试论我国学校课余体育竞赛现状及构建

运用文献资料法、专家访问法、问卷调查法等对学校课余体育竞赛现状进行调查研究，力求探索我国学校课余体育竞赛在培养学生的体育兴趣、爱好，养成良好的体育锻炼习惯等方面的主要途径、方法，为学校体育改革提供依据。     

谈中学历史教材中的诗歌教学及作用

诗歌这种文学形式,作为中华灿烂文化中的一朵奇葩,其历史渊远流长。现行中学历史教科书中引起了许多诗歌,因此,加强诗歌教学,教师必须自我充实。然后利用诗歌教学培养学生的道德情操和分析问题解决问题的能力。     

Essay review

Mark I. West is an Associate Professor of English at the University of North Carolina at Charlotte, where he teaches courses on children's literature and serves as coordinator of the American Studies Program. Among his more recent books areWellspring of Imagination: The Homes of Children's Authors (Neal-Schuman) andA Wondrous Menagerie: Animal Fantasy Stories from American Children's Literature (Archon Books).     

Post-warmup strategies to maintain body temperature and physical performance in professional rugby union players

We compared the effects of using passive-heat maintenance, explosive activity or a combination of both strategies during the post-warmup recovery time on physical performance. After a standardised warmup, 16 professional rugby union players, in a randomised design, completed a counter-movement jump (peak power output) before resting for 20 min and wearing normal-training attire (CON), wearing a passive heat maintenance (PHM) jacket, wearing normal attire and performing 3 × 5 CMJ (with a 20% body mass load) after 12 min of recovery (neuromuscular function, NMF), or combining PHM and NMF (COMB). After 20 min, participants completed further counter-movement jump and a repeated sprint protocol. Core temperature (T_core) was measured at baseline, post-warmup and post-20 min. After 20 min of recovery, T_core was significantly lower under CON and NMF, when compared with both PHM and COMB (P < 0.05); PHM and COMB were similar. Peak power output had declined from post-warmup under all conditions (P < 0.001); however, the drop was less in COMB versus all other conditions (P < 0.05). Repeated sprint performance was significantly better under COMB when compared to all other conditions. Combining PHM with NMF priming attenuates the post-warmup decline in T_core and can positively influence physical performance in professional rugby union players.     

Numerical investigation on trimming of a single sail in a regatta

In sailing regattas, the actions of sailboats are to meet, overlap, pursue, pass, anti-collide, and defend. The aerodynamic performance of a sail based on a numerical simulation method is reported in this study. The parameters affecting the sail’s aerodynamic force coefficients, namely sailing angle, attack angle, mast shape, pitch angle, and camber ratio, are analyzed. From the results, basic principles and corresponding tactics of sail trimming are discussed and recommended for the start, during the windward, running, and leeward legs, before the finish, and near the marks. Sailors in the regatta should decrease the interaction of air flows around the sail to increase the lift force. The sailing angle, attack angle, pitch angle, and camber ratio should be adjusted to the appropriate degree to speed the boat when it is balanced. Sail trimming tactics have been practiced by professional sailors in regattas during which they can be scientifically supervised to compete against each other at Olympic Games.     

Effects of an intervention programme with teachers on the development of positive behaviours in Spanish physical education classes

Background: The physical education (PE) context has been emphasised as an ideal environment for developing positive behaviours among students. Under the Positive Youth Development paradigm, various initiatives have been conducted with the aim of promoting personal and social responsibility among adolescents. Self-Determination Theory has been widely used to analyse students’ motivational processes during PE classes.

Purpose: This study aimed to measure the effects of a multidisciplinary intervention with teachers on the development of positive behaviours in PE classes.

Participants: Twenty PE teachers participated in the study (M_age?=?35 years; SD?=?2.32) along with 777 of their students (M_age?=?12.81 years; SD?=?.93). The teachers (male?=?16; female?=?4) were between the ages of 29 and 48 years (M?=?35.2 years; SD?=?2.32). The students who participated in this study (male?=?377; female?=?400) were divided into 52 classes and were between the ages of 12 and 16 years (M?=?12.81; SD?=?.93).

Research design: A quasi-experimental design was used that consisted of a control group and three groups in which an intervention was developed. In the control group, the teachers did not receive any type of intervention; in the second group, the teachers received a training programme to develop strategies for supporting basic psychological needs and promoting positive behaviours; in the third group, the teachers received a didactic unit to promote positive behaviours; and in the last group the teachers received a combination of the two previous interventions.

Data analysis: A repeated-measures ANCOVA (analysis of covariance) was used for every dependent variable included in the study to analyse the effect of Group?×?Time interaction, including Gender and Grade Level as covariates. The fixed effects caused by Intercept, Group, Time, and the Group?×?Time interaction were calculated using compound symmetry as the type of covariance and restricted maximum likelihood as the estimation method.

Findings: By examining the differences between pre-test and post-test, it was determined that in comparison with the students in the control group, the students from the three experimental groups had generally improved scores on the variables related to positive behaviours, such as perceptions of the teacher's support, as well as the development of the targeted behaviours.

Conclusions: These results provide information about the efficacy of an intervention programme with teachers that consists of strategies for developing positive behaviour and support for basic psychological needs to promote the development of positive student behaviour.