No. 1, Vol. XIV, 2013 GYMNASIUM · ROMANIA „VASILE ALECSANDRI” UNIVERSITY OF BACAU FACULTY OF MOVEMENT, SPORTS AND HEALTH SCIENCES No. 1, Vol. XIV, 2013 GYMNASIUM Scientific Journal

ROMANIA „VASILE ALECSANDRI” UNIVERSITY OF BACAU

FACULTY OF MOVEMENT, SPORTS AND HEALTH SCIENCES

No. 1, Vol. XIV, 2013

GYMNASIUM

Scientific Journal of Education, Sports and Health

EDITORIAL BOARD Tatiana Dobrescu - “Vasile Alecsandri” University of Bacău, Romania – chief editor Antala Branislav - University of Comenius, Slovakia Chong Yang Kim - University of Hanyang, Seoul, South Korrea Claude Luis Gallien - University of Rene Descarrtes, Paris, France James S. Skinner - University of Indiana, USA Luis Carrasco – University of Seville, Spain Miran Kondric - University of Ljubljana, Slovenia Admir Hadyikadunic - University of Sarajevo, Bosnia and Herzegovina Stavros Douvis - University of Athens, Greece Verena Burk - University of Darmstadt, Germany Jaromír Sedláček - University of Comenius, Slovakia Adrian Gagea - National University of Physical Education and Sport, Romania Dumitru Evuleţ Colibaba - University of Piteşti, Romania Ioan Ion Lador - Ministry of Education, Research, Youth and Sports Pierre Joseph de Hillerin - National Research Institute for Sport, Romania Mugurel Niculescu - University of Piteşti, Romania Dănuţ Nicu Mârza Dănilă - “Vasile Alecsandri” University of Bacău, Romania Gabriela Ochiană - “Vasile Alecsandri” University of Bacău, Romania Gheorghe Balint - “Vasile Alecsandri” University of Bacău, Romania Gloria Raţă - “Vasile Alecsandri” University of Bacău, Romania

EDITING TEAM

Bogdan Raţă - “Vasile Alecsandri” University of Bacău, Romania – chief edition Tatiana Balint - “Vasile Alecsandri” University of Bacău, Romania Constantin Şufaru - “Vasile Alecsandri” University of Bacău, Romania Responsibility for the content of the articles and iconographic representations for accuracy rests entirely with the authors. (online) = ISSN 2344 – 5645 ISSN-L 1453-0201

SCIENTIFIC COMMITTEE

Antala Branislav - University of Comenius, Slovakia Chong Yang Kim - University of Hanyang, Seoul, South Korea Claude Luis Gallien - University of Rene Descarrtes, Paris, France Elisabeth Burge - University of Geneva, Switzerland Francois Plas –Fondation Metallurgique et Miniere pour la Sante, France Gregory Cuvelier - HEPH Condorcet, Belgium James S. Skinner - University of Indiana, USA John Douvis - University of Peloponnese, Athens, Greece Luis Carrasco– University of Seville, Spain Miran Kondric - University of Ljubljana, Slovenia Nenad Zivanovic - University of Nis, Serbia Admir Hadyikadunic - University of Sarajevo, Bosnia and Herzegovina Piotr Glowicki – Ackademia Wychowania Fizycynego we Wroclawiu, Poland Veaceslav Manolachi - State University of Physical Education and Sport, Republic of Moldova Verena Burk - University of Darmstadt, Germany Virginie Cuvelier – University of Applied Sciences Geneva, Switzerland Adrian Gagea - National University of Physical Education and Sport, Romania Alexandru Păcuraru - “Dunărea de Jos” University of GalaŃi, Romania Dumitru Colibaba EvuleŃ - University of Piteşti, Romania Iacob HanŃiu - University of Oradea, Romania Ioan Ion Lador - Ministry of Education, Research, Youth and Sports, Romania Mugurel Niculescu - University of Piteşti, Romania Pierre Joseph de Hillerin - National Research Institute for Sport, Romania Tiberiu Ardelean - National University of Physical Education and Sport, Romania Alexandru Acsinte - “Vasile Alecsandri” University of Bacău, Romania Cătălina Ababei – “Vasile Alecsandri” University of Bacău, Romania DănuŃ Nicu Mârza Dănilă - “Vasile Alecsandri” University of Bacău, Romania Doina Mârza Dănilă - “Vasile Alecsandri” University of Bacău, Romania Florin Grapă - “Vasile Alecsandri” University of Bacău, Romania Gabriela Ochiană - “Vasile Alecsandri” University of Bacău, Romania Gabriela Raveica - “Vasile Alecsandri” University of Bacău, Romania Gheorghe Balint - “Vasile Alecsandri” University of Bacău, Romania Gloria RaŃă - “Vasile Alecsandri” University of Bacău, Romania Radu Ababei –“Vasile Alecsandri” University of Bacău, Romania Silviu Şalgău - “Vasile Alecsandri” University of Bacău, Romania Tatiana Dobrescu - “Vasile Alecsandri” University of Bacău, Romania

„Gymnasium” is accepted „Scipio” Romanian National Platform

Is indexed in the following international databases:

Index Copernicus,

J-Gate

DOAJ

Ulrich's

EBSCO SPORTDiscus with Full Text

ProQuest

2

SUMMARY

Author Article Pag

Popovici Ileana-Monica Lupan LenuŃa Lupan Veniamin

The somatic, physical and technical model of the performance handball player, from the junior national team (17-18 years) Modelul somatic, fizic şi tehnic al hanbalistei de performanŃă, la nivelul lotului naŃional de junioare (17-18 ani)

5

Pradas de la Fuente Francisco, Castellar Otín Carlos, Ochiana Nicolae

Analysis of explosive and elastic-explosive strength of lower limbs in spanish young top-level table tennis players

21

Alexe Cristina Ioana Alexe Dan Iulian Majid AL-Busafi

Larion Alin

Fighting competition stress by focusing the psychological training on the vigor-activity mood states Combatertea stresului competiŃional prin orientarea pregătirii psihice asupra dispoziŃiilor de vigoare-activare

29

Tudor Virgil Possibilities to optimize the stand-up wrestling efficiency by improving the takedown procedures PosibilităŃii de optimizare a eficienŃei luptei în picioare prin perfecŃionarea procedeelor de doborâre

47

Dobrescu Tatiana

Study regarding the psychological profile of the "Vasile Alecsandri" University of Bacau's aerobic gymnastics team Studiu privind profilul psihologic al echipei de gimnastica aerobică de la Universitatea “Vasile Alecsandri” din Bacau

61

Lacroix Justine Kammoun Benjamin Daviet Jean-Christophe Salle Jean-Yves Mandigout Stéphane

The adapted physical activity or therapeutic education activity, "review of current techniques and opportunities for people with loss of autonomy"

75

Petrovici Amalia

Sector public relations – a research of the perception of an audience section upon the factors responsible for promoting health RelaŃii publice sectoriale – cercetări privind percepŃia unui segment de public asupra factorilor responsabili în promovarea sănătăŃii

81

Bejenaru (Boingeanu) AncuŃa Balint Nela Tatiana

The assessment of motor behaviour in children who have down syndrome - case study Evaluarea comportamentului motor la copiii cu sindrom down - studiu de caz

92

3

Majid al-Busafi Kashif Zayed Mahfoudha al- Kitani

Evaluation of talent identification methods for national teams in the Sultanate of Oman: current models and future directions

106

Netolitzchi Mihaela Study regarding the development of accuracy in free throws in women’s university basketball Studiu privind dezvoltarea preciziei aruncărilor libere în baschetul feminin universitar

120

Ciocan Cătălin Fleancu Julien Leonard Ciocoiu Dana Lucica Adjudeanu Adrian

Contributions regarding the improvement of basketball learning through the use of preparation games during the seventh grade physical education lesson ContribuŃii privind eficientizarea învăŃării jocului de baschet prin folosirea jocurilor pregătitoare în lecŃia de educaŃie fizică la clasa a VII-a

130

Talaghir LaurenŃiu-Gabriel

Interdisciplinarity in academic education management applied in physical education specialty Interdisciplinaritatea în managementul educaŃional universitar aplicat la specialitatea educaŃie fizică

144

Alexandru Eftene Acsinte Alexandru

Study regarding the effectiveness of the first phase of defense in team handball, juniors III level Studiu asupra eficienŃei fazei i a apărării în handbal la nivelul juniorilor III

162

Triboi Vasile Economic expediency of marketing activity of Organizing Committees for Olympic Games (OCOG)

171

Pavel Silviu Ioan Antohi Nucu

Contributions regarding the development of speed through specific football action means for the fifth grade physical education lesson ContribuŃii privind dezvoltarea vitezei prin mijloace de acţionare specifice jocului de fotbal în lecŃia de educaŃie fizică la clasa a V-a

182

4

No. 1, Vol. XIV /2013

G Y M N A S I U M

Scientific Journal of Education, Sports, and Health

THE SOMATIC, PHYSICAL AND TECHNICAL MODEL OF THE PERFORMANCE HANDBALL PLAYER, FROM THE JUNIOR

NATIONAL TEAM (17-18 years)

Popovici Ileana-Monica 1*, Lupan LenuŃa 2,

Lupan Veniamin 3

1“Alexandru Ioan Cuza” University of Iasi, Bd. Carol I, No.11, 700506 Romania 2,3The Highschool with Sports Program Iaşi, Ghica Vodă Str. no.28, Iaşi,700469,

Romania

Keywords: performance women athletes, somatic, movement and technical tests, progress

Abstract

The present paper contains a seris of theoretical and practical considerations regarding the model of performance handball player, at the age of 17-18, exploring the somatic, physical and technical dimensions. Our attention was focused on measuring somatic parameters and the level of physical and technical development, by studying the influence of the means of actions over the performance route of women athletes, during a competitional year. In order to evaluate the three components (somatic, physical and technical), specific tests were used, applied in two stages: initial and final, on a group of 16 players from the junior national team. The results obtained after the systematic usage of the selected means of action became obvious and proved a visible progress in most tests performed by the athletes. Knowledge of somatic development and of the level of physical and technical preparation of the players represents an essential factor in the process of preparation and, implicitly, in obtaining performance in competitions. Finally, a series of conclusions emerged regarding the efficiency of action means used in sports training and the characteristics of the model of the performance woman handball player, at the age of 17-18.

1. Introduction

Modern training nowadays appeals more and more to finding a balance between physical, technical, tactical, psychic and biological dimensions of the human being, by maximum capitalization of the potential of each athlete, for optimizing performances.

Like other sports, handball knows a rapoid and extraordinary evolution, the level of performances achieved in the present stage is very high and it can only be reached by those women athletes whose ability of performance is

* E-mail:[email protected]

5

Popovici Ileana-Monica et al. / Gymnasium

extremely high and in continuous development. The modern game of handball supposes different somatic biotypes that act

having an intense rhythm, where the motric couple speed-force combines with resistance, with skill and the force of throwing to the gate. To meet the requirements of so high biological requirements, handball requires special physical and psychic qualities from its players.

Obtaining sportive performances is determined by a multitude of internal and external factors – which are interdependent -, on them depend the planning and modelling training. In connection to internal factors which depend entirely on the individual, A. Dragnea and S. Mate-Teodorescu (2002, p. 104) consider that these include the abilities, motric skills and knowledge, but also the constitutional type, the structure of muscle fiber, the characteristics of functional-biochimical processes and metabolic processes of issuing and usage of energy, and also psychical processes.

Knowing somatic development and the level of physical and technical development of the women players represents an essential factor in the process of training and, implicitly, in getting performances in competitions.

Moreover, knowledge regarding sex features and permanent attention to respecting physiological principles while dosing physical effort in the training lesson can determine progress in training and in competitions.

At the age of the juniors (17-18 years),one of the main requirements during training refers to individualized preparation. According to O.T. Bompa (2002, p. 33), each coach needs to pay attention to each athlete, irrespective of one’s qualities and potential, of one’s learning abilities and on the specificity of that sport, not taking into account the level of performance.

At the same age level, the accent should fall on the analytical method which addresses the process of deepening execution details, but especially efficiency. A. Acsinte (2000, p. 87) claims that the stronger a chain is the stronger it is its weakest link. Thus, training should be directed towards the weak links, using various exercises when applying the analytical method and having a degree of analogy with the conditions of the game until these links are strengthened at least at the level of the strongest links.

A basic principle of the programs of individualized training is that of maintaining balance between the three factors of preparation: physical general training, physical specuial training and technical preparation (Baştiurea, E., 2007, p. 59). In the situation of individualized preparation of the players, the methods and means are chosen, adapted and applied in new forms, from one athlete to another.

All the efforts of coaches, together with those of the athletes lead to making preparation efficient and, implicitly, to obtaining performances. In order to do this, it is required that each level of age has an ideal model of active players (Sotiriu, 1998, p. 35), after a statistic analysis of European and world competitions. Thus, each player, depending on the role one has in the field, could fit a specific motric and psycho-somatic model.

6

No. 1, Vol. XIV/2013

In the present paper, we will refer only to the somatic, physical and technical model of performance women athletes who play handball, at the level of the National Team of Juniors of Romania (17-18 years), not approaching tactic and psychological aspects.

The objective of the present research consisted in selecting and applying a number of optimum means of action for developing physical and technical level, at the performance women handball players from the representative team of Romania (juniors), according to competitional demands and nowadays trends in modern handball.

2. Material and methods

The hypothesis of research We suppose that, by the correct and systematic usage of means of action,

we could influence the increase of the level of physical and technical development of the handball women players of the national team (17-18 years).

The subjects of research are represented by female handball players aged between 17 and 18 years, selected from the junior teams I from Romania, to become components of the national team at this level.

Applied tests Anthropometric measurements: waist, weight, volume, length of palm,

palm open, foot size. Tests for physical and technical level: speed running at 5X30m, technical

test, commute (5X10m), lift of the dorsal trunk from 90° in 30 seconds, length jump from a fixed place, throwing the handball ball at distance with three steps behind, throwing the medical ball of 3 kg from one fixed place (with two hands above the head), Test Cooper.

Description of the investigation endeavour The research endeavour took place in the period January 2011– January

2012, consisting in two tests (initial and final), there were made anthropometric measurements and applied physical and technical tests.

The steps of research: phase I: giving the initial test – January 2011, Bucharest; phase II: selection and application of means of action in the process of training (Bucharest, Plopeni); phase III: giving the final test – January 2012, Sf. Gheorghe; phase IV: interpretation of the obtained results and forming conclusions and recommendations.

We will continue by presenting a series of specific means used in the training of the national team of players of Romania, in the game of handball (both at a physical and technical level). We mention that the physical exercises used for physical preparation have in view two or even three motic qualities, and those for technical preparation could not be separated very much from some aspects which belong to tactic preparation. • As a means of development combining several motric qualities, the commute was used, dividing the team in groups of 4-5 players. Distance is divided in three, in the points A, B, C, D, there are plastic poles; each player

7


runs with a pole in his head that one changes in the following way: from A→B, on runs in tempo 4/4; from B→A in tempo 4/4; from A→C in tempo 4/4; from C→B in tempo 4/4; from B→D in tempo 2/4 and from D→A in tempo 4/4.

� In day 1 of preparation: the distance between poles is 30m, and 3 repetitions will be executed, each of 3 series, with a break of 5min;

� In day 2 of preparation: the distance between poles is 20m, and 3 repetitions will be done, each of 5 series, with a break of 3-5 min;

� In day 3 of preparation: the distance between poles is 10m, and 4 repetitions will be executed, each of 5 series, with a break of 3-5 min;

� In day 4 of preparation: the distance between poles is 5m, and 5 repetitions of 5-7 series will be executed, with a break of 3-5 min.

• The team is divided in three groups of 5 female players each, two of the groups are placed in a semicircle and the third in the centre, in every goal there is a porter. The rules are those from handball without repositioning the ball in the centre. The team from the middle attacks a goal, after completion, they prevent the reposition of the ball up to 10m. The defense team attacks, tries to demarcate, executes phase II and tries to quickly complete the attack. The team that completed the game carries off running outside the field left – right, at the exchange area where they execute 3 pushups, and comes back to the field for the defense. • Catch-bird (inter-inter) entering on both gates, a 180° turn and speed running through the exterior towards the other gate (as an alternative, running can be done diagonally). • The same exercise above with crossing inter–inter and speed running through the exterior towards the opposing goal. • Passing the ball to another one with the dexterous hand as a competition, maximum tempo for 30”. • Passes in two with movement with the dexterous hand, with acceleration after each pass. • Another way of developing speed endurance is the following:

� Day 1 of preparation: four running periods of 15 min each, with a 3-5 min break, of which 4 min tempo 2/4 and a minute tempo 3/4;

� Day 2 of preparation: three rounds of 20 min each, with a 5 min break, of which 4 min tempo 2/4 and a minute tempo 3/4;

� Day 3 of preparation: two rounds of 30 min each, with a 5-7 min break, of which 4 min tempo 2/4 and 2 min tempo 3/4;

� Day 4 of preparation: a round of 60 min., of which: a) 15 min. 2min. tempo 2/4 and 1 min. school of running, b) 28 min will be grouped in 4 rounds of 7min as it follows – 4min

running tempo 4/4 and 3min slow running c) 15 min slow running.

• Bilateral game with a theme – without repositioning from the centre. • Successive jumps knees up and detachment with both legs over the fences. • The same exercise, with pushups at the end.

8


• Successive jumps on a leg over fences. • Pushups with legs supported by the gym bench. • From lying dorsally: lifting the legs at 45˚ (without touching the ground). • From lying dorsally with shoulder blades and heels support: passing the ball from one hand to another simultaneously with lifting the pelvis • From lying facially with the hand in the right hand: trunk extension with passing the ball rolled to the ground to the left hand. • From lying facially, the body in extension, multiple dribbling, alternative use of the arms. • Passing the medicinal ball from ankle game, using different procedures of passing. • Exercises for improving multiple dribbling, of catching and passing the ball in successive penetration, for strengthening and improving passes which involve the extreme and the pivot, improvement of marking and branding, of attacking the opponent with the ball, for strengthening and improvement technical procedures of casting the gate (specific to positions, starting even at 7m), for strengthening and improvement of technical procedures of attack and defense (overrun, interception, blocking balls, taking the ball from dribbling, getting ”foul in attack”), improvement of direct counterattack and that with an intermediary, improvement of retreat, improvement of recovering the balls returned from the bar or rejected by the porter, exercises for the strengthening and improvement of the porter’s technical procedures. • Means of action fro preparing couples for positions: exercises for improving phase II; for strengthening and improvement of counterattack with an intermediary; for strengthening and improving crossings and enveloping; for strengthening and improvement of the ”one-two”; for strengthening and improvement of the change of people at lock-out; for strengthening and improvement of penetration; for strengthening and improvement of closing penetration lanes; for improving defense in the temporary area. • Means of action for collective preparation: exercises for strengthening and improvement of complex attack technical-tactic actions; for strengthening and improvement of the defense system 6 : 0, advanced zone; for strengthening and improvement of the attack system with a positional and in use pivot; for strengthening and improvement of tactic combinations for throws from 9m; for strengthening and improvement of the combined 5+1 system; for strengthening and improvement of defense actions while throwing from 9m; for improvement of situations of final round or defense game; for improving similar situations for the attack game (completion in short time or finishing the attack having the ball without completion); for improvement of passage to the defensive device – very quick reposition of the ball from the centre (after a received goal); for improvement of blocking direct throws from 9m (from ends of rounds or game).

3. Results and discussions

After anthropometric measurements and the physical and technical tests, the female players obtained good results and there was a progress at the final test compared to the initial one (see tables no. 1 and 2).

9


Table 1. Anthropometric measurements of the National Team of Handball Female Juniors (17-18 years)

Speed running viteză 5 x 30 m Technical test Commute (5X10m)

Raising the lying dorsal trunk at

90° in 30 seconds

Length jump from a fixed place

Handball ball throwing with an impetus of three

steps

Throwing the medicinal ball of 3 kg

from a fixed place

Cooper test Nr.

Crt

Last name and first

name Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P

1.

D.D.Ş. 5,1 5,0 +0,1 39” 36” +3” 25,6 25,2 +0.4 29 31 +2 2,20 2,20 0 33 35,5 +2,5 10,70 11 +0,30 1850 1950 +100

2. I.A.M. 5,3 5,1 +0,2 42” 38” +4” 28,0 27,0 +1 23 30 +7 1,90 195 +0,5 32 33 +1 9,30 6,5 +2,70 1810 1890 +80

3. R.M.E. 5,1 4,9 +0,2 39” 37” +2” 26,2 25,8 +0.4 31 30 +1 1,90 1,95 +0,5 35 36 +1 11 6,7 +4,30 1770 1900 +130

4. C. C.A. 4,8 4,8 0 46”

38” +8” 25,6 24,7 +0.9 27 30 +3 2,00 1,90 +0,10 30 38,5 +8,5 12,50 10,20 +2,30 1880 2030 +150

5. T.A.M. 4,7 4,6 +0,1 40” 38” +2” 24,1 23,3 +0.7 28 31 +3 2,00 2,10 +0,10 30 32 +2 6,5 7 +0,50 2010 2300 +290

6. B. G. 5,0 4,9 +0,1 45” 42” +3” 25,0 26,1 -1.1 25 30 +5 1,85 1,85 +0,5 38 42 +4 12,90 8,30 +4,70 1720 1790 +50

7. C. A. 4,8 4,7 +0,1 43” 39” +4” 25,5 24,6 +0.9 23 31 +8 2,05 1,95 +0,10 32 33 +1 12,20 10,40 -1,80 1800 1990 +190

8. S. M.A. 4,8 4,7 +0,1 41” 38” +3” 24,9 24,7 +0.2 26 29 +3 1,90 2,00 +0,10 29 35 +6 6,60 7,10 +0,50 1870 2030 +160

9. C. A. 5,2 5,1 0,1 44” 39” +5” 26,1 25,4 +0.7 30 31 +1 2,00 1,95 -0,5 31 31 0 7,10 8,00 +0,90 1810 2050 +240

10. B. A. 5,4 5,1 +0,3 45” 39” +6” 27,1 25,7 1.4 27 31 +4 1,90 1,90 0 43 38 +5 10,20 7,60 +2,60 1850 1900 +50

11. L. A. 4,9 4,7 +0,2 45” 39” +6” 25,9 25,9 0 28 32 +4 1,90 2,00 +0,10 38 41,5 +3,5 8,90 6,80 -2,1 1940 2130 +190

12. P.D.A. 4,5 4,4 0,3 39” 35” +4” 24,5 24,9 -0.4 33 35 +2 2,05 2,05 0 35 41,5 +6,5 12 9,20 +2,8 1810 2000 +190

13. C.M.C. 4,9 4,7 0,2 39” 35” +4” 24,4 24,7 -0.3 29 39 +10 2,10 2,00 -0,10 40 44 +4 9,10 10,80 +1,70 1870 2050 +180

14. G.A.M. 4,3 4,2 0,1 40”

35” +5” 23,3 23,0 +0.3 31 30 +1 2,25 2,25 0 31 40 +7 8,60 8,10 +0,50 1960 2070 +110

15. C.M.E. 4,7 4,6 0,1 43” 37” +6” 25,0 24,6 +04 29 35 +6 2,05 2,05 0 31 44 +13 9,50 7,60 +1,90 1870 1990 +120

16. T. C. 4,9 4,7 0,2 41” 39” +8” 25,9 25,4 0.5 30 35 +5 2,00 2,05 +0,5 32 37 +5 7,60 7,80 +0,20 1810 1890 +80

10


Table 2. Results obtained at control tests (physical and technical) by the members of the National Team of Junior Players of Handball (17-18 years)

Stature (cm) Weight (kg) Span (cm) Palm length (cm) Palm open (cm) Foot size (cm) Nr. Crt.

