对丽水地区肢体残疾人员体育健身参与的研究
|
摘要
本文通过调查丽水地区肢体残疾人参与体育健身的现状及趋势,了解影响肢体残疾人员参与体育健身的社会因素。研究方法:对丽水地区部分县市1000位肢体残疾人员进行问卷调查,问卷的内容包括个人基本资料、健康状况数据、体育健身的参与等三个部分,资料收集后经信度、效度检验,以数理统计的方法加以分析,然后以性别、婚姻及受教育程度分别来探讨在体育健身参与时的时间、频率、原因、参与时所遭遇的障碍和困难等关系。结果表明:有24.1%肢体残疾者有参与体育健身的习惯,其中男、女不同性别参与的比例约为3:1,性别和婚姻在每次参加体育健身时间和认为每次参加体育健身多少时间才足够中,无显著性差异;婚姻与参与体育健身时所遇到的困难及障碍的关系上,具有显著性差异;在健身项目中,发现未婚者对已婚者有显著性差异存在,在参与的原因中,以健康因素占最大;在参与健身运动的障碍中,以身体因素及经费为最大障碍,其次是训练场地和运动技巧;在不能参加体育健身的原因中,专用训练场地影响最多,其次是经费和指导教练;不同的受教育结果在体育健身的参与时没太多差异。主要结论:肢体残疾者因身体的残缺,更应参与体育健身,但在社会化的过程当中,不同的社会因素会导致不同的社会化结果,因此决策者不但要鼓励肢体残疾者参与体育健身,而且要有系统地小心加以区分,以达到推广的目的。
This article through investigates LiShui area physical disabled person to participate in the sports fitness the present situation and the tendency, understood the influence physical disability personnel participates in the sports fitness the social factor. Research technique: Carries on the questionnaire survey to the LiShui area partial county city 1000 physical disability personnel, The questionnaire content including individual basic document, the state of health data, the sports fitness participation and so on three parts, after the acquisition of information after the letter, the validity examination analyzes by the mathematical statistic method, relations and so on barrier and difficulty which then respectively by the sex, the marriage and is discussed the education level distinction when the sports fitness participation the time, the frequency, the reason, participation for the first time encounters. The result indicated that, Some 24.1% physical disability has the participation sports fitness custom, male, the female do not participation the proportion is approximately 3:1; In the participation reason, occupies in a big way by the healthy factor; In participates in the leisure movement for the first time in the barrier, take the bodily factor and the funds as the biggest barrier, next is trains the location and the movement skill; In cannot participate in the sports fitness in the reason, the special-purpose training location influence are most, next is the funds and instructs coach; Different educates the result when the sports fitness participation not too many differences. Main conclusion: The physical disability because of bodily incomplete, should participate in the sports fitness, but in the middle of the socialized process, the different social factor can cause the different socialized result, not only therefore the policy-maker wants to encourage the physical disability participation sports fitness, moreover must have was careful systematically differentiates, achieves promoted the goal.
This article through investigates LiShui area physical disabled person to participate in the sports fitness the present situation and the tendency, understood the influence physical disability personnel participates in the sports fitness the social factor. Research technique: Carries on the questionnaire survey to the LiShui area partial county city 1000 physical disability personnel, The questionnaire content including individual basic document, the state of health data, the sports fitness participation and so on three parts, after the acquisition of information after the letter, the validity examination analyzes by the mathematical statistic method, relations and so on barrier and difficulty which then respectively by the sex, the marriage and is discussed the education level distinction when the sports fitness participation the time, the frequency, the reason, participation for the first time encounters. The result indicated that, Some 24.1% physical disability has the participation sports fitness custom, male, the female do not participation the proportion is approximately 3:1; In the participation reason, occupies in a big way by the healthy factor; In participates in the leisure movement for the first time in the barrier, take the bodily factor and the funds as the biggest barrier, next is trains the location and the movement skill; In cannot participate in the sports fitness in the reason, the special-purpose training location influence are most, next is the funds and instructs coach; Different educates the result when the sports fitness participation not too many differences. Main conclusion: The physical disability because of bodily incomplete, should participate in the sports fitness, but in the middle of the socialized process, the different social factor can cause the different socialized result, not only therefore the policy-maker wants to encourage the physical disability participation sports fitness, moreover must have was careful systematically differentiates, achieves promoted the goal.
