基于耐力类运动处方的中学生体能干预实验研究     

杜晓兵  杨旸 《体育科技文献通报》2014,(5):11-12,35

通过耐力类项目的教学实验,施以运动处方的干预方法,观察学生耐力的变化情况,并运用单因素方差分析对所得实验数据进行统计分析。结果显示:采用运动处方的形式干预中学生体能发展,效果明显好于一般的教学形式。  相似文献   

初中生基于速度类运动处方体能素质干预实验研究     

杜晓兵 《体育科技》2014,35(4):127-129

通过速度类项目50米跑课外教学实验,施以不同的教学方法,观察学生速度类体能素质经运动处方干预后的变情况,并运用方差分析对所得实验数据进行统计分析.结果显示：采用运动处方的方式干预初中生的速度类体能素质发展效果明显好于一般的教学方式.  相似文献   

大学生提高耐力素质的实践干预研究     

罗爱刚  首洁  张晓陆  刘汉生 《体育科技》2014,35(4):172-173

现阶段的大学教育需要针对大学生耐力素质进行调查,分析大学生的耐力素质缺失情况,并提出提高大学生耐力素质的实践干预措施.从而提升大学生整体的综合素质与能力,实现培养新世纪人才的教育目标,为国家经济发展与进步储备人才力量.  相似文献   

Establishing the structure of reality for an industry: model and anti-model arguments as advocacy in Nike's crisis communication     

Timothy Sellnow  Jeffrey Brand 《Journal of Applied Communication Research》2001,29(3):278-295

This study illustrates the potential role of model and anti-model arguments in organizational crisis communication. Specifically, model and anti-model arguments are described as a strategy for moving the focus of a crisis from an organization to its industry. Model arguments enable organizations to establish their corrective action as industry standards that merit imitation. Conversely, organizations can set minimum standards for their industries with anti-model arguments. Phil Knight's May 12, 1998, speech announcing Nike's new initiatives in global manufacturing is analyzed as a case study. The essay concludes that model and anti-model arguments can suspend criticism of the organization, create the foundation for a return to industry prominence by the organization, and establish proposed new industry standards that are favorable to the organization.  相似文献   

自闭症幼儿的体育干预实验案例研究     

刘映海  丹豫晋  苏连勇 《中国体育科技》2006,42(6):94-98

号称“百慕大三角”、“特殊儿童之王”的自闭症是一种由大脑、神经以及基因的病变所引起的综合症,集人际关系隔离、语言困难及行为障碍等于一身。对有关自闭症干预文献进行了系统的整理与分析,发现存在很多不足,试图通过实验对体育干预的效果进行检验。实验研究的设计:采用单因素组间多基线设计,将筛选好的8名被试随机分配到实验组和对照组;自变量:体育干预(体育游戏主要指动作模仿、感觉统合训练、按摩、远足旅行与一定量专项练习等);因变量:幼儿自闭症发展程度。结果表明,体育干预可以作为现行自闭症幼儿早期干预的辅助方法。  相似文献   

‘Building brighter futures for all our children’– a new focus on families as partners and change agents in the care and development of children with disabilities or special educational needs     

PHILIPPA RUSSELL 《Support for Learning》2008,23(3):104-112

This paper looks at recent trends in Government policy and practice around supporting and involving parents of children with disabilities and special educational needs (SEN) in their care, development and education. In particular, the paper examines the opportunities offered in the Children's Plan ( DCSF, 2007 ) and Aiming High ( HM Treasury/DfES, 2007 ), and the strong emphasis on earlier intervention and a range of new services to facilitate better partnership with parents (including those from socially disadvantaged backgrounds). Note: In using the term ‘disabled children’, the author is using the broad definition of disability within the Disability Discrimination Acts (DDA) 1995 and 2005. The DDA definition includes the majority of children with identified and significant levels of SEN.  相似文献   

Family‐centred practice: collaboration,competency and evidence     

MARILYN ESPE‐SHERWINDT 《Support for Learning》2008,23(3):136-143

In the 1990s, the developing field of early intervention with young children with disabilities and their families adopted family‐centred practice as its philosophical foundation. Family‐centred practice includes three key elements: (1) an emphasis on strengths, not deficits; (2) promoting family choice and control over desired resources; and (3) the development of a collaborative relationship between parents and professionals. During the last two decades, the field of early childhood disability has successfully defined the working principles of family‐centred practice for practitioners. Although research has acknowledged that the paradigm shift to family‐centred practice is neither simple nor easy, a substantive body of evidence demonstrates that (a) family‐centred practice can be linked to a wide range of demonstrated benefits for both children and families, and (b) families are more satisfied and find family‐centred practice to be more helpful than other models of practice.  相似文献   

Omani girls’ conceptions of gender equality: addressing socially constructed sexist attitudes through educational intervention     

Fatma H. Al Sadi 《牛津教育评论》2017,43(2):209-224

This paper is based on a quasi-experimental study which examines the effects of a school-based intervention on Omani girls’ attitudes towards the notion of gender equality. A questionnaire was administered before and after the intervention to 241 girls (116 in the experimental group; 125 in the control group). A semi-structured interview was conducted before and after the intervention with 16 participants (eight from the experimental group; eight from the control group). Analysis of quantitative data in the post-intervention round revealed statistically significant differences between the two groups in attitudes towards gender equality in favour of the experimental group. Similarly, the analysis of qualitative data from the post-intervention round showed that the experimental group differed significantly from the control group in its attitudes towards women’s roles and gender equality. The paper concludes by emphasising the critical role that education can play in challenging and transforming prejudicial and discriminatory attitudes.  相似文献   

Application of a lexical-semantic intervention programme for students with Specific Language Impairment / Aplicación de un programa de intervención léxico-semántica en alumnado con Trastorno Específico del Lenguaje     

Ángeles Axpe  Víctor Acosta  Ana Moreno 《Cultura y Educación》2017,29(2):324-349

The aim of this research has been to test the efficacy of an intervention programme on lexical-semantic problems in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with typical language development, all enrolled in different schools on the island of Tenerife (Canary Islands, Spain). For the selection of the sample, CELF-3, Peabody, ITPA Auditory Association and Visual Association subtests and the K-BIT IQ tests were used. The intervention programme consisted of 72 sessions of 30 minutes each, using noun and action naming activities along with conversation and categorization tasks in order to increase vocabulary and improve lexical semantic competence. Significant results were achieved in aspects related to the acquisition of vocabulary as well as in lexical semantics or related terms. The educational implications are clear insofar as lexical-semantic aspects are key in terms of activating other linguistic components and in improving the academic progress of SLI students.  相似文献   

中国地区能源强度缺口研究     

周明明  赵果庆 《科技管理研究》2016,(20):249-254

利用DEA-SBM模型测度地区间能源强度缺口,并研究其决定因素。结果发现,2003—2014年间,我国地区能源强度缺口逐年缩小,其原因是技术水平、经济水平、产业结构对地区能源强度缺口具有缩小作用,而要素禀赋、政府支出对地区能源强度缺口具有扩大作用。为了实现能源强度的最优化,国家"十三五"期间应采取"提升东部产业结构,减少中部政府干预,提升西部技术水平"的区域性措施。  相似文献