早期运动干预对改善唐氏综合症患儿行为能力发展的影响研究

采用文献资料、问卷调查、逻辑分析、专家访谈等研究方法,探讨早期运动干预对唐氏综合症患儿的基本运动能力,基本生活自理能力及人际交往能力高度相关的行为能力的影响。     

新时期赫哲族传统体育校本课程开发研究

文章运用文献资料研究法、实地考察法、历史分析法等研究方法,为全面贯策落实新时期党的教育方针,在深刻领会新课改精神理念的基础上,并结合体育史学知识,对赫哲族传统体育课程开发的原则、途径、策略等环节进行分析与论证,旨在唤起人们对赫哲族传统体育文化的高度重视,研究认为：赫哲族传统体育作为校本课程资源加以开发与利用是今后传承与发展的重要途径,其注定要完成向现代化、科学化、社会化的转型升级,坚定不移地沿着有中国特色的社会主义振族兴教道路阔步前行。     

影响大学生耐力成绩因素及干预策略研究

采用问卷调查法、测试法、访谈法和数理统计法。以山西大学商务学院2013级300名刚入校的大学生作为研究对象。从测试者平时的学习态度和生活习惯两方面去了解大学生耐力成绩下降的主要因素,并提出相应的干预策略。结果显示:男、女生两次测试成绩相比较,都有所提高,分别是20.64秒、35.24秒;又对测试者进行访谈,有86%的测试者认为第一次测试,只是了解体质状况,没有认真发挥,第二次测试,测试成绩要记入期末考试里,只有4%的学生没发挥自己的真实水平;测试者平时课余时间用来参加体育锻炼、看书、无所事事和玩手机的,分别占到5%、16%、28%和51%;测试者外出选择步行和骑自行车的人数非常少,分别是10%和14%;而选择坐车的人数较多,有76%,对此结果,提出相应的干预策略。     

基于耐力类运动处方的中学生体能干预实验研究

通过耐力类项目的教学实验,施以运动处方的干预方法,观察学生耐力的变化情况,并运用单因素方差分析对所得实验数据进行统计分析。结果显示:采用运动处方的形式干预中学生体能发展,效果明显好于一般的教学形式。     

初中生基于速度类运动处方体能素质干预实验研究

通过速度类项目50米跑课外教学实验,施以不同的教学方法,观察学生速度类体能素质经运动处方干预后的变情况,并运用方差分析对所得实验数据进行统计分析.结果显示：采用运动处方的方式干预初中生的速度类体能素质发展效果明显好于一般的教学方式.     

大学生提高耐力素质的实践干预研究

现阶段的大学教育需要针对大学生耐力素质进行调查,分析大学生的耐力素质缺失情况,并提出提高大学生耐力素质的实践干预措施.从而提升大学生整体的综合素质与能力,实现培养新世纪人才的教育目标,为国家经济发展与进步储备人才力量.     

自闭症幼儿的体育干预实验案例研究

号称“百慕大三角”、“特殊儿童之王”的自闭症是一种由大脑、神经以及基因的病变所引起的综合症,集人际关系隔离、语言困难及行为障碍等于一身。对有关自闭症干预文献进行了系统的整理与分析,发现存在很多不足,试图通过实验对体育干预的效果进行检验。实验研究的设计:采用单因素组间多基线设计,将筛选好的8名被试随机分配到实验组和对照组;自变量:体育干预(体育游戏主要指动作模仿、感觉统合训练、按摩、远足旅行与一定量专项练习等);因变量:幼儿自闭症发展程度。结果表明,体育干预可以作为现行自闭症幼儿早期干预的辅助方法。     

‘Building brighter futures for all our children’– a new focus on families as partners and change agents in the care and development of children with disabilities or special educational needs

This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007 ) and Aiming High ( HM Treasury/DfES, 2007 ), and the strong emphasis on earlier intervention and a range of new services to facilitate better partnership with parents (including those from socially disadvantaged backgrounds). Note: In using the term ‘disabled children’, the author is using the broad definition of disability within the Disability Discrimination Acts (DDA) 1995 and 2005. The DDA definition includes the majority of children with identified and significant levels of SEN.     

Family‐centred practice: collaboration,competency and evidence

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centred practice as its philosophical foundation. Family‐centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family‐centred practice for practitioners. Although research has acknowledged that the paradigm shift to family‐centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family‐centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family‐centred practice to be more helpful than other models of practice.     

Omani girls’ conceptions of gender equality: addressing socially constructed sexist attitudes through educational intervention

This paper is based on a quasi-experimental study which examines the effects of a school-based intervention on Omani girls’ attitudes towards the notion of gender equality. A questionnaire was administered before and after the intervention to 241 girls (116 in the experimental group; 125 in the control group). A semi-structured interview was conducted before and after the intervention with 16 participants (eight from the experimental group; eight from the control group). Analysis of quantitative data in the post-intervention round revealed statistically significant differences between the two groups in attitudes towards gender equality in favour of the experimental group. Similarly, the analysis of qualitative data from the post-intervention round showed that the experimental group differed significantly from the control group in its attitudes towards women’s roles and gender equality. The paper concludes by emphasising the critical role that education can play in challenging and transforming prejudicial and discriminatory attitudes.