【摘要】：目的:采用定性與定量相結(jié)合的方法分析3~6歲幼兒跑步動(dòng)作,探討3~6歲幼兒跑步動(dòng)作發(fā)展特征,并分析跑步動(dòng)作教學(xué)策略。方法:選取北京市某幼兒園3~6歲幼兒124名。采用三維攝像技術(shù)拍攝幼兒的跑步動(dòng)作,基于動(dòng)作發(fā)展序列理論定性評(píng)價(jià)幼兒跑步動(dòng)作;同時(shí),通過視頻解析獲得跑步的運(yùn)動(dòng)學(xué)參數(shù),采用方差分析比較不同跑步發(fā)展水平幼兒之間的運(yùn)動(dòng)學(xué)參數(shù)差異。結(jié)果:1)3~6歲幼兒跑的發(fā)展水平存在3個(gè)階段,即初級(jí)、中級(jí)以及高級(jí)階段,其中,5~6歲幼兒多處于高級(jí)階段,且女生多于男生;2)對(duì)于支撐腿膝角與步幅/下肢長(zhǎng),處于高級(jí)階段的幼兒顯著高于處于初級(jí)與中級(jí)階段的幼兒(P0.05);3)對(duì)于擺動(dòng)腿膝角,初級(jí)與中級(jí)階段幼兒顯著高于高級(jí)階段幼兒(P0.05);4)對(duì)于肘角,中級(jí)階段幼兒顯著高于低級(jí)與高級(jí)階段幼兒(P0.05)。結(jié)論:幼兒跑步動(dòng)作發(fā)展特征為,隨著跑步動(dòng)作發(fā)展逐漸成熟,步幅逐漸增大,蹬離地面時(shí)刻的支撐腿膝角趨于完全伸展?fàn)顟B(tài),擺動(dòng)腿膝角趨于減小。建議:開展幼兒跑步動(dòng)作的課程時(shí),對(duì)于3~4歲幼兒,應(yīng)著重鍛煉其下肢的肌肉力量與身體的平衡能力;針對(duì)4~5歲幼兒應(yīng)更多地從腳前掌著地與蹬地等內(nèi)容進(jìn)行指導(dǎo);對(duì)于5~6歲幼兒,則主要從全身協(xié)調(diào)等方面進(jìn)行指導(dǎo)。建議通過改變運(yùn)動(dòng)方向、身體重心的變化以及走跑交替等方面來(lái)豐富活動(dòng)內(nèi)容,在中、小班的課程實(shí)施中要注意情景化引導(dǎo),發(fā)展大班幼兒跑步動(dòng)作時(shí),可以選擇繩梯等器材,通過延伸或演變其用途增加幼兒的運(yùn)動(dòng)興趣。
[Abstract]:Objective: to analyze the running movements of children aged 3 or 6 years old by using the method of qualitative and quantitative analysis, to explore the developmental characteristics of running movements of children aged 3 or 6 years old, and to analyze the teaching strategies of running movements. Methods: 124 children aged 3 to 6 years old in a kindergarten in Beijing were selected. Three-dimensional camera technique is used to photograph children's running movements. Based on the theory of motion development sequence, the children's running movements are qualitatively evaluated. At the same time, the kinematics parameters of running are obtained by video analysis. Variance analysis was used to compare the difference of kinematic parameters among children with different running development level. Results: there were three stages in the development of running, that is, primary, intermediate and advanced stage, among which 56-year-old children were in advanced stage, and girls were more than boys (2) for supporting leg knee angle and stride / lower limb length. The children in the advanced stage were significantly higher than those in the primary and intermediate stage (P0.05), and the children in the primary and intermediate stages were significantly higher than those in the advanced stage (P0.05) in the angle of elbow. Children in intermediate stage were significantly higher than those in lower and higher stages (P0.05). Conclusion: with the development of running, the stride length increases gradually, the angle of the supporting leg knee tends to extend completely and the angle of swing leg knee tends to decrease at the time of pedal off the ground. It is suggested that, in the course of running, the children of 3 or 4 years old should focus on the exercise of their lower limb muscle strength and body balance ability, and the 4- and 5-year-old children should be directed more from the front of the foot to the ground and the pedaling ground, and so on. For 5-6-year-old children, it is mainly from the whole body coordination and other aspects of guidance. It is suggested to enrich the activities by changing the direction of movement, changing the body center of gravity and alternating walking and running. In the course implementation of middle and small classes, attention should be paid to situational guidance, and when developing large class children's running movements, they can choose rope ladders and other equipment. Increase young children's exercise interest by extending or evolving their use.
【作者單位】： 北京體育大學(xué)運(yùn)動(dòng)人體科學(xué)學(xué)院;安徽工業(yè)大學(xué)體育部;
【基金】：北京體育大學(xué)自主科研課題資助項(xiàng)目(2016SYS006)
【分類號(hào)】：G822

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