田径1500米跑运动员专项能力评估方法构建

目的：：通过对田径1500m跑运动员的有氧能力、无氧能力、运动学参数的测定,分析运动员专项能力的影响因素,并探索建立田径1500m运动员专项能力评估方法体系。方法：14名二级男子运动员进行模拟1500m全程跑、起跑加途中跑测试、递增负荷测试、300m全力跑测试、恒定负荷测试,得到运动成绩、运动前后血乳酸值、运动中心率、步频、步长、最大摄氧量速度、等指标,根据个人成绩平均速度高低分为快慢两组,平均速度5m/s以上受试者设为快组,以下设为慢组,每组各7人。并对其他指标进行比较和相关性分析。结果：与慢组相比,快组恒定负荷后血乳酸显著较低(P<0.05)、快组的最大摄氧量速度、步频均显著高于慢组(P<0.05);通过相关性分析得到,最大摄氧量速度与运动成绩具有显著相关性(r=0.619,P<0.05);途中跑段落后血乳酸变化与终点跑后血乳酸变化具有明显负相关(r=-0.756,P<0.01)。结论：(1)最大摄氧量速度可评估1500m跑运动员的有氧耐力;(2)70秒亚极量恒定负荷后血乳酸可评估1500m跑运动员的无氧耐力;(3)步频是反映1500m跑运动员技术能力更重要的指标。     

(V)O2peak:释义与应用

VO2peak常用于评价不同人群有氧工作能力，是近年来国外运动医学文献中出现频度较高的一个专业术语。就VO2peak这一术语的解释、与VO2max的区别、应用范围以及再测信度进行了综述。尽管学者们对VO2peak有着不同的解释，但是，VO2peak在研究对象、判断标准、运动负荷方法等方面与VO2max存在明显的差异。VO2peak常用于不同人群的流行病学研究，具有较高的实用性。许多研究表明，VO2peak有很高的再测信度，是一项稳定性较好的测试指标。     

舞龙运动对人体心肺功能的影响

随机抽取普通系学生10名与吉首大学舞龙队员10名相比,结果表明:1)安静时舞龙队员的FVC、MVV、MVV/BSA均显著高于对照组(P<0.05),运动后10 min基本恢复到安静水平;2)舞龙队员的PWC170和V02max均显著高于普通系学生(P<0.05),提示舞龙是一项强度较大的有氧运动,能有效地促进人体心肺功能及有氧运动能力的提高,具有较高的健身价值。     

初级选材年龄宽容度及其项群特点

本文提出选材年龄宽容度的新概念及其意义，列举了主要运动项目的初级选材适宜年龄及宽容度，分析了影响选材年龄宽容度的性别、发育分型、运动素质的发展敏感期、初选年龄、育材年限、成材年龄、训练经历等因素，探讨了初级选材年龄宽容度一般规律和项群特点。     

心率监控在曲棍球运动中的应用

通过对备战2008年北京奥运会国家男子曲棍球运动员集训期间心率进行监测,探讨心率监测在运动训练过程中的特殊优势,分析曲棍球训练或测试过程中最大摄氧量测试、YO-YO测试、间歇跑测试心率的变化,探讨如何使用心率监控图来指导正确的运动训练。最后通过心率监控图观察最大摄氧量测试、YO-YO测试、间歇跑测试的心率变化特点。     

有氧代谢能力与耐力项目训练中运动强度的选择

全面阐述了有氧代谢能力的概念，提出了最大摄氧量、无氧阈、最大摄氧量平台的持续时间都应是耐力训练的目标。在此基础上讨论了发展此3项目标应采用的训练强度。     

中老年人有氧及无氧工作能力的非实验室联合测定

本研究得出一种适合中老年人非实验室联合测定最大摄氧量和无氧功率的简便方法,使这两个反映有氧、无氧工作能力的指标达到实际应用推广阶段。     

3ds max课程中引入项目式教学的探讨

结合当前职业教育的现状分析了职业教育的重要性,职业教育的教学方式急需改革,讨论了引入项目式教学的必要性,探讨了项目式教学的实施条件,并结合3ds max这门课程详细的分析了项目式教学的具体过程,项目的选取、分组、点评、完善作品、考试等五个方面进行了说明。和以往的传统教学相比较,项目式教学显示出更多的优势,是适合当前高职教育的教学方法。     

Training Responses of Speed Skaters during a Competitive Season

Abstract

The purpose of this study was to test the effects of a 10-month exercise program on bone mineral content (BMC) and bone mineral content/bone width (BMC/BW) of postmenopausal women. Thirty-one women (ages 57-83) completed either a general aerobics exercise program (n = 10), a general aerobics plus upper body weight training exercise program (n = 10), or served as nonexercising control subjects (n = 11). Average compliance rates for the exercise subjects ranged from 72 to 80%. All subjects were pre- and posttested for BMC and BMC/BW in the radius of the nondominant forearm. ANOVA results indicated that there were significant differences between the exercise and control subjects in the amount of change in BMC and in BMC/BW (p < .05) during the course of the study. The exercise subjects experienced mean increases of 1.38% and 1.33% in BMC and BMC/BW, respectively, whereas the control group had decreases of 2.50% and 258%. No significant differences were found for subjects in the two types of exercise programs, suggesting that the effects of exercise relative to maintenance of bone density may be general as well as localized.     

Pygmalion in the Gym: A Model for the Communication of Teacher Expectations in Physical Education

Abstract

Much research on teacher expectations has focused on ways in which teacher perceptions of student ability can ultimately affect student performance. The majority of this research has indicated that teacher expectations not only determine certain types of student performance, but also serve to sustain low and high levels of performance. Observational research has also demonstrated that differential teacher-student interactions are related to certain levels of teacher expectations. For example, it has been shown that high expectancy students receive more praise, acceptance of ideas, contact and wait time, and more response opportunities than low expectancy students. Much of this research has been generated from studies related to classroom instruction. Very little of this research, however, has been operational in the physical education setting. One reason for this is the absence of a model in physical education through which this type of research can be generated. This article presents such a model showing how expectations are formed, how they are communicated, and how they sustain low and high levels of student growth and performance. The model further illustrates the causal relationship among teacher expectations, dyadic interactions and student growth and performance. Suggestions for future research techniques to determine causal flow among variables are also presented.