by the existing literature. It also highlights areas of research requiring further attention.     

营养与体能和健康的研究进展

营养是影响竞技能力、机能状态、体力适应和恢复的一个主要因素,而且可以操作。营养结合科学训练可明显提高运动能力。任何营养素的缺乏或过度都会影响到人体的健康、生理、机能和竞技状态,从而影响到运动能力的发挥。缺乏体力活动和膳食营养不当是引起慢性病的主要风险。适量运动与合理营养结合有益于各年龄组人群的健康、体能和防治慢性病,这种非药物、经济、有效又无副作用的防治措施尤其适用于我国国情。     

运动协调层次及属性研究

由于运动协调内在机制相对复杂,其本质属性一直存在较大争议。以认知发展的观点将运动协调分为本能运动协调、感知运动协调和操作运动协调三个层次,竞技运动协调归属于专业操作运动协调,并论证了运动协调具有技能的属性。