EDUCATIO ARTIS GYMNASTICAE - Babeș-Bolyai …PÉTER‐ZSOLT SZABÓ, EMILIA FLORINA GROSU, IOAN NELU POP, ALMOS ANDRAS, DAN MONEA, MIHAELA MARIA BOTEZAN, Repetition Speed in the Context

1/2017

EDUCATIO ARTISGYMNA ST IC AE

STUDIA

UNIVERSITATISBABEŞ‐BOLYAI

EDUCATIOARTISGYMNASTICAE

1/2017March2017

DOI:10.24193/subbeag.62(1)

EDITORIALBOARDSTUDIA UNIVERSITATIS BABEŞ-BOLYAI

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EDITORIALOFFICEOFEDUCATIOARTISGYMNASTICAE:7thPandurilorStreet,Cluj‐Napoca,ROMANIA,Phone:+40264420709,e‐mail:[email protected];

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EDITOR‐IN‐CHIEF:GomboşLeon,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)SCIENTIFICEDITORIALBOARD:BompaTudor,PhD(UniversityofYork,TorontoCanada)TihanyiJózsef,PhD(UniversityofPhysicalEducation,Budapest,Hungary)HamarPál,PhD(UniversityofPhysicalEducation,Budapest,Hungary)IsidoriEmanuele,PhD(UniversityofRome„ForoItalico”,Rome,Italy)KarteroliotisKostas,PhD(NationalandKapodistrianUniversityofAthens,Greece)ŠimonekJaromír,PhD(UniversityofConstantinethePhilosopherinNitra,Slovakia)Navarro‐CabelloEnrique,PhD(UniversidadPolitécnicadeMadrid,Spain)BotaAura,PhD(NationalUniversityofPhysicalEducationandSportsBucharest,Romania)TacheSimona,PhD(IuliuHaţieganuUniversityofMedicineandPharmacy,Cluj‐Napoca,Romania)BogdanVasile,PhD(Babeş‐BolyaiUniversity,Cluj‐Napoca,Romania)BaciuAlinMarius,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)NagelAdrian,PhD (WestUniversityofTimişoara,FacultyofPhysicalEducationandSport,Romania)Petracovschi Simona,PhD (WestUniversity ofTimişoara, FacultyofPhysical EducationandSport,Romania)BíróMelinda,PhD(EszterházyKárolyUniversity,Eger,Hungary)MüllerAnettaEva,PhD(EszterházyKárolyUniversity,Eger,Hungary)EXECUTIVEBOARD:GherţoiuDanMihai,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)DeakGraţielaFlavia,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)Macra‐OşorheanMaria‐Daniela,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)EXECUTIVEEDITORS:Boros‐BalintIuliana,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)Ciocoi‐PopD.Rareş,PhD(Babeş‐BolyaiUniversity,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania)

YEAR Volume62(LXII)2017MONTHMARCHISSUE1

STUDIA

UNIVERSITATISBABEŞ‐BOLYAI

EDUCATIOARTISGYMNASTICAE1

STUDIAUBBEDITORIALOFFICE:B.P.Hasdeuno.51,400371Cluj‐Napoca,Romania,Phone+40264405352

CONTENT – SOMMAIRE – INHALT – CUPRINS

PONGRÁC ÁCS, JÓZEF BERGIER, FERDINAND SALONNA, JAN JUNGER,MONIKAGYURO,ÁGNESSIMON‐UGRON,ZSANETTWELKER,ALEXANDRAMAKAI,GenderDifferences inPhysicalActivityAmong theUniversityStudentsintheVisegrad(V4)Countries.....................................................................5

REMUS‐CRISTIANVĂIDĂHĂZAN,IACOBHANȚIU,RepetitionSpeed InfluenceonIncreasingTendencyforHeartRateinWeightTraining*Influențavitezeideexecuțiearepetărilorasupratendințeidecreșterea frecvențeicardiaceînantrenamentulcugreutăți..................................................................19

ZSUZSA NAGY, ANETTA MÜLLER, MELINDA BÍRÓ, ESZTER BODA, IULIANABOROS‐BALINT,Studyof theBasketballandVolleyballThematicUnitBasedontheStudents’Performance..........................................................................29

PÉTER‐ZSOLTSZABÓ,EMILIAFLORINAGROSU,IOANNELUPOP,ALMOSANDRAS,DANMONEA,MIHAELAMARIABOTEZAN,RepetitionSpeedin theContextofSpecificPhysicalTrainingPeriod for JudoAthletes*Vitezaderepetițieîncontextulunuiprogramdeantrenamentfizicspecificalsportivilordejudo...........................................................................................................43

VERONICAPOPESCU,VIORELDORGAN,CorrelativeStudybetweentheFairPlay Displayed in Competitions and the Athletes’ Behaviour * Studiucorelativdintrefair‐play‐ulmanifestatîncompetiţiişiconduitasportivilor......51

KÁROLYDOBOS,CSABANAGYKÁLDI,GenderDifferencesinTechnicalFeaturesofEliteJuniorTennisPlayersandintheTechnologicalCharacteristicsofTheirRackets...............................................................................................................................59

GHEORGHEGABRIELCUCUI,IONELAALINACUCUI,StudyonImprovingtheQualityofDrivingSkillbySixthGradeStudents*Studiuprivind îmbună‐tăţireaîndemânăriilaeleviideclasaaVI‐a..............................................................71

GÁBORFINTOR,The ImplementationofEverydayPhysicalEducation amongUpperPrimaryPupilsintheNorthGratePlain..........................................................81

ÁGNESSIMON‐UGRON,UtilizationofPhysiotherapyServicesintheWord*Utilizareaserviciuluidekinetoterapie/fizioterapieînlume......................................95

STUDIAUBBEDUCATIOARTISGYMN.,LXII,1,2017,pp.5‐17(RECOMMENDEDCITATION)DOI:10.24193/subbeag.62(1).01

GENDERDIFFERENCESINPHYSICALACTIVITYAMONGTHEUNIVERSITYSTUDENTSINTHEVISEGRAD(V4)

COUNTRIES

PONGRÁCÁCS1*,JÓZEFBERGIER2,FERDINANDSALONNA3,JANJUNGER4,MONIKAGYURO1,ÁGNESSIMON‐UGRON5,

ZSANETTWELKER1,ALEXANDRAMAKAI1

ABSTRACT. Introduction. Sedentary way of life has become a globalphenomenoninthepastdecades.Therefore,thenumberofpeoplewithexcessweighthasdoubledinthepast30years.Besidesthisfact,ithasbeenjustifiedthat more than half of the population is overweight. Even young adults areaffectedbytheproblem.Itisanimportantissuebecause60%oftheoverweightyoungpeoplekeeptheirexcessbodyweight in lateradulthoodincreasingtheriskofdifferentdiseases.

Materialandmethod.Ourstudyaimsatassessingthedifferencesbetweenthe health status and the physical activity among young people (secondaryschool and university students) in the Visegrad (V4) countries. Our currentresearch examines the differences in the physical activity among universitystudents regarding their sexes (n=2237). SPSS 22.00 software was used forstatisticalanalysis.

Results.Accordingtotheresults,wefoundsignificantdifferences(p<0.001)bothintheextentofphysicalactivityvalues,exceptformoderateactivitiesbetweensexes.Significantdifferenceswereobservedbetweenthecountriesconcerningthe examined parameters (p<0.001). Among Polish university students, wefound significant differences in sexes in the total, vigorous, moderate andwalkingMET/weekvalues(p<0.05).AlmostidenticalresultswerefoundintheCzechRepublicandtheotherV4countriescomparedtoPoland.TherewerenosignificantgenderdifferencesintherateofwalkingactivitiesregardingtheCzechrespondents(p=0.426).TheresultsoftheHungarianrespondentsapproximated

1FacultyofHealthSciences,UniversityofPécs,Pécs,Hungary2PopeJohnPaulIIStateSchoolofHigherEducationinBiałaPodlaska,Poland3PalackyUniversityofOlomunec,CzechRepublic4UniversityofPresovinPresov,Slovakia5“Babes‐Bolyai”University,PhysicalEducationandSportsFaculty,Cluj‐Napoca,Romania*Correspondenceauthor:[email protected]

P.ÁCS,J.BERGIER,F.SALONNA,J.JUNGER,M.GYURO,Á.SIMON‐UGRON,ZS.WELKER,A.MAKAI

6

those of the Slovak ones; no differences were found in the physical activitycategoryofthevigorousandmoderateactivityvalues(p>0.05).InSlovakia,wefound significant differences between sexes in total MET/week and walkingactivities(MET/week)(p<0.001),thus,femalestudentswerefoundtobemoreactivethanmalescausedbythehigherratesofwalkingactivitiesofwomen.

Conclusion.TheV4countriesarenotinanadvantageoussituationconcerningphysicalactivityintheEuropeanframeworkbecauseonly21‐35%ofthepopulationdoes sports once aweek. According to our results, university students show amorepositivepictureonphysicalactivitythantheadultpopulation.However,therearesomespecificriskgroups.43.8%offemaleand57.3%malestudentscanbeconsideredaspersonswithhighphysicalactivity.Ourfindingsmayplayamajorroleinthedevelopmentofinterventionprogramstargetingyoungpeopleandintheconcernofthedifferencesbetweensexes.Furthermore, theseresultsmaycallyoungpeople’sattentiontohealthmaintenancetopreservetheirfitnessforgettingbetteractivityfigures.

Keywords:physicalactivity,V4,genderdifferences,universitystudents

Introduction

Changes in economic and social patterns of life have altered people’swayoflifesignificantly.Asedentarylifestylehasbecomeaglobalphenomenoninthepastdecadesandisassociatedwiththedevelopmentofvariousdiseases,suchasobesity,TypeIIdiabetes,andcardiovasculardisorders.Therefore,activephysicallifehasagreatsignificancenowadays(Biernat&Tomaszewski,2015;Apor,2012).According tostatistics, thenumberofpeoplewithexcessweighthasdoubledinthepast30years.Besidesthisfact,ithasbeenjustifiedthatmorethanhalfofthepopulationisoverweight.Evenyoungadultsareaffectedbytheproblem.Itisanimportantissuebecause60%oftheoverweightyoungpeoplekeeptheirexcessbodyweightinlateradulthoodincreasingtheriskofdifferentdiseases (Herzig et al., 2012). Physical activity is an important factor in thepreventionofdiseasesandhealthmaintenanceinwhichsportshaveakeyrole(Ácsetal.,2011;Cseliketal.,2015;Jaromietal.,2012;Babocsayetal.,2014).Doing mainstream sports should start in childhood as it determines healthmaintenance to a great extent. Moreover, athletes may feel to belong to acommunity(Bergieretal.,2014).

Unfortunately, most of the young people choose a sedentary lifestyleduringtheiruniversitystudies.Theyspendalotoftimeinfrontofthecomputerortelevision.Fortransportation,theytakethepublicvehicleorcarsoppositeto

GENDERDIFFERENCESINPHYSICALACTIVITYAMONGTHEUNIVERSITYSTUDENTSINTHEVISEGRAD…

7

walking (Pavlik, 2015). Therefore, today’s lifestyle does not require physicalactivitybuteveryone’sconsciousdecisionshouldbetodosportstopreserveagoodhealthstatus.

Inactivity has an adverse effect on people’s health status, and also ontheirnervous,cardiovascular,musculoskeletalsystem(Apor,2012).

Furthermore,nutritionandweightmanagementalsohaveanimportantroleinhealth.Withahealthylifestylethree‐quarterofcardiovascularillnessescouldbepreventable(Bergieretal.,2014).

Obesityisaseriousproblemworldwide,andareasonforseveralchronicdiseases.AccordingtotheEuropeanHealthandLifeExpectancystudy,morethanhalfoftheadultpopulationisobeseoroverweightandthisrateisalsoincreasingamongtheyoungpeopleinEurope(Martosetal.,2012;KözpontiStatisztikaiHivatal,2010).

Besides the health risk of obesity, inactivity reduces the workingcapacityofthepopulation.Peoplearegettingfarawayfromphysicalactivities,physicalworkorsportsactivities. In their leisure time, theychoosesedentaryactivitiesdifferentfromactiverecreation(Pavlik,2015).

Sports activities have some rules fixed in guidelines where the agegroupscanfindtherecommendedweeklylevelofphysicalactivities.Foryoungpeople,6‐7hoursvigorousactivitiesarerecommendedweekly(Pavlik,2015).Furthermore,aresearchfromHarvardUniversityprovedthat2000kcalofphysicalactivity/weekreducestheriskofheartattackby64%(Shaper&Wannamethee,1991).However, the personal guideline is essential, due to different personalhealthstatus,orage.Theaimofsportsactivityisanimportantfactorinphysicalandrecreationalactivities(Pavlik,2015).Forpeopleagedbetween18‐64years,theWHOrecommends150minutesofmoderatephysicalactivity/weekequallydistributed during individual days. It can be 75minutes of intensive physicalactivity/ week or an equivalent volume of intensive and moderate physicalactivity/week including recreational activity, or exercise related to transport,relocation,occupationalactivity,householdactivities,andsports(Pavlik,2015).

Bergier et al. showed that low physical activity was observed among20.84%ofstudents.AccordingtotheIPAQ,analysisofthephysicalactivitylevelindicated that it was lower among females compared to males. The Medianforweeklyphysical activitywas1,554.00MET*min/weekamongwomen, and2,611.00MET*min/weekamongmen(p<0.000)(Bergieretal.,2012).

In 2012, a national study called “ENERGY” was carried out with theparticipation of Sweden and seven other European countries. They examinedtheactivityandleisuretimehabitsofstudentsagedbetween10‐12years.Theaimoftheresearchwastocomparethestudents’anthropometricdata,nutritionhabits,andphysicalactivitieswiththeparticipationof546studentsinSweden


8

andtheothercountries.AccordingtotheresultsinSwitzerland,therearefewerobeseoroverweightstudentsthaninothercountries.WalkingandcyclingactivitiesarehigherrepresentedinSwitzerland.However,nosignificantdifferenceswerefound in the consumption of sugary soft drinks among the eight Europeancountries. Thus, these are age‐relatedhabits thatwe can change togetherbutthereareseveralotherreasonsforinactivityduetoenvironmentaldifferences.Obesity and inactivity of students can be considered as a combined problemwhichneedscomplexpreventiontoimprovetheproportionofhealthyandactivestudentsintheEuropeanpopulation(Michaeletal.,2012).

OurresearchwasconductedinthefourVisegradcountries(V4):Poland,Hungary, Czech Republic, and Slovakia in 2015. The aim of the studywas toexamine theuniversity students’physical activity,nutritionhabits, andsportspreferences to find the differences and similarities among the four countriesandtofindabetterpreventionstrategytoimprovethein‐group’shealthstatus.

MaterialandMethodPhysicalactivity“Physicalactivity isdefinedasanybodilymovement,producedbyskeletal

muscles,thatrequiresenergy.Itisassociatedwithhealthandlifequality.Itinvolvessportsandotheractivitiesundertakenwhileworking,carryingouthouseholdchoresorengaging in recreationalpursuits.”AmericanandEuropeanguidelines followdifferentways (http://www.eufic.org/article/hu/). Americans suggestmoderateintensity exercise with 150 min/week, while Europeans recommend 30 min.moderateexercisefor5daysaweekatleast.Theimportanceofphysicalactivitybecomesapriorityforthedecisionmakers.Itisaffectedbytheinconvenientfactthat only 41% of the European population does sports once a week at least(http://ec.europa.eu/citizenship/). Furthermore, Ács et al. (2011) justified thatinactivityburdenstheeconomyofacountry(Ácsetal.,2011).

Quantitative,cross‐sectionalsurveyresearch.

Objective:Toassessthehealthstatus,physicalactivity,nutritionhabitsofyoungpeople(universitystudents)intheV4countries.Thesurveyassessestheactivitiesofyoungpeople,thebasisoftheirnutrition,andtheirrelationtosports.Thestudyaimstolearniftheydoanysportsorwhatsportstheyprefer.

Participants:YoungpopulationintheV4countries(age:19.5(SD:2.95).Participant countrieswere the Czech Republic (Palacky University, Olomouc)Poland (Pope JohnPaul IIStateSchoolofHigherEducation inBialaPodlaska),


9

Slovakia(TheUniversityofPresovinPresov,FacultyofSport)andHungary(TheUniversityofPécs,FacultyofHealthSciences,Pécs).Thenumberofparticipantsin each country accounted for 1200 persons from the secondary school anduniversitypopulationatthebeginningoftheresearch.Thesampleconsistedof600secondaryschooland600universitystudentsonaverageineachcountry.Thegenderdistributionwasequalandthedistributionperyearwasproportional.Forstatisticalanalysis,theresearchcomprisedof2237universitystudentsasatotal.Theuniversitysamplecomprisedof1st‐yearand3rd‐yearstudentsattheFaculty of Humanities, the Faculty of Engineering, and the Faculty of HealthSciences.

Survey: Interviewing was carried out from April to June, 2015 at thesametimeineachcountry.IPAQextendedquestionnaireandaself‐administeredquestionnairewereusedtoassessnutritionalandactivityhabits(www.ipaq.ki.se).Inordertoevaluatedata,INDARESsoftwareandapaper‐basedquestionnairewereused.EthicalprinciplesoftheHelsinkiDeclarationweretakenintoconsideration.Participationwasvoluntaryandanonymousforyoungpeople.Interviewingwascarriedoutonlineandinapaper‐basedformwiththehelpofresearchassistants.

MeasuringphysicalactivityCheckingphysicalactivityispossibleonlywithreliableandvalidmethods.

Thesemethods includequestionnaires, indirectcalorimetric,directobservation,pulsetelemetry,andsensorsmeasuringdifferentmotions.Despitethelimitationsofthesemethods,thereisnoperfectstandardizedmeasurementforphysicalactivity.Several measuring instruments are available, but access to these gadgets hasfinanciallimits.Therefore,ithasbecomeacrucialissuetoelaborateamethodtomeasure theextentandqualityofphysicalactivityentirelyandbepurchasedquickly.Hence,theInternationalPhysicalActivityQuestionnairewasconstrued(IPAQ) in 1998. IPAQ gives an opportunity to assess the individual’s physicalactivity,butat thesame time, itseems tobeasubjective tool todeterminetheextentofphysicalactivity.Therefore,themostaccuratedatacanbegainedbytheobjective and subjectivemeasurements of physical activity in a combinedway.EvaluationofIPAQseparatesthreeactivitygroups,namelylow,medium,andhighcategories.Thephysicalactivitycategoriesareasfollows:lowwith600/MET/weekactivity level; medium with 600‐1500/MET/week; and high with above1500/MET/week.IPAQdifferentiatessedentary,moderate,andvigorousactivitiesto which different MET values are associated, such as sports or householdchores.Theindividual’sphysicalactivityperweekequalswiththeMETvaluemultipliedwiththedurationof theactivity(MET/week)(Lachatetal.,2008;Leeetal.,2011).


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DependentandindependentvariablesIndependentvariables:sex,age,domicile,bodyheight,bodymass(self‐

reported),education

Dependentvariables:AccordingtoIPAQextendeddatameasuringphysicalactivity,threephysicalactivitycategoriesweredifferentiatedinagreementwithinternationalstandards:low,moderate,andhighphysicalactivities.

Statisticalanalysis:DataanalysiswascarriedoutbySPSS22.00statisticalsoftware.Besidesdescriptivestatistics,chi‐squaretest,Mann‐WhitneyUtest,andKruskal‐Wallistestswereusedforanalysisofthedifferencesbetweencountries.Data distributionwas tested byKolgomorov‐Smirnov test. As data distributionwasnotconsideredasnormal,weappliednon‐parametrictests.Thesignificancelevelwasdeterminedbyp<0.05.

ResultsDescriptivestatistics

Table1.Descriptivestatistics

Hungary Poland Slovakia ChechRepublic

Total

Samplesize(n)

495 727 512 503 2237

Gender Male Female Male Female Male Female Male Female Male Female

231(46.67%)

264(53.33%)

356(48.97%)

371(51.03%)

262(48.97%)

250(48.83%)

219(43.54%)

284(56.46%)

1068(47.74%)

1169(52.26%)

Mean(SD)

Age23.04(2.05)

22.75(1.86)

21.39(1.64)

21.15(1.45)

21.87(1.46)

21.19(1.29)

21.92(1.89)

21.35(1.82)

21.97(1.85)

21.57(1.74)

BMI23.15(3.69)

21.74(3.45)

24.19(3.33)

21.60(3.13)

24.37(3.13)

21.31(3.16)

24.64(3.43)

21.51(2.86)

24.13(3.40)

21.55(3.14)

Bodyweight(kg)

73.77(14.44)

60.18(10.60)

79.16(13.03)

60.13(9.95)

79.56(12.13)

58.96(9.70)

81.32(13.73)

60.20(9.41)

78.53(13.52)

59.91(9.92)

Bodyheight(cm)

177.17(9.38)

167.28(6.09)

180.72(7.24)

166.71(6.21)

180.49(7.70)

166.23(6.01)

181.46(7.40)

167.13(6.29)

180.15(7.96)

166.83(6.16)


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TheresearchwasrealizedbythecooperationoffourVisegradcountries(Poland,Slovakia, theCzechRepublicandHungary).Thephysical activityandthenutritionalhabitsof2237universitystudentswereassessedwiththehelpofaninternationalresearchgroup.

Table2.GenderdifferencesinphysicalactivitylevelamongtheV4countries

Thepresentstudyexaminestheresponsesofthe1st‐yearandthe3rd‐year

universitystudentsfromfourcountries(495Hungarian,727Polish,512Slovakian,and503Czechstudents)studyingarts,engineering,healthsciences,andmedicine.Thesexratiofollowsa50%‐50%distribution.Theirmeanagewas21.76(SD:1.80).Meanheight:173.15cm’s(SD:9.71).Meanbodyweight:68.81kg’s(SD:15.01).BMI:22.77(SD:3.51).TheirBMI is in thecenter lineof theaveragecategory,22.92% of students was overweight or obese based on the self‐ reportedmeasurements(Table1).

GenderdifferencesinphysicalactivityamongtheVisegradcountries(V4)9.46%ofmalestudentsand8.64%offemalestudentshavelowphysical

activity that equalswith fewer than 600MET physical activities at school, athome,orinfreetimeactivities.Differenceswereobservedbetweenthecountries


12

intheMET/weekvaluesfortotalactivitiesandtheMET/weekvaluesforvigorous,moderateandwalkingactivities.

TheaimofourstudywastoassessthephysicalactivityamonguniversitystudentsintheV4countrieswithintheframeworkofgenderdifferences.Inouranalysis,physicalactivitywascomparedtoIPAQquestionnaire inthreecategories(low, moderate, vigorous) and to the MET/week values of the total activitiesconcerningsexdifferencesinfourcountries.

ItwasconfirmedbythetotalMET/week(TMET)andthevigorousactivityMET/week (VMET) valueswere higher inmales (TMET: 6023.95 (SD: 5727.01),VMET:1952.7(SD:2457.87)), than in females (TMET:5190.6(SD:4913.07),1243.42 (SD: 1985.06)). As a conclusion, there was a significant difference(p<0.05) concerning the four parameters in the V4 countries. In the four V4countries,therewerenosignificantdifferencesinmoderate(MET/week)activities,and we found inverse result in walking activities according to the genderdifferences,asinwalkingactivities(WMET).Femalestudents(WMET:1790.21(SD:2030.01))hadsignificantlyhigherMET/weekvalues thanmales(WMET:1635.23(SD:1982.82)).

A significant difference (p<0.001) was found between the physicalactivitycategories in the lightofsexes.We founda lowerrateof lowphysicalactivitycategory(8.64%) in femalestudents than inmales(9.46%).However,malestudentswerepresentedmostlyinthehighphysicalactivitygroup.57.3%of themale students tookpart in thehigh categoryopposite to females.Only43.8%ofthelattergroupwasfoundinthehighphysicalactivitycategory.

Besides the gender differences of physical activity values in the V4countries,weexaminedthedifferencesamongthefourcountries.

SimilarresultstothoseoftheV4countriesresultedfromPoland.7%ofbothmales(7.02%)andfemales(7.01%)belongedtothelowphysicalactivitycategory,thus,theydidfewerthan600MET/weekphysicalactivity.Atthesametime,thedifferencewassignificantbetweensexesinthehighphysicalcategory.In this category, 61.8% ofmales and 39.35% of females did 1500Met/weekphysicalactivityatleast.Thisphysicalactivitycouldbecarriedoutatschool,athome,orduringleisuretime.Similarly,thereweresignificantdifferencesinthesexes in total.Thevigorous,moderateandwalkingMET/weekvaluesshowedsignificantdifferences(p<0.05).

