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51.
运用三维摄像DLT法,对我国优秀女子速滑运动员直道滑行技术进行运动学分析,结果表明:我国优秀女子速滑运动员各动作阶段时间比例不合理,自由滑行时间和单支撑时间偏长,降低了蹬冰频率,影响蹬冰效果;运动员大腿带动小腿蹬冰动作不明显,在单支撑蹬冰阶段应加大髋关节的蹬伸幅度,这样有利于发挥肌肉力量,提高蹬冰效果;在整个蹬冰过程中单支撑蹬冰阶段膝关节伸展幅度过小,造成消极蹬冰,影响肌力发挥。 相似文献
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For fencing, speed of the lunge is considered critical to success. The aim of this study is to investigate determinants of lunge speed based on biomechanics. Ground reaction force (GRF) and three-dimensional kinematic data were collected from 7 elite fencers and 12 intermediate-level fencers performing maximum-effort lunges. The results showed that elite fencers acquired a higher horizontal peak velocity of the centre of gravity (HPV) and concomitantly a higher horizontal peak GRF exerted by rear leg (PGRF) than intermediate-level fencers (P?P?P?P?≤?.05). Our findings suggest that training aimed at enhancing strength and power of rear knee extensors is important for fencers to improve speed of the lunge. Also, increasing the extension of rear knee during the lunge, at the same time decreasing the flexion of the forward knee before extension are positive for lunge performance. 相似文献
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我国蹦床网上女子单人自选动作分析 总被引：12，自引：0，他引：12
通过对2000年全国蹦床技巧冠军赛女子网上单人决赛冠、亚、季军运动员完成自选动作技术的运动学分析，提出我国蹦床女子单人自选动作特征及需解决的技术问题，为我国赶超世界先进水平提供一些参考。 相似文献
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John M. Charles 《Quest (Human Kinetics)》2016,68(3):257-270
ABSTRACTLooking ahead, it seems clear that organizing together the values we espouse as a profession could help us to live and work in a global kinesiology community in the best possible way. It is politic, in that it seems sensible and judicious to act on this principle, to organize and maintain a coherent framework of professional values. In which case, it will require that we be political insofar as we collaboratively engage in the process of making uniform decisions that apply to all the members of our profession now, and in the future. To achieve that goal, an important challenge for the next generation of kinesiology is to develop and deliver a values education product that is efficacious and exciting—together. This means we all take responsibility for the mission of delivering a values-education product to the students that fits the goals of our academic unit and institution. This challenge is not just directed at the philosophers and ethicists in our midst. The need for values education spans the kinesiology alphabet. Values and ethical issues are foundational from A to Z, (anatomy to zip-lining), from the most extensive scholarly study to the most intensive physical activity. Total transformation of the curriculum to embrace new best teaching and learning practices entails a new social contract that involves united faculty input and execution. The goal is to develop a future-oriented curriculum that is premised upon the examination and explication of carefully selected and monitored values. The quandary facing us is which values to select and how to effectively base a curriculum on them. Professionals in our field may resonate with this general call to values, but there might be less agreement on the specifics, particularly which values to choose as the basis of our curricula; even less consensus may occur when answering the swampy question of which policies and procedures we should adopt to implement a values-centered program. 相似文献
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Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course 
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下载免费PDF全文 M. Melissa Gross Mary C. Wright Olivia S. Anderson 《Anatomical sciences education》2017,10(5):444-455
Research on the benefits of visual learning has relied primarily on lecture‐based pedagogy, but the potential benefits of combining active learning strategies with visual and verbal materials on learning anatomy has not yet been explored. In this study, the differential effects of text‐based and image‐based active learning exercises on examination performance were investigated in a functional anatomy course. Each class session was punctuated with an average of 12 text‐based and image‐based active learning exercises. Participation data from 231 students were compared with their examination performance on 262 questions associated with the in‐class exercises. Students also rated the helpfulness and difficulty of the in‐class exercises on a survey. Participation in the active learning exercises was positively correlated with examination performance (r = 0.63, P < 0.001). When controlling for other key demographics (gender, underrepresented minority status) and prior grade point average, participation in the image‐based exercises was significantly correlated with performance on examination questions associated with image‐based exercises (P < 0.001) and text‐based exercises (P < 0.01), while participation in text‐based exercises was not. Additionally, students reported that the active learning exercises were helpful for seeing images of key ideas (94%) and clarifying key course concepts (80%), and that the image‐based exercises were significantly less demanding, less hard and required less effort than text‐based exercises (P < 0.05). The findings confirm the positive effect of using images and active learning strategies on student learning, and suggest that integrating them may be especially beneficial for learning anatomy. Anat Sci Educ 10: 444–455. © 2017 American Association of Anatomists. 相似文献
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Jared Russell Samuel R. Hodge Anna Marie Frank Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89
As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions. 相似文献
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优秀女子三级跳远运动员摆动腿技术的运动学分析 总被引：1，自引：0，他引：1
以2007年全国田径冠军赛暨总决赛(乌鲁木齐站)女子三级跳远决赛前8名运动员作为研究对象,对运动员三个不同起跳过程中摆动腿技术的相关指标进行定量研究.结果表明,我国女子三级跳远运动员在第一跳中摆动腿膝角在着地瞬间到最大缓冲都在减小,离地瞬间,摆动腿膝角又有一定的增大;第一跳着地与离地瞬间两大腿夹角过大,第三跳着地瞬间两大腿夹角偏大,离地瞬间两大腿夹角偏小;第二跳起跳腿离地瞬间摆动腿大腿与水平面的夹角都偏小;摆动腿的最大摆动角速度与身体重心的垂直速度的增加呈正相关,与水平速度的损失呈负相关. 相似文献
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Rugby Union scrumming puts the spine under a high degree of loading. The aim of the current study was to determine how sagittal hip range of motion and quadriceps fatigue influence force output, spinal posture, and activation of the trunk and quadriceps muscles in rugby scrumming. Measures of sagittal hip flexion/extension range of motion were collected from 16 male varsity and club first XV level participants. Sagittal spine motion (electromagnetic motion capture), trunk and quadriceps activation (electromyography), and applied horizontal compressive force (force plate) were measured during individual machine scrumming. Participants performed a 5-trial scrum block involving 5?s of contact with 1–2?min recovery between each trial. They then performed a fatiguing protocol (wall sit to failure) and immediately returned to the scrum machine to perform another five trials. Though there was no significant influence of fatigue on the horizontal compressive force applied during contact (P?=?.83), there was a 52% increase in cervical flexion (P?P?P?相似文献
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A qualitative biomechanics (functional anatomy) course is a typical course in kinesiology curriculum. Most evidence suggests that biomechanics learning could be improved with the inclusion of laboratory experiences. However, implementing laboratories into biomechanics curriculum is difficult due to cost and time constraints. This study was conducted to evaluate whether hands-on activities in lecture improve qualitative biomechanics learning. A lecture format was compared to the same course with guided and unguided hands-on activities included during lecture. Test performance and student evaluations were compared between lecture formats to determine if hands-on experiences improve learning. The hands-on group performed better on the same test questions and they evaluated their overall course activities as beneficial to their learning. The findings suggest that guided hands-on experiences may improve learning compared to unguided activities. The hands-on experiences seem to provide an embodied cognitive learning experience, facilitating retention of learned material through three-dimensional and tactile mental representations. Findings from this research are currently shaping how biomechanics is taught to students at this university and could at other universities as well. 相似文献
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