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儿童动作协调能力测量方法及指标体系的研究 总被引：4，自引：1，他引：3
徐政 《西安体育学院学报》1997,(3)
研究分析了动作协调能力结构和总体特征，运用问卷调查法、实验法、主成分和多元回归的分析法，对设计的多项测验指标在８０名９岁儿童中进行了实验，结果表明：男子的投掷动作协调能力发展水平高于女子；精细动作协调能力的发展水平相反；动作协调能力整体水平在性别上无显著差异。本研究设计的成套测验与专家经验评分结果密切相关，能够作为儿童动作协调能力的有效性成套测验，较全面反映动作协调能力发展的真实水平。 相似文献
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1前言动作是人类适应环境的重要手段,也是个体发育、成长必不可少的活动能力。儿童早期的动作发展,不仅会影响个体成长后动作技能的学习和发展,还会影响个体的认知发展、心理发展和社会交往等多方面能力的发展。而大肌肉动作的发展是个体动作发展的重要组成,是各类感知觉动作的 相似文献
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7～12岁儿童动作协调能力性别差异的研究 总被引：7，自引：0，他引：7
在研究建立了儿童动作协调能力的理论框架和测量指标体系与方法的基础上 ,通过对 7～ 1 2岁总共 1 4 99名男、女儿童动作协调能力 9项指标的标准化测验 ,对所获数字信息进行数理统计的处理 ,并对男、女儿童测试成绩进行对比分析 ,从中发现不同性别儿童动作协调能力发展的变化规律。研究结果表明 ,7～ 1 2岁男、女儿童动作协调能力的发展不仅有其基本特征 ,而且存在性别差异 相似文献
4.
运用体操教学发展7～12岁儿童动作协调能力的实验研究 总被引：3，自引：1，他引：2
郭晓宵 《西安体育学院学报》1997,(3)
以体操教学发展７～１２岁儿童动作协调能力的研究在国内外尚不多见。笔者通过体操教学对７～１２岁儿童进行了实验研究，发现体操教学对发展７～１２岁儿童动作协调能力有较强的优势与向性开发的规律性。 相似文献
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本研究采用数理统计法、文献资料法、访谈法、实验法，对南京市鲲鹏乐健游泳健身会所2022年夏季游泳初学班部分学员进行蛙泳教学对比研究。实验结果表明，游戏教学对弱化学生的恐水心态具有更为明显的教学优势，同时采取口诀和口令式教学法，能够帮助学生巩固对蛙泳技术要领的记忆效果，可以最大限度地简化对于技术动作细节的口令引导，避免儿童出现死记硬背动作要领的情况。更为生动的语言引导，有利于快速提高少儿蛙泳技术能力，达到更好的教学效果。 相似文献
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李静 《山东体育学院学报》2009,25(4)
采用大肌肉动作发展测试量表(TGMD-2),对山东省511名3-10岁男女儿童进行实验研究,对所测数据进行统计处理,并进行对比分析.研究结果表明:3～10岁男女儿童大肌肉动作的发展能力随年龄的增长不断提高,各个动作发展的幅度和速率存在差别,呈波浪式增长;位移动作发展好于物体控制能力的发展;跑、侧滑步、踢球动作的动作发展情况较好,击固定球和上手投球动作发展情况相对较差. 相似文献
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研究福建省儿童基本运动技能发展情况,找出现行的小学体育课程对动作发展的影响作用现状,对体育教学内容合理编排,促进儿童体能发展,有效增强学生体质有着重要的现实意义。运用实验法、实地调查法、专家访谈法对福建小学体育课程促进儿童大肌肉群动作发展情况进行实证研究。结果发现：福建小学体育课程有效的促进了儿童大肌肉群动作发展;位移技能发展优于操作技能发展;投掷项目的体育课程对于投掷的动作发展的影响存在事倍功半的现象。建议：合理安排基础体育动作的课时和研究小学生基础体育技能的发展序列以更有效的促进动作的发展。 相似文献
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徐政 《西安体育学院学报》2002,19(1):65-67
为探索 7— 12岁儿童动作协调能力发展的规律 ,采用创编九项测试指标对 5 3 9名 7— 12岁男女儿童进行了试验研究 ,对测试获取的数据资料 ,运用多种统计方法 ,制定并检验了对儿童动作协调能力的评价标准 ,结果表明 ,本系统对 7— 12岁儿童动作协调能力的评价是切实可行的 相似文献
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粗大动作练习作为身体运动基本动作的重要组成部分,是幼儿最先进行练习的一项基本身体运动,它直接影响今后身体活动能力,与幼儿健康状况紧密联系,本文运用文献资料、问卷调查、数理统计等方法,根据《3～6岁儿童学习与发展指南》、《国民体质测定标准手册》(幼儿部分)中的评分标准对我国5～6岁幼儿粗大动作测试结果进行分析,探究5～6幼儿粗大动作发展的规律及特征,进而提出有针对性的建议,这对幼儿粗大动作发展具有一定现实意义,有利于充分挖掘幼儿运动潜力,为今后动作发展和培养良好运动习惯打下基础。 相似文献
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Jan Toftegaard-Stoeckel Vivian Groenfeldt Lars Bo Andersen 《Journal of sports sciences》2013,31(12):1369-1375
Abstract The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor ability test “Körperkoordinationstest für Kinder”, while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient <85). Teachers' evaluation of bodily competence was associated with low self-perceived bodily competence in the children even after adjustment for motor skill quotient, with an odds ratio of 2.3 (P < 0.05) between the lowest and highest of the three levels after correction for motor skill competence. Results indicate that teachers' evaluation of children's motor skills should be considered a key factor when tracking and assessing physical competencies among youth. 相似文献
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通过对100名幼儿进行气质类型和粗大动作发展水平测试，探讨3~6岁幼儿的气质类型与粗大动作发展特征及其相互关系。结果：（1）气质偏积极型的幼儿在粗大动作发展较好水平组的分布率较高，气质偏消极型的幼儿在粗大动作发展较差水平组的发生率较高；（2）两种气质类型幼儿在操作动作得分中存在差异，气质偏积极型幼儿的操作动作得分高于气质偏消极型的幼儿；（3）幼儿气质维度得分与粗大动作得分之间存在相关性，且此相关性在男、女幼儿中有显著性差异。结论：（1）气质偏积极型幼儿的操作动作发展好于气质偏消极型的幼儿；（2）幼儿气质维度与粗大动作发展水平之间存在相关性，且此相关关系具有性别差异。 相似文献