Last name and first name Ti Tf D Ti Tf D Ti Tf D Ti Tf D Ti Tf D Ti Tf D

1. D.D.Ş. 180 181 +1 70 71,5 +1,5 184 184 0 19.5 19,5 0 22 22 0 42 42 0

2. I.A.M. 181 182 +1 62 63,8 +1,8 183 183 0 18 18 0 20.5 20,5 0 40 40 0

3. R.M.E. 180 180 0 65 65 0 179 179 0 18.5 18,5 0 21 21 0 40 40 0

4. C.C.A. 167 168 +1 67 70,4 +3,4 175 175 0 18.5 18,5 0 21.5 21,5 0 39 39 0

5. T.A.M. 169 170 +1 56 65,3 +9,3 170 170 0 17,5 17,5 0 20 20 0 39 39 0

6. B.G. 183 184 +1 96 100 +4 187 187 0 19.5 19,5 0 22.5 22,5 0 44 44 0

7. C.A. 176 176 0 77 79,1 +2,1 176 176 0 18.5 18,5 0 20.5 20,5 0 41 41 0

8. S.M.A. 162,5 163 +0,5 55 55 0 160 160 0 17.5 17,5 0 20 20 0 38 38 0

9. C.A. 178 178 0 67 67 0 176 176 0 18.5 18,5 0 21 21 0 40 40 0

10. B.A. 182 182 0 65 65 0 178 178 0 18.5 18,5 0 20.5 20,5 0 42 42 0

11. L.A. 179 179 0 62 60,9 -1,1 177 177 0 17 17 0 21 21 0 39 39 0

12. P.D.A. 174 174 0 70 72,4 +2,4 175 175 0 18.5 18,5 0 21.5 21,5 0 41 41 0

13. C.M.C. 174,5 175 +0,5 75 73 -2 176 176 0 20 20 0 22.5 22,5 0 42 42 0

14. G.A.M. 168 170 +2 59 61,2 2,2 173 173 0 18 18 0 20 20 0 39 39 0

15. C.M.E. 175 176 +1 64 67,1 +3,1 180 180 0 19.5 19,5 0 25 25 0 40 40 0

16. T.C. 176 177 +1 63 65 +2 179 179 0 19,5 19,5 0 25 25 0 41 41 0

11


4. Conclusions

• Due to sports’ rapid evolution, the model of the champion athlete, the model of the coach and their relationship changed.

• We believe that the means of action used during training proved to be efficient, thus demonstrating the validity of the hypothesis of the research paper. In other words, we can say that their correct and systematic usage influenced the increase of the level of physic and technical development of the female handball players of the national team (17-18 years).

• Progress in most tests also proves that training was planned/projected in detail and organized from a methodological point of view by the coach.

• Moreover, we underline the fact that individualized training was very much used, permanently taking into account the features of the players and an appropriate dosing effort.

• In the experiment, we used samples and control rules according to the new requirements of the Romanian Federation of Handball.

• Developing models of games and their technical-tactic content based on records processed statistically and experimented during coaching would lead to creating algorithms composed of specific means, staggered according to the possibilities and specificity of the athletes.

• We recommend, for this segment of age, the use of diverse resources and appropriate conditions for game during training.

References

1. ACSINTE, A., EFTENE, A. (2000). Handbal – de la iniŃiere la marea performanŃă, Media Publishing House, Bacău.

2. BAŞTIUREA, E. (2007). Handbal – Concepte, principii şi căi de perfecŃionare ale antrenamentului, The Academic Publishing House, GalaŃi, pp. 56-62.

3. BOMPA, T. O. (2002). Periodizarea – Teoria şi Metodologia Antrenamentului Sportiv, Ex Ponto Publishing House, ConstanŃa.

4. DRAGNEA, C. A., MATE-TEODORESCU, S. (2002). Teoria sportului, FEST Publishing House, Bucharest, 102-108.

5. SOTIRIU, R.. (1998). Handbal – antrenament, teorie, metodică, Garold SRL Publishing House, Bucharest, pp. 35-43.

12


MODELUL SOMATIC, FIZIC ŞI TEHNIC AL HANBALISTEI DE PERFORMANłĂ, LA NIVELUL LOTULUI NAłIONAL

DE JUNIOARE (17-18 ani)

Popovici Ileana-Monica 1, Lupan LenuŃa 2,

Lupan Veniamin 3

1Universitatea „Al. I. Cuza” Iaşi, Bd. Carol I, Nr.11, Iaşi, 700506, Romania 2,3Liceul cu Program Sportiv Iaşi, Aleea Ghica Vodă nr.28, Iaşi,700469, Romania

Cuvinte cheie: sportive de performanŃă, teste somatice, motrice şi tehnice, progres

Rezumat

Prezenta lucrare cuprinde o serie de consideraŃii teoretice şi practice privind modelul handbalistei de performanŃă, la vârsta de 17-18 ani, explorând dimensiunile somatică, fizică şi tehnică. Ne-am concentrat atenŃia asupra măsurării parametrilor somatici şi a nivelului de dezvoltare fizică şi tehnică, prin studierea influenŃei pe care o au mijloacele de acŃionare utilizate asupra progresului înregistrat pe perioada unui an competiŃional. Pentru evaluarea celor trei componente (somatică, fizică şi tehnică), s-au folosit specifice, aplicându-se în două etape: iniŃială şi finală, pe un lot de 16 jucătoare, componente ale lotului naŃional de junioare. Rezultatele obŃinute în urma utilizării sistematice a mijloacelor de acŃionare selectate s-au reliefat şi au demonstrat un progres vizibil la majoritatea probelor susŃinute de sportive. Cunoaşterea dezvoltării somatice şi a nivelului de pregătire fizică şi tehnică a jucătoarelor reprezintă un factor esenŃial în procesul de pregătire şi implicit, în obŃinerea performanŃelor din competiŃii. În final, s-au conturat o serie de concluzii cu privire la eficienŃa mijloacelor de acŃionare folosite în antrenamentul sportiv şi la dimensiunile modelului handbalistei de performanŃă, la nivelul vârstei de 17-18 ani.

1. Introducere

Antrenamentul modern apelează astăzi din ce în ce mai mult la echilibrarea dimensiunilor fizică, tehnică, tactică, psihică şi biologică a fiinŃei umane, prin valorificarea la maximum a potenŃialului de care dispune fiecare sportiv, în scopul optimizării performanŃelor.

Ca şi alte sporturi, jocul de handbal cunoaşte o evoluŃie rapidă şi spectaculoasă, nivelul performanŃelor realizate în etapa actuală fiind foarte ridicat şi putând fi atins doar de jucătoarele a căror capacitate de performanŃă este deosebit de mare şi în continuă perfecŃionare.

Jocul modern de handbal presupune biotipuri somatice diverse care acŃionează într-un ritm crescut, unde se îmbină din punct de vedere motric viteza-forŃa cu rezistenŃa, cu îndemânarea şi forŃa de aruncare la poartă. Pentru a face faŃă unor asemenea cerinŃe biologice, handbalul revendică din partea practicanŃilor calităŃi fizice şi psihice deosebite.

ObŃinerea performanŃei sportive este determinată de o multitudine de factori interni şi externi – aflaŃi într-o relaŃie de interdependenŃă -, de care

13


depinde planificarea şi modelarea pregătirii. Raportându-ne la factorii interni, care Ńin efectiv de individ, A. Dragnea A. şi S. Mate-Teodorescu (2002, p. 104) consideră că aceştia includ aptitudinile, deprinderile şi priceperile motrice, cunoştinŃele, dar şi tipul constituŃional, structura fibrei musculare, caracteristicile proceselor funcŃional-biochimice şi metabolice de eliberare şi utilizare a energiei, precum şi procesele psihice.

Cunoaşterea dezvoltării somatice şi a nivelului de dezvoltare fizică şi tehnică a jucătoarelor reprezintă un factor esenŃial în procesul de pregătire şi implicit, în obŃinerea performanŃelor din competiŃii.

De asemenea, cunoaşterea particularităŃilor de sex şi respectarea permanentă a principiilor fiziologice în dozarea efortului fizic din lecŃia de antrenament poate determina înregistrarea unui progres în pregătire şi competiŃii.

La vârsta junioarelor I (17-18 ani), una dintre cerinŃele principale care se conturează în cadrul antrenamentului se referă la individualizarea pregătirii. În opinia lui O.T. Bompa (2002, p. 33), fiecare antrenor trebuie să acorde atenŃie fiecărui sportiv, în funcŃie de calităŃile şi potenŃialul acestuia, de particularităŃile de învăŃare şi specificul sportului, indiferent de nivelul de performanŃă.

Tot la această etapă de vârstă, ponderea în pregătire trebuie acordată metodei analitice, care se adresează aprofundării detaliilor de execuŃie, dar mai ales eficienŃei. A. Acsinte (2000, p. 87) susŃine că un lanŃ este cu atât mai tare cu cât este mai tare cea mai slabă verigă. Astfel, instruirea trebuie îndreptată spre verigile slabe, folosind în cadrul metodei analitice exerciŃii variate şi cu un grad de analogie cu condiŃiile jocului până când acestea sunt întărite cel puŃin la nivelul celor mai puternice verigi.

Un principiu de bază al programelor de antrenament individualizat este acela al menŃinerii echilibrului între cei trei factori ai pregătirii: pregătirea fizică generală, pregătirea fizică specială şi pregătirea tehnică (Baştiurea, E., 2007, p. 59). În situaŃia pregătirii individualizate a jucătoarelor, metodele şi mijloacele sunt alese, adaptate şi aplicate în forme noi, de la un sportiv la altul.

Toate eforturile antrenorilor, conjugate cu cele ale sportivilor conduc la eficientizarea pregătirii şi în mod implicit, la obŃinerea performanŃelor. Dar pentru acest lucru, este necesar ca la fiecare nivel de vârstă, să se contureze un model ideal al jucătorilor pe post (Sotiriu, R., 1998, p. 35), în urma unei analize statistice a competiŃiilor europene şi mondiale. Astfel, fiecare jucător, în funcŃie de postul pe care evoluează în teren, se va putea încadra într-un model motric şi psiho-somatic.

În prezenta lucrare, vom face referire doar la modelul somatic, fizic şi tehnic al handbalistelor de performanŃă, la nivelul Lotului NaŃional de Junioare a României (17-18 ani), neabordând aspecte tactice sau psihologice.

Scopul lucrării a constat în selectarea şi aplicarea unui număr de mijloace de acŃionare optime pentru dezvoltarea nivelului fizic şi tehnic, la handbalistele de performanŃă ale echipei reprezentative a României (junioare), în concordanŃă cu cerinŃele competiŃionale şi cu tendinŃele actuale ale handbalului modern.

14


2. Material şi metode

Ipoteza cercetării Presupunem că prin utilizarea corectă şi sistematică a unor mijloace de

acŃionare, vom putea influenŃa creşterea nivelului de dezvoltare fizică şi tehnică a jucătoarelor de handbal ale echipei naŃionale (17-18 ani).

SubiecŃii cercetării sunt reprezentaŃi de jucătoarele de handbal cu vârsta cuprinsă între 17 şi 18 ani, selecŃionate de la echipele de junioare I din România, pentru a fi componente ale lotului naŃional la acest nivel.

Teste aplicate Măsurători antropometrice: talie, greutate, anvergură, lungimea palmei,

deschiderea palmei, numărul de la picior. Teste pentru nivelul fizic şi tehnic: alergare de viteză 5X30m, probă

tehnică, naveta (5X10m), ridicarea trunchiului din culcat dorsal la 90° în 30 secunde, săritura în lungime de pe loc, aruncarea mingii de handbal la distanŃă cu elan de trei paşi, aruncarea mingii medicinale de 3 kg de pe loc (cu două mâini de deasupra capului), Testul Cooper.

Descrierea demersului investigativ Demersul de cercetare s-a realizat în perioada ianuarie 2011–ianuarie

2012, cuprinzând două testări (ini Ńială şi finală), în cadrul cărora au fost efectuate atât măsurători antropometrice, cât şi testele fizice şi tehnice.

Etapele cercetării: etapa I: susŃinerea testării ini Ńiale – ianuarie 2011, Bucureşti; etapa a II-a: selectarea şi aplicarea mijloacelor de acŃionare în procesul de pregătire (Bucureşti, Plopeni); etapa a III-a: efectuarea testării finale – ianuarie 2012, Sf. Gheorghe; etapa a IV-a: interpretarea rezultatelor obŃinute şi formularea concluziilor şi a recomandărilor.

Vom prezenta în continuare o serie de mijloace specifice utilizate în realizarea pregătirii jucătoarelor echipei nationale de junioare a Romaniei, în jocul de handbal (atât pentru nivelul fizic, cât şi pentru cel tehnic). MenŃionăm că exerciŃiile utilizate pentru pregătirea fizică vizează combinarea a două şi chiar trei calităŃi motrice, iar cele pentru pregătirea tehnică nu au putut fi separate foarte mult de unele aspecte care aparŃin pregătirii tactice.

• Ca mijloc pentru dezvoltarea combinată a mai multor calităŃi motrice s-a folosit naveta, înpărŃind echipa în grupe de câte 4-5 jucători. DistanŃa este divizată în trei intervale, în punctele A, B, C, D, afl\ndu-se câte un jalon de plastic; fiecare jucător aleargă cu câte un jalon în mână, pe care îl schimbă astfel: de la A→B aleargă în tempou 4/4; de la B→A în tempou de 4/4; de la A→C în tempou de 4/4; de la C→B în tempou de 4/4; de la B→D în tempou de 2/4 şi de la D→A în tempou de 4/4.

� În ziua a 1-a de pregătire: distanŃa dintre jaloane este de 30m, şi se vor executa 3 repetări a câte 3 serii, cu pauză de 5min;

� În ziua a 2-a de pregătire: distanŃa dintre jaloane este de 20m, şi se vor executa 3 repetări a cate 5 serii, cu pauză de 3-5 min;

� În ziua a 3-a de pregătire: distanŃa dintre jaloane este de 10m, şi se

15


vor executa 4 repetări a cate 5 serii, cu pauză de 3-5 min; � În ziua a 4-a de pregătire: distanŃa dintre jaloane este de 5m, şi se vor

executa 5 repetări a cate 5-7 serii, cu pauză de 3-5 min. • Echipa este împărŃită în trei grupe a câte 5 jucătoare, două dintre grupe

se află la câte un semicerc, iar cea de-a treia la centru, în fiecare poartă aflându-se câte un portar. Regulamentul este cel de handbal fără să se repună mingea de la centru. Echipa de la centru atacă spre o poartă, după finalizare împiedică repunerea mingii pană la 10m. Echipa din apărare trece în atac, încearcă să se demarce, execută faza a II-a şi caută să finalizeze atacul rapid. Echipa care a finalizat efectuează alergare în afara terenului stânga –dreapta, la spaŃiul de schimb unde execută 3 flotări, şi revine în teren în faza de apărare.

• Prindere-pasare pe pătrundere (inter-inter) la ambele porŃi, întoarcere 180° şi alergare de viteză prin exterior la poarta cealaltă (ca alternativă, alergarea se poate efectua şi pe diagonală).

• Acelaşi exerciŃiu de mai sus cu încrucişare inter–inter şi alergare de viteză prin exterior la poarta adversă.

• Pase în doi pe pătrundere cu mâna îndemantică sub formă de întrecere, tempou maxim timp de 30”.

• Pase în doi din deplasare cu mâna îndemantică, cu accelerare, după fiecare pasă.

• Un alt mijloc pentru dezvoltarea rezistenŃei în regim de viteză este următorul:

� Ziua a 1-a de pregătire: patru reprize de alergare a câte 15 min fiecare, cu pauză de 3-5 min, din care 4 min tempou 2/4 şi un minut tempou 3/4;

� Ziua a 2-a de pregătire: trei reprize a câte 20 min fiecare, cu pauză de 5 min, din care 4 min tempou 2/4 şi un minut tempou 3/4;

� Ziua a 3-a de pregătire: două reprize a câte 30 min fiecare, cu pauză de 5-7 min, din care 4 min tempou 2/4 şi 2 min tempou 3/4;

� Ziua a 4 a de pregătire: conŃine o repriză de 60 min., din care: d) 15 min. 2min. tempou 2/4 şi 1 min. şcoala alergării, e) 28 min vor fi grupate în 4 reprize a câte 7min astfel – 4min alergare

tempou 4/4 şi 3min alergare uşoară f) 15 min alergare uşoară. • Joc bilateral cu temă – fără repunere de la centru. • Sărituri succesive cu genunchii sus şi desprindere pe ambele picioare peste

garduri. • Acelaşi exerciŃiu, efectuat cu flotări la final. • Sărituri succesive pe un picioar peste garduri. • Flotări cu sprijinul picioarelor la banca de gimnastică. • Din culcat dorsal: ridicări ale picioarelor la 45˚ (fără să se atingă

solul). • Din culcat dorsal cu sprijin pe omoplaŃi şi călcâie: trecerea mingii

dintr-o mână în cealaltă concomitent cu ridicarea bazinului

16


• Din culcat facial cu mingea în mâna dreaptă: extensia trunchiului concomitent cu pasarea mingii rostogolite pe sol spre mâna stângă.

• Culcat facial cu corpul în extensie dribling multiplu, folosind alternativ braŃele.

• Pasarea mingii medicinale din joc de glenă, utilizând diferite procedee de pasare.

• Exercitii pentru perfecŃionarea driblingului multiplu, a prinderii şi pasării mingii în pătrundere succesivă, pentru consolidarea şi perfecŃionarea paselor de angajare a extremei şi pivotului, perfecŃionarea marcajului şi a demarcajului, a atacării adversarului cu minge, pentru consolidarea şi perfecŃionarea procedeelor tehnice de aruncare la poartă (specifice posturilor, inclusiv de la 7m), pentru consolidarea şi perfecŃionarea acŃiunilor tactice de atac şi de apărare (depăşire, intercepŃie, blocarea mingilor, scoaterea mingii din dribling, obŃinerea “faultului în atac”), perfecŃionarea contraatacului direct şi cu intermediar, perfecŃionarea replierii, perfecŃionarea recuperării mingilor revenite din bară sau respinse de către portar, exercitii pentru consolidarea şi perfecŃionarea procedeelor tehnice ale portarului.

• Mijloace de acŃionare pentru pregătirea pe cupluri de posturi: exerciŃii pentru perfecŃionarea fazei a II-a; pentru consolidarea şi perfecŃionarea contraactacului cu intermediar; pentru consolidarea şi perfecŃionarea încrucişărilor şi a învăluirilor; pentru consolidarea şi perfecŃionarea “un-doi-ului”; pentru consolidarea şi perfecŃionarea schimbului de oameni la blocajul-plecare; pentru consolidarea şi perfecŃionarea pătrunderii; pentru consolidarea şi perfecŃionarea închiderii culoarelor de pătrundere; pentru perfecŃionarea apărării în zona temporară.

• Mijloace de acŃionare pentru pregătirea colectivă: exerciŃii pentru consolidarea şi perfecŃionarea acŃiunilor tehnico-tactice complexe de atac; pentru consolidarea şi perfecŃionarea sistemului de apărare 6 : 0, zonă avansat; pentru consolidarea şi perfecŃionarea sistemului de atac cu un pivot, poziŃional şi în circulaŃie; pentru consolidarea şi perfecŃionarea combinaŃiilor tactice la aruncările de la 9m; pentru consolidarea şi perfecŃionarea sistemului 5+1 combinat; pentru consolidarea şi perfecŃionarea colaborării în cadrul sistemului de apărare 6 : 0 şi 5+1 combinat; pentru consolidarea şi perfecŃionarea acŃiunilor de apărare la executarea aruncărilor de la 9m; pentru perfecŃionarea situaŃiilor de final de repriză sau de joc în apărare; pentru perfecŃionarea situaŃiilor similare pentru jocul în atac (finalizare în timp scurt sau terminarea atacului în posesia mingii fără finalizare); pentru perfecŃionarea trecerii rapide în dispozitivul de apărare – repunere foarte rapidă a mingii de la centru (după gol primit); pentru perfecŃionarea blocării aruncărilor directe de la 9m (din finaluri de repriză sau joc).

3. Rezultate şi discuŃii

În urma efectuării măsurătorilor antropometrice şi a susŃinerii testelor fizice şi tehnice, jucătoarele au obŃinut rezultate bune, la majoritatea probelor înregistrându-se un progres la testarea finală faŃă de cea iniŃială (vezi tabelele nr. 1 şi 2).

17

Popovici I., Lupan L., Lupan V./ Gymnasium

Tabel 1. Măsurători antropometrice ale Lotului NaŃional de Junioare de Handbal (17-18 ani)

Alergare de viteză 5 x 30 m Probă tehnică Naveta (5X10m)

Ridicarea trunchiului din culcat dorsal la

90° în 30 secunde

Săritura în lungime de pe loc

Aruncarea mingii de handbal la

distanŃă cu elan de trei paşi

Aruncarea mingii medicinale de 3 kg de

pe loc

Testul Cooper Nr.

Crt Numele si Prenumele

Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P Ti Tf P

1. D.D.Ş. 5,1 5,0 +0,1 39” 36” +3” 25,6 25,2 +0.4 29 31 +2 2,20 2,20 0 33 35,5 +2,5 10,70 11 +0,30 1850 1950 +100

2. I.A.M. 5,3 5,1 +0,2 42” 38” +4” 28,0 27,0 +1 23 30 +7 1,90 195 +0,5 32 33 +1 9,30 6,5 +2,70 1810 1890 +80

3. R.M.E. 5,1 4,9 +0,2 39” 37” +2” 26,2 25,8 +0.4 31 30 +1 1,90 1,95 +0,5 35 36 +1 11 6,7 +4,30 1770 1900 +130

4. C. C.A. 4,8 4,8 0 46”

38” +8” 25,6 24,7 +0.9 27 30 +3 2,00 1,90 +0,10 30 38,5 +8,5 12,50 10,20 +2,30 1880 2030 +150

5. T.A.M. 4,7 4,6 +0,1 40” 38” +2” 24,1 23,3 +0.7 28 31 +3 2,00 2,10 +0,10 30 32 +2 6,5 7 +0,50 2010 2300 +290

6. B. G. 5,0 4,9 +0,1 45” 42” +3” 25,0 26,1 -1.1 25 30 +5 1,85 1,85 +0,5 38 42 +4 12,90 8,30 +4,70 1720 1790 +50

7. C. A. 4,8 4,7 +0,1 43” 39” +4” 25,5 24,6 +0.9 23 31 +8 2,05 1,95 +0,10 32 33 +1 12,20 10,40 -1,80 1800 1990 +190

8. S. M.A. 4,8 4,7 +0,1 41” 38” +3” 24,9 24,7 +0.2 26 29 +3 1,90 2,00 +0,10 29 35 +6 6,60 7,10 +0,50 1870 2030 +160

9. C. A. 5,2 5,1 0,1 44” 39” +5” 26,1 25,4 +0.7 30 31 +1 2,00 1,95 -0,5 31 31 0 7,10 8,00 +0,90 1810 2050 +240

10. B. A. 5,4 5,1 +0,3 45” 39” +6” 27,1 25,7 1.4 27 31 +4 1,90 1,90 0 43 38 +5 10,20 7,60 +2,60 1850 1900 +50

11. L. A. 4,9 4,7 +0,2 45” 39” +6” 25,9 25,9 0 28 32 +4 1,90 2,00 +0,10 38 41,5 +3,5 8,90 6,80 -2,1 1940 2130 +190

12. P.D.A. 4,5 4,4 0,3 39” 35” +4” 24,5 24,9 -0.4 33 35 +2 2,05 2,05 0 35 41,5 +6,5 12 9,20 +2,8 1810 2000 +190

13. C.M.C. 4,9 4,7 0,2 39” 35” +4” 24,4 24,7 -0.3 29 39 +10 2,10 2,00 -0,10 40 44 +4 9,10 10,80 +1,70 1870 2050 +180

14. G.A.M. 4,3 4,2 0,1 40”

35” +5” 23,3 23,0 +0.3 31 30 +1 2,25 2,25 0 31 40 +7 8,60 8,10 +0,50 1960 2070 +110

15. C.M.E. 4,7 4,6 0,1 43” 37” +6” 25,0 24,6 +04 29 35 +6 2,05 2,05 0 31 44 +13 9,50 7,60 +1,90 1870 1990 +120

16. T. C. 4,9 4,7 0,2 41” 39” +8” 25,9 25,4 0.5 30 35 +5 2,00 2,05 +0,5 32 37 +5 7,60 7,80 +0,20 1810 1890 +80

18


Tabel 2. Rezultate obŃinute la probele de control (fizic şi tehnnic) de către componentele Lotului NaŃional de Junioare de Handbal (17-18 ani)

Talia (cm) Greutatea (kg) Anvergura (cm) Lung. Palmei (cm) Deschiderea palmei (cm)

Nr. Picior (cm) Nr.

