我国西南诸省(区)农村学校体育现状调研

就西南诸省 (区 ) (广西、四川、贵州 )乡镇以下中、小学的体育教学、课余体育、影响农村学校体育发展的因素等问题进行了调查 ,发现西南诸省 (区 )农村学校体育仍然处于明显的落后状态。观念落后、场地、器材和专业及兼职师资缺乏、无适用教学大纲和教材是制约其发展的主要因素 ,据此提出了发展对策建议。     

试论休闲与休闲体育

运用文献资料调研的方法对休闲的概念、发展及休闲体育的概念、特征、分类、功能进行探讨。休闲体育是指人们在可自由支配时间内,自主地选择自己爱好的身体练习和运动项目,以达到愉悦身心、修身养性,实现和完善自我的一种社会活动。它是体育运动的重要组成部分,也是休闲的重要活动内容,在未来人们的日常生活以及社会经济发展中它将发挥着越来越重要作用。     

奥运冠军米斯蒂·海曼的训练特点

美国运动员米斯蒂·海曼在悉尼奥运会女子200m蝶泳比赛中击败了该项世界纪录保持者澳大利亚苏珊 ?奥尼尔,爆出了2000年一大新闻。米斯蒂的成功,首先在于确立训练目标:增强肌肉力量,改善身体组成成份。虽然,那时她的体魄已经非常健康、匀称了,体内只有16%的脂肪,但计划要她降到12%。教练员探索她发展肌肉的突破口,为她制订了符合饮食习惯的各组食谱。训练中,主要做带有力量性、平衡性、多关节的和全身的练习,如:下蹲,静力举重,大步行进中的扩胸等练习,以增大肺活量。教练员还为她设计了提高肩后部和上背部的力量、提高腰腹部的力量和改善四头…     

More Unintended Consequences of High-Stakes Testing

This article explores the basis of negative sentiments toward and current critiques of high-stakes student testing from within the education profession. To promote some balance for current policy debates, evidence for 10 unintended, unrecognized, or unarticulated positive consequences is provided. The article concludes with an examination of the relationship between high-stakes testing and accountability systems.     

体育预测方法评述

对体育预测方法作了整体的分析，讨论了定量预测和定性预测的优缺点，分析了体育复杂大系统组合预测技术，以及解决定性和定量相结合的综合集成方法，并探讨了体育预测方法的新发展。     

The Development of Measures of Individual Differences in Self-Regulatory Control and Their Relationship to Academic Performance

Two studies are reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students’ beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically, while those students reporting inflexible or irresolute control beliefs were significantly less successful academically.