舞龙运动对我国高校校园体育文化的影响分析

伴随着科学技术的发展,人民生活水平的不断提升,人们对于教育的要求也在不断提高,尤其是新时期素质教育的实施发展,我国高校在教育活动中十分重视学生德智体美的全面发展。高校校园体育文化建设是非常重要的一个方面,体育文化在建设中一方面要结合新时代的体育精神,体现竞争合作意识,另一方面就是要发扬我国传统体育的精神和魅力,做好我国传统体育的教学,展现我国传统运动的风采。在我国传统体育项目中,舞龙运动是受众非常广泛的一项体育活动,它在运动中体现着"龙"的精神内涵,还能够从整体提升参与者的身体素质,对于我国高校校园的体育文化建设有着积极的促进作用。下面文章我们就对舞龙运动对我国高校校园体育文化的影响进行深入的分析,希望能够健全我国高校校园科学、合理的体育文化体系。     

集训对舞龙队女大学生血常规及内皮祖细胞的影响

目的:分析舞龙运动对女大学生血常规及内皮祖细胞含量的影响。方法:选取2017级舞龙队女大学生10人为训练组,2017级普通女大学生10人作为对照组。舞龙队女大学生备战比赛进行连续4周,每周3次,每次90min的赛前集训,普通女大学生除日常活动外,没有额外进行任何其他运动队的集训。集训结束后,在受试者都处于空腹状态下对两组受试者进行静脉采血并进行血常规、早期内皮祖细胞和晚期内皮祖细胞的检测。所得数据进行统计学分析。结果:参加舞龙集训的女大学生的血常规指标与普通女大学生的血常规指标无显著差异,早期EPCs和晚期EPCs无显著性差异,但在数值上显示出不同的趋势。结论:参加舞龙集训的女大学生身体处于健康状态。参加舞龙集训有可能增强运动员血管的自我修复能力。     

浅析郑州市部分高校拉丁舞专业拉丁舞课程考核方式的现状

近年来,拉丁舞运动愈发活跃,不仅成为各大高校开设课程的热门专业,还是课后深受大学生们欢迎的健身项目。随着高校拉丁舞课程的开设,系统的教学与训练是实现拉丁舞人才培养的重要环节。考核办法是构成教学体系的重要组成部分,教学的进步离不开对于课程内容考核方法的优化和更新,才能使得拉丁舞专业得到更好的发展。本文通过文献资料法、问卷调查法、访谈法以及数理分析法,以郑州市部分高校拉丁舞专业拉丁舞课程考核方式的现状为研究方向,结合郑州市部分高校拉丁舞课程考核方式,分析出目前郑州市部分高校的拉丁舞考核方式现状,通过以学生为主体的考核角度出发,以构建出合适现代化发展需求的拉丁舞考核方式为目的,针对各大高校拉丁舞课程的期末考核方式进行可行性的分析。     

不同历史时期湘西苗族鼓舞的嬗变轨迹

通过文献资料法、问卷访谈法,走访湘西州体育局、湘西州民族事务委员会等相关工作人员,对苗族鼓舞的主要传承人等进行调查研究,目的是激发人们对湘西苗族鼓舞更多关注和认同,让它的社会功能得充分发展,同时能够让湘西苗族鼓舞能够在最快的时间内迅猛的发展,让民众所知晓并在各地推广。     

论体育舞蹈对大学生心理健康的影响

基于《全民健身计划纲要》的实施,发展到全民健身热潮的今天,体育锻炼意义不仅仅在于健身,同时也在于健心。体育锻炼对于心理健康发挥了重要的作用,并且也逐渐得到人们的重视。本文基于大学生的了解度与兴趣状况与学习体育舞蹈后的心理健康评价调查,探究体育舞蹈对大学生心理健康的影响,结果表明,体育舞蹈对大学生的心理健康具有积极影响,希望能够对今后的教育教学有一定帮助作用。     

山东省体育舞蹈项目现状分析

采用文献资料法、调查法、数理统计法等,从教练、学员、训练、管理等多方面对山东省的体育舞蹈开展的现状进行了分析与研究,找出影响其发展的主要因素,并针对存在的问题,依据体育舞蹈运动发展的规律,提出相应的对策,为促进山东省体育舞蹈运动健康、科学、有序地发展提供有益的建议。     