Crt. Numele şi prenumele

Ti Tf D Ti Tf D Ti Tf D Ti Tf D Ti Tf D Ti Tf D

1. D.D.Ş. 180 181 +1 70 71,5 +1,5 184 184 0 19.5 19,5 0 22 22 0 42 42 0

2. I.A.M. 181 182 +1 62 63,8 +1,8 183 183 0 18 18 0 20.5 20,5 0 40 40 0

3. R.M.E. 180 180 0 65 65 0 179 179 0 18.5 18,5 0 21 21 0 40 40 0

4. C.C.A. 167 168 +1 67 70,4 +3,4 175 175 0 18.5 18,5 0 21.5 21,5 0 39 39 0

5. T.A.M. 169 170 +1 56 65,3 +9,3 170 170 0 17,5 17,5 0 20 20 0 39 39 0

6. B.G. 183 184 +1 96 100 +4 187 187 0 19.5 19,5 0 22.5 22,5 0 44 44 0

7. C.A. 176 176 0 77 79,1 +2,1 176 176 0 18.5 18,5 0 20.5 20,5 0 41 41 0

8. S.M.A. 162,5 163 +0,5 55 55 0 160 160 0 17.5 17,5 0 20 20 0 38 38 0

9. C.A. 178 178 0 67 67 0 176 176 0 18.5 18,5 0 21 21 0 40 40 0

10. B.A. 182 182 0 65 65 0 178 178 0 18.5 18,5 0 20.5 20,5 0 42 42 0

11. L.A. 179 179 0 62 60,9 -1,1 177 177 0 17 17 0 21 21 0 39 39 0

12. P.D.A. 174 174 0 70 72,4 +2,4 175 175 0 18.5 18,5 0 21.5 21,5 0 41 41 0

13. C.M.C. 174,5 175 +0,5 75 73 -2 176 176 0 20 20 0 22.5 22,5 0 42 42 0

14. G.A.M. 168 170 +2 59 61,2 2,2 173 173 0 18 18 0 20 20 0 39 39 0

15. C.M.E. 175 176 +1 64 67,1 +3,1 180 180 0 19.5 19,5 0 25 25 0 40 40 0

16. T.C. 176 177 +1 63 65 +2 179 179 0 19,5 19,5 0 25 25 0 41 41 0

19

Popovici I., Lupan L., Lupan V./ Gymnasium

4. Concluzii

• Datorită evoluŃiei rapide a sportului, s-a modificat atât modelul sportivului campion, cât şi modelul antrenorului şi a relaŃiei dintre aceştia.

• Considerăm că mijloacele de acŃionare utilizate în cadrul antrenamentelor s-au dovedit a fi eficiente, demonstrând astfel, validitatea ipotezei lucrării. Cu alte cuvinte, putem afirma că prin utilizarea lor corectă şi sistematică s-a putut influenŃa creşterea nivelului de dezvoltare fizică şi tehnică a jucătoarelor de handbal ale echipei naŃionale (17-18 ani).

• Progresul înregistrat la majoritatea probelor demonstrează şi faptul că lecŃia de antrenament a fost riguros planificată/proiectată şi organizată din punct de vedere metodic de către antrenor.

• De asemenea, dorim să precizăm că s-a folosit foarte mult şi antrenamentul individualizat, Ńinându-se cont permanent de o dozare corespunzătoare a efortului şi de particularităŃile jucătoarelor.

• În cadrul experimentului, s-au folosit probe şi norme de control în acord cu noile cerinŃe ale FederaŃiei Române de Handbal.

• Elaborarea modelelor de joc şi a conŃinutului tehnico-tactic al acestora, să se facă pe baza înregistrărilor prelucrate statistic şi experimentate pe parcursul antrenamentelor, care să conducă la realizarea unor algoritmi alcătuiŃi din mijloace specifice, eşalonate în concordanŃă cu posibilităŃile şi particularităŃile sportivelor.

• Recomandăm, ca la această etapă de vârstă, să se utilizeze în cadrul antrenamentului, mijloace cât mai diverse şi în condiŃii cât mai apropiate de joc.

ReferinŃe bibliografice

1. ACSINTE, A., EFTENE, A. (2000). Handbal – de la iniŃiere la marea performanŃă, Media Publishing House, Bacău.

2. BAŞTIUREA, E. (2007). Handbal – Concepte, principii şi căi de perfecŃionare ale antrenamentului, The Academic Publishing House, GalaŃi, pp. 56-62.

3. BOMPA, T. O. (2002). Periodizarea – Teoria şi Metodologia Antrenamentului Sportiv, Ex Ponto Publishing House, ConstanŃa.

4. DRAGNEA, C. A., MATE-TEODORESCU, S. (2002). Teoria sportului, FEST Publishing House, Bucharest, 102-108.

5. SOTIRIU, R. (1998). Handbal – antrenament, teorie, metodică, Garold SRL Publishing House, Bucharest, pp. 35-43.

20

No. 1, Vol. XIV /2013

G Y M N A S I U M


ANALYSIS OF EXPLOSIVE AND ELASTIC- EXPLOSIVE STRENGTH

OF LOWER LIMBS IN SPANISH YOUNG TOP-LEVEL

TABLE TENNIS PLAYERS

Pradas de la Fuente Francisco 1*,

Castellar Otín Carlos 2, Ochiana Nicolae 3

1,2University of Zaragoza, Huesca 22001, Spain 3“Vasile Alecsandri” University of Bacau, Str. Marasesti, No.157, 600115, Romania

Keywords: table tennis, children, explosive strength, lower limbs, vertical jump.

Abstract

In table tennis a great number of shots are performed at high speed developing high levels of explosive strength of lower extremities. The aim of this study was to determine the explosive and elastic-explosive strength of the lower limbs in Spanish young top-level table tennis players. A total of 165 players (95 boys and 70 girls) aged 7-17 years were randomly selected to participate in the study. Differences in the vertical jumps battery by category, gender and playing styles were observed. The girls obtained best results in the vertical jump in under 13 and cadet category and boys in the under 11 and junior category respectively. This information could have a great useful and interesting as talent detection, training planning method and as physical performance system control in table tennis. The explosive strength is one of very important physical capacities in this sport.

1. Introduction

Table tennis belongs to the racket sports group as badminton, squash or tennis. These sports are characterized by continuous changes of rhythm and intensity, with fast actions of short duration that are repeated during the whole match. During competition, table tennis players need to apply several physical capacities such as speed, strength, cardiovascular endurance, agility, perceptive and taking decision skills, as a consequence of the continuous and changing situations that are typical of this game dynamic (Pradas, Martínez, Castellar, Bataller & Carrasco, 2011).

Lower extremities movements are essentials in table tennis to achieve a right position that allows hitting the ball effectively (Pradas, de Teresa & Vargas, 2005). The player needs to perform short and explosive movements, as a consequence of high-speed frequent changes of direction during the match

* E-mail: [email protected], 0034 974292562

21

Pradas de la Fuente Francisco et al./ Gymnasium

generating high levels of mechanical power with lower limbs extensor muscles. Moreover, a high and constant state of legs muscle tension is developed, as a consequence of high uncertainty levels that depend on the possible reaction of the opposite player (Pradas et al., 2011). For this reason, muscular power or explosive and elastic-explosive strength are essential variables for assessing performance in table tennis.

Jump test have been frequently used to evaluate peak power output from lower limbs muscles (Lara, Alegre, Abián, Jiménez, Ureña & Aguado, 2006). Indeed, several authors registered data concerning vertical jump parameters in senior table tennis players, establishing differences between offensive and defensive players (Pradas et al., 2005; Pradas, Carrasco y Floría, 2009; Pradas et al., 2011). However, there is a lack of information about mechanical power generated by legs extensor muscles of young table tennis players. These data may serve as criteria for evaluating muscular strength development during training process.

Therefore, the aim of this study was to evaluate the muscle power of lower limbs in young top-level table tennis players considering gender, category and playing styles (offensive and defensive) as a factor.


Subjects A total of one hundred and sixty five Spanish table tennis players (95 boys

and 70 girls) aged between 7 and 17 years were included in the study. The subjects were selected between four categories (under 11, under 13, cadet and junior). All players were members of the National Sport Tecnification Program developed by the Spanish Table Tennis Federation at the moment of the study. The general characteristics of subjects are summarized in Table 1. Data are expressed as mean ± standard deviation (SD).

Table 1. General characteristics of the table tennis players

Category n Body mass (kg)

Height (cm)

Body mass index (Kg·m-2)

Under 11 28 36.15±6.1 143±0.06 17.61±2.3 Under 13 25 43.14±8.5 151±0.07 18.92±2.9 Cadet 28 53.11±10.3 162±0.07 20.13±3.2

Boys (n=95)

Junior 14 65.44±8.9 175±0.06 21.38±1.7 Under 11 22 34.91±7.6 140±0.08 17.77±2.8 Under 13 18 43.07±8.2 151±0.08 18.71±2.8 Cadet 15 50.69±6.1 159±0.06 20.03±1.6

Girls (n=70)

Junior 15 59.19±7.2 164±0.04 22.06±2.1 All players passed medical examination within two days before the tests.

All the subjects who participated in the study had no injury of their lower limbs. Children that were unable to perform vertical jump tests adequately were

22

No. 1, Vol. XIV /2013

excluded from the study. Before the study, the coach, the children and their parents and/or tutors

had been fully informed about the aim of the research and the procedure before signing a written consent, which was in accordance with the legal requirements and the Declaration of Helsinki and was also approved by the Ethic Committee of the Government of Aragón, Spain.

Test procedure All subjects performed standardized general warm-up, with five minutes

of continuous jogging of low intensity and five minutes of supervised calisthenics exercises. After a brief rest period, they executed three consecutive experimental trials for each jumps, squat jump (SJ) and countermovement jump (CMJ). Five minutes rest period between vertical jump CMJ and SJ was established. In any case, the best attempt (highest jump) was registered. Jumping performance was evaluated with the jumping mat connected to an electronic timer Newtest Powertimer® (Oulu, Finland). The knees flexion angle was controlled in the squat jump using a goniometer. All subjects performed the SJ and CMJ under the supervision of the same operator.

Test was executed following the original protocol for both jumps. Briefly the description of the jumps types:

• Explosive manifestation of strength (SJ). It is a jump without previous countermovement, starting from a 90º knees position. With the hands on the hips, legs must be extended during the jump. The legs contact the floor with front foot and extended knees. This test calculates the value of explosive strength, the capacity of synchronization and the instantaneous recruitment.

• Elastic-explosive manifestation strength (CMJ). Jump in countermovement with a fast legs flexion-extension. The flexion knees must reach 90º. The difference with SJ is the use of elastic energy. It measures the elastic capacity. The selected motor tests allowed the evaluation of contractile and elastic

component of the lower limbs musculature, by means of the height of the vertical jump of the evaluated subjects.

Statistical analyses Data were analyzed using the statistical software SPSS 19.0. Standard

statistical methods were used for calculating mean values and arithmetic means ±SD. The Kolmogorov-Smirnov test was applied to determine the nature of data distribution. Since a normal distribution was confirmed, a t- test was performed to examine statistical differences between gender and category. Statistical significance was set at p≤0.05.


The SJ and CMJ values of vertical jumping (means, maximum, minimum and standard deviations) and elastic index (EI) recorded in table tennis players according to category and gender are summarized in Table 2.

23


Table 2. Descriptive values obtained from the SJ and CMJ tests

Category Age

(years) SJ

(cm) Max. (cm)

Min. (cm)

CMJ (cm)

Max. (cm)

Min. (cm)

Elastic Index

Under 11 ♂♂♂♂ 9.3±0.7 19.9±3.8 27.7 11.6 22.3±3.4 27.7 14.8 2.4±1.8 Under 11 ♀♀♀♀ 9.7±0.5 18.2±3.4 24.7 13 20.4±3.4 29.4 15.5 2.2±1.6 Under 13 ♂♂♂♂ 11.4±0.5 21.1±4.5 30,5 13,1 24±4.9 36.3 16.2 2.8±1.7 Under 13 ♀♀♀♀ 11.5±0.5 21.3±5.4 37.8 12.8 24.7±5.3 40.4 15 3.4±1.8 Cadet ♂♂♂♂ 14±0.8 26.6±5.2 36.2 15.2 28.8±5.3 38.7 17.1 2.1±1.2 Cadet ♀♀♀♀ 13.5±0.7 27.2±4.7 35.4 18.7 29.5±4.6 38.7 23.8 2.3±1.7 Junior ♂♂♂♂ 16.3±0.4 30.9±4.4 41.7 23.2 34±3.8 42.7 28.5 3±1.7 Junior ♀♀♀♀ 16.6±0.4 25.5±5.8 17.3 35.4 27.8±6.4 37.4 18.1 2.3±1.6 ♂: boys; ♀: girls

Explosive strength (SJ) and elastic explosive strength (CMJ) changes as

age increases in all the tested categories (under 11, under 13, cadet and junior) and in both genders, although differently between boys and girls (Fig. 1).

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00

Under 11 ♀ Under 11 ♂ Under 13 ♀ Under 13 ♂ Cadet ♀ Cadet ♂ Junior ♀ Junior ♂

Ve

rtic

al ju

mp

(cm

)

SJ

CMJ

Figure 1. Distribution of SJ and CMJ values according to category and gender

Girls tend to achieve higher levels of explosive and elastic-explosive

strengths both in under 13 (SJ: 21.3 ± 5.4 and CMJ: 24.7 ± 5.3 vs SJ: 21.1 ± 4.5 and CMJ: 24 ± 4.9) and cadet categories (SJ: 27.2 ± 4.7; CMJ: 29.5 ± 4.6 vs SJ: 23.4 ± 6.4; CMJ: 25.6 ± 7.4). However, in the junior category the results of both tests are reversed. Higher strength values are achieved by male players (SJ: 30.9 ± 4.4, CMJ: 34 ± 3.8) when compared to females (SJ: 25.5 ± 5.8; CMJ: 27.8 ± 6.4) that suffer a decrease statistically significant both for SJ (p<0.02) and CMJ (p<0.01) (Fig. 2). These results may be related to girls’ passive mass growth (Manno, 1999) and higher levels of plasma testosterone in males (Bosco, 2000).

24

No. 1, Vol. XIV /2013

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00

Under 11 Under 13 Cadet Junior

ve

rtic

al ju

mp

(cm

)

SJ

Girls

Boys

*

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00


Ve

rtic

al ju

mp

(cm

)

CMJ

Girls

Boys

**

Figure 2. SJ and CMJ values recorded in all tested categories. * p<0.05; ** p<0.01

The CMJ and SJ values obtained in the under 11 category are similar to those obtained in a recent study performed in a school population (Gonzalez, Diaz, Garcia Mora, Castro & Facio, 2007). Starting from under 13 category the results obtained in primary school children are lower than those obtained in table tennis players. These differences can be explained as a result of sport specialization developed over the years by training.

Starting from cadet category, values obtained by males are superior in both tests, and in the junior category these differences become significant both for SJ (p<0.05) and CMJ (p<0.01). These differences may depend on the high serum concentrations of testosterone improved by the nervous system and promoted by the quick fibers fenotype. Boys achieved better results than girls for developing stronger gradients of explosive force (Bosco, 2000).

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00


Girls

CMJ

**

**

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00


Girls

SJ

**

*

Figure 3. SJ and CMJ values/category in girls. * p<0.05; ** p<0.01 In both sexes, from the under 11 to the cadet categories a constant and

linear explosive strength improvement has been detected (Fig. 2 and 3), this occurrence is more evident in girls at the onset of pubertal stage, obtaining better values than boys in the SJ and CMJ tests. However, junior female players suffer a drop in performance in both tests. This behavior may be related to biotypological factors since in the junior stage male players develop greater lean mass while women tend acquire up to 10% more fat (Bosco, 2000).

25


0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00


Boys

CMJ

*****

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00


Boys

SJ

**

Figure 4. SJ and CMJ values/category in boys. ** p<0.01 All tested subjects, independently form the gender, get higher results in

the CMJ test rather than in the SJ test. These differences may depend on the previous stretching performed in the push phase using the elastic and neuromuscular characteristics (Bosco, 1994; Bobbert & Richard, 2005) and on the fact that men tend to develop more legs muscular power than women, when the load to displace is minimal (Bosco, 2000).

The difference between SJ and CMJ tests correspond to the elasticity index (EI = [CMJ-SJ)/SJ]*100) (Bosco, 2000). The EI is crucial in sports where jumping ability is important and in those that require fast and explosive movements as table tennis (Fig. 5). No statistically significant differences were found in EI between genders. Higher EI levels are achieved in the under 13 category in females (3.43) and junior category in males (3.06). Similar results were obtained by González et al. (2007) in 10-12 years old school children. The values obtained in the junior category are also similar to those found in high level senior table tennis players (Pradas et al., 2005).

0,00 0,50 1,00 1,50 2,00 2,50 3,00 3,50 4,00

Under 11 ♀

Under 11 ♂

Under 13 ♀

Under 13 ♂

Cadet ♀

Cadet ♂

Junior ♀

Junior ♂

Elastic Index

Figure 5. Elastic index values recorded in the tested category When comparing playing styles (offensive vs defensive) in junior women,

significant differences (p<0.05) in the SJ values have been recorded between attacking vs defensive players (Fig. 6).

26

No. 1, Vol. XIV /2013

0,00

5,00

10,00

15,00

20,00

25,00

30,00

35,00

40,00

SJ CMJ

Ve

rtic

al

jum

p (

cm)

OFF

DEF

*

Figure 6. SJ and CMJ values by playing style (offensive vs defensive).* p<0.05 Offensive style players have higher levels of explosive force that

defensive player. These results are related to the specific training performed and to game type adaptation. Offensive game is characterized by fast speed and explosivity, probably due to the higher developement of players muscular mass since a direct relationship between the area of muscle traverse section and indexes force has been highlighted (Bosco, 2000).

Higher explosive force values can be achieved in offensive players as a consequence of their superior capacity of nervous recruitment, the higher levels of FT fibers (type II fibers) and a better reutilization of elastic energy and higher levels of intra- and intermuscular coordination.

4. Conclusions

In prepubertal age no differences exist in the explosive strength between genders. However, it changes significantly in females when starting hormonal development.

The opposing significant differences show a smaller explosivity in the feminine gender than the masculine one, for what the structural characteristics of competition in the masculine individual are different to the feminine individual.

Players with a defensive style show inferior values of explosive force when compared with offensive style players.

High values of explosive force in table tennis, more concretely in the offensive game style, are due to frequent and high efforts required to execute specific displacements with maximum acceleration and speed, that require a very demanding effort of lower limbs, associated with the need of obtaining quick and good positions to hit the ball accurately. It becomes evident that the characteristics of each playing style are different requiring different training planifications.

The SJ and CMJ tests are a good tool for the evaluation of the specific training in table tennis. These data may serve as useful criteria for young

27


players’ selection and for evaluating muscular strength development during training process.

References

1. BOBBERT, F.M., RICHARD, L.J. (2005). Is the effect of a countermovement on jump height due to active state development? Medicine & Science in Sports & Exercise. 37 (3), 440-446.

2. BOSCO, C. (1994). La valoración de la fuerza con el Test de Bosco. Barcelona, Paidotribo.

3. BOSCO, C. (2000). La fuerza muscular. Aspectos metodológicos. Barcelona, Inde.

4. GONZÁLEZ, J.J. (2002). Concepto y medida de la fuerza explosiva en el deporte. Posibles aplicaciones al entrenamiento, Revista de Entrenamiento Deportivo. Vol. XIV. 1, 5-16.

5. GONZÁLEZ, J.L., DÍAZ, N., GARCÍA, L., MORA, J., CASTRO, J., FACIO, M. (2007). Jumping capacity and elasticity index at primary scholar age, Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 7(28), 359-373.

6. LARA, A., ALEGRE, M.L., ABIÁN, J., JIMÉNEZ, L., UREÑA, A., AGUADO, X. (2006). The selection of a method for estimating power output from jump performance, Journal of Human Movement Studies, Vol. 50, 399-410.

7. PRADAS, F., CARRASCO, L., FLORÍA, P. (2010). Muscular Power of Leg Extensor Muscles in Young Top-level Table Tennis Players. International Journal of Table Tennis Sciences, 6, 178-180.

8. PRADAS, F., DE TERESA, C., VARGAS, M.C. (2005). Evaluation of the explosive strength and explosive elastic forces of the legs in high level table tennis players, Sport Science Research, 3, 80-86.

9. PRADAS, F. RAPÚN, M., MARTÍNEZ, E., CASTELLAR, C., BATALLER, V., CARRASCO, L. (2012). An analysis of jumping force manifestation profile in table tennis, International Journal of Table Tennis Sciences, 7, 19-23.

28


G Y M N A S I U M


FIGHTING COMPETITION STRESS BY FOCUSING THE PSYCHOLOGICAL TRAINING ON THE VIGOR-ACTIVITY

MOOD STATES

Alexe Cristina Ioana1* Alexe Dan Iulian2 Majid AL-Busafi3

Larion Alin4

1ŞtiinŃa Bacău Sports Club, 157, Calea Mărăşeşti, Bacău, 60015, Romania 2“V.Alecsandri” University of Bacău, 157, Calea Mărăşeşti, 60015, Romania

3Sultan Qaboos University, Edu, Physical Education, Muscat, Alkohd: 32-123, Oman 4Ovidius University of Constanta,Romania

Keywords: competition stress, psychological training, track and field, vigor-activity

Abstract

The worldwide improvement of the results in the middle distance and long distance track and field events, the "increase" of the participation norms (implying the increase of the number of training tasks, of the duration of the training lesson, of the effort support and control measures, of the risks of energy depletion, or of injury), the limitation of access of a large number of athletes in certain important competitions, and, of course, the international economic crisis, are just a few factors that contribute to the increase of competition stress, against which the athletes should fight, trying to diminish its effects as much as possible. One of the means at our disposal is the psychological training, specially adapted to the athlete's individual characteristics, to the characteristics of the athletic event, or of the competition. This paper aims to highlight certain original aspects regarding the effects of a specific psychological training program on the mood states characterized by psychological activation, vigor, vitality. The subjects were represented by 12 professional middle distance and long distance runners, subjected to an applicative intervention to which they have participated voluntarily, over the course of 6 months (a competition season).

1. Introduction

The specific competition and pre-competition stress in professional track and field determined an increasing engagement, from a biological and psychological point of view, of the middle distance and long distance runners, to obtain the top performances that would get them to win in a competition. This engagement meant a much larger mobilization of physical and psychological energy, being a strong factor of physiological and psychological stress with which the athletes must interact.

* E-mail: [email protected]

29

Alexe Cristina Ioana et al./ Gymnasium

The psychological and physiological stress generated by the intense participation, specific for a competition period, can have a strong negative effect, determining certain complex psycho-affective states (that can diminish the desire and pleasure of participating in competitions). It is already a well-known fact that the effects of certain psychological states on human performance impose a clear delimitation, because they are subjective states accompanied by high psychological tension, which generates stress (Spielberger, 1966, in Hardy, Graham, Gould, 1996).

Under these conditions, if the psychological stress is not properly managed, the negative effects can lead to a "total drop in self-confidence, and can affect the value, the talent, and the self-trust, which generates an even higher stress" (Martens, 1993).

As professional track and field athletes are considered to be some of the most complex athletes from the point of view of demands, and as every athlete has his or her own way of relating to others, of reacting, and of controlling the psycho-affective moods or states that are inherent to an athletic competition (Famose, 1993, Delignieres, 1993), the standardized approaches regarding the control of psycho-affective moods should be replaced with new, qualitative, individualized, athlete-centered approaches, and on his/her subjective experience (Hanin, 1999).

From this point of view, this paper (a part of a bigger study) aimed to highlight certain original aspects regarding the effects of a specific psychological training program adapted to diminish certain moods, and to increase the mood states characterized by psychological activation, vigor, vitality. We are interested in these moods because they are among the few "instruments" that the professional athlete can successfully use in fighting the possible effects generated by the high values of competition stress.


Research Hypothesis The application of a psychological training program, adapted to the

competition system from the middle distance and long distance running track and field events, over a period of time characterized by high competition stress, can determine an increase in the states of vigor and psychological activation.

Research Subjects They were 12 professional middle distance and long distance runners, with

good and very good records (nationally medaled multiple national and Balkan champions, participants and medaled in various international competitions). Belonging to the track and field sections of 5 Romanian sports clubs, the subjects had an average age, at the beginning of the experiment, of 22 (minimum 18, maximum 28), with an experience in track and field between 5 and 14 years, and a specialization in the middle distance and long distance events of minimum 4 years.

Research instrument The adapted P.O.M.S. test (Profile of Mood States, described by McNair,

1971), used as a quick and money-saving method for identifying and assessing the

30


transitory and fluctuating affective states, represented one of the research instruments. The variables subjected to the POMS test analysis are: tension-anxiety, depression-dejection, anger-hostility, vigor-activity, fatigue-inertia, and confusion-bewilderment. Out of the six variables, we focused on the variable V-A (vigor-activity), defined through adjectives suggesting a positive emotional state, vigor, effervescence, and a high level of psychological energy. The V-A values are the only ones that are interpreted inversely, in comparison to the other five: the increase of values after an applicative intervention has a positive signification for that intervention.

