本文選題：背越式跳高　切入點(diǎn)：傳統(tǒng)教學(xué)法　出處：《成都體育學(xué)院》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本文采用文獻(xiàn)資料檢索法、視頻分析法、實(shí)地調(diào)查法、實(shí)驗(yàn)法和邏輯分析法,對(duì)國(guó)內(nèi)部分體育院系背越式跳高精品課程、相關(guān)優(yōu)秀跳高運(yùn)動(dòng)員視頻以及成都體育學(xué)院2013—2015級(jí)體育系田徑專選班背越式跳高技術(shù)教學(xué)手段進(jìn)行了分析。研究得出:1、現(xiàn)代背越式跳高的弧線助跑作用包括:(1)實(shí)現(xiàn)起跳后身體自然背對(duì)橫桿過(guò)桿的起始動(dòng)作需要(2)實(shí)現(xiàn)獲得更大垂直起跳能力的同時(shí),又獲得自然的倒翻空間(3)縮短起跳點(diǎn)與橫桿投影點(diǎn)距離2、起跳時(shí)擺動(dòng)腿完成300攻桿擺腿起跳不僅是起跳和騰空時(shí)完成合理的自然轉(zhuǎn)體的需要,也是相對(duì)降低身體的垂直過(guò)桿速度的需要。3、實(shí)現(xiàn)最大垂直起跳的最優(yōu)化定型動(dòng)作必然是擺動(dòng)腿擺動(dòng)完成趨于水平位制動(dòng)和小腿呈垂直狀的勾腳、起跳腿豎直起跳和踝關(guān)節(jié)完成最大背伸、擺動(dòng)腿的異側(cè)臂完成肱骨水平與肘關(guān)節(jié)呈垂直狀的制動(dòng)、擺動(dòng)腿同側(cè)臂靠近耳朵完成直臂微屈的肩上充分上舉的制動(dòng)。4、支撐狀態(tài)下的“橋式”過(guò)桿動(dòng)作其身體所受合外力矩不為零,是依靠起跳腿臀大肌預(yù)先完成遠(yuǎn)固定收縮完成的;而騰空狀態(tài)下的“橋式”過(guò)桿動(dòng)作其身體所受合外力矩為零,只有依靠臀中肌完成兩端固定收縮拉動(dòng)擺動(dòng)腿與軀干完成相向運(yùn)動(dòng)來(lái)實(shí)現(xiàn)。兩者肌肉力學(xué)特點(diǎn)以及用力肌肉等具有顯著差異,其最終形成的“橋式”過(guò)桿動(dòng)作本質(zhì)也截然不同。5、傳統(tǒng)教學(xué)法是基于表象的主觀性認(rèn)識(shí)的形式依據(jù),其教學(xué)手段已不能滿足當(dāng)前背越式跳高技術(shù)發(fā)展的需要;現(xiàn)代教學(xué)法是基于理論依據(jù)的客觀性認(rèn)識(shí),其相應(yīng)的教學(xué)手段是符合未來(lái)背越式跳高技術(shù)發(fā)展前沿的需要。6、傳統(tǒng)教學(xué)法由11種結(jié)構(gòu)單一的教學(xué)手段組成,每個(gè)教學(xué)手段的進(jìn)程是相對(duì)獨(dú)立存在,其關(guān)聯(lián)性和系統(tǒng)性不足,其中的部分手段所形成的分解技術(shù)與完整技術(shù)中的局部動(dòng)作要求不符,所掌握的技術(shù)也非常粗糙;現(xiàn)代教學(xué)法由37種細(xì)致豐富的教學(xué)手段組成,每個(gè)教學(xué)手段的進(jìn)程是環(huán)環(huán)相扣,具有較強(qiáng)的關(guān)聯(lián)性和系統(tǒng)性,各教學(xué)手段都具有承前啟后的嚴(yán)密系統(tǒng)關(guān)系,掌握的技術(shù)為相對(duì)精細(xì)與標(biāo)準(zhǔn)。7、傳統(tǒng)教學(xué)法其教學(xué)手段的選擇是以追求直觀視覺(jué)(“橋式”過(guò)桿動(dòng)作)展現(xiàn)為根本,而違背背越式跳高技術(shù)的客觀實(shí)質(zhì);現(xiàn)代教學(xué)法其相應(yīng)的教學(xué)手段的出發(fā)點(diǎn)都是為了掌握背越式跳高技術(shù)的“三關(guān)”——擺放腿臂關(guān)、攻桿與過(guò)桿關(guān)和弧線助跑起跳關(guān),而最終“橋式”過(guò)桿動(dòng)作的展現(xiàn)都是掌握相關(guān)技術(shù)后的必然結(jié)果。
[Abstract]:In this paper, the methods of literature retrieval, video analysis, field investigation, experiment and logic analysis are used to study the high jump courses in some sports colleges and departments in China. The related video of excellent high jumpers and the teaching methods of track and field special class back jump in the Department of physical Education of Chengdu Institute of physical Education 2013-2015 are analyzed. The research shows that the arc run-up effect of modern back jump includes: 1). The starting action of the natural back-to-crossbar after take-off requires 2) to achieve a greater vertical take-off capability at the same time, The distance between the take-off point and the projection point of the crossbar is shortened by 2, and the take-off of the swinging leg with the swinging leg is not only the need of the take-off and the reasonable natural rotation when the take-off is in the air, but also the distance between the take-off point and the projection point of the crossbar is shortened. It is also the need to reduce the vertical speed of the body. 3. The optimization of the