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排序方式: 共有107条查询结果,搜索用时 15 毫秒
21.
Olivier Dieu Christophe Schnitzler Clément Llena François Potdevin 《Journal of sports sciences》2020,38(17):1943-1952
ABSTRACT This study aimed to assess which combination of subjective and empirical data might help to identify the expertise level. A group of 10 expert coaches classified 40 participants in 5 different expertise groups based on the video footage of the rallies. The expertise levels were determined using a typology based on a continuum of 5 conative stages: (1) structural, (2) functional, (3) technical, (4) contextual, and (5) expertise. The video allowed empirical measurement of the duration of the rallies, and tri-axial accelerometers measured the intensity of the player’s involvement. A principal component analysis showed that two dimensions explained 54.9% of the total variance in the data and that conative stage and empirical parameters during rallies (duration, intensity of the game) were correlated with axis 1, whereas duration and acceleration data between rallies were correlated with axis 2. A random forest algorithm showed that among the parameters considered, acceleration, duration of the rallies, and time between rallies could predict conative stages with a prediction accuracy above possibility. This study suggests that performance analysis benefits from the confrontation of subjective and objective data in order to design training plans according to the expertise level of the participants. 相似文献
22.
Minerva - In the global academic capitalist race, academics, institutions and countries’ symbolic power results from the accumulation of scientific capital. This paper relies on the... 相似文献
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This paper investigates the performance of universities in the transfer of technology using a unique university-level dataset for Spain. The results suggest that universities with established policies and procedures for the management of technology transfer perform better. Universities with large and experienced technology transfer offices (TTOs) generate higher volumes of contract research, but the TTO characteristics appear to matter less for university performance in terms of licensing and creation of spin-offs. Furthermore, universities with a science park perform better than those without, which suggests that the agglomeration of knowledge close to universities has a positive effect on universities’ technology transfer performance. 相似文献
25.
Olivier Girard Sébastien Banzet Nathalie Koulmann Mounir Chennaoui Catherine Drogou Hakim Chalabi 《European Journal of Sport Science》2018,18(10):1346-1356
We tested the hypothesis that backward downhill walking (eccentric component) impairs both voluntary activation and muscle contractile properties in the plantar flexors and delays recovery as compared to a gradient and distance-matched uphill walk. Fourteen males performed two 30-min walking exercises (velocity: 1?m/?s; grade: 25%; load: 12% of body weight), one downhill (DW) and one uphill (UP), in a counterbalanced order, separated by 6?weeks. Neuromuscular test sessions were performed before, after, 24-, 48- and 72-h post-exercise, including motor nerve stimulations during brief (5?s) and sustained (1?min) maximal isometric voluntary contractions of the plantar flexors. DW (?18.1?±?11.1%, P?.001), but not UP (?6.0?±?7.7%, P?=.15), decreased torque production during brief contractions for at least three days post-exercise (P?.05). Voluntary activation during brief contractions decreased after DW (P?.05), but not UP, and recovered by 24?h. Both UP (?9.3?±?9.0%, P?=?.024) and DW (?25.6?±?10.3%, P?.001) decreased torque production during sustained contractions but voluntary activation (P?=?.001) was lower in DW than UP. Peak twitch torque and maximum rates of torque development and relaxation were equally reduced after UP and DW (P?.05), and recovered by 24?h. DW induced an increase in muscle soreness with peak values observed 48?h post-walking (P?.001), whereas post-UP exercise changes were non-significant (all P?>?.05). Using a direct comparison, the capacity to drive the plantar flexors during sustained contractions remains sub-optimal during the three-day recovery period in response to non-exhaustive, downhill backward walking in reference to an uphill exercise matched for distance covered. 相似文献
26.
Geneviève A Mageau & Robert J Vallerand 《Journal of sports sciences》2013,31(11):883-904
The aim of this paper is to present a motivational model of the coach–athlete relationship that describes how coaches may influence athletes' motivation. In line with cognitive evaluation theory (Deci and Ryan, 1980, 1985) and the hierarchical model of intrinsic and extrinsic motivation (Vallerand, 1997, 2000), a motivational sequence is proposed where coaches' personal orientation towards coaching, the context within which they operate, and their perceptions of their athletes' behaviour and motivation influence coaches' behaviours. Also, coaches' behaviours in the form of autonomy-supportive behaviours, provision of structure and involvement have a beneficial impact on athletes' needs for autonomy, competence and relatedness, which, in turn, nurture athletes' intrinsic motivation and self-determined types of extrinsic motivation. Here, we first review coaches' autonomy-supportive behaviours. We then describe the psychological processes through which coaching behaviours have a positive influence on athletes' intrinsic and self-determined extrinsic motivation. Finally, we identify social and personality processes that determine coaching behaviours. 相似文献
27.
Giorgios P Paradisis Athanassios Bissas Panagiotis Pappas Elias Zacharogiannis Apostolos Theodorou Olivier Girard 《Journal of sports sciences》2013,31(17):2026-2036
ABSTRACTAs the effect of performance level on sprinting mechanics has not been fully studied, we examined mechanical differences at maximal running speed (MRS) over a straight-line 35 m sprint amongst sprinters of different performance levels. Fifty male track and field sprinters, divided in Slow, Medium and Fast groups (MRS: 7.67 ± 0.27 m?s?1, 8.44 ± 0.22 m?s?1, and 9.37 ± 0.41 m?s?1, respectively) were tested. A high-speed camera (250 Hz) recorded a full stride in the sagittal plane at 30–35 m. MRS was higher (p < 0.05) in Fast vs. Medium (+11.0%) and Slow (+22.1%) as well as in Medium vs. Slow (+10.0%). Twelve, eight and seven out of 21 variables significantly distinguished Fast from Slow, Fast from Medium and Medium from Slow sprinters, respectively. Propulsive phase was signi?cantly shorter in Fast vs. Medium (?17.5%) and Slow (?29.4%) as well as in Medium vs. Slow (?14.4%). Fast sprinters had significantly higher vertical and leg stiffness values than Medium (+44.1% and +18.1%, respectively) and Slow (+25.4% and +22.0%, respectively). MRS at 30–35 m increased with performance level during a 35-m sprint and was achieved through shorter contact time, longer step length, faster step rate, and higher vertical and leg stiffness. 相似文献
28.
Geneviève L. Lavigne Robert J. Vallerand Paule Miquelon 《European Journal of Psychology of Education - EJPE》2007,22(3):351-369
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits
that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence.
These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads
to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high
school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with
LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence
and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels
of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from
a motivational approach in this area. 相似文献
29.
Little is known about how and when preschoolers master the concept of teaching, particularly in relation to the acquisition of theory of mind (ToM). We investigated the relationship between the two in children aged 3-6 years old. One hundred and seventeen French preschool pupils answered questions about different teaching situations illustrated in ten stories involving knowledge differences and/or false belief. Four change-of-location ToM stories were also administered. Our results indicate a developmental progression from understanding teaching situations to grasping the notion of knowledge gaps. Moreover, they confirm that ToM seems to be involved in understanding more complex teaching situations. 相似文献
30.