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李參在,吳成範 全北大學校附設 스포츠科學硏究所 1988 논문집 Vol.- No.5
The purpose of this study is to find out effective learning method on basketball skill learning on the focus of mental practice by an experimental study. For this objective 200 female students in middle school were randomly selected as subjects. Divided into four experimental groups-control group(50), mental group(50), mental+physical group(50), and physical group(50), -they have been trained in field goal speed test for four weeks, in dribble test for four weeks on the basis of prescribed training program. After the training was finished, the results through the statistical analysis of the effect are as follows. 1. It appeared that there was the learning effect in sequence of mental and physical practice, physical practice, and mental practice. 2. In doing only mental practice of the practice method, it appeared that there was the learning effect. 3. In physical practice and mental and physical practice, it appeared that there was the learning effect two weeks, and in mental practice, four weeks.
李參在 全北大學校 師範大學 1980 사대논문집 Vol.6 No.-
The purpose of this examination was to find the difference in blood between glucose administration and non glucose administration. The participants for the examination was 10 student in D-collage. The result are as follows, 1. The change of blood sugar after exercise glucose administration was 154.2mg/dl and non glucose administration was 112.8mg/dl. 2. 10 minutes of rest after exercise, blood sugar glucose administration was 123.2mg/dl, and non glucose administration was 102.2mg/dl. 3. 30 minutes and 60 minutes of rest after exercise, blood sugar glucose administration reached about initial vaue, (90.8mg/dl, 87.6mg/dl) and non glucose administration also reached about initial vaue, (79.6mg/dl, 82.4mg/dl).
李參在 全北大學校附設 스포츠科學硏究所 1983 논문집 Vol.- No.1
Purpose of this examination was to find the difference in blood sugar this was done in the moning 2 Km running and in the daytime, The participants for the exercise were 5 students D-collage. 1. The results are as follows: The change of blood sugar after the exercise :Blood sugar of daytime was increased 7% more than that of early morning itine. 2. When 10 minutes and 20 minutes of rest have passed after the exercise :Blood sugar of day-time was increased 8-9% more than that of early morning time. 3. When 30 minutes of rest have passed after exercise :Blood sugar of early morning time was decseased 9%less than that of daytime. In this examination the individual difference was found. 4. When 60 minutes of rest have passed after the exercise :Blood sugar of early morning time was decreased 7%less than that of daytime. Here also the individual difference was found.
李參在 全北大學校 師範大學 1983 사대논문집 Vol.9 No.-
Based on the studies. The response initiation and movement correction are demanding attention. Unpracticed movement and information prosessing about the movement itself interferes with its execution. The motor skill automation, a more imfortant consideration, is the relationship between the environmental context and action. It can be said that automatic sequence consist of overlearned spatial-temporal association between environmental conditions and a motor schema appropriate to the current situation.
구체적 목표설정이 국민학교 학생의 지구력 퍼포먼스에 미치는 영향
이삼재 한국스포츠심리학회 1992 한국스포츠심리학회지 Vol.3 No.2
This present study investigated the effects of goal setting methods on sit up performance in elementary school children. Subjects Were 80 pupils from the five grade in elementary school. they were randomly assigned to four conditions : specific goal setting(individual), specific goal-setting(group), nonspecific goal setting(individual), nonspecific goal-setting(group), they practiceed sit-up in class three time a week for weeks according to the experimental treatments. Two way ANOVA indicated that goal setting methods were appeared sigbigicant differences (p <0.05). In the camparison between these two groups, specific goal-stting group was higher than nonspecific goal-setting group in sit-up performance. A review of both laboratory and field studies of the effects of goals setting when performing a task that 90% of th studies specific and challenging goals lead to higer performance than non-specific goals. Goal setting is likely to improve Endurance performance when the goals are specific and sufficiently challenging.
李參在 全北大學校附設 스포츠科學硏究所 1985 논문집 Vol.- No.3
The purpose of this study was to find the relationship between feedback and motor learning. Eeedback cannot be ignored in motor learning situations. The three main functions that feedback can serve are information, motivation and reinforcement. Feedback have been classified into intrinsic and augmented. Feedback by an instructor about the consequences of a movement is called knowledge of results (KR). while feedback concerning the movement pattern itself is called Knowledge of performance (KP). Intrinsic feedback supplies a primary motor task during or after movement, and augmented feedback is supplied to enhance motor learning and performance. Feedback should be supplied to the situations like these: 1. Feedback should be supplied to the precision of it, the more precise feedback is. The more efficient acquisition of skill is. 2. Feedback should be supplied immediately after a movement is completed. 3. Feedback should be supplied after a learner understands the mortor tasks. 4. Feedback should be supplied to a learner, which should be related to the learner's degree of progress in learning. 5. We should be developed the intrinsic feedback in the primary stage of motor learning, and we should be used the augmented feedback according to the degree of progression in motor learning.