AlmostidenticalresultswerefoundintheCzechRepublicandotherV4countriescomparedtoPoland.Therewasasignificantdifferenceinbothsexesconcerning the physical activity (p<0.001). We highlight the three activitycategories in which 56.62% of males and 36.27% of females were the onlyrespondents in the high physical activity category. In the Czech respondents,therewerenosignificantgenderdifferencesbetweentherateofwalkingactivities(p=0.426).


13

The results of the Hungarian respondents approximated those of theSlovakones;nodifferenceswere found in thephysicalactivitycategory,or inthevigorousandmoderateactivityvalues(p>0.05).

In Slovakia, we found significant differences between sexes in totalMET/weekandwalkingactivities(MET/week)(p<0.001).Wefoundthatfemalestudentsweremoreactivethanmalescausedbyhigherratesofwalkingactivitiesoffemales.

TheresultsoftheHungarianrespondentsweremuchlowerinthetotalMET/week and vigorous MET/week values. It is worth mentioning, that theratiooftherespondents inthehighactivitycategoryaccountedfor49.35%ofmalesand43.56%offemales.However,itwasmoderatebutsimilartotheratioofothercountries.(Table2).Atthesametime,theratiooftherespondentsinthelowcategoryvariedbetween14.72%and12.5%(Figure1).

Fig.1.GenderdifferencesintheratesoflowphysicalactivityintheV4countriesWealsoexaminedthedifferencesbetweencountries,andfoundsignificant

differences among them (p<0.001). It was caused by the worse MET/weekvaluesofphysicalactivityofSlovakiaandespeciallyHungary.However,ahigherproportion of low physical activity group was found for Hungary(Figure 2)where12.5%offemalestudents,and14.72%ofmalestudentsbelongedtothiscategory opposite to the other countries where this ratio was under 10%(exceptforCzechfemales).


14

DiscussionConsideringhealthstatus,thesubjectiveevaluationisdifferentbetween

malesand females.Femalesregard themselvesasbeing less fit thanmalesdo(Tesch‐Römer et al., 2008; Hosseinpoor et al., 2012; Vöörmann & Helemaee,2013).Ansari(2014)etal.examinedthefiveformsofphysicalactivityrelatedto sex distribution in a cross‐sectional study. The five forms are as follows:moderate, increased, vigorous, intense, and workout physical activities. Therepresentativesamplecomprisedof1300universitystudents.Issuesintheself‐administeredquestionnairecompiledbytheAmericanHeartAssociationconcernedthe duration and frequency of the physical activity per week. Regarding sexdistribution, the activity level of female studentswas lower than thatof theirmalecounterparts(Ansarietal.,2014).Bergieretal.(2012)justifiedtheactivityinyoungpeopleusingIPAQintheirresearch.Accordingtotheirresults,25.27%of the respondentshad lowphysical activity.Regarding sexdifferences, therewas a high ratio for thosewith vigorous physical activity (males:48.77%andfemales: 31.35%).Our results support these above findings that 12% of theuniversity students have low physical activity that may increase the risk ofgetting into the inactive category. Itmay involve several health risks and theincreaseofthechanceofdiseases(Bergieretal.,2012).

At the same time, 43.8% of the female students, and 57.3% of malesbelongtothehighphysicalactivitycategory,thatfactmayserveasaguidelineforthestudentstobeanexemplarforotherpeople.Withthehelpofintervention,thephysical activity of young people can be improved and incorporated into theireverydaylives.

TeresaMBianchinideQuadrosetal.hadsimilarresults(2009)intheirsurveyresearch inwhich theyreported thesocio‐demographic factorsof physicalactivityamonguniversitystudentsinBrazilwiththehelpofalogisticregressionmodel. According to their results, females and part‐time students had higherinactivity(p<0,05)(BianchinideQuadrosetal.,2009).

TheabovefindingswereconfirmedbyGalanetal.inwhichthesamplewiththetotalof21188personsjustifiedboys’appropriatehealthstatusassociatedwithhigherlifequalityandsatisfaction(Galán,2013).

Accordingtoourresults,differencesinphysicalactivityrelatedtosexeswerefoundamonguniversitystudentsintheV4countriesexceptformoderatephysicalactivities.Femaleuniversitystudentshavefewerappropriatephysicalactivityindicatorsthanmaleuniversitystudents.However,femalestudentshadfavorableresultsinwalkingactivitiesthanmales.Regardingthecountrydifferences,Slovakia and Hungary need more effective changes in the improvement ofphysicalactivityamongtheuniversitystudents.Furthermore,itshouldbenoted


15

that there isno compulsoryphysical educationatuniversities and colleges inHungary. Students from the faculties examined take part in the physicaleducationclassesinanoptionalform.Therefore,willingnessforparticipationisratherlowdespitethatexercisingshouldimprovetheirhealthstatus.However,researchprovedthatregularityinsportsactivitiesiscrucial.Itshouldbeidealforyoungpeopletodosportseveryday(Pavlik,2015).

The research strengths are as follows: high sample size, internationaldatabasesupportedbythepartnershipoftheV4countries.Atthesametime,itis worth mentioning that self‐evaluation of physical activity results meanssubjectivedatafortheresearchers.Anobjectivemeasurementtechniquewouldmeanausefuloptiontoconfirmdataanddefinenewdirectionsinresearch.

ConclusionsWithinaEuropeanframework,theV4countriesarenotinanadvantageous

situation regarding physical activity. At the same time, our findings havejustifiedthatuniversitystudentsinthesecountrieshavemorepositivedataonoverweightandinactivitywithinthesocio‐demographicparametersthantheadultpopulation.Severaldifferencesregardinginactivitywerefoundinourstudy.Theseresultsmayplayacrucialroleinthedevelopmentofinterventionprogramsfor different target groups. Theymay call young people’s attention to furtherphysicalactivitiestomaintainandsustaintheirhealthandfitnessinalltheirlife.

Acknowledgments

We would like to express our appreciation to the Visegrad‐Fund for

providingachancetocarryonthestudy,theleadershipsofthepartneruniversities,andthecolleaguesparticipatingintheresearch.

AspecialacknowledgementgoestoJózefBergier,theleaderoftheproject.

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www.ipaq.ki.se(15/09/2015).


REPETITIONSPEEDINFLUENCEONINCREASINGTENDENCYFORHEARTRATEINWEIGHTTRAINING

REMUS‐CRISTIANVĂIDĂHĂZAN1*,IACOBHANȚIU1

ABSTRACT.Thebenefitsofweighttrainingareconsequencesoftheworkout.Aweight training program is a composite of several variables that can becombined in amultitude of options to achieve the desired effects (Ratamess,2012). Identifying these variables and their correct planning is essential toanticipateabeneficialpurposeofweighttrainingprogram(AmericanCollegeofSportsMedicine,2007).OurresearchtookplacebetweenFebruary9andApril19, 2015, in the gym of the Faculty of Physical Education and Sports of theBabeș‐BolyaiUniversityofCluj‐Napoca.Theresearchobjectivewastoanalysethe trend of increase in heart rate (HR) at different speeds of execution forrepetitionsof theweight trainingexercises.Theresultsobtainedsuggest thatthe tempo of execution influence the increasing tendency for heart rate inweighttraining.Ingeneral,wenoticedthatasthespeedofexecutiondecreasesthe growing trendofHR is lower.But those conditions applyonly at specificspeed of execution for repetitions and they are influenced by the specific ofmuscleinvolvedinexercise.Keywords:weighttraining,tempo,heartrate,increasingtendency.REZUMAT.Influențavitezeideexecuțiearepetărilorasupratendințeidecreștere a frecvenței cardiace în antrenamentul cu greutăți. Beneficiileantrenamentuluicugreutățisuntconsecințealeprogramuluideantrenament.Un program de antrenament cu greutăți este un compozit de mai multevariabilecarepot fi combinate într‐omultitudinedevariantepentruaobțineefectele scontate (Ratamess, 2012). Identificarea acestor variabile, precum șiplanificareacorectăalor,esteesențialăpentruaanticipaofinalitatebeneficăaprogramuluideantrenamentcugreutăți(AmericanCollegeofSportsMedicine,2007). Cercetarea s‐adesfășurat înperioada9 februarie ‐ 19 aprilie2015, însala de fitness a Facultății deEducație Fizică și Sport din cadrulUniversității

1Babeş‐BolyaiUniversity,Cluj‐Napoca,FacultyofPsychologyandScienceofEducation,Romania*Correspondingauthor:[email protected]

REMUS‐CRISTIANVĂIDĂHĂZAN,IACOBHANȚIU

20

Babeș‐BolyaiCluj‐Napoca.Obiectivulcercetăriiaconstatînanalizatendințeidecreștere a frecvenței cardiace la diferite viteze de execuție a repetărilor dincadrul exercițiului. Rezultatele obținute sugerează că tempoul de execuție alrepetărilorinfluențeazătendințadecreștereaFC.Îngeneral,amobservatcăpemăsurăcevitezadeexecuțiescadetendințadecreștereaFCestemaimică.Daraceste condiționări nu se aplică tot timpul și sunt influențate de specificulgrupeimusculareimplicateînexercițiu.Cuvintecheie:antrenamentcugreutăți,vitezădeexecuție, frecvențăcardiacă,tendințădecreștere.

ObjectiveTheresearchobjectivewastoanalysethetrendofincreaseinheartrate

(HR) at different speeds of execution for repetitions of the weight trainingexercises.

MaterialandmethodsTheresearchtookplacebetweenFebruary9andApril19,2015,inthe

gymofFacultyofPhysicalEducationandSportsoftheBabeș‐BolyaiUniversityofCluj‐Napoca.

Theresearchwasappliedto11subjects,studentsofPhysicalEducationandSportsFacultyof theBabeș‐BolyaiUniversity.All subjects enrolled in thestudyweremale,withaminimumof6monthsexperience inweight training.Ageofparticipantswasbetween19and25years(fordetailsseeTable1).

Musclegroupsincludedinourresearchwere:‐LatissimusDorsiwiththeexercise“BackLatPull‐Downs”;‐PectoralisMajorwiththeexercise“HorizontalBenchPress”.Tempoofexecutionusedinourresearchwas:‐1010(1second foreccentric,0seconds for isometricaftereccentric,

1secondforconcentric,0secondsforisometricafterconcentric);‐3030(3secondsforeccentric,0secondsforisometricaftereccentric,

3secondsforconcentric,0secondsforisometricafterconcentric);‐6060(6secondsforeccentric,0secondsforisometricaftereccentric,

6secondsforconcentric,0secondsforisometricafterconcentric).


21

Table1.Detailsofsubjectsincludedinresearch

No CodeAge

(years)Bodyweight

(kg)Height(m)

BodymassindexIMC

1 005 22 78 1.80 24.07

2 006 21 80 1.85 23.37

3 007 21 74 1.75 24.16

4 008 22 80 1.76 25.83

5 009 21 67 1.77 21.39

6 011 22 69 1.72 23.46

7 012 20 82.6 1.75 26.97

8 013 19 83.5 1.79 26.06

9 014 21 67.8 1.72 22.92

10 015 25 83.2 1.80 25.68

11 016 19 64.9 1.69 22.72

The workload used in our experiment was 60% of one repetition

maximum(1RM).Heartratewasrecordedusingourownprotocol(Văidăhăzan,Hanțiu,Pop,&Pătrașcu,2015).HeartratevalueswereanalyzedandextractedfromeachrecordwithSportTracks3(ZoneFiveSoftwareLLC,2013).

Each subjectparticipatedat 6 sessions interspersedwithdaysof rest.Sessionsincludedintheresearchwere:

‐Session1,1RMtestforLatissimusDorsi;‐Session2,1RMtestforPectoralisMajor;‐Session3,trainingsessionwith3particulartempo(60%of1RM);‐Session4,researchsessionwithtempo1010(60%of1RM);‐Session5,researchsessionwithtempo3030(60%of1RM);‐Session6,researchsessionwithtempo6060(60%of1RM).The sequence of research sessions was conducted according to the

followingdesign:‐1RMtestingsessionforLatissimusDorsi;‐1RMtestingsessionforPectoralisMajor;‐Restday;‐Onesessionwithexecutionof3tempo;‐Restday;


22

‐Researchsessionfor1010tempo;‐Restday;‐Researchsessionfor3030tempo;‐Restday;‐Researchsessionfor6060tempo.1RMtestingprotocolisdifferentbetweenresearchers.Therearemany

proposedprogramsthatcomplywithsomemainrulesregardingthelengthofthe pause between test sets but there is no standardized model. Thus, ourprotocolwasbuiltbasedonseveralpapers(Kraemer,Fleck,&Deschenes,2012;Ratamess,2012;Schwellnus,2008).

The1RMsession,usedbyus,wasasfollows:

‐Warm‐up;‐Restfor1minute;‐SetNo.1with50%ofpredicted1RM(10repetitions);‐Restfor3minutes;‐SetNo.2with70%ofpredicted1RM(5repetitions);‐Restfor5minutes;‐SetNo.3with100%ofpredicted1RM(1repetition);‐Restfor5minutes;‐SetNo.4with100%ofpredicted1RM(1repetition);‐Restfor5minutes;‐SetNo.5(ifnecessary)with100%ofpredicted1RM(1repetition);‐Restfor1minute;‐Cool‐down.

Allresearchsessionswereledbyascientisthelpedbyanassistant.Theexercisesincludedinourresearchwererecordedoncameratoanalysetheformofrepetitions.Inordertoachievethedesiredtempoweusedanaudiosystemconnectedtoadigitalmetronome(PaulGirsas,n.d.).CentralizationofdatawasperformedwithMicrosoftExcel.

Encodingsusedforresearchsessionsare:

‐Researchsessionwith1010tempo,MD_T1codes(forLatissimusDorsi)andPM_T1(forPectoralisMajor);

‐Researchsessionwith3030tempo,MD_T2codes(forLatissimusDorsi)andPM_T2(forPectoralisMajor);

‐Researchsessionwith6060tempo,MD_T3codes(forLatissimusDorsi)andPM_T3(forPectoralisMajor).


23

Centralization of data was done with Microsoft Excel and statisticalanalysiswasperformedwithSPSSStatisticsusinglinearregressiontocalculatetheupwardtrendinHR.ThegrowthtrendforHRwasanalysedbygrowthstep,expressedinbeats/minute.Apaired‐samplest‐testwasconductedtocomparethedynamicofHRbetweentemposofexecution.

ResultsTheincreasingtendencyforHR,foreveryexerciserecorded,ispresented

inTable2.

Table2.IncreasingtendencyforHRforexercisesrecorded

No Code

Increasingtendency

(beats/min.)MD_T1

Increasingtendency

(beats/min.)MD_T2

Increasingtendency

(beats/min.)MD_T3

Increasingtendency

(beats/min.)PM_T1

Increasingtendency

(beats/min.)PM_T2

Increasingtendency

(beats/min.)PM_T3

1 005 0.914 1.125 0.571 0.877 0.858 0.8392 006 1.495 0.557 0.657 1.265 0.861 0.9613 007 2.421 0.626 0.766 1.807 0.659 0.3854 008 0.829 0.506 0.141 0.696 0.223 0.3675 009 1.630 0.739 0.544 0.495 0.424 0.6366 011 1.121 0.257 0.434 0.506 0.094* 0.1167 012 0.801 0.815 0.446 0.929 0.440 0.1958 013 1.022 0.736 0.291 1.209 0.656 1.4299 014 0.668 0.245 0.161 0.590 0.291 0.35010 015 0.763 0.246 0.143 0.618 0.162* 0.34411 016 1.626 0.417 0.483 1.051 0.358 0.289

*Datarecordedfor thesesetsarenotstatisticallysignificantandtheyhaven'tbeenused inouranalysis.

ThestatisticalindexofHRincrease,forLatissimusDorsi,onthe3tempo

includedinourresearcharefoundinTable3.Therewasasignificantdifferenceinthescoresforincreasingtendency

of heart rate forMD_T1 (M=1.21, SD=0.53) and increasing tendency of heartrate forMD_T2 (M=0.57, SD=0.28); t(10)=3.69,p=0.05.These results suggestthattempoofexecutionhasaninfluenceonHRtendencygrowth.Inparticular,ourdatashowsthatasthespeedofexecutiondecreases thegrowingtrendofHRislower.


24

Table3.StatisticalindexofHRincreaseforLatissimusDorsi

Pair Tempo Mean N Std.Deviation Std.ErrorMean

Pair1 MD_T1 1.20818 11 0.532359 0.160512MD_T2 0.56991 11 0.276324 0.083315

Pair2 MD_T1 1.20818 11 0.532359 0.160512MD_T3 0.42155 11 0.213815 0.064468

Pair3 MD_T2 0.56991 11 0.276324 0.083315MD_T3 0.42155 11 0.213815 0.064468

A significantdifferenceweobserved, also, in the scores for increasing

tendencyofheartrateforMD_T1(M=1.21,SD=0.53)andincreasingtendencyofheart rate for MD_T3 (M=0.42, SD=0.21); t(10)= 6.77, p=0.05. These resultssuggestthatthetempoofexecutionhasaninfluenceonHRtendencygrowth.Inparticular,ourdatashowsthatasthespeedofexecutiondecreasesthegrowingtrendofHRislower.

Therewasnodifference inthescores for increasingtendencyofheartrateforMD_T2andincreasingtendencyofheartrateforMD_T3,p=0.05.

Table4.PairedSamplesTestforLatissimusDorsi

Pair TempoPairdeDifferences

t df pMean Std.

DeviationStd.ErrorMean

Pair1 MD_T1‐MD_T2 0.638273 0.574428 0.173197 3.685 10 0.004Pair2 MD_T1‐MD_T3 0.786636 0.385376 0.116195 6.770 10 0.000Pair3 MD_T2‐MD_T3 0.148364 0.255572 0.077058 1.925 10 0.083

ThestatisticalindexofHRincrease,forPectoralisMajor,onthe3tempoincludedinourresearcharefoundinTable5.

Table5.StatisticalindexofHRincreaseforPectoralisMajor


Pair1 PM_T1 0.99100 9 0.403537 0.134512PM_T2 0.53000 9 0.237158 0.079053

Pair2 PM_T1 0.91300 11 0.401269 0.120987PM_T3 0.53736 11 0.394509 0.118949

Pair3 PM_T2 0.53000 9 0.237158 0.079053PM_T3 0.60567 9 0.403028 0.134343


25

Therewasasignificantdifferenceinthescoresforincreasingtendencyofheart rate forPM_T1(M=0.99,SD=0.40)and increasing tendencyofheartrate forPM _T2 (M=0.53, SD=0.24); t(8)=4.10,p=0.05.These results suggestthattempoofexecutionhasaninfluenceonHRtendencygrowth.Inparticular,ourdatashowsthatasthespeedofexecutiondecreasesthegrowingtrendofHRislower.

A significantdifferenceweobserved, also, in the scores for increasingtendencyofheartrateforPM_T1(M=0.91,SD=0.40)andincreasingtendencyofheart rate for PM_T3 (M=0.54, SD=0.39); t(10)= 2.69, p=0.05. These resultssuggestthatthetempoofexecutionhasaninfluenceonHRtendencygrowth.Inparticular,ourdatashowsthatasthespeedofexecutiondecreasesthegrowingtrendofHRislower.

Therewasnodifference inthescores for increasingtendencyofheartrateforPM_T2andincreasingtendencyofheartrateforPM_T3,p=0.05.

Table6.PairedSamplesTestforPectoralisMajor


t df pMean

Std.Deviation

Std.ErrorMean

Pair1 PM_T1‐PM_T2 0.461000 0.337665 0.112555 4.096 8 0.003Pair2 PM_T1‐PM_T3 0.375636 0.463089 0.139627 2.690 10 0.023Pair3 PM_T2‐PM_T3 ‐0.075667 0.309311 0.103104 ‐0.734 8 0.484

Statistical index of HR increase for both muscles included in ourresearcharefoundinTable7.

Table7.StatisticalindexofHRincreaseforLatissimusDorsiandPectoralisMajor


Pair1MD_T1 1.20818 11 0.532359 0.160512PM_T1 0.91300 11 0.401269 0.120987

Pair2 MD_T2 0.64067 9 0.253884 0.084628PM_T2 0.53000 9 0.237158 0.079053

Pair3MD_T3 0.42155 11 0.213815 0.064468PM_T3 0.53736 11 0.394509 0.118949

In Table 8 we observe a significant difference in the scores forincreasingtendencyofheartrateforMD_T1(M=1.21,SD=0.53)andincreasingtendencyofheartrateforPM_T1(M=0.91,SD=0.40);t(10)=2.47,p=0.05.These


26

results suggest that muscle specificity influence the growing trend of HR. Inparticular, our data show that the increasing tendency of heart rate differsdependingonthemusclegroupinvolved,on1010tempo. Therewasnodifference inthescores for increasingtendencyofheartrate forMD _T2and increasing tendencyofheart rate forPM_T2,p=0.05.Wehaveseennodifference,also,inthescoresforincreasingtendencyofheartratefor MD_T3 and increasing tendency of heart rate for PM_T3, p=0.05. Theseresults suggest thatmuscle group involved in exercise does not influence theincreasingtendencyofheartratefor3030and6060tempo.

Table8.PairedSamplesTestforbothmuscles,onall3tempoofexecution


t df pMean Std.

DeviationStd.ErrorMean

Pair1 MD_T1‐PM_T1 0.295182 0.395732 0.119318 2.474 10 0.033

Pair2 MD_T2‐PM_T2 0.110667 0.219803 0.073268 1.510 8 0.169

Pair3 MD_T3‐PM_T3 ‐0.115818 0.423594 0.127718 ‐0.907 10 0.386Discussions

The biggest increasing tendency for heart rate was recorded for

LatissimusDorsionthe1010tempo.Comparedwiththis,thetrendofgrowthon3030 tempohad lowervalues.The increasing tendency forheartrate for6060tempowaslowerthan1010tempo,also.Asaresult,wecansaythatasthespeedofexecutionforrepetitionsdecreasesthetendencytoincreaseofHRislower.

The same model of response regarding the growth trend of HR weobservedwithPectoralisMajor.TheincreasingtendenciesforHRrecordedon3030and6060tempoarelowerwhencomparedto1010tempo.

AcomparisonbetweenmusclesshowsthatHRincreasingtendencyislowerforPectoralisMajorthanLatissimusDorsi,on1010tempo.Buton3030and 6060 tempo this difference is uncertain because the data did not showstatisticalsignificance.WecanonlyassumethatasweexecuteourrepswithlowerspeedthedifferencesingrowthtrendforHRiscancelledbyphysiologicalfactors.

SincethegrowthtrendsofHRare lowerat lowerspeedsofexecution,werecommendusinglowerspeedsexecution(almost6seconds)forbeginners'workouts. The results obtained by us support ACSM recommendations that


27

suggest for beginners moderate speeds of about 3 seconds on the eccentriccontractionand3secondson theconcentric contraction(AmericanCollegeofSportsMedicine,2005).

ConclusionsThe biggest increasing tendency for heart rate was recorded at two‐

second execution speed (1010 tempo) for bothmuscles, the LatissimusDorsiandPectoralisMajor.Comparingthegrowthtrendsbetweenthetwomusclesat1010tempo,weobservedthattheLatissimusDorsitrendgrowthishigherthanthePectoralisMajor.

For 3030 and 6060 tempo we didn't find significantly differencesbetweenthetwomusclesregardingtheincreasingtendencyforheartrate.

AcknowledgmentThecontentofthisarticleispartofthePhDresearchconductedinSport

Science.

