An analysis of selected kinematic variables in national and elite male and female 100-m and 200-m breaststroke swimmers

The kinematic analysis of competition breaststroke swimming has tended to focus on the mean values of swimming speed, stroke rate and stroke length; values in individual lengths, as well as the start, turns and finish, have largely been ignored. This study includes all such variables and aims to improve the coach's holistic understanding of breaststroke racing by determining the relationships and differences between and within these selected kinematic variables. We also compare 100-m events with 200-m events to determine if there are characteristic differences between them. Competitive breaststroke swimming performances in 100-m events (males: n = 159, finishing time = 65.05 +/- 2.62 s; females: n = 158, finishing time = 74.04 +/- 3.66 s) and 200-m events (males: n = 159, finishing time = 141.47 +/- 6.15 s; females: n = 158, finishing time = 158.66 +/- 7.87 s) were collected and analysed from 12 world, international and national championships. The better 100-m and 200-m breaststroke swimmers were found to demonstrate greater competency in the kinematic variables measured, except stroke kinematics, which were unique to each individual. These findings suggest that coaches should place emphasis on all of the kinematic components in training and that they should attempt to identify the stroke rate to stroke length ratio most appropriate for the individual. Finally, characteristic differences do exist between the 100-m and 200-m events, which has implications for how swimmers might train for each event.     

论使用兴奋剂已经成为政治问题

兴奋剂的使用,严重地破坏着奥林匹克理想和奥运公平竞赛原则,成为奥运发展的大敌之一,国际奥委会正与之进行着坚决的斗争。兴奋剂的使用在我国也是一股潜在的暗流,我们也与之进行着卓有成效的坚决斗争。但,由于种种原因,仍然屡戒不止,屡禁不绝,甚至发展到近乎猖狂的程度(当然只是某些项目),已经成为一个有损我国形象的政治问题,必须认真提高政治认识,痛下决心,予以从严根治。     

TEACHERS’ ATTITUDES TO RELIGIOUS EDUCATION

This is a short historical review showing how researchers in the early part of this century attempted to define and measure artistic ability and establish a relationship between such ability and general intelligence. The definition of artistic ability was a recurring difficulty which has not, indeed, been satisfactorily settled yet, although the inadequacy of some of the criteria put forward earlier in the century can now be clearly seen. Such criteria were often wholly convergent, requiring pupils to conform to pre‐established notions of ‘correctness’ which now seem inappropriate to the subject.