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社会进步、环境和生活方式的转变带来各种挑战,威胁着现代人的健康。身体素质下降、肥胖、运动损伤、焦虑、抑郁和认知功能障碍等都是值得关注的问题。对当今人们面对的这几大身心健康问题,以及动态脑适能在促进人们身心健康方面的作用进行综述。动态脑适能 （动适能,学适能）训练是通过具体的、专门的肢体训练,改变脑功能,使人们能更好地适应环境变化、保持身心健康的行为和大脑训练方法。动态脑适能训练具有简单易学、运动强度小、操作安全、效果明显的特点,适用于各个年龄段的人群,是现代人保持身心健康的重要方法。脑适能的提高可以体现在动适能（动作能力）和学适能（学习能力）两个主要方面。从发展学的角度出发,脑适能,动适能和学适能训练,对儿童动商发展,全面提升青少年的体育运动水平,也有促进作用。 相似文献
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Wouter Cools Kristine De Martelaer Christiane Samaey Caroline Andries 《Journal of sports sciences》2013,31(7):649-660
Abstract Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity. 相似文献
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Jody L. Jensen PhD Sally J. Phillips Jane E. Clark 《Research quarterly for exercise and sport》2013,84(3):258-268
Abstract Previous research on the development of jumping has indicated that the coordination of the jump is stable from its inception, but that individual differences lie in the control of the task. The purpose of this study was to examine control in the vertical jump as performed by novice jumpers. Two groups of children who varied in their ability to regulate the takeoff angle were compared on measures of coordination and control. The children's groups were also compared to a group of skilled adults. Both children's groups demonstrated temporal coordination patterns comparable to the adult pattern, though the children were distinguished from the adults on selected spatial (control) measures. The results indicate that a mature pattern of coordination for the jump exists at the earliest stages of the behavior's appearance in the movement repertoire. The novice, however, lacks the ability to precisely control, or tune, the movement to task demands. 相似文献
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对国内外动商相关研究进行梳理、评述,阐明未来研究方向,并构建了具体的动商研究基本理论框架。研究发现,动商研究总体处于起步阶段。国外动商研究较早,理论探讨较少,应用研究较多,动商概念内涵为一般运动能力和动作技能;测评工具编制较多,主要集中在学龄前儿童发育临床诊断和动作发展评估方面;应用研究主要体现在体育教育和儿童运动发育临床诊断领域,并已拓展到职业资格测评领域。我国对动商概念探讨较多,内涵较丰富;测评体系研究是短板,实证研究和应用研究几乎空白。未来动商研究方向：一是深化动商内涵的研究;二是自主创新研制测评工具,建立标准;三是从多学科角度开展研究,拓宽研究领域,并明确以青少年为重点。 相似文献
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It has become increasingly apparent, internationally, that childhood is a crucial life-stage in the formation of predispositions towards sports participation and that parents are increasingly investing in the sporting capital of their children via a process of ‘concerted cultivation’. It is surprising, therefore, that parents’ involvement in the development of their children's sporting interests has received so little attention in Norway, given that sport is a significant pastime for Norwegians and participation has been steadily increasing – among youngsters, in particular – over the past several decades. Through a qualitative case study of a combined primary and secondary school in a small Norwegian city, this study sought to add to recent explorations of the role of parents in children's sporting involvement in Norway. As expected, it was evident that sport becomes taken for granted and internalised very early on in Norwegian children's lives. Less expected was the recognition that children's nascent sporting interests were often generated by sports clubs via early years schooling and, therefore, that parents played only one (albeit very important) part in the formation of their youngsters’ early sporting habits. Thus, parents, sports clubs and early years schooling appeared to form something akin to a ‘sporting trinity’ in youngsters’ nascent sporting careers. These findings may have implications for policy-makers looking towards Norway for a ‘recipe’ for sports participation. 相似文献
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Abstract The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task. 相似文献