Organization of the research The subjects went through a specific psychological training program,

adapted for a period of 6 months (under the coordination of two psychologists), taking into account the specifics of middle distance and long distance running events competition system, the goals, and especially the athletes' results after the initial and intermediary tests. The psychological training program consisted in applying 30 means destined for a specific psychological training, in 48 lessons, over the course of 24 weeks. The specifics of the lessons were adapted in order to regulate more or less those mood states that are generated by competition stress.

The means applied in the psychological training envisaged: the communication, the suggestion and autosuggestion, awareness, biofeedback, the development of self-esteem and coping, ensuring a good neuro-psychological recovery, strategies of improving the activation, strategies of energizing the athletes, immediate self-energizing strategies.

Trying to determine the manifestation dynamics for the moods characterized by vigor, energy, activeness in those situations in which the competition generates stress, 3 tests were applied in 3 moments of major importance for the subjects' professional activity (3 major competitions in the competition season that were very important for the subjects):

- t1 (02.2011, National Seniors Championship, indoor, goal - medal); - t2 (06.2011, International Championship, outdoor, goal - time, norm); - t3 (09.2011, National Seniors Championship, outdoor, goal - medal); The tests, applied in the presence of a psychologist (who supervised the

assessment), were conducted in the first day for each of the three competitions, in the morning, after the athletes had woken up and had breakfast.

The athletes' training before the three tests (the last 6 days before entering the competition) did not include anymore high levels of intensity or volume, the athletes performing standard training, specific for the week before the competition that did not subject the body to new adaptations, or stimuli, aiming especially for: active rest, maintaining the general energy to optimal levels, psychological and tactical preparation for the competition.

3. Results of the research

After analyzing the data recorded during the first testing (t1 - before the applicative intervention consisting in a special psychological training program), we observed the following:

31


- the states of vigor, activeness, characterized by a high level of energy, assessed before participating in the first competition that was subjected to analysis, have reached an average value of 59.50 units (Table 1, Figure 1). This average value indicates an optimal mood in regards to vigor, and a relatively high level of psychological energy. The extreme values for this variable (Table 1) were recorded by subjects B.C (74) and G.I. (51). The discussions we had with these two subjects allowed us to highlight two possible causes for these extreme values of the variable V-A:

- the strong desire to defeat his opponents and to win a medal has determined a strong state of over-motivation in the subject B.C. (74);

- believing the opponents' abilities to be much superior than his own has determined a decrease in the subject G.I.'s motivation (51).

- all the subjects have registered values over 50 (Table 1), a high peak being recorded by the subject B.C. (74);

- 6 subjects recorded high values (over 60), indicating a superior level of psychological activation, of vigor, before the February 2011 competition;

- After analyzing the data for the intermediary testing (t2), the application of the POMS test regarding the assessment of the vigor-activity level before the second competition, highlighted the following results:

- the calculation of the standard deviation (S) and of the variability coefficient (Vc) shows a high degree of homogeneity of the values recorded by the subjects for the variable V-A , as well as the fact that the data splatter is small, the average being representative in this case (Table 1);

Table 1 - The values recorded by the subjects for the variable V-A, over the course of

this study

Average V-A values No. Initials Age T1Score T2 Score T3Score

Average

1. G.I. 23 51 65 65 60.33 2. S.A. 20 52 62 59 57.67 3. I.C. 26 55 60 57 57.33 4. C.V. 20 57 55 62 58.00 5. P.G. 21 65 49 62 58.67 6. G.A. 23 65 65 68 66.00 7. Z.I. 28 60 51 70 60.33 8. M.I. 19 55 55 60 56.67 9. F.C. 23 63 65 60 62.67 10. B.C. 19 74 57 74 68.33 11. B.A. 24 63 57 58 59.33 12. C.I. 18 54 59 55 56.00

Average 22.00 59.50 58.33 62.50 60.11 S 3.05 6.75 5.37 5.70 Vc 13.84 11.34 9.20 9.12

32


59,5

58,33

62,5

45

50

55

60

65

T-A D-D S-O V-A O-I C-C

Sco

r T

T1 T2 T3

Figure 1. Comparative analysis regarding the profile of the psycho-affective moods in

all three tests

� Taking into account that the high values for the variable V-A are interpreted positively, compared to the other variables, one can observe that the average value (58.33) has decreased slightly from the first testing (59.50), but this indicates an optimal mood of vigor, with a relatively high level of psychological energy;

� the analysis of individual values shows that only one subject (P.G. - 49) recorded values under the POMS benchmark (<50), the other subjects recording positive values, with three peak values (65) for the subjects G.I, G.A, and F.C. (Table 1, Figure 2). The subject P.G. recorded values that determine a profile oriented toward tension, irritation, anger (a value of 74 points, the highest one at this testing - Figure 2), with values close to pre-competition anxiety, confusion and bewilderment, depression (values close to the 60 points limit).

� P.G. is one of the subjects with the most intense psychological states manifested before the first two athletic competitions that were analyzed. Figure 2 shows that the psychological training applied between February 2011 and June 3, 2011 managed to reduce the moods of irritation, anger (the A-H variable), the individual moods of tension and irritation (the T-A variable), and the ones of fatigue (F-I). However, there is also a decrease in the V-A variable (from 65 to 49), associated with a visible increase in depression (the D-D variable, from 50 to 60), and a slight increase in bewilderment (the C-B variable). After having several conversations with the subject P.G., we learned that in the above mentioned period, the subject had encountered certain family problems, most of which he managed to overcome, and which created certain states of confusion, and a slight state of depression, associated with a decrease in dynamism, and activity;

� the subject B.A recorded the most balanced values, with a POMS profile orientated toward vigor, constructive emotionality, and optimal psychological

33


activation, which confirms his positive attitude during competitions, which this subject has constantly manifested throughout his athletic career. This aspect allows us to say that the athletes' experience during competitions and their attitude, their optimal control of various moods, could be a factor that would offer a superior competition profile;

6561 60

74

49

51

59

50

80

65

55 55

40

50

60

70

80

90


Sco

r T

P.G. - T2 P.G. - T1

Figure 2. Comparative aspects regarding the profile of the psycho-affective moods

for the subject P.G. - initial testing/intermediary testing

The ending of the period of application of the psychological training program has imposed the last testing (t3), to determine the modifications in the subjects' behavior. In a synthesis, the results show that:

� taking into account the fact that the high values for the V-A variable are interpreted positively, and that the values over 50 highlight a behavior that is favorable for top performance, we noticed that all of the subjects have recorded optimal states of vigor, constructive emotionality, desire to compete, and a high level of positive psychological energy;

� after analyzing the individual values, one can see that 66.67% of the subjects (8 out of 12, Figure 3) have recorded values over 60 points, values that are specific for states of vigor and psychological activation before the third important competition, at the end of the special psychological training period;

� the lowest level of the mood specific for the V-A variable was recorded by C.I. This fact cannot be considered to be by accident, if we compare it to the values recorded by this subject for the other 5 variables, especially the F-I variable. After several conversations with the subject C.I., we noticed that this state and the level of the variables in the POMS test are due to the high number of competitions that he participated in during this particular competition season (being still at a Junior age, the subject had participated both in Juniors, and Seniors competitions). This approach for the competition season, suggested by the subject's coach proves to be less beneficial for the athlete. One can notice, however, a drop in the majority of values, compared to the other tests, which can

34


be considered a positive thing, this showing a positive effect of the psychological training program, even if not quite as expected. By making a correlation with the F-I value (66 - the highest one recorded by C.I during the three tests), one can blame the slightly low level of the V-A variable on the psychological fatigue manifested by the subject.

35

40

45

50

55

60

65

70

75

80

85

Sco

r T

T1 T2 T3

T1 51 52 55 57 65 65 60 55 63 74 63 54

T2 65 62 60 55 49 65 51 55 65 57 57 59

T3 65 59 57 62 62 68 70 60 60 74 58 55

G.I. S.A. I.C. C.V. P.G. G.A. Z.I. M.I. F.C. B.C. B.A. C.I.

Figure 3. Development of the values for the V-A variable in the three moments of the

testing (initial test – T1, intermediary test -T2, final test -T3)

In order to verify the existence of significant differences regarding the subjects' moods of vigor, activation, activity, psychological energy, determined by the manifestation of competition stress, the paired samples t test was applied in the three assessed situations, having as independent variable the variable test (test_1 versus test_2 versus test_3), and the V-A variable as dependent variable (Table 2). Thus:

• in the case of the V-A variable, there are no significant differences between the results for test 1 and test 2 [t (11) = 0.424, p = 0.680];

• in the case of the V-A variable, there are no significant differences between the results for test 2 and test 3 [t (11) = 1.744, p = 0.109];

• in the case of the V-A variable, there are no significant differences between the results for test 1 and test 3 [t (11) = 1.858, p = 0.090].

In the case of the V-A variable, even if the increase was not significant, its negative values (but beneficial in regards to its effects on the subjects' behavior) supports the decrease in the other three variables (T-A, A-H, and C-B), orientating the specific psycho-affective mood profile before an event with a high degree of stress toward an attitude of fighting, of mobilization (Figure 4).

35


The descriptive and comparative statistical analysis of the data allowed the observation that, after the applicative intervention consisting in a specific psychological training program, in comparison to the intermediary testing, the average values recorded in the final testing have dropped in 4 variables, and have increased in the V-A variable, highlighting an "iceberg"-type profile, with a clear orientation toward moods characterized by vigor, activation, and positive psychological energy (Figure 4), moods that are stimulating the subjects to approach the competition with confidence.

Table 2. The t test for comparing the average values between the situations test_1, test_2, and test_3

Variable Test Average Standard deviation

t Test results

Test_1 59.50 6.75 V-A

Test_2 58.33 5.37 t (11) = 0.424,

p = 0.680

Test_2 58.33 5.37 V-A

Test_3 62.50 5.70 t (11) = 1.744,

p = 0.109

Test_1 59.50 6.74 V-A

Test_3 62.50 5.70 t (11) = 1.858,

p = 0.090

Table 3. Comparative analysis of the T scores in the three tests

Average T Scores Test

T-A D-D A-H V-A F-I C-B T1 56.75 47.00 63.00 59.50 47.33 53.42 T2 54.17 47.83 56.08 58.33 53.00 53.25 T3 51.25 46.50 51.00 62.50 48.42 47.83

Difference T2 – T1 - 2.58 + 0,83 - 6.92 - 1.17 + 5,67 - 0.17 Difference T3 – T2 - 2.92 - 1.33 - 5.08 + 4.17 - 4.58 - 5.42 Difference T3 – T1 -5.5 -0.50 -12.00 +3.00 +1.09 -5.59

40

50

60

70


Sco

r T

T1 T2 T3

Figure 4. Comparative analysis regarding the profile of the psycho-affective

dispositions in all three tests

36


In order to have a point of reference as objective as possible for comparing the subjects' behavior during the three moments of testing, we transformed the obtained performances into points, in compliance to the IAAF regulations, and we did an analysis of the correlations between the Vigor-Activity (V-A ) moods manifestations and the recorded performances.

The result shows that the V-A variable correlates positively and relatively the same with the scores obtained from the transformation of the athletic performances according to the IAAF regulations, both for T1 (before the training program intervention), and for T3 (after the psychological training program was over). One could say that the intervention program had no statistically significant effect on the relation between V-A and the recorded performances, but one must see that this relation is positive, and it either maintained its values, or it increased them slightly (the final average value being 3.00 points higher than the initial one). Thus, both before and after the applicative intervention, the subjects with high V-A t scores tend to record high results in the track and field events that they participated in.

4. Conclusions

The application of a psychological training program, adapted to the track and field competition system, over a period of time characterized by high competition stress, can determine an increase in the states of vigor and psychological activation, at the same time diminishing those moods that have negative effects on the performance, in the middle distance and long distance running events. This conclusion confirms the hypothesis of this research.

Even if it is not statistically significant, correlated with the decrease in the psycho-affective moods that have a negative effect, the fact of maintaining at a certain level, or increasing the vigor-activity moods through specific psychological training, gives high chances of success in fighting competition stress, and, indirectly, in reaching the top performance goals.

One can say that in the professional track and field activity, at the end of 24 weeks of psychological training (specially conceived for the control of the psycho-affective moods determined by specific competition demands), the high level of competition stress can be fought also by increasing the level of psychological energy orientated toward the amplification of moods of vigor, and psychological activation.

References

1. DELIGNIERES, D. (1993). Anxiété et performance, in "Cognition et performance", coord. Famose, J. P., INSEP, Paris;

2. FAMOSE, J. P. (1993). Cognition et performance, INSEP, Paris; 3. HANIN, Y., L. (1999). Emotion in Sport, Human Kinetics Books, USA; 4. HARDY, L., GRAHAM, J., GOULD, D. (1996). Understanding

psychological preparation for sport, Theory and Practice of Elite Performers, John Wiley & Sons Ltd, Chichester, England;

37


5. MARTENS, R. (1993). Intensive Participation in children’s sports, translation M.T.S., C.C.P.S., in "Sportul la copii şi juniori", 111-112/1998, Bucharest.

COMBATERTEA STRESULUI COMPETIłIONAL PRIN ORIENTAREA PREGĂTIRII PSIHICE ASUPRA DISPOZIłIILOR DE VIGOARE-

ACTIVARE

Alexe Cristina Ioana1 Alexe Dan Iulian2 Majid AL-Busafi3

Larion Alin4

1Clubul Sportiv ŞtiinŃa Bacău, Calea Mărăşeşti nr.157, Bacău, 60015, Romania 2 Universitatea “V.Alecsandri” din Bacău, Calea Mărăşeşti nr.157, 60015, Romania

3 Universitatea Sultan Qaboos, EducaŃie fizică, Muscat, Alkohd: 32-123, Oman 4 Universitatea “Ovidius” Constanta, Romania

Cuvinte cheie: stres competiŃional, pregătire psihică, atletism, vigoare-activare,

Rezumat

ÎmbunătăŃirea rezultatelor la nivel mondial în probele atletice de semifond-fond, „creşterea” baremurilor de participare (implicând creşterea sarcinile de antrenament, a duratei lecŃiei de antrenament, a măsurile de susŃinere şi control a efortului, a riscurile de epuizare energetică sau de accidentare), limitarea accesului unui număr mare de atleŃi la unele competiŃii de amploare şi, bineînŃeles, criza economică de pe plan internaŃional sunt doar câŃiva factori care contribuie la creşterea stresului competiŃional, pe care atleŃii ar trebui să-l combată sau să-i diminueze pe cât posibil efectele. Unul dintre mijloacele avute la dispoziŃie este pregătirea psihică special adaptată la caracteristicile individuale ale atletului, la caracteristicile probei sportive sau ale sistemului competiŃional. Prezenta lucrare şi-a propus ca scop evidenŃierea unor aspecte originale privind efectele unui program de pregătire psihică specifică asupra stărilor de dispoziŃie caracterizate prin activare psihică, vigoare, vitalitate. SubiecŃii au fost reprezentaŃi de 12 atleŃi de performanŃă, specializaŃi pe probe de semifond-fond, supuşi unei intervenŃii aplicative la care au participat voluntar, pe o durată de 6 luni (sezon competiŃional).

1. Introducere

Stresul specific perioadelor competiŃionale şi precompetiŃionale din atletismul de performanŃă a determinat o angajare tot mai mare din punct de vedere biologic şi psihic a atleŃilor specializaŃi în probe de semifond-fond, pentru obŃinerea performanŃelor care să asigure participarea cu succes în competiŃii. Această angajare a presupus o mobilizare mult mai mare din punct de vedere energetic si psihic, fiind un puternic factor de stres fiziologic şi psihic cu care atleŃii trebuie să interacŃioneze.

Stresul psihic şi fiziologic generat de participarea intensă specifică perioadei competiŃionale poate avea un puternic efect negativ, determinând instalarea unor

38


stări psiho-afective complexe (pot diminua dorinŃa şi plăcerea de a participa în competiŃii). Este cunoscut deja faptul că efectele anumitor stări psihice de limită asupra performanŃei umane impun o delimitare clară a acestora, deoarece ele sunt stări subiective însoŃite de tensiune psihică ridicată, tensiune generatoare de stres. (Spielberger, 1966 apud. Hardy, Graham, Gould, 1996).

În aceste condiŃii, dacă stresul psihologic nu este manageriat corespunzător, efectele negative pot duce la „scăderea totală a încrederii în forŃele proprii şi pot afecta valoarea, talentul şi încrederea în sine, ceea ce generează un stres şi mai mare” (Martens, 1993).

Cum atleŃii de performanŃă sunt consideraŃi unii dintre cei mai compleŃi sportivi din punct de vedere al solicitărilor şi cum fiecare sportiv are propriul mod de a relaŃiona, de a reacŃiona şi de a controla stările sau dispoziŃiile psihio-afective inerente competiŃiei sportive (Famose, 1993, Delignieres, 1993), abordările standardizate privind controlul dispoziŃiilor psihio-afective ar trebui înlocuite cu abordări calitative, individualizate, centrate pe sportiv şi pe experienŃa subiectivă a acestuia (Hanin, 1999).

Din acest punct de vedere, prezenta lucrare (parte a unei cercetări mai vaste) şi-a propus ca scop evidenŃierea unor aspecte originale privind efectele unui program de pregătire psihică specifică, special adaptată pentru diminuarea anumitor dispoziŃii şi creşterea stărilor caracterizate prin activare psihică, vigoare, vitalitate. Ne-au interesat aceste dispoziŃii deoarece ele sunt printre puŃinele „instrumente” pe care atletul de performanŃă le poate utiliza cu succes în combaterea posibilelor efecte generate de valorile ridicate ale stresului competiŃional.

2. Material și metode

Ipoteza cercetării Aplicarea unui program de pregătire psihică, adaptat la sistemul

competiŃional din probele atletice de semifond-fond într-o perioadă caracterizată de stres competiŃional ridicat poate determina creşterea stărilor de vigoare, activare psihică.

SubiecŃii cercetării Au fost reprezentaŃi de 12 atleŃi de performanŃă, specializaŃi pe probe de

semifond-fond, cu performanŃe bune şi foarte bune (medaliaŃi la nivel naŃional, multipli campioni naŃionali şi balcanici, participanŃi şi medaliaŃi la diferite competiŃii internaŃionale). LegitimaŃi la 5 secŃii de atletism ale unor cluburi cunoscute din România, subiecŃii au avut la începutul cercetării, o medie de vârstă de 22 ani (minim 18 ani, maxim 28 ani), având o experienŃă în practicarea atletismului între 5 şi 14 de ani şi o specializare în probele de semifond-fond de minim 4 ani.

Instrumentul de cercetare Testul P.O.M.S adaptat (profilul dispoziŃiilor psiho-afective, descris de

McNair, 1971), ca metodă rapidă şi economică pentru identificarea şi evaluarea stărilor afective tranzitorii şi fluctuante, a reprezentat unul din instrumentele cercetării. Variabilele supuse analizei de testul POMS, pentru determinarea dispoziŃiilor psiho-afective, sunt: tensiune-anxietate, depresia-deprimarea,

39


supărare-ostilitate, vigoare-activitate, oboseală-inerŃie şi confuzie-dezorientare. Din cele şase variabile, ne-am orientat atenŃia asupra variabilei V-A (vigoare-activitate), variabilă definită prin adjective care sugerează o dispoziŃie emoŃională pozitivă, vigoare, efervescenŃă şi un nivel ridicat de energie psihică. Valorile V-A sunt singurele care se interpretează invers comparativ cu celelalte cinci: creşterea valorilor în urma unor intervenŃii aplicative au semnificaŃie pozitivă pentru acea intervenŃie.

Organizarea cercetării SubiecŃii au fost supuşi unui program de pregătire psihică specifică,

adaptată pe durata a 6 luni (sub coordonarea a doi psihologi), Ńinând cont de specificul sistemului competiŃional din probele de semifond-fond, de obiectivele urmărite şi mai ales de rezultatele evidenŃiate de aceştia în urma testărilor ini Ńiale şi intermediare. Programul de pregătire psihică a presupus aplicarea a 30 de mijloace destinate pregătirii psihice specifice, în 48 de lecŃii pe durata a 24 de săptămâni. Specificul lecŃiilor a fost adaptat pentru a regla mai mult sau mai puŃin acele stări de dispoziŃii psiho-afective generate stresul competiŃional.

Mijloacele aplicate în pregătirea psihică au vizat: comunicarea, sugestia şi autosugestia, conştientizarea, biofeedback-ul, dezvoltarea stimei de sine şi a coping-ului, asigurarea unei bune refaceri neuropsihice, strategii de optimizare a activării, strategii de energizare a atleŃilor, Pep Talks, folosirea posterelor, antrenamentul înainte de competiŃie, strategii imediate de autoenergizare.

Determinarea dinamicii de manifestare a dispoziŃiilor caracterizate prin vigoare, stări energie, active în acele situaŃii în care competiŃia generează stres a impus aplicarea a 3 testări în 3 momente de importanŃă majoră pentru activitatea de performanŃă a subiecŃilor (3 competiŃii majore din sezonul competiŃional, cu o mare importanŃă pentru subiecŃi):

- t1 (02.2011, Campionat NaŃional Seniori - teren acoperit, obiectiv - medalie);

- t2 (06.2011, Campionat InternaŃional, aer liber, obiectiv - timp, barem); - t3 (09.2011, Campionat NaŃional Seniori aer liber, obiectiv - medalie); Aplicarea testărilor, în prezenŃa unui psiholog (care a supervizat evaluarea)

s-a efectuat în prima zi pentru fiecare din cele trei concursuri, dimineaŃa, după ce atleŃii s-au trezit şi au servit masa.

MenŃionăm că pregătirea sportivilor înaintea celor trei testări (ultimele 6 zile dinaintea intrării în concurs) nu a mai inclus niveluri ridicate de intensitate sau volum, atleŃii efectuând antrenamente standard, specifice săptămânii dinaintea concursului, care nu au mai supus organismul la noi adaptări sau stimuli, urmărind în special: odihna activă, menŃinerea la un nivel optim a tonusului general obŃinut, pregătirea psihică şi tactică a concursului.

3. Rezultatele cercetării

În urma prelucrării datelor înregistrate la prima testare (t1 - înaintea intervenŃiei aplicative printr-un program special de pregătire psihică) am constatat următoarele:

40


� stările de vigoare, activare, caracterizate printr-un nivel ridicat de energie şi evaluate înaintea participării în primul concurs supus analizei, au atins o valoare medie de 59,50 unităŃi – tabel nr.1, grafic nr.1). Această valoare medie ne indică o dispoziŃie optimă în ceea ce priveşte vigoarea şi un nivel oarecum ridicat de energie psihică. Valorile extreme la această variabilă (tabel nr.1) s-au înregistrat la subiecŃii B.C.(74) şi G.I.(51). DiscuŃiile avute cu aceşti doi subiecŃi ne-au permis să evidenŃiem două posibile cauze ale acestor rezultate extreme ale variabilei V-A :

- dorinŃa foarte mare de a-şi depăşi adversarii şi de a obŃine o medalie a determinat o puternică stare de supramotivație la B.C (74);

- considerarea posibilităŃilor adversarilor mult superioare faŃă de propriile posibilităŃi a determinat un nivel scăzut de motivaŃie la subiectul G.I. (51).

▪ toŃi subiecŃi au depăşit valoarea reper de 50 (tabel nr.1), cu un vârf înregistrat pentru subiectul de B.C.(74);

▪ 6 subiecŃi au evidenŃiat valori ridicate (peste 60) indicând un nivel superior de activare psihică, de vigoare înaintea concursului din Februarie 2011;

În urma analizei şi prelucrării datelor la testarea intermediară (t2), aplicarea testului P.O.M.S. privind determinarea nivelului de vigoare-activitate înaintea celei de a doua competiŃii vizate, a evidenŃiat următoarele rezultate:

▪ determinarea abaterii standard (S) şi a coeficientului de variabilitate (Cv) ne evidenŃiază un grad ridicat de omogenitate a valorilor înregistrate de subiecŃi la variabilele V-A , precum şi faptul că împrăştierea datelor este una mică, media aritmetică fiind una reprezentativă în cazul nostru (tabel nr.1);

Tabel nr.1 Valorile înregistrate de subiecŃi la variabila V-A, pe durata cercetării

Valori medii V-A Nr.crt. Ini Ńiale Vârsta Scor T1 Scor T2 Scor T3

Medie

1. G.I. 23 51 65 65 60,33 2. S.A. 20 52 62 59 57,67 3. I.C. 26 55 60 57 57,33 4. C.V. 20 57 55 62 58,00 5. P.G. 21 65 49 62 58,67 6. G.A. 23 65 65 68 66,00 7. Z.I. 28 60 51 70 60,33 8. M.I. 19 55 55 60 56,67 9. F.C. 23 63 65 60 62,67 10. B.C. 19 74 57 74 68,33 11. B.A. 24 63 57 58 59,33 12. C.I. 18 54 59 55 56,00

Media aritm 22,00 59,50 58,33 62,50 60,11 S 3,05 6,75 5,37 5,70 Cv 13,84 11,34 9,20 9,12

41


59,5

58,33

62,5

45

50

55

60

65


Sco

r T

T1 T2 T3

Figure 1 Analiză comparativă privind profilul dispoziŃiilor

psiho-afective la toate cele trei testări

� Ńinând cont de faptul că valorile mari la variabila V-A se interpretează pozitiv, comparativ cu celelalte variabile, am constatat că valoare medie (58,33) a scăzut uşor faŃă de prima testare (59,50), dar ea indică o dispoziŃie optimă de vigoare, cu un nivel oarecum ridicat de energie psihică;

� analiza valorilor individuale ne prezintă faptul că un singur subiect (P.G. - 49) a înregistrat valori sub reperul fişei de profil POMS (<50), ceilalŃi subiecŃi evidenŃiind valori pozitive, cu trei valori de vârf (65), la subiecŃii G.I., G.A. şi F.C. (tabel nr.1, grafic nr.2). subiectul P.G. evidenŃiază valori care determină un profil orientat spre tensiune, iritare, furie (valoare de 74 puncte, cea mai mare dintre subiecŃi la această testare - grafic nr. 16), cu valori apropiate ale anxietăŃii precompetiŃionale, ale confuziei şi lipsei de orientare, ale depresiei (valori la limita a 60 de puncte).

