| 运动负荷与反馈方式对高中生体能与体育学习积极兴趣的影响 |
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| 引用本文： | 蔡瑞金,薛小安,胡斌,季浏.运动负荷与反馈方式对高中生体能与体育学习积极兴趣的影响[J].武汉体育学院学报,2019,53(6):79. |
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| 作者姓名： | 蔡瑞金 薛小安 胡斌 季浏 |
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| 作者单位： | 1. 华东师范大学 体育与健康学院, 上海 200241;2. "青少年健康评价与运动干预"教育部重点实验室, 上海 200241;3. 上海市延安中学 体育教研组, 上海 200336;4. 上海市市北初级中学 体育教研组, 上海 200070 |
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| 基金项目： | 上海市教委基金项目（11001-412224-18044）。 |
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| 摘 要： | 探讨不同运动负荷（HR-160min）与不同反馈方式（M）对高中生体能和体育学习积极兴趣（PISL）的影响。方法：采用三因素实验设计，不同时间、不同HR-160min （HR140-160min、HR130-160min和HR120-160min）和不同反馈方式（自我控制反馈SF、追加反馈AF和无反馈NF）为干预手段，对297名高一学生进行为期12周的实验干预。结果显示：体能建模后，BMI、肺活量（VC）、坐位体前屈（SR）、仰卧起坐/引体向上（SU/PU）、800m/1000m、50m、立定跳远（SLJ）等7项指标"时段"主效应，BMI、SR、SU/PU、800m/1000m、50m、SLJ等6项指标"时段×运动负荷"、"运动负荷×反馈方式"交互效应，SR、SU/PU、800m/1000m、50m、SLJ等5项指标"运动负荷"和"反馈方式"主效应、"时段×反馈方式"交互效应均有统计学意义（P<0.05或P<0.01）；PISL建模后，"运动负荷"主效应有统计学意义（P<0.05），"反馈方式"主效应和"运动负荷×反馈方式"交互效应无统计学意义。结论：HR140-160min是发展多项体能的关键因素，HR130-160min对BMI保持效果、对SR干预效果更好；不同反馈方式通过不同机制影响体能结果；HR140-160min与SF组合对发展体能的协同效应最佳；PISL受运动负荷影响，不受反馈方式、运动负荷与反馈方式交互作用的影响。
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| 关 键 词： | 学校体育 高中 运动负荷 自我控制反馈 追加反馈 无反馈 体能 体育学习积极兴趣 |
| 收稿时间： | 2019-04-14 |
Experimental Study on Influences of Exercise Load and Feedback Methods to High School Students' Physical Fitness & PISL |
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| CAI Ruijin,XUE Xiao'an,HU Bin,et al.Experimental Study on Influences of Exercise Load and Feedback Methods to High School Students' Physical Fitness & PISL[J].Journal of Wuhan Institute of Physical Education,2019,53(6):79. |
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| Authors: | CAI Ruijin XUE Xiao'an HU Bin |
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| Institution: | 1. School of P. E. and Health, East China Normal Univ., Shanghai 200241, China;2. Key Lab of Adolescent Health Assessment and Exercise Intervention of Ministry of Education, Shanghai 200241, China;3. Yan'an Middle School, Shanghai 200336, China;4. Shibei Senior Middle School, Shanghai 200070, China |
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| Abstract: | The objective of this study was to investigate the effects of different exercise loads (HR-160min) and different feedback methods (M) on students' physical fitness and positive interest in sports learning (PISL). Three-factor experimental design, different time, different HR-160min (HR140-160min, HR130-160min and HR120-160min) and different feedback methods (self-control feedback SF, additional feedback AF and no feedback NF) were taken as intervention means, 297 High school students conducted a 12-week experimental intervention. The results showed that after physical fitness modeling, the main effect of "time period (t)" on BMI, vital capacity (VC), sitting body flexion (SR), sit-ups/pull-ups (SU/PU), 800m/1000m, 50m, standing long jump (SLJ) 7 indicators, "t×HR-160min", "HR×M" interaction effect on BMI, SR, SU/PU, 800m/1000m, 50m, SLJ 6 indicators, "HR-160min" and "M" main effect,"t×M" interaction effect on SR,SU/PU, 800m/1000m, 50m, SLJ 5 indicators were statistically significant (P<0.05 or P<0.01).PISL modeling,the main effect of "HR-160min" was statistically significant (P<0.05), the "M" main effect and the "HR×M" interaction effect were not statisticallysignificant. It could be concluded that HR140-160min was a key factor in the development of multiple physical functions. HR130-160min had a better effect on BMI and better intervention on SR. Different feedback methods affected physical fitness results through different mechanisms. HR140-160min combined with SF to develop physical fitness was optimal. PISL was affected by the exercise load and was not affected by the interaction of feedback methods, exercise load and feedback methods. |
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| Keywords: | exercise load self-controlled feedback augmented feedback no feedback physical fitness positive interest in sports learning(PISL) |
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