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STUDYOFTHEBASKETBALLANDVOLLEYBALLTHEMATICUNITBASEDONTHESTUDENTS’PERFORMANCE

ZSUZSANAGY1,ANETTAMÜLLER2*,MELINDABÍRÓ2,ESZTERBODA3,IULIANABOROS‐BALINT4

ABSTRACT.The aim of our research is to assess the students’ performancewithintheteachingunitscanbefoundinthesyllabus.Thebenefitofthenewmethodmodeledbyus is togiveadetailedandcomprehensivepictureaboutthestudents’ loadability,endurance(individually),aswellasmakethestudents’evaluationeasier.Atthesametimeitfacilitatestoconfirmtheefficiencyoftheeducationalsystemandtheteacher’ssuccessfulness.InPhysicalEducation,wearedemonstratinganewmethodinourresearchtomakedifferentiation.Thestudents’lessonactivitycandeterminetheconditionshowtoformthecertaingroups. No students are those that adapt the tasks unified by everybody butafterthegroupformation(basedonmeasuring),thestudentsperformthetaskscorrelatedto thegroupabilities.Therefore, the loadabilitywillbeunified foreverybodyaccordingtotheircapacitybydoingthevariousexercises.Theresearchshowed the efficacy of themethod aswell aswe can get an accuratepictureaboutthesameloadingrateofthestudents’performancewhocanbeloadedorless loaded by comparing two teaching units after performing the exercisescontrolledbymeasuring.TheWHO(2010)offeramediumandhigh intensityphysicalactivityfortheindividualsagedat5‐17inminimum60minutes.Theobjectiveistodeveloptheskeletal,jointandmusculoskeletalsystemaswellasthe cardiorespiratory endurancewith aerobic exercises.Thismeasuringmethodhelpstotestwhetherthemediumorhighintensityload,prescribedbytheWHO,canbeaccomplishedorcannot,measuringtheeffectivenessoftheprogram.PElessonplaysamajorroleinthis.

Keywords:Differentiation,MeasuringofPulseRate,Motivation

1PEteacherUjpestBilingualSecondaryTechnicalandVocationalSchool,Budapest,Hungary2EszterházyKárolyCollege,PhysicalEducationandSportScienceInstitution,Eger,Hungary3HighSchoolinstructor,PhysicalEducationandSportScienceInstitution,Eger,Hungary4“Babeş‐Bolyai”University,FacultyofPhysicalEducationandSport,Cluj‐Napoca,Romania*Correspondingauthor:muller.anetta@uni‐eszterhazy.hu

ZSUZSANAGY,ANETTAMÜLLER,MELINDABÍRÓ,ESZTERBODA,IULIANABOROS‐BALINT

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IntroductionTheWHO(2010)offeramediumandhighintensityphysicalactivityfor

theindividualsagedat5‐17inminimum60minutes.Theobjectiveistodeveloptheskeletal, jointandmusculoskeletalsystemaswellasthecardiorespiratoryendurancewithaerobicexercises.

NumerousHungarianandforeignresearchersemphasizethesignificanceandroleofahealthy lifestyleespecially inconnectionwithsportandexercisefordifferenttargetgroups(Bendíková2014,Dobay2014,Bíró2015,Bujdosóatall2013,Dávidatall2010,Herpainé2014,Herpainéatall2016,Herpainé2007,Herpainéatall2015,Madarász‐Bácsné2016,Molnáratall2014,Olvasztónéatall 2007, Ráthonyi at all 2015, Simon 2004, Simon 2015/A, Simon 2015/B,Simonatall2012,Simon‐Kajtár,2011).

Supportedwithpreviousstudieswestatedthatbeingawareofthepulsezoneshadraisond’etre(Müller,Rácz,2011,www.tka.hu).

Inourresearchtheloadcapacityofthestudentswithdifferentabilitieswas studied in the same conditions within a certain class taking the otherfactorsinfluencingtheloadcapacityintoaccount.

They got instructions for their out‐of‐class sporting activities withspecifyingtheproperpulseintervalwhichcouldalsobeemployedduringtheirowntraining.

Twoteachingunitswerechosen,volleyballandbasketball.Theteachingunitsweredividedinthreemeasurableparts.

The diagnostic evaluation lesson (1st lesson), the practicing lesson(buildingupsoftcoordination)andthesummativeevaluation lessonweretheused phases. The educational lessonswere divided into four partswhere themeasures were carried out: measuring pulse in the 1st minute, after thewarming‐up phase, the pulse after themainphase and thepulsemeasured5minutesafterthemainphase(restingpulse).

Fromthesemeasureswecouldrealizethethematicunit.Comparingthetwo teachingunits,wecouldgeta comprehensivepictureabout thestudents’loadabilityinthestartingphaseofthetwoballgames(Figure1.).

During the second teaching unit in the same thematic unit studentsworkedingroupsattendingtodatawherethecentralfactorwastheloadability.Forming the threegroups, the loadabilitywasgivenbydegrees thereforewecould reach the same load for each student. The 80% intensity aimed at thebeginningofthelessonwassuccessfulateverytestedlessonsothemeasuringmethodcanbesaidtobeefficientatthebasketballandvolleyballlesson.

Itcanbeplannedinthenextthematicunithowhightheloadshouldbegeneratedsothatthestudentscanmakeoutappropriateperformancebesideslearningtomoveinaproperway.


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HypothesisWiththenewmethoditcanbepossibletoassessthestudents’deficiencies

andtheircontinuousdevelopment.Withindividualmeasurementwithinagiventimeperiodunderathematicunitforeverybody.

Thismethoddemonstratestheratiototheloadofthethematicunits.Toidentifytheefficiencyofthethematicunitscanmakethecurriculum

builtfromtheseunitsandtheeducationalmethodaswellasthemethodologicalsubstantiationofthelearningorganizationandthelearningmaterialprocessingeasier.MaterialsandMethods

16‐year‐oldschoolboyswerestudiedintheresearchatÚjpestBilingual

Technological Technical andGrammar School in Budapest in 2016/17 schoolterm.Thepulsemeasuringtookplaceontheneckareafor10secandmultipliedby 6. After that feedback analysis was calculated from the data then someconclusions were drawn about the load, the proportion of the load and theeducational‐organizationalmethods.Finallydifferentiationwasmadebasedonthegivendata.

Fig.1.Thematicaverageofbothvolleyballandbasketballlessons


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The average within the three lessons formed the thematic averagewhich also gave a comprehensive picture about the class performance. Thestudent’sHRreserve‐HRR%(thestudents’heartratereservepercentage)‐wascounted fromthis.TheHRR is thedifferencebetween thestudied individuals’restingandmaximumHR.

TheHRmaxisthehighestpulserateperminute(bpm)thatapersoncanreachwithhismaxperformance.Thisvaluedependsontheperson,theage,thephysicalconditionsandthefitnesslevel.

The HRmax value can be used to determine the training intensity,usuallygiveninpercentageoftheHRmaxvalue(Figure2.).

Fig.2.ComparisionoftheHRR%andHRmax%atthevolleyballandbasketballlessonThreegroupswereformedconsideringtheactivityandtherestingHR

(Table1.).


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Table1.GroupworkconsideringactivityandrestingHR

GroupworkconsideringactivityandrestingHR

1stgroup 2nd group 3rd group

Number1 Number4 Number8



Results

Three deviceswere at our disposal so three studentsweremeasured

pergroupandtheothersonlymanually.Astudentwasselectedfromeachgroupandtheworkingprocedureof

thesystemwasdemonstratedbyhim.The1stgroup(theleastloadedstudents)wasshownattheFigure3.and

Figure4.

Fig.3.Student’s‐belongedtothe1stgroupwithmeasurementnumbered3‐performancebasedontheHRR%duringthevolleyballsecondthematicunit


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Fig.4.Student’s‐belongedtothe1stgroupwithmeasurementnumbered3‐

performancebasedontheHRmax%duringthevolleyballsecondthematicunit

Wecanallocatethatabove85%zoneofthestudent’smaximumoutput

the student spent7:36minutes andhe/sheprovided60‐84%achievement inmostofthelesson(26min).Inthisgrouptheloadchoiceisverysignificantsothattheintensityshouldnotinfluencethetaskfulfilment.

The studentsbelonged to the groupnumbered2 are thosewho claimthe higher load than the 1st group but less one than the 3rd group (Figure 5.,Figure6.).

Fig.5.Student’s‐belongedtothe2ndgroupwithmeasurementnumbered5‐performancebasedontheHRR%duringthevolleyballsecondthematicunit


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Fig.6.Student’s‐belongedtothe2ndgroupwithmeasurementnumbered5‐performancebasedontheHRmax%duringthevolleyballsecondthematicunit

The 2nd group students spent 60‐84% performance zone under the

predetermined load in themajority of the lesson (29minutes and 2minutesabove85%).Thetimeoutincludedexplanations,disciplineandfall‐inwasonly10minutes.

The3rdgroupisonethatcanbeloadedatthehighest(Figure7.,Figure8.).

Fig.7.Student’s‐belongedtothe3ndgroupwithmeasurementnumbered10‐performancebasedontheHRR%duringthevolleyballsecondthematicunit


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Fig.8.Student’s‐belongedtothe3ndgroupwithmeasurementnumbered10‐performancebasedontheHRmax%duringthevolleyballsecondthematicunit

Thestudentsinthe3rdgroupspentfewerthan1minute(mostofthem)

in the zone above85%and they spentmore than29minutes in the 60‐84%zoneproportionallyHRmax%.

Wecanallocatethatthestudentsineachgroupcorrelatingtoindividualsgotnearlythesameloadbydifferentexercises.

Similarperformancecanbediagnosedduringthebasketballthematicunit.Incaseofthefirstgrouptheresultshowssimilarvaluestothevolleyball

teaching unit after less intensity and carrying out easier exercises (Figure 9.,Figure10.).

Fig.9.Student’s‐belongedtothe1stgroupwithmeasurementnumbered2‐performancebasedontheHRmax%duringthebasketballsecondthematicunit


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Fig.10.Student’s‐belongedtothe1stgroupwithmeasurementnumbered2‐performancebasedontheHRR%duringthebasketballsecondthematicunit

The students spent 30minutes in the 60‐84% zone. The participated

student correlating to his ownmaximumHRworkedwith 75% intensity andthehighestHRatthelessoncorrelatingtohis/hernormalhealthyHRwas96%namely197.

Theoutputofthestudentsbelongedtothe2ndgroupverifiestheefficiencyofthemethod(Figure11.,Figure12.).

Fig.11.Student’s‐belongedtothe2ndgroupwithmeasurementnumbered4‐performancebasedontheHRmax%duringthebasketballsecondthematicunit


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Fig.12.Student’s‐belongedtothe2ndgroupwithmeasurementnumbered4‐performancebasedontheHRR%duringthebasketballsecondthematicunit

Mostofthestudentsingroup2‐asseenthechosenstudent’sdiagram–

spentthemost timei.e.morethan28minutes inthe60‐84%zoneand inthe85%zonealmost2minutes.

Themembersofthe3rdgroupthatcouldbeloadedinthehighestdegreeconsideringtheirage,sexandlessontype,thefollowingresultswereobtained(Figure13.,Figure14.).

Fig.13.Student’s‐belongedtothe3rdgroupwithmeasurementnumbered10‐performancebasedontheHRmax%duringthebasketballsecondthematicunit


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Fig.14.Student’s‐belongedtothe3rdgroupwithmeasurementnumbered10‐performancebasedontheHRR%duringthebasketballsecondthematicunit

Students ingroup3andthestudentwithmeasurement10worked27

minutesinthe60‐84%zoneand3minutesinthezoneabove85%.The objective measurement of the three groups makes possible to

ascertainandadoptadequateloadabilityfortheteacher.Itcanbepracticedinevery teaching unit (except gymnastics). It requires continuous checking andinteroperability between the groups. Increasing the students’ interest andvisualizingthedevelopmentaldiagramarerudimentarytotheefficientwork.Inaddition to the measurement of the students’ work, it can serve as themeasurement of the teacher’s preparation, professional knowledge aswell asthesupportoftheevaluation.Thismethodcanplayamajorroletopredictandpreventthestudents’diseases.Conclusions

Thismethodcancontributetoevolveanewobjectivemeasuringmethod

that can change the subjective evaluating systemof the teaching units and theincompetentpeople’sconvictionaccordingtowhichPEhastobeevaluatedinasubjectiveway.PEcanbemeasuredandcanbemademeasurable.

Theusageofthissystemcanmakepossibletoeventuateacrucialchangeinthe approach in the field of this profession, too where the foundation of thejudgment will not depend on the short‐term humanity but the developmentachievedwithlong‐termandhardwork.


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REPETITIONSPEEDINTHECONTEXTOFSPECIFICPHYSICALTRAININGPERIODFORJUDOATHLETES

PÉTER‐ZSOLTSZABÓ1*,EMILIAFLORINAGROSU1,IOANNELUPOP1,ALMOSANDRAS1,DANMONEA1,MIHAELAMARIABOTEZAN1

ABSTRACT.Introduction:Musclesarethemaindrivingforceinthe locomotivesystem.Moreover,theiractivityiscrucialforathleticperformance.Therepetitionspeedtheygenerateallowsforhigherperformance.Maintainingapositiveaverageforrepetitionspeedisessentialforconstantperformance.Hypothesis:Aspecificphysical trainingperiod influences the evolution repetition speed.MethodsandMaterials:SeventeenfemalesubjectsfromRomania’sJuniorOlympicJudoTeamtookpartinourstudywiththeagebetween14and20yearsold.TheMGM‐15JumpCarpetwasusedfortherepetitionspeedtest.Results:Therewasnosignificantstatisticaldifferencebetweentheinitialandfinalrepetitionspeedmeasurementbuttherewasastrongdifferencebetweenthetest’svaluesforbothfeetandeachsingleones.Conclusions:Thephysicaltrainingperiodthesubjectsundergonehadnoimpactoverthewayrepetitionspeedbehaves.Eventhoughthiselementshowedsignificantdifferencesbetweenvariousjumpingpositionsthiswasnotenoughtoconfirmthehypothesis.Thisbeingthecase,theremaybeanotherfactorthatinfluencestherepetitionspeed’sevolution.Keywords:judo,MGM‐15,repetitionspeed,physicaltrainingREZUMAT.Vitezaderepetițieîncontextulunuiprogramdeantrenamentfizicspecificalsportivilordejudo.Introducere:Mușchiisuntprincipalulmotorîncadrulsistemuluilocomotor.Activitatealorestecrucialpentruperformanțasportivă.Vitezaderepetițiegeneratădeaceștiapermiteatingereauneiperfor‐manțeridicate.Menținereauneivitezederepetițieridicatăesteesențialăpentruperformanțăconstantă.Ipoteză:Operioadădeantrenamentfizicspecificinfluențeazăvitezaderepetiție.MetodeșiMateriale:17subiecțidegenfeminindincadrulLotuluiOlimpicalRomânieideJudocategoriaJunioricuvârstacuprinsăîntre14și20deaniauparticipatlastudiulnostru.CovoruldesărituriMGM‐15afost

1Babeş‐BolyaiUniversity,PhysicalEducationandSport,Cluj‐Napoca,Romania*Correspondingauthor:[email protected]

P.‐ZS.SZABÓ,E.F.GROSU,I.N.POP,A.ANDRAS,D.MONEA,M.MARIABOTEZAN

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folositpentrumăsurareavitezeiderepetiție.Rezultate:Nuafostidentificatăodiferențăsemnificativstatisticăîntrevaloareainițialășifinalăavariabileimăsurate.S‐aidentificatodiferențăsemnificativstatisticăîntrevalorileacesteiaîntresăriturilepe ambele picioare și pentru fiecare dintre ele în parte.Concluzii: Perioada deantrenamentfizicîncareaufostintegrațisubiecțiinuaavutunimpactasupramoduluiîncareevolueazăvitezaderepetiție.Deșilaacestcapitolesteprezentăodiferențasemnificativăîntrevalorilevariabileipentrusăriturilepeambelepicioareșipentrueleindividualacestlucrunuafostîndeajunspentruconfirmareaipotezei.Aceastafiindstareadefapt,putempresupunecăexistăovariabilăneidentificatăcareinfluențeazăevoluțiavitezeiderepetiție.Cuvintecheie:judo,MGM‐15,vitezaderepetiție,antrenamentfizic

Introduction Yourbodyconstantlyadapts to the stressesunderwhichyouplace it.Exercise isonesuchstress.Over time,yourbodywillphysiologicallyadapt toaerobictraining.Thesephysiologicaladaptationswilldecreasemusclesorenessandmake yourheartmore efficient so you can exercisemore easily and at ahigherintensitythanwhenyoufirststartaworkoutroutine.Moreimportantly,youroverallhealthwillimprove(Dudley,1982).

YourmusclescanbecomprisedofTypeIorTypeIIfibers.TypeIfibersaresuitableforenduranceexercisebecausetheydonotcontractasquickly,buttheyalsodonot fatigueasquickly.Bycontrast,Type II fibersaresuitable forsprintingexercisebecausetheycontractrapidly,butalso fatiguerapidly.Withaerobictraining,TypeImusclefibersincreaseinsize.Thismeansyourmusclefibersareabletocontractforalongerperiodoftime(Trappe,2006). Judoischaracterizedbyhigh‐intensityintermittentefforts,resultinginhighphysiologicaldemand(Franchini,2011).Judoathletestypicallytakepartinseventoeightcompetitions,eitherregionallyorinternationally(Julio,2013).

Thus,thetrainingscheduleisimportanttoprovidejudoathletesabetterchancetoqualifyinthesetournaments(Crnogorac,2010;Fukada,2013;Stojanovic,2009).

Therearethreeelements involved forattainingthedesiredspeed: themental quickness and the physical approach combined with the appropriatetechnique.Physicalspeedisnormallydefinedasthequicknessofmovementofalimb, whether this is the legs or the arms of a judoka. Physical speed as anintegralpartofthejudoperformanceisinfluencedby:thejudoka‘squickmentalresponse,thechoiceofthetarget,hismobility,hisendurance,hisbasicstrength


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andbythetechniquehechooses.Wenormallydevelopthephysicalspeedthroughtheapplicationofvarioustechniquesofsprintingfirstrehearsedatslowspeedsandthentransferredtorunsatmaximumspeedoversetdistancesandtimes.Thischosengradationensuresproperwarmupofthemusclesandjointsgroups,increaseendurance,provideopportunitiestocorrecttherunningtechniqueandinfluencethestridelengthneededtoreachanupperspeedlevel.Hypothesis

Aspecificphysicaltrainingperiodinfluencestheevolutionofrepetition

speedofjudoathletes. One of the aims of this study was to identify if an intensive trainingperiodwouldaffecttherepetitionspeedofjudoathletes.Thephysicaltrainingperiod was expected to prepare the athletes for the upcoming national andinternationalcompetitions.MaterialsandMethods Seventeenfemalesubjectstookpartinourstudywiththeagebetween14and20yearsold.Allthesubjectswereathletesthatcompeteinnationalandinternational judocompetitionsandarepartof theRomania’s JuniorOlympicJudoTeam.Duringthespecificphysicaltrainingperiod,allsubjectsunderwentthesameroutineatthesamelocation.Thetest’sprotocolwasexplainedtotheparticipantsandwritteninformedconsentwasobtainedfromthem.

Allthesubjectswerebriefedbeforehandregardingwhattheexperimentconsistedofandwhattheywererequiredtodo.Thesubjectswereassuredthatany personal informationwould not bemade public and their personal datarecordedwillbeanalysedunderthecoverofanonymity.Moreoverthesubjectswereinstructedhowtocontrolsocialandroutineaspectsoftheirlivessothatthosevariableswouldnotinterferewiththeexperiment’sresults.Also,afterthebriefing, the subjectswereasked to confirm their understandingofwhatwasrequiredonapremadeconsentform.

ThestudywasconductedbetweenMayandJulyof2016.The17subjectsunderwentanintensivephysicaltrainingperiodthataimedtopreparethemforthe upcoming competitions. The main aspects that the training period wasconcernwithwerestrengthimprovement,enduranceandmusclefitness.Allofthesewere intertwinedwithspecific training for judo techniques.Overall thisintensive and specific training period was a vigorous shock for the subject’sphysicalperformance.


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Forthemeasurementswe’veusedtheMGM‐15jumpingcarpetthatoffersdataregardingtheforce‐speedasymmetryandalsothestructuralconsistencyof a subject’smovement control. The carpet is used in theMironGeorgescuModified Test that requires the subject to perform 1 set of 15 consecutivejumpsonbothlegs,onleftandontherightlegeach.Thedatarecordedisthenanalyzedbytheinstrument’ssoftwareandfinalcoefficientsareoffered. We’veconducted2measurementsforthewholeresearch.Onewasdonebeforeandonewasafterthephysicaltrainingperiod.Thisscheduleallowedusto identify as accurately aspossible the effects of the trainingover the force‐speedasymmetry.

Theprotocolforeachmeasurementwasasfollows:

Thesubjectswereaccommodatedwiththeinstrument; Thesubjectswereinformedwithregardstothetest’srequirements; Thesubjectshad10‐15minutesforwarm‐up; Thesubjectscoulddry‐testafewjumps; Thesubjectstartedthetestwith3setsof15jumps(bothfeet(BF),

right foot (RF), left foot (LF))with 15 seconds pause between thesets.

We’vefocusedoutattentionononecoefficientofferedbythesoftware:repetitionspeed.Therepetitionspeedreferstothespeedatwhichthesubjectcanrepeatasportrelatedtechniqueonaloop.Thevalueofthecoefficientrelatestotheaveragevalueofthetimespentonthegroundanditoffersdataregardingtherelation between force and speed. The quality and level of the speed for eachsubjectisdirectlycorrelatedtothevalueofthecoefficientregistered:

• High:speedvaluesbetween0.16‐0.165s;• Average:normalspeedvaluesbetween0.17‐0.18s;• Verypoor:speedvaluesover0.200s.

ThedatawecollectedwereanalyzedusingExcelOfficesoftware.Results A paired‐samples t‐test was conducted to compare the value of theinitialrepetitionspeed(V_repatT1)andthevalueofthefinalrepetitionspeed(V_repatT2)forthejudoathletes.Therewasnosignificantdifferenceinthescoresoftheinitialtestandofthefinaltestconditionsnomatterwhichindicatorwastested.Theseresultssuggestthatthetrainingprogramthesubjectsundergonedidnotaffecteitherpositiveornegativetherepetitionspeed.(TableNo.1)


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An independent t‐test was conducted to compare the value of therepetitionspeedregisteredforeachindicator(BF,RF,andLF)atthebeginningand at the end of the study period. Significant statistical differences wereobservedforthepairBF‐RFandBF‐LFatbothbeginningandendofthestudy.(TableNo.1)

Table1.StatisticalanalysisofthedataforBF,RFandLFatthetwomeasurementmoments(T1andT2).

Moment/Indicator Mean Std.dev. Min Max Statisticalsignificance(p)

T1BF 0,18 0,0186 0,14 0,2 BF‐RF‐LF BF‐RF 1,67x10‐11

T1‐T2

BFRF 0,27 0,0281 0,22 0,31

<0,0001BF‐LF <0,0001 0,1302

LF 0,27 0,0386 0,22 0,35 RF‐LF 0,6128 RF

T2BF 0,19 0,0267 0,14 0,24 BF‐RF‐LF BF‐RF 2,1x10‐10 0,1387

RF 0,28 0,0318 0,20 0,34 2,88x10‐11 BF‐LF 5,87x10‐8 PSLF 0,27 0,0366 0,20 0,36 RF‐LF 0,2586 0,5791

Fig.1.Graphicrepresentingthestatisticalresultsoftheanalysisofdata


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Discussion AnimportantaspectofthisstudythatmustbetakenintoaccountisthefactthattheMGM‐15equipmentoffersanumericvaluefortherepetitionspeedofasubjectwithoutincludingthesubject’stechniquespecifictojudo.Thevalueforthisindexisrawduetothewaythetestisconducted.Thisstudyaimedtoidentifyifthisvaluecanbeaffectedbyanintensivephysicaltraining.Thevalueoffered to us by the equipment does refer to the speed of repetition from aneuromuscularpointofview, inotherwords itgivesusthe levelatwhichthesubjectisabletoperformamovementoverandoveragain.Thismovementcanbeajudotechniqueornot.ThestudyconductedbyAlmansbainvestigatedtheexecution speed of judo athletes for a specific judo technique. Their studyfocused on the actual execution speedbetweendifferentweight categories injudo. In the end they identified that there was an important factor that wasdiscoveredbetweentheweightcategories:therepetitionspeedofthatparticulartechnique.Ourfindingsshowthattheactualrepetitionspeedinjudomaynotbeamajorfactorduetoitsraworigins.Theremightbemanyothermoreimportantfactorssuchasactualmusclespeedandnotrepetitionspeedthatcandeterminetheoutcomeofajudocompetition.Conclusions

Onepartofthisstudyaimedatidentifyingifaspecificphysicaltraining

periodinfluencestherepetitionspeedof judoathletes.Thelackofastatisticalsignificanceforanyofthejumpsetsatthebeginningandtheendofthestudymaymean that thephysical trainingperiodwasnotaiming to improve speedrepetition itsrolebeingto improvetheoverallphysical fitnessof theathletes.Also,thisresultmaysuggestthatthecontentofthetrainingperiodmightnotbesuitediftheaimwouldbetheincreaseinspeedrepetition. Ontheotherhandthefactthatthereisasignificantdifferencebetweenthedatarecordedforbothfeetandrightfootandleftfootatboththestartandendofthestudy,suggeststhatbothfeet jumpsofferahigherrepetitionspeedthanonefootones.


