Ch.9 運動分析模式（運動分析模型）Ch.9 運動分析模式（運動分析模型）.pdf

(1) ball itself (dribbling, heading, spiking), (2) the implement (stick, bat racket), (3) the goal or target (fast break, give and go), and (4) other players (offensive and defensive). The ability of the player without the ball to move into the proper position to assist or defend the play is based on an understanding of the relationships between the player without the object and (1) the player with the object (or the object itself), (2) the implement (stick shadowing in lacrosse, ready position in racket sports), (3) the goal (to avoid offsides in soccer and field hockey, zones, and player-to-player defenses), and (4) other players (offensive assists and defensive stops).
(1) 球本身（運球、頭球、扣球），(2) 球具（球棍、球拍），(3) 球門或目標（快攻、傳接球），以及 (4) 其他球員（進攻和防守）。無球隊員是否能夠移動到適當的位置來協助或防守比賽取決於對無物體隊員與（1）持物體的隊員（或物體本身）、（2）器械（長曲棍球運動中的球棍跟踪、球拍運動中的準備位置）、（3）球門（避免足球和曲棍球中的進攻位、區域防守和隊員對隊員的防守關係）以及（4）其他隊員的防守關係。

From the perspective of the movement analysis model, teaching sport and games at the middle and high school level is more than running a few drills and playing tournaments. The central components of object manipulation are taught in each sport or object-oriented activity. Students learn the basic concept of angle of projection and then practice it under a variety of conditions. They learn that in throwing or kicking for distance, the best angle of release for most objects is 45 degrees in relation to the floor or ground. This becomes very important when throwing a javelin or an outlet pass for a fast break in basketball. On windy days, however, a 45 -degree angle may place the object too high in the air. It can be caught by the wind and slowed (if a headwind). If the wind is blowing at right angles to the performer, the object can be carried to the right or left. This can be important when driving a golf ball or throwing a rescue tube to a swimmer in trouble.
從運動分析模型的角度來看，在初中和高中階段教授體育運動和遊戲不僅僅是進行一些訓練和參加比賽。每項運動或物件導向的活動都會教導物體操縱的核心內容。學生學習投影角的基本概念，然後在各種條件下進行練習。他們了解到，在投擲或踢遠距離物體時，大多數物體的最佳釋放角度是與地板或地面成 45 度。在籃球比賽中投擲標槍或進行快攻時，這一點變得非常重要。然而，在有風的日子， 45 度角可能會使物體在空中升得太高。它可能會被風吹走並減速（如果是逆風）。如果風向與表演者垂直，物體就會被帶到右邊或左邊。當擊打高爾夫球或向陷入困境的游泳者扔救生圈時，這一點很重要。

Students learn the basic concept and then adapt and vary it based on factors in the environment. Because each sport or activity adds an interesting and unique component, students develop a broad understanding of movement. They practice cognitive flexibility, which is necessary to-solve movement problems in different situations. Teachers helpstudents build a new understanding of the concept as they move from unit to unit throughout the movement analysis curriculum.
學生學習基本概念，然後根據環境因素調整和改變它。由於每項運動或活動都增加了有趣而獨特的元素，學生對運動有了廣泛的了解。他們練習認知靈活性，這對於解決不同情況下的運動問題是必不可少的。在整個動作分析課程中，教師幫助學生從一個單元移動到另一個單元，對概念建立新的理解。

Goals and Desired Outcomes
目標和期望結果

The assumptions underlying the movement analysis model are discussed below. The goals and desired outcomes reflect these assumptions in defining a physically educated person within the model.
以下討論運動分析模型的基本假設。在模型中，目標和期望結果反映了在定義受過體育教育的人時的這些假設。

