利用体育数字技术提高学生在体育游戏课上的体能水平

A. O. Akhmedov, Salman B. Elipkhanov, Aslanbek A-K. Umarov, Sayd-Magomed M. Julagov
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引用次数: 0

摘要

导言。越来越多的人保持久坐不动的生活方式,这突出表明需要创新和非标准的方法来保持身体健康。物理与数字的融合创造了令人兴奋的新可能性,将体育运动带入了一个新时代。这种演变不断改变着体育运动的模式,开辟了新的现实。本研究旨在研究一种新方法的有效性--在以学校体育俱乐部为基础的涉及体育游戏的教育和培训过程中使用物理数字体育工具。材料和方法。样本包括格罗兹尼(俄罗斯联邦)12 至 14 岁的中学生。为开展形成性教学实验,成立了一个对照组和三个实验组(共 60 人)。三个训练组按体育运动类型组成:1) 体育排球;2) 体育篮球;3) 体育足球,根据所制定的方法,每周进行两次训练。使用的数理统计方法包括学生 t 检验。结果。实验组在以下指标上有显著变化:"跑步 60 米,秒- EG1 [t=5.5; p0.05]。"连续翻 5 个筋斗" - EG1 [t=6.5; p<0.05], EG2 [t=2.4; p<0.05]; EG3 [t=3.3; p<0.05];"站在健身凳上向前倾" - (EG1 [t=2.6; p<0.05]; EG2 [t=2.5; p<0.05]; EG3 [t=4.4; p<0.05]。对照组的这些指标在统计学上没有明显变化。结论研究结果表明,实验参与者成功地将电脑体育与传统课程和体育锻炼相结合。将电脑游戏技术与积极的体育活动相结合的新形式提高了青少年的兴趣,并能积极影响他们进行体育锻炼和体育活动的积极性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Use of phygital technologies in improving the level of school students’ physical fitness in sporting games section classes
Introduction. The increasing number of people keeping to sedentary lifestyles highlights the need for innovative and non-standard methods of maintaining physical health. The physical and the digital merge and create exciting new possibilities, transforming sports into a new epoch. This evolution is continuously changing the paradigm of sports, opening up new realities. The research aims to study the effectiveness of a new methodology – using the phygital sports tools in the educational and training process involving sports games based on the school sporting club. Materials and methods. The sample comprised secondary educational school students of Grozny (Russian Federation) aged from 12 to 14. One control group and three experimental groups (a total of 60 people) were formed to carry out the formative pedagogical experiment. Three training groups were formed by phygital sport type: 1) phygital volleyball, 2) phygital basketball, 3) phygital football in which 2 sessions were held within a weekly cycle based on the developed methodology. The used methods of mathematical statistics involved the Student’s t-test. Results. Significant changes were found in the experimental groups in the following indicators: “Running 60 m, s.” – EG1 [t=5.5; p<0.05]; EG2 [t=6.4; p<0.05]; EG3 [t=2.3; p<0.05]; “Standing long jump” – EG 1 [t=5.1; p<0.05]; EG2 [t=3.5; p<0.05]; EG3 [t=2.3; p<0.05]; “Pull-up in suspension on a high crossbar” – EG1 [t=4.9; p<0.05]; EG2 [t=4.6; p<0.05]; EG3 [t=4.9; p<0.05]; “Torso lift in seated position” – EG1 [t=3.5; p<0.05]; EG2 [t=3.1; p<0.05]; EG3 [t=3.1; p<0.05]; “Run 100 m.” – EG1 [t=9.8; p<0.05]; EG2 [t=6.2; p<0.05]; EG3 [t=7.8; p<0.05]; KG [t=0.8; p>0.05]. “Sequential execution of 5 somersaults” – EG1 [t=6.5; p<0.05], EG2 [t=2.4; p<0.05]; EG3 [t=3.3; p<0.05]; “Leaning forward while standing on the gym bench” – (EG1 [t=2.6; p<0.05]; EG2 [t=2.5; p<0.05]; EG3 [t=4.4; p<0.05]. No statistically significant changes were found according to these indicators in the control group. Conclusion. The research results showed that the experiment participants successfully combined computer sports with traditional classes and physical activity. The new format of integrating computer game technologies with active motor activity generates young people’s increased interest and can positively influence their motivation to perform physical exercises and physical activity.
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