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REFERENCES

Almansba,R.,Franchini,E.,Sterkowicz,S.,Imamura,R.T.,Calmet,M.,Ahmaidi,S.(2008)Acomparativestudyofspeedexpressedbythenumberofthrowsbetweenheavierandlightercategoriesinjudo,Science&Sports,Volume23,Issues3‐4,p.186‐188.

Crnogorac,B.,Mekić,A.,KajmovićH.(2010)DeffectsofbasicpreparationperiodatmotorandfunctionalabilitiesofBosniaandHerzegovinafemalejudokasHomoSporticus,1,pp.17–20.

DudleyG.,AbrahamW.,TerjungR..(1982)InfluenceofexerciseintensityanddurationonbiochemicaladaptationsinskeletalmuscleJ.Appl.Phsiol,53(4),844‐850.

Franchini,E.,DelVecchio,F.B.l,Matsushigue,K.A.,ArtioliG.G.(2011)PhysiologicalprofilesofelitejudoathletesSportsMed,41,pp.147–166.

Fukuda,D.H.,Stout, J.R.,Kendall,K.L.,Smith,A.E.,Wray,M.E.,Hetrick,R.P.(2013) Theeffectsoftournamentpreparationonanthropometricandsport‐specificperformancemeasuresinyouthjudoathletesJStrengthCondRes,27,pp.331–339.

Julio,U.F.,Panissa,V.L.G.,Miarka,B.,Takito,M.Y.,FranchiniE.(2013)Homeadvantageinjudo:astudyoftheworldrankinglistJSportsSci,31,pp.212–218.

Stojanovic,M.,Ostojic,S.,Patrick,D.,Milosevic,Z.(2009)Physiologicaladaptationsto8‐weekprecompetitivetrainingperiodinelitefemalejudokasMedSport,4,pp.415–424.

TrappeS,HarberM,CreerA,GallagherP,SlivkaD,MinchevK,WhitsettD.,(2006)Singlemusclefiberadaptationswithmarathontraining,JApplPhysiol,101:721‐727.


CORRELATIVESTUDYBETWEENTHEFAIRPLAYDISPLAYEDINCOMPETITIONSANDTHEATHLETES’BEHAVIOUR

VERONICAPOPESCU1*,VIORELDORGAN2ABSTRACT.Introduction.Fairplayrepresentsanensembleofdisplayedmoralqualitiesandattitudes,inordertoperformsportsactivitiesinaclimatefavourableforsportsperformances,competition,supportersandathletes.Sport,byitspurpose,represents the athletes’ capacity of winning honestly, by respecting theiropponents,teammates,supporters,etc.Educationinthespiritoffairplayisdoneby the coach in collaborationwith the athlete, basedon themoral knowledgeandvaluestaughtbyfamilyandschool.Theathleteswithanadequate leveloffairplaydisplayedintrainingsandcompetitionsdetermineaproperbehaviourandaneasiersocialintegration,startingfromtheobservationthat“well‐raisedpersons”aresignificantlyeasiertoacceptthanpersonssituatedattheotherextreme,fromtheperspectiveofbehaviourinthiscase.Theobjectiveofourinvestigationconsistsofidentifyingthecorrelationsbetweenfairplayincompetitionsandfairplaydisplayedinthesociety.Theresearchmethodsusedwithinthestudywerethemethodofbibliographicstudy,theobservationmethod,thesurveymethod,(withinwhichweappliedthequestionnaireforfairplay)andtheSPSSmethodofanalysis and interpreting the results.Results and discussions. Results havedemonstrated that the athletes displaying fair play behaviour in competitionshaveproperbehaviour,byrespectingthemoralnormsandvalues imposedbythesociety.Conclusions.Thestudyconfirmsthatfairplayconductisbasedonthemoraldimensionthatmustbecontrolledandlearnt(asthecasemaybe)intrainings,competitionsandinsocialrelationshipsoutsidearenasandgymnasiums.Thus,theathletewillrepresentamodelforyoungpeople,forthefutureathletes,andhewillintegrateeasilyinthesociety,bothwhilepracticingsportandmostlyafterwrappingupthesportscareerandintegratinginvariousfieldsofactivity.Keywords:Sport;fairplay;competition;moralconduct;socialintegration

1“AlexandruIoanCuza”UniversityofIaşi,FacultyofPhysicalEducationandSport,Romania2StateUniversityofPhysicalEducationandSportofChişinău,TheRepublicofMoldova*Correspondingauthor:[email protected]

VERONICAPOPESCU,VIORELDORGAN

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REZUMAT.Studiu corelativdintre fair‐play‐ulmanifestat în competiţii şiconduitasportivilor.Introducere.Fair‐play‐ulreprezintăuncumuldecalităţimoraleşiatitudinimanifestate,învedereadesfăşurăriiactivităţilorsportiveîntr‐unclimatfavorabilperformanţelorsportive,competiţiei,suporterilorşisportivilor.Sportul,înfuncţiedefinalitateasa,reprezintăcapacitateasportivilordeacâștigaînmodcinstit,respectândadversarii,coechipierii,suporterii,etc.Educaţiaînspiritulfair‐play‐ului se facede antrenor în colaborare cu sportivul, având la bazăunfundamentalcunoștințelorşivalorilormoraledinfamilieşidinşcoală.Sportiviicaredeţinunniveladecvatalfair‐play‐uluişiîlmanifestăîncompetiţiişiantrenamente,determină o conduită adecvată şi o integrare socială mai bună şi mai facilăpentruacesta,plecândde laconsiderentulcă„oameniibinecrescuți”suntmultmaiușordeacceptatdecâtceicareseaflălapolulopus,dinpunctdevederealconduiteiînacestcaz.Obiectivuluiinvestigaţieinoastreconstăînidentificareacorelaţiilordintrefair‐playîncompetiţiişifair‐play‐ulmanifestatînsocietate.Metodeledecercetareutilizate incadrulstudiuluiau fostmetodastudiuluibibliografic,metodaobservației,metodaancheteiîncadrulcăreiaamaplicatchestionarulpentrufair‐playşimetodadeanalizaşiinterpretarearezultatelor(SPSS).Rezultateşidiscuţii.Înurmarezultatelors‐ademonstratcăsportiviicaremanifestăoconduităfair‐playîncompetiţii,manifestăoconduităadecvată,respectândnormeleşivalorilemoraleimpusedesocietate.Concluzii.Studiulconfirmacălabazauneiconduitefair‐play,staobunăfundamentareadimensiuniimoralecaretrebuiesăfiecontrolatăşiînvăţată(dupăcaz)înantrenamente,competiţiişiînrelaţiilesocialedinafarastadioanelorşiasălilordesport.Astfel,sportivulvareprezentaunmodelpentrutineri, pentru viitorii sportivi şi se va integra cu uşurinţă în societate, atât peparcursulpracticăriisportuluicât,maialesdupăîncheiereacariereisportiveșiintegrareîndiversedomeniideactivitate.Cuvintecheie:Sport–fair‐play–competiţie‐conduitămorală‐integraresocială

IntroductionTheissueofsportstrainingmadeitnecessarytosystematizeandinterpret

dataonthepractical,methodical,organizationalandprospectiveaspects.Gradually,a set of knowledge, notions, concepts, principles,methods and rules specific toperformance athleteswas established.Hence, sporting training has become aninstructiveandeducativeprocesswithparticularphysicalandmental formativevalences;itsobjectiveistovaluethehumanaptitudesasmuchaspossibleinordertoobtainsportsperformance,whichinvolveshighmoralandintellectualfeatures.Thesportscompetitionincludesthebehaviourofathletesanditembodiesthebio‐psychosocialunitofthepersonalityasanexpressionoftheindividualincompetitiveconditions.


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Sport is an activity with social character; its institutionally organizedunfoldingbringsusinthepresenceofothers.Hence,itinvitesustocommunication,interaction, thus determining us to develop social relating skills (sport is animportantmeansofsocialization),aswellasspecificattitudes.Sportisintheoryan ideal activity for “training” social behaviour. It represents a defined socialfield,governedbyrelativelystrictrulesandbyregulatorynormsforsanctioningdeviationsandforpunishingdeviantbehaviour.Unliketheacquisitionofabstractrulesinotherfields,sportprovidesa learningmethodwithmoreexperiential,applicativefocus.

Theathlete’s trainingmustbeunderstoodasapreparation for life,notonlyforthesportsbranchpracticed,becauseeducationistheactionofformingtheindividual forhimself,bydevelopingamany‐sided interest (Herbart,1976).At thesametime,educationisintegration:integrationoflifeforcesintheharmoniousbodyfunction, integrationof socialaptitudes inorder toadapt togroups, integrationofspiritualenergies,throughthesocialandcorporalbeing,forthecompletedevelopmentofindividualpersonality(Hubert,1965).

Moralconscienceandconductareacquiredbasedonthecontinuity informingmoralnotions,beliefsandbehaviour,by respecting theactionunitofemotional factors (school, family, culturalunits), aswell as theunitybetweentheinstructiveandtheeducativeprocess.Thebehaviouralmanifestationsoftheathleteduringhistraining(practice,competitions,sociallife)reflecthislevelofeducation/moral‐volitionaltraining.Wereferheretothemoralcomponentwithin the fairplayspiritof theathlete, to theperceptionandapplicationofthis concept promoted and supported by all competent bodies in the field.Research had underscored those athletes exceeding the average level displaytenacity, responsibility, attitude stability and action. Below the average level,psychological manifestations include a narrow sphere of interests with arealistic,practicalandformalcharacter.

Sportandsportscompetitionaresubmittedtothemoralvaluesof fairplay,consistingofrespectfortheopponent,regardlessofreligion,ethnicgroup,race, political colour, etc. Moral education is understood as a passage frommoralstomorality,asaninteriorizationofmoralnorms,rulesand–itinvolvesnotonlyacognitivedimension,butalsoanaffectiveandapracticaldimension(Grigoraş,Stan,1994).Hence,theoptimizationoftheathlete’strainingprocessrequires the transformation of training into a constructive process meant toensure the continuity of its formation; it focuses onmobilizing and properlyempoweringhumanresources(Tüdös,2000).Sportsperformancedoesnotbelongonly to thestrong, fastorskilful.Withoutstrongwill,perseverance,characterstrength,(i.e.withoutthemoralqualitiesofpersonality)anathletecannotbecomeachampion;moreover,hecannotbecomeatrueathleteandagenuinehumanbeing.


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Fairplayrepresentsawholesetofmorals,apsychology,acodeofunwritten,chivalrousandtraditionallawsanditconstitutesanotionwithmultiplemeanings;it expresses fair fight, observation ofwritten andunwritten rules, respect fortheopponentandsportsmanship.IntheopinionofŢopescu,sportisnotreallysportwithoutfairplay.Therearehoweverfactorsthatinfluenceitnegatively,suchasthedesiretowinatallcosts,theunleashedpassion,theexacerbatedprestige,thetendencyofbeingsurroundedbytheworshipaura, the fearof failure, thetemptingperspectiveofmaterialorothertypesofadvantages.Alloftheseaspectsmakesportturntowardswrongpathsandathletesforgetaboutthelawsofmorals,aboutthefactthatoneshouldbemodestafterwinningandgracefulafterlosing(Ţopescu,2003).Themodelofeducatedathlete ischaracterizedbysimplicity,modestyandbalance.Thefirstmeaningofsportissportsmanship.Itaccompaniestheathletethroughouttheactiveyearsonthearenaandthenoverhislifetime.

Hemingwaycontended that sport teachesushowtowinhonestlyandhowtolosegracefully;sportteachesuslife.Butwedonotalwayswin.Thisiswhy a great athlete knows how to accept defeat with the head up. Beyondvictoryandparticipation,thereissomethingmorevaluablefromanethicalandphilosophicalperspective:thevictoryuponus.

Attheotherextreme,theBritishwriterGeorgeOrwellwroteasearlyasin1948,“Serioussporthasnothingtodowithfairplay.Itisboundupwithhatred,jealousy, boastfulness, disregard of all rules.” There aremany examples in thisrespect.Letusexaminethefirst‐leagueplayerwhoaimsnearthegoal,whiletherefereesaysitwasagoal.Hiserrorcanbecorrectedrapidlyiftheauthoradmitshisown fault,buthedoesnot intend todoso.Anotherexample is thearrayofathleteswhochoosealltypesofsubstanceabusetoboosttheirexerciseandfocuscapacity,tothedetrimentofathleteswhocompeteinallhonesty.

Yearsago,thephilosopherHansLenkandthesportssociologistGunterA.Pilznotedthateducationinthespiritoffairplaymustnotbeneglectedinasocietythattendstobecomeexclusivelysuccess‐oriented.Educationfor fairplayencouragespeopletolearnhowtobecalmerandmorerelaxed,fairer.Mostofthetimes,sportislikelife.ThepainterVincentVanGoghsaid,lookforaglimpseofthesunwithoutpushingtheotherintotheshadow(Hans‐AlbrechtPflasterer,6/2000).

Fair playmeans respecting the rules, giving up wrongfully obtainedadvantages, providing equal opportunities, displaying preventive behaviour,respecting the opponents and accepting the others. However, fair play as afundamentalsportsandmoralattitudeisthreatenednowadays–notonlyinsport,butalsoinotherfieldsofsocialliving.Notwithstanding,wemusttakeintoaccountthat fairplayprovidesgenuinepossibilities forabetterorientation inaworldfullofcompetitiveelements.


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Theobjectiveofthestudyconsistsofidentifyingthecorrelationsbetweenfairplayincompetitionsandfairplaydisplayedinthesociety.Thisobjectiveismeanttoassesstheinstrumentwehavedesigned,byhighlightingthepossiblecorrelations between the two subscales and between them and the fair playscaleasawhole. Hence,weproposeheretodemonstratethatthereisadirectcorrelationbetween thevariables fairplay incompetitionsand fairplay ingeneral,namelythatahigher score for thedimensionof fairplay incompetitionsentailshigherscoresinthedimensionoffairplayinthesociety.Materialandmethod

The research methods used within the study were the method of

bibliographicstudy,theobservationmethod,thesurveymethod,(withinwhichweappliedthequestionnaireforfairplay)andtheSPSSmethodofanalysisandinterpretingtheresults.Researchmethodology The research had an exploratory character and it began in February2016bycollectinginformationregardingtheelaborationandapplicationofthefairplayquestionnaire;theresearchendedinAugust2016.Itwaspre‐testedon60subjectsandsubsequentlyappliedto150subjects.Thesubjectswereathletes,selectedaccordingtothefollowingcriteria:studies,gender,sportsbranch,ageandsportsranking.

Thefairplayquestionnaireismeanttomeasurethewayathletesthinkandact incompetitionsand insocial life fromtheperspectiveof the aforementionedconceptoffairplay.Thequestionnairecomprisesanumberof28itemsstructuredontwo14‐itemsubscales:fairplayincompetitionsandfairplayingeneral.Thesubject chose a number within a five‐point Likert scale, which showed thedegreetowhichthesubjectagreedwiththatstatement.Thescoringisdoneforeachsubscaleorforthescaleasawhole,withthementionthatsomeitemsarereversed.

Whilepre‐testingthisinstrumentonthesamesampleof60subjects,weobtained a 0.87 Cronbach’s alpha coefficients of internal consistency overall,while0.79forfairplayincompetitionsand0.77forfairplayingeneral.Similarly,atest‐retestcorrelationwasnotpossibleinordertoassessthestabilityofresults.Cronbach’s alpha coefficients show good, high fidelity of the instruments, thusprovingthatthescaleitemsmeasurevariousaspectsofthesamevariables.


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Resultsanddiscussions

The analysis and interpretation of results was conducted using thespecializedpsychologicalstatisticssoftwareSPSS.Withinthestatisticalanalysis,we determined the bivariate Pearson’s correlation between the variables fairplayincompetitionsandfairplayinthesociety,ingeneral.

Table1.Pearson’scorrelationsbetweenfair‐playincompetitionsandgeneralfair‐play:descriptivstatistics.

Table2.Pearson’scorrelationsbetweenfair‐playincompetitionsandgeneralfair‐play:correlations.

Inordertoassessthehypothesis,wecalculatedthebivariatePearson’scorrelationbetweenthevariablefairplayincompetitions,ononehand,andthevariable fair play in general. The hypothesis was confirmed for the analyzedvariables.

There is adirect significantpositivecorrelationbetween thevariablesfairplayincompetitionsandfairplayingeneral(r=0.934,p=0.000).Namely,athleteswithhighfairplaybehaviourincompetitionstendtohavehighfairplaybehaviour in general and the other way around, (athletes with low fair playbehaviourincompetitionstendtohavelowfairplaybehaviouringeneral).

DescriptiveStatistics

107,8267 14,95665 150

53,1733 9,00168 150

Generalfairplay

Fairplayincompetitions

Mean Std.Deviation N

Correlations

1 ,934 **, ,000

150 150,934 ** 1,000 ,150 150

PearsonCorrelationSig.(2‐tailed)NPearsonCorrelationSig.(2‐tailed)N

Fair‐playgeneral

Fair‐playincompetitii

Fair‐playgeneral

Fair‐playincompetitii

Correlationissignificantatthe0.01level(2‐tailed).**.


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Table3.BivariatePearson’scorrelationbetweenthevariablesfairplayincompetitionsandfairplayingeneral

FairplayingeneralFairplayincompetitions N=150 r=0,934p=0,000

Fromaqualitativeperspective, for thecorrelations foundbetweenthevariablesfairplayincompetitionsandfairplayingeneral,itcanbestatedthatathletesdisplaying fair playbehaviour in sports competitionswill display thesame type of behaviour in social life, too. The sports norms, rules andregulations,aswellassocialnormsandsociallivingrulesmarkthebehaviourofathleteswho interiorize themandbehave according to the same spirit of fairplay.Itisequallytruethatwhentheserulesandnormsarerespectedtoalesserextent, the behaviour of athletes is less fair play than that of athletes whorespect these rules and norms, both in competitions and in social life. Therespectfortheothers,fortheopponentsandfortheteammates,theacquisitionand observation of game rules and social norms lead to the construction ofsportsconductinthespiritoffairplay,displayedinalllifesituations.

ConclusionsThecorrelationsfoundbetweenthevariablesfairplayincompetitions,

fair play in the society and fair play in general allowus to state that athletesdisplayingfairplaybehaviourinsportscompetitionswilldisplaythesametypeofbehaviourinsociallife,too.Thesportsnorms,rulesandregulations,aswellassocialnormsand social living rulesmark thebehaviourof athletes interiorizingthemandbehaveinthespiritoffairplay.

Theattitudeandvaluerelatedstructuresofpersonalityareconstitutedwithinandbasedonthewayanindividualrelatedtohisenvironmentandtheyaredisplayedinhisactivityandbehaviour.Theathlete’sorientationstowardsmoral valuesensure thebasis fordisplaying fairplaybehaviour regardlessofthesituation.

Theathletesdisplayinghighfairplayspiritaremoreawareoftheirownfeelings and they have a better consolidated sense of the Self. They live andperceivetheirownfeelingofchoiceregardingtheirownbehaviour,comparedtoathleteswhodisplaylowfairplaybehaviour.

Theinteriorizationofsocialnormsandrules(relatedtosportsandsocialliving)determinetheathletestomanifestmoreautonomousbehaviourthan thosewhoonlyknowabout theexistenceof thesenormsand rules, (suchbehaviouroriginatesintheindividuals’intentionality,whichisself‐determined).


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Asportseducationinthespiritoffairplayleadstotheconstructionoftheathlete’s autonomouspersonality, to themanifestationof their self‐developmentcapacityaccordingtothespiritoffairplay.

In sports, conducts determined by the sports branch regulation arelearnt and imposed; subsequently, they become abilities and customs in theathlete’sconduct,adaptedtothemoraltrainingofathletesandtothereflectionofthistrainingintheirconduct.Thesportsenvironmentprovidesthepossibilityoffinishingthistypeofeducation,thuscontributingtoahighextenttotheconstructofmoralitythroughtheobjectiveproposed–thedevelopmentofhumanpersonality.

REFERENCES

Grigoraş,I.,Stan,L.(1994).Educaţiamoral‐civică(Formareamoralităţiişicivismului).InA.,Neculau,T.,Cozma(Eds).Psihopedagogie(p.70),Iaşi:SpiruHaret.

Hans‐AlbrechtPflasterer(2000).OlympischesFeuer,6/2000,p.30‐31.Herbart,J.H.(1976).Prelegeripedagogice,Bucharest:Didactic.Hubert,R.(1965).Traitédepédagogiegénérale,Paris:PUF.Tüdös,Şt.(2000).Criteriipsihologiceînfundamentareaşistructurareapregătiriisportive.

Bucharest:Paideia.Ţopescu,C.(2003).Fairplay,p.10,Bucharest:Humanitas.WilliamH.Willimon&ThomasH.Naylor(1995).TheAbandonedGeneration:Rethinking

HigherEducation(WilliamB.Eerdmans).www.fairplayinternational.org/start.www.psihologie.esential.ro/links.www.thesportjournal.org/2004Journal/Vol7No3/bohnstedtMiller.asp.www.tigger.uic.edu/MoralEd/articles.


GENDERDIFFERENCESINTECHNICALFEATURESOFELITEJUNIORTENNISPLAYERSANDINTHETECHNOLOGICAL

CHARACTERISTICSOFTHEIRRACKETS

KÁROLYDOBOS1*,CSABANAGYKÁLDI2

ABSTRACT. Introduction:Themorepreciseobservationof tennisplayers isessential to reach the best competitive performance in junior level as well.Objective:Theaimoftheresearchwastotestthehypothesisthatthemajorityofelite junior tennisplayersareright‐handedandmostof themuse the two‐handedbackhandstrokeandmodern forehandandbackhandgrips. Furthermorethetechnicalcharacteristicsoftheracketsusedwellreflectthedifferencesingender.Method:40elitemale(15.92age)and40elitefemale(16.34age)tennisplayersparticipated in our research. Testing was carried outwith calibrated means andequipmentbasedonstandardprotocols.Results:92.5%ofthemalesand95%ofthefemalesareright‐handed.65%ofthefemalesand72.5%ofthemalesusethemodernsemi‐westernforehandgrip.Asfarasbackhandgroundstrokesareconcerned,thefrequencyofthetwo‐handedbackhandstrokeis95%forfemalesand80% formales. 40%of themales and females used themodern two‐handedbackhandgrip.Themalesusedasignificantlylongerandheavierracketofgreaterswingweightthanthefemales(p<0.05).Ontheotherhand,femalestennisplayersusedasignificantlybiggerheadsizewithastifferandwiderframeracketthanthemales(p<0.05).Conclusions:Theresultsdrawattentiontothatthedominantarm,grips,backhandtypeandusedrackets’characteristicgiveuseful informationforthetrendsinthepreparationoftheelitejuniortennisplayers.Keywords: tennis, dominant and non‐dominant hand, grip, backhand stroke,technologicalchanges

1UniversityofPhysicalEducation,Budapest,Hungary*Correspondingauthor:[email protected]

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Introduction–ObjectiveElitejuniortennisplayershavetoplayagainstexcellently‐trainedopponents

who are increasing in number both at the national and international levels.Thankstomodernequipment,courtsurfacesandmoderntrainingmethods,playisbecomingfasterinthejuniorlevelaswell.Furthermore,onecantalkaboutawhole‐yearcompetitionperiodalreadyatthejuniorlevel,nottomentionthefactthattheseage‐categoryplayerswillprovidethefuturegenerationoftennisplayers.Tohaveabettercompetitionperformance,morepreciseobservationandpreparationisessential, part ofwhich consists of gatheringdata and analysing thedominanthand,differentracketgrips,technicalelements,heightoftheplayerandtechnicalcharacteristicsoftheracketused.

