18 A B S 17.44±1() ±6.26( ) 54.23±5.5( ) 6.42±1.51() m 30m t α =.05 ( )AB 1 5 (p>.05)( )AB 1 5 (p<.05)( )A (p>.05)( )B (p<.05)( )A B

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1 The Effect of Different Training Method on Quick Coordination ability in High School Female Soccer Players

2 18 A B S 17.44±1() ±6.26( ) 54.23±5.5( ) 6.42±1.51() m 30m t α =.05 ( )AB 1 5 (p>.05)( )AB 1 5 (p<.05)( )A (p>.05)( )B (p<.05)( )A B (p>.05)( )AB (p>.05) B S A I

3 The Effect of Different Training Method on Quick Coordination ability in High School Female Soccer Players. Abstract The Purpose of this study was to investigate the effect of different training type on quick coordination and speed abilities. Eighteen high school female soccer players were recruited in this study (17.44±1 years old, ±6.26 cm, 54.23±5.5 kg, soccer experience 6.42±1.51 years). Subjects were distributed randomly to group A (quick rope ladder training) and group B ( S shuttle running). Five weeks training period were included; each subject finished fifteen runs with seconds interval between times per day and three times per week. All data of two groups on 30m speed and 30m quick coordination ability tests were recorded every week. To compared statistically by applying the dependent even student s t-test and Pearson s correlation. Significant at P <0.05 were reported. The results of this study were as followed: (1) Compare the first week and fifth week on 30m basic running velocity between group A and B; they were no significant difference (P >.05). (2) Compare the first week and fifth week on 30m quick coordination test between group A and B; they were significantly different (P <.05). (3) In group A, there was no significant correlation (P >.05) II

4 between post-test of 30m basic running velocity and 30m quick coordination test. (4) In group B, there was significant correlation (P <.05) between post-test of 30m basic running velocity and 30m quick coordination test (5) The post-test of 30m basic running velocity between group A and B were no significant correlation (P >.05). (6) The post-test of 30m quick coordination test between group A and B were no significant correlation (P >.05). Base on these results we indicated that both training method could increase the ability of quick coordination. However, the training effect of group B was better than group A. Key word: soccer, rope ladder training, quick coordination ability III

5 IV

6 AB V

7 AB AB VI

8 A 1~ B 1~ A 1~ B 1~5 37 VII

9 S A 1~ A B 1~ B AB A 1~ A B 1~ B A A B B AB AB 45 VIII

10 1

11 2 FIFA(2006) ( ) 25

12 3

13 AB Neumann(1991)

14 30 ( ) 圏圏 S 5

15 ( ) 10 1 ( ) ( 2005) 90 6

16 10 8~18% (Ekblom B., 1986) 10~11 10% (Ekblom B., 1994) Dal Monte (1983) ( 10%) ( 20%) ( 60~80%) 7 8 mmol / L 7

17 8 ( ) Bompa (1999) (1991) 30 (2004) (2001) 30 (2004) 30 (2002)

18 30 Little Williams (2005) (2005) 30 卧 Z S (Ekblom B., 1986) ( 1999)

19 Neumann, G.; Hottenrott, K. (2002) ( ) ( ) ( ) (2005) Mitra Mogos (1980) Brown (2001) S Little (2005)106 Z Gleim (1996) Z 8 (3 5 ) (2003) 10

20 ( ) ( ) (1994) (2005) 11

21 12

22 敍 18 A B S ( ) ( ) 3-1 (n=18) ( ) M±SD ( ) ( ) ( ) M±SD M±SD M±SD (A) 17.21± ± ± ±1.8 (n=9) (B)S 17.67± ± ± ±1.2 (n=9) 13

23 SEIKO

24 KDS ( ) 50m MOITEN

25 180cm cm 17.5cm

26 偒 ( ) 38*50cm 50.8cm 35cm *45cm 50cm

27 18

28 ( ) 圏 3. (1) (2) ( ) 圏 ( 3-8) ( 3-5)S (3) 4. (1) (2)

29 5m 5m 5m 5m 10m

30 ( ) (1) (2) ( ) ( 3-9) (3) 4. (1) (2) m

31 ( ) (1) (2) ( ) ( 3-10) (3) ( ) 5m 6.5m

32 ( )30 S (1) (2) ( ) S ( 3-11) (3) S ( ) 5m 5m 5m 15m

33 ( 1 ) ( 5 )