Assumptions 假設

The assumptions of the movement analysis model place a strong emphasis on the disciplinary mastery approach to curriculum development. Additional emphasis on self-actualization and the learning process can be found in the assumptions of some movement analysis models. Disciplinary mastery is seen in the importance of both skillful movement and an understanding of the structure of movement. Students learn to analyze movements based on major concepts. They can apply the concepts that compose the basic structure of movement across many sports and activities. Students improve their ability to move skillfully. They identify and apply concepts
運動分析模型的假設非常重視課程發展的學科掌握方法。在一些運動分析模型的假設中可以發現對自我實現和學習過程的額外強調。學科掌握體現在熟練的動作和對動作結構的理解的重要性。學生學習根據主要概念分析動作。他們可以將構成運動基本結構的概念應用於許多運動和活動中。學生提高熟練移動的能力。他們識別並應用概念
. Activities shent content is the core of the physical education program.
。活動內容是體育教學計畫的核心。
2. Activities should be selected on the basis of their contribution to the goals of the physical education program.
2. 應根據活動對體育教育計畫目標的貢獻來選擇活動。
3. The program should include a variety of activities.
3. 該計劃應包括多種活動。
4. The physical education content should be integrated with other areas of the elementary school curriculum.
4.體育教育內容應與小學課程的其他領域結合。
5. The content should recognize individual differences in the rate of learning
5. 學習內容應考慮個體學習速度的差異
6. The content should provide for progressions from year to year, with each experience leading to the next in complexity.
6. 內容應該逐年遞進，每一次經驗都應帶來下一次的複雜性。
7. The content should be planned with continuity in mind.
7. 內容規劃應考慮連續性。
8. The curriculum should meet or surpass the state and professional guidelines 9. Content should consider the development of the whole child. 10. Content should be selected to address the needs and interests of children
8. 課程應達到或超過國家和專業指導方針9.內容應考慮孩子的整個發展。 10. 內容的選擇應滿足兒童的需求和興趣

Nichols, B. Moving and Learning: The Elementary School Physical Education Experience. 2 ed., 1990, 46-47. St. Louis: Mosby-Year Book, Inc.
Nichols，B.《運動與學習：小學體育教育體驗》。 2 版，1990，46-47。聖路易斯：Mosby-Year Book, Inc.
of skillful movement to their own performance and to that of their classmates.
熟練的動作對自己和同學的表現的影響。

Students examine situations that may cause movement to change or vary. These situations may occur within themselves (such as fatigue, injury), in the environment (weather, facilities, equipment), or the social setting (cooperation, frustration) that can enhance or constrain movements, Most advocates of movement analysis models consider the physical, emotional, and cognitive development of the student as one important factor in the individual’s ability to move. Efforts are made to select content and activities that are consistent with the students’ current abilities and lead the student toward more skillful movement. Students are encouraged to apply knowledge learned in physical education to other subject areas. This crosscurricular emphasis can apply to science, mathematics, history, and language arts. Teachers help students relate physical education content to important events in their lives. These linkages emphasize the relevance of physical education and the central role it can play in the educational mission of the school.
學生研究可能導致運動改變或變化的情況。這些情況可能發生在自身（如疲勞、受傷）、環境（天氣、設施、設備）或社會環境（合作、挫折）中，可以增強或限制運動，大多數運動分析模型的倡導者認為學生的身體、情緒和認知發展是個人運動能力的一個重要因素。我們努力選擇與學生目前能力相符的內容和活動，並引導學生進行更熟練的運動。鼓勵學生將在體育課上學到的知識應用到其他學科領域。這種跨課程重點可以適用於科學、數學、歷史和語言藝術。老師幫助學生將體育內容與生活中的重要事件連結起來。這些聯繫強調了體育教育的相關性及其在學校教育使命中的核心作用。

When the movement analysis model is developed as a curriculum, the value profile of the curriculum developer plays an important role in articulating the assumptions. For example, Nichols (1990) identifies ten assumptions for the elementary physical education program listed in table 9.2. Assumption 1 is a key component of movement analysis models. The body of knowledge of movement is the central component of the curric ulum. Assumption 2 suggests that all activities are selected based on their potential to enhance the students’ ability to move and their understanding of the structure of movement. This is the essence of every movement anal ysis model. Assumption 4 emphasizes the importance of making connections between the body of knowledge in physical education and other subject areas in the school. Many natural connections exist. It is the physical educator’s responsibility to coordinate with other teachers in the school and accentuate the linkages evident in the general school curriculum.
當運動分析模型被開發為課程時，課程發展者的價值觀在表達假設方面起著重要作用。例如，Nichols（1990）針對表 9.2 中列出的小學體育教育計畫提出了十項假設。假設 1 是運動分析模型的關鍵組成部分。運動知識體係是課程的核心組成。假設 2 表明，所有活動都是根據其提高學生運動能力和對運動結構的理解的潛力來選擇的。這就是每一個動作分析模型的本質。假設 4 強調了體育知識體系與學校其他學科領域之間建立連結的重要性。存在許多自然聯繫。體育教育者有責任與學校裡的其他教師協調，並強調學校一般課程的連結。

