Motor tests for primary school aged children: A systematic review

Motor testing in education has gained in relevance in light of recent developments in educational systems (Köller & Baumert, 2012). The purpose of this systematic review was to identify studies using motor tests in primary school children aged 4 to 12 years and to synthetize information about the quality and application of the test instruments used. A systematic review of 910 records identified by a search of nine databases yielded 144 papers reporting motor testing in primary school age children, including 25 articles reporting on the quality of 20 test instruments. In the selected articles, tests grounded on the constructs of “motor abilities” and/or “motor skills” are the most frequent and are mostly used for monitoring purposes or for impact research. Tests based on the construct “motor competencies” have become popular only recently, being relevant for educational motor testing due to their curricular validity. The test instruments have been investigated towards their validity and reliability to different extents. However, for several test instruments factorial validity has not been established and more validation studies are needed to improve their psychometric quality especially if used in educational contexts.     

Short-term slackline training improves task-specific but not general balance in female handball players

Slackline training has been shown to improve balance and neuromuscular performance. However, recent studies suggested that balance is task-specific, implying that transferability of balance skills is limited and might depend on the similarity of the tasks. This study therefore investigated if short-term slackline training could improve performance in balance tasks that are either more or less similar to the trained slackline task. Furthermore, we assessed potential transfer effects to other neuromuscular performance tests.

25 female handball players (23.7?±?3.9 years) participated in our study and were matched to either a slackline training (SLT; n?=?14) or a control group (CON; n?=?11). The intervention comprised 12 sessions with overall 120 minutes of slackline training using single and double slacklines. Slackline standing time and measures of dynamic and static balance were assessed before and after the intervention, as well as power and sprint-related performance parameters.

Two-way repeated-measures ANOVA found a significant group?×?time interaction for slackline standing time, indicating larger training effects for SLT. For the remaining dynamic and static balance tests, no significant interactions were found. With regard to neuromuscular performance, there was a significant group?×?time interaction only in change of direction.

In essence, the study showed that slackline training induced task-specific balance improvements without affecting general balance. This adds further evidence to the task-specificity principle of balance, although the specificity of the sample as well as the briefness of the intervention should be taken into account when generalizing our findings. Nonetheless, this study contains practical implications for team sports interventions and future balance training studies, highlighting the importance of selecting appropriate balance exercises to yield rapid and the desired training outcomes.     

Initial steps in creating a developmentally valid tool for observing/assessing rope jumping

Background: Valid motor development sequences show the various behaviors that children display as they progress toward competence in specific motor skills. Teachers can use these sequences to observe informally or formally assess their students. While longitudinal study is ultimately required to validate developmental sequences, there are earlier, pre-longitudinal steps that can be used to screen hypothesized sequences to see if they are worthy of the time and expense of longitudinal study. These same steps can also provide teachers with preliminary tools for observation/assessment. Purpose: At the request of physical educators in a midwestern suburb in the United States, the investigators screened developmental sequences for the action of arms and legs in self-turned rope jumping. The goal was to create a preliminary assessment tool that could be used in physical education classes. Participants: The physical educators took videos of 216 children attempting to jump rope. The children were 5–10 years of age. Data analysis: The investigators categorized the videos using the hypothesized developmental sequences as a checklist. The incidence of each level in the sequences was then graphed to see if the percentages of occurrence rose and fell across age as would be expected if the levels were developmentally valid. The investigators also looked at whether children who varied their behavior across trials varied only to adjacent levels in the sequences. Results: Results indicated that one hypothesized arm category was not developmental, and two leg categories needed further study in younger children. Based on these results, the investigators modified the proposed sequences and provided decision rules so teachers could use them as preliminary observation/assessment tools.     

高山滑雪运动技能学习过程中的技能迁移与信息反馈

采用文献资料法和实地观察法,探讨了高山滑雪运动中技能学习过程中的技能迁移和信息反馈两方面的内容。根据技能迁移和信息反馈的特点,提出了适合高山滑雪运动技能迁移方法及建立合理的信息反馈体系,以促进高山滑雪运动技能的学习。     

内隐优势效应与运动技能学习

自1965年Reber发现内隐学习以来,内隐学习的研究已取得了很大发展,且逐渐成为当今学习和认知心理学领域的热点课题。随着内隐学习研究的不断深入,内隐学习在运动技能学习中的优势效应也日益突显。本文分析整理了内隐学习的研究成果,并着重分析了运动技能学习中内隐学习的优势效应,以此为依据为技能教学提出建议,从而使技能教学更加有效、顺利的实施。     

