对传统与现代背越式跳高技术教法的相关手段的解析

发布时间：2018-03-04 04:12

本文选题：背越式跳高　切入点：传统教学法　出处：《成都体育学院》2017年硕士论文　论文类型：学位论文

【摘要】：本文采用文献资料检索法、视频分析法、实地调查法、实验法和逻辑分析法,对国内部分体育院系背越式跳高精品课程、相关优秀跳高运动员视频以及成都体育学院2013—2015级体育系田径专选班背越式跳高技术教学手段进行了分析。研究得出:1、现代背越式跳高的弧线助跑作用包括:(1)实现起跳后身体自然背对横杆过杆的起始动作需要(2)实现获得更大垂直起跳能力的同时,又获得自然的倒翻空间(3)缩短起跳点与横杆投影点距离2、起跳时摆动腿完成300攻杆摆腿起跳不仅是起跳和腾空时完成合理的自然转体的需要,也是相对降低身体的垂直过杆速度的需要。3、实现最大垂直起跳的最优化定型动作必然是摆动腿摆动完成趋于水平位制动和小腿呈垂直状的勾脚、起跳腿竖直起跳和踝关节完成最大背伸、摆动腿的异侧臂完成肱骨水平与肘关节呈垂直状的制动、摆动腿同侧臂靠近耳朵完成直臂微屈的肩上充分上举的制动。4、支撑状态下的“桥式”过杆动作其身体所受合外力矩不为零,是依靠起跳腿臀大肌预先完成远固定收缩完成的;而腾空状态下的“桥式”过杆动作其身体所受合外力矩为零,只有依靠臀中肌完成两端固定收缩拉动摆动腿与躯干完成相向运动来实现。两者肌肉力学特点以及用力肌肉等具有显著差异,其最终形成的“桥式”过杆动作本质也截然不同。5、传统教学法是基于表象的主观性认识的形式依据,其教学手段已不能满足当前背越式跳高技术发展的需要;现代教学法是基于理论依据的客观性认识,其相应的教学手段是符合未来背越式跳高技术发展前沿的需要。6、传统教学法由11种结构单一的教学手段组成,每个教学手段的进程是相对独立存在,其关联性和系统性不足,其中的部分手段所形成的分解技术与完整技术中的局部动作要求不符,所掌握的技术也非常粗糙;现代教学法由37种细致丰富的教学手段组成,每个教学手段的进程是环环相扣,具有较强的关联性和系统性,各教学手段都具有承前启后的严密系统关系,掌握的技术为相对精细与标准。7、传统教学法其教学手段的选择是以追求直观视觉(“桥式”过杆动作)展现为根本,而违背背越式跳高技术的客观实质;现代教学法其相应的教学手段的出发点都是为了掌握背越式跳高技术的“三关”——摆放腿臂关、攻杆与过杆关和弧线助跑起跳关,而最终“桥式”过杆动作的展现都是掌握相关技术后的必然结果。
[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.
【学位授予单位】：成都体育学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G823.1

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