The primary purposes of secondary school physical education programs are.
中學體育教育課程的主要目的是。
a. To enable students to learn how to move more skillfully
一個。讓學生學習如何更熟練地移動
. The ender stert their participation in physical and ludic activities
。最終開始參與體育和遊戲活動
c. To assist students with the integration of newly acquired skills and forms of knowledge with those which were learned previously
c.幫助學生將新獲得的技能和知識形式與先前學到的知識整合
To refine each student’s abilities to employ rationally skills and knowledges derived from physical education to real-life problems
提升每個學生合理運用體育教育中所獲得的技能和知識來解決實際問題的能力
The physich shermal schooling terminates. a. Pros physical education.
物理學科教育結束。一個。贊成體育教育。
Students should learn how and where to acquire additional resources for problem solving which exist outside the school.
學生應該學習如何以及在何處獲取校外的額外解決問題的資源。
The physical education curriculum should be appropriately tailored to each student’s needs and interests.
體育課程應根據每個學生的需求和興趣進行適當的調整。
a. Student’s learning should be self-paced and personalized.
一個。學生的學習應該是自主的、個人化的。
. Students should be afforded the opportunity to make choices between and among activities and/or problems which they wish to address. The process for making choices and both the anticipated and subsequently real consequences of their choices represent content that should be emphasized by physical education teachers
。學生應該有機會在他們希望解決的活動和/或問題之間做出選擇。做出選擇的過程以及選擇的預期結果和隨後的實際結果都是體育教師應該強調的內容
For the most part, forms of knowledge which are to be learned initially by students in physical education are best acquired by experiential learning. Games and sports afford the opportunity for experiential learnings to occur. As such, games and sports should be viewed as-educational media in the same ways that games are viewed in other school subjects (e.g., wifn’ proof in mathematics, monopoly in economics, etc.).
大多數情況下，學生在體育課中最初學習的知識形式最好透過體驗式學習來獲得。遊戲和體育運動提供了體驗式學習的機會。因此，遊戲和體育應該被視為教育媒體，就像遊戲在其他學校科目中被視為教育媒體一樣（例如，數學中的 wifn'證明，經濟學的壟斷等）。
The introduction of appropriate cognitive and affective concepts in physical education can facilitate cross subject matter application and integration.
在體育教育中引入適當的認知和情感概念可以促進跨學科的應用和整合。

Adapted from Lawson and Placek, Physical Education in the Secondary Schools: Curricular Alternatives. 1981,85. Boston: Allyn & Bacon.
改編自 Lawson 和 Placek 的《中學體育教育：課程選擇》。 1981,85。波士頓：Allyn & Bacon。

To understand and teach the structure of movement, teachers must understand the developmental process that leads to skillful movement. Nichols points out the role of individual development in assumption 5. More humanistic concerns consistent with the self-actualization value orientation can be seen in assumptions 9 and 10. Movement education advocates argue that individuals cannot be divided into cognitive, affective, and psychomotor components. Children’s intellectual, emotional, and physical capacities grow as one. Their ability to move and understand movement develops as a complex entity.
為了理解和教導動作的結構，教師必須了解導致熟練動作的發展過程。尼可斯在假設5中指出了個人發展的作用。在假設9和10中可以看到更多與自我實現價值取向一致的人文主義關懷。運動教育倡議者認為，個人不能分為認知、情緒和心理運動成分。兒童的智力、情緒和身體能力一起成長。他們運動和理解運動的能力逐漸發展成一個複雜的實體。

