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1.
采用文献资料法,梳理国外运动专长领域的研究现状及发展趋势,归纳运动专长研究的理论依据、内容范畴及成熟范式。认为:运动专长研究领域存在遗传环境、生态学效度等问题;该研究领域今后可能朝着认知神经科学领域发展。 相似文献
2.
探讨记忆痕迹在专家运动员注意竞争优势中的作用及其脑机制。采用注意竞争范式,根据36名实验被试（专家组和新手组各18名）在注意运动场景（专长相关与非专长相关）和负性情绪面孔的重叠图片时的脑电信号,分析运动专长的注意竞争优势及其神经机制。研究结果表明,运动专家对其专长相关信息存在着显著的注意优势再次得到了验证;运动专家对其专长相关信息的注意优势是由于记忆痕迹被激活,促进了对专长相关信息的注意资源分配;运动专长的记忆痕迹激活体现在theta节律的活动特点及大脑楔前叶。 相似文献
3.
应强化专业运动员的职业规划 总被引：1，自引：0，他引：1
应台北市立体育学院杨忠和院长及林国瑞所长的邀请．我于8月中旬参加了该院主办的“运动教育学术研讨会”。说心里话．我是犹豫再三才接受邀请的，因为一来“运动教育”并非我的研究专长．二来“运动教育”所涉及的内容着实不少．如果贸然前往，岂不有点儿不知深浅。当然最终促使我下定决心的原因还是“有话可说”．我做了一个小时的演讲报告．题目是：论大陆运动员的职业生涯规划与管理，反响还不错，这才使我斗胆再谈谈这个问题。 相似文献
4.
高中体育与健康课程标准在对课程性质的阐述方面，强调了它的基础性、实践性和综合性，突出“通过对运动项目的选择和学习，培养运动爱好和专长”的教学目标，因此，对高中体育课程的单元 相似文献
5.
新课程提倡根据学生的兴趣和爱好,让他们有选择地学习一项或几项运动项目,主要是为了培养学生的运动专长。因为有了运动专长,他们才可能体验到成功感、愉快感和自我价值感。因此选项教学应用体育课堂教学中,有助于学生体质健康,有助于学校各项体育竞赛成绩。 相似文献
6.
关于力量训练中负荷量问题的思考和研究--单组训练与多组训练 总被引：6，自引：0，他引：6
通过国外有关文献和科研报告，试图对力量训练中负荷量问题的相关历史研究，当今的前沿科学报告，目前国外力量训练的现状和发展趋势以及科技动态进行系统综述，特别是在单组和多组训练的比较研究基础上，提出目前我国运动训练中值得注意和研究的一些问题及参考建议。 相似文献
7.
“多能与专长”这个涉及高等师范院校体育专业培养方向的问题,过去曾在同类专业院系中引起过议论。当初问题的提出和议论的中心主要针对体育专业的培养目标,是要求学生进行全面学习,掌握多类运动项目,具有“多能”数学能力呢?还是让学生选择性地侧重学习和掌握某一两个运动项目,使其在运动技术水平和教学、训练能力上形成“单一专长”好?还是两者兼顾达到“在多能基础上有所专长”?认识不一,做法也不尽相同。八十年代以来,随着国内外学校体育的发展与改革,以及现代体育科学理论和各类体育运动的普及与水平的提高,给学校体育的内容和形式以深远的影响,这对高师体育 相似文献
8.
新课程的开展，使高中体育与健康教学面临前所未有的教学改革，它主张让学生通过教学双边活动，更有效地掌握体育与健康知识和运动技能，使其形成运动爱好和专长，从而为其终身体育意识的形成打下基础。但如何更有效地提高模块教学中的教学效果，是当前高中体育与健康课程改革所迫切需要回答的问题。基于实践和新课程实验区的信息优势，笔者谈一些粗浅的体会。 相似文献
9.
在专家表现获得理论的研究框架下,采用问卷调查、访谈等研究方法对18名美国优秀竞技体操运动员从新手到专家的过程进行了调查分析。研究结果显示,美国优秀竞技体操运动员专长发展过程需10年以上、经历3个阶段、开始训练早,起始表现水平较高、累积训练时间超过10 000h、训练时间随专长发展增加。研究还对竞技体操专长发展过程中的天赋及性别差异问题进行了讨论。 相似文献
10.
结合国外已有研究结果，详细解释了有效练习理论的主要内容和发展过程，着重阐述和分析了这一新型理论对现代运动选材观念的冲击和挑战。并对该理论目前面临的主要问题进行了说明。 相似文献
11.
Previous research on action memory showed the advantage for performing the action in memorising the action phrases. We tested if performing the action would help participants with or without motor expertise to memorise the novel action poses. Thirty novel action poses performed by an expert were photographed to constitute memory and interference stimuli. Eighty college students observed to remember the randomly displayed stimuli; however, half were asked to perform the displayed stimuli. Both free-recall and recognition tests were administered immediately and 24 h after the memory task. The results showed that acting was better than observing for memorising the novel action poses, which not only promoted the absolute retention but also alleviated the retention loss caused by interference. Motor expertise enhanced the overall memory performance by promoting a deeper motor encoding. Based on our results, novices should act with (rather than just observe) the model to learn novel motor skills. 相似文献
12.