maximum vertical take-off must be the swing of the swing leg to complete the horizontal braking and the leg vertical hooks. The vertical takeoff of the take-off leg and the maximum dorsal extension of the ankle joint, and the lateral arm of the swing leg complete the vertical braking of the humeral horizontal and elbow joints. The swinging leg's ipsilateral arm is close to the ear to complete the full lifting brake of the straight arm's slightly bent shoulder. The "bridge" crossing rod in the supporting state has a non-zero external force moment, which depends on the far fixed contraction of the gluteus maximus muscle of the take-off leg. The combined external force moment of the "bridge" crossing rod in the empty state is zero. It can only be achieved by using the gluteal middle muscle to complete both ends of fixed contraction and pull the swing leg and the torso to complete the opposite movement. There are significant differences in the mechanical characteristics of the two muscles as well as the forced muscles, etc. The essence of the "bridge" pole movement formed in the end is also quite different. 5. The traditional teaching method is the formal basis of subjective cognition based on the appearance, and its teaching means can no longer meet the needs of the development of the technology of the backcross type high jump. The modern teaching method is based on the objective cognition of the theoretical basis, and its corresponding teaching means are in line with the needs of the development front of the technology of back-to-back high jump in the future. The traditional teaching method is composed of 11 teaching methods with a single structure. The process of each teaching means is relatively independent, its relevance and systematicness are insufficient, the decomposition technology formed by some of the means does not accord with the requirements of local action in the complete technology, and the technology mastered is also very rough; The modern teaching method consists of 37 kinds of detailed and rich teaching methods, each teaching means is related to each other, and has strong relevance and systematicness, and each teaching means has a close and systematic relationship between the past and the future. The technique of mastering is relatively fine and standard. 7. The choice of teaching means of traditional teaching method is based on the pursuit of visual vision ("bridge type" cross pole movement), and goes against the objective essence of backcross high jump technique. The starting point of the corresponding teaching methods of modern teaching method is to master the "three levels" of the back jump technique, that is, putting the leg and arm closing, attacking the pole and crossing the bar, and taking off with the arc run-up. And the ultimate "bridge" pole movement is the inevitable result of mastering the relevant technology.
【學(xué)位授予單位】：成都體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G823.1

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