� subiectul P.G. este unul dintre subiecŃii cu cele mai intense stări psihice manifestate înaintea primelor două competiŃii sportive analizate. Din graficul nr. 2 se poate observa că trainingul psihologic aplicat în perioada februarie 2011 – 3 iunie 2011 a reuşit să reducă dispoziŃiile de iritare, mânie (variabila S-O), dispoziŃiile individuale de tensiune şi anxietate (variabila T-A) şi pe cele de oboseală (variabila O-I). Totuşi, se observă şi o scădere a valorii variabilei V-A (de la 65 la 49), asociată cu o creştere vizibilă a depresiei (variabila D-D, de la 50 la 60) şi o creştere uşoară a dezorientării (variabila C-C). În urma discuŃiilor cu subiectul P.G. am constatat că în perioada mai sus amintită, subiectul a întâmpinat unele probleme familiale pe care le-a depăşit în mare parte şi care i-au produs unele stări de confuzie, uşoară stare depresivă asociată cu scăderea stării de dinamism, activitate;

� subiectul B.A. evidenŃiază cele mai echilibrate valori cu un profil POMS orientat spre o dispoziŃie de vigoare, de emotivitate constructivă şi activare

42


psihică optimă, ceea ce ne confirmă atitudinea pozitivă din competiŃii, constant exprimată de acest subiect, de-a lungul activităŃii sale sportive. Acest aspect ne determină să susŃinem că şi experienŃa sportivilor din competiŃii şi atitudinea lor, controlul optim ale diferitelor dispoziŃii, ar putea fi un factor care să ofere un profil competiŃional superior;

6561 60

51

74

59

49

65

5550

80

55

40

50

60

70

80

90


Sco

r T

P.G. - T2 P.G. - T1

Figure 2 Aspecte comparative privind profilul dispoziŃiilor psiho-afective

la subiectul P.G.- testarea iniŃială / testare intermediară

Finalizarea perioadei destinate aplicării programului de pregătire psihică a impus aplicarea ultimei testări (t3), în vederea determinării modificărilor de comportament ale subiecŃilor. În sinteză, rezultatele ne evidenŃiază că:

� Ńinând cont de faptul că valorile mari la variabila V-A se interpretează pozitiv şi că valorile peste reperul de 50 puncte al fişei de profil evidenŃiază un comportament favorabil obŃinerii performanŃei, am constatat că toŃi subiecŃii au evidenŃiat stări optime de vigoare, de emotivitate constructivă, dorinŃă de competiŃie şi un nivel ridicat de energie psihică pozitivă;

� analizând valorile individuale, se observă că 66,67% dintre subiecŃi (8 din 12, grafic nr.3) au evidenŃiat valori peste 60 de puncte, valori specifice unor stări crescute de vigoare şi activare psihică înaintea celui de al treilea concurs de obiectiv, la finalizarea perioadei speciale de pregătire psihică;

� cel mai mic nivel al stării specifice variabilei V-A a fost înregistrat de C.I. Acest fapt nu îl putem considera întâmplător, dacă ne raportăm şi la valorile evidenŃiate de acest subiect la celelalte 5 variabile, mai ales la variabila O-I. Din discuŃiile purtate cu subiectul C.I. am constatat că această stare şi nivelul variabilelor din testul P.O.M.S. se datorează numărului mare de starturi pe care le-a luat în sezonul competiŃional în discuŃie (fiind încă la vârsta junioratului, subiectul a participat atât la competiŃiile de juniori, cât şi la competiŃiile de seniori). Această abordare a sezonului competiŃional, propusă de antrenorul subiectului, se dovedeşte a fi una mai puŃin benefică pentru sportiv. Remarcăm

43


totuşi, comparativ cu celelalte testări, o scădere a majorităŃii valorilor, fapt pozitiv în opinia noastră, evidenŃiindu-ne un efect pozitiv al programului de pregătire psihică, chiar dacă nu aşa cum ne-am aşteptat. Corelând cu valoarea la O-I (66 – cea mai mare înregistrată la C.I din cele trei testări), putem pune nivelul uşor scăzut al variabilei V-A pe seama oboselii psihice pe care a manifestat-o subiectul amintit

3540

4550

5560

6570

7580

85

Sco

r T

T1 T2 T3

T1 51 52 55 57 65 65 60 55 63 74 63 54

T2 65 62 60 55 49 65 51 55 65 57 57 59

T3 65 59 57 62 62 68 70 60 60 74 58 55

G.I. S.A. I.C. C.V. P.G. G.A. Z.I. M.I. F.C. B.C. B.A. C.I.

Figure 3 EvoluŃia valorilor la variabila V-A în cele trei momente ale testării

(test iniŃial – T1, test intermediar-T2, test final-T3)

Pentru verificarea existenŃei diferenŃelor semnificative în ceea ce privesc dispoziŃiile de vigoare, activare, activitate, energie psihică ale subiecŃilor, determinate de manifestarea stresului competiŃional, în cele trei situaŃii evaluate, am aplicat testul t pentru eşantioane perechi având ca variabilă independentă variabila testare (testare_1 versus testare_2 versus testare_3), iar ca variabilă dependentă variabila V-A (tabel nr.2). Astfel:

• în cazul variabilei V-A , nu există diferenŃe semnificative între rezultatele la testarea 1 şi testarea 2 [t (11) = 0.424, p = 0.680];

• în cazul variabilei V-A , nu există diferenŃe semnificative între rezultatele la testarea 2 şi testarea 3 [t (11) = 1.744, p = 0.109];

• în cazul variabilei V-A , nu există diferenŃe semnificative între rezultatele la testarea 1 şi testarea 3 [t (11) = 1.858, p = 0.090].

În cazul valorilor variabilei V-A, chiar dacă, creşterea nu a fost semnificativă, ponderea ei negativă (dar benefică în ceea ce priveşte efectul asupra comportamentului subiecŃilor) susŃine şi întăreşte scăderea celorlalte trei variabile (T-A, S-O şi C-C), orientând profilul specific dispoziŃiilor psiho-afective dinaintea unui eveniment cu grad ridicat de stres spre o atitudine de combativitate, de mobilizare (grafic nr.4)

Analiza statistică descriptivă şi comparativă a datelor ne-a permis să constatăm că, în urma intervenŃiei aplicative prin programul de pregătire psihică specifică, comparativ cu testarea intermediară, la testarea finală valorile medii au

44


scăzut la 4 variabile şi au crescut la variabila V-A , evidenŃiind un profil „iceberg” cu orientare clară spre dispoziŃii caracterizate de vigoare, activare şi energie psihică pozitivă (grafic nr.4), dispoziŃii stimulative pentru abordarea cu încredere a competiŃiei de către subiecŃi.

Tabelul nr. 2 Testul t de comparare a mediilor între situaŃiile testare_1, testare_2 şi testare_3

Variabila Testare Media Abaterea standard

Rezultatele la testul t

Testare_1 59.50 6.75 V-A

Testare_2 58.33 5.37 t (11) = 0.424,

p = 0.680 Testare_2 58.33 5.37

V-A Testare_3 62.50 5.70

t (11) = 1.744, p = 0.109

Testare_1 59.50 6.74 V-A

Testare_3 62.50 5.70 t (11) = 1.858,

p = 0.090

Tabelul nr. 3 Analiza comparativă a scorurilor T la cele trei testări

Media Scorurilor T Testare

T-A D-D S-O V-A O-I C-C T1 56,75 47,00 63,00 59,50 47,33 53,42 T2 54,17 47,83 56,08 58,33 53,00 53,25 T3 51,25 46,50 51,00 62,50 48,42 47,83

DiferenŃă T2 – T1 - 2,58 + 0,83 - 6,92 - 1,17 + 5,67 - 0,17 DiferenŃă T3 – T2 - 2,92 - 1,33 - 5,08 + 4,17 - 4,58 - 5,42 DiferenŃă T3 – T1 -5,5 -0,50 -12,00 +3,00 +1,09 -5,59

40

50

60

70


Sco

r T

T1 T2 T3

Figure 4 Analiză comparativă privind profilul dispoziŃiilor psiho-afective la toate cele

trei testări

Pentru a avea un reper cât mai obiectiv de a compara comportamentul subiecŃilor în cele trei momente ale testărilor din cadrul cercetării, am

45


transformat în puncte conform grilei I.A.A.F. performanŃele obŃinute de subiecŃi în competiŃii şi am realizat şi o analiză a corelaŃiilor dintre manifestările dispoziŃiilor de vigoare-activitate (V-A ) şi performanŃele obŃinute.

Rezultatul ne evidenŃiază că variabila V-A corelează pozitiv şi relativ la fel cu punctajele obŃinute din transformarea performanŃelor sportive conform grilei I.A.A.F., atât la T1 (înainte de intervenŃia prin programul de pregătire propus), cât şi la T3 (după finalizarea aplicării programului de pregătire psihică). Am putea spune astfel, că programul de intervenŃie nu a avut nici un efect semnificativ statistic asupra legăturii dintre V-A şi performanŃele obŃinute, însă trebuie să apreciem că această dimensiune este una pozitivă, care fie şi-a menŃinut valorile, fie a crescut uşor (valoarea medie finală fiind cu 3.00 puncte peste cea iniŃială). Astfel, atât înainte de intervenŃia aplicativă, cât şi după intervenŃie, subiecŃii care au scoruri T ridicate la V-A tind să obŃină rezultate ridicate şi la probele de atletism la care au participat şi reciproc;

5. Concluzii

Aplicarea unui program de pregătire psihică, adaptat la sistemul competiŃional din atletism într-o perioadă caracterizată de stres competiŃional ridicat poate determina creşterea stărilor de vigoare, activare psihică, concomitent cu diminuarea acelor dispoziŃii care au efecte negative asupra exprimării performanŃei în probele de semifond-fond. Această concluzie confirmă ipoteza cercetării noastre.

Chiar dacă nu este semnificativă statistic, corelată cu diminuarea dispoziŃiilor psiho-afective cu efect negativ, menŃinerea la un anumit nivel sau creşterea dispoziŃiilor de vigoare activare, prin pregătire psihică specifică, oferă şanse ridicate de reuşită în combaterea stresului competiŃional şi indirect, în atingerea obiectivelor de performanŃă.

Putem susŃine că, în activitatea de performanŃă din atletism, la finalul a 24 de săptămâni de training psihologic (special conceput pentru controlul dispoziŃiilor psiho-afective determinate de solicitările competiŃionale specifice), combaterea nivelului ridicat de stres competiŃional poate fi realizată şi prin creşterea nivelul de energie psihică orientată spre amplificarea dispoziŃiilor de vigoare, activare psihică.


1. DELIGNIERES, D. (1993). Anxiété et performance, în "Cognition et performance", coord. Famose, J. P., INSEP, Paris;

2. FAMOSE, J. P. (1993). Cognition et performance, INSEP, Paris; 3. HANIN, Y., L. (1999). Emotion in Sport, Human Kinetics Books, USA; 4. HARDY, L., GRAHAM, J., GOULD, D. (1996). Understanding

psychological preparation for sport, Theory and Practice of Elite Performers, John Wiley & Sons Ltd, Chichester, England;

5. MARTENS, R. (1993). Intensive Participation in children’s sports, traducere M.T.S., C.C.P.S., în "Sportul la copii şi juniori",111-112/1998, București.

46


G Y M N A S I U M


POSSIBILITIES TO OPTIMIZE THE STAND-UP WRESTLING EFFICIENCY BY IMPROVING THE TAKEDOWN PROCEDURES

Tudor Virgil1*

1National University of Physical Education and Sports, 140, Constantin Noica St., Bucharest, Romania

Keywords: wrestling, training, takedown, total combat

Abstract

Through this research we aim at bringing our contribution to the improvement of the takedown procedures in the training process, through some efficient means conceived after the analysis of the basic mechanism composing the action, but also to the knowledge of the duration of some procedures or actions - after the video recording of the takedown procedures. The research was conducted at the School Sports Club (SSC) of Buzău, in the period between 9 September 2010 and 9 March 2011, within the Greco-Roman Wrestling section, cadets - participants in the Individual National Championships, trained by M. Iuliu Vasilescu. The applied methodology proved its efficiency, which was validated by our experimental approach. During the experiment, the capacity to apply the takedown procedures significantly increased in the experimental group, as compared to the control group, which validates the hypothesis of our research and the methodology of manipulating the experimental variables.

1. Introduction

The amendments to the competition regulations have generally aimed at increasing the wrestling dynamics and spectacular character, all these being integrated into the concept of total, universal, risky, creative and virtuous combat. In this conception, enunciated by the International Federation of Associated Wrestling Styles (FILA) and adopted by the affiliated national federations, modern wrestling must be total, universal and risky, expressed by the wrestlers’ full engagement from the first to the last second of the fight, with the clear intention to act through a wide range of manipulation procedures, by using both the safe and the risky ones, in order to ensure the dynamic and spectacular character of the contest, within which the winner is the wrestler who has managed to perform different statutory procedures by accumulating more technical points (or by obtaining a touche), after some spectacular and risky actions. In this context, both the stand-up and the ground wrestling are equally simulated.

The learning and improvement of the takedown procedures within the


47

Tudor Virgil / Gymnasium

instruction process will increase their efficiency. We should also mention that they rely on the careful study of the biomechanical characteristics of the motions composing any technical action.


Through this research we aim at bringing our contribution to the improvement of the takedown procedures in the training process, through some efficient means conceived after the analysis of the basic mechanism composing the action, but also to the knowledge of the duration of some procedures or actions - after the video recording of the takedown procedures.

The data obtained by measuring both the learning and improvement of the takedown procedures will become arguments for the training content future orientation.

Hypotheses of the research 1. The takedown procedures can also be improved by using, as an

instruction means, the video devices, in order to understand the technical and biomechanical analysis of the actions and procedures, but also of the competitive wrestling.

2. The weight of the takedown procedures during the contest will be greater after their improvement through a series of means used by us.

Methods of research. In order to achieve the purpose of our study we used the following methods of research: documentation; observation and data registering; video recording techniques; experimental method; statistical-mathematical method for the data processing and interpretation.

Organization and development of the research This included: place, duration and conditions of the research, subjects,

video study lessons, training lessons and tests related to the execution of competitive procedures.

The research was conducted at the School Sports Club (SSC) of Buzău, in the period between 9 September 2010 and 9 March 2011, within the Greco-Roman Wrestling section, cadets - participants in the Individual National Championships, trained by M. Iuliu Vasilescu.

The subjects of our experiment, 20 advanced-level wrestlers aged 15 to 17 years old, were distributed into two groups. Both of the groups were tested in order to determine how they were approaching the takedown procedures within the friendly competitions organized by the club.

The training program was identical for both of the groups, with regard to the final objective: to learn and improve their takedown procedures and to apply them under competitive conditions.

The difference between the two groups, at the instruction level, consisted of: � introducing into the instructive process the video study lessons; � using some new specific means, conceived after the biomechanical

analysis of the takedown procedures.

48


The number of lessons used in the learning and improvement process was six training sessions at an interval of two weekly cycles.

The presented and debated themes were the following: technical and biomechanical analysis of the takedown procedures; analysis of the takedown procedures performed against some off-balancing actions; defense and counter-attack combinations within the takedown procedures; analysis of the forces acting within the wrestler-wrestler system; position and displacement of the gravity center; correction of the execution faults while performing the takedown procedures in different engagements; study of the thematic engagements, of the competitive wrestling, of the possibilities to perform the takedown procedures.

Themes were approached so that each takedown procedure could benefit from a study as comprehensive as possible. But they weren’t presented in a strict order, because of the subjects’ interest in the various situations and procedures issued during the competitive fight.

The training content was focused on the learning and improvement of the takedown procedures, as well as on the development of the motor qualities necessary to perform the respective procedures as quickly as possible.

The learning and improvement of the takedown procedures suppose some tasks with a certain content and a certain form corresponding to the lessons.

In the instruction first part, the execution of technical procedures was monitored and controlled by involving the athletes into an active participation, which ensured from the very beginning a correct learning of the actions, even of the most complex ones. In that learning stage, athletes acquired knowledge about the appropriate execution of the procedures, but also about the utilization of tactical means. They learned the basic mechanism of the procedures by using, depending on the action complexity, either the global or the fragmented learning method. The latter one supposes to divide the procedures into logical units, according to which the athlete progressively learns the basic mechanisms of the procedures.

In the case of the takedown procedures, this method was used only to learn the waist lock and off-balancing takedown procedures (firstly, the latter phase must be improved).

In the case of the other procedures that didn’t need to be fragmented, instructions were accompanied by demonstrations and accurate explanations.

At the same time, these procedures were gradually acquired by respecting the accessibility principle, namely both learning and improvement passed from simple to more and more complex exercises, until they reached the competitive level.

In our experiment, we used methodical exercises for the learning and improvement of the following takedown procedures:

- Through direct waist lock - Through waist lock and arm hold - Through waist lock and release - Through waist lock, lift and off-balancing - Through waist lock and lift

49


To exemplify, we present the exercises used for one of the above-mentioned procedures:

� Takedown through waist lock, lift and off-balancing: • from the fighting stance against the opponent, no contact, lunge on the

forward leg until the shoulder reaches the opponent’s belly and the chest is on his forward thigh;

• same exercise by waist hold and head passing close to the opponent’s hip; • from the fighting stance, lunge, waist lock and arm hold, lift, the

defender’s body off-balancing with legs sideways and his support on both legs while landing;

• same exercise, but the opponent is driven in the touche position; • from the fighting stance, waist lock over the arm with lift and off-

balancing; • from the fighting stance, head and waist pin, lift and off-balancing; • from the fighting stance, trunk and arm pin, lift and off-balancing (arm

hook); low entry to facilitate the defender’s lift. In the training content for the improvement of the tested takedown

procedures, in the first part we aimed at eliminating the useless movements, in order to provide the rational structure of the procedures and their execution with minimal energy consumption. This was achieved by: frequently changing the sparring partner; changing the stances when engaging the technical procedures; increasing the partner’s opposition in different execution phases; developing the specific motor qualities necessary to an execution as efficient as possible.

The improvement under competitive conditions (thematic engagements) was achieved by: performing the procedures as quickly as possible after the hold (grip); performing the procedures at diverse moments (in the beginning, by the end) of the fight, when teguments offer a different adherence; attempting the execution in the fight difficult moments (when the wrestler himself is tired and when his opponent is tired); establishing the procedures and variants that correspond the best to the wrestler (from the motor and somatic points of view) and applying them under different conditions; improving the technical procedures susceptible to be used in technical-tactical combinations with the already improved technical procedures.

The simulated engagement forms meant to improve the technical procedures were: study-type engagements; conditioned engagements; free engagements; competitive-type engagements.

When improving the engagement-based technical procedures, we also aimed at improving the movements supporting and preparing the attack.

The learning and improvement of the takedown technical procedures and of their variants, but also of the defense techniques were achieved after the learning and improvement of the procedures specific to attack and counter-attack. This fact was imposed by the current wrestling configuration, which has few defense moments, as well as by the wrestler’s possibility to discover and use the defense moments without their special presentation.

50



Data processing and interpretation As a materialization of the process meant to improve the takedown

procedures, the experimental and control groups were tested in order to determine the weight of these procedures during some friendly competitions - both in the beginning and by the end of the experiment. Results are presented in the following table and graphs.

Table 1. Weight of the takedown procedures performed during the competition by the wrestlers in the experimental group (EG) and the control group (CG) - in

the initial testing (IT) and the final testing (FT)

After the contests were recorded, wrestlers in the experimental group approached more courageously the sports meetings, by performing a greater number of takedown procedures. This aspect is emphasized in the following graphs.

0

1

2

3

4

5

TD1 TD2 TD3 TD4 TD5 TD6 TD7 TD8 TD9 TD10

Experimental group Control group

Figure 1. Graphical representation of the number of takedown procedures performed in the final testing by the experimental and control groups

Crt. no.

PERFORMED TAKEDOWN PROCEDURES (PTP)

Nb. of PTP IT – EG

Nb. of PTP FT - EG

Nb. of PTP IT - CG

Nb. of PTP FT – CG

1 Through direct waist lock 2 4 2 3

2 Through waist lock and arm hold

1 3 1 2

3 Through waist lock and release 3 3 3 3 4 Through arm push 3 4 3 2 5 Through head and arm pin 2 4 2 3

6 Through head-arm reverse pin and hand clinch

3 5 3 2

7 Through arm and trunk pin 2 4 2 2

8 Through waist lock, lift and off-balancing

2 2 2 3

9 Through crucifix hold and hand clinch

3 4 3 4

10 Through trunk and arm pin 2 3 2 2

51


58%

42%

ExperimentalgroupControlgroup

Figure 2. Percentile representation of the total number of takedowns performed in the final testing by the experimental and control groups

In order to check if the experimental group results were significant, we

applied Student’s t-test, both in the initial and final testing. Student’s t-test was administered in the initial testing as follows: To find out if the difference is significant, we search in the value table for

the ttable value, column f = nx + ny - 2, for the significance threshold p = 0.05 (or p = 0.01). In our case, ttable = 2.101 (p = 0.05), which represents a higher value than the t obtained by us (t = 0.29). Therefore, we can assert that, in the initial testing, there weren’t significant differences between the two groups, as to the execution of the takedown technical procedures.

In a similar way, we administered Student’s t-test in the final testing and the results were the following:

By comparing the t obtained by us (3.11) with the ttable (2.878, at the significance threshold p = 0.01), we found that t > ttable.

We can see that the difference between the experimental group and the control group results is significant, which allows us to state that the means used by us to improve the takedown procedures were efficient, by validating thus the hypothesis of our research.

Consequently, we can assert (with 99 percent of confidence) that the experimental group progress was due to the independent variable, namely to the means used for the takedown improvement.

4. Conclusions

Following the data processing and interpretation, we can draw the following conclusions:

Our functional-type induced experiment, meant to check the previously formulated hypothesis, aimed at improving the takedown procedures through a series of specific means and through the utilization of video devices in the instruction process.

The means used by us (both the video-supported ones and the practical exercises) led to an improvement of the takedown procedures and this aspect was revealed by the tests performed within the experiment.

52


The video utilization as a teaching aid contributes to the learning and improvement of the takedown procedures by providing their technical and biomechanical study on sequences and also to a more efficient completion of the knowledge related to the acquisition of technical procedures.

By watching and studying the competitive wrestling, we could notice the subjects’ faults while performing some attack, counter-attack and defense procedures, by determining thus their quick correction.

Consequently, the utilization of video devices corresponds to their introduction into the training sessions, as an instruction means, fact that validates the first hypothesis of our research.

Although both of the tested groups obtained, in the initial testing, almost similar results, in the final testing the experimental group obtained much better results than the control group, which proves the difference between the two training methods.

Moreover, there are significant differences between the arithmetical means obtained in the final testing by the experimental group, as compared to the control group.

The applied methodology proved its efficiency, which was validated by our experimental approach. During the experiment, the capacity to apply the takedown procedures significantly increased in the experimental group, as compared to the control group, which validates the hypothesis of our research and the methodology of manipulating the experimental variables.

References

1. CHIRILĂ, M. (1989). Optimizarea modelelor de pregătireşi concurs a luptătorilor de performanŃă ca urmare a raŃionalizării şi standardizării mijloacelor de antrenament şi măsurarea efortului. CNEFS, Bucureşti.

