全文获取类型
| 收费全文 | 258篇 |
| 免费 | 13篇 |
专业分类
| 教育 | 186篇 |
| 科学研究 | 7篇 |
| 各国文化 | 8篇 |
| 体育 | 41篇 |
| 文化理论 | 1篇 |
| 信息传播 | 28篇 |
出版年
| 2024年 | 1篇 |
| 2023年 | 4篇 |
| 2022年 | 6篇 |
| 2021年 | 9篇 |
| 2020年 | 16篇 |
| 2019年 | 20篇 |
| 2018年 | 23篇 |
| 2017年 | 23篇 |
| 2016年 | 20篇 |
| 2015年 | 8篇 |
| 2014年 | 16篇 |
| 2013年 | 46篇 |
| 2012年 | 14篇 |
| 2011年 | 13篇 |
| 2010年 | 5篇 |
| 2009年 | 10篇 |
| 2008年 | 5篇 |
| 2007年 | 2篇 |
| 2006年 | 6篇 |
| 2005年 | 4篇 |
| 2004年 | 6篇 |
| 2003年 | 4篇 |
| 2002年 | 2篇 |
| 2000年 | 1篇 |
| 1998年 | 2篇 |
| 1992年 | 1篇 |
| 1990年 | 1篇 |
| 1986年 | 1篇 |
| 1985年 | 1篇 |
| 1981年 | 1篇 |
排序方式： 共有271条查询结果，搜索用时 31 毫秒
101.
102.
Danielle T. Gescheit Rob Duffield Melissa Skein Neil Brydon Stuart J. Cormack Machar Reid 《Journal of sports sciences》2017,35(20):1988-1994
Elite tennis is characterised by repeated bouts of up to 5-set match play, yet little is known about the technical requirements of shots played. This study therefore investigated technical performance changes over consecutive days of prolonged, simulated tennis match play. A total of 7 well-trained men tennis players performed 4 consecutive days of competitive 4-h match play. Matches were notated to determine between-day changes in groundstroke and serve performance, as well as point and match durations. Changes ≥75% likely to exceed the smallest important effect size (0.2) were considered meaningful and represented as effect size ± 90% confidence interval. Effective playing time reduced on days 3 and 4, alongside likely increases in “stretch” groundstrokes over the 4 days (mean effect size ± 90% confidence interval; 0.57 ± 0.38) and “stretch” backhand returns on days 2 and 3 (0.39 ± 0.54 and 0.67 ± 0.55). Relative unforced errors increased on day 4 (vs. day 2; 0.36 ± 0.22) and second-serve winning percentage reduced after day 1 (?0.47 ± 0.50). Further, a likely increase in emotional outbursts characterised day 3 (vs. day 2; 0.73 ± 0.57). Consecutive-day match play impairs hitting accuracy, stroke positioning and emotional responses; an understanding of which prepares players for elite-standard tennis tournament play. 相似文献
103.
Jeffery Kurt Ward Danielle D. Wadsworth Shelby Foote Sheri J. Brock Nikki Hollett 《Research quarterly for exercise and sport》2017,88(3):346-351
Purpose: The purpose of this study was to determine the extent to which a sport education season of fitness could provide students with recommended levels of in-class moderate-to-vigorous physical activity (MVPA) while also increasing students’ fitness knowledge and fitness achievement. Method: One hundred and sixty-six 5th-grade students (76 boys, 90 girls) participated in a 20-lesson season called “CrossFit Challenge” during a 4-week period. The Progressive Aerobic Cardiovascular Endurance Run, push-ups, and curl-ups tests of the FITNESSGRAM® were used to assess fitness at pretest and posttest, while fitness knowledge was assessed through a validated, grade-appropriate test of health-related fitness knowledge (HRF). Physical activity was measured with Actigraph GT3X triaxial accelerometers. Results: Results indicated a significant time effect for all fitness tests and the knowledge test. Across the entire season, the students spent an average of 54.5% of lesson time engaged in MVPA, irrespective of the type of lesson (instruction, free practice, or competition). Conclusions: The results suggest that configuring the key principles of sport education within a unit of fitness is an efficient model for providing students with the opportunity to improve fitness skill and HRF knowledge while attaining recommended levels of MVPA. 相似文献
104.
105.
106.
107.
We tested whether the development of inhibitory strength, as measured by a summation test, is proportional to the strength
of the positive cue (P) against which the inhibitory cue (I) is trained. P predicted the outcome, whereas the co-occurrence
of P with I (PI) predicted no outcome. In Experiments 1, 2, and 3, we compared the latter design against a version in which
P was overshadowed by another cue (X). In this design, the compound PoX predicted the outcome, but PoIo predicted no outcome. In all three experiments, overshadowed cue Io was less inhibitory than I. In Experiment 4, a P produced by fewer training trials also supported weaker inhibitory learning.
Overall, the results were consistent with associative learning theories, especially Pearce’s (1994) configural model. Contingency
models need to make additional assumptions to accommodate this property of inhibitory learning. 相似文献
108.
Christopher DeLuca Danielle LaPointe-McEwan Ulemu Luhanga 《Educational Assessment》2016,21(4):248-266
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this article is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this article describes our instrument development process including construct validation and reliability testing with more than 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems. 相似文献
109.
110.