职业足球联赛中假球问题的博弈模型分析

运用经济博弈论原理与方法,针对我国职业足球联赛中假球日益严重的问题,从足球俱乐部与足协的角度,建立博弈模型,通过分析,提出了打击假球的具体措施,即加大惩治力度,使假球行为不敢发生;提高调查概率,使假球行为不能发生;降低调查取证的费用,增大足协打假的决心;利用新闻媒体的监督作用,加强对假球行为的追踪报道。     

“双向串连”教学模式在体育专业排球普修课扣球教学中的实验研究

根据多年的教学实践,结合前人的研究成果,把排球正面扣球动作排列成相互串连的单元序列,运用“排球正面扣球双向串连教学模式”,突出初学者在学习排球正面扣球技术过程中,以“保持良好的人与球关系”为学习重点,建立具有“共同要素”的单元序列,体现扣球技术的完整性和连惯性。通过教学实验,收到了良好的效果。     

夏季奥运会集体球类项目竞技布局的研究

运用文献资料法、数理统计法、帕雷托分析法与逻辑分析法对第26、27、28届夏季奥运会集体球类项目的竞技实力布局,从整体、男女、各个小项三个层次进行了深入研究。     

高校开设健身球课程的可行性

采用文献资料、问卷调查、调查访问等研究方法对学生参加健身球课程的喜爱程度和学习动机进行了研究及分析,对健身球的锻炼价值和社会价值进行了研究。结果表明,健身球课程深受学生的喜爱,在高校开设健身球课程是可行的。     

第18届世界杯足球赛前场定位球攻守战术运用情况分析

通过文献资料调研、录像统计等方法对第18届世界杯足球赛前场定位球进攻和防守战术运用情况进行统计、分析,得出以下主要结论:1)随着足球比赛激烈程度的提高,前场定位球攻守战术运用效果,已成为影响比赛胜负结果的重要因素之一;2)本届世界杯足球赛任意球直接射门数少于配合射门数;3)前场任意球防守力量分布主要体现在3个部分,一是防守人墙;二是封锁要害空间;三是盯防进攻运动员。任意球罚球点区域变化,防守力量重点随之变化;4)本届世界杯足球赛角球进攻组织配合形式以长传角球为主,长传角球射门次数以及进球率高于战术角球,但战术角球的射门率比长传角球高;5)在进行角球防守组织和区域布防时,防守长传角球时一般不设置专门运动员防守罚球运动员,前、后门柱区域是防守重点之一。     

中国乒乓球队制胜因素的实证研究

中国乒乓球队之所以能够长胜不衰,雄踞世界乒坛,是与多年来乒乓球队技战术的精彩演绎及强有力的后备人才培养分不开的。中国乒乓球队制胜因素即“三件宝”是指技术组合的多样化、击球点的全面性以及反方向技术的应用能力,这三个方面对取得比赛的胜利起着关键的作用。主要通过观察法和数理统计法对这"三件宝"在优秀运动员比赛过程中的应用情况进行了研究,力求发现其中的规律,为运动员今后的训练提供参考依据。     

高校公共体育球类选项课教学模式研究

介绍了公共体育球类选项课教学改革的步骤和方法，认为分层次教学是高校公共体育选项课的基本教学模式，过程评价和终结评价相结合的综合评价是较为科学的评价方法。     

Cooperative learning and dyadic interactions: two modes of knowledge construction in socio-constructivist settings for team-sport teaching

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on cooperative learning (CL) models. The cultural context is the French school curriculum, so it emphasizes the role of sports as social practice and uses the applied concept of French didactic transposition. It took place in a socio-constructivist perspective of the teaching-learning process and extends the notion of debate-of-idea.

Purpose: This article explores the role of CL in a Physical Education (PE) classroom setting and particularly the role of verbal exchanges among peers in team-sport teaching.

Research design: This article reports two interventions. The first study showed the positive effects of discussions within a team in an adapted basketball game. Seventeen boys and 13 girls from a French school (third and fourth grades), all novices in basketball, were assigned to two independent groups of a two (Learning condition) design. Dependent measures included collective game efficacy and individual skill levels. A second study concerned an instructional setting of a handball team game (two attackers against a defender in each half of the ground) with 11–12-year-old girls. Two groups were constituted by learning condition: symmetrical versus dissymmetrical dyads.

Data collection and analysis: During PE lessons, verbal interactions were filmed and recorded for the two studies. Matches were filmed in study 1, while data in study 2 were collected by an expert on an observation worksheet. ANOVA were conducted in both studies.

Results: The two studies showed that oral discussions between peers about the goal and the strategies of the game facilitated the development of motor and tactical skills. The second study showed the superiority of a slightly dissymmetric dyadic condition. The low-skilled pupils in dissymmetrical dyads obtained more benefit from the verbal interactions than those in a symmetrical setting. In the dissymmetrical condition, while the initially low-skilled participants had the highest rate of progression, the initially high-skilled players had to explain their solution and could also benefit from the dyadic interaction.

Conclusion: In both studies, action rules were constructed by peers' verbal exchanges in a reflective way. In a PE socio-constructivist setting, the teaching of games facilitates mutual aid, social relationships, and participation in community activities.     

浅谈足球运动员不同踢球技术踢定位球的技术特点

足球被誉为世界第一运动,是因为它具有参加的人数多、分布广、易展开等特点,深受广大人群的喜爱。足球在高校中已经成为大学生选修课和普修课以及课余锻炼的主要内容,踢球是指运动员有目的地用脚将球击向预定目标的动作方法。踢球是运动员进行比赛活动的主要技术手段,它在比赛中的主要用途是射门和传球。文章运用文献资料法、逻辑分析法等方法,针对足球运动员在踢定位球教学与训练中存在的问题以及结合踢球技术的特点进行分析与探讨,进而综合不同踢球技术踢定位球的技术特点,目的在于通过理论指导实践,使足球技术教学及训练更加科学、系统。     

相持阶段网球运动员击球线路的知觉预判研究

考察网球运动员在比赛相持阶段对击球线路预判的行为学特征。实验采用E-Prime技术呈现网球比赛相持阶段视频,被试的任务是做直线或斜线判断。结果发现,专家组被试在直线和斜线的判断上正确率高于新手组,反应时比新手组短;专家组在斜线判断上正确率和反应时都显著好于直线判断,而新手组在斜线、直线判断上不存在差异。结果表明,专家组网球选手在比赛相持阶段预判击球线路时能及早把握时机,行为特征表现快又准确,对击球线路的预判能力更强。