Raul Reina, Emma M Beckman, Mark J Connick, Jemima G Spathis, Sean M Tweedy
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引用次数: 0
摘要
最大跑步速度是辅助运动和脑瘫足球运动成绩的决定因素。60 名国际脑损伤辅助运动员完成了五项活动限制测试(立定跳远、四次跨栏、劈叉跳、10 米速跳和原地跑)和两项标准测试(40 米短跑和改良敏捷性测试)。与非残疾人跑步成绩相关的三项测试(立定跳远、四级距跳远和 10 米速跳)(.67 < r < -.82;p < .05;75% 的方差)也与脑损伤辅助运动员的跑步成绩相关(.41 < r < -.62;p < .01;55% 的方差)。立定跳远、四级跳远、劈叉跳和原地跑也与变向速度相关(.43 < r < -.63; p < .01; 58% 的方差)。结果表明,针对非残疾运动员的辅助运动分类方法同样适用于有脑损伤的辅助运动员,而且在评估向不同方向快速和短距离冲刺的表现时,还发现了新的运动特异关系,这是脑瘫足球等团队辅助运动所特有的。
Evaluating the Validity of Tests to Predict Sprint and Change of Direction Speed in Para-Athletes With Brain Impairments.
Maximum running speed is a performance determinant in para-athletics and cerebral palsy football. Sixty international para-athletes with brain impairments completed five activity-limitation tests (standing broad jump, four bounds for distance, split jumps, 10-m speed skip, and running in place) and two criterion tests (40-m sprint and modified agility test). The same three tests (standing broad jump, four bounds for distance, and 10-m speed skip) that correlated with running performance in nondisabled runners (.67 < r < -.82; p < .05; 75% of variance) also correlated in para-athletes with brain impairments (.41 < r < -.62; p < .01; 55% of variance). Standing broad jump, four bounds for distance, split jumps, and running in place also correlated with change-of-direction speed (.43 < r < -.63; p < .01; 58% of variance). Results indicate that methods of classification for para-athletics with nondisabled runners are also valid with para-athletes with brain impairments, and new sport-specific relationships were found for assessing the performance of rapid and short sprints toward different directions, specific of a team para-sport like cerebral palsy football.
期刊介绍:
APAQ is an international, peer-reviewed, multidisciplinary journal designed to stimulate and communicate scholarly inquiry relating to physical activity that is adapted in order to enable and enhance performance and participation in people with disability. Physical activity implies fine, gross, functional, and interpretive movement including physical education, recreation, exercise, sport, and dance. The focus of adaptation may be the activity or task that is to be performed, environment and facilities, equipment, instructional methodology, and/or rules governing the performance setting. Among the populations considered are persons with motor, intellectual, sensory, and mental or other disabilities across the life span. Disciplines from which scholarship to this aim may originate include, but are not limited to, physical education, teacher preparation, human development, motor behavior and learning, biomechanics, exercise and sport physiology, and exercise and sport psychology. Scientific inquiry may originate from quantitative or qualitative inquiry, as well as from multimethod designs.