The effects of the long-distance throwing movement and distance before and after practice by elementary school students with approach steps.

• Main Authors: Tseng Hsiang-Lun, 曾祥倫
• Other Authors: Chiu Wen-Hsin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/55118017319065957124

碩士 === 國立新竹教育大學 === 人資處體育教學碩士班 === 96 === Abstract The throwing motor movement of children was influenced by gender, learning, practice. The purpose of this research was to discuss the difference on the sequence of throwing motor development and throwing distance before and after practice by elementary school students with different approach steps. In addition to this, this research also compared the difference on the improvement of throwing distance before and after practice with different approach steps and found the correlation among the throwing motor skillful cognition, and the sequence of throwing motor development, and the result of throwing distance. The objects were eighty boys and seventy-three girls through grade one to six from elementary school. They participated in the experiment with three different step approaches（standing, approach pad steps, across approach ）. The experiment adapted overhand throwing motor development table which was developed by Burton et al. (1992) and revised one-hand overhand throwing cognition examination test which was developed by Chiu (2004). This research was tapped with a JVC GR-DVL 9800 camera（120Hz）. The experiment had been analyzed by the method of one-way ANOVA of dependent sample, t-test of dependent sample, and Pearson correlation (α＝.05). The experiment had showed the following results: 1) The throwing movement was influenced by the effect of pad steps and cross steps were boys in grade one, girls in grade one, girls in grade two, boys in grade three, girls in grade three, and girls in grade six. The throwing distance had been influenced by the effect of pad steps and cross steps were boys in grade four, girls in grade five, boys in grade six, and girls in grade six. 2) With practice in advance, The throwing movement was influenced by the effect of pad steps and cross steps was girls in grade one. In the same situation, the throwing distance had been influenced were boys in grade two, boys in grade four, girls in grade four, girls in grade five, boys in grade six, girls in grade six. 3) With two weeks throwing practice in advance, the scores of partial extremity movement and throwing distance were significantly higher than those of before（p＜.05）. 4) The relationship among cognition items on throwing skills part, throwing distance and throwing skills were correlated significantly before and after practice.