首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   261篇
  免费   6篇
  国内免费   1篇
教育   142篇
科学研究   28篇
各国文化   6篇
体育   64篇
文化理论   6篇
信息传播   22篇
  2023年   2篇
  2022年   1篇
  2021年   8篇
  2020年   17篇
  2019年   15篇
  2018年   19篇
  2017年   29篇
  2016年   22篇
  2015年   8篇
  2014年   13篇
  2013年   57篇
  2012年   17篇
  2011年   11篇
  2010年   5篇
  2009年   7篇
  2008年   3篇
  2007年   3篇
  2006年   1篇
  2005年   3篇
  2004年   2篇
  2003年   5篇
  2001年   1篇
  2000年   5篇
  1999年   1篇
  1998年   3篇
  1995年   1篇
  1993年   1篇
  1987年   1篇
  1985年   3篇
  1983年   1篇
  1972年   1篇
  1969年   1篇
  1964年   1篇
排序方式: 共有268条查询结果,搜索用时 15 毫秒
51.
ABSTRACT

The aim of this study was to define and categorise different styles of play in elite soccer and associated performance indicators by using factor analysis. Furthermore, the observed teams were categorised using all factor scores. Data were collected from 97 matches from the Spanish La Liga and the English Premier League from the seasons 2006–2007 and 2010–2011 using the Amisco® system. A total of 19 performance indicators, 14 describing aspects of attacking play and five describing aspects of defensive play, were included in the factor analysis. Six factors, representing 12 different styles of play (eight attacking and four defensive), had eigenvalues greater than 1 and explained 87.54% of the total variance. Direct and possession styles of play, defined by factor 1, were the most apparent styles. Factor analysis used the performance indicators to cluster each team’s style of play. Findings showed that a team’s style of play was defined by specific performance indicators and, consequently, teams can be classified to create a playing style profile. For practical implications, playing styles profiling can be used to compare different teams and prepare for opponents in competition. Moreover, teams could use specific training drills directed to improve their styles of play.  相似文献   
52.
This study aimed to correlate, compare, and determine the reliability of force, velocity, and power values collected with a force plate (FP) and a linear transducer during loaded jumps. Twenty-three swimmers performed an incremental loading test at 25, 50, 75, and 100% of their own body weight on a FP. A linear velocity transducer (LVT) was attached to the bar to assess the peak and the mean values of force, velocity, and power. Both the peak variables (r = 0.94 – 0.99 for peak force, r = 0.83 – 0.91 for peak velocity, and r = 0.90–0.94 for peak power; p < 0.001) and the mean variables (r = 0.96–0.99 for mean force, r = 0.87–0.89 for mean velocity, and r = 0.93–0.96 for mean power; p < 0.001) were strongly correlated between both measurement tools. Differences in the shape of the force-, velocity-, and power-time curves were observed. The LVT data showed a steeper increase in these variables at the beginning of the movement, while the FP recorded larger values in the latter part. Peak values were more reliable than mean values. These results suggest that the LVT is a valid tool for the assessment of loaded squat jump.  相似文献   
53.
The aim of this study was to analyse the effect of stimulus change timing on reaction response time parameters, horizontal velocity of the centre of mass (CM) and precision during offensive actions in fencing. Twelve fencers from the Spanish National Foil Team were included in the study. Two 500 Hz force plates were used to register the horizontal component of the reaction force while a 3D video camera set at 250 Hz recorded the spatial position of 11 body markers and a projector connected to a programmed stopwatch projected a moving target (stimulus) on a screen. When the circle (target) appeared in the centre of the plastron, fencers had to execute a step-forward-lunge as fast as possible, trying to touch the circle with the tip of the foil. During the lunge, the position of the target could randomly shift or not to three different positions. The stimulus change was performed randomly at four different times with a progressive delay. The results show that target changes did not have any effect when they occurred at the beginning of the movement sequence. However, when the target change was delayed, reaction and movement times increased and the technical execution of the lunge changed, leading to more errors.  相似文献   
54.
Background: Adventure education is an instructional model where students participate in adventurous activities to acquire physical, cognitive, and affective skills. It also has strong connections with cooperative learning. Parkour is a fast-growing sport practiced by thousands of youngsters all over the world. The media does not portray it as an educational content, but resourcefulness, maturity, cooperation, and respect are among its basic principles. It also appears to have a direct connection with risk-taking, self-discipline, and autonomy.

Purpose: The purpose of this paper is to assess students' ideas, views, and/or feelings after experiencing a parkour learning unit.

Participants and settings: The research project was conducted in an intact, sixth-grade physical education class in an elementary school located in the northern part of Spain. A total of 26 students with ages ranging between 11 and 12 years (mean age 11.4?±?0.6) participated in the study. There were 14 boys and 12 girls.

Data collection: At the end of the intervention programme, all participating students were asked to ‘Describe your feelings, your thoughts, and your ideas on the parkour learning unit that you just experience in physical education'.

Data analysis: MAXQDA 11, a qualitative software package, was used to assist with data management. All participants' answers were analysed via thematic content analysis and constant comparison.

Findings: Five major categories emerged from data analysis: enjoyment, fear, social skills, problem-solving skills, and integration. Our findings agree with previous researchers who believe that parkour could be considered an educational content due to all the different positive outcomes that it brings to the physical education class. It seems to promote the development of social and problem-solving skills in the students. Both are competences that should be encouraged and fostered in our youngsters. Furthermore, it is considered a fun activity, it promotes students' integration, and it teaches them how to cope with fear.

Conclusion: In contrast to popular views portrayed by the media, the sport of parkour can be a safe, educational content. School cannot turn its back on sports or contents whose popularity is rapidly increasing.  相似文献   
55.
56.
57.
Learning strategies are an essential tool to enable the autonomous and active learning of mathematics and it is therefore necessary to identify these strategies correctly. The objective of this research is to analyse the factorial structure of the Spanish version of a questionnaire that measures the use of these strategies in the subject of mathematics (Cuestionario de Estrategias de Aprendizaje para las Matemáticas [CEAMA]). We adapt a questionnaire based on the MSLQ (Motivated Strategy for Learning Questionnaire), since it is focused on the context of mathematics learning. The study has been conducted in different schools located in the Basque Country and collects data from 631 students of the second, third and fourth years of compulsory secondary education (ESO). The results show a hepta-scale structure compared to the six-scale structure proposed by the original English version. The difference is detected in the division of metacognitive strategies into two factors: planning and monitoring/regulation. This finding improves data on metacognition in mathematics teaching and learning, making it richer and more exhaustive. The suitability of certain items is discussed.  相似文献   
58.
Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.
相似文献   
59.
60.
This paper tackles the problem of robust output regulation for a 3-DOF helicopter. The considered system is subjected to model uncertainties and external perturbations. A sliding mode observer is used to estimate the state vector in finite time and identify the uncertainties and perturbations using the information of the equivalent output injection. Based on these estimations a robust regulation controller is designed. Experimental results show the feasibility of this approach.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号