研究目的：本文从人体运动链模型理论融入功能训练的角度出发，旨在探究基于人体运动链的功能性训练理论在提升学生身体素质和立定跳远成绩方面的有效性。通过对立定跳远技术动作的分析，设计基于人体运动链的功能训练方案，并评估其干预效果。其目的在于验证该训练方案的合理性，为提升学生立定跳远成绩和体质健康水平提供理论依据和实践方案。
研究方法：采用文献资料法、专家访谈法、实验法和数理统计法对论文进行研究。通过为期12周、每周2次体育课, 每次课置入15分钟的立定跳远专项干预训练，对比不同训练方案对初中二年级学生立定跳远成绩和身体素质的影响。其中常规体育课对照组侧重于通过基础的、针对单项能力的动作来提升身体素质，而基于人体运动链的功能性训练方案强调身体各部分在运动中的协同作用，训练内容围绕着模拟和强化立定跳远中各环节的真实运动模式，注重动作的功能性和整体性，使训练更贴近实际的运动表现需求。使用Excel 2021进行数据汇总、OriginPro 2021进行绘图、Matlab R2016a对表面肌电原始数据和动力学数据进行编程分析计算、SPSS 24.0相关统计分析、Shapiro-Wilk法对数据进行正态分布检验。组间立定跳远成绩、FMS身体表现成绩、运动学、动力学以及表面肌电信号的指标测量结果均使用独立样本t检验进行统计分析，选取p<0.05为差异显著性检验标准。
研究结果：在干预前，功能组男女生的各项指标较对照组差异均无显著性差异；干预后，功能组男女生的立定跳远和FMS总成绩较对照组成绩更好，差异均具有显著性。在干预后，功能组男生、女生的RPT和TPT较对照组踝关节的肌肉力量水平更高，且到达峰值力矩的时间更短；在干预后，功能组男女生的髋关节和膝关节预备阶段最大屈曲角度相较于对照组屈曲角度更小；在干预后，功能组男生女生的重心变化高度相较于对照组更大；干预后功能组男女生的最大腾空高度和反应力量指数较对照组更高更大；干预后，功能组起跳阶段相关肌肉最大蹬伸角度时刻平均肌电值较对照组放电水平更高，差异均具有显著性，但值得注意的是功能组起跳阶段最大蹬伸角度时刻肌肉贡献率水平较对照组差异不具有显著性。
研究结论：（1）本研究基于人体运动链理论设计的功能性训练方案，通过系统的训练干预，显著提升了初中生的下肢力量、关节协调性、反应能力及运动控制能力，进而有效提高了其立定跳远成绩。（2）功能性训练方案涵盖基础动作训练、复合动作训练、爆发力训练和非稳定平面训练等多方面内容，具有科学性和系统性，对初中生立定跳远能力的提升具有明显的促进作用。（3）研究结果表明，功能性训练能够显著改善初中生的下肢爆发力、协调性和稳定性，这些能力的提升是立定跳远成绩提高的重要因素。（4）本研究为初中生立定跳远能力的提升提供了有效的训练方法和理论依据，具有一定的实践指导价值。

Research Purpose: This study integrates the theory of the human movement chain model into functional training, aiming to explore the effectiveness of functional training based on the human movement chain in improving students' physical fitness and standing long jump performance. By analyzing the technical movements of the standing long jump, a functional training program based on the human movement chain is designed, and its intervention effects are evaluated. The research aims to verify the rationality of this training program, providing theoretical foundations and practical solutions for enhancing students' standing long jump performance and physical health.
Research Methods: The study employs literature review, expert interviews, experimental methods, and mathematical statistics. A 12-week intervention was conducted, with two physical education classes per week, each incorporating 15 minutes of specialized standing long jump training. The effects of different training programs on the standing long jump performance and physical fitness of second-year junior high school students were compared. The traditional training program focused on improving physical fitness through basic, single-ability exercises, while the functional training program based on the human movement chain emphasized the synergistic interaction of body parts during movement. The training content simulated and reinforced the actual movement patterns of the standing long jump, focusing on the functionality and integrity of movements to align training with real-world performance demands. Data were compiled using Excel 2021, plotted using OriginPro 2021, and analyzed using Matlab R2016a for surface electromyography (sEMG) and kinetic data. SPSS 24.0 was used for statistical analysis, and the Shapiro-Wilk test was applied to assess data normality. Independent sample t-tests were used to analyze the standing long jump performance, Functional Movement Screen (FMS) scores, kinematics, kinetics, and sEMG indicators, with a significance level set at p < 0.05.
Research results: Before the intervention, there were no significant differences in the various indicators between the functional group and the control group for both male and female students. After the intervention, the standing long jump and FMS total scores of the male and female students in the functional group were better than those of the control group, and the differences were significant. After the intervention, the RPT and TPT of the male and female students in the functional group had higher muscle strength levels in the ankle joint than the control group, and the time to reach peak torque was shorter. After the intervention, the maximum flexion angles of the hip and knee joints in the preparatory stage of the male and female students in the functional group were smaller than those of the control group. After the intervention, the height of the center of gravity change of the male and female students in the functional group was greater than that of the control group. After the intervention, the maximum flight height and reactive strength index of the male and female students in the functional group were higher and greater than those of the control group. After the intervention, the average electromyography values of the related muscles at the moment of maximum extension angle during the take-off stage of the male and female students in the functional group were higher than those of the control group, and the differences were significant. However, it is worth noting that the muscle contribution rate levels at the moment of maximum extension angle during the take-off stage of the functional group were not significantly different from those of the control group.
Research Conclusions: 1. The functional training program designed based on the human movement chain theory significantly improved lower limb strength, joint coordination, reactive ability, and motor control in junior high school students, thereby effectively enhancing their standing long jump performance.  
2. The functional training program, which includes basic movement training, compound movement training, explosive power training, and unstable surface training, is scientifically and systematically designed. It significantly promotes the improvement of standing long jump ability in junior high school students.  
3. The results indicate that functional training significantly enhances lower limb explosive power, coordination, and stability in junior high school students, which are critical factors in improving standing long jump performance.  
4. This study provides effective training methods and theoretical foundations for improving standing long jump ability in junior high school students, offering practical guidance for physical education.

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