终点裁判员判定名次方法的研究

径赛长距离跑非常引人注目,由于运动员参加人数多,运动水平各异,加上裁判员工作环境喧闹,其名次判定也容易出错,是裁判工作中的一个重点和难点。文章对终点裁判的记圈方法和判定名次进行了研究,结论认为:在大型比赛中,新终点磁性电子记圈牌更能得到观众、运动员、裁判员对比赛结果的公认,对裁判工作的名次判定和工作质量、效率是极大的提高,使终点裁判工作有条不紊,迅速准确。     

健身健美操网站的设计及其应用

健美操教学是一种集运动、音乐于一体的体育教学活动。目前大部分体育教学采用传统的“口传身授”方式,这种方式不但局限了课堂教学整体效果的演示,而且导致学生对健美操技能的掌握完全依赖于教师个人。本文从定量和定性两个方面,对健美操采用网络多媒体辅助教学进行分析,认为在体育教学中利用网络多媒体技术,有利于学生对健美操技术动作的掌握,改善教学质量;有利于激发学生学习兴趣,培养学生终身体育意识;有利于发挥双主体的作用,实现“双主”教学;有利于扩展教学的时间和空间,促进学生体育学习和锻炼,提高教学效果。     

传统和新课标下学生体育成绩评价对体育兴趣的影响之比较研究

传统的体育学习评价是以统一的《国家体育锻炼标准》来衡量所有学生,过于注重对结果的评价,忽视了对学生实际能力、学习态度的综合考查,仅仅是一种甄别和选拔的工具。久而久之,学生丧失了对体育的兴趣。而本文所论述的新课标下的评价方法给学生体育成绩评价注入了新的生命,使评价更具体,更科学,更能反映对学生的综合能力的考查,从而指导课堂教学来体现学生的主体地位,有利于激发学生的体育兴趣。     

皮划艇激流回旋项目的力量测试与评价

我国的皮划艇激流项目力量训练的设备仍是杠铃一类的器械,杠铃虽然是一种行之有效的训练器械,但在训练学界被认为是不符合专项力量训练要求的训练器材。研究表明,只要有有效的测试监控手段,教练员同样能够正确地评价力量训练效果,提高力量训练效率。本文的研究目的是要通过自行研制简单实用的训练测试设备及其力量训练效果评价体系,对皮划艇激流国家队运动员进行力量训练的测试与评价。     

2008—2009赛季CBA常规赛运动员身高、体重、年龄与运动成绩的相关性研究

运用文献资料法、数理统计法,对参加2008—2009赛季CBA常规赛比赛运动员的身高、体重、年龄等指标与运动成绩相关性进行比较分析。结果表明：CBA不同位置运动员的平均年龄、身高、体重和克托莱指数存在显著性差异;CBA常规赛不同名次运动员平均身高、体重、年龄和克托莱指数在前8名球队较为合理,顺应现代篮球运动的发展潮流。此结果可为中国篮球各级运动队的科学选材和训练提供借鉴与参考。     

优秀散打运动员膝/肘关节等速测试与站位攻防技术分析

采用ISOMED2000等速系统检测优秀散打运动员膝、肘关节肌群的生物力学特征,分析优秀散打运动员站位攻防动作技术.在进攻训练中伸膝关节速度达到300°/s,能充分发挥运动员小腿伸肌群的爆发能力;采用300°/s的速度可以快速屈小腿,有利于运动员快速回防,为再次打击对方在时间上创造了条件;在站位时,膝关节角度保持157.3°～160.1°,小腿屈肌群离心爆发能力强,有利于运动员调整自身的身体姿势,避开对方的快速进攻.在进攻训练中应使肘关节速度达到300°/s,能充分发挥运动员前臂伸肌群的爆发能力.肘关节角度在81°～86°的范围,有利于运动员快速出拳,打击对方.以240°/s的速度屈肘,能充分发挥运动员前臂屈肌群的爆发能力,有利于运动员快速回防.在防守训练中,肘关节角度在78°～85°的范围内,对运动员快速回防,抵御时方快速、重拳的进攻是有利的;肘关节角度在128°～137°的范围内,可远距离隔挡对方,阻击对方的快速进攻.     

数理统计教学探讨

本文主要从重视概率论中常见相关分布、数理统计的概念、基本思想和难点四个方面探讨了如何搞好数理统计的教学。     

The Media and Educational Testing: In Pursuit of the Truth or in Pursuit of a Good Story?

The measurement community needs to better understand how to interact with the media to effectively disseminate important findings from educational testing efforts. To this end, the current paper will review media coverage of educational testing and related issues and elaborate on areas of concern and opportunities for improved communication between measurement professionals and the media. Common misinterpretations of test results and measurement concepts will be discussed and suggestions for the clearer presentation and explanation of such information will be offered. Also, practical advice and strategies for handling different types of interactions with the media will be provided. The implications of focusing on this topic in the measurement profession and the inherent public value of this focus are highlighted throughout the paper.     

Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects

Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power.     

Talking about the test. Boundary work in primary school teachers' interactions around national testing of student performance

There is currently a strong belief in accountability as a policy of action and standardized testing has been implemented in several countries. This article examines tensions that occur in meetings when primary school teachers in Norway discuss national testing, and how these are handled. In particular, tensions revolve around what is seen as internal (teachers' everyday work) and external (policies and practices outside the main frame of teaching). Even though national testing is mainly seen as external to teachers' work, teachers involve in boundary work and reshape professional discourse in order to create relevance and maintain legitimacy following new expectations.