以终身体育理论为基础,采用文献法、访谈法、问卷调查法、数理统计法,就高中体育选修课对学生的终身体育意识是否有影响进行了研究。通过对2008级高中学生进行为期三年的理论与实践的教学研究,结果显示:选修课对学生更好地掌握运动技能,培养运动爱好和特长,养成独立健身的能力,促进终身体育意识的形成具有良好推动作用。并对选修教学的落实、体育教师的综合素质及教学手段和方法的采用等方面提出了相应的建议。 相似文献
13.
Eoghan McNeill Adam J. Toth Andrew J. Harrison Mark J. Campbell 《International review of sport and exercise psychology》2020,13(1):205-230
ABSTRACT Motor simulation (MS) interventions incorporating motor imagery (MI), and more recently action observation (AO), are readily accepted as effective interventions to enhance motor skill performance. Existing models in the MS literature fail to consider the entire spectrum of MS interventions, focusing on MI or AO alone. This paper examines the theoretical basis and current understanding of MS efficacy, and introduces a novel, conceptual, Motor Simulation and Performance Model (MSPM) representing the performance improvements predicted to be associated with engaging with MS across expertise levels. The MSPM also outlines the multiple factors which regulate the efficacy of MS interventions. Based on the available evidence, the model suggests that MI will have a greater relative effect on performance as expertise increases, AO will have a greater effect in low skilled compared to high skilled performers, and that combined AO and MI (AO?+?MI) will be more effective than either MI or AO in isolation. The MSPM also depicts the additive effect of physical practice in conjunction with MS interventions. The MSPM represents for the first time the relative effects of various methods of motor learning based on evidence provided by the existing literature. It also highlights areas of research requiring further attention. 相似文献
14.
《International review of sport and exercise psychology》2013,6(1):19-30
In contrast to traditional views of the mind as an abstract information processor, recent theories of embodied cognition suggest that our representations of objects and events are grounded in action. In this review, I document recent behavioral and neuropsychological evidence in support of an embodied viewpoint, and I argue that sensorimotor experience plays a pivotal role in the embodied cognition framework. As such, not only can cognitive science and cognitive neuroscience inform sport psychology theory and research, but sport psychology (and motor skill expertise research in particular) is imperative for advancing theories of embodied cognition. 相似文献
15.
Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
16.
《International review of sport and exercise psychology》2013,6(2):177-201
About 265 million people regularly play football, of which only 0.04% play in a professional league. This suggests that reaching expertise specifically in football is difficult and highly competitive. In recent decades, research on the development of football expertise has increased substantially. However, most of these studies have focused on isolated aspects of the developmental process, and consequently there has been a lack of overview of how these different aspects interact to produce football experts. The aim of this study is to review available research on the development of expertise specific for football. The review is limited to papers found in the electronic SportDiscus database. The 2007 Developmental Model of Sport Participation (DMSP) has been used as the conceptual framework. The results highlight the importance of football-specific practice in early developmental phases in becoming an expert in football. It is also proposed that football-specific nuances may need to be applied to the DMSP in order to make the debate of early specialization versus diversification sufficiently valid for this particular context. Consequences for practice engagement and future research are discussed. 相似文献
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18.
Christine Nash Russell Martindale Dave Collins Amanda Martindale 《Journal of sports sciences》2013,31(10):985-994
Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
19.
《International review of sport and exercise psychology》2013,6(1):49-69
ABSTRACTTwo dominant explanations of choking under pressure – self-focus and distraction – have been enduringly presented as competing mechanisms of motor skill failure under performance stress. Dual-task experiments designed to simultaneously assess both mechanisms have often favoured self-focus, whereas qualitative research and examinations of gaze behaviour suggest that distraction plays a role. Though both mechanisms remain plausible, several reviews of the choking literature have side-stepped how autonomous motor skill failure would play out under a distraction-based model or a dual-mechanism model. In this discussion, we contend that persistent experimental focus on the brief moments of motor execution, without adequate consideration of diverse preparatory cognitive activities that also characterise sporting expertise, has delayed understanding of distraction’s involvement. With an expanded scope in mind, we critically review the evidence for both mechanisms and describe how distraction alone or distraction in combination with self-focus might derail an expert motor skill under pressure. Different suggestions are made for self-paced and externally paced sports given their different attentional challenges. 相似文献
20.
Damian Farrow Machar Reid Tim Buszard Stephanie Kovalchik 《International review of sport and exercise psychology》2018,11(1):238-257
This review poses three key issues that will progress our understanding of the sport expertise literature and its translational scientific impact. Primarily relying on research conducted in interceptive sport tasks, and to a lesser extent team sports, we review the perceptual-cognitive skills of sports experts and explore the challenge of designing a sufficiently representative task to examine expertise. We focus on the methodological challenges presented by the reciprocal relationship between players’ action capabilities and their perceptual-cognitive skill. Second, we consider the need for a paradigm shift in the experimental approach used when examining the development of sport expertise. In short, a shift from traditional expert-novice designs to more prospective longitudinal designs that cross-sectionally track the development of expertise is discussed. The final issue considers how the volume of in situ data now collected provides a rich source of information that sport expertise researchers have only begun to consider and integrate with more traditional sport psychology research. We demonstrate how statistical approaches that have described the likely trajectories of expert performers on their journey toward expertise coupled with more traditional qualitative experimental approaches can provide useful insights into the development of psychological performance skills and more broadly sport expertise. 相似文献