引文
[1]马维平.特殊体育论探析[J].上海体育学院学报, 2000(24).
[2]林建彬.残疾学生体育教学与体育健身的若干认识[J].福建体育科技, 1999(4): 30-32.
[3] Sherrill C.Adapted physical activity, recreation, and sport:[M]: Dubuque, IA: Brown & Benchmark, 1993.
[4] Austin DA.Recreation and persons with physical disabilities[J].A literature review. Therapeutic Recreation Journal, 1987, 1(21): 36-44.
[5]魏星, 张琦, 许方启,等.高校体育教学与学生及残疾学生体育现状体育需要之对比探究[J].体育学刊.
[6]朱建伟.论残疾人体育活动的意义[J].上海体育学院学报, 2003(06).
[7]张蓓, 邵建民, 陆志年,等.上海市残疾人健身体育锻炼的现状调查与分析[J].上海体育学院学报, 2005(05).
[8]徐成立, 田静, 王健.我国残疾人参与全民健身活动的现状与对策[J].上海体育学院学报, 2006(01).
[9]卢雁.我国残疾人体育管理组织结构之研究[J].北京体育大学学报, 2004(12).
[10]朱卫东.江苏省残疾人体育教育的现状调查及对策研究[J].北京体育大学学报, 2005(04).
[11]熊丽华.论残疾人全民健身的社会制约和社会动员[J].北京体育大学学报, 2005(10).
[12]中国残疾人协会.残疾人体育研究[M]. 北京: 北京体育大学出版社, 2004.
[13] Doll-Tepper G.International Paralympics Committee Sport Science Committee, & International Federation of Adapted Physical Activity[M]: Berlin: German Olympic Institute, 1994.
[14] Williams EJ.The Comparison of Regression Variables[J].Journal of the Royal Statistical Society. Series B (Methodological), 1959, 21(2): 396-399.
[15] Doll-Tepper,G.international Paralympic Commitee Sport Science Commitee &FOAPA. The future of sport science in the paralympic movement.Berlin:GermanOlympic Institute. ; 1994.
[16]徐成立, 田静, 王健.我国残疾人参与全民健身活动的现状与对策[J].上海体育学院学报, 2006(01).
[17]石寿森,刘志敏,王洪德等.肢体残疾医科大学生个性及心理健康状况调查[J].《神经疾病与精神卫生》, 2004, 4(3): 175-176.
[18]马启伟张力为.体育运动心理学[M]. 杭州: 浙江教育出版社, 1998.
[19]马宏霞.体育课同班教学对失聪大学生心理健康的影响[J].体育学刊, 2006(04).
[20]吴华, 高修峰.农村学校残疾学生的体育教育之我见[J].中国学校体育, 1997(01).
[21]钱亢.在体育课上尝试“体验残疾”[J].中国学校体育, 2003(01).
[22]陈军.针对残疾儿童特征,做好“教学做合一”——厦门市特殊教育学校“学陶”足迹[J].纪念陶行知诞辰一百一十周年专辑.
[23]王毅. 视力残疾儿童心理问题原因分析和辅导对策. 中国心理卫生协会第四届学术大会论文汇编.
[24]张静, 张龙立. 残疾学生不稳定情绪的心理诱因及自我控制能力培养的探讨. 中国心理卫生协会第四届学术大会论文汇编.
[25]赖福芬, 钟金玲.谈体育教学中残疾学生自信心的培养[J].广西教育学院学报, 2004(01).
[26]严建爱, 黄文泓.关注残疾学生的心理健康[J].广西教育学院学报, 2005(s1).
[27] Wu, S.K.& Williams T. Factors influencing sport participation among athletes with spinal cord injury. ; 2001. p 177-182.
[28]段晓霞. 兰州市残疾学生体育锻炼的现状及可行性研究. : 西北师范大学; 2002.
[29]蔡娜.面向特定残疾者群产品设计中的人因问题研究[J].大连理工大学, 2004(01).
[30]卢德平.中国残疾青少年特殊教育问题评估报告[J].中国青年政治学院学报, 2004(05).
