Academic literature on the topic 'Rackets (Games)'

AbstractSports, one of the symbols of the global human culture and a unit of peaceful society, excite both competitors and audiences. During the game and even practice, athletes concentrate to choose not only a comfortable design but also high-performing materials of their shoes, rackets, uniforms, etc. Under the high demand of athletes, sports materials are evolving with the support of new chemical reactions and coordination chemistry. Here, we exhibit the role of elements in sports. The International Year of the Periodic Table (IYPT) will bring chemistry into the future as The Olympic & Paralympic Games in Tokyo in 2020.

Understanding of racket parameters is important for players to gain the best racket which could improve their games performances. This present study was aimed to investigate the effect of string tension toward performance of coefficient of restitution (COR) by neglecting the effect of racket frame stiffness. A finite element simulation of collision between ball and string-bed was performed in Abaqus explicit. The ball was dropped onto the centre of mass (CM) of the string-bed area with different values of string tension. From the results, the increasing values of string tension lead to increase values of COR. This finding will contribute to the enlargement of sweet spot in badminton racket as well as improving the player performances.

INTRODUÇÃO: Nesse artigo expomos o desenvolvimento de uma experiência vinculada ao tênis no curso de licenciatura em educação física. OBJETIVO: O objetivo foi, com base nos pressupostos da pedagogia do esporte, propor uma série de jogos partindo do voleibol, esporte conhecido, para o tênis. Em segundo lugar, promover a problematização da “elitização” da modalidade e esboçar possibilidades para confeccionar bolas e raquetes para o jogo do tênis. MÉTODOS: Esse relato de experiência foi desenvolvido na disciplina de pedagogia do esporte do curso de licenciatura em educação física, com alunos/as do 6° semestre. Era uma turma de 26 alunos, que reunia diferentes níveis de habilidades e vivências esportivas, todos tinham algum contato com o esporte, mas nenhum com tênis. Foram realizadas 4 aulas, num total de 16 horas. Ao final da experiência, realizamos entrevista semiestruturada com 6 alunos/as que participaram das aulas e da confecção e teste dos materiais. RESULTADOS: Os alunos/as demonstraram um envolvimento e mobilização com a proposta de série de jogos de uma prática conhecida, voleibol, para uma menos conhecida, o tênis. Desenvolveram suas propostas de confecção de materiais com criatividade e nos seus relatos afirmaram ser uma possibilidade muito factível de se promover esse tipo de aula nas escolas, ainda que a ausência dos materiais oficiais possa ser sentida. Esse fator, ao mesmo tempo em que promoveu um certo desconforto, por jogar sem os “materiais oficiais”, também permitiu problematizar a ideia de que a elitização é inescapável à prática do tênis. CONCLUSÃO: Essas possibilidades, inseridas no curso de formação, permitiram ao licenciando vislumbrar possibilidades de atuação com a modalidade na prática pedagógica cotidiana na escola. ABSTRACT. Tennis inclusion in the training of physical education teachers: teaching experiences and reconstruction in the degree course. BACKGOUND: In this article we expose the development of an experience linked to tennis in the physical education undergraduate school. OBJECTIVE: Based on the assumptions of sport pedagogy, we aimed to offer a series of games starting from volleyball, a well-known sport, for tennis. Second, to promote the problematization of the “elitization” of the sport and to outline possibilities for making balls and rackets for the game of tennis. METHODS: This experience report was developed in the sport pedagogy discipline of the physical education degree course, with 6th semester students. It was a group that brought together different levels of skills and sports experiences, everyone had experiences with sports, but with few modalities. Four classes were held, for a total of 16 hours, between practical and theoretical activities. At the end of the experiment, we conducted a semi-structured interview with 6 students who participated in the classes and the making and testing of the materials. RESULTS: The students showed involvement and mobilization with the offered content (proposed series of games from a known practice, volleyball, to a lesser known one, tennis). They developed their proposals for making materials with creativity and in their reports they said it was a very feasible possibility of promoting this type of class in schools, even though the absence of official materials can be felt. CONCLUSION: These possibilities, inserted in the training course, allow the undergraduate student to glimpse possibilities of action with the modality in the daily pedagogical practice at school.