全文获取类型
收费全文 | 1538篇 |
免费 | 29篇 |
国内免费 | 1篇 |
专业分类
教育 | 1118篇 |
科学研究 | 126篇 |
各国文化 | 33篇 |
体育 | 113篇 |
综合类 | 1篇 |
文化理论 | 12篇 |
信息传播 | 165篇 |
出版年
2022年 | 12篇 |
2021年 | 21篇 |
2020年 | 37篇 |
2019年 | 46篇 |
2018年 | 71篇 |
2017年 | 63篇 |
2016年 | 68篇 |
2015年 | 37篇 |
2014年 | 44篇 |
2013年 | 314篇 |
2012年 | 35篇 |
2011年 | 50篇 |
2010年 | 32篇 |
2009年 | 38篇 |
2008年 | 47篇 |
2007年 | 35篇 |
2006年 | 37篇 |
2005年 | 19篇 |
2004年 | 30篇 |
2003年 | 22篇 |
2002年 | 21篇 |
2001年 | 16篇 |
2000年 | 27篇 |
1999年 | 22篇 |
1998年 | 13篇 |
1997年 | 16篇 |
1996年 | 18篇 |
1995年 | 24篇 |
1994年 | 23篇 |
1993年 | 18篇 |
1992年 | 23篇 |
1991年 | 22篇 |
1990年 | 17篇 |
1989年 | 12篇 |
1988年 | 8篇 |
1987年 | 8篇 |
1986年 | 10篇 |
1985年 | 13篇 |
1984年 | 15篇 |
1983年 | 14篇 |
1982年 | 12篇 |
1981年 | 15篇 |
1980年 | 11篇 |
1978年 | 9篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1972年 | 5篇 |
1969年 | 5篇 |
1927年 | 6篇 |
1923年 | 6篇 |
排序方式: 共有1568条查询结果,搜索用时 0 毫秒
61.
Grant SJ Oommen G McColl G Taylor J Watkins L Friel N Watt I McLean D 《Journal of sports sciences》2003,21(12):1009-1015
Different methods of ball carrying can be used when a player runs with the ball in rugby union. We examined how three methods of ball carrying influenced sprinting speed: using both hands, under the left arm and under the right arm. These methods were compared with running without the ball. Our aim was to determine which method of ball carrying optimizes sprinting speed. Altogether, 48 rugby union players (age 21 +/- 2 years, height 1.83 +/- 0.1 m, body mass 85.3 +/- 12 kg, body fat 14 +/- 5%; mean +/- s) were recruited. The players performed twelve 30-m sprints in total (each player performed three trials under each of three methods of carrying the ball and sprinting without the ball). The design of the study was a form of Latin rectangle, balanced across the trial order for each of the methods and for pairwise combinations of the methods in blocks of four per trial. Each sprint consisted of a 10-m rolling start, followed by a 20-m timed section using electronic timing gates. Compared with sprinting 20 m without the ball (2.58 +/- 0.16 s), using both hands (2.62 +/- 0.16 s) led to a significantly slower time (P < 0.05). Sprinting 20 m with the ball under the left arm (2.61 +/- 0.15 s) or under the right arm (2.60 +/- 0.17 s) was significantly quicker than when using 'both hands' (P < 0.05), and both these methods were significantly slower than when running without the ball (P < 0.05). Accordingly, running with the ball in both hands led to the greatest decrement in sprinting performance, although carrying the ball under one arm also reduced the players' sprinting ability. Our results indicate that to gain a speed advantage players should carry the ball under one arm. 相似文献
62.
63.
64.
65.
66.
67.
68.
69.
70.
Jeremy Swinson 《British Journal of Special Education》2008,35(3):165-172
The self‐esteem of pupils has long been regarded as a key variable affecting both pupils' learning and behaviour, although the relationship between the two may not be as strong as many in education have always assumed. In this article, Jeremy Swinson, an educational psychologist and honorary lecturer in educational psychology at Liverpool John Moores University, reports the findings from a study in two parts. Firstly, an examination was made of 35 Statements written by officers from seven different education authorities in the north‐west of England for pupils attending two independent schools that specialise in working with pupils with social, emotional and behavioural difficulties (SEBD). It was found that, of the 35 Statements examined, 34 included self‐esteem as one area of special need. The second phase of the study examined the self‐esteem of 60 pupils in four specialist schools for pupils with social, emotional and behavioural difficulties. The results showed that the average scores for self‐esteem for both the primary and secondary sample were very similar to the scores obtained by previous researchers in mainstream schools. However, it was apparent that more pupils than expected appeared to have either very low or very high self‐esteem. In terms of locus of control, it was found that a large number of secondary pupils had a high score although this was not found to be the case for the primary pupils in the sample. Jeremy Swinson discusses these results and presents his analysis of their implications for teachers, educational psychologists and education officers. 相似文献