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1.
健心运动处方对提高高中生心理健康水平的实验研究 总被引：2，自引：0，他引：2
在全面了解高中生心理健康状况的基础上,对高中体育课课外体育活动中实施健心运动处方的实验,运用"症状自评量表"评价和探讨实施处方的心理效果。实验结果表明,实验组通过处方的应用,显示出明显的效果,心理健康水平好于对照组学生,在人际关系、抑郁、焦虑、敌对、偏执因子上有明显进步。 相似文献
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普通高校保健班健身运动处方教学模式的实验研究 总被引：3，自引：0，他引：3
通过对高校体育保健课和课外体育活动中实施健身运动处方教学与锻炼的实验，探讨对病、残、体弱学生实施运动处方教学与锻炼的效果和可行性。实验结果表明，对保健班学生实行健身运动处方教学与锻炼，能有效地改善心肺机能，提高身体素质及心理健康水平，促进患体的康复。 相似文献
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游泳健身运动处方对小学生体质与健康影响的实验研究 总被引：2，自引：0，他引：2
本研究通过对8~13岁小学生实施游泳健身运动处方的实验,以实验室体质测评及心理健康测评为依据,对其效果进行评价,实验结果表明:游泳健身运动处方的实施对少年儿童身体形态、身体机能、运动能力及心理健康发展的促进作用是明显的,可以科学有效地对其进行强身和健心;学生健身运动处方的制定及其效果检验,可将体质测量法和心理测量法相结合加以评定,既简单易行,又具有较强的针对性。 相似文献
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通过在部分存在心理障碍的大学生中应用太极拳健心运动处方,对处方实施后的心理效果进行评价和探讨.实验结果表明:太极拳健心运动处方对大学生的心理健康水平具有明显改善效果,特别是对抑郁、焦虑症状具有很好的治疗效果. 相似文献
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针对我国普通高校学生体质状况下降,高校学生普遍存在体质、心理、运动技能水平不足的现象,通过实验研究应用运动处方教学对大学生的身体形态指标、身体素质及心理健康水平的影响。研究表明高校体育选项课中实施运动处方教学,改善了大学生心血管功能,增进了健康,对提高大学生身体素质有明显效果,其教学方式对大学生心理健康效果显著,推动了大学生身心健康发展。 相似文献
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健身运动处方锻炼对大学生身心健康发展的实验研究 总被引：13，自引：0，他引：13
在大学体育课、课外体育活动中采用精神卫生调查问卷SCL-90,对实施健身运动处方的大学生进行心理健康状况调查,通过专家及学生调查来探讨实施健身运动处方锻炼对大学生身心健康发展的影响,以研究实施健康运动处方的心理效果。实验结果表明,健身运动处方锻炼对参与者的身心健康产生积极影响,对人际关系、焦虑等方面的调节和改善有一定作用。健身运动处方的运用要考虑处方内容、形式、负荷强度的安排。 相似文献
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依据中学体育教学的特点及学生身心发展规律，在课外活动中对中学生实施健心运动处方实验，采用了精神卫生调查问卷SCL-90量表，对实验后的中学生进行心理健康状况调查，实验结果表明，经过健心运动处方的实施，对中学生的心理健康产生积极影响，其中在人际关系、焦虑、偏执三项因子上有显著改善，其它因子除恐怖外也均有改善。 相似文献
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在科学设计运动处方和实验过程的基础上,通过灵活应用不同体质健康水平的运动处方,对学生的体育锻炼进行了有目的的干预,以探寻提高学生身心健康水平,促进学生全面发展的有效途径。运用实验法和数理统计法对运动处方在学生身心发展方面的影响进行了实证研究,实验时间为12周。实验前后对大学生进行了体成分测试和主观锻炼体验量表（SEES）测试,重点分析实施运动处方与学生身心健康水平各项指标的变化之间的关系。研究结果表明,学生的身体机能、身体素质等指标均有显著提高;实验运动处方使体成分得到有益的改善。通过对实验前后SEES量表各维度比较,运动处方的实施,有利于学生获得积极的、良性的情绪体验,促进心理健康水平的提高。 相似文献
9.
