论文部分内容阅读
调查普通高校田径教学课中的生理负荷强度分布。采用抽样调查的方法,对80名普通高校一年级不同班级学生,在上田径课时的运动心率进行了监测调查。结果显示:(1)生理负荷变化的瞬时时间点,开始时刻心率为80次/min,第一拐点出现的时间是运动开始后的第28 min,此时的心率是132次/min,斜率是-0.031,表示心率变化的快慢和方向。(2)动员阶段和疲劳阶段都持续了28 min左右,负荷量分别是90.09 kUw和104.126 kUw(kUw,表示单位)。在动员阶段的平均反应强度是133次/分,而在疲劳阶段达140次/min。稳定阶段的负荷量是84.231 kUw。(3)各强度水平区间(PMI max)负荷量的分布情况。心率在区间120～140次/min和140～150次/min,负荷比值分别占总的32.786%和31.316%。心率在120～150次/min之间,负荷比值达到64.102%,而在150～160次/min之间,负荷比值仅占17.639%。普通高校田径课的生理负荷强度分布符合人体机能变化规律,但生理负荷强度处在较低的水平,不能充分起到增强和提高学生体能、体质的目的。教师应充分重视心率在训练过程中的实时监控作用,及时调整教学训练计划,科学合理地安排负荷强度和负荷量的大小。
Investigation of Distribution of Physiological Load Intensity in Track and Field Teaching Class in General Colleges and Universities. A sample survey was conducted to monitor the exercise heart rate of 80 first-year undergraduates of different grades in the upper track and field class. The results showed that: (1) at the instantaneous time point of physiological load change, the heart rate at the beginning was 80 beats / min; the first turning point occurred at the 28th minute after the start of exercise; the heart rate at this time was 132 beats / min; -0.031, indicating the speed and direction of heart rate changes. (2) Both the mobilization phase and the fatigue phase lasted about 28 min, and the loads were 90.09 kUw and 104.126 kUw respectively (kUw, units). The average response intensity during the mobilization phase was 133 beats / min, while in the fatigue phase it was 140 beats / min. The load at steady state is 84.231 kUw. (3) Distribution of load in each intensity level interval (PMI max). Heart rate ranged from 120 to 140 beats / min and from 140 to 150 beats / min, with load ratios accounting for 32.786% and 31.316% of the total, respectively. The heart rate ranged from 120 to 150 beats / min, the load ratio reached 64.102%, while the load ratio only accounted for 17.639% between 150 and 160 beats / min. The distribution of physiology load of track and field class in universities and colleges accords with the change rule of human body function, but the physiological load intensity is at a low level, which can not fully promote the students’ physical and physical fitness. Teachers should pay full attention to heart rate in the training process of real-time monitoring, timely adjustment of teaching and training programs, scientific and reasonable arrangements for load intensity and load size.