[31]牛玉柏, 刘泽文, 田宝.家长对残疾儿童随班就读态度研究[J].中国康复理论与实践, 2005(02).
[2]林建彬.残疾学生体育教学与体育健身的若干认识[J].福建体育科技, 1999(4): 30-32.
[3] Sherrill C.Adapted physical activity, recreation, and sport:[M]: Dubuque, IA: Brown & Benchmark, 1993.
[4] Austin DA.Recreation and persons with physical disabilities[J].A literature review. Therapeutic Recreation Journal, 1987, 1(21): 36-44.
[5]魏星, 张琦, 许方启,等.高校体育教学与学生及残疾学生体育现状体育需要之对比探究[J].体育学刊.
[6]朱建伟.论残疾人体育活动的意义[J].上海体育学院学报, 2003(06).
[7]张蓓, 邵建民, 陆志年,等.上海市残疾人健身体育锻炼的现状调查与分析[J].上海体育学院学报, 2005(05).
[8]徐成立, 田静, 王健.我国残疾人参与全民健身活动的现状与对策[J].上海体育学院学报, 2006(01).
[9]卢雁.我国残疾人体育管理组织结构之研究[J].北京体育大学学报, 2004(12).
[10]朱卫东.江苏省残疾人体育教育的现状调查及对策研究[J].北京体育大学学报, 2005(04).
[11]熊丽华.论残疾人全民健身的社会制约和社会动员[J].北京体育大学学报, 2005(10).
[12]中国残疾人协会.残疾人体育研究[M]. 北京: 北京体育大学出版社, 2004.
[13] Doll-Tepper G.International Paralympics Committee Sport Science Committee, & International Federation of Adapted Physical Activity[M]: Berlin: German Olympic Institute, 1994.
[14] Williams EJ.The Comparison of Regression Variables[J].Journal of the Royal Statistical Society. Series B (Methodological), 1959, 21(2): 396-399.
[15] Doll-Tepper,G.international Paralympic Commitee Sport Science Commitee &FOAPA. The future of sport science in the paralympic movement.Berlin:GermanOlympic Institute. ; 1994.
[16]徐成立, 田静, 王健.我国残疾人参与全民健身活动的现状与对策[J].上海体育学院学报, 2006(01).
[17]石寿森,刘志敏,王洪德等.肢体残疾医科大学生个性及心理健康状况调查[J].《神经疾病与精神卫生》, 2004, 4(3): 175-176.
[18]马启伟张力为.体育运动心理学[M]. 杭州: 浙江教育出版社, 1998.
[19]马宏霞.体育课同班教学对失聪大学生心理健康的影响[J].体育学刊, 2006(04).
[20]吴华, 高修峰.农村学校残疾学生的体育教育之我见[J].中国学校体育, 1997(01).
[21]钱亢.在体育课上尝试“体验残疾”[J].中国学校体育, 2003(01).
[22]陈军.针对残疾儿童特征,做好“教学做合一”——厦门市特殊教育学校“学陶”足迹[J].纪念陶行知诞辰一百一十周年专辑.
[23]王毅. 视力残疾儿童心理问题原因分析和辅导对策. 中国心理卫生协会第四届学术大会论文汇编.
[24]张静, 张龙立. 残疾学生不稳定情绪的心理诱因及自我控制能力培养的探讨. 中国心理卫生协会第四届学术大会论文汇编.
[25]赖福芬, 钟金玲.谈体育教学中残疾学生自信心的培养[J].广西教育学院学报, 2004(01).
[26]严建爱, 黄文泓.关注残疾学生的心理健康[J].广西教育学院学报, 2005(s1).
[27] Wu, S.K.& Williams T. Factors influencing sport participation among athletes with spinal cord injury. ; 2001. p 177-182.
[28]段晓霞. 兰州市残疾学生体育锻炼的现状及可行性研究. : 西北师范大学; 2002.
[29]蔡娜.面向特定残疾者群产品设计中的人因问题研究[J].大连理工大学, 2004(01).
[30]卢德平.中国残疾青少年特殊教育问题评估报告[J].中国青年政治学院学报, 2004(05).
[31]牛玉柏, 刘泽文, 田宝.家长对残疾儿童随班就读态度研究[J].中国康复理论与实践, 2005(02).