2. CISMAŞ, Gh. (1981). Lupte greco-romane. Instruirea juniorilor. Editura Sport-Turism, Bucureşti.

3. CISMAŞ, Gh. (1987). Elemente de teorie şi metodică de antrenament. Lupte greco-romane. Editura Sport-Turism, Bucureşti.

4. EPURAN, M., (1992). Metodologia cercetării activităŃilor corporale. Vol. I-II, ANEFS, Bucureşti.

5. TUDOS, Şt. (1993). Elemente de statistică aplicată. Editura MTS, Bucureşti.

6. VASCUL-POPOVICI, I. (1978). Curs de lupte. IEFS, Bucureşti. 7. VASCUL-POPOVICI, I. (1971). Lupte greco-romane. Editura Stadion,

Bucureşti.

53


POSIBILITĂłII DE OPTIMIZARE A EFICIENłEI LUPTEI ÎN

PICIOARE PRIN PERFECłIONAREA PROCEDEELOR DE DOBORÂRE

Tudor Virgil1 1Univessitatea NaŃională de EducaŃieFizicăşi Sport, 140, Str. Constantin Noica,

Bucureşti, România

Cuvinte cheie: lupte, antrenament, doborâre, luptă totală.

Rezumat

Prin această cercetare ne propunem să aducem câteva contribuŃii privind perfecŃionarea procedeelor de doborâre în procesul de antrenament prin mijloace eficiente, concepute în urma analizei mecanismului de bază care compune acŃiunea, cât şi cunoaşterea duratei procedeelor sau a unor acŃiuni - în urma înregistrării video a procedeelor de doborâre. Cercetarea s-a desfăşurat în cadrul clubului C.S.S. Buzău în perioada 19 septembrie 2010 – 9 martie 2011, în cadrul secŃiei de lupte greco-romane, cadeŃi - participanŃi în cadrul Campionatelor NaŃionale individuale, antrenaŃi de dl. Vasilescu Iuliu. Metodologia aplicată şi-a dovedit eficacitatea, acest fapt fiind confirmat prin demersul experimental. În perioada experimentului a crescut semnificativ capacitatea de aplicare a procedeelor de doborâre în concurs a grupului experimental, faŃă de grupul de control confirmându-se astfel ipoteza cercetării şi metodologia de manipulare a variabilelor experimentale.

1. Introducere

Modificările aduse regulamentului de concurs au urmărit în general creşterea dinamismului şi spectaculozităŃii luptei, toate acestea integrându-se în concepŃia de luptă totală, universală, cu riscuri, creativă, spectaculoasă şi virtuoasă. În această concepŃie preconizată de F.I.L.A. şi adoptată de federaŃiile naŃionale afiliate, lupta modernă trebuie să fie totală, universală şi cu riscuri exprimată în angajare fără menajamente a luptătorilor de la prima până la ultima secundă de luptă, cu intenŃia clară de a acŃiona printr-o gamă largă de procedee tehnice, folosindu-le în egală măsură pe cele sigure şi pe cele riscante pentru a asigura luptei pe tot parcursul a unui caracter dinamic şi spectaculos, în cadrul căreia victoria să revină luptătorului care a reuşit executarea mai multor procedee regulamentare acumulând mai multe puncte tehnice (sau obŃinând tuşul), în urma unor acŃiuni spectaculoase şi riscante. În acest context este simulată deopotrivă atât lupta în picioare cât şi la sol.

ÎnvăŃarea şi perfecŃionarea procedeelor de doborâre în procesul de instruire conduc la creşterea eficienŃei şi trebuie să se facă şi pe baza studiului atent a caracteristicilor biomecanice ale mişcărilor ce compun acŃiunile tehnice.


Prin această cercetare ne propunem să aducem câteva contribuŃii privind perfecŃionarea procedeelor de doborâre în procesul de antrenament prin mijloace

54


eficiente, concepute în urma analizei mecanismului de bază care compune acŃiunea, cât şi cunoaşterea duratei procedeelor sau a unor acŃiuni - în urma înregistrării video a procedeelor de doborâre.

Datele obŃinute prin măsurile întreprinse pe linia învăŃării şi perfecŃionării procedeelor de doborâre se vor constitui în argumente privind orientarea viitoare a conŃinutului pregătirii.

Ipotezele cercetării: 1. PerfecŃionarea procedeelor de doborâre se poate realiza folosind ca

mijloc de instruire şi aparatura video, în sensul de înŃelegere a analizei tehnice şi biomecanice a acŃiunilor şi procedeelor, cât şi a meciurilor.

2. Ponderea procedeelor de doborâre în concurs va fi mai mare, în urma perfecŃionării acestora printr-o serie de mijloace utilizate de noi.

Metodele de cercetare folosite. Pentru realizarea scopului lucrării au fost utilizate următoarele metodele de cercetare: studierea materialului bibliografic; observaŃia şi înregistrarea datelor; tehnica înregistrărilor video; metoda experimentală; metodica statistico- matematică de prelucrare şi interpretare a datelor;

Desfăşurarea cercetării cuprinde: locul, durata şi condiŃiile cercetării, subiecŃii,lecŃiile de studiu video,lecŃiile de antrenament,testarea privind execuŃia procedeelor în concurs.

Cercetarea s-a desfăşurat în cadrul clubului C.S.S. Buzău în perioada 19 septembrie 2010 – 9 martie 2011, în cadrul secŃiei de lupte greco-romane, cadeŃi - participanŃi în cadrul Campionatelor NaŃionale individuale, antrenaŃi de dl. Vasilescu Iuliu.

SubiecŃii s-au constituit în două grupe, dintr-un lot de 20 de sportivi făcând parte din grupa luptătorilor avansaŃi în cadrul secŃiei, fiind cuprinşi ca vârstă între 15 şi 17 ani. Cele două grupe vor fi verificate ca abordare a procedeelor de doborâre în cadrul concursurilor amicale organizate de către C.S.S. Buzău

Programul de antrenament pentru ambele grupe va fi acelaşi privind obiectivul final: învăŃarea şi perfecŃionarea procedeelor de doborâre şi aplicarea lor în cadrul luptei de concurs.

DiferenŃa dintre cele două grupe privind instruirea va consta în: - introducerea în instruire a lecŃiilor de studiu video; - utilizarea unor mijloace specifice noi, concepute în urma analizei

biomecanice a procedeelor. Numărul lecŃiilor în procesul de învăŃare şi perfecŃionare a fost de şase

şedinŃe de antrenament la un interval de două cicluri săptămânale. Au fost prezentate şi dezbătute următoarele teme: analiza tehnică şi

biomecanică a procedeelor de doborâre; analiza procedeelor de doborâre executate pe fondul acŃiunilor de dezechilibrare;combinaŃii de apărare şi contraatac în cadrul procedeelor de doborâre; analiza forŃelor care acŃionează în cadrul sistemului luptător-luptător; poziŃia şi deplasarea centrului de greutate; corectarea greşelilor de execuŃie apărute la executarea procedeelor de doborâre în diverse angajări; studiul angajărilor cu temă şi a luptei de concurs,

55


posibilităŃii privind executarea procedeelor de doborâre. Temele au fost abordate astfel încît pentru fiecare procedeu de doborâre să

se realizeze un studiu cât mai detaliat. Prezentarea temelor nu s-a putut face într-o ordine strictă din cauza

interesului subiecŃilor la diverse situaŃii ş i procedee apărute în lupta de concurs. ConŃinutul pregătirii a urmărit învăŃarea şi perfecŃionarea procedeelor de

doborâre precum şi dezvoltarea calităŃiilor motrice necesare executării lor într-un ritm cât mai rapid.

ÎnvăŃarea şi perfecŃionarea procedeelor presupune unele sarcini cu un anumit conŃinut şi cu o anumită formă corespunzătoare a lecŃiilor.

În prima parte a instruirii, execuŃia procedeelor tehnice a fost supravegheată şi controlată angrenând pe sportivi la o participare activă, acest lucru asigurând de la început o însuşire corectă chiar şi a celor mai complexe acŃiuni. În această perioadă a învăŃării, sportivii au dobândit cunoştinŃe despre execuŃia corectă a procedeelor şi folosirea mijloacelor tactice. Şi-au însuşit mecanismul de bază al procedeului folosindu-se pentru aceasta în funcŃie de complexitatea acŃiunii, metoda învăŃării globale sau fragmentare. Aceasta din urmă presupune divizarea procedeelor pe unităŃi logice, conform căreia sportivul îşi însuşeşte progresiv mecanismele de bază ale procedeelor.

În cazul procedeelor de doborâre, această metodă a fost folosită doar în învăŃarea doborârii prin centurare şi balansare unde faza balansării a fost supusă mai întâi perfecŃionării.

În cazul celorlalte procedee care nu au necesitat fragmentarea, instrucŃiunile au fost însoŃite de demonstraŃii ş i explicaŃii precise.

De asemenea în însuşirea procedeelor s-a respectat principiul accesibilităŃii, trecându-se de la exerciŃii simple la îngreunarea condiŃiilor învăŃării ş i perfecŃionării angrenându-se treptat în condiŃiile execuŃiei de concurs.

S-au folosit exerciŃii metodice în cadrul experimentului - pentru învăŃarea şi perfecŃionarea următoarelor procedee de doborâre:

- Doborâre prin centurare directă - Doborâre prin centurare şi cuprinderea braŃului - Doborâre prin centurare şi desprindere - Doborâre prin centurare, ridicare şi balansare - Doborâre prin centurare şi ridicare Pentru exemplificare prezentăm exerciŃiile utilizate pentru: - Doborâre prin centurare, ridicare şi balansare: -din poziŃie de luptă cu partenerul fără contact, fandare pe piciorul avansat

până ajunge umărul în abdomenul partenerului şi pieptul pe coapsa din faŃă; -acelaşi exerciŃiu cu cuprinderea centurii şi trecerea capului pe lângă

şoldul partenerului; -din poziŃie de luptă, fandare, centurare şi cuprinderea braŃului, ridicare,

balansarea corpului apărătorului cu picioarele spre lateral şi sprijinirea lui pe ambele picioare în coborâre;

-acelaşi exerciŃiu de mai sus dar cu ducerea adversarului în poziŃie de tuş;

56


-din poziŃie de luptă, centurare peste braŃ cu ridicare şi balansare; -din poziŃie de luptă, fixarea capului şi a centurii, ridicare şi balansare; -din poziŃie de luptă, fixarea trunchiului şi a braŃului, ridicare şi balansare

(braŃul fixat în cheie), intrarea se produce cât mai jos pentru a uşura ridicarea apărătorului.

În conŃinutul pregătirii privind perfecŃionarea procedeelor de doborâre testate, în prima parte s-a urmărit înlăturarea mişcărilor inutile, pentru a asigura structura cât mai raŃională a procedeelor şi o execuŃie cu un consum minim de energie.

Aceasta s-a realizat prin: -schimbarea frecventă a partenerului de lucru; schimbarea poziŃiilor de

începere a procedeelor tehnice; creştera opoziŃiei partenerului pe diferite faze ale execuŃiei; dezvoltarea calităŃilor motrice specifice necesare unei execuŃii cât mai eficiente.

PerfecŃionarea în condiŃiile luptei (angajări cu tema) a urmărit: - executarea procedeului cât mai rapid după efectuarea apucării (prizei);

executarea procedeelor în diferite momente ale luptei (la început, la sfârşit) când tegumentele oferă aderenŃa diferită; încercarea execuŃiei în momentele dificile de luptă (pe fond de oboseală proprie şi pe fond de oboseală a adversarului); stabilirea procedeelor şi variantelor care corespund cel mai bine luptătorului (din punct de vedere motric şi somatic) şi aplicarea lor în diferite condiŃii; perfecŃionarea procedeelor tehnice care intră în combinaŃii tehnico-tactice cu procedee tehnice deja perfecŃionate.

Formele de angajare în cadrul cărora s-a acŃionat în vederea perfecŃionării procedeelor tehnice de doborâre sunt:

- angajări sub forma de studiu; angajare condiŃionată angajare liberă; angajare tip concurs.

În timpul perfecŃionării procedeelor tehnice s-a urmărit în cadrul anagajărilor şi perfecŃionarea mişcărilor ajutătoare şi de pregătire a atacului.

Însuşirea şi perfecŃionarea procedeelor tehnice de doborâre a variantelor acestora şi manevrelor de apărare, s-a efectuat după învăŃarea şi perfecŃionarea procedeelor proprii atacului şi contraatacului. Acest fapt s-a impus de configuraŃia luptei actuale care are puŃine momente de apărare (pe de o parte) şi de posibilitatea luptătorului de a descoperi şi folosi momentele de apărare fără o prezentare specială a lor.


Ca materializare a procesului de perfecŃionare a procedeelor de doborâre, grupa de experiment şi cea de control au fost verificate în ceea ce priveşte ponderea acestor procedee în concurs - atât la începutul experimentului cât şi la încheierea acestuia, în cadrul unor concursuri amicale. Rezultatele sunt prezentate în tabelele următoare.

57


Tabel nr.1 – Ponderea procedeelor de doborâre executate în concurs de către

luptătorii din grupa experiment (G.E.) şi grupa de control (G.C.) - la verificarea iniŃială (TI) şi finală (TF)

În urma înregistrării meciurilor, sportivii din grupa de experiment au abordat cu mai mult curaj întâlnirile, executând mai multe procedee de doborâre. Acest aspect este reliefat în graficele următoare.

0

1

2

3

4

5

DB1 DB2 DB3 DB4 DB5 DB6 DB7 DB8 DB9 DB10

Grupa experimentala Grupa de control

Figura 1. Reprezentarea grafică a numărului procedeelor de doborâre executate la verificarea finală de către cele două grupe (experimentală şi de control)

Nr. Crt.

PROCEDEUL DE DOBORÂRE EXECUTAT

Nr.proc. exec.TI

G.E.

Nr.proc. exec.TF

G.E.

Nr.proc. exec. TI

G.C.

Nr.proc. exec. TF

G.C. 1 Doborâre prin centurare directă 2 4 2 3

2 Dob. prin centurare şi cuprinderea braŃului

1 3 1 2

3 Dob. prin centurare şi desprindere 3 3 3 3 4 Doborâre prin împingere în braŃ 3 4 3 2 5 Dob. cu fixarea capului şi a braŃului 2 4 2 3

6 Dob. cu fixare inversă cap-braŃ şi încleştarea mâinilor

3 5 3 2

7 Dob. cu fixarea braŃului şi trunchiului 2 4 2 2

8 Dob. prin centurare, ridicare şi balansare

2 2 2 3

9 Dob. prin apucare în cruce şi încleştarea mâinilor

3 4 3 4

10 Dob. cu fixarea trunchiului şi braŃului 2 3 2 2

58


58%

42%Grupaexperimentalagrupa decontrol

Figura 2. Percentile representation of the total number of takedowns

performed in the final testing by the experimental and control groups

Pentru a verifica dacă rezultatele obŃinute de către grupa experimentală sunt semnificative, am aplicat testul t (Student), atât la verificarea iniŃială cât şi la cea finală.

Testul t (Student) a fost aplicat la verificarea iniŃială astfel: Pentru a afla dacă diferenŃa este semnificativă, căutăm în tabela de valori

valoarea ttabel, la coloana f = nx + ny - 2, pentru pragul de semnificaŃie p = 0,05 (sau p = 0,01). În cazul nostru ttabel = 2,101 (p = 0,05), deci este mai mare decât t obŃinut de noi (t = 0,29) astfel încât putem afirma că la verificarea iniŃială nu existau diferenŃe semnificative între cele două grupe, în ceea ce priveşte executarea procedeelor tehnice de doborâre.

În mod similar am aplicat testul t şi la verificarea finală, obŃinând următoarele rezultate:

Confruntând t obŃinut (3,11) cu ttabel (2,878, la un prag de semnificaŃie p = 0,01) constatăm că t > ttabel.

Putem argumenta că diferenŃa dintre rezultate obŃinute de către grupa experimentală şi grupa de control sunt semnificative, ceea ce ne îndreptăŃeşte să afirmăm că mijloacele utilizate pentru perfecŃionarea procedeelor de doborâre au fost eficiente, confirmându-se astfel ipoteza cercetării.

Deci, se poate argumenta cu o precizie de 99% că progresul realizat de către grupa experimentală se datorează variabilei independente, (mijloacele utilizate pentru perfecŃionarea „doborârilor”).

4. Concluzii

În urma prelucrării şi interpretării datelor, se desprind următoarele concluzii:

Experimentul nostru de tip funcŃional, provocat, de verificare a ipotezei formulate în prealabil, a urmărit perfecŃionarea procedeelor de doborâre printr-o serie de mijloace specifice şi prin introducerea în cadrul instruirii a mijloacelor video.

Mijloacele utilizate (atât mijloacele video cât şi exerciŃiile propriu-zise) au dus la perfecŃionarea procedeelor de doborâre, aspect relevat, prin testările

59


efectuate în cadrul experimentului. Folosirea mijloacelor video contribuie la învăŃarea şi perfecŃionarea

procedeelor prin studiul lor tehnic şi biomecanic luat pe secvenŃe, şi la o mai eficientă completare a bagajului de cunoştinŃe privind însuşirea procedeelor tehnice.

Prin vizionare, studiind lupta de concurs, s-au putut observa în cadrul subiecŃilor, greşelile din execuŃia unor procedee, atât de atac cât şi de contraatac, precum şi de apărare, determinând corectarea lor mai rapidă.

Pe ansamblu reiese că folosirea mijloacelor video corespunde introducerii ca mijloc de instruire în antrenament, fapt ce confirmă prima ipoteză a cercetării.

Cu toate că ambele grupe care au făcut obiectul experimentului propriu-zis, au obŃinut la testarea iniŃială rezultate asemănătoare, la testarea finală grupa experimentală s-a detaşat net prin rezultate mult mai bune decât grupa martor, ceea ce demonstrează diferenŃa de pregătire dintre cele două grupe.

Mai mult decât atât, există diferenŃe semnificative între mediile obŃinute la verificarea finală de către grupul experimental faŃă de cel de control (martor).

Metodologia aplicată şi-a dovedit eficacitatea, acest fapt fiind confirmat prin demersul experimental. În perioada experimentului a crescut semnificativ capacitatea de aplicare a procedeelor de doborâre în concurs a grupului experimental, faŃă de grupul de control confirmându-se astfel ipoteza cercetării şi metodologia de manipulare a variabilelor experimentale.


1. CHIRILĂ, M. (1989). Optimizarea modelelor de pregătireşi concurs a luptătorilor de performanŃă ca urmare a raŃionalizării şi standardizării mijloacelor de antrenament şi măsurarea efortului. CNEFS, Bucureşti.

2. CISMAŞ, Gh. (1981). Lupte greco-romane. Instruirea juniorilor. Editura Sport-Turism, Bucureşti.

3. CISMAŞ, Gh. (1987). Elemente de teorie şi metodică de antrenament. Lupte greco-romane. Editura Sport-Turism, Bucureşti.

4. EPURAN, M., (1992). Metodologia cercetării activităŃilor corporale. Vol. I-II, ANEFS, Bucureşti.

5. TUDOS, Şt. (1993). Elemente de statistică aplicată. Editura MTS, Bucureşti.

6. VASCUL-POPOVICI, I. (1978). Curs de lupte. IEFS, Bucureşti. 7. VASCUL-POPOVICI, I. (1971). Lupte greco-romane. Editura Stadion,

Bucureşti.

60

No. 1, Vol. XIV /2013

G Y M N A S I U M


STUDY REGARDING THE PSYCHOLOGICAL PROFILE OF THE "VASILE ALECSANDRI" UNIVERSITY OF BACAU'S AEROBIC

GYMNASTICS TEAM

Dobrescu Tatiana1*,

1“Vasile Alecsandri” University of Bacau, 157, Calea Marasesti, 600115, Romania

Keywords: psychological profile, gymnastics team, aerobics.

Abstract

The aerobic sport has various demands on the athlete's body through its technical aspects, its difficult elements, and through its dynamics and alternative use of flexibility and strength movements. The aim of the study is to experimentally determine the psychological profile of the "Vasile Alecsandri" University of Bacau's aerobic gymnastics team, which in 2011 has won the national title in the university Championships, in order to improve the selection process of the female students with a basic training in gymnastics. After conducting the research we could do a hierarchy of the positive predispositions in the elaborated model, and improve the training process. The experiment identifies the essential elements of a useful model, important indicators in selecting students and directing them for creating the university's representative aerobics team.

1. Introduction

The aerobic sport, as a branch of the great family of gymnastics, with a rich motor content, has set itself apart in the world competitions arena as a distinct athletic discipline in the second half of the 20th century. (Luca, 2001) The precision and correctness of the performance in aerobic sports are tied to the ideo-motor representations, which, accompanied by will and attention constitute means of training, consolidation, and perfecting the motor skills. In the case of complex representations, especially when dealing with learning very difficult techniques, when the proprioceptive component is missing, the learning process needs an interaction between the motor, psych-motor, mental-emotional and volitional skills within an optimal methodical-organizational framework. The learning of new elements must be based on the athlete's motor experience, on his/her morpho-functional data, level of physical development and volitional qualities, interest and motivation. (Grigore, 2001)

Starting from the characteristics of aerobics, and from the ever increasing demands for great successes, "the high athletic performance is conditioned not


61

Dobrescu Tatiana / Gymnasium

only by the physical and motor skills, but also the mental ones." (Epuran, Holdevici, ToniŃa, 2001) Gymnasts have personality traits that are favorable to the specific activities, having an effective conduct regarding adaptation to stress and different demands, strong temperament, strong character, self-knowledge, and motivation. (Dobrescu, 2005) In order to learn the very rich and diversified motor material demanded by aerobics, the athletes must have a very good memory especially for the practical side of the activity, a great ability to focus their attention, will, self-confidence, without which they would not be capable to overcome the objective and subjective difficulties that can appear at a certain point during their athletic activity. Together with these qualities, the athletes participating in competitions and training have great intellectual qualities, such as fast decision making, assessment and self-assessment skills, imagination, which is necessary for the compositional activity from the performance, but they also must have positive emotional qualities, emotional balance, aesthetic and moral sense. (Dobrescu, 2005 b) The moral qualities, such as love for work, team spirit, sense of responsibility, modesty, honesty, and the volitional qualities, such as courage, tenacity (perseverance), self-control, decisiveness, having quick reactions (reaction speed), are qualities that are demanded in all circumstances when we are dealing with high performances, and are found to be permanently in a state of interdependency with the physical qualities.

In the "science of athletic training" we find more and more often expressions such as: for perfecting the training system of high performance athletes we must elaborate the "champion model", the "competition model", or the "technical-tactical training model" etc. These models have a pronounced perspective character, even hypothetical, considering their future projections, being conceived as a system of dynamic parameters that presupposes an organizational and material strategy that would create the functioning conditions for the model. (Schmidt, Wrisberg, 2000) In the field of sports, we can discuss other types of models, such as: final, intermediary, and operational models, elaborated in compliance with the characteristics of important competitions, with the goals or results we aim for, with the technical-tactical behavior or conduct that is needed. Each component of the training model must be presented in an objective way, concretely, as absolute or percentile values that would allow the algorithmic modeling and control. (Bompa, Haff, 2009)

The components of the psychological model are important because they greatly influence the champion model, containing: the temperament (sanguine for sprint; melancholic for dance, figure skating, etc.); the character and the quality of the mental processes (attention, concentration).

The psycho-aptitudinal model of an aerobics gymnast demands the following elements:

Sensory skills - very good; high visual, vestibular, and auditory acuity; superior specialized auditory perception; good sense of rhythm, of tempo; complex perception of space; perception of time within a correlative system (space, movement); high perception of your own and of your partner's

62

No. 1, Vol. XIV /2013

movements; Specifically perfected neuro and psycho-motor skills; Superior motor coordination manifested under conditions of interaction

with the other motor qualities (strength, speed, endurance, mobility): Superior intellectual attitudes and aptitudes: general intelligence, practical

intelligence, clear thinking, specialized system of emotion control; specific behavioral and character structure.

The personality profile is harmoniously developed, characterized by stability, adaptability, a strong, realistic personality, calculated, conscientious, persevering, sociable, lucid, dignified, with resources, cooperative.


The aim of this study is to experimentally determine the psychological profile of the "Vasile Alecsandri" University of Bacau's aerobic gymnastics team, which in 2011 has won the national title in the university Championships, in order to improve the selection process of the female students with a basic training in gymnastics.

The research hypothesis. We think that we can improve the aerobic gymnastics selection by identifying and especially objectifying the positive dimensions of the psychological model in an university team.

The research methods we used were: the documentation method, the observation, the experiment, the measuring and testing method, the statistical-mathematical method and the graphical representation method.