Smooth,powerfulandaccuratestrokesarebasedonproperracketgrips(Levey, 2005, 2012). This is especially true for the junior tennis players. Theracketgriphasaneffectontheangleoftheracketsurfaceatthecontactpoint,thusinfluencingthespeedoftheball, itsspinanddirection.Theselectionofaproperracketgripisdifficultascertainracketgripsaremorefavourablethanotheronesintermsofdifferenttechnicalelementsandgamesituations(Levey,2005, 2012). Furthermore, the dominant hand (themore skilful one) has aninfluence on the technical, tactical and conditional preparation of the juniortennisplayeraswellasontheformationofhis/hergamestyle.Modernracketsarelighter,haveawiderframe,havebiggerheadssize,arestifferandhave longerduration than the older, wooden and metal rackets (Bolettieri, 2001; Dobos,2013;Crespo&Reid,2009;Miller&Cross,2003).Thesetechnologicalchangeshave revolutionised changes in stroke technique, evenat the junior level.Moderngrips(semi‐western,westerngrip),footworks(split‐step,gravitystep),newhittingstances (open, half‐open), the two‐handed backhand stroke, and faster spins andstrokeshaveappeared.Asaresultofthese,thetrendsinpreparingelitejuniorplayershavegonethroughgreatchanges.

The role of height is alsonot negligible in junior tennis, but there aresomeothersignificantfactorsofsuccessfulperformance.Itisobviousthattallerplayers have longer arm extension than their partners. Taller professional tennisplayers havemuch better biomechanical conditions for faster service speed thantheirshorterpartners(Martin,Kulpa,Delamarche&Bideau,2013).Furthermore,inprofessionalplayersasignificantrelationshipcanbeobservedbetweenheightand the average speed of the first and second serves (Cross& Pollard, 2009;Vaverka&Cernosek,2013,2016).Inouropinionthesefactsaretrueforjuniortennisplayersaswell, thus, theirheightprovidesanadvantage,mainly in thelonger extensionof thearm.Heightalsohasaneffecton racket selection, playingstyleandplayerfootwork.

GENDERDIFFERENCESINTECHNICALFEATURESOFELITEJUNIORTENNISPLAYERSAND…

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Basedonallthese,theaimofthisresearchistoexaminethehypothesis,accordingtowhichthemajorityoftheunder‐16and‐18elitejuniorHungariantennisplayersareright‐handed,mostofthemapplymodernforehandandbackhandgrips,amajorityofthemusetwo‐handedbackhandstrokes,themalesaregenerallytaller,andthetechnologicalcharacteristicsoftheirracketswellreflectthedifferenceingender.Afurtheraimofthisstudyistohelpinthemoreeffectivepreparationofjuniortennisplayersbasedontheinformationobtained.Methods

Participants

ThebestHungariantennisplayersfromtheunder‐16and‐18agegroup(thefirst40players)participatedintheresearch.Thestratifiedrandomsamplingmethodwas used; 20 boys and 20 girls from each age categorywere tested(altogether,80people).Inaddition,30%oftheinvestigatedtennisplayershadETAorITFrankingsbesidestheHungarianone,and10%wereamongthetophundred.TheselectedsamplerepresentedthetotalmaleandfemalepopulationofthebestHungarianunder‐16and‐18age‐categorytennisplayers:theyhad3‐7yearsofcompetitionexperienceandplayed40‐90stakematchesayearonaverage.Fromthepointofviewoftheresearch,twogroupswereformed:1)maletennisplayers;2)femaletennisplayers.Theiraveragechronologicalagewas:15.92and16.34,respectively,forthemalesandfemales.

The ethical norms (Harriss&Atkinson, 2011)of the researchwere inharmony with the principles formulated in the Helsinki declaration. Also,professional‐ethical permission was granted for the research (7878/2014),issuedbythePublicHealthOrganizationoftheBudapestGovernmentOffice.

Experimentalprocedures

Thedeterminationofthesubjects’calendarage,heightandracketgripandthemainparametersoftheirracketswerecarriedoutbasedonastandardprotocol(Mészáros,1990a,b;Levey,2005,2012;Bollettieri,2001).

Examinedvariables

Thedominanthand:isthemoreskilledupperextremityoftennisplayerswhichholdstheracketanddrivesitduringthedifferentexecutionsofthestroke.

Racketgrip:positionofthehandoftheplayeronthegrip.


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One‐handedbackhandgroundstroke:thisisthetechnicalelementwhichisinitiatedwithonehandfromtheleftsideofthebody(inthecaseofaright‐handedplayer),andaftercontacttheballfinishesontherightsideofthebody.

Two‐handed backhand groundstroke: this is the technical elementwhichislaunchedwithtwohandsfromtheleftsideofthebody(inthecaseofaright‐handedplayer)andfinishesontherightsideofthebodyaftercontactwiththeball.

Height:(m):Thisisthedifferencebetweentheplaneofthesoleandthehighestpointofthetopoftheheadinmetres(Mészáros,1990a).

Parametersoftheracketused:

Weight(g):fullmassoftheracketwithoutthestringsingrams.Length(cm):distancebetweenthetwoendsoftheracketincm.Stiffness(RA):isthenumberthatshowstowhatextenttheracketbends

asaresultofthegivenforce(Bollettieri,2001).Swingweight(kg.cm2):characteroftheracketmanifestedinthedynamic

movementoftheracket,whichisnothingmorethanthemanoeuvrabilityoftheracket.

Headsize(cm2):sizeoftheracket’sheadincm2Framebeam(mm):Thicknessoftheouteredgeoftheracketinmm.

Statisticalanalyses

First,thedispersionofthedatawascarriedoutwithaninvestigationofthestatisticaldata,duringwhichtheShapiro‐Wilk–Wtestwasused.Thedatadidnotmeetthedemandsofnormaldispersion,thus,heightandthebasicstatisticalindicesofthemainparametersoftheracketusedweregivenbythemedianandquartilerange.Thenon‐parametricMann‐WhitneyUtestwasappliedinexaminingthedifferenceingender.Thesignificancelevelwasdeterminedatvaluep<0.05.

Thefrequencyofgrips,thetypeofbackhandstroke,thedominant(hittingarm) and non‐dominant handwere given as a percentagewith the percentilevalue.ThestatisticalanalysiswascarriedoutwithSPSS12.0software.Results

92.5%ofthemaleswereright‐handed,and7.5%wereleft‐handed.For

females,thenumberofright‐handedplayerswas95%,with5%beingleft‐handed(Figure1).65%ofelitejuniorfemaletennisplayersusedthesemi‐westerngrip,with35%usingtheeasternforehandgripfortheforehandgroundstroke.Inthecaseofmalesitwas72.5%forthesemi‐western,25%fortheeasternforehandand 2.5% for the western forehand grip (Figure 2). As far as the backhand


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strokesareconcerned, the frequencyof thetwo‐handedbackhandgroundstrokewas95%forthefemalesand80%forthemales.5%ofthefemalesand20%ofthemalesusedaone‐handgroundstroke(Figure3).55%ofthefemalesusedtheso‐calledtraditionalgrip,and40%ofthefemalesusedthemoderntwo‐handedbackhandgripinexecutingbackhandgroundstrokes.Therateofthetraditionalandthatofthemoderntwo‐handedbackhandgripwas37.5%and40%,respectively,inmales.Another2.5%usedtheextremetwo‐handedgrip.17.5%ofthemalesusedtheone‐handedeasterngrip,and2.5%usedtheone‐handedsemi‐westerngrip,while2.5%ofthefemalesusedtheeasterngripand2.5%,thesemi‐westernone‐handedbackhandgrip(Figure4).

Figure1.Frequencyofdominantandnon‐dominanthandinelitejuniortennisplayers

Figure2.Frequencyofforehandgripinelitejuniortennisplayers


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Figure3.Frequencyofbackhandstrokeinelitejuniortennisplayers

Figure4.FrequencyofbackhandgripinelitejuniortennisplayersThemalesusedsignificantlylongerandheavierracketsofgreaterswing

weight compared to the females (p<0.05). The females used a racket with asignificantly largerheadsizewithastifferandthicker framecomparedto themales(p<0.05)(Table1).Maletennisplayersweresignificantlytallerthanthefemales(p<0.05)(Table1).


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Table1.Basicstatisticsanddifferencesofusedtennisracketandbodyheight

inelitejuniortennisplayers.N:80

Asterisksindicatessignificantdifferencesp<0.05*.Discussion

Importanceofdominanthandandgenderdifferencesofitsfrequency(percentage)

Themajority of the tested elite junior tennis players are right‐handed(males92,5%,females95%).Thefrequencyofleft‐handedplayersisinsignificant(males7,5%,females5%).AccordingtoTE,ITF,ATPandWTAofficialwebsitestheright‐handeddominancecanbeobservedinthebestjuniorandprofessional(best40)playersintheworld.Thepercentagesmales,87.5%;andfemales95%inthecaseofprofessionalmenitis80%andforwomen,85%.

Itcanbeseenfromthedatathatthepercentagefrequencyoftheright‐handedplayersissignificantlyhigherthanthatoftheleft‐handedonesinbothgenders, thus, the tennis players playmanymorematches against the right‐handedpartnersbothat the juniorandprofessional levels.So themajorityofprofessional and junior tennis playershavemorematch experience, technicalpreparedness,tacticalplansandrepertoireswhenplayingagainstright‐handedplayers.Thesemeanakindofadvantageforleft‐handedplayers.Wethinkthisstatementistrueforthetestedelitejuniortennisplayersaswell.

Variables MalesN:40 FemalesN:40

Median QuartileRange Median QuartileRange

Weight(g) 305.00* 20.00 295.00 10.5

Length(cm) 69.00* 0.42 68.58 0.5

Stiffness(RA) 64.00* 6.00 68.00 11.00

Swingweight(kg∙cm2) 320.00* 12.50 312.50 11.00

Headsize(cm2) 632.00* 15.00 645.00 0.00

Framebeam(mm) 21.41* 0.75 23.66 2.33

Bodyheight(cm) 177.70* 7.9 168.80 9.08


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Importanceofforehandgripandgenderdifferencesofitsfrequency(percentage)

The dominance of the semi‐western racket grip can be observed bycomparingthe frequencyof theeasternandwesterngrip intheelite juniormalesand females tennis players (males, 72.5%; females, 65%). The semi‐westernforehandgripensuresfasterspinandgreatercontroloftheexecutionofspinofforehand groundstrokes and lobs compared to the eastern forehand grip.Furthermore,itcanbeappliedinhandlingtheflat,slightlyspinnedfinishinganddefensive forehand stroke, as well as in the case of high‐bouncing balls. Thehighestspincanbegeneratedwiththewesternhandgrip(Levey,2005,2012).Accordingtoouropinionthemajorityofthetestedjuniorplayersofbothgenderspossessthemodernforehandtechniqueandgoodphysicalcondition,allowingthemtogiveaspintotheballwhileconsideringthespeedaswell.Thecompletelackofwesterngripuseinfemalescanbefoundinonly2.5%ofthemales.Butitshowsthat theexaminedelite junior tennisplayershardlyorveryrarelyusehigh‐risingforcefulspins.Regardingtheeasternforehandgrip,25%ofthemalesand35%ofthefemalesplayflatballswithlessspinwhichresultfromthistypeofgrip.

Backhandstrokesandtheirimportanceandpercentagefrequencyindifferentgenders

Inanalysingthefrequencyofbackhandstrokesofelitejuniormaleandfemaletennisplayers,theconsiderabledominanceofthetwo‐handedbackhandstrokecanbeobserved(males,80%;females,95%).Thefrequencyoftheone‐handedbackhandstrokewas20%forthemalesandonly5%forthefemales.Incomparison,accordingtoETA,ITF,ATPandWTAofficialwebsites95%ofelitejuniormaletennisplayers(thebest40)and98%ofthefemalesusetwo‐handedbackhandstrokes75%ofthebestmaleprofessionaltennisplayersand90%ofthewomenuseatwo‐handedbackhandstroke.Themeasureddatainthisresearchreinforcestheinternationaltrendwhichshowsadrasticpushingforwardofthetwo‐handedbackhandstrokeinbothgenders.

Duringplay juniortennisplayersareabletogenerate fasterandmorespinned balls thanks to modern handgrips and equipment. So it is a basicrequirement for the players to have such abackhand strokewithwhich they canhandleandgeneratethesefasterandmorespinnedballs.Basedontheobservations,thisdouble requirement canbe fulfilledmucheasierwith theuseof the two‐handedbackhandstroke.Themajorityofthetestedjuniorplayersusethetwo‐handedbackhandstrokeinbothgenders.

Theswingradiusoftheracketisshorterinatwo‐handedbackhandstrokethanintheone‐handedone,sothetimeelapsedbetweentheswingandthecontactpointisshorter(0.09s)fortheformerthanthelatter(0.13s)(Reid,2001;Reid&


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Elliott,2002).Theshortbackswingmakesforeasiertiming,bettercontrol,shorterpreparationoftheracketandbetterhidingofthestroke(Reid,2001).Thespinofthetwo‐handedbackhandstrokedemandslessphysicallyandcoordination‐wiseof the tennisplayer,as the lessskilfularmcanaid thehorizontalandverticalmovementoftheracketatthecontactpoint.Thisstrokeprovidesahugeadvantageinhandlingthehigh‐bouncingball(uptoshoulderlevel)andcaneasethehandlingofballsrisingtodifferentheightsaswell. Intheearlyphasesoftheteaching‐learningprocess,thetwo‐handedbackhandstrokecreateslessofachallengeintermsofcoordination(twohandsaidtheexecutionofthestroke),thuslearningthebasicsrequiresashortertime.Thebiomechanicalcharacteristicsmaketheexecutionpossiblefromvarioushittingstances.Thevibrationresultingfromthecontactpointisdividedbetweenthetwoupperextremitiesinthecaseofatwo‐handedbackhandstroke,thusdecreasingtheloadononearm(Elliott,2003).Tenniselbowinplayersusingthetwo‐handedbackhandstrokeislessfrequentthanforplayersusingtheone‐handedstroke(Roetert,Brody,Dillman,Groppel&Schultheis,1995).

Theone‐handedbackhandstrokeensuresalongerpathtothespeedingupoftheracket.Itscontactpointisabout20‐30cmahead,anditsdistanceofextensionisgreaterthanthatofthetwo‐handedbackhandstroke(Reid,2001).Thus, the reaching and handling of balls hit with the one‐handed backhandstrokeandbouncingoutwardcanbewellsolved.Furthermore,thehitdoesnotforcetheplayertohittheballwithspin.Theexecutionofhittingthebackhandvolleywithonehandisnotaproblemfortheplayereither.Itensuresaneasieradjustmenttotheracketgripwhilerunningtothenet.

Importanceofbackhandgripandgenderdifferencesofitsfrequency(percentage)

Regarding the two‐handed backhand grip, it can be observed that agreaterpercentageofelitegirltennisplayers(55%)applythetraditionalracketholdinsteadofthemodernone(40%).Thepercentageoftwo‐handedbackhandgripforthemalesismoreequal(traditional,37.5%;modern,40%).Ofthemales,2.5%usedtheextremetwo‐handedgrip.Themoderntwo‐handedbackhandgrip(whenthedominanthandholdstheracketwiththeeasternbackhandgripandthenon‐dominanthandwitheasternorsemi‐westerngrip)placesthewristofthedominantandnon‐dominantarminsuchapositionthatplayersareaidedingeneratinggreaterspinthanwiththetraditionalbackhandgrip,withoutplacingahugeloadonthewristofthedominantarm.Thehandlingofhighballsisalsomorecomfortablewithit.Ontheotherhand,thetraditionaltwo‐handedbackhandgrip (when the dominant hand holds the racketwith the continental and thenon‐dominanthandwiththeeasternorsemi‐westerngrip)placesahugeloadonthedominantarm.Itistruethatlow‐bouncingballsaremorecomfortableto


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hitwiththisgrip,whichiswhyagreatpercentageofthetestedplayersusethemoderntwo‐handedbackhandstroke.Buttheuseofthetraditionaltwo‐handedbackhandstrokeismoresignificantwiththefemales,althoughitisnotnegligiblewiththemaleseither(females,55%;males,37.5%).Thereasoncanbefoundinthefreermovementofthewristofthedominantarm.

In studying the one‐handed backhand stroke of elite junior tennisplayers,itcanbesaidthatagreatmajorityofthemales(17.5%)usetheeasterngripcomparedtothesemi‐westernone(2.5%).Useofeithertheeasternorthesemi‐western one‐handed grip is insignificantwith the females (2.5%; 2.5%).Thedatashowthat17.5%ofthemalesuseaone‐handedbackhandgrip,allowingthe ball to be well spinned while considering the speed of the ball as well. Anegligiblepercentage(2.5%)usesthesemi‐westernone‐handedbackhandgrip.Asaresultoftheapplicationofhighertrajectory,strongerone‐handedbackhandspinsin the tested group areminimal. Furthermore, we think that only 5% of thetestedelitegirltennisplayershavethekindoftrainingorientationandtacticalpreparednessandsuchconditionalandcoordinationabilitieswhichallowone‐handedbackhandstrokestobeappliedsteadilywiththepropereffectiveness.Thus,theuseoftheone‐handedbackhandgripisinsignificantamongthem.

Differences in gender in the features of the racket used and bodyheight(Table2)

Inanalysingthemedianvaluesoftheracketsused,itcanbesaidthatthetestedelitejuniormaletennisplayersusedmedium‐weight(305g)andmediumstiff (64RA) racketsofnormal length (69cm), amediumhead (632cm2) andrelativelyhighswingweight(320kg.cm2).Theseracketsweresignificantlylonger,heavier,havegreaterswingweight,asmallerhead size, a narrower frameandweremoreflexiblethanthoseusedbythefemales.Inaddition,themalesweresignificantlytalleraswell.Thisiswhywethinkthatmaletennisplayers,duetotheirhigherlevelphysicalabilities,arealsoabletospeeduptheheavierandlongerracketsproperly.Therefore,theyareabletoreachagreaterhittingforce,return and receive balls arriving further from the body, have higher contactpointsattheservesandcoveragreaterareabothonthebaselineandatthenetthanthefemales.Furthermoreaccordingtoouropinionthegreaterswingweight,smallerhead,andnarrowerframeoftheracketcanshowthatmaletennisplayershavespecialcoordinationfeaturesbesidestheirphysicalabilitieswhichallowthemtomanoeuvrethetennisracketproperlyandthemoreflexibleframeensuresabettercontrolandspinoftheball.

The elite females tennisplayers usedmediumweight (295 g), normallength(68.58cm),specificallystiff(68RA)racketsofawiderframe(23.66)andmediumhead (645 cm2). Its swingweight (312 kg.cm2) registered amedium


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value.Theseracketsweresignificantlylighter,stiffer,haveabiggerhead,awiderframeandasmallerswingweightcomparedtothoseusedbymales.Besidesthese,theirheightwassignificantlyshortercomparedtothemales.Accordingtotheauthor,thetechnicalvariablesoftheracketsusedreflectthelowerlevelphysicalabilitiesandanthropometricspecialitiesofthefemaleplayers.Thisiswhytheyplaywith wider rackets with a bigger head and thicker frame, which increase theresistanceoftheracketheadrotatingalongthelongitudinalaxis.Furthermore,theracketwithalargerheadensuresalargersweetspot.Allthesehelptheminbettercontrollingtheballandintheexecutionofsuccessfulstrokes.Theuseofastifferracketalsoaidsthefemalesincreatingagreaterhittingforce.Thiswayenoughballspeedcanbeobtainedwithashorterswing,allowingthereturnofballsincaseofabadcontactpoint(hitscontactingtheballwiththeedgeoftheracket).Thelighterracketsofsmallerswingweightcanbewell‐speededup.

Finallywethinkthattheshorterextensiondistancederivingfromtheirlowerbodyheightandashorterracket,thefemalesuseadifferentkindoffootworkandplayingstylethanthemales.Theuseofastifferracketputsagreaterloadontheirarm,andthecontrollingandspinningoftheballwithastifferracketismoredifficultforthem,butthisdisadvantagecanbecompensatedforbydecreasingthefirmnessofthestringsandusingshorterandlightertennisracketwithlargerheadsize.Conclusions

Inconclusionitcanbesaidthatthedatadrawattentiontothefollowing

facts:themajorityofthetestedjuniorelitetennisplayersareright‐handed,playwitharched,properandfastballswithnormalspinasaresultofmodernrackets,moderngripsandusethetwo‐handedbackhand,whichbasicallydeterminethetrendsinthepreparationoftheplayers.Inaddition,genderdifferences–whichareofkeyimportance–alsohavetobeconsideredintermsofpreparation.

REFERENCES

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InternationalTennisFederation.Cross,R.,&Pollard,G.(2009).GrandSlammen’ssinglestennis1991‐2009Servespeeds

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Dobos,K.(2013).Ideasaboutsomefactorsdeterminingtheperformanceinmoderntennis.MagyarSportudományiSzemle,14,19‐24.

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EmiratesATPranking(2016December).Retrievedfrom: http://www.atpworldtour.com/en/rankings/singles.Harriss,D.J.,&Atkinson,G.(2011).Ethicalstandardinsportandexercisescienceresearch.

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STUDYONIMPROVINGTHEQUALITYOFDRIVINGSKILLBYSIXTHGRADESTUDENTS

GHEORGHEGABRIELCUCUI1*,IONELAALINACUCUI1

ABSTRACT.Qualitymotricskillhasacomplexcontentbecauseoftherelationshiptheyhavewithotherdrivingqualitiesandtheskillsanddrivingskills.Anyvoluntarymotric action, regardless of the degree of difficulty to be performed requires acertainlevelofskillandsomecoordinationatthelevelofthecerebralcortex.Thetopic discussed is current being the object of study formany specialists of thisdomainthankstoitsimportanceingettingtheperformanceatanylevel.Startingfrom thepremise that the sports activity becomes component of daily activities,practicingbaseappropriationphysicalexerciseareintheorganizedframework.Intheeducationalprocessincreasinglyrequestingphysicaleducationlessoncreativethinkingof students,soas tobuild theircapacity tooperatewithdrivingactionslearnedandapplyappropriatemeasuresincertaindrivingsituations.Learningandapplyingskillsanddrivingskillsinpracticebroadenthehorizonsofknowledgeofstudentsfrompointofviewmotric.Studentsbecomemoreskilled,moreagileandmoreresistanttoeasilyresolvedifficultiesthatariseinpractice.MotorbasiceducationingeneralandparticularlyAimedatskilldevelopmentofschooltasksnotsoimmediate,andespeciallySubsequentTheiruseindiversityactivities.

Keywords:development,gymnasium,skill

REZUMAT.StudiuprivindîmbunătățireaîndemânăriilaeleviideclasaaVI‐a. Îndemânareaesteocalitatemotricăcomplexă,avândprofundeinterferențeatâtcucelelaltecalitățimotrice,câtșicupriceperileșideprinderilemotrice.Oriceacțiunemotricăvoluntară,indiferentdegraduldedificultate,pentruaputeafiefectuatănecesităunanumitnivelde îndemânareșioanumităcoordonare lanivelulscoarțeicerebrale.Temaabordatăestedeactualitatefiindobiectdestudiupentru mulți specialiști ai domeniului datorită importanței ei în obținereaperformanțelorlaoricenivel.Plecânddelapremisacăactivitateasportivădevinecomponentăaactivitățiicotidiene,bazaînsușiriipracticăriiexercițiuluifizicse

1University“Valahia”ofTârgoviște,Bd.CarolI,no.2,România*Correspondingauthor:[email protected]

GHEORGHEGABRIELCUCUI,IONELAALINACUCUI

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aflăîncadruorganizat.Înprocesul instructiv‐educativlecțiadeeducațiefizicăsolicităpermanentgândireacreatoareaelevilor, înașa fel încâtsă le formezeacestoracapacitateadeaoperacuacțiunilemotriceînsușiteșideaaplicaactemotricepotriviteînanumitesituațiiconcrete.Învățareașiaplicareadeprinderilorșipriceperilormotriceînpracticălărgeșteorizontulcunoașteriialelevilordinpunctdevederemotric.Eleviidevinmaiîndemânatici,maiagilișimairezistențiînrezolvareacuușurințăadificultățilorceaparînactivitateapractică.Educareacalitățilormotricedebazăîngeneralșiaîndemânăriiînspecialvizeazănuatâtrealizareaunorsarcinișcolareimediate,câtmaialesutilizarealorîndiversitateaactivitățilorulterioare.