悬挂运动控制系统的设计

本设计采用P89LPC932单片机作为物体运动和电机转速控制的核心．采用一套独特的软件算法实现了物体运动轨进的控制。     

自控示范策略对动作技能学习的影响

示范在动作技能教学中的作用已为人们普遍认同,但自控示范尚却鲜为人知.以实验法为主要方法,以篮球原地单手肩上投篮为主要内容,随机抽取广州大学二年级女子健美操专选班20名右利手女生作为实验对象(实验组、对照组各10名),按照实验法规定的程序,进行为期两天的教学实验,以探讨自控示范策略对动作技能学习的影响.研究结果表明:在获得阶段,随着练习次数的增加,两组受试者的练习绩效增加,但组间差异不显著;在保持阶段,实验(自控)组受试者的学习成绩优于对照(被动)组受试者的学习成绩,组间差异显著.     

功能性训练促进5－6岁幼儿粗大动作发展的实证研究

目的：探讨功能性训练对5－6岁幼儿粗大动作能力发展的影响。方法：随机抽取石家庄某公立幼儿园5－6岁幼儿143名为研究对象,将其分为实验组与对照组,实验组70人,对照组73人。实验组进行12周的功能性训练干预,对照组保持幼儿园原有体育活动内容,干预前后,通过美国大肌肉动作技能发展测试系统第二版（ TGMD －2）,对受试幼儿粗大动作能力进行测试。结果：（1）对照组幼儿粗大动作总分为74．65,其中位移动作得分39．82、控制动作得分34．83,较实验前74．61、38．86和35．75,未见显著性提高（P ＞0.05）;（2）实验组幼儿粗大动作总分为85．74,其中位移动作得分44．60、控制动作得分41．14,较实验前74．22、39．62和34．60,具有非常显著性提高（P ＜0.01）;（3）实验后实验组与对照组幼儿相比,实验组粗大动作、位移动作和控制动作得分均显著性高于对照组（ P ＜0.01）。结论：根据幼儿身心特点所设计的功能性训练能够较好促进5－6岁幼儿粗大动作水平发展。     

韵律性身体活动改善幼儿侧滑步下肢积分肌电贡献率的研究

目的：从动作发展的视角出发,将幼儿阶段应掌握的基本动作技能设计到韵律性身体活动中,通过分析幼儿侧滑步下肢肌肉放电情况的变化,比较这种新幼儿韵律性身体活动与一般性幼儿韵律性活动效果差异。方法：将38名受试对象按照年龄随机分为实验组与对照组,实验组幼儿周一至周五每天进行动作发展视角下的韵律性身体活动,每天累计活动时间为20－30分钟,运动干预周期为一年。对照组则进行一般性的韵律性身体活动。运动干预前后,记录受试者侧滑步时下肢肌电活动,选取积分肌电值、下肢主要肌群积分肌电贡献率为指标评估幼儿下肢肌电活动的变化。结果：（1）运动干预后,实验组与对照组的积分肌电贡献率较运动干预前的整体变化为主动肌积分肌电贡献率的上升和拮抗肌积分肌电贡献率的下降。（2）运动干预后,侧滑步第一时相中,实验组3岁组幼儿腓肠肌（右）积分肌电贡献率显著高于对照组,股直肌（右）积分肌电贡献率显著低于对照组;5岁组幼儿腓肠肌（左）的积分肌电贡献率显著高于对照组,股二头肌（左）积分肌电贡献率显著低于对照组。结论：运动干预后,实验组幼儿的侧滑步动作发展水平都有了提高,在做侧滑步时对主动肌与拮抗肌的控制变得更加协调;动作发展视角下的韵律性身体活动在改善幼儿侧滑步动作下肢肌肉放电情况,促进幼儿侧滑步动作发展方面优于一般性的韵律性身体活动。     

电动汽车用外转子双凸极永磁电机建模与仿真

提出了一种新的建模方法,即在双凸极永磁电机电磁场有限元计算的基础上,利用非线性等效磁网络对双凸极永磁电机进行非线性建模与仿真。最后,用提出的非线性建模和仿真的计算方法,对一台三相12/8极双凸极永磁电机的相绕组电感和动态转矩进行了仿真。结果表明:相绕组电感和动态转矩的仿真与实验结果一致性较好。