The research was organized as an observational experiment that took place during the academic year 2010-2011; the initial tests were done in 2010, and the final ones in 2011.

In selecting the working instruments we started from the components of the psychological model (temperament, character, quality of the mental processes), based on the study of the specialized literature, on the specifics of the sport, and on our personal experience in the field. We had in mind to identify the essential and constant variables of the model, the creation of the psychological profile through prospective parameters, verifying them through statistical indicators, and establishing the profile's demands, aiming to improve the selection and orientation strategies for the students in completing the representative team.

The normative assessments (5 specific tests) leading to certain conclusions and assessments of the psychological possibilities of the subjects, were as follows:

- The Obstacle Test - assessing the concentration from a quantitative and qualitative point of view (based on Bontilă,1971)

- The Prague Test for measuring the distributive attention and the mental fatigue endurance;

- The visual creativity Test (based on Siewert, 2002) that consists in creating concrete images based on 12 representations of meaningless images.

63


- IQ Self-test, an intelligence test consisting in completing a 40 items questionnaire in 20 minutes. (based on Siewert, 2002)

The target group of our research was represented of 10 female students between 18-22 years old, belonging to the extended team of female gymnasts from the "Vasile Alecsandri" University of Bacau.

The research was conducted in the university's gymnasium, which offered good training conditions, having all the necessary materials for training process and for implementing the tests.

3. Results and Discussions

From the resulted statistical-mathematical values and from the dynamics of the values emphasized in the charts, we can clearly see that the subjects in the experimental group have recorded progress in all of the investigated parameters, constituting an optimal mental support for modelling the training in aerobics.

We can also say that the measurements and the tests conducted in this experiment can be considered valid indicators of the model's state, and there is the possibility of enlarging the area of investigations, given the complexity and specific demands of aerobics.

The psychological profile of the female gymnast can be seen through the results recorded during the administered psychological tests. These tests have emphasized an increased ability of the subjects to focus their attention, recording considerable increases in the Obstacle Test values, both in quantity (107 percentiles in comparison with 91.66), and in quality (905 percentiles in comparison with 820.66), which proves the role played by experience in the training. (Table 1, Fig. 1) The indicators that verify the dispersion degree show increased values in the quantitative testing, and a better evolution in the qualitative testing, presenting a deviation of 44.67 percentiles from the average, and a low variability coefficient (4.93 percentiles). (Fig. 2, 3)

Table 1. Values of the psychological parameters

The focused attention Test -

Obstacle

Quantitative (percentiles)

Qualitative (percentiles)

Prague Distributive

Attention Test

(percentiles)

Visual creativity

test (percentiles)

Intelligence test - self-

testing your IQ

(percentiles)

Statistical indicator

TI TF TI TF TI TF TI TF TI TF

Average 91.66 107 820.66 905 57.22 71.57 29.11 36.57 26.77 32.57

Standard Deviation (SD)

10.08 16.5 70.68 44.67 10.68 10.19 5.74 4.74 3.32 4.23

Variability Coeffcient (VC)

10.99 15.42 8.61 4.93 18.66 14.23 19.71 12.96 12.40 12.98

The final values for the Prague Test show an important increase in the

distributive attention and in the endurance to psychological demands, with 14.35 percentiles (71.57 in comparison with the initial values of 57.22), which is a

64

No. 1, Vol. XIV /2013

proof of the effect of the subjects' implication in learning the technical content. (Table1, Fig.1). In this parameter we can also see a reduced degree of spreading of the values from the general average (10.19; 14.23) (Fig.2, 3).

The visual creativity test has shown the positive values of the female gymnasts' creative abilities, with 36.57 percentiles, in comparison with the initial value of 29.11 percentiles, which proves their imaginative abilities, were influenced during the experiment by involving them in the composition of the steps in choreographic blocks and in the full exercise for the competition. (Table1, Fig.1).

0 100 200 300 400 500 600 700 800 900

Obstacle quant.

Obstacle qualit.

Prague

Creativity

IQ Average final

Average initial

Figure 1. Dynamics of the arithmetical means values for the psychological indicators

0 10 20 30 40 50 60 70 80

Obstacle quant.

Obstacle qualit.

Prague

Creativity

IQ SD final

SD initial

Figure 2. Dynamics of the standard deviation values for the psychological indicators

0 5 10 15 20 25

Obstacle quant.

Obstacle qualit.

Prague

Creativity

IQ VC final

VC initial

Figure 3. Dynamics of the variability coefficient values for the psychological indicators

65


The female gymnasts' intellectual qualities wee stimulated during the process of technical and artistic learning, a fact certified by the intelligence test, where the final values of the IQ parameter have recorded increases in percentiles in comparison with the initial values. (Table1, Fig.1). In the final two tests we observed also a minimal dispersion of the values. (Fig. 2, 3)

This research started from the desire to elaborate an intermediary model that would be useful in creating the representative aerobic gymnastics team, by applying and determining an optimal number of parameters for each of its components.

At the end of the research we found that after the statistical-mathematical evaluation all of the indicators were relevant, and that is why we took them into consideration when configuring the profile of the studied model.

Table 2 Profile of the psychological model

Components Tests Values

Focused attention Obstacle 107 percentiles – quant. 905 percentiles – qual.

Distributive attention Prague 71.57 percentiles Creativity Visual creativity 36.57 points Intelligence IQ 32.57 points

The psychological profile for this model was elaborated after applying 4

psychological tests verifying the mental qualities that are specific to the practitioners of this sport. The parameters of the micro-model envisaged the concentration, the distributive attention, endurance to mental fatigue, visual creativity, and intelligence quotient. These parameters proved to be superior in the final tests applied to the experimental group. (Table 2)

4. Conclusions

Instituting selection models can regulate the relation between demands and options. Many young people express their option to practice one sport or another, but the demands of aerobics are not accessible to anyone. This is true for all high performance sports, and the models we obtained must be taken into consideration as standards by the specialists.

After the analysis of the results obtained throughout the course of this experiment, and after the statistical interpretation of the values recorded by the studied group, we can say that the elaborated model can be considered as an instrument with real diagnosis and prognosis functions for the students' aptitudes for practicing aerobics, a fact proven by the dynamics of the progress recorded at the end of the experiment.

We think that the results obtained in our study can be used for determining the structure of an optimal profile for the specific demands of the aerobics training.

66

No. 1, Vol. XIV /2013

The psychological profile configured during our experiment was constituted by the superior values regarding the concentration ability, distributive attention, and endurance to mental fatigue, visual creativity, imagination, and intelligence of the female gymnasts in our experimental group, characteristics that are useful in this sport.

After conducting the research and using the statistical method, we could do a hierarchy of the positive predispositions in the elaborated model, and improve the training process.

This experiment identifies the essential elements of a useful model, important indicators in selecting students and directing them for creating the university's representative aerobics team.

The research hypotheses were confirmed even more by the fact that 6 of our experiment's subjects were part of our university's representative team that won the first place in the 2011 National University Championship.

References

1. BOMPA T., Haff G. (2009). Periodization, theiry and methodology of training 5th Edition, Human kinetic, United State, 43-45

2. BONTILĂ G. (1971). Culegere de teste psihologice de nivel şi aptitudini, Centrul de documentare şi publicaŃii al Ministerului muncii, Bucureşti.

3. DOBRESCU T. (2005). PredispoziŃii favorizante pentru selecŃia şi orientarea în gimnastica aerobică, Editura Performantica, Iaşi, 33-40

4. DOBRESCU T. (2005 b). Modelarea în gimnastica aerobică de performanŃă, Editura Tehnopress, Iaşi, pp. 21-32 p

5. EPURAN M., HOLDEVICI L, TONIłA F. (2001). Psihologia sportului de performanŃă, Teorie şi practică, Ed. Fest, Bucureşti., 47-98.

6. GRIGORE V. (2001). Bazele teoretice ale antrenamentului sportiv, Ed. Semne, Bucureşti, 3-16; 20-58.

7. LUCA A. (2001). Fitness şi aerobică, Ed. FundaŃiei Altius Academia, Iaşi, 35-56; 147-216.

8. SCHMIDT R. A., Wrisberg C. A. (2000). Motor learning and perfor mance, Human kinetics, United State.

9. SIEWERT H. (2002). Cum să ne calculăm coeficientul de inteligenŃă, Ed. Gemma Print, Bucureşti.

67


STUDIU PRIVIND PROFILUL PSIHOLOGIC AL ECHIPEI DE GIMNASTICA AEROBICĂ DE LA UNIVERSITATEA “VASILE

ALECSANDRI” DIN BACAU

Dobrescu Tatiana1,

1 Universitatea “Vasile Alecsandri” din Bacau, Calea Mărăşeşti 157,600115, România

Keywords: profil psihologic, sport aerobic, echipă gimnaste

Abstract

Sportul aerobic necesită o solicitare a organismului sportivilor prin natura aspectelor de ordin tehnic, a dificultăŃii elementelor, cât şi din punct de vedere al cerinŃelor privind dinamica şi alternanŃa execuŃiei mişcărilor de flexibilitate şi forŃă. Scopul cercetării este de a determina în mod experimental, profilul psihologic al echipei de gimnastică aerobică a UniversităŃii „V. Alecsandri” din Bacău, care in anul 2011 a castigat titlul national la Campionatele universitare, în ideea orientării procesului de selecŃie a studentelor cu o pregătire de bază în gimnastică. În urma cercetării effectuate s-a putut efectua ierarhizarea predispoziŃiilor favorizante în cadrul modelului elaborat şi la optimizarea procesului de pregătire. Experimentul de faŃă identifică elementele esenŃiale ale unui model util, constituindu-se în indicatori importanŃi în selecŃionarea studenŃilor şi orientarea lor pentru constituirea echipei reprezentative de sport aerobic a universităŃii.

1. Introducere

Sportul aerobic, ramură în marea familie a gimnasticii cu un conŃinut motric bogat, s-a conturat în arena competiŃională mondială ca o disciplină sportivă distinctă în a doua jumătate a secolului XX. (Luca, 2001) Precizia şi corectitudinea execuŃiei în sportul aerobic, sunt legate nemijlocit de reprezentările ideomotorii, care însoŃite de efortul de voinŃă şi atenŃie constituie mijloace de formare, consolidare şi perfecŃionare ale deprinderilor motrice. În cazul reprezentărilor complexe, cu deosebire în condiŃiile însuşirii tehnicilor de mare dificultate, când componenta proprioceptivă lipseşte, procesul de învăŃare necesită o interacŃiune între aptitudinile motrice, psihomotrice, psihoafective şi voliŃionale într-un cadru metodico-organizatoric optim. La baza însuşirii noilor elemente trebuie să stea experienŃa motrică a sportivului, datele morfo-funcŃionale ale acestuia, nivelul de dezvoltare al suportul fizic şi nivelul calităŃilor volitive, al interesului şi motivaŃiei. (Grigore, 2001)

Pornind de la caracteristicile sportului aerobic şi ale cerinŃelor mereu crescânde în realizarea marilor succese, „performanŃa sportivă este condiŃionată nu numai de aptitudinile fizice şi motrice, ci şi de cele psihice”. (Epuran, Holdevici, ToniŃa, 2001) Gimnaştii se dovedesc a fi înzestraŃi cu trăsături ale personalităŃii favorabile activităŃilor specifice, cu o conduită eficientă în privinŃa adaptării la solicitări şi stress, trăsături temperamentale puternice, trăsături caracteriale pregnante, cu conştiinŃă de sine şi motivaŃie. (Dobrescu, 2005)

68

No. 1, Vol. XIV /2013

Pentru învăŃarea materialului motric foarte bogat şi diversificat, sportul aerobic cere din partea sportivilor o memorie bună axată mai ales pe latura pragmatică a activităŃii care trebuie să se bazeze pe o mare putere de concentrare a atenŃiei, pe dârzenie, voinŃă, dorinŃă de victorie, încredere în forŃele proprii, fără de care nu ar fi posibilă depăşirea greutăŃilor obiective şi subiective care pot să apară la un moment dat. Alături de aceste calităŃi, participanŃii la procesul de antrenament şi concursuri sunt înzestraŃi cu calităŃi intelectuale concretizate prin putere de decizie, apreciere şi autoapreciere, cu imaginaŃie, necesară activităŃii compoziŃionale din cadrul exerciŃiilor dar şi cu calităŃi afective pozitive, echilibru emoŃional, bună dispoziŃie, sentimente estetice şi morale. (Dobrescu, 2005 b)

CalităŃile morale precum dragostea faŃă de muncă, spiritul colectiv, simŃul răspunderii, modestia, cinstea, cât şi calităŃi volitive: curajul, tenacitatea (perseverenŃa sau dârzenia), stăpânirea de sine, hotărârea, reactivitatea (timpul sau viteza de reacŃie), sunt calităŃi reclamate în toate împrejurările în care se pune problema stabilirii de înalte performanŃe şi se găsesc într-o permanentă interdependenŃă faŃă de calităŃile fizice.

În „ştiinŃa antrenamentului sportiv” întâlnim tot mai des expresii ca: pentru perfecŃionarea sistemului de pregătire a sportivilor de performanŃă trebuie să elaborăm „modelul campionului”, „modelul de concurs”, sau „modelul pregătirii tehnico-tactice” etc. Aceste modele au un caracter pronunŃat prospectiv, chiar de ipoteză, având în vedere proiectarea lor în viitor, fiind concepute ca un sistem de parametri dinamici ce presupune o strategie organizatorică şi materială în măsură să creeze condiŃiile de funcŃionare ale modelului. (Schmidt, Wrisberg, 2000)

În domeniul sportiv se poate discuta şi de alte tipuri de modele cum sunt: modele finale, intermediare, operaŃionale, elaborate după caracteristicile concursurilor importante, obiectivele sau rezultatele preconizate a se realiza, comportamentul sau conduita tehnico-tactică şi fizică ce se impune. Fiecare componentă a modelului de pregătire trebuie prezentată obiectivat, concret, sub formă de valori absolute sau procentuale care să permită în continuare modelarea şi controlul algoritmic. (Bompa, Haff, 2009)

Componentele modelului psihologic sunt importante pentru că influenŃează în mare măsură modelul campionului şi conŃine: temperamentul (sanguinic pentru sprint, viteză; melancolic pentru dans, patinaj artistic, etc); caracterul şi calitatea proceselor psihice (atenŃie, concentrare).

CerinŃele modelului psihic-aptitudinal al gimnastului în sportul aerobic presupune următoarele elemente:

Aptitudini senzoriale - foarte bune; - acuitate vizuală, vestibulară şi auditivă dezvoltată; - percepŃia auditivă specializată, superioară; - percepŃie fină a ritmului, tempoului; - percepŃia complexă a spaŃiului: - percepŃia timpului în sistem corelaŃional (spaŃiu, mişcare);

69


- percepŃia fină a propriilor mişcări şi a partenerilor; Aptitudini neuro şi psihomotorii - perfecŃionate specific; Coordonare motrică superioară manifestată în condiŃii de interacŃiune cu

celelalte calităŃi motrice (forŃă viteză rezistenŃă, mobilitate): Atitudini şi aptitudini intelectuale superioare: inteligenŃă generală,

inteligenŃă practică, gândire clară, sistem specializat de control afectiv; structură comportamentală şi caracterială specifică.

Profilul personalităŃii este armonios dezvoltat, caracterizat prin stabilitate, adaptare, un caracter puternic, realist, calculat, conştiincios, perseverent, sociabil, clarvăzător, lucid, demn, cu resurse personale, cooperant.


Scopul cercetării este de a determina în mod experimental, profilul psihologic al echipei de gimnastică aerobică a UniversităŃii „V. Alecsandri” din Bacău, care in anul 2011 a castigat titlul national la Campionatele universitare, în ideea orientării procesului de selecŃie a studentelor cu o pregătire de bază în gimnastică.

Ipoteza cercetării Considerăm că putem opera orientarea şi selecŃia pentru gimnastica aerobică prin identificarea şi mai ales obiectivarea dimensiunilor favorizante ale modelului psihologic la nivelul unei echipe universitare.

Metodele de cercetare folosite au fost: metoda documentării, observaŃia, experimentul, metoda măsurătorilor şi testărilor, statistico-matematică şi cea grafică.

Demersul ştiinŃific, a fost organizat sub forma unui experiment constatativ care s-a desfăşurat pe perioada anului universitar 2010-2011 în care s-au efectuat testările iniŃiale în anul 2010 şi testări finale în anul 2011.

În selecŃionarea instrumentelor de lucru, am plecat de la componentele modelului psihologic (temperament, caracter, calitatea proceselor psihice), pe baza studiului materialului bibliografic, a specificului sportului şi a experienŃei personale în domeniu. În acest sens am avut în vedere identificarea variabilelor esenŃiale şi constante ale modelului, prefigurarea profilului psihologic prin parametrii prospectivi, verificarea acestora prin indicatori statistici şi stabilirea exigenŃelor acestuia în scopul optimizării strategiilor de selecŃie şi orientare a studenŃilor în alcătuirea echipei reprezentative.

Evaluările normative (5 teste specifice) ce au condus spre efectuarea unor judecăŃi de valoare şi la aprecierea disponibilităŃilor psihologice ale subiecŃilor cercetaŃi au constat în:

- Testul Baraj de apreciere cantitativă şi calitativă a concentrării (după Bontilă,1971)

- Testul Praga pentru măsurarea atenŃiei distributive şi a rezistenŃei la oboseala psihică;

- Testul de creativitate vizuală (după Siewert, 2001) ce constă în realizarea unor imagini concrete după 12 reprezentări ale unor imagini lipsite de sens.

70

No. 1, Vol. XIV /2013

- Autotestul IQ, un test de inteligenŃă ce constă în completarea unui chestionar cu 40 de itemi ce trebuie realizat în 20 de minute. (după Siewert, 1998)

Grupul Ńintă al cercetării a fost constituit din 10 studente în vârstă de 18 – 22 ani, componente ale lotului lărgit de gimnaste de la Universitatea „Vasile Alecsandri” din Bacău.

Desfăşurarea cercetării s-a efectuat în sala de gimnastică a universităŃii, sală ce a oferit condiŃii corespunzătoare de antrenament, fiind dotată cu logistica necesară pentru optimizarea procesului de pregătire şi a aplicării bateriilor de teste.


Din datele statistico-matematice rezultate şi din dinamica valorilor evidenŃiate prin graficele întocmite, se constată cu claritate că subiecŃii grupei experimentale au înregistrat progrese la toŃi indicatorii investigaŃi, constituind un suport psihic optim modelării pregătirii în sportul aerobic.

De asemenea, putem afirma că măsurătorile şi testările efectuate în experiment se pot constitui ca indicatori valizi ai stării modelului şi există posibilitatea lărgirii ariei investigaŃiilor, dat fiind complexitatea şi exigenŃele specifice sportului aerobic.

Profilul psihologic al gimnastei este prefigurat de rezultatele întreprinse în urma testelor psihologice administrate. Ele au scos în evidenŃă o capacitate de concentrare mărită a atenŃiei la subiecŃii experimentaŃi în finalul cercetării, înregistrând creşteri considerabile ale valorilor testului Baraj, atât cantitativ (107 centile faŃă de 91,66), cât şi calitativ (905 centile faŃă de 820,66) ceea ce dovedeşte rolul experienŃei dobândite în activitatea de pregătire. (tabel 1, Fig. 1) Indicatorii ce verifică gradul de dispersie demonstrează valori crescute la testarea cantitativă şi o evoluŃie mai bună a celei calitative prezentând o abatere de 44,67 centile de la medie şi un coeficient de variabilitate scăzut (4,93 centile). (Fig. 2,3)

Tabel nr. 1 Tabloul valorilor obŃinute la parametrii psihologici

Test de atenŃie concentrată -

Baraj Cantitativ (centile)

Calitativ (centile)

Test de atenŃie distributivă

Praga (centile)

Test de creativitate

vizuală (centile)

Test de inteligenŃă autotest IQ

(centile)

Indicator statistic

TI TF TI TF TI TF TI TF TI TF

Med. aritm. 91,66 107 820,66 905 57,22 71,57 29,11 36,57 26,77 32,57

AS 10,08 16,5 70,68 44,67 10,68 10,19 5,74 4,74 3,32 4,23

CV 10,99 15,42 8,61 4,93 18,66 14,23 19,71 12,96 12,40 12,98

Valorile finale ale testului Praga atestă o creştere importantă a calităŃii

distributive a atenŃiei şi a rezistenŃei la solicitările psihice cu 14,35 centile (71,57 faŃă de 57,22 la testarea iniŃială), dovadă a efectului implicării subiecŃilor

71


investigaŃi pentru însuşirea conŃinutului tehnic. (tabel 1, Fig. 1). La acest parametru se constată de asemenea, un grad redus de împrăştiere a valorilor faŃă de medie (10,19, 14,23) (Fig. 2,3).

Testul de creativitate vizuală a surprins valorile pozitive ale capacităŃii creative a gimnastelor din lotul experimentat cu 36,57 centile faŃă de 29,11 centile înregistrate la începutul cercetării, ceea ce atestă influenŃarea valorilor imaginative ale acestora în perioada cercetării prin implicarea lor în compoziŃia paşilor în blocuri coregrafice şi a exerciŃiului integral pentru concurs. (tabel 1, Fig.1)

0 100 200 300 400 500 600 700 800 900

Baraj cant.

Baraj calit.

Praga

Creativitate

IQMedia arit. Media arit.

Figure 1. Grafic dinamica valorile mediei aritmetice a indicatorilor psihologici

0 10 20 30 40 50 60 70 80

Baraj cant.

Baraj Calit.

Praga

Crativitate

IQ AS initial AS final

Figure 2 Grafic dinamica valorile abaterii standard a indicatorilor psihologici

0 5 10 15 20 25

Obstacle quant.

Baral cant.

Baraj calit.

Creativitate

IQ CV initial CV final

Figure 3. Grafic dinamica valorile coeficientului de variabilitate a indicatorilor psihologici

72

No. 1, Vol. XIV /2013

CalităŃile intelectuale ale gimnastelor au fost stimulate în urma procesului de asimilare tehnică şi artistică, lucru certificat prin testul de inteligenŃă unde valorile finale ale parametrului IQ au înregistrat creşteri de centile faŃă de cele iniŃiale. (tabel1, Fig.1). La ultimele două testări se constată şi o dispersie minimă a valorilor la testările finale. (Fig. 2,3)

Cercetarea efectuată a plecat de la probabilitatea de a elabora un model intermediar util în formarea echipei reprezentative de gimnastică aerobică prin aplicarea şi determinarea unui număr optim de parametri pentru fiecare componentă a acestuia.

La finele cercetării constatăm că, în urma evaluărilor statistico - matematice toŃi indicatorii propuşi au relevanŃă, drept pentru care i-am luat în calcul în configurarea profilului modelului studiat. (Fig. 4)

Profilul psihologic al modelului elaborat a fost profilat în urma aplicării a 4 teste psihologice care au verificat calităŃile psihice specifice practicanŃilor acestui sport. Parametrii micromodelului au vizat puterea de concentrare, atenŃia distributivă, rezistenŃa la oboseală psihică, creativitatea vizuală şi coeficientul de inteligenŃă. Aceşti parametri s-au dovedit superiori la testările finale ale grupei experimentate. (tabel 2)

Tabel nr. 2. Profilul Modelului psihologic elaborat

Componente Testări Valori obŃinute

AtenŃie concentrată Baraj 91,66 - 107 centile – cant 820,66 - 905 centile - cal

AtenŃie distributivă Praga 57,22 - 71,57centile Creativitate Creativitate vizuală 29,11 - 36,57 puncte InteligenŃă IQ 26,77 - 32,57 puncte

4. Concluzii

Instituirea modelelor de selecŃie reglează relaŃia dintre cerinŃe şi opŃiuni. MulŃi tineri îşi exprimă opŃiunea pentru a practica un sport sau altul dar cerinŃele sportului aerobic nu sunt accesibile oricui. Aceasta este o legitate a sportului de performanŃă şi atunci modelele obŃinute în urma cercetării trebuie înŃelese ca standarde pentru cadrele de specialitate.

1. În urma analizei rezultatelor obŃinute din experimentul de faŃă şi a interpretării statistice a valorilor înregistrate de eşantionul de lu Modelul elaborat se apreciază a fi un instrument cu reale funcŃii de diagnoză şi totodată de prognoză a disponibilităŃilor psihologice ale studenŃilor pentru practicarea sportului aerobic, afirmaŃie argumentată de dinamica progreselor înregistrate în finalul experimentului.