Cuvintecheie:dezvoltare,gimnaziu,îndemânare

Introduction

Driving skills are directly influenced by the individual's physical andmental condition.These arequalitiesof thehumanbodywithnative characterwhoseleveldependsontheinitialmanifestationofhereditarygeneticbackground.

One aspect that should be considered in themethodology of teachingphysicaleducationistheinter‐schoolskillsandmotorskills.Suchskillscannotimprovewithout input qualities, even as the driving qualities cannot developwithoutincreasingthelevelofimplementationofdrivingskills.

Intheeducationalprocessphysicaleducationclassrequestingthatcreativethinkingofstudents,soastobuildtheircapacitytooperatewithdrivingactionslearnedandapplyappropriatemeasuresincertaindrivingsituations.

Theopportunitytoaddressthisissueisjustifiedbythefactthatliteratureisdemonstratedapplicabilityandtransfertothespecializedareaofpracticedifferentsportsbranches.

Motorabilityiscentralbecauseitsdevelopmentatvariousspecificlevelsisafundamentalcriterionforassessingtheeffectivenessoftheeducationalprocess.

“Qualitiesorskillsdrivingmovementsingeneralareaninterestingtopicforspecialists,knowingtheirroleintheabilityandmotorperformanceofman”(Dragnea,Bota,1999). Quality skill as coordinative capacity is characterized by the sharpestexpressionoftheimportanceofhighernervoussegmentsinmakinganyvoluntarymovement,representedbysuperiorqualityindices.

The psychometric quality of this quality is themost discussed. In theliterature (Cârstea, Tudor, Bota, Sasu, 1995), the skill can also be seen as thecoordinative quality is determined by the processes driving directions and


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control gestures. It provides the individual the opportunity to coordinate themovements safely, withminimal energy consumption, the possible situationsandunusual,tolearnrelativelyquicklysportinggestures.

Startingfromtheideathatskillsmeansbettercoordinationoftheentirebodymotility,itreceivedverybroadandundifferentiated.Attemptstojoinherprowessormobilitycomponentasasecondchoicewereabletoimposepartial.FetzcitedPehoiu,Sabau,Sabau(2001),believesthatinparallelwetriedassigningnotionsofcoordinationandqualitycoordinationsimilarmeaning.

Answering the question, what is coordination? This is the qualitativePsychomotricity,beingamultidimensionalcomplexphenomenon,involvingmanysystemsaimtosolveanoptimalcontrolofthemovement.Themaindeterminantofsensorimotor‐motor coordination is to structure appropriate time, directionsandamplitudes,pulsespatialprecisedosages.

Skillevenifthereisnomovementisfeltinsimplebutcomplexstructuresthat require fast driving in the time‐space orientation and a way to promptexecution.

There is practically no basic motor skill, or specific utility, withoutrequiringamodicumofskilltobeperformedrational,economic,andcoordinatedinthedirectionintendedpurpose.

Skillacquisitionand improvementofskillsdrivingconditions,ensuringtheirapplicabilityinthemostvariedconditionsandhelpstheindividualtoadapteasilytotheconstantchangeofthemeansusedinphysicaleducationclass.Onceformed, the driving skills allow movements to be performed with precision,smoothnessandeconomyofeffort,andwhileperfectingtheskill.Consolidation,however,isautomatedandskillscannotsignificantlyinfluenceskills.

Thedifficultyofdrivingactiontobeperformeddependsoncoordinationarrangements in the alleged execution of movements, such as symmetric orasymmetriccoordination,coordinationofsimultaneousorsequentialandcoordinationoftwoormoresegments.Inacknowledgingthetemporarydisparitybetweenbodysegmentsdifferencesstudentsinperformingdrivingactionsthereisaclumsily.However availability for skill development is increased when this quality isaccompaniedbyasenseoforientationinspaceandlocomotiondevelopment.

In the education process of skill development are given exercises thestudenttosolveunexpectedsituationsusingrapidmovements,agileandefficient.

Finemotorskillsareaddressedinqualityphysicaleducationclassandschoolsportsasthethemetolinkcalled“developingmotorskillsorskillspeed”after link fearless “selective is influencing themusculoskeletal system.” Itwillalwaysbeaddressedfirstlessonthemeandatopicaddressingskillandspeedasthesamelessonisnotpossible.


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During a school year can be programmed and skills addressed in anyperiodorsemesterwhetherworkingindoorsoroutdoors.

Skill,likeotherdrivingskillscannotbeclaimedbyanysportsgamesorthe gym nor any other branch or sporting events set by the syllabus. Thisquality,liketheothers,generallybelongstoeveryone,butanyoneinparticular(Cârsteaetal.,1995).

ResearchmethodsTo conduct this research we started from the following hypothesis:

Using games and paths applied in physical education class in middle schoolcontributestothedevelopmentofqualitydrivingskills.

Researchmethodsusedinthisresearch:

- bibliographicaldocumentationmethod;- methodexperiment;- observationmethod;- statisticalandmathematicalmethod;- graphicsmethod.

The researchwas conducted at the schoolno. 11ofTargoviste, in thesixthgradeofA,amixedsampleof24subjects.Physicaleducationclasseswereheldinthegymandonthesportsfieldinsidetheschool,outdoors.

TheexperimentdebutedinJanuary2015wheninitialtestingtookplaceandendedinthemonthofJune2015withconductingfinaltesting.

During the experiment in physical education lessons they were usedmeansproposedbyustoimprovethequalitydrivingskills.

Qualitytestingdrivingskillstestwasperformedbyapplyingaliterature(Sabau, Sabau, Pehoiu, 2001), because in addition to assessing and valuingcomplexabilitytomovebyobservationmethodshouldbeduringtheexecutionofameasureusedfordatamovement.

The test consists of negotiating a route that contains 12 stations andmeasuring25minlength.

Theroutehasbeenarrangedasfollows:Stations1‐2:thestartinglinerunningonthedistanceof2m,startingat

beep ball's up to the medicinal; is appreciated the speed at which soundstimulusandtheabilitytoorientinspace.

Station3:Runningstudentrunningaroundtheballmedicines;determiningtheabilityoforientationinspace.


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Station4:consistsinundertakingarollingbeforethesquatsquattingonamattressgymnastics;determiningtheabilityofdifferentiationandorientationinspace.

Station 5: the student performs a jump over a box crate gym in thedirectionoftravel;itevaluatedtheabilityofdifferentiation.

Station6:studentraiseshandballballrestingonthefloorandthrewontargetfromadistanceof3mbygymnasticscircle,suspendedataheightof2m;itevaluatedtheabilityofdifferentiationandorientationinspace.

Station7:Runningthestudentperformscircumventingasignwrittenonthefloor;targetingabilityisappreciatedinspacetravelinchangingconditions.

Station8:thestudentperformsacrawlthroughaboxcrategym;verifieddifferentiationcapacity;

Station 9: after working the previous station, the student stood up andrunning,fromrunning,jumponthecrategymwhoseheightis1,10m;isdeterminedcapacityexpansionanddifferentiation;

Station 10: is still running on the box running the gym, followed bydescentbyjumpingonit;checkedforcesupport,balanceandabilitytodifferentiate;

Station11:runningtothefinishline;itisestimatedaccelerationcapability.Studentsarguedsampleforeachtesttwice,andwasratedthebestresult.Duringtheresearchwereusedaspathsandmotiongamingapplications

(1,2,4)thathavefocusedonskilldevelopmentandwedescribebelow:Route1.Venue:physicaleducationroomoroutdoorfield;Materialsneeded:

Crategymnasium,twomattresses.Description:Running3mandcrateclimbinggym; jumpball landingon themat;Running4mand jumpingover apartnerlocated in thesquat; landingandrollingbefore thesquatsquattingon the secondmattress;Running3m.And jumpingover three successive crateboxesplacedtransverselytothedirectionoftheroute,parallelandequallyspaced;Running5mtofinish;thebesttimewins.

Route2.Venue:hallofphysicaleducationandsport;Materialsneeded:Crategymnasium,threebanksgym.Description:Running3m;passagelyingfacetwobanksgymandadjacentsidecreepingalongthelengththereof;crateclimbinggymandsleptpassagefacialgymnasticsbenchinclinedbyfixingoneendofthebox;draggingonthisslopingtractarmstoendfixedontheground;lyingtransversetothedirectionof forwardandsiderolls3mtoa lineontheground;crossing thedorsalandlyingabout6maway.Shiftfaceuponlyhandsandfeettothefinishline.

Route3.Place:physicaleducationroomoroutdoorfield;Materialsneeded:twomattressestwo2kgmedicineball.Twomilestones.Description:Rollingforwardthesquat;Running5m;turning180degrees;Running5m.withtheback; turning180degrees;drivingtheballonalineonthegroundbysuccessivetoucheswithhisrighthand5m;Running3mtopole;Rodbypass;Running3mback;drivingtheballwiththeotherhand;Runninguptothefinishline.


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Route4.Place:physicaleducationroom;Materialsneeded:amedicineball;twogymmats;acaseofgymnastics;acircleofgymnastics;aballhandball;poleheight.Description: fromthestarting linerunningonthedistanceof2m,startingatbeepball'suptothemedicinal;Runningstudentrunningaroundtheballmedicines; performing a rolling before the squat squatting on amattressgymnastics;jumpoveraboxcrategyminthedirectionoftravel;Handballliftingtheballrestingonthefloorandthrowontargetfromadistanceof3mbygymnasticscircle,suspendedataheightof2m;Runningstudentperformscircumventingasignwrittenonthefloor;crawlingthroughaboxcrategym;ofrunning,gymnasticsjumponthecratewhoseheightis1,10m;Runningonchestgym,followedbydescentbyjumpingonit;Runninguptothefinishline.

“Sowingandharvestingpotatoes”Markthestarting lineand15maredrawnfourrounds foreachteam.

Thewholeteamisdividedintofourequalteamswillingcolumn,onebehindthestartingline,havingplacedatthestartinglinefourballsorotherobjects.Atthesignal,thefirststudentfromeachteamraisesballsandtheyplantedincircleslocatedinfrontoftheteamto15m,thenturnaroundandtouchthepalmnextstudentontheteamthatwilltravelandcollectballsplanted,theywillbringtotheteam.Atimetoplantandreapstudents’alternateballs.Wintheteamthatfinishesfirst“seedtimeandharvest.”

“Cosmonauts”

Playersaredividedintoteamsofequalsizeandsitsonthestringsbehindalineofdeparture.Aplacedinfrontofeachteamatadistanceofl0‐15mcircle.Atthesignal,thefirstplayerfromeachteamrunstocirclehim“dress”,throughitbeforethenleft foottrunkandheadit“undressed”byremovingtheright footcircle.Sitcircleonthegroundandreturnstotheteamafterpassinghandoverthetailofthestring.

The game continues until all players participating. Team that finishesfirstwins.Circlewillbedressedandundressedasthewholeteam.Dressingandundressingprocesscirclewillbeshownbeforethestartofthegame.

Thegamecanalsobedone fromthecircle lineup foreach team.Afterdressingandundressingcirclebythefirstplayer,itispassedfromhandtohandforthesameactionforeachplayer.Itreturnstothecirclewhostartedthegameends(thedistancebetweentheplayersonthecircleisanarm'slength).Teamthatfinishesfirstwins.

“Rolltheball”Playersareplacedon teams like therelay.L0‐20stepsaway from the

startinglinesnapsturningpoint.Atthesignal,thefirstplayerfromeachteamstartsrollingontheground

withthetouchofyourhandeverystep,amedicineballtothepointofreturnthatit


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bypassesandreturnstotheteaminthesamemanner,withtheotherhand,givesthefollowingandthenmoveontothetailofthestring.Thegamecontinueswitheachplayeruntillastcameinhisplace.Teamthatfinishesfirstwins.

“Relay”Students are organized into several teams, arranged in one row and

seatedbehindalineofdeparture.Thefirstofeachteamsitinsquattingpositionwithhisbacktowardthedirectionofrunning.Returningtothestartingsignal,thelinerunsdreap5marunningjumpoveraditchtwolinesdistanceof1m.,runs5mpassunderaropeheldbytwostudentstraveladistanceof4mjumpingon one foot,marking the completionpoint bypass route and running straightbacktotheirteam,hittingtheshouldernextplayer.

“Builders” Childrenaredivided into twoequal teamsplaced in thestring format.Each teamsitsbesideaboxofcubes in front is traced towalk inbalanceandmarkalinethatiswheretheybuild.Thefirstchildofeachteamtaketwocubeseach,gosteadywithhandsoutstretchedtothesidemarkedplace,lettheircubes,returningtorunning,touchingonnextandtaketheirplaces.Childrenarerequiredtoplacethecubessoastobuildawall.Topbuildersaredeclaredmembersoftheteamwhofinishedfirstandfairestbuildingofthewall.

“ObstacleRelay” Thechildrenweredividedintotwoequalteams,placedinbandrefunded

stringalineofdeparture.Beforetheteamsonthetrack,putinthreeplacesbytwoplasticbasketsthatsupporteachbatongymnastics.

Thedistancebetweenobstacles is2m.Toorder, the firstofeachteamstartinrunningandjumpingoverobstacles.Inreturnruntothenextteamthattouch his shoulder.Win the team that finish first and go through the correctroute(withoutbreakstick).

“RabbitRace”Children aredivided into teamsof equal size arranged in rows return

thestarting line.6‐8mdrawfromthis is the finish line.The firstchildofeachteamexpectsstartingsignalsquatposition.Atthesignal,theystartwithrabbitjumpuptothefinish,runningaroundinateddybearwhichmarksrunningbackinplaceandreturntotheirteamsaftertheyreachedmyhandontheshouldernextcolleague.Wintheteamthatfinishedfirstrace.

“Alltheflag”Childrenaredividedintotwoequalteams,arrangedinrowsreturnthe

startingline.Infrontofteamsisastartinglineandamattressto5‐6m.Atthesignal,theearlystart,run,rollonthemat,takeinhandaflagwavinginsupport


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it,putitback,runtotheirteamforthenexttouchhisshouldersandsitsatthebottomstring.Finallycomesthewinningteamwhofinishedfirstandcorrectlyexecutedmovements.

“Touchbell”Children aredivided into two teamsputback the starting line.Before

eachteamat2mdistancetherearetwostumps(benches)perpendiculartothedirection of travel. To order, the first of the teams running up to the stump,whichescalates,jumponitandrunsuntilthebellsuspendedtouches,returntorunning,touchhisshoulderandsitsnexttothetailstring.Theteacherhighlightstheteamwhofinishedfasterandmoreaccurately.

“Thebestmarksman” Childrenaredividedintotwoteamsreturnthestringsplacedonasight.In

frontofeachlineisasmallbucketsofballs.Toorder,howmanychildrenineachteamtakeaballandthrowsitintothebasketplacedatadistanceof2‐3m.Afterthrowing,runningtothebasket,touchingitandreturnbypasstothefirstteamcolleague.Afterthatsitsattheendofthestring.Wintheteamthathasmoreballsinthebasket.

“Racesnakes”Childrenaredividedintogroupsofequalnumber.Teamsareplacedon

stringsreturnthestartingline.Afewmetersfromthefinishlineitdraws.Toorder,receivesupportchildrensleepingintheabdomenandbegintocrawl(helpingtheabdomen)tothefinishline.Risesandrunningbackuptothenextwaitinglyingdown,touchingthemontheshoulderandthenmoveontothetailstring.

“BewaretheBear”Children aredivided into several teamsequal innumberplacedon each

endfacingthestringsofabankgymnastics.Toysareplacedoneachbank“teddybear”. To order, the first of each team climb up the banks and go in balance,steppingoverthe“teddybear”sotheydonotbreak.Onceexecuted,runandreachthefirstchildrenwhowaitinanotherqueueandthensitatrows.Wintheteamthatfinishedfirstandhasthelowestnumberof“bears”felled.

“Donottouchtherope”Children are divided into teams of equal number placed on strings,

returnthestartingline.Atadistanceof6‐8mitisfixedontwosupportsaropeataheightof0,50m.Atthesignal,thefirstofeachteamrunsclosetowheretheropeisplacedinsleepbeforeandcrawlontheforearms(themovementisexecutedwithsupportonlyontheforearms),keepingthelegsstretched,undertheropewithouttouchingit.Aftertheypassedit,standup,turninrunningtheoutsideandsitsatthebottomstring.Nextstartwhen touchedbycolleaguesconcluderelay.Winteamwhoselastcomponentpassesthefinishlinefirst.


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“Walkinacircleandthrow”Childrenaredividedintotwoteamssitinfrontofthestartinglinedrawn

ontheground.Infrontofeachteamat2‐2.5mdistanceyoudrawonecircle.Atthesignal,achildfromeachteamrunningwithaballinhishand,entersthecircledrawnandthrowtheballwithbothhandsfirstchildofhisteam.Whothrewpassesbehindthestring?

ResultsFollowingtheproposednewuseofresourcesduringtheresearchnote

animprovementinstudentperformancebetweenthetwotests.Selectedmeanstoincreasethequalityofdrivingskillindicescontributed

to thisquality education, froman averageof 38.3 “initial testing at a valueof34.1”averagegroupinvestigatedinfinaltesting.

Table1.Resultsrecordedintwotests

No.Crt. Arithmeticaverageinitialtesting

Arithmeticaveragefinaltesting

Differencebetweenaverage

Controlsample 38,3seconds 34,1seconds 4,2seconds

ConclusionGeneral driving capacity development of children in the process of

growthisconditionedbythefunctionalityoftheirskillsandattitudes,stronglyinfluencedbymethodologicalconceptofefficientorganizationofmotoractivitiesinphysicaleducationlessons.

Thehypothesis thatuse theroutesapplied inphysicaleducationclassskills to develop motor skills was confirmed, citing the improving studentoutcomestofinaltesting.

Evolution studentachievementduring the researchdemonstrates thatan intervention in the educational process to improve quality of driving skillmeanscarefullyselectedandcarefullyplannedwillleadtoachievingobjectives.


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Figure1.EvolutionresultsfollowingthetwotestsByusingtrailsutility‐applied,relaysandgamesduringtheresearchduring

lessons of physical education and sport, I noticed that studentswere activelyinvolvedandhappy,whichledtoahigherdensityofthelessonandalsomakingitmoreattractive.

REFERENCESCârstea, Ghe., Tudor, V., Bota, A., Sasu, A. (1995).Metodica educației fizice. Îndrumar

pentrulucrărilepractice.București:A.N.E.F.S.Dragnea,A.,Bota,A.(1999).Teoriaactivitățilormotrice.București:EdituraDidacticăși

pedagogică.Dragnea,A.,1991,Teoriașimetodicadezvoltăriicalitățilormotrice.București:MTS.Sabău,I.,Sabău,E.,Pehoiu,C.(2001).Atletism–tehnicășimetodicădeînvățarerapidă,

Târgoviște:EdituraMacarie.Tudor,V.(1999).Capacitățilecondiționale,coordinativeșiintermediare–componenteale

capacitățiimotrice,București:EdituraRAI‐Coresi.


THEIMPLEMENTATIONOFEVERYDAYPHYSICALEDUCATIONAMONGUPPERPRIMARYPUPILS

INTHENORTHGRATEPLAIN

GÁBORFINTOR1*

ABSTRACT.Regardingphysicaleducation,significantchangescouldbedetectedintheeducationalpolicywiththeintroductionoftheeverydayphysicaleducationinHungary.ThustheinvestigationofalterationinthefieldofPhysicaleducationandsportprovidesthemaintopic.Firstly,theappreciationofthefactwasmeasured;ontheotherhand,weweresearchingtheanswerhowthepositiveandnegativeattitudes toward everyday physical education appeared among the students(N=1153),concerningtheaimsoftheNationalCurriculum2012.Resultsshowthat the outstanding part of the students (95%) like PE lessons. Regardinggenderdifferencesintheappreciation,asignificantdifferencecanbepointedoutas it is remarkablyhigheramongboys (p=0,000).TheroleofPE teachersandtheirmotivatingeffectcanbeseeninourstudy.Keywords:primaryschoolstudents,dailyphysicaleducation,NationalCurriculum2012

Introduction,therelevanceofthetopicanditstheoreticalbackground

Thetheoreticalbackgroundofourpaperwasbasedontheimplementing

researches(Fazekas‐Halász,2012)andtheinvestigationsofcurriculumtheories(Hamar‐Ladislav,2008;Hardman‐Marshall,2009;Hamar,2012;Rétsági,2014;Rétsági‐Csányi,2014).

Implementingexaminationsaresearchingtheanswerforthequestionhowtheaimscanbereachedandnotforthatquestionwhattheexacttargetis.Theydonotinvestigatethedecisionitselfbuttheprogress.Iftheparticipantsorinterest

1UniversityofDebrecen,DoctoralProgramonEducationalSciences,Debrecen,Hungary*Correspondingauthor:[email protected]

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groups(actors,agents,stakeholders)oftheinterventionsforpubliceducationarein the focus,wehave to thinkon the interiorcharactersof theschool (leaders,pedagoguesandotherco‐workers),theschoolusers(parentsandstudents)andtheguidersofthedevelopment(governmentaladministration,localleaders).Therepresentativesoftheorganisationssupportingthedevelopmentintheeducationalsector(pedagogicalproviders,consultants)canbementionedinthissectiontoowhocanhaveasignificantinfluenceontheimplementationoftheinterventions.Measuringthelevelsoftheimplementation,itcanbestatedthatmacrolevelcanbedetectedbytheextensivelevelofthesociety(theroleofhealthawarenessinthe educational processes in this case) while micro level can be detected bytheindividualsnamelybythestudentsandteachers.Progressesintheselevelsdeterminethesuccessoftheimplementation(Fazekas‐Halász,2012)

ThefirstNationalSyllabuswasacceptedbytheGovernment5October1995whichhaschangedseveraltimessincethen.Moreresearchers(Rétságietal.,2011,2014;Hamar‐Derzsy2002a;2002b,Hamar,2012)hasinvestigatedthedifferentnationalcurriculums(1995–NAT1,2003‐NAT2,2007‐NAT3,2012‐NAT4),alongsidethealterationsofpubliceducationandtheeducationallaw,highlightingthemodificationsofthecontentinthefieldofphysicaleducationandsport.

ThelatestNationalSyllabuswasacceptedbytheHungarianGovernmentonthebasisofthe110/2012(VI.4.)GovernmentRegulationon4June2012.Inthis, physical andmental health education is detected as a concrete aim. Theshift in theeducationpolicyhashadamostly favourableeffecton the fieldofPhysicaleducationandsportparticularlybecauseoftheintroductionofeverydayphysicaleducation.§27ofthelawmakestheorganisationofeverydayphysicaleducationmandatoryforfull‐timeeducationstudentswhichmeansfivelessonsperweek.Fromtheschoolyear2012/2013,everydayphysicaleducationismandatoryonthe1st,5thand9thyears,afterthatoneveryyearinuplinkdirection.Fromtheschoolyear2015/2016, the introductionofeverydayphysicaleducationbecamecomplete. It was determined too that the students should have the claim forappropriatenutrition,sportandhealthylifestyle.Proficiencyingameandsportcultureandtheclaimfordevelopingahealthy,health‐centredsystemisnecessaryfortheimplementationoftheprinciplesandaims.Thisfieldandschoolphysicaleducation in that has outstanding aims which are knowledge of the sport,developmentandenlargementof the sport skills, participation in leisure‐timeandsportcompetitions,regularphysicalactivityandtheformationofthevaluesofhealthy lifestyle.Analysingthe fouraimsystemsof theNationalSyllabus, itcanbestated that itassumes fromtherequiredgeneralvaluesandprinciples(keycompetences)whichsurroundsthewholedocumentandtheirvalidationinthesystemisthemainpoint.Physicaleducationalwayshadanoutstandingroleinthefieldofhealtheducation.However,thesubjecthasgotintoanewdimension

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withtheimplementationoftheeverydayphysicaleducationwhichcancreateanewqualityastheconceivedaimsmaketheeducatorsofthisfieldabletomoreefficient health education and the creation of the bases of the health culture(Rétsági,2014).AccordingtotheNationalSyllabus2012,theoutstandingaimofthefieldofPhysicaleducationisthatsportcouldhaveaseriousroleinthelifeofeverystudent,socialisingthemona lifelong,health‐consciousandactive lifestyle(Makszin,2014).Inthelightofthestudies

InHungary,physicaleducation is thepartof theeducationfrom1867.