“阳光体育”背景下山东省高校体育舞蹈教学开展现状与对策研究

运用文献资料、调查问卷、专家访谈、数理统计等研究方法,对山东省高校体育舞蹈教学的开展情况进行了调查,主要从师资队伍现状、体育舞蹈教学现状以及学生对体育舞蹈教学的评价等方面展开研究。针对目前山东省体育舞蹈教师专业水平较低、领导不够重视、场地设施缺乏等因素,提出了相应的建议,以期为山东省高校体育舞蹈教学的健全发展提供理论参考。     

Measuring the value of theatre for Tyneside audiences

What values do theatre and dance hold for audience members? And how do these values differ between subsidised, amateur, and commercial performance? This paper addresses these questions through a survey of over 1800 spectators for theatre and dance in Tyneside in northeastern England, as well as a parallel set of focus groups, in the spring of 2014. These methods, which are designed for comprehensiveness and comparability, are being used across Europe by the Project on European Theatre Systems, a working group of theatre sociologists. Our research showed two sets of values which performances achieved; one was a common measure of performance quality, while the other described the values particular to subsidised work. This allows us to articulate both the general value of the arts and the particular values which subsidy (attempts to) facilitate. This has implications for both understandings of cultural value and for cultural policy, as the distinction between the two groups was not clean. We also found that amateur theatre participated in the same value system, but with an increased emphasis on loyalty and community cohesion. The paper concludes a methodological reflection on the use of quantitative methods in theatre studies.     

融入与解放：社会化视域下的体育休闲

从个体社会化的理论视角,阐述了社会化的内涵以及中国人个体社会化的特点.指出,体育休闲是个体社会化的一种途径,它可以促进参与者社会互动交往和社会群体融入,帮助参与者更好地适应社会角色和解放个体身心,有助于参与者提升自我实践能力和养成责任意识;以"广场舞"跑吧"驴友"三项体育休闲活动为例,具体分析其对于参与者个体社会化所具有的价值和所发挥的作用,认为应注意近年来体育休闲中出现的问题,合理管控不利因素,推动国民体育休闲水平的进一步提升.     

Exergames ‘as a teacher’ of movement education: exploring knowing in moving when playing dance games in physical education

Background: A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion in the context of PE regarding what can be called the capability to move in terms of coordinative abilities, body consciousness and educing bodily senses.

Purpose: This article explores and articulates what there is to know, from the mover's perspective, when knowing how to move in specific ways when playing exergames (dance games). Taking different ways of moving as expressing different ways of knowing as a point of departure, the following questions are the focus of this article: (i) How do students move when imitating movements in a dance game, and what different ways of knowing the movements can be described in the student group? (ii) What aspects of the movements are discerned simultaneously through the different ways of knowing the movements? (iii) What aspects seem critical for the students to discern and experience in order to know the movements in as complex a way as possible?

Design and analysis: The theoretical point of departure concerns an epistemological perspective on the capability to move as knowing how with no distinction between physical and mental skills, and also knowing as experiencing aspects of something to know. The data in this study comprise video recordings of students playing Nintendo Wii dance games in PE lessons in a compulsory school (for children aged between 7 and 16 years) in a small Swedish town. There were three PE lessons with four different stations, of which one was Nintendo Wii dance games (Just Dance 1 and 2). In total, the videoed material covers three 60-minute PE lessons, recorded during the autumn of 2012 and in which just over twenty students participated. In the study, we have used video observation as a data collection method. Jordan and Henderson maintain that video observation removes the gap between ‘what people say they do and what they, in fact, do’ (51). To conduct a systematic and thorough analysis of how the students experienced the avatar's movements, we looked for moments where all the students and the avatar could be simultaneously observed. Two video sequences were chosen, showing four students imitating two distinct and defined movements which constituted the basis for a phenomenographic analysis.

Conclusion: The result of the phenomenographic analysis shows different ways of knowing the movements as well as what aspects are discerned and experienced simultaneously by the students. In other words, these aspects also describe knowing in terms of discerning, discriminating and differentiating aspects of ways of moving. By examining a certain exergame's role ‘as a teacher,' we have emphasized the capability to move, from the mover's perspective, as an intrinsic educational goal of PE while highlighting the need for systematically planning movement education.