近年来，国家越来越重视青少年学生的身体素质，出台了多个政策来促进青少年参与体育活动，初中生正处于生长发育的关键期，在该时期着重发展初中生身体素质能起到事半功倍的效果，下肢爆发力是青少年身体素质的重要一环，同时是绝大多数运动项目竞赛取胜的重要因素。弹力带抗阻训练作为现代体能训练中一种备受欢迎的训练方法，具有简易便携、低成本、无固定运动轨迹、安全性高的特点，被广泛的运用到康复医学、运动训练、体育教学等多个领域。常规体育课体能练习主要以无器械训练为主，训练内容较为单一、枯燥，缺乏趣味性，弹力带抗阻训练能够根据训练目的设计多种训练动作，进而提高学生体能训练的趣味性与积极性，有利于训练效果的提升，完成教学目标。

本研究在初中生体育课体能模块中以弹力带为训练器械研究弹力带抗阻训练对初中生下肢爆发力的影响，同时为弹力带抗阻训练对初中生青少年群体的发展提供一定的理论基础，丰富体育课体能模块训练内容。

本研究采用文献资料法、访谈法、实验法、数理统计与分析。以中山实验中学72名初中生为实验对象进行为期8周的教学实验研究，随机将学生分为两组，实验组和对照组，每组男生16人，女生20人，其中实验组在体育课体能模块中进行弹力带抗阻训练，对照组进行常规体育课习练。选取了四项下肢爆发力测试指标：30m跑、50m跑、立定跳远、纵跳摸高，训练前、后分别对两组学生进行下肢爆发力指标测试，通过实验组与对照组组间前测、组内前后测、组间后测数据进行对比分析。

研究结果：

两组在实验前经独立样本T检验后均无显著差异（P>0.05），实验组和对照组男、女初中生在为期8周的弹力带抗阻训练和常规体育课习练后，在30m跑、50m跑、立定跳远、纵跳摸高四项下肢爆发力指标成绩都得到了不同程度的提升，实验组男、女生实验前后四项下肢爆发力测试指标差异性检验为非常显著性差异（P<0.01），对照组男生实验前后30m跑、立定跳远和纵跳摸高均呈现出非常显著性差异（P<0.01），在50m跑项目上呈现出显著性差异（P<0.05），对照组女生在立定跳远和纵跳摸高成绩呈现出非常显著性差异（P<0.01），30m跑和50m跑成绩呈现显著性差异（P<0.05）。实验后实验组与对照组男生之间在50m跑与纵跳摸高呈现显著性差异（P<0.05）,男生30m跑、立定跳远测试结果无显著性差异，女生在实验后实验组与对照组之间50m跑项目呈现显著性差异（P<0.05），30m跑、立定跳远和纵跳摸高无显著性差异。实验前后实验组四项下肢爆发力测试指标提升幅度均高于对照组。

研究结论：

（1）弹力带抗阻训练不受固定动作轨迹的限制，是以多种不同练习动作组合进行的训练方法，具有多变性，趣味性，安全性，增加了体育课体能训练的内容，能够促进学生体能练习的积极性。

（2）经过8周干预实验，弹力带抗阻训练和正常体育课体能训练均能够有效提高初中生下肢爆发力，弹力带抗阻训练相对正常体育课体能训练对于初中生下肢爆发力的促进更为显著，训练效果优于常规体能训练。

In recent years, the country has increasingly attached importance to the physical fitness of young students and introduced multiple policies to promote their participation in sports activities. Middle school students are in a critical period of growth and development, and focusing on developing their physical fitness during this period can achieve twice the result with half the effort. Lower limb explosive strength is an important part of young students' physical fitness, and it is also an important factor in winning most sports competitions. Elastic band resistance training, as a popular training method in modern physical fitness training, has the characteristics of simplicity, portability, low cost, no fixed movement trajectory, and high safety. It is widely used in various fields such as rehabilitation medicine, sports training, and physical education. Conventional physical fitness exercises in physical education classes mainly focus on non instrumented training, which is relatively monotonous, boring, and lacks interest. Elastic band resistance training can design various training movements according to the training purpose, thereby improving the interest and enthusiasm of students' physical fitness training, which is conducive to improving the training effect and achieving teaching objectives.

This study uses elastic bands as training equipment in the physical fitness module of middle school students' physical education classes to study the impact of elastic band resistance training on lower limb explosive force of middle school students. At the same time, it provides a theoretical basis for the development of elastic band resistance training on the youth group of middle school students, and enriches the training content of physical fitness module in physical education classes.

This research adopts the methods of literature review, interview, experiment, mathematical statistics and analysis. A teaching experimental study was conducted on 72 middle school students from Zhongshan Experimental High School for a period of 8 weeks. The students were randomly divided into two groups: the experimental group and the control group, with 16 boys and 20 girls in each group. The experimental group received resistance training with elastic bands in the physical fitness module of the physical education class, while the control group received routine physical education exercises. Four lower limb explosive strength testing indicators were selected: 30m run, 50m run, standing long jump, and vertical jump touch high. Before and after training, two groups of students were tested for lower limb explosive strength indicators. Comparative analysis was conducted on the pre test, intra group pre test, and inter group post test data between the experimental group and the control group.

Research results:

There was no significant difference (P>0.05) between the two groups after independent sample T-test before the experiment. After 8 weeks of elastic band resistance training and regular physical education practice, the male and female middle school students in the experimental group and the control group achieved varying degrees of improvement in the four lower limb explosive strength indicators of 30m run, 50m run, standing long jump, and vertical jump touch high. The male and female middle school students in the experimental group showed varying degrees of improvement The difference test of the four lower limb explosive force test indicators before and after the experiment for female students showed a very significant difference (P<0.01). The control group of male students showed a very significant difference (P<0.01) in the 30m run, standing long jump, and vertical jump touch height before and after the experiment, and showed a significant difference (P<0.05) in the 50m run event. The control group of female students showed a very significant difference (P<0.01) in the standing long jump and vertical jump touch height performance, There was a significant difference in performance between the 30m and 50m runs (P<0.05). After the experiment, there was a significant difference (P<0.05) in the 50m running and vertical jump touch height between the experimental group and the control group. There was no significant difference in the test results of the 30m running and standing long jump for boys, while there was a significant difference (P<0.05) in the 50m running items between the experimental group and the control group for girls. There was no significant difference in the 30m running, standing long jump, and vertical jump touch height between the experimental group and the control group. The improvement amplitude of the four lower limb explosive force test indicators in the experimental group before and after the experiment was higher than that in the control group.

Research conclusion:

(1) Elastic band resistance training is not limited by fixed movement trajectories and is a training method conducted with various combinations of exercise movements. It has variability, fun, and safety, and increases the content of physical fitness training in physical education classes, which can promote students' enthusiasm for physical fitness practice.

(2) After an 8-week intervention experiment, both elastic band resistance training and normal physical fitness training in physical education classes can effectively improve the lower limb explosive power of middle school students. Elastic band resistance training has a more significant effect on the lower limb explosive power of middle school students compared to normal physical fitness training, and the training effect is better than regular physical fitness training.