应用IPAQ监测中学生周体力活动量的探讨

从体力活动的概念及IPAQ的相关应用、国内中学生体力活动流行趋势、IPAQ与国内中学生生活方式对比研究、IPAQ监测中学生体力活动的注意事项等几个方面,对与中学生周体力活动量的相关问题进行了阐述,表明对中学生进行体力活动监控具有良好的应用前景。     

自习自研、师生互动教学策略在体育教学中的初步研究

本文通过对“自习自研、师生互动”教学策略的界定、特点和意义的探讨,明确了“自习自研”与“师生互动”的关系,从素质教育的角度全面认识自习自研、师生互动的意义,并在此基础上结合学生心理特点、体育学科特点和自己的教学实践,通过具体教学案例阐述了该策略在体育教学中的应用。     

“阳光体育运动”实施的实证研究——以四川省为例

通过问卷调查法、文献研究法和访谈法,对四川省中小学实施阳光体育运动的情况进行了调查。结果表明:四川省60%的中小学认真执行阳光体育运动;在时间上较为集中安排在上午的课间操和下午的课外活动;在活动内容选择上中小学校集中在广播操、跑步上。并提出对策:建立督导制度;加大对农村中小学校投入;建立教学—课余锻炼——竞赛为一体的新体育课程理念。     

普通高校公共体育课街舞选项的动作编排要素

随着大学体育教学改革的逐步发展,普通高校非体育专业的大学体育课程也发生了极大的变化。街舞作为近几年较为流行的时尚运动,已经被越来越多的高校纳入到公共体育课程中。本文着重从街舞的特点出发,总结了适合当代大学生练习的动作编排要素,旨在为普通高校编排合理的、适应当代大学生身体与心理的公共体育课街舞选项内容提供理论依据与参考。     

山西省民营企业开展群众性体育活动的现状与发展对策研究

采用文献调研、问卷调查等方法,对山西省民营企业开展群众性体育活动的现状和发展趋势进行调查研究。结果显示,企业职工对参加体育活动的重要性认识不足,锻炼自觉性不高,体育消费意识薄弱;企业领导对全民健身的认识滞后,体育经费投入较少,体育设施和场地建设不足。据此,提出了相应的对策与建议。     

我国群众性体育活动治理问题与完善建议

运用文献资料、案例分析法等,分析我国群众性体育活动治理现状、存在的问题,并提出完善建议。治理现状:群众性体育活动发展迅速,组织者和承办者多元化;地方政府是推动发展的重要力量;建立了初步的法治与政策体系。存在的问题:监管部门权责不清,监管不到位;体育赛事审批取消后未能及时完善相关配套制度;承办者内部管理和专业能力不足;参与者专业能力和风险意识不足;组织者的安全保障义务与应急准备不足。完善建议:明确政府监管职责,实现统一指挥和集合管理;制定行业标准,健全体育产业制度;承办单位要严格工作流程,完善内部治理;强化参赛者的专业能力和风险意识;强化赛事安全保障,充分做好应急准备工作。     

西北普通高校大学生体育锻炼意识与运动兴趣的调查研究

通过对西北普通高校大学生体育锻炼意识、健康状况与运动兴趣调查分析。结果表明:大学生喜欢上体育课的 人数不到60％,相当一部分学生对体育的健身价值缺乏正确的认识,没有体育锻炼的习惯和意识;学生的体质健康状况 不近人意,必须引起有关领导的重视;学生对健身类、健美类、娱乐类和球类体育活动比较感兴趣,学校应多为研究生 提供这方面的教学和活动场所,而对田径项目的兴趣则相对不大。     

The evidence for the impact of policy on physical activity outcomes within the school setting: A systematic review

BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed.     

实施健身运动处方教学模式对普通高校学生体育锻炼态度的影响研究

文章通过在普通高校体育“自主选项”课中实施处方模式教学实验研究,分析实施健身运动处方教学模式对学生体育锻炼态度的影响,并与传统体育课教学模式相比较,为高校体育教学改革与大学生体育锻炼提供理论与实践依据。实验结果表明：根据学生的实际情况实施不同的健身运动处方模式教学与常规教学方案组的大学生在行为态度、行为习惯、行为意向、行为控制感上存在显著性差异。     

Activity profile of top-class association football referees in relation to performance in selected physical tests

Abstract

The aims of the present study were (1) to analyse the physical demands of top-class referees and (2) to compare their official FIFA fitness test results with physical performance during a match. The work rate profiles of 11 international referees were assessed during 12 competitive matches at the 2003 FIFA Under-17 World Cup and then analysed using a bi-dimensional photogrammetric video analysis system based on direct lineal transformation (DLT) algorithms. In the first 15 min of matches, the referees were more active, performing more high-intensity exercise (P < 0.01) than in the first 15 min of the second half. During the second half of matches, the referees covered a shorter distance (P < 0.01), spent more time standing still (P < 0.05), and covered less ground cruising (P < 0.05), sprinting (P < 0.05), and moving backwards (P < 0.001) than in the first half. Also in the second 45 min, the distance of referees from infringements increased (P < 0.05) in the left attacking zone of the filed. There was also a decrease (P < 0.05) in performance in the period following the most high-intensity activity, compared with the mean for the 90 min. Time spent performing high-intensity activities during a match was not related to performance in the 12-min run (r ² = 0.30; P < 0.05), the 200-m sprint (r ² = 0.05; P < 0.05), or the 50-m sprint (r ² = 0.001; P < 0.05). The results of this study show that: (1) top-class referees experienced fatigue at different stages of the match, and (2) the typical field tests used by FIFA (two 50-m and 200-m sprints, followed by a 12-min run) are not correlated with match activities.