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Karla de Jesus Kelly de Jesus J. Arturo Abraldes Alexandre Igor Araripe Medeiros Ricardo J. Fernandes João Paulo Vilas-Boas 《Journal of sports sciences》2016,34(9):871-877
We aimed to analyse the handgrip positioning and the wedge effects on the backstroke start performance and technique. Ten swimmers completed randomly eight 15 m backstroke starts (four with hands on highest horizontal and four on vertical handgrip) performed with and without wedge. One surface and one underwater camera recorded kinematic data. Standardised mean difference (SMD) and 95% confidence intervals (CI) were used. Handgrip positioning did not affect kinematics with and without wedge use. Handgrips horizontally positioned and feet over wedge displayed greater knee angular velocity than without it (SMD = ?0.82; 95% CI: ?1.56, ?0.08). Hands vertically positioned and feet over wedge presented greater take-off angle (SMD = ?0.81; 95% CI: ?1.55, ?0.07), centre of mass (CM) vertical positioning at first water contact (SMD = ?0.97; 95% CI: ?1.87, ?0.07) and CM vertical velocity at CM immersion (SMD = 1.03; 95% CI: 0.08, 1.98) when comparing without wedge use. Swimmers extended the hip previous to the knee and ankle joints, except for the variant with hands vertically positioned without wedge (SMD = 0.75; 95% CI: ?0.03, 1.53). Swimmers should preserve biomechanical advantages achieved during flight with variant with hands vertically positioned and wedge throughout entry and underwater phase. 相似文献
44.
EDUCATION,LIBERATION AND THE CHURCH 总被引:1,自引:0,他引:1
Paulo Freire 《Religious education (Chicago, Ill.)》2013,108(4):524-545
45.
Micaela Esteves Benjamim Fonseca Leonel Morgado Paulo Martins 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):624-637
The emergence of new technologies such as three‐dimensional virtual worlds brings new opportunities for teaching and learning. We conducted an action research approach to the analysis of how teaching and learning of computer programming at the university level could be developed within the Second Life virtual world. Results support the notion that it is possible to use this environment for better effectiveness in the learning of programming. The main results are the identification of problems hampering the teacher's intervention in this virtual world and the detection of solutions for those problems that were found effective to the success in using this environment for teaching/learning computer programming. 相似文献
46.
A sample of 341 5 (1/2) -year-old children participating in an ongoing longitudinal study was the focus of a study on the relation between cardiac vagal regulation and peer status. To assess cardiac vagal regulation, resting measures of respiratory sinus arrhythmia (RSA) and RSA change (suppression) to 3 cognitively and emotionally challenging tasks were derived. Results indicated that vagal regulation was positively associated with peer status. In addition, mediational analyses revealed that the relation between vagal regulation and peer status was mediated through better social skills for girls and better social skills and fewer behavior problems for boys. These findings are discussed in terms of the role of vagal regulation in the facilitation of children's positive social behavior. 相似文献
47.
Riia Milovanov Päivi Pietilä Mari Tervaniemi Paulo A.A. Esquef 《Learning and individual differences》2010,20(1):56-60
The main aim of this study was to examine second language production and discrimination skills in the light of musical aptitude. Our study was conducted in university settings in south-western Finland. English was used as a model for the second language due to its popularity among young adults. There were three types of tests used in this study: a pronunciation test, a phonemic listening discrimination task, and the Seashore test as an index of the musical aptitude. All the participants performed equally well in the phonemic listening discrimination task. However, the participants with higher musical aptitude were able to pronounce English better than the participants with less musical aptitude. The results, therefore, imply that musical and linguistic skills are interconnected. 相似文献
48.
Extensive extinction greatly reduces response rate and increases the relative frequency of short interresponse times, but
does not affect temporal learning or operant response rate. In each of two experiments, 24 rats were trained in a multiple
cued interval procedure with three stimuli (noise, light, and clicker) at three intervals (30, 60, and 120 sec). In Experiment
1, after 50 sessions of extinction, response rate decreased from about 25 to 0.5 responses/min, but temporal discriminations
were maintained and the initial response gradients in reacquisition had a pattern that corresponded with the original (rather
than current) training conditions. In Experiment 2, these results were replicated and extended by examination of the effect
of stimulus duration on response patterns during extinction, but its lack of effect on reacquisition. The similarity of the
initial performance in reacquisition to the asymptotic performance in acquisition was presumably due to the similarity of
context. The individual subject data may be downloaded from www.psychonomic.org/archive. 相似文献
49.
Gustavo Zaccaria Schaun Stephanie Santana Pinto Bruno Brasil Gabriela Neves Nunes Cristine Lima Alberton 《Journal of sports sciences》2019,37(14):1561-1569
The neuromuscular adaptations between ergometer-based high-intensity interval training (HIIT-T; n = 15), whole-body high-intensity interval training (HIIT-WB; n = 12) and moderate-intensity continuous training (MICT; n = 14) were compared in forty-one healthy men randomized to 16 weeks of training (3x per week). Two-way repeated measures analysis of variance (ANOVA) showed countermovement (CMJ) and squat (SJ) jump height (HIIT-T: 8.5 ± 13.3%; 3.1 ± 9.7%, HIIT-WB: 6.4 ± 9.8%, 10.4 ± 16.1% and MICT: 2.2 ± 9.5%; 4.4 ± 12.1%, respectively), SJ peak power (HIIT-T: 1.7 ± 3.9%; HIIT-WB : 6.4 ± 7.9%; MICT: 0.5 ± 6.5%) and CMJ rate of force development (HIIT-T: 58.1 ± 50.5%; HIIT-WB: 36.9 ± 54.2%; MICT: 38.4 ± 64.3%) improved similarly in all training groups (all p < 0.05). CMJ peak power increased only after HIIT-T (4.3 ± 5.5%) and HIIT-WB (4.5 ± 5.2%), while no differences were observed in both the rectus femoris and vastus lateralis maximal electromyographic amplitude. Finally, marked improvements were also observed in the number of repetitions in the HIIT-WB protocol at the eighth week, with no further improvement at the sixteenth week. These data suggest that 16 weeks of HIIT-WB is capable to improve neuromuscular function to a similar extent as HIIT-T and MICT. 相似文献
50.
Lara Elena Gomes Vera Diogo Flávio Antônio de Souza Castro João Paulo Vilas-Boas Ricardo J. Fernandes Pedro Figueiredo 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):354-365
Synchronised swimming involves a variety of sculling movements essential for body support and propulsion but its study is scarce. We aimed to biomechanically compare standard and contra-standard sculling techniques, and to observe the relationship between measures. Six synchronised swimmers performed two, 30 s maximal intensity, fully tethered standard and contra-standard sculling motions. Kinetic and kinematic data were obtained using a load-cell and underwater cameras, respectively. Force decreased along both techniques’ bouts, but no differences in-between techniques were noted for any kinetic variables. Standard sculling presented a higher cycle rate and a lower elbow mean angle than the contra-standard sculling (2.4 ± 0.3 vs. 2.0 ± 0.2 cycles/s and 134.1 ± 5.8 and 141.5 ± 4.7°, p < 0.05). In the standard sculling, by removing and maintaining the variation between participants (r w and r, respectively), the absolute mean force was directly related with cycle rate (r w = 0.60) and wrist angular velocity during flexion (r = 0.82), while in the contra-standard condition the force was inversely associated with wrist mean angle (r = ?0.95) and directly with hand speed (r w = 0.76), and elbow angular velocity (r w ≈ 0.60). Therefore, technique learning and training require different attention by coaches and swimmers. 相似文献