目的：由于体育学科的学科重要性日渐提高，青少年体育学习的要求也 变得更高，寻找新的教学方法应用在体育课堂以优化课堂教学效果就成为体 育教师当前需要解决的问题。因此本研究尝试将国外较为成熟的SAQ（Speed, Agility, Quickness）训练法移入到青少年篮球教学中，探索 SAQ 训练法对 提高青少年篮球教学中学生的速度素质、灵敏素质、快速启动能力、技能水平和兴趣的发展影响。旨在提高现阶段 9-12 岁青少年的身体素质，篮球技能及兴趣水平。

方法：本论文通过文献资料法、实验法、数理统计法、问卷调查法和专 家访谈法，将 SAQ 训练与常规训练进行对比研究，选取秦皇岛希望之星篮球 俱乐部的 34 名学生为实验对象，将学生随机分为实验组与对照组，运用实验法对这两个班的学生进行为期 8 周每周4 次课时的干预实验。在实验前分别对两组学生进行速度素质、灵敏素质、快速启动能力、技能水平和兴趣水平的前测并确保实验对象在这几个方面的测试成绩无显著性差异。实验组与对照组学生每次课时为 1.5 小时，两组别的课时前 30 分钟分别为实验组 SAQ 训练和对照组常规训练，后 1 个小时教学内容保持一致。进行 8 周实验后，借助 SPSS 软件对实验前后数据进行对比分析，探究 SAQ 训练法对 9-12 岁青少年学生的速度素质、灵敏素质、快速启动能力，技能水平与兴趣的影响。

结果：研究发现，SAQ 训练法与传统训练都可以提高学生的灵敏素质， 但通过伊利诺斯灵敏跑与运球绕杆的测试结果分析得出，SAQ 训练对于学生的灵敏素质的提升更加优秀。在快速启动能力中，通过对学生立定跳远与纵跳摸高的测试发现，实验组与对照组都可以提高这两项测试成绩，但 SAQ 训练法对于学生快速启动能力的提升帮助更大。在速度素质的测试指标中，长距离的全场五线折返，实验组与对照组都有显著提升，但 30 米跑与 3/4 全场折返，SAQ 训练有显著提升而常规训练并没有显著提升，通过分析可以得出 SAQ 训练法对于学生的速度素质的提升更有帮助。在技能水平方面，通过测试全场八字上篮，发现 SAQ 训练法与传统训练对于这一项测试内容的提高都有帮助，但 SAQ 训练法提升更为明显。兴趣测量采用《实验后内部动机量表》，分析量表可知实验组学生比对照组学生对篮球课的兴趣提升更为显著。

结论：1.相比于常规训练，SAQ 训练对青少年速度素质、灵敏素质、快 速启动能力的提升更为显著。2.相比于常规训练，SAQ 训练对青少年篮球技能的提升更为显著。3.相比于常规训练，SAQ 训练对青少年篮球学习兴趣的提升更为显著。

Objective: As the importance of physical education is increasing day by day, the requirement of young people's physical education learning is also becoming higher. It has become a problem for physical education teachers to find new teaching methods to optimize the classroom teaching effect. Therefore, this study attempts to transfer the relatively mature foreign SAQ (Speed, Agility, Quickness) training method into youth basketball teaching, and explore the influence of SAQ training method on the development of speed quality, agility quality, quick start ability, skill level and interest of students in youth basketball teaching. It aims to improve the physical fitness, basketball skills and interest level of young people aged 9-12.

How: Through the method of literature, experiment, mathematical statistics, questionnaire and expert interview, this paper conducts a comparative study between SAQ training and conventional training. 34 students from Qinhuangdao Hope Star Basketball Club are selected as experimental objects and randomly divided into experimental group and control group. The students of these two classes were subjected to the intervention experiment 4 times a week for 8 weeks by using the experimental method. Before the experiment, the speed quality, agility quality, quick start ability, skill level and interest level ofthe two groups of students were tested respectively, and the test results in these aspects were not significantly different. The class time of the experimental group and the control group was 1.5 hours each time. The first 30 minutes of class time of the two groups were SAQ training in the experimental group and routine training in the control group, and the teaching content remained the same after 1 hour. After 8 weeks of experiment, SPSS software was used to compare and analyze the databefore and after the experiment, and explore the influence of SAQ training method on the speed quality, agility quality, quick start ability, skill level and interest of young students aged 9 to 12.

Results: The study found that both SAQ training and traditional training can improve students' agility, but through the analysis of Illinois agility running and dribbling around the pole test results, SAQ training for the improvement of students' agility is better. In the quick-start ability, through the test of standing long jump and vertical jump, it is found that both the experimental group and the control group can improve the performance of these two tests, but SAQ training is more helpful for the improvement of students' quick start ability. Among the test indexes of speed quality, both the experimental group and the control group showed significant improvement in the full-field five-line reentry of long distance, but the 30-meter running and 3/4 full-field reentry showed significant improvement in SAQ training while the conventional training did not. Through analysis, it can be concluded that SAQ training is more helpful to the improvement of students' speed quality. In terms of skill level, it is found that both SAQ training and traditional training are helpful to the improvement of this test content, but SAQ training is more obvious. The post-experiment Internal Motivation Scale was used to measure interest. The analysis of the scale showed that students in the experimental group showed more significant interest in basketball class than those in the control group.

Conclusions: 1. Compared with the conventional training, SAQ training can improve the speed quality, agility quality and quick start ability ofteenagers more significantly. 2. Compared with regular training, SAQ training can improve youth basketball skills more significantly. 3. Compared with regular training, SAQ training can significantly improve youth's interest in basketball learning.