【摘要】：目的:將軟梯訓(xùn)練引入到非體育專業(yè)普通高校大學(xué)生籃球身體靈敏素質(zhì)教學(xué)中。通過教學(xué)實驗研究證明軟梯訓(xùn)練在高校籃球教學(xué)中對提高學(xué)生身體靈敏素質(zhì)的影響,改善大學(xué)生的身體素質(zhì),激發(fā)學(xué)生對于體育運(yùn)動的興趣,改善普通高校學(xué)生體質(zhì)狀況逐年下降的現(xiàn)象;為普通高�；@球課身體素質(zhì)教學(xué)手段的創(chuàng)新提供理論依據(jù)。方法:本研究采用文獻(xiàn)資料法、問卷調(diào)查法、教學(xué)實驗法以及數(shù)理統(tǒng)計法等研究方法,以軟梯訓(xùn)練在普通高�；@球課身體素質(zhì)教學(xué)中對其非體育專業(yè)大學(xué)生靈敏素質(zhì)影響的實驗研究為研究對象,研究分析教學(xué)實驗結(jié)果,得出研究結(jié)論。結(jié)果:1.經(jīng)過十八周的教學(xué)實驗,在普通高校籃球課中使用傳統(tǒng)的身體靈敏素質(zhì)訓(xùn)練手段的對照組男、女生的15秒立臥撐、20秒反復(fù)橫跨跳的次數(shù),滑步倒跑測試、16*2m交叉步測試、籃球抓球反應(yīng)測試所用的時間等五項反映靈敏素質(zhì)指標(biāo)的成績均沒有顯著提高;2.在十八周的實驗教學(xué)后,使用軟梯訓(xùn)練方法進(jìn)行教學(xué)的實驗組男、女生的靈敏素質(zhì)五項指標(biāo)即15秒立臥撐、20秒反復(fù)橫跨跳、滑步倒跑測試、16*2米折返跑等指標(biāo)的成績在實驗前后具有顯著性差異,對籃球抓球反應(yīng)測試無顯著影響;軟梯訓(xùn)練對提高普通高校非體育專業(yè)大學(xué)生的靈敏素質(zhì)在一定程度上具有積極影響。結(jié)論:1.在普通高�；@球課身體靈敏素質(zhì)教學(xué)中對非體育專業(yè)的大學(xué)生合理的運(yùn)用軟梯訓(xùn)練,可以有效的提高學(xué)生的靈敏素質(zhì),進(jìn)一步促進(jìn)其身體素質(zhì)的全面發(fā)展。2.改進(jìn)并完善非體育專業(yè)大學(xué)生籃球課中的教學(xué)方法,提高學(xué)生身體素質(zhì),激發(fā)學(xué)習(xí)興趣,提高課程質(zhì)量,從而改善非體育專業(yè)普通高校大學(xué)生體質(zhì)狀況逐年下降的現(xiàn)象。
[Abstract]:Objective: to introduce soft ladder training into basketball body sensitive quality teaching of college students. Through the teaching experiment research, it is proved that the soft ladder training can improve the students' physical sensitivity, improve the students' physical quality and stimulate the students' interest in sports in college basketball teaching. To improve the physical condition of college students declining year by year; To provide theoretical basis for the innovation of physical quality teaching means of basketball class in colleges and universities. Methods: the methods of literature, questionnaire, teaching experiment and mathematical statistics were used in this study. This paper studies the effect of soft ladder training on the sensitive quality of non-sports college students in the physical quality teaching of basketball class in colleges and universities, and analyzes the experimental results of the teaching, and draws the conclusion of the research. The result is 1: 1. After 18 weeks of teaching experiments, the control group, male and female, which used traditional physical sensitivity training methods in college basketball class, stood and propped in 15 seconds, repeatedly crossed the jump in 20 seconds, ran backwards with sliding steps, and tested with 16m cross steps. The results of five items, such as the time used in the test of basketball catch reaction, which reflect the sensitive quality, have not been improved significantly. 2. After 18 weeks of experimental teaching, five indicators of the sensitive qualities of boys and girls in the experimental group, who used the soft ladder training method to teach, were 15 seconds, 15 seconds, 20 seconds, repeatedly across the jump, and 20 seconds. There were significant differences in the performance of 16m reverse race before and after the experiment, but there was no significant effect on the test of basketball catch reaction. The soft ladder training has a positive effect on improving the sensitive quality of college students of non-sports major to some extent. Conclusion: 1. The reasonable use of soft ladder training in the teaching of physical sensitivity of college basketball students can effectively improve the sensitive quality of students and further promote the overall development of their physical quality. 2. To improve and perfect the teaching method in basketball course for college students majoring in non-physical education, to improve the students' physical quality, to stimulate their interest in learning and to improve the quality of courses, so as to improve the phenomenon that the physique of ordinary college students majoring in non-physical education is declining year by year.
【學(xué)位授予單位】：山東體育學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G841-4

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