Theideaofeverydayphysicaleducationalreadyappearedatthejunctureofthe20thcentury(inthe1900s)butexamplesforitcanbeseenonlyfromthe1980s.At thebeginningof thecentury, in the1910s the implementationofeverydayphysicaleducationwasurged.ThedirectorofthePhysicalEducationCollegefoughtforitfrom1925.In1933,BálintHóman,theministerofreligionandpubliceducationdecreeditsintroductioninfiveschoolsinthecapitalcityin1933.AlthoughthestudentsofthreeschoolsinCsongrádcountywhotookpartineverydayphysicaleducationbecomemoreskilledandtheirconcentrationandreactiontimeimproved(Szegfű,1989),onlyinsomeschoolswasitintroducedinthe1980s(Ivanics,1993).InSzeged, thestudentswelcomedenthusiastically thenewpossibilityand regularphysicalactivitybecameasaclaim(Udvarhelyi,1989).InKecskemét,thepupilslikedeverydayphysicaleducationandtheirphysicalperformancebecamebettertoo(Grosán),however,thecontributionofthissystemtotheimprovementofhealthandfitnesswasonlypartlyconfirmedinHódmezővásárhely.Nevertheless,thesubjective points obviously showed the efficiency of the program as it had amotivatingeffectonmotionawareness.Theevolvementofthedesirefordailysportcausedbytheregularactivitycouldn’thavebeenconfirmed(Tózsa‐Rigóné,2011),however,thephysicaleducationfivetimesperweekcontributedtotheincreaseofthestudents’physicalperformance(Várietal.,2012).

HungaryisuniqueinEuropewithitsphysicaleducationwhichcontainsfive lessonsperweek thuswe try to present some important investigations ininternationallevel,whichdemonstratethepositiveeffectsoftheeverydayphysicaleducation.ItseffectwasmeasuredinPennsylvaniawiththeinvolvementofninecontrolgroups.Thiskindofactivesportprogramhasprovedsuccessfulas thosestudentswhotookpartineverydayphysicaleducationdevelopedineveryaspect(regarding health and motion skills) in comparison to other students in whoseschoolswerenoeverydayphysicaleducation(Erfle,2014).Shepardetal. (2013)highlighted in a longitudinal investigation that daily sport in childhood had a

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positive effect for the attitudes toward sport participation in adulthood as well.Barnettetal.(2008)confirmedaswellthatthevalue,ifitisacquiredinchildhood,determinesthelifestyleinadulthoodaswell.ACroatianstudystatedthatdailysportdevelops thechildren’sgymnasticskills (Culjaketal.,2014).2043children(between9and13years)weremeasuredinaGreekrepresentativeexaminationwiththeassistanceof77primaryschools.Itwaspointedoutthatregularphysicalactivityandtheappropriatenutritionfivetimesperdaycontributetotheevolvementandthefixationofthepatternsofhealthbehaviour(Moschonisetal.,2013).

Borbély(2014)claimedinarepresentativenationalresearchthatmorethan70%oftheaskedpopulationagreedwiththenecessityofimplementationofeverydayphysicaleducationwhichmeansthattheadultpopulation(potentiallythe adults) felt it necessary. According to Rétsági (2015), everyday physicaleducationcreatesbiggerpossibilitiesandtheclassroomphysicaleducationplaystheleadingrole in thesocialisationbysport. Inparticular,Mikulán (2013) elaboratesthateverydayphysicaleducationcanprovideapositiveeffectinlongterm.Onthebasisoftheseresultswesupposethatitisimportanttoexaminewhatpupilsconsiderofthissubject.Thelikingandtheimportanceofthesubject

Bakonyi (1969) investigatedwhetherstudents likephysicaleducationand

howmanyhourstheywouldliketohavefromit.Regardinggender,nosignificantdifferencesweredetected.At thesametime,primaryschoolpupilswouldhavelikedtohavemorePElessonsthansecondaryschoolpupils.AccordingtoBíróné(2004),physicaleducationisoneofthemostfavouritesubjects.Báthory(1997)states that physical education excels in primary school students regarding theappreciationofthesubjects,however,itaddsthatitdecreaseswiththeageandithasamoreprominentplaceamongboysratherthanamonggirls.Thisisconfirmedby the investigation of Hamar et al. (2012) who compared Transylvanian andHungarianstudentsintheschoolyear2006/2007.

Hamar‐Karsai (2008) measured the affectivity to physical educationamong11to18‐year‐oldstudents(n=2840)inacrosssectionalanalysis.Inthis,boys showedamore accepting attitude andmind‐set than girls; furthermore,positiveemotionalsaturationshowsadecreasewiththeageespeciallyamonggirls. PE teacher has an attitude forming role at school as well. The positiveemotionsevolvedduringteachingandlearningofthesubjectcanincreasethepedagogicalefficacynotonlyinphysicaleducationbut inthewholeeducationprogress.Thedecreasingoflikingwasdetectedwiththeincreaseoftheagetoo.TheopinionregardingthenumberofPElessonswasmoreunfavourableamong


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thosewhohadonly two lessonscompared to thosewhohad four lessonsperweek.Nevertheless,investigatingallofthestudents,itcanbeseenthat77.8%ofthemwouldliketohavefourormorePElessonsperweek.Onthisbasis,itcanbelaiddownthatstudentshaveafavourableopinionaboutPE.

Theresultsofanotherrepresentativeinvestigationmeasuringthelifestyleandphysicaleducationof8thyearstudentsshowthat lessthanthehalfof theresponderslikedphysicaleducationlessons.Themainreasonoftheantipathywas marked in the content of the lessons, then in the teacher itself and theexhaustingnatureofthelesson(Rétsági‐Ács,2010).

Inourpreviouslongitudinalresearch,weexcavatedthechangesregardingthe attitudes toward physical education among 6th year students (n=131) inthree small towns in Szabolcs‐Szatmár‐Bereg County after a year. Concerningthe evaluation of the importance of the PE lessons, no significant differencescouldbedetectedbetweenthetwoexaminationsonthebasisofthecrosstabsanalysis,however,52.7%ofthestudenthadadifferentstatementin2014thanithadinthepreviousyear.Inthebiggestratio,theyevaluatedthesituationofphysicaleducationasimportantastheothersubjects.Analysingthosewhohadadifferentclaimduringthetwoexamination,itcanbedetectedthatthenumberof the statements of ‘it is incomparablewith other subjects’ decreased in thebiggestratio(to¼).75%ofthemstatedthatphysicaleducationisasimportantastheothersubjectswhile16.7%oftheevaluateditmoreimportantthantheothers.RegardingthosestudentswhoevaluatedPEmoreimportantinthefirstexamination, 71.4% of them thought that PE become as important as othersubjectsand14.3%evaluateditmoreimportantthantheothers.Itcanbestatedthatthesubjectconserveditsstabilityandtheevaluationoftheimportanceofthephysicaleducationlessonsdidnotdecreaseafteroneyearnamelysincethestudentstakepartineverydayphysicaleducationonthebasisofourresearch(Fintor,2014;Fintor‐Szabó,2013).Aimsandmethods

Inpresentstudy,theprimaryschoolpupils’relationtoeverydayphysical

educationwasmeasured.Accordingtotheliterature,theresearchersarehopefulandexpectapositiveattitudefromtheimplementationofeverydayphysicaleducation(NAT,2012;Mikulán,2013;Rétsági,2015);furthermore,previousexaminationsshowedapositiveimage(theexperiencesofthe1980s,Tózsa‐Rigóné,2011)

In international destinations it can be stated regarding the literaturethateverydayphysicaleducationhasnotimplementedinothercountriesexceptinHungary,however,manyinternationalinvestigationhighlightedthepositiveeffectsofdailysport.Someofthemwereintroducedandregularphysicalactivityand

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everydayphysicalactivitybecomecomparableonthebasisoftheirresults(Shephardetal.,2013;Moschonisetal.,2013;Culjaketal.,2014).

Inourinvestigation,whichwasexaminedwithaself‐madeLikertscalequestionnaire,theanswersrepliedforthegroupofquestionswereanalysedwhichpresenttheopinionofthepupilsabouttheaimsandexercisesoftheeverydayphysicaleducationlessons,statedintheNationalSyllabusaswell.Thisgroupofquestions consists of 28 statements where the pupils had to express theiragreementordisagreementona1‐to‐4scale(1meantabsolutelynottrue,2meantrathernottrue,3meantrathertrue,4meantfullytrue).Hypotheses

- Wehypothesizethatsignificantmajorityoftherespondentshasapositiveopinion about physical education; however, a significant difference isexpectedregardinggender,fortheboys(H1).

- Wehypothesize that significantdifferenceswillbepointedout regardinggenderandtheappreciationofthelesson,incaseofthegroupofquestionsconcerningtheimplementationofeverydayphysicaleducation(H2).

Materialandmethods

Fromtheparticipantsoftheimplementation,theviewsofthestudents

arediscussedinourinvestigation.Thenumberoftheparticipantsinvolvedintotheexaminationis1153whichshowsabalanceddistributionregardinggenderas 45.3%of theparticipants is boywhile52.2%of them is girl. 15.0%of thesampledonotplaysport,17.5%ofthemplaysomekindofsportonceperweek,19.3%ofthemplaysporttwiceperweekand48.0%ofthemplaysportatleastthreetimesperweek2.

Different sport levels were categorised namely school sport, hobbysportandcompetitivesport/insportclubswereseparated.Thus43.5%ofthesampleplaysportasahobby,17.4%ofthemdoitinschoolframesand23.8%ofthemdoitinorganisationalframesinasportclub.Thedistributionofthepupilswasbalancedregardingtheyear.

2Weaskedtheparticipantstomarktheirchoicesasmotionwhichtakesatleast30minutesandwhichisoutsidethemandatoryeverydayphysicaleducation.


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ThesamplingframewasmeanteveryinstituteintheNorthGratePlainregionwheretheupperprimarystudentsareeducatedinfull‐time.Thesamplecanberegardedasarepresentativesampleregardingthecounties,thetypeofthe settlements and the number of the pupils. The sample is a multi‐stage,stratifiedsample.Intheresults,thechangeinthenumberoftheparticipantsiscausedbythenon‐responsequestions.Results

Totestourfirsthypothesis,theanswersinconnectionoftheappreciationofthephysicaleducationsubjectwereanalysed(Table1).

Table1.Thedistributionoftheappreciationofthephysicaleducationsubjectregardinggender(N=1074)

Boy Girl

Ilikeitverymuch 56.4% 36.2%

Ilikeit 38.7% 53.9%

Idislikeit 2.0% 8.1%

Idislikeitverymuch 2.9% 1.9%

Itcanbestatedthattheappreciationofthesubjectishighinbothcasesas almost 95% of the students like or like verymuch the physical educationsubject.Nevertheless, a significant difference can be pointed in the liking outregarding gender (p=0,000). 56.4% of the boys signed that they ‘like it verymuch’whileamonggirls theoption ‘I likeit’couldbeseeninsuchahighrate(53.9%).SuchadifferenceinlikingPEbetweenboysandgirlsconfirmsourfirsthypothesis.Thusitcanbeseenthattheboys’relationtophysicaleducationisstill outstandingly better in comparison with girls so this relation has notchangedsincetheimplementationofeverydayphysicaleducation,comparedtotheliterature. Furthermore, the statements of the group of questions are analysedwhichrelate to the implementationofeverydayphysicaleducationandto theaims and exercises formulated in the National Syllabus 2012. This group ofquestionscontained28statements(Table2).

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Table2.Themeansofthestatementsrelatedtotheimplementationofeverydayphysicaleducation(N=1153)

Howlikelyarethefollowingstatementsforthephysicaleducationlessonsinyourschool?

Mean

1.Wepractiseonlyonekindofsport(e.g.handball)inthePElesson. 1.522.ThePEteacherisstricterthantheotherteachers. 1.883.WegetdifficulttasksfromthePEteacher. 1.984.BecauseofthePElesson,Iamtiredduringtheday. 2.085.ThePEteacherhashighexpectations. 2.166.Ilikesportprogramsandsportcoveragesonthetelevisionandonthe

InternetbecauseofthePElessons.2.39

7.IlistentothenutritionbecauseofthefactswhichIheardfromthePEteacher.

2.42

8.ThePEteacherusetotalkabouthealthylifestyleaswell. 2.689.BecauseofthePElessons,Idofancytoplaysomekindofsportafterschool

too.2.80

10.WeplaydiversegamesonthePElessons. 2.8611.WeregularlygetevaluationonPElessons(theteachergivesoral

evaluation,giveusredpointsormarksetc.)2.88

12.WewarmupwithinterestinggymnasticexercisesonPElessons. 2.8913.ThePElessonalwaysconsistsofawarmingup,amainpartandafinishing

part.3.03

14.IbecomeverytiredattheendofthePElesson. 3.0515.OnthePElessons,Irecognisethecompetitionrulesofthedifferentkindof

sports.3.07

16.IbecamemuchmoreskilfulwhilewehavePElessoneveryday. 3.1217.WeregularlyplayonthePElessons. 3.1318.PElessonteachesmehowtocopewithfailures(defeats). 3.1419.ThemoodisalwaysgoodonthePElessons. 3.1520.Wehearalotofthingabouttheimportanceofexerciseandsport. 3.1721.OnthePElesson,Iamevaluatedonthebasisofmyindividualabilities. 3.1922.IgetonwellwithmyPEteacher. 3.2023.OnthePElesson,welearnmoretypeofsport. 3.2124.ThePElessonteachesustocollaborateinateam. 3.2125.IfeelthatIcanbeheathierbecauseofthePElessons. 3.2326.BecauseofthePElesson,Iavoidharmfulhabitslikesmokingandalcohol

consumption.3.33

27.ThePEteacherwishesthateverybodycanlearnthelearningcontentthushe/shehelpstoeverybody.

3.35

28.OnthePElesson,thosestudentscanbesuccessfultoowhohaveworseachievementonotherlessons.

3.45


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The examination of themeans of the statements, it could be detectedthatthosestatementsgotthehighestmeans(withthehighestagreement)whichshowedthehelpfulnessofthePEteacherconcerningthelearningcontentandwhichindicatetheownsuccessofthestudents.Itisanimportantresultthattheyregard this lesson thathereeverybodycanbesuccessful, even thosestudentswhoachieveworseinotherlessons.ThestatementindicatingtherecognitionofthesubjectgotthelowestmeanwhichconfirmsthatpupilsreallyhavethepossibilitytomeetmoretypeofsportontheeverydayPElessons.Thisisstrengthenedbytheresultwhichshows thehighmeanof thestatement ‘On thePE lesson,welearnmoretypeofsport’. Afterthis,clusteranalysiswasmadetocategorisethestatementswhichprovidedusgroupswhereoverlapswereallowedregardingthestatements.

Thusthreegroupswereinterpreted:

Group1:1.,9.,10.,12.,13.,15.,16.,17.,23.,Subjectknowledge(mean=2.60)Group2:4.,6.,7.,14.,18.,19.,24.,25.,26.,Healthawareness(mean=2.88)Group 3: 2., 3., 5., 8., 11., 20., 21., 22., 27., 28. The role of the PE teacher

(mean=2.79) ThusthegroupswereformedinsuchawaywherethestatementscouldbeclassifiedaroundtheaimsseenintheNationalSyllabus2012aswell.Regardingthefirstgroup(Subjectknowledge),thedidacticandeducationalaimsofthePElessonscouldbedetected.Inthesecondgroup(Healthawareness),thestatementsinrelationtothestudents’healthylifestyle,personalitydevelopmentandhealthawarenesswereclustered. In thethirdgroup(Theroleof thePEteachers), theroleofthepedagoguecanbeseen.

Itwasexaminedwhetheranysignificantdifferencescouldbedetectedintheanalysisofthemeansregardinggender.Itcanbeclaimedthatnodifferencecanbeseeninthegroupsregardinggenderasanagreementcouldbepointedout.

Regardingthedistributionoftheappreciationofthesubject,asignificantdifferencecanbeseeninthedifferentclusters(p=0,000)(Table3).

Table3.Thegroupsofclusterandthedistributionoftheappreciationofthephysicaleducationsubject(N=933)

Subject

knowledgeHealth

awarenessTheroleofthePEteacher

Ilikeitverymuch 10,8% 34,3% 54,8%Ilikeit 31,7% 40,5% 27,8%

Idislikeit 80,6% 10,4% 9,0%

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Pupils who like the subject very much marked the role of the PEteacherinthehighestratio(54,8%).Probably,theinfluenceofthePEteachercanbedetected as themostmotivating factor regarding the appreciation ofthe subject. Concerning pupilswho ‘only’ like the subject, the role of healthawarenessisoutstanding(40.5%).Theyfeelthattheimportanceofthisfactoristhestrongestaimaftertheimplementationoftheeverydayphysicaleducation.Regarding students who dislike the subject, the statements of the subjectknowledgecanbeseeninthebiggestratio(80.6%).Theyarethebiggestmostcriticalparticipantsofthelessonwhofeelsthattheamountoftheknowledgewhichitrequiredtoacquireistoohigh.Discussionandconclusions

A representative investigationwasmadeamongupperprimarypupils

intheNorthGratePlaininthefourthyearaftertheimplementationofeverydayphysical education (2012September).The students’ attitude in relation toPElessonsandtheappearanceoftheaimsandtasksoftheNationalSyllabuswereexamined. Rétsági (2014) claimed too that the subject can come into a newdimensionwiththeimplementationofeverydayphysicaleducation.Furthermore,itcancreateanewqualitywhiletheconceivedaimscanenabletheteachersofthisfieldformoreefficienthealtheducationandforthecreationofthebasisofthehealthculture.

Our results show that the liking of the subject is remarkably higheramongboyscompared togirlsand this facthasnotchangedcompared to theresultsofpreviousresearches.Anoutstandingpartofthestudents(95%)likesthe physical education lessons. On the other hand, our hypothesis that asignificantdifferencecanbeexpectedafterthecategorisationofthestatementsin relation to the implementation of everyday physical education regardinggender was not confirmed. However, it was confirmed in case of the subjectlikingmeansofthegroups.PupilswholikethephysicaleducationsubjectverymuchmarkedtheroleofthePEteacherwiththehighestvalue,regardingtheiranswers.

ItcanbeclaimedthattheroleofthePEteacherscanoutstandinglybeseenregardingeverydayphysicaleducationthustheinstitutionalsupportroleofthepedagoguescanbehighlightedintheexaminedinstituted.


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UTILIZATIONOFPHYSIOTHERAPYSERVICESINTHEWORD

ÁGNESSIMON‐UGRON1*

ABSTRACT.Introduction.Bothatthenationalandinternationallevels,directaccessforpatientstophysicaltherapyservicesiscurrentlyunderdebate.Directaccessforpatientsseekingphysicaltherapycaremightreducewaitingtimeandcosts,andthusbeofbenefitforpatientsandhealthinsurancecompanies.Objectives.The purpose of this study was to assess current evidence and evaluate theimpactofphysicaltherapyguidelineadherenceonsubsequenthealthcarecostsandutilizationforpatients.Materialsandmethods.DataSourcesisfromValueinHealth(2011‐2016)andanelectronicsearchwasconductedinPubMed,atthe15thofJanuary2017.Keywordswereusedindependentlyandincombinationincluding:physical therapy,physiotherapyandutilization.Results.The initialsearchofeachdatabaseresultswereasfollows:ValueinHealth(15)andMedline(PubMed)(41).Thus,atotalof56resultswereidentified.Afterapplyingtheinclusioncriteriaandomittingduplicates,22articlesremainedandwereincludedinthisreview.Conclusion. Utilization of physiotherapy in theword is different butwheretheyoftusethistherapythehealthcarecostsbecamereduced.

Keywords:physicaltherapy,physiotherapy,utilization.

REZUMAT. Utilizarea serviciului de kinetoterapie/fizioterapie în lume.Introducere.Atâtlanivelnaționalcâtșiinternațional,unaccesdirectlaserviciiledefizioterapie/kinetoterapiepentrupaciențiesteîndezbatereînprezent.Accesuldirectpentrupaciențiicaredorescfizioterapie/kinetoterapiepoatereducecosturileșitimpuldeașteptare,și,prinurmare,osăfiebeneficăpentrupaciențișipentrusocietățiledeasigurăridesănătate.Obiective:Scopulacestuistudiuafostdeaevidențiașievaluaprindovezicurente impactul fizioterapiei/ kinetoterapiei cuorientareprivindcosturileasistențeimedicaleșiutilizareacătrepacienți.Materialșimetode.Bazelededateutilizate:ValueinHealth(2011‐2016)șipentrucăutareelectronică: PubMed, în data de 15 ianuarie 2017. Cuvintele de cheie au fostutilizateînmodindependentșiîncombinațieincluzând:fizioterapie,kinetoterapieși

1“Babes‐Bolyai”University,PhysicalEducationandSportsFaculty,Cluj‐Napoca,Romania*Correspondenceauthor:[email protected]

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utilizare.Rezultate.Căutareainițialăînbazadedateafiecăruirezultataufosturmătoarele:ValueinHealth(15)șiMedline(PubMed)(41).Astfel,untotalde56rezultateaufost identificate.Dupăaplicareacriteriilorde includereși omitereaduplicatelor, 23 de articolele au fost incluse și rămâneau în această recenzie.Concluzii:Utilizareakinetoterapiei/fizioterapiei în lumeestediferit,darundeseaplicăfrecventaceastăterapieșicosturileasistențeimedicaledevinmaireduse.Cuvintecheie:fizioterapie,kinetoterapie,utilizare.

Introduction

“Physical therapyprovidesservices to individualsandpopulations to

develop, maintain and restore maximum movement and functional abilitythroughout the lifespan. This includes providing services in circumstanceswheremovementandfunctionarethreatenedbyageing,injury,pain,diseases,disorders, conditions or environmental factors. Functional movement iscentral to what it means to be healthy. Physical therapy is concerned withidentifyingandmaximizingqualityoflifeandmovementpotentialwithinthespheres of promotion, prevention, treatment/intervention, habilitation andrehabilitation.Thisencompassesphysical,psychological,emotional,andsocialwellbeing. Physical therapy involves the interaction between the physicaltherapist,patients/clients,otherhealthprofessionals,families,caregiversandcommunitiesinaprocesswheremovementpotentialisassessedandgoalsareagreedupon,usingknowledgeandskillsuniquetophysicaltherapists“(WorldConfederationforPhysicalTherapy,2011).

Physiotherapy isahealthcareprofessionwhichprovidestreatmenttoindividualsinordertodevelop,maintainandrestoremaximummovementandfunctionalabilitythroughoutaperson’slifespan(Marufetal.,2012.)

Physiotherapyservicesarewidely found inhealth institutions,privatepractice,schools,sportsandworkplacesettings.Toprovideeffectivetreatment,the physiotherapist must understand the cultural, psychological and socialfactorsthataffectthepatients.Thisbeginswiththeassessmentofthepatient'scondition through a medical history review and physical examination. Thisappliestoallpatients,irrespectiveofageandcontext.Physiotherapyhasmanyspecialties such as cardiopulmonary, geriatrics, neurology, orthopedics andpediatrics,tonameafew(Marufetal.,2012).


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Bothatthenationalandinternationallevels,directaccessforpatientstophysical therapyservices is currentlyunderdebate.Direct access forpatientsseekingphysicaltherapycaremightreducewaitingtimeandcosts,andthusbeofbenefitforpatientsandhealthinsurancecompanies(Kopkowetal.,2016).

Analysisofhealthcareservicesandphysiotherapyservicesfromdifferentaspects is indispensable for the planning, implementation and monitoring ofmoreaimed,moreeffectiveandmoreeconomicservices.Objectives

Thepurposeofthisstudywastoassesscurrentevidenceandevaluate

theimpactofphysical therapyguidelineadherenceonsubsequenthealthcarecostsandutilizationforpatients.

Methods

Data Sources is from Value in Health (2011‐2016) and an electronic

searchwasconductedinPubMed,atthe15thofJanuary2017.Keywordswereusedindependentlyandincombinationincluding:physicaltherapy,physiotherapyandutilization.

Results

The initial search of each database results were as follows: Value in

Health(15)andMedline(PubMed)(41).Thus,atotalof56resultswereidentified.Afterapplyingtheinclusioncriteriaandomittingduplicates,23articlesremainedandwereincludedinthisreview.

InNigeria, thepracticeofphysiotherapyona first‐contactbasis isnotcommon. Nigerian physiotherapists depend largely on referrals frommedicaldoctors from different areas of medical practice. A lot of people in need ofphysiotherapy services, however, do not always get the required guidance tothateffectandthefewwhoarefortunatetoaccesstheservicescannotfathomthe‘strange’procedureswithwhichtheyaretreated.