The curriculum for secondary physical education proposed by Lawson and Placek (1981) also reflects many of the assumptions of the movement analysis approach. This approach is often referred to as the kinesiology model because the knowledge base consists of many components within the study of movement. Table 9.3 summarizes the assumptions for this approach. Like the Nichols (1990) approach, Lawson and Placek emphasize in assumption 1 the importance of skillful movers who have a clear understanding of the body of knowledge of movement and exercise. In this ap proach the body of knowledge is not limited to movement (biomechanics motor learning, motor development). It is more broadly defined to encom pass the knowledge in the total physical education knowledge base. This may include social relationships (sociology, psychology) and the history and value of sport and physical activity (history, philosophy).
Lawson 和 Placek（1981）提出的中學體育課程也反映了動作分析方法的許多假設。這種方法通常被稱為運動機能學模型，因為知識庫由運動研究中的許多部分組成。表 9.3 總結了這種方法的假設。與尼可斯 (1990) 的方法一樣，勞森和普拉塞克在假設 1 中強調了對運動和鍛鍊知識體係有清晰理解的熟練運動者的重要性。在這種方法中，知識體係不限於運動（生物力學運動學習、運動發展）。它的定義更為廣泛，涵蓋了整個體育知識庫中的知識。這可能包括社會關係（社會學、心理學）以及體育運動的歷史和價值（歷史、哲學）。

In the Lawson and Placek model, students are encouraged to integrate new knowledge with information they learned in other subject areas (physics, biology, history), sport, and play activities. Physical education acknowledges that students have individual abilities, needs, and interests. Assumption 4 encourages teachers to help students pursue their interests within the structure of the class. It reminds the teacher that physical education tasks should be experiential. Students learn by being actively involved in organizing and structuring the knowledge in ways that are useful to them. In assumption 5, teachers help students make cross-subject applications of knowledge learned in physical education.
在 Lawson 和 Placek 模型中，鼓勵學生將新知識與他們在其他學科領域（物理、生物、歷史）、體育和遊戲活動中學到的資訊相結合。體育教育承認學生具有個人能力、需求和興趣。假設 4 鼓勵教師幫助學生在課堂結構內追求自己的興趣。它提醒老師體育教學任務應該是體驗式的。學生透過積極參與以對他們有用的方式組織和建構知識來學習。在假設 5 中，教師幫助學生跨學科應用在體育課上學到的知識。

Definition of a Physically Educated Person
受過體育教育的人的定義

Definitions of a physically educated person within each model reflect the assumptions and value positions of the curriculum developers and teachers who use the model. In the movement analysis model, the importance of understanding the knowledge base and the ability to perform movement activities is central to the curriculum goals. In the movement analysis model, a physically educated person is one who has learned the knowledge and skills associated with effective human movement. The individual has learned to value movement and has gained the self-understanding necessary to appreciate his or her own physical abilities and those of others. He or she has learned to use movement concepts to make decisions and solve problems that are useful in life.
每個模型中受過體育教育的人的定義反映了使用該模型的課程開發者和教師的假設和價值立場。在運動分析模型中，理解知識基礎和執行運動活動的能力的重要性是課程目標的核心。在運動分析模型中，受過體育教育的人是學習了與有效人體運動相關的知識和技能的人。個人學會了重視運動，並獲得了欣賞自己和他人身體能力所必需的自我理解。他或她已經學會運用運動概念來做出決定並解決生活中有用的問題。

Conceptual Framework 概念框架

The conceptual framework sets the scope or boundaries of the content that can be included in physical education lessons. It organizes the structure of the body of knowledge in a way that teachers can understand the primary concepts and their relationships. The conceptual frameworks for the movement analysis model represent some of the most carefully defined in physical education. Movement analysis curricula focus on the knowledge structure and the application of the knowledge to solve useful movement problems. The structure of movement used in elementary movement approaches is usually derived (or modified) from Laban’s movement framework. Conceptualizations for secondary programs, such as the kinesiology model (Lawson and Placek 1981) and Basic Stuff (Carr 1987; Kneer 1981) expand this framework to include many scientific principles from the theoretical knowledge base of kinesiology.
概念架構設定了體育課中可以包含的內容的範圍或界限。它以一種讓教師能夠理解主要概念及其關係的方式組織知識體系的結構。運動分析模型的概念架構是體育教育中最仔細定義的概念架構之一。動作分析課程著重知識結構和應用知識來解決有用的動作問題。基本運動方法中使用的運動結構通常源自（或修改自）拉班的運動框架。運動機能學模型（Lawson 和 Placek 1981）和基礎知識（Carr 1987；Kneer 1981）等二級程序的概念化擴展了這個框架，涵蓋了運動機能理論知識庫中的許多科學原理。

