课外体育运动损伤的调查与分析

课外体育运动是实现体育教育目标的一个重要途径。由于运动中缺乏有力的预防措施,屡见不鲜的运动损伤,对学生的学习及身体健康有较大的影响,因此,加强大学生运动技术、理论培养,对于减少其体育运动损伤具有实际意义。     

拨开云雾见白鹿

由于未能抵挡住俗文学大潮的冲击与诱惑，陈忠实顾此失彼，造成《白鹿原》在人物性格发展，传统文化与现代文明和社会变革的深层思考，严肃与媚俗文风的两难选择，神秘与迷信之度的把握等几方面上频频失误，延误了其成长为传世佳作的良机。     

亦庄亦谐 精粹自然——渝西劳动歌的思想内容和艺术特色浅析

渝西地区的劳动歌谣是渝西人民千百年来勤劳和智慧的结晶。它们在多姿多彩、风格各异的同时,具有亦庄亦谐、精粹自然的共同特点,值得专家学者去作更深入的研究与发掘;与此同时,由于众所周知的一些原因,它们也亟需我们大家的抢救和保护。     

手法复位加针灸理疗对运动中膝关节骨错缝23例疗效观察

观察手法复位加针灸理疗对运动中膝关节骨错缝的临床疗效。43例患者随机分为两组,治疗组(23例)采用手法复位加针灸理疗治疗;对照组(20例)采用中医常规疗法;4次为一疗程,疗程内治愈不重复治疗。得出结论,手法复位加针灸理疗对运动中膝关节骨错缝有显著性疗效,值得推广运用。     

澳大利亚、中国体育运动伤害典型案例分析

体育运动与伤害事故几乎同时并存,致害人和受害人对伤害都没有过错,如果追究致害人的责任,则对体育运动的发展极为不利。澳大利亚对体育运动伤害的法律处理经历了侵权责任到自愿承担风险的转变,对我国体育运动伤害事故的处理有借鉴意义。     

网球膝关节损伤特征及生物力学建模综述研究

在网球运动中,膝关节损伤较为普遍,且发病机制复杂。通过探讨造成膝关节损伤的机理和规律,可为损伤的预防、治疗、康复提供帮助。研究发现,不同研究尚未得出一致的网球膝关节损伤发病率与患病率,但其损伤率较高。网球膝关节损伤在不同性别、年龄段中均较为普遍。损伤与运动等级之间的关系尚不明确。网球膝关节损伤以慢性损伤居多,损伤程度尚不明确。膝关节处常见的损伤包括肌腱炎、半月板损伤、滑囊炎等,但每一种损伤的发病率仍不明确。有关建立运动技术肌肉动力学模型的研究已有报道,但鲜见建立网球技术肌肉动力学模型的相关报道。有限元模型已在医学领域广泛应用,但鲜见其应用于研究网球损伤。研究认为,流行病学研究中需要建立一个统一的损伤记录系统,为提供全面且准确的损伤信息奠定基础。建立生物力学模型研究网球膝关节损伤有助于探寻损伤的力学机制,这类模型的发展趋势是有限元模型耦合动力学模型。此类模型的建立将为网球运动的损伤研究、防治、康复提供帮助。     

Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

     

体育活动侵权适用自甘风险条款的规制与限度 ——基于《民法典》

《民法典》第1176条自甘风险规则主要适用于文体活动，是对体育行业诉求和司法实践活动的立法回应。自甘风险规则的构成要件及排除性条件包括：限定在文体活动范畴，适用于一定风险的文体活动，存在故意或者重大过失的情形，体育场馆经营者、管理者和体育活动组织者的安全保障义务。自甘风险规则不可窄化理解，也不可扩大解释。立法背景下的“文体活动”是指文化和体育活动，“一定风险”是指体育活动中的固有风险；有必要厘清体育意义上的“故意犯规”行为和法律意义上的“故意伤害”行为。自甘风险规则在名义上是一种独立的抗辩事由，属于完全阻却事由，实质上该条款作为独立抗辩事由的法律效力大打折扣。在司法实践中，应当遵循体育运动的基本规律，综合考虑各种衡平因素，视具体问题和情形进行具体分析。自甘风险规则对法庭质证环节的客观性、严谨性、专业性提出了更高的要求，基于体育专业视角的司法实践内容将发挥更为重要的作用。