Marufetal.(2012)studyexaminedtheawareness,attitude,belief,andutilization of physiotherapy services in a Nigerian sample. This was a cross‐sectionalsurveyinvolving885adultresidentsofNnewiinsoutheasternNigeria.Awarenessofphysiotherapyexistencewashigh(61.8%).Manyoftherespondents(29.7%)got their informationaboutphysiotherapy fromhospitals and20.8%thought that government shouldbe responsible for creating awareness aboutphysiotherapy.Themajorityofrespondents(89.6%)felttheyneededtoknow

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more about physiotherapy while 56% felt their current knowledge aboutphysiotherapywasenoughtoadviseothersonphysiotherapyservices.Almostalltheparticipants(93%)thoughtthatphysiotherapyshouldbeinallhospitals,while41.3%and35.6%respectivelyreportedphysiotherapytobealwaysandsometimes effective. Of those who had received physiotherapy, 22.7% and20.2% felt satisfied and impressed respectively. Themajority of respondents(70.5%)claimedtheywouldrecommendphysiotherapyservices,and61.1%statedthattheywouldpreferphysiotherapyservicestoindigenoushealthservices.Outofthese,43.2%claimedtheywoulddiscouragetheuseofindigenoushealthservices.Intermsofcosteffectiveness,44.8%preferredphysiotherapytoindigenoushealthservices.Ignorance(38.7%)wasthemostfrequentlyreportedreasonforpreferringindigenous health services to physiotherapy. Indigenous health services wasreportedtohavedonemoreharmthangood55‐99%ofthetime(31.8%).Themajorityoftheparticipantsthoughtthatphysiotherapyisnecessaryandthatitcontributestothewell‐beingofindividualswhoseekitsservices.Themajorityof participants believed that physiotherapists canmake diagnosis andaswell,treatindividualswhoseektheirservices(Marufetal.,2012).

IntheUSA,Louw,PuenteduraandDiener(2016)determinedthereferralpatterns,utilizationandindicationsforpostoperativephysicaltherapy(PT)forlumbar radiculopathy. In this study sixty‐five patientswho underwent LS forradiculopathycompletedoutcomemeasuresonpainanddisabilitypriorto,and1,3,6and12monthsafterLS.TheyalsocompletedaquestionnaireregardingpostoperativePTatthe12‐monthfollow‐up.Themajorityofpatients(59.32%)attendedPTafterLSforanaverageof14visitsandratedPTfavorably.Forty‐fivepercentofthepatientswhodidnotattendPTafterLSwereoftheopinionthattheywouldhavebenefittedfromPTafterLS,and62.5%ofthesepatientsreported the surgeon not discussing postoperative PT after LS. Patientswithlongerdurationofsymptomspriortosurgery,withgreaterlegpainscores1monthafter surgery,andwhodidnot feel aswellprepared for surgeryat the1yearfollow‐upweremorelikelytoreceivePT,butthisdidnotresultinsignificantlybetter outcomeson anymeasure at any follow‐upperiod anddidnotpredictattendanceinPTafterLS.ThereisaneedtodetermineifasubgroupofpatientsfollowingLSexistswhowillrespondfavorablytopostoperativePT(Louwetal.,2016).

Hanneyetal.(2016)intheirsystematicreviewsuggest:themajorityofstudies show a small difference in the number of PT visits between thoseparticipating in an adherent and non‐adherent treatment program. For threestudiesthedifferencerangedfrom1to2fewervisitsforthoseparticipatinginanadherentcareprogram.However,thestudybyChildsetal.revealedalargedifferenceofalmost9visits.Littledifferenceexistedforprescriptionmedication


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useasdiddifferencesforadditionalphysicianofficevisits.Also,whiletheuseofsubsequentemergencydepartmentcarewaslow(approximately3%inthesample),therewaslittledifferencebetweenthoseparticipatinginanadherentversusnon‐adherentprogram.However, significantdifferences in advanced imagingwasreportedbetween thoseparticipating inanadherentandnon‐adherent treatmentprogram.Thereseemstobeconflictingevidencewithregardstosurgicalprocedures.Whiletwostudiesdemonstratedfewersurgicalcases,anotherstudydemonstratedan increase in surgical cases for those participating in an adherent physicaltherapyprogram.Preliminaryevidencesuggeststhatadherencetoestablishedclinicalpracticeguidelinesmayassistwithdecreasinghealthcareutilizationandcosts. Additional research based on prospective randomized controlled trialsareneededtoprovidehighqualityevidenceregardingtheimpactofguidelineadherenceamongpatientswithlowbackpain(Hanneyetal.,2016).

Riley, Tafuto and Brismée (2016) studiedwhat percentage of physicaltherapy(PT)referralshadaspecificdiagnosisandtreatmentorders.Additionally,specificandnon‐specificdiagnosesandtreatmentorderswerecomparedinregardstoPTunitsbilled,averagevisitsperreferral,andaveragecostperreferral.Thechartsof1,000patientstreatedinoutpatientPTunderwentaretrospectivechartreview.Interferentialstatisticswereusedtodetermineiftherewasastatisticallysignificantdifferencebetweenspecificandnon‐specificdiagnosesandtreatmentordersinregardtoPTunitsbilled,averagevisitsperreferral,andaveragecostperreferral.Twenty‐ninepercentofallreferringdiagnoseswerenon‐specificinnatureand58%containedtreatmentordersthatwerenon‐specific.Chartswithaspecificdiagnosishadastatisticallysignificanthigherutilizationascomparedtonon‐specificdiagnoses (p≤0.001). Patientswith a specific treatmentorderalso displayed a statistically significant larger average in billed units, averagevisitsperreferral,andaveragereimbursementperreferralthanthosewithouta specific treatmentorder (p≤0.0001).Our findingssuggest thataphysiciandiagnosisandreferralmaynotberequiredtodirectcareforpatientsseekingPTservices.Third‐partypayersthatrequireaphysicianreferralforPTservicesmaybedelayingaccesstohealthcareandincreasingcosts(Rileyetal.,2016).

Degenerativelumbarspondylolisthesisisaconditionoftenidentifiedinsymptomatic lowbackpain.Avarietyoftreatmentalgorithmsincludingphysicaltherapyandinterventionaltechniquescanbeusedtomanageclinicallysignificantdegenerativespondylolisthesis.

SclafaniJ.etal.(2016)intheirretrospective,observationalstudyutilizedthe5%national sampleofMedicarecarrierclaims from2000 through2011 inColorado State. A cohort of beneficiaries with a new ICD‐9 diagnosis codefor degenerative lumbar spondylolisthesis was identified. Current proceduralterminology codeswere used to identify the number of procedures performed

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eachyearbyspecialtyonthiscohort.Atotalof95,647individualswereincludedin theanalysis.Averageageat the timeof initialdiagnosiswas72.8 ± 9.8years.Withinthisstudycohort,spondylolisthesiswasmoreprevalentinfemales(69%)than males and in Caucasians (88%) compared to other racial demographics.Over40%ofbeneficiariesunderwent at leastone injection, approximatelyonethird(37%)participatedinphysicaltherapy,oneinfive(22%)underwentspinalsurgery, and one third (36%)didnot utilize any of these interventions. Greaterthanhalfofallprocedures(124,280/216,088)occurredwithin2yearsofdiagnosis.The ratioof focal interventions (transforaminal and facet interventions) to lessselective (interlaminar) procedures was greater for the specialty of PhysicalMedicine and Rehabilitation compared to the specialties of Anesthesiology,InterventionalRadiology,Neurosurgery,andOrthopedicSurgery.Themajorityofphysical therapy was dedicated to passive treatment modalities and range ofmotionexercisesratherthanactivestrengtheningmodalitieswithinthiscohort.Interventionaltechniquesandphysicaltherapyarefrequentlyusedtreatmentmodalities for symptomatic degenerative spondylolisthesis. Understandingutilizationofthesetechniquesisimportanttodeterminerelativeclinicalefficaciesandtooptimizefuturehealthcareexpenditures(Sclafanietal.,2016,a;Sclafanietal.,2016,b)

In the United States, outpatient physical therapy is underutilized intreatingmultiplesclerosis.

LinMu(2016)inhiscross‐sectionalstudyobservedthatapproximately1,2million visits (crude N.:2404, 1997‐2012) occurred annually from UnitedStatesadultswithmultiplesclerosis.Amongthese,physicaltherapywasofferedin 69 thousand visits, corresponding to the weighted prevalence of 5.7%. Ofthese visits reflecting physical therapy utilization, 79,5% were visits fromwomen,76,2%fromwhites,49,4%fromindividualsaged40to55.[…]Ofnote53,9% off all visits offering physical therapy were to patients with privateinsuranceand98,8%inmetropolitanareas(Lin,2016).

Plantar fasciitis is responsible for 1 million ambulatory patient carevisitsannuallyintheUnitedStates.

Fraser,GlavianoandHertel(2017)intheirretrospectivereviewofthePearlDiver patient record database was used to evaluate physical therapistutilizationanduseofmanualtherapyandsupervisedrehabilitationinpatientswithplantarfasciitisbetween2007and2011.AnInternationalClassificationofDiseasescode(728.71)wasusedtoidentifyplantarfasciitis,andCurrentProceduralTerminologycodeswereusedtoidentifyevaluations(97001),manualtherapy(97140),andrehabilitationservices(97110,97530,97112).Atotalof819963uniquepatientsdiagnosedwithplantarfasciitisaccountedfor5739737visitsfrom2007to2011,comprising2.7%ofallpatientsinthedatabase.Only7.1%


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(95%confidenceinterval:7.0%,7.1%)ofpatientsreceivedaphysicaltherapistevaluation. Of the 57 800 patients evaluated by a physical therapist (59.8%female), 50 382 (87.2% ± 0.4%) received manual therapy, with significantincreasesinutilizationperannum.Alargeproportion(89.5%±0.4%)receivedrehabilitation following physical therapist evaluation. Despite plantar fasciitisbeing a frequently occurringmusculoskeletal condition, a small proportion ofpatientswith plantar fasciitiswere seen byphysical therapists.Most patientswhowereevaluatedbyaphysicaltherapistreceivedmanualtherapyandacourseofsupervisedrehabilitationaspartoftheirplanofcare(Fraseretal.,2017).

Directaccesstophysical therapistservices isavailable inall50states,with reported benefits including reduced health care costs, enhanced patientsatisfaction,andnoapparentcompromisedpatientsafety.

Boissonnault’s&Lovely’s(2016)studyemphasizethatforty‐twopercentof thesurveyrespondents(20of47)reportedthat their facilityoffereddirectaccesstophysicaltherapistservices,butfewerthan10%ofpatientswereseenviadirectaccessat95%ofthefacilitiesofferingsuchservices.Themostfrequentlyreportedobstaclestomodelimplementationandutilizationwerelackofhealthcareprovider,administrator,andpatientknowledgeofdirectaccess;itslegalityinWisconsin;andphysicaltherapists'differentialdiagnosisandmedicalscreeningabilities.Respondents representingdirectaccessorganizations reportedmoretimelyaccesstophysicaltherapistservices,enhancedpatientsatisfaction,decreasedorganizationalhealthcarecosts,andimprovedefficiencyofresourceutilizationasbenefitsofmodelimplementation(Boissonnault&Lovely,2016).

Whereas in Germany, the aim of Kopkow et al. (2016) study is toevaluatethehealthcaresituationforphysicaltherapyservices includedinthecatalogueofremediesfrom2004upto2014.Toobtaininformationregardingphysicaltherapyservicesincludedinthecatalogueofremedies,thefreelyavailable"Heilmittel‐Informations‐System (GKV‐HIS)"wasused.Data from the regionalAssociations of Statutory Health Insurance Physicians as well as data fromfederalreportswereextractedfortheyearsfrom2004upto2014.Prescriptionof physical therapy increased continuously from 2004 and 2014. In 2004,155 677 860 and in 2014, 254 695 514 physical therapies were prescribed(increaseof61%).ThehighestnumberofphysicaltherapieswasprescribedinSaxonyforallyears,whereasinNorthRhine‐WestphaliaandHessenthelowestnumber per 1 000 GKV insured persons. Gross sales from physical therapyservicesdifferedbetweenfederalstatesandwerethehighestinSaxony(2004:59.8;2009:54.6,2014:76.7)andBaden‐Wuerttemberg(2004:60.0;2009:57.6;2014: 68.0). The results of this study show utilization of physical therapyservicesasdefined in thecatalogueofremedies inGermanytobeheterogeneous(Kopkowetal.,2016).

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Weber et al. (2016) observed inGermany the frequency of the use ofphysical therapy in the last 12months in the 0 to17‐year‐olds in theKiGGS‐baselinesurveywas6,4%withhigheruseduringinfancyandadolescence.Thesocio‐economic status of parentswas not associatedwith the use of physicaltherapy.Amigrationbackgrounddecreased theprobability of theuseof physicaltherapy,forexample,amongchildrenaged0to2years(ORadjusted:0,5[95%CI:0,2‐1,0]).Inthosewithscoliosis,theuseofphysicaltherapywasalmosttwiceasfrequentininfancyasinadolescence(58,4vs.34,4%).Amaximumof15%ofallchildrenandadolescentswithbackpainreported theuseofphysical therapy.WhenADHDwasdiagnosedatpreschoolage,theprobabilityofusingphysicaltherapywasincreased(ORadjusted:5,1[95%CI:1,4‐18,6]).Thehealthproblems,whichwereassessedintheKiGGS‐baselinesurveyandconsideredforthisanalysiscouldexplain37%oftheuseofphysicaltherapyinthe0to2‐year‐olds.Intheother age groups, 59 to 62% could be explained. Comparison of the KiGGS‐baselinesurveywithhealthinsurancedatashowssimilarfrequenciesandpatternsoftheuseofphysicaltherapyandcanthereforebeusedfortheanalysisofhealthcarequestionsontheuseofphysicaltherapy.Thedatapointtopotentialdeficitsintreatmentinpopulationsegmentsandforsomeconditions(Weberetal.,2016).

Palliativecareisanapproachthatimprovesthequalityoflifeofpatientswith incurable and progressive illnesses; therefore, in these situationsphysiotherapycanplayanimportantrole.

Woitha K. et al (2017) in their study examined the integration andutilizationofphysiotherapyinpalliativeandhospicecareservicesinGermany.Across‐sectionalsurveyincludingallpalliativecareunits,specializedoutpatientpalliative care teamsandhospices inGermany (n=680) in2013was carriedout.Theresponseratewas43.5 %(n=296).Physiotherapy ispredominantlyappliedinpalliativecareunits(79 %)butrarelyinhospices(38 %)andoutpatientpalliativecareteams(30 %).Astructuredphysiotherapeuticassessmentis rarelycarriedoutevenonpalliativecareunits(26 %).Despiteitssignificantpotentialtorelievesymptoms,physiotherapyisnotsystematicallyintegratedintopalliativecarepracticeinGermany(Woithaetal.,2017)).

Physiotherapyservicesarereimbursedonafeeforservicemethodinthe ambulatory care inHungary. The aim ofMolics et al. (2011) study is toanalyze the utilizationof physiotherapy services inHungary.Datawere derivedfromthefinancialdatabaseoftheNationalHealthInsuranceFundAdministration,theonlyhealthcare financingagency inHungary.Weanalyzedtheyear2008.Medicalprocedureswhichcanbeperformedbyphysiotherapistswereincludedintothestudy.MedicalproceduresarelistedaccordingtotheHungarianversionoftheInternationalClassificationofProceduresinMedicineofWHO.Altogether151medicalprocedureswereusedbyphysiotherapists. The following top‐11


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medicalprocedurewereresponsibleformorethanhalf(52.5%)oftotalactivities:ultrasoundtherapy(8.2%),iontophorezis(6.5%),musclestrengtheningexercise(4.8%),individualtraining(4.4%),trainingforcirculationimprovement(4.1%),hand massage (4.0 %), passive movement of multiple limb (4.0 %), middlefrequency treatment (3.8%),mobilization of joints (3.3%), exercises againstresistance (3.2 %), education of using medical devices (3.1 %), extension ofcontracture(3.1%).Totalannualhealthinsurancereimbursementofphysiotherapyserviceswas7.34billionHUF(42.7millionUSD;29.2millionEUR).Physiotherapycare proved to be a highly concentrated health service where 11 medicalproceduresoutof151areresponsibleofmorethanhalfofactivityandhealthinsurancereimbursement(Molicsetal.,2011).

Molicsetal.(2012)evaluatethemostfrequentoutpatientcarephysiotherapyservicesprovided for traumapatients,basedonageandregionaldistribution. The151differenttypesoftreatmentcodesarelistedinthechapteroftheGuidelinesofHHIAfor‘Physiotherapists,massage‐therapists,conductorsandotherphysiotherapypractices‘.Of thephysiotherapeuticservicesprovided for traumapatients, thekneeandlowerleginjuries(ICDcodeS80‐89)occurredwiththehighestincidence.Datacollectedfromtheyear2008werefurtheranalyzedbasedonthedistributionamongthe7differentHungarianregionsandbasedonagedistribution,setto5years intervals. The total number of the provided 151 different typesWHO‐classifiedphysiotherapyserviceswas29045736intheyearof2008;3188650ofthemwiththeICDcodegroupS00‐S99withthehighestincidence:713898ofservices for knee and lower leg injuries (S80 –S89). The highest number ofphysiotherapy treatment in total of 86048 caseswasprovided forpatients intheagegroup30 to34, followedbyagegroupof35 to39with77903cases.The average number of cases was 71.17/1000 persons. Injuries relatedtreatmentsoccurredwiththehighestincidenceintheCentral‐Hungarianregion(81.07cases/1000population)andwiththelowestincidenceintheWestern‐Transdanubian region (62.52cases/1000population). In caseof the traumaticinjuries, the highest demand of the outpatient care physiotherapy servicesoccurredforkneeandlowerleginjuredpatients(Molicsetal.,2012,a).

Traumainjuriesaccountfor3.471.657casesintheannualnumberofthephysiotherapy‐related activities (32.318.413 cases) showing an approximately10.5%prevalence.Theannualnumberofextremityinjuriesisthegreatest,whilethatofthetorso,neckandheadinjuriesisthesmallest.Mostcasestreatedintheregionofthekneeandlegwith794.326cases(22.88%),followedbytheregionofthe upper extremity. The 20 most commonly used activities out of 151 with86.35% incidence shows a varied content. Increase with age, the 10.000 percapitaphysiotherapyproceduresisontherise.Thereisnosignificantdifferencebetween themean values in both genders (females=3272.54,males=3349.70).Until49yearsofageformen,andover50yearsofageforwomenthenumberofinjury‐relatedcasesaregreater(Molicsetal.,2012,b).

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Physiotherapyactivitiesoftheannualnumberof32.318.413cases,suchas 19.095.614musculoskeletal cases show 59.09% incidence with an annualcostofapproximately4.5billionHungarianForint(HUF).The20most frequentlyused interventions show79,19% incidence.The averagenumberof cases inphysiotherapy activities of the most common diseases accounts for 12.015dorsopathies,6.305arthropathiesand3.461softtissuedisordersper10.000inhabitants.Bymalesandfemales,theaveragenumberofcasesaccountsfor8.061and15.589dorsopathies,4.110and8.295arthropathies,2.592and4.245softtissue disorders. The 20most common interventions inmusculoskeletal and softtissuedisordersrepresenthighnumberofcases,butshowvariedcompositionwithregardtoactiveandpassiveprocedures.Concerningthenumberofcasesininterventions,femalesshowlowerincidencefordorsopathies,arthropathiesandsofttissuedisordersaswell.Changesinthenumberofcasesjustifythehighincidenceofmusculoskeletaldisordersintheolderpatients(Molicsetal.,2013,a).

In2009theaveragenumberofcasesundergoingphysiotherapy activitiesfollowinglowerextremityinjuriesper10,000personswerethefollowing:„hipand thigh injuries” 249.75male cases and 443.7 female cases; „knee and leginjuries”927.64malecasesand668.25femalecases,and„ankleandfoot injuries”307.58malecasesand245.75femalecases.AccordingtoMolicsetal.study,thenumberofphysiotherapyactivitiesforpatientswithinjuriesofthelowerextremityshowedsignificantdifferencesbetweengenders(Molicsetal.,2013,b).

Traumainjuriesaccountfor3471657caseswithintheannualnumberof the physiotherapy‐related activities (32318413 cases) are showing anapproximately10.5%prevalence.Increasingwithage,thenumberphysiotherapyproceduresper10000populationisontherisewithanationalmeanvalueof3386.There isnosignificantdifferencebetweenthemeanvalues inboth genders(females=3272,males=3349). Thehighest number of physiotherapy treatment isprovided for themenpatients in theagegroup55 to59(4525) followedbyage groupsof 35 to45with4225 and4272 cases.Theoldestwomen age groupshowthehighestvalueinthisgender(7664),followedbyagegroupsof75to85with6057and6041casesper10000.Thenumberof injury‐relatedcases arehigherinmenuntil49yearsofage,butover50yearsofageishigherforwomen.Incase of the traumatic injuries, the highest demand of the outpatient carephysiotherapyservicesoccurredolder injuredpatients.The claim indicatorswere significantlyhigher formenandwomenover50years of age (Molics et al.,2013,c).

Thetotalnumberof theprovided151different typesWHO‐classifiedphysiotherapyserviceswas32.318.413intheyearof2009;19.095.614(59,09%)ofthemwiththemusculoskeletalandconnectivetissuediseases.Theprevalenceof thedorsopathiadiseaseswere51,17% in thegroupof themuskuloskeletal


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andconnectivetissuediseases.Theaveragenumberofcasesofphysiotherapyactivitiesper10,000personsaccountedfor12.015casesin2009.Theaveragenumberofcasesper10,000personsformalesandfemaleswere15.589casesfor males and 8.061 cases for females. The number of cases increases fromthe 20. age groups in the men and women patients. The highest number ofphysiotherapytreatmentisprovidedforbothgendersintheagegroup50to59followedbyagegroupsof60to74.Thephysiotherapyservicesoccurredwiththehighestincidenceincasesofthe‘diseasesofthemusculoskeletalsystemandconnectivetissue’ICDgroup.ThedorsopathiadiseasesattheICDgroupsshowthehighestprevalence, indicating the importanceofprevention (Molics et al.,2013,d).

In2009altogether190986patientswithneurologicaldisordersreceivedphysiotherapy treatment in outpatient care, representing 1331675 cases andgot 388.215million Hungarian Forint health insurance reimbursements. Thenumberofpatientswithnerve,nerverootandplexusdisorderswas39patients/10000populationformalesand66patients/10000populationforfemales.Thenumberofpatientswithcerebralpalsyandotherparalyticsyndromeswas49patients/10000 populations for males and 35 patients/10000 population forfemales.Thenumberofpatientswithepisodicandparoxysmaldisorderswas33patients/10000populationformalesand52patients/10000populationsforfemales. In the outpatient physiotherapy care the utilization indicators forfemale patients were higher in nerve, nerve root and plexus disorders andepisodicandparoxysmaldisorders,whileincerebralpalsyandotherparalyticsyndromestheutilizationbymalepatientswashigher.Thereareimportantageandgenderinequalitiesintheutilizationofphysiotherapycareofpatientswithneurologicaldisorders(Molicsetal.,2015).

Thenumberof specializedhome care visits inHungary accounted forvaluesbetween1106396and1310093intheperiodof2010‐2014.Therateofcompletedvisitsamountedto55‐60%regardingspecializedcareand40‐45%tophysiotherapyservices.Withinphysiotherapyservices,physiotherapy showedtohighestincidencewiththenumberofvisitsbetween390092and483654.Thisrepresentsapproximately85%frequencyeachyearoppositetoelectrotherapyandspeechtherapymin.22918(83,62%)patientsin2010and31217(88,55%)patientsin2014(Molicsetal.,2016;Járomietal.,2016).Conclusion Utilizationofphysiotherapyinthewordisdifferentbutwheretheyoftusethistherapythehealthcarecostsbecamereduced.

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To ensure the quality of physical therapy services, inter professionalandpatientrelevantresearchisneeded(Kopkowetal.,2016).

Thenumberofphysiotherapyroundsgivesreasontoreconsiderfinancingand requires more support for the elaboration of physiotherapy services(Molicsetal.,2016).

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