Structure of Knowledge 知識結構

When Laban’s movement framework is used as the conceptual framework for the movement analysis model, content is structured into the as pects of body, space, effort, and relationships as reflected in table 9.4. The framework has been modified slightly from Laban’s original work (see Barrett 1983) to assist the teacher in using the structure for planning. Laban also proposed sixteen themes listed in table 9.5 that can be used to focus
當拉班的運動框架作為運動分析模型的概念架構時，內容被結構化為身體、空間、努力和關係等方面，如表 9.4 所示。該框架對拉班的原著 (參見 Barrett 1983) 進行了少許修改，以幫助教師使用該結構進行規劃。 Laban 也提出了表 9.5 中列出的 16 個主題，可用於集中註意力

Table 9.4 Movement Framework
表 9.4 運動框架

Aspects 方面

Dimensions 方面

Body ... 身體 ...

. (what body does) .............................. Actions of the body
。（身體做什麼）................................身體的動作

身體部位的動作身體活動身體形狀

Actions of the body parts

Activities of body

Shapes of body

Effort 努力

(how body moves) ................................................. Time
（身體如何運動）…… ...

重量空間流

Weight

Space

Flow

Space ....... 空間 .......

(where body moves) ............................................ Areas
（身體移動的地方）................................................區域

方向等級路徑平面擴展

Directions

Levels

Pathways

Planes

Extensions

Relationship 關係

. (what relationships occur) ................................ Body parts
。（發生什麼關係）................................ 身體部位

Individuals and groups Apparatus and equipment Other types
個人和團體儀器和設備其他類型

Adaptation of Laban’s Framework for Classifying Movement from Bette J. Logsdon, et al., Physical Education for Children, 125, 1984, Lea & Febiger, Philadelphia, PA. Reprinted by permission.
改編自 Bette J. Logsdon 等人所寫的 Laban 運動分類框架，《兒童體育教育》，125，1984 年，Lea & Febiger，賓夕法尼亞州費城。經許可轉載。
students on the essential relationships among movement concepts. Movement education approaches often develop these major concepts and themes within units on educational games, dance, and gymnastics. Units are longer than multiactivity model units. They often begin with content related to the body, space, and effort aspects, followed by opportunities for students to examine relationships among these aspects (Logsdon et al. 1984).
讓學生了解運動概念之間的本質關係。運動教育方法通常在教育遊戲、舞蹈和體操單元內發展這些主要概念和主題。單位比多活動模型單位長。它們通常從與身體、空間和努力方面相關的內容開始，然後讓學生有機會研究這些面向之間的關係（Logsdon 等人，1984 年）。

Secondary programs that use a movement analysis model include a broad range of content. The Basic Stuff series uses scientific principles from biomechanics, motor development, motor learning, the humanities, and social-psychology to build physical education lessons. Figure 9.2 presents a structure of the subject matter for secondary movement analysis models as described by Lawson and his colleagues (Lawson and Placek 1981; Lawson and Morford 1979). Table 9.6 provides examples from the Basic Stuff series useful in planning learning activities.
使用運動分析模型的二級程序涵蓋了廣泛的內容。《基礎知識》系列使用生物力學、運動發展、運動學習、人文科學和社會心理學的科學原理來建構體育課程。圖 9.2 展示了 Lawson 和他的同事 (Lawson and Placek 1981; Lawson and Morford 1979) 所描述的次級運動分析模型的主題結構。表 9.6 提供了有助於規劃學習活動的「基礎知識」系列的範例。

Application of Knowledge 知識的應用

The second component of the conceptual framework for the movement analysis model is the focus on the application of theoretical knowledge to solve movement and exercise problems that students find useful. This cognitive focus encourages teachers to do more than tell students how to perform. Instead, teachers are challenged to develop tasks that allow students
運動分析模型概念架構的第二個組成部分是專注於應用理論知識來解決學生認為有用的運動和鍛鍊問題。這種認知重點鼓勵教師做更多的事情而不是告訴學生如何表現。相反，教師面臨的挑戰是設計允許學生

Table 9.5 Movement Themes for Organizing and Developing Movement Education Content
表 9.5 組織與進行運動教育內容的運動主題