艺术体操选项课对提高女大学生心理健康水平的实验 总被引：1，自引：1，他引：0
根据大学体育课重视运动技术教学而忽视心理健康教育的现状，在艺术体操教学中实施健心运动处方，旨的探讨健心运动处方对提高女大学生心理健康水平的效果，为艺术体操教学的改革提供参考。 相似文献
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Lynn Van den Berghe Greet Cardon Isabel Tallir David Kirk Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):653-670
Background: According to the classroom ecology paradigm, teachers and students interpret, predict, and respond to each other repeatedly in a reciprocal way. Such a reciprocal relationship is reflected in bidirectional interactions between a teacher's behavior and student (dis)engagement, an issue that has been confirmed in longitudinal studies including measures at different moments in a school year.Aims: Starting from the perspective of self-determination theory, the aim of the present study was to investigate bidirectional relationships between student (dis)engagement and need-supportive and need-thwarting teaching behavior during the first 15?min of a lesson.Sample &; method: The first three 5-minute intervals of 100 videotaped physical education lessons taught by 100 different teachers (51.9% male, M age?=?37.5?±?10.9 years) were observed and coded for need-supportive and need-thwarting teaching behavior, student engagement, and student disengagement. Correlations were calculated to explore relationships between student (dis)engagement and teaching behavior over the first 15?minutes of a PE lesson. Next, path analyses were conducted to analyze 5-to-5?minute interactions between teaching behavior and student (dis)engagement.Results: Student engagement correlated positively and disengagement correlated negatively with need support, while engagement correlated negatively and disengagement correlated positively with need-thwarting over the first 15?minutes of the lesson. There were few significant relationships between student engagement and teachers’ behavior across and between each of the three 5-minute intervals. Only when teachers provided more need support during the first 5?minutes of the lesson, students were more engaged in the third 5?minutes of the lesson. When students were more disengaged during the first 5?minutes of the lesson, teachers displayed less need support in the following 10?minutes of the lesson. In contrast, student disengagement in the second 5?minutes of the lesson related to more need support in the next 5?minutes. Most of the within-interval relationships between student engagement and teachers’ behaviors were inconsistent, but we did find positive relationships between student disengagement and need-thwarting teaching behaviors in the first and third interval, suggesting a rather direct and momentary within 5-minute intervals interaction between teachers and students.Conclusions: Findings of the present observational study suggest that, although overall relationships between student (dis)engagement and teachers’ behavior were in the expected directions, the picture might become more complicated when relationships are investigated according to the timing of the lesson, an issue that has remained uncovered in self-reported studies. While student disengagement was related to less need support and more need-thwarting teaching behaviors, more detailed analyses showed that it was particularly student disengagement in the beginning of a lesson that elicited less positive teaching behaviors. When students display disengagement further along in the first 15?minutes of the lesson, teachers seemed to respond in a more need-supportive way to student disengagement. Such findings provide interesting insights to build interventions for teachers around certain critical moments during the lesson, for example when dealing with student disengagement at a specific moment in the lesson. 相似文献
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宋宗考 《沈阳体育学院学报》2005,24(3):49-51
采用量表和自编问卷调查的方法,对随机抽查的788名高职学生进行了心理健康与体育锻炼状况的调查,并将心理问题学生参加体育锻炼的因素特征与心理健康学生进行了比较和分析,结果表明:心理健康学生与心理问题学生参加体育锻炼次数、时间、选择强度、主观感觉和坚持性等因子的差异是全方位、极为显著的,对这种情况必须予以重视和加以研究。 相似文献
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Sandra L. Gallemore 《Research quarterly for exercise and sport》2013,84(2):180-190
Abstract This investigation examined perceptions of student teachers, cooperating teachers, and university supervisors about the importance and achievement of objectives of the student teaching experience. Perceptions between student teachers and cooperating teachers and between student teachers and university supervisors about the importance of objectives were significantly related. No significant relationship was found between perceptions of cooperating teachers and those of university supervisors. A significant relationship existed between perceptions of student teachers and those of cooperating teachers and between the perceptions of cooperating teachers and those of university supervisors about the achievement of objectives. No significant relationship was found between perceptions of student teachers and those of university supervisors. A comparison of perceptions about the importance of the objectives and the achievement of the objectives showed no significant relationship between the two sets of perceptions. Implications from this investigation included the need for establishment of competency priorities for the student teacher prior to the beginning of the student teaching experience. 相似文献
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大学生定向运动的研究现状 总被引：5，自引：0，他引：5
定向运动是我国新兴的体育项目,尤其在高校得到了一定的普及。本文就定向运动的技能和技能训练、定向运动对身心健康的影响以及定向运动的人体科学的研究进行分析,旨在为大学生定向运动的开展和科研提供一定的理论基础。 相似文献
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青少年奥林匹克运动会(The Youth Olympic Games,YOG)是一项旨在让青年们受到奥林匹克价值教育,从运动中收获健康生活方式而设立的体育赛事。青奥会需要大量的志愿者为其服务,青年学生们是青奥会的主人,学生志愿者发挥着重要的作用,成为青奥会成功举办的重要条件之一。他们在参加青奥会志愿活动中,开阔眼界、增长才干、展示自我,除了发挥自己的一技之长之外,也为他人提供服务。 相似文献
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采用文献资料法、问卷调查法和数理统计法等研究方法,对高校各学年学生身体素质进行调查分析,了解高校大学生体质健康水平变化规律。结果显示入学新生体质水平逐年基本保持了稳定;有体育课程的年级学生体质水平明显提高;三四年级课外锻炼和体质水平情况不太理想,并提出解决办法的建议。 相似文献
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高校学生对武术课认知的差异研究 总被引：1，自引：0，他引：1
文章通过对体育系和非体育系学生武术课学习的调查分析表明,由于对武术认知的差异以及武术教学条件的差异,导致体育系学生和公体学生对武术学习的态度和兴趣差别的产生,使武术课的教学效果差别很大。就此,文章针对实际问题,提出相应的解决方案。 相似文献
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目前,学生体育伤害事故的赔偿中存在法律归责原则不全面、赔偿资金不足、到位不及时等问题,而学生无力独自承受巨额经济损失是学校和学生之间发生法律纠纷的主要原因。根据经验和保险的分担危险、补偿损失功能,依托商业保险实现赔偿责任社会化是解决赔偿纠纷的最佳途径。建议：完善相关法律、建立学生体育伤害保障机制。 相似文献
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文章运用文献资料法、问卷调查法、访谈法、数理统计法等,对大同市大学生参加休闲运动的动机、活动形式、活动时间、参加频度、消费情况以及喜爱的运动项目等进行调查,旨在为休闲运动在大同市高校的开展提供依据。 相似文献