34 ( ) ( ) ( ) ( ) ( ) 15 ( ) 25

35 SPSS for Windows 10.0 Sigma8.0 ( ) t =.05 26

36 A B S 敍 A A (m/s) (m/s) (m/s) (m/s) (m/s) 4-1 A 30 1~ (p<0.05) 4-2 A

37 4-1 A 1~5 (n=9) (m/s) A 1~5 * 1 (p<0.05) 28

38 m (m/s) A

39 B B (m/s) (m/s) (m/s) (m/s) (m/s) 4-3 B 30 1~5 2 1 (p<0.05) 4-4 B B 1~5 (n=9) m(m/s)

40 m (m/s) B 1~5 * 1 (p<0.05) 31

41 m (m/s) B

42 m (m/s) Group 4-5 AB 凖 33

43 30 A A (m/s) (m/s) (m/s) (m/s) (m/s) 4-6 A 1~ p< A A 1~5 (n=9) m(m/s)

44 m (m/s) A 1~5 * 1 (p<0.05) 35

45 m (m/s) A 1 5 * 1 (p<0.05) 36

46 B 30m 4-4 B (m/s) (m/s) (m/s) (m/s) (m/s) 4-8 B 1~ (p<0.05) (p<0.05) 4-9 B 1 5 (p<0.05) 4-4 B 1~5 (n=9) m(m/s)

47 4.4 30m (m/s) B 1~5 * 1 (p<0.05) ** (p<0.05) 38

48 m (m/s) B 1 5 * 5 1 (p<0.05) 39

49 A ( )A 0.71 (p<0.05) m (m/s) m(m/s) 4-10 A (p<0.05) 40

50 A m (m/s) m (m/s) 4-11 A 41

51 B ( )B 0.78 (p<0.05) m (m/s) m (m/s) 4-12 B (p<0.05) 42

52 B 0.85 (p<0.05) m (m/s) m (m/s) 4-13 B (p<0.05) 43

53 A B ( )AB AB AB A-Group (m/s) B-Group (m/s) 4-14 A B 44

54 ( ) A B Coordination AB AB m Coordination A (m/s) B (m/s) 4-15 A B 45

55 A B S A B A B 5 A B 5 A B S 5 30 ( ) 30 5 ( ) A 5 Zatzyorski (1980) 30 B ( ) ( ) A ( ) B S 46

56 ( ) 啓 Grosser (1981) A B A B A B 5 B B Neumann (2002) 47

57 AB 5 ( ) A B 5 ( 4-14)A (m/s)(4-1)B (m/s)( 4-2) 5 B A A (m/s) (m/s) 8%B (m/s) (m/s) 2% B A A B Letzelter (1978) 48

58 AB 5 AB 5 ( 4-15) A 3.87±0.12(m/s)(4-3)B 3.97±0.19(m/s)(4-4) 5 B A A ±0.12(m/s) ±0.12(m/s) 21%B ±0.13(m/s) ±0.19(m/s) 30% B A B 5 S Mitra (1980) A B Neumann (2002) 49

59 S A B ( )A 5 (p<0.05) ( )B 5 S (p<0.05) ( )A 5 (p>0.05) ( )B 5 S (p>0.05) 50

60 30 30 S 30 51

61 (2004) (2001) (2005) (2005) (2005) (1991) (1999) (2004) 52

壹緒論由於作者任教於大專軍事校院, 依校規規定學生於第八學期必須通過 3000 公尺跑步測驗限定 14 分鐘的及格標準始得畢業 ; 因此探討提升中長距離與長距離跑步能力的

壹緒論由於作者任教於大專軍事校院, 依校規規定學生於第八學期必須通過 3000 公尺跑步測驗限定 14 分鐘的及格標準始得畢業 ; 因此探討提升中長距離與長距離跑步能力的四週 800 公尺間歇跑步訓練教學方案對不同跑步能力者的訓練成效蔡玉敏 1 陳智仁 2, 3 * 陳明坤 1 中華民國空軍官校總教官室 2 桃園創新技術學院體育保健室 3 國立中興大學體育室摘要目的 : 探討 800 公尺間歇跑步訓練教學對不