Educational Dance 教育舞蹈		Educational Games 教育遊戲		Educational Gymnastics 教育體操
Theme 1: 主題一：	Introduction to the body 身體簡介	Theme 1: 主題一：	Introduction to basic body and manipulative control 基本身體和操縱控制簡介	Theme 1: 主題一：	Introduction to the body 身體簡介
Theme 2: 主題 2：	Introduction to weight and time 體重與時間簡介	Theme 2: 主題 2：	Introduction to space 太空簡介	Theme 2: 主題 2：	Introduction to space 太空簡介
Theme 3: 主題 3：	Introduction to space 太空簡介	Theme 3: 主題 3：	Introduction to movement quality (effort) 動作品質（努力）簡介	Theme 3: 主題 3：	Introduction to time 時間簡介
Theme 4: 主題4：	Introduction to movement 運動簡介	Theme 4: 主題4：	Movement flow 運動流	Theme 4: 主題4：	Introduction to relationships of body parts 身體部位關係簡介
Theme 5: 主題 5：	Introduction to relationships 關係簡介	Theme 5: 主題 5：	Introduction to basic relationships 基本關係簡介	Theme 5: 主題 5：	Introduction to weight 體重介紹
Theme 6: 主題六：	Instrumental use of the body 身體的工具性使用	Theme 6: 主題六：	Advanced body and manipulative control 先進的身體和操縱控制	Theme 6: 主題六：	Flow and continuity in movement 運動中的流動性和連續性
Theme 7: 主題 7：	The basic effort actions 基本努力行動	Theme 7 : 主題 7：	Introduction to complex relationships 複雜關係簡介	Theme 7: 主題 7：	Relationships to others 與他人的關係
		Theme 8: 主題 8：	Introduction to rhythm 節奏簡介

From Bette J. Logsdon et al. 1984. Physical Education for Children. Lea & Febiger, Philadelphia, PA. Reprinted by permission. Excerpted from pp. 195, 200, and 246.
來自 Bette J. Logsdon 等人。 1984 年，兒童體育教育。 Lea & Febiger，賓州費城。經許可轉載。摘自第 195、200 和 246 頁。
to experiment with a movement concept and to make decisions about move ment. In the process, they must organize the movement information and use it in a way that may not have been explained in detail by the teacher They cannot simply memorize the answer and repeat it on a test. Instead, students are encouraged to demonstrate their understanding of the concept by using it to solve a movement problem.
嘗試一種運動概念並做出有關運動的決定。在此過程中，他們必須組織動作資訊並以老師可能沒有詳細解釋的方式使用它，他們不能簡單地記住答案並在測試中重複它。相反，我們鼓勵學生透過使用該概念解決運動問題來展示他們對該概念的理解。

The problem may ask the student to think about the concept in a different sport or activity than the one in which the concept was originally taught. For example, young children may have learned several rolling movements such as front, back, egg or side rolls, and log rolls. They practice each in response to the teacher’s directions. In the problem-solving section of the lesson they might be invited to move through an obstacle course. They are encouraged to select the “best” movement to go under and over objects. At one point in the course, students can be asked to select the best roll to go under a low bench (eighteen inches above the floor). Children selecting the log roll would be able to perform most effectively. In another example, middle school students complete lessons on balance. They learn the relationships between the center of gravity and base of support when balancing. In future lessons they may be asked to create new balances with three, four, and five people, using these principles.
問題可能會要求學生在與最初教授該概念的運動或活動不同的運動或活動中思考該概念。例如，年幼的孩子可能已經學會了幾種滾動動作，如前滾、後滾、蛋滾或側滾、以及圓木滾動。他們按照老師的指示進行各自練習。在課程的解決問題部分，他們可能會被邀請穿越障礙賽道。鼓勵他們選擇在物體下方和上方移動的「最佳」動作。在課程的某個階段，可以要求學生選擇最適合放在矮凳下（距離地面十八英吋）的捲筒。選擇滾木遊戲的孩子將能夠表現得最為有效。再例如，中學生平衡地完成課程。他們學習保持平衡時重心和支撐點之間的關係。在未來的課程中，他們可能會被要求使用這些原則來創造三人、四人和五人之間的新的平衡。