2. Considerăm că rezultatele obŃinute în cercetarea întreprinsă constituie certitudini în determinarea pe baza informaŃiilor ontice, a structurii unui profil

73


optim de a întreŃine solicitările specifice antrenamentului din sportul aerobic. 3. Profilul psihologic configurat în urma experimentului a fost

dimensionat de valorile superioare privind capacitatea de concentrare, atenŃia distributivă, rezistenŃa la oboseală psihică, creativitatea vizuală, imaginaŃia şi coeficientul de inteligenŃă al gimnastelor din grupa cercetată, caracteristici utile în practicare acestui sport..

4. În urma cercetării efectuate şi a metodei statistice s-a putut efectua ierarhizarea predispoziŃiilor favorizante în cadrul modelului elaborat şi la optimizarea procesului de pregătire.

5. Experimentul de faŃă identifică elementele esenŃiale ale unui model util, constituindu-se în indicatori importanŃi în selecŃionarea studenŃilor şi orientarea lor pentru constituirea echipei reprezentative de sport aerobic a universităŃii.

6. Ipotezele cercetării au fost confirmate cu atât mai mult cu 6 dintre subiecŃii cercetării au fost componente ale echipei noastre reprezentative care a obŃinut locul I la proba de grup din cadrul Campionatului NaŃional Universitar din anul 2011.


1. BOMPA T., Haff G. (2009). Periodization, theiry and methodology of training 5th Edition, Human kinetic, United State, 43-45

2. BONTILĂ G. (1971). Culegere de teste psihologice de nivel şi aptitudini, Centrul de documentare şi publicaŃii al Ministerului muncii, Bucureşti.

3. DOBRESCU T. (2005). PredispoziŃii favorizante pentru selecŃia şi orientarea în gimnastica aerobică, Editura Performantica, Iaşi, 33-40

4. DOBRESCU T. (2005 b). Modelarea în gimnastica aerobică de performanŃă, Editura Tehnopress, Iaşi, pp. 21-32 p

5. EPURAN M., HOLDEVICI L, TONIłA F. (2001). Psihologia sportului de performanŃă, Teorie şi practică, Ed. Fest, Bucureşti., 47-98.

6. GRIGORE V. (2001). Bazele teoretice ale antrenamentului sportiv, Ed. Semne, Bucureşti, 3-16; 20-58.

7. LUCA A. (2001). Fitness şi aerobică, Ed. FundaŃiei Altius Academia, Iaşi, 35-56; 147-216.

8. SCHMIDT R. A., Wrisberg C. A. (2000). Motor learning and perfor mance, Human kinetics, United State.

9. SIEWERT H. (2002). Cum să ne calculăm coeficientul de inteligenŃă, Ed. Gemma Print, Bucureşti.

74

No. 1, Vol. XIV /2013

G Y M N A S I U M


THE ADAPTED PHYSICAL ACTIVITY OR THERAPEUTIC

EDUCATION ACTIVITY, "REVIEW OF CURRENT TECHNIQUES AND

OPPORTUNITIES FOR PEOPLE WITH LOSS OF AUTONOMY"

Lacroix Justine 1, Kammoun Benjamin 2,

Daviet Jean-Christophe 3, Salle Jean-Yves 4,

Mandigout Stéphane 5*. 1, 2, 3, 4,5Laboratoire HAVAE EA 6310, département STAPS, 123 avenue Albert Thomas,

87060 Limoges France

Keywords: adapted physical activity, recommendations and ITC.

Abstract

Physical activity is known to promote the health and well-being of the population. When people are unable to perform a classical physical activity due to disability, age or disease, we will talk about Adapted Physical Activity (APA). For these people, the practice of such activity has an important role to prevent the loss of independence and to fight against post hospitalization deconditioning. In the current climate, recommendations for physical activity have been published. However, to ensure the effectiveness and safety of patients, it is important to customize the APA by analyzing and quantifying it. Various tools exist to measure it. The main objective will be to find the measurement method which best suit the patient according to his personal physical abilities and to adapt the APA program for his return home.

1. Introduction

Currently, physical inactivity remains a public health problem especially as it concerns most of the world's population (Haskell W. L., 2007, p. 1424). Strong evidences show that inactivity increases the risk of developing adverse health diseases, the risk of recurrence and shortened life expectancy. Physical inactivity is responsible for 6 to 10% of the morbidity of major noncommunicable diseases (coronary heart disease, type 2 diabetes, breast and colon cancer ...) worldwide (Lee, 2012, p. 227). It kills as many people each year than tobacco These findings allow us to assume that physical activity is the best treatment as of today, to insure the health and well-being of the population.

* E-mail: [email protected], tel. +335 55 45 76 82

75

Lacroix Justine et al. / Gymnasium

2. The adapted physical activity: why and for whom?

The APA has been internationally known in the late 70s. Jean Claude De Potter defines as follows "every movement, physical activity and sport, mainly based on the skills and motivations of people with special needs that prevent them from practicing under ordinary conditions" (Fabre, 2010, p. 628). The APA will help to offset or reduce the practitioners’ deficit, by complying with the security, technical, educational and ethical codes. Many studies have shown the value of a regular exercise for health and well-being of people regardless of age and condition (Vuillemin, 2011, p. 184). One of the major public health problems is the aging of our population and the increasing number of chronic diseases. Depending on the age or condition, the risk of entering a vicious cycle of deconditioning (VCD) is very important. This VCD is defined as the physical, psychological and social consequences of physical inactivity secondary to a disease which became chronic. This process shows the progressive maladjustment to the environment, often unintentionally, causing the chronic patient to dependency, quality of life deterioration and disability situations’ increase (Fleg, 2005, p. 681). In addition, the aging causes a loss of marker for the person, especially concerning his sense of effort and desire to do the activity. The APA can play an important role in preserving the independence of these individuals.

The objectives of the APA will be divided into three areas. Initially the goal will be to mobilize and develop the physical resources to maintain independence or repel patient dependency. In a second phase we will help the patient to measure his capacities and give him the keys to a safe practice (effort and equipment management) regardless of the environment. Finally we will help him to maintain or improve his life in society (Fabre, 2010, p. 629). Warburton et al (2006, p. 801) confirmed the effectiveness of regular physical activity in the primary and secondary prevention of several chronic diseases and premature death. The authors focus their researches on cardiovascular diseases, diabetes, cancer, hypertension, obesity, depression and osteoporosis. They highlighted a graded linear relationship between the level of practice and the risk of developing these diseases (Warburton, 2006, p. 801). In this study the list of diseases for which the APA has a beneficial effect is not exhaustive. The APA is also used with other audiences such as mobility, sensory and mental impairments, poly-pathologies, seniors, neuromuscular disorders, eating disorders, respiratory diseases or drug addicts.

3. Recommendations

Recommendations for physical activity are regularly published by the high international scientific authorities such as the American College of Sports Medicine and the American Heart Association. They generally involve two categories of age, 18 to 65 and over 65, or specific diseases (Haskell, 2007, p. 1425 et Nelson, 2007, p. 1436). These recommendations have an impact in preventive health. The goal is to reduce the risk of chronic diseases and

76

No. 1, Vol. XIII /2012

premature mortality. Regarding the first category of age (Haskell, 2007, p. 1425-1426), in terms

of aerobic exercise, it is recommended to perform an activity of moderate intensity for at least 30 minutes, five times a week or vigorous activity for a minimum of 20 minutes, three times per week. A combination of the two may also be feasible. For example, a moderate activity will correspond to a brisk walk which significantly speeds up the heart rate. An activity of more vigorous intensity will be similar to a jog, causing rapid breathing with a significant increase in heart beat. In addition to this endurance activity, we need to add muscular strengthening exercises to carry out at least twice per week (non-consecutive). It is advisable to perform 8 to 10 exercises using the major muscle groups and repeat each of them 8 to 12 times. Like that people are working on different functions of the organism.

Regarding the over 65 category, the recommendations are almost identical. They vary only concerning the muscular strengthening which needs to increase due to advanced aging and its role in the loss of muscle and bone mass. The number of repetitions will also grow for each exercise (10 to15). The authors give a clarification on the level of muscular effort for strengthening activities which should be moderate (5 to 6 on a scale of 10) to high (7 to 8) (Nelson, 2007, p. 1439).

The literary article written by Vuillemin A. (2011, p. 186), brings the latest updates in recommendations regarding activity. The author mentions that physical activity should be performed on consecutive sessions of minimum 10 minutes to be effective. Physical activity of vigorous intensity increases to at least 75 minutes per week or three sessions of 25 minutes (Vuillemin, 2011, p. 187). This review also makes recommendations on the number of steps to be performed depending on the intensity of the activity to be performed (Table 1). It is necessary to achieve an average of 100 steps per minute for a moderate intensity activity and 130 for a vigorous activity.

Table 1: Activity recommendations based on the number of steps.

Moderate activity Vigorous activity

Number of steps / week 15000 9750

Number of steps / day 3000 (5 days) 3250 (3 days)

4. The practice of these activities and the current methods

The APA can be done in different structures such as conventional or outpatient hospitalization, at home with help or in complete autonomy. For Inpatient or outpatient clinics, the overall characteristics of adapted physical activity (more commonly referred to effort training) programs are relatively large. The duration of the programs varies from 4 to 36 weeks, sessions can last

77


from 20 to 90 minutes with a frequency per week from 2 to 7 times. The intensity of these sessions is highly variable; between 40 to 80% of maximum heart rate reserve (Ramas, 2007, p. 38; Rimaud, 2005, p. 263 et Hautier, 2007, p. 471-472). This type of protocol requires an initial assessment to adapt the program and make it evolve in accordance with the physical conditions of each person. This rehabilitation effort is reassuring for the patient who practices a physical activity in a safe environment and supervised by health professionals. However, such institutions are rare and very expensive. The hospital stays are relatively short (3-8 week) and have steadily declined over the years. the patient is then forced to return to his home and has two options, either to join a sports club which offers group sessions of physical activity or to practice at home in complete autonomy. Associations offering group activities are promoting social link for usually a very low cost (Archambault, 2009, p. 84). However, the associative functioning is often based on the investment of volunteers, not necessarily formed, which can in the current economic environment become increasingly rare. Control and monitoring are often less well made and there is almost no feedback. As for the physical, psychological and physiological benefits, we have only few results in the scientific literature.

We now have to create a link between what is done in institutions and daily activity recommendations when patients return home. There is an important gap between the programs offered to the subjects and what they can actually achieve at home. The programs need to be adapted beforehand and reusable at home. People need to be able to manage their effort safely and to evaluate themself with appropriate tools.

5. Measurement of methods of APA

"Physical activity corresponds to all the body movements generated by the contraction of skeletal muscle that lead to increase the energy expenditure above the resting energy expenditure" (Jacobi, 2008, p. 279). The definition is the same for the APA. There are various direct and indirect methods, more or less reliable for measuring the activity and energy expenditure associated with it. One of the most reliable methods is the technique of doubly labeled water to measure energy expenditure in situations of everyday life, without external constraints. However, this method is complex and unusable at home. An equally reliable method used for indirect measurement of VO2 is done using a portable gas analyzer. This tool is unusable in everyday practice because it is too expensive, bulky and with a reduced scope. The accelerometer, which measures the movement of the body in terms of acceleration, seems for the moment the most powerful tool for assessing the physical demands of a person. The problem occurs only for static exercise such as rowing or muscular strengthening exercises. The pedometer is used to quantify the number of steps. This tool is useful both for its size and weight, inexpensive but not very accurate because it depends on the length of the step that changes all the time on a full day. The heart-rate meter allows for proper monitoring of heart rate during exercise and

78

No. 1, Vol. XIII /2012

allows a more detailed analysis at a later stage. It is a reliable indicator during the exercise, but the price is high if you want to purchase a tool of quality and it is sometimes complicated to use. In the same type of device you will find the Global Positioning System (GPS) that can only provide information on outdoor activities, and which is more expensive than the heart rate tool. The Physical Activity Questionnaire is perhaps the most simple, fast, inexpensive method, but which is approximate. We can associate to those effort perception scales, such as the Borg scale, to be more precise.

In the view of all these tools, it is important to choose with great interest the equipment to be used depending on the pathology of the patients but also the tools cost and what we really want to measure.

6. Conclusions

The recommendations are to be used, but it is necessary to adjust them for each person and disease. An APA program is beneficial to the patient if it is appropriate and individualized. It must therefore be done by a professional APA (Master License or APA) able to make an initial assessment of the subject in order to set up a personalized program that will evolve with the progress made.

Monitoring the activity at home seems to be the tomorrow’s solution. However, it is necessary to strengthen two specific points before allowing them to return home with the help of health professionals. The first point is the therapeutic education which should be taught to patients regarding activity recommendations and its benefits. The second point focuses on adaptation and preparation of subjects to new technologies of information and communication (ICT) that will enable the processing and transmission of data on their physical activity. Nevertheless, we must remain vigilant about the cost of care for such a business model as it has so far not been analyzed.

References

1. ARCHAMBAULT, E. & PROUTEAU, L. (2009). Mesurer le bénévolat pour en améliorer la connaissance et satisfaire à une recommandation internationale. Revue internationale de l’économie sociale, 88, 84-102.

2. FABRE, C. & CHAVIGNAY, É. (2010). Définition, formation, législation et rôle du professionnel en activité physique adaptée. Revue des Maladies Respiratoires Actualités, 6, 628–30.

3. FLEG, J. L., MORRELL, C. H., BOS, A. G., BRANT, L. J., TALBOT, L. A., WRIGHT J. G. & al. (2005). Accelerated longitudinal decline of aerobic capacity in healthy older adults. Circulation by Americain Heart Association, 112, 674–682.

4. HASKELL, W. L., LEE, I. M., PATE, R. R., POWELL, K. E., BLAIR, S. N., FRANKLIN, B. A. & al. (2007). Physical activity and public health: updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Med. Sci. Sports Exerc., 8, 1423–34.

79


5. HAUTIER, C. & BONNEFOY, M. (2007). Réentraînement à l’effort des patients âgés. Annales de Réadaptation et de Médecine Physique, 50, 469–74.

6. JACOBI, D., MAILLOT, F. & COUET, C. (2008). Estimation et mesure de la dépense énergétique liée à l’activité physique: principes et techniques, intérêts diagnostiques et limites. Médecine des Maladies Métaboliques, 2, 279–82.

7. LEE, I. M., SHIROMA, E. J., LOBELO, F., PUSKA, P., BLAIR, S. N. & KATZMARZYK, P. T. (2012). Effect of physical inactivity on major non-communicable diseases worldwide: an analysis of burden of disease and life expectancy. Lancet, 380, 219–29.

8. NELSON, M. E., REJESKI, W. J., BLAIR, S. N., DUNCAN, P. W., JUDGE, J. O., KING, A. C. & al. (2007). Physical activity and public health in older adults: recommendation from the American College of Sports Medicine and the American Heart Association. Med. Sci. Sports Exerc., 39, 1435–45.

9. RAMAS, J., COURBON, A., FAYOLLE-MINON, I. & CALMELS P. (2007). Réentraînement à l’effort chez l’hémiplégique vasculaire : revue de la littérature. Annales de Réadaptation et de Médecine Physique, 50, 28–41.

10. RIMAUD, D., CALMELS, P. & DEVILLARD, X. (2005). Réentraînement à l’effort chez le blesse médullaire. Annales de Réadaptation et de Médecine Physique, 48, 259–69.

11. VUILLEMIN, A. (2011). Le point sur les recommandations de santé publique en matière d’activité physique. Science & Sports, 26, 183–90.

12. WARBURTON, D. E. R., NICOL, C. W. & BREDIN, S. S. D. (2006). Health benefits of physical activity: the evidence. CMAJ, 174, 801–9.

80

No. 1, Vol. XIV /2013

G Y M N A S I U M


SECTOR PUBLIC RELATIONS – A RESEARCH OF THE PERCEPTION OF AN AUDIENCE SECTION UPON THE FACTORS RESPONSIBLE

FOR PROMOTING HEALTH

Petrovici Amalia 1*

1“Vasile Alecsandri” University of Bacau, Str. Marasesti, No.157, 600115, Romania

Kewyords: sector PR, audience, perception, factors responsible, health.

Abstract

This paper’s first aim is to analyze the concept of public relations, particularly sector public relations, in order to seize their defining dimensions and applicative nature. To evaluate the degree of efficiency and applicability of public relations in the health sector, our next step will constitute a case study as a research on the perception of a section of audience upon health promotion, which may indicate relevant, preventive factors in this sense. For this, we have applied, as a research method, the questionnaire-based inquiry to a representative group of 50 persons belonging to the internal audience of the section of Diabetes, Nutrition and Metabolic Diseases from Bacău County Hospital. The reason for which we applied this questionnaire was not to perform a rigorous sociological analysis with valid statistical results, but rather to identify the applicative role of public relations in the health domain, respectively the “thought particularities” existing on the level of a section of audience, which may allow us to formulate useful conclusions. Although the group was relatively small, we hope that the results obtained may open new directions of action and launch new challenges for future research.

1. Introduction

According to one of the basic definitions found in the literature, public relations represent the management of the communication between an organization and its audience, which obtains the best results by using a symmetrical, bidirectional communication (Grunig J.E., Hunt T., 1984, p. 6). The objective of public relations is to purposefully organize a two-way process of communication, in order to achieve mutual understanding and to build profitable relations between an organization and its audiences, an organization and the environment. By analogy, the job is described as the ability to analyse audiences, define criteria, monitor relations with all the audiences, in full compliance with ethics and behavioural principles, by selecting the information means that are most suitable for communication (Borțun, 2005, pp.58-59). A consensual definition of public relations, signed by 65 leaders, mentions the fact that public relations represent a

* E-mail: [email protected], tel: +0-0721-618-764

81

Petrovici Amalia / Gymnasium

distinct management function, which helps to establish and maintain mutual lines needed for communication, understanding, acceptance and cooperation between an organization and its audience, using as main tools research and communication ethical techniques (Ries, Ries, 2005, p. 319).

For Edward L. Bernays, public relations represent the totality of the methods and means, which may be used to influence how an organization is perceived and understood by the public; in other words, public relations help to crystallize the public opinion regarding a certain organization along a certain axis (Bernays, 2003, p. 26). Thus, public opinion becomes a reference point. The British Institute of Public Relations claim that public relations focus on reputation, meaning the result of what you do and say, and what others say about you. The practice of public relations is the discipline, which centres on reputation, with the purpose of gaining understanding, support and influencing opinions and behaviour (Newsom, VanSlyke Turk, Kruckeberg, 2003, p. 18). Therefore, public relations represent a strategic form of communication, which focuses on gaining the audience’s understanding and acceptance, as well as on the process of building a good relation between an organization and the public, especially with a view to shaping one’s reputation and communicating information (Curtin, 2008, p. 19).

As shown above, the system of public relations, as a unitary whole, implies the development, within itself, of two subsystems. One subsystem is responsible with creating connections inside the organization itself and with maintaining them, with the purpose of ensuring an internal favourable climate. The other subsystem is responsible with building durable connections with the external environment, which includes all the other institutions or organizations, as well as public opinion (Călin Rus, 2002, p. 58).

One of the major challenges facing public relations in the health sector is to identify the most efficient methods for educating the public, changing existing attitudes, behaviour and perception, as well as the most efficient means for spreading information about promoting health, especially preventive medicine. In Public Relations, Shirley Harrison draws an interesting comparison between those who practice medicine and those who practice public relations, noting that both the doctor, as well as the public relations specialist, should first make a diagnosis and then apply a cure. Generally, doctors and public relations specialists are asked to intervene after the damage has been done. This gives rise to a new concept, respectively, the fact that preventive public relations are as important as preventive medicine – according to the principle “it is easier to prevent that to cure” – but, like the latter, quite seldom applied. Both of these practitioners, the doctor and public relations specialist, enjoy the same common denominator. As doctors have to own medicine and surgery knowledge and to make the oath of Hippocrates, the same goes for those in the public relations. All specialists in public relations should own basic knowledge about this profession and should obey a code of professional conduct (Harrison, 1995, p. 22).

Romania’s health system is in great need of adopting comprehensive reforms in order to “straighten out the system”. Policy debates on health care, controversial

82

No. 1, Vol. XIV /2013

aspects regarding the availability, accessibility, quality and cost of medical care seem to have no solution yet, as they are increasing at an alarming pace. The health crisis seems endless. It may be said that, in certain respects, there has always been a crisis in this domain. The significant gap between the sum of money that we are willing to pay for health and the real cost of medical care generates a permanent conflict. Among the factors influencing the constant rise of medical care expenses is, first of all, the lack of legal regulations that may ensure quality medical assistance, according to the health insurance amount, the alarming increase of the number of malpractice cases, the high costs of medicine released only on prescription. Unfortunately, the issues raised have financial as well as health related implications. To answer to the constant challenges, the public relations in the health sector should evolve towards turning into a management function, which should lead to “final results”. The purpose of public relations is to create a system through which to promote “images” that may lead to adopting a certain healthy behaviour from the part of the individual, by promoting campaigns in this respect sens (Petrovici, 2011, p. 72).

Under the new concept of preventive public relations, these should own the ability to think and plan strategically, anticipating risk situations, cultivating a transparent, two-way communication but, especially, have efficient research and analysis methods in order to monitor the perceptions of the public, so that the results obtained should match the expectations. In this case, responsibility and professionalism should constitute reference points. Public relations may represent a bridge towards change, a means for adjusting to the new attitudes triggered by change. They represent a way of stimulating attitudes towards producing change by helping an organization look at society as a whole, from several angles, instead of restricting itself to a single, intense point of view (Newsom, VanSlyke Turk, Kruckeberg, 2003, p. 47).

2. Materials and methods

Public relations represent an innovative way of promoting an organization, its products or services, by building a much higher visibility in the public space. In the domain of health, public relations have become more than a necessity, constituting a real opportunity for communicating with the various categories of audiences. They may represent a bridge towards change in terms of the attitudes, beliefs or behaviours existing on the level of the target audience. The major challenge is represented by the identification of the most efficient methods to educate the public, change existing attitudes, behaviour or perception, as well as of the most efficient means of information related to promoting health, respectively preventive medicine.

To meet the main challenge – public relations in the health sector – we have chosen, as a case study, to conduct a research upon the perception of a section of audience regarding the factors involved in promoting health. To this effect, during the interval from August to July 2012, we applied, as a research method, the questionnaire-base inquiry to a group of 50 persons, representing the internal audience of the section

83


of Diabetes, Nutrition and Metabolic Diseases from Bacău County Hospital. The purpose of this inquiry was to monitor the perception existing on the level of the targeted audience section regarding the factors involved in promoting health and to draw some final conclusions, which may serve future research.


The questionnaire consists of a set of 15 questions, organized from the general towards the particular, around certain reference items. Thus, the results obtained for the first question indicated the fact that 85% of the respondents had heard about the national campaign "Control your diabetes!", whereas 15% of them provided a negative answer to this question. Also, 95% of the respondents agree with the fact that this campaign is a relevant factor in promoting health, whereas only 5% of them disagree. The sources from which they had learnt about this campaign were the media (60%), family members (30%), respectively acquaintances and friends (10%). According to the respondents’ opinion, the campaign was initiated by the Romanian Association of Diabetes, Nutrition and Metabolic Diseases (65%), the Romanian Association of Education in Diabetes (15%), while 20% of the respondents did not know how to answer this question. Nevertheless, the maximum percentage recorded for the following question (100%) shows that the respondents are convinced of this campaign’s usefulness. For the question have you come across media articles or news about the campaign?, 60% of the respondents answered affirmatively, while 40% said they did not know. In terms of the experience gained, 90% of these believe that the overall impact of the campaign upon the public was positive, while 10% believe that this campaign had no impact at all. On a personal level, this campaign had a positive impact (85%), respectively no impact at all (15%). According to the respondents, the main objective of the campaign was to inform the wide public about the risk factors determining the occurrence of the disease (45%), prevention, education in, and efficient control of diabetes (45%), improving the life style for persons with diabetes (10%). According to their opinion, the risk factors determining the occurrence of the disease are nutritional imbalance (72%), respectively “genetic inheritance” (28%). Regarding the factors involved in the prevention, education in, and efficient control of diabetes, 52% mentioned the adoption of a healthy lifestyle, the practicing of sports (38%), reducing stress (10%). To the question following the campaign, has your life improved, be it only to a small extent, 85% of the respondents gave affirmative answers, while 15% answered negatively. The distribution of the answers by gender indicates a percentage of 65% for the male segment, respectively 35% for the female section. In terms of age categories, 64% of the respondents fall into the category of 35-50, 28% into the category of 51-65, and 8% into the category of above 65. Regarding the level of study, 90% have a high-school diploma, and 10% a higher education diploma.

84

No. 1, Vol. XIV /2013

4. Conclusions

Health has a major impact on everyone’s life. Knowing how to cherish it plays a decisive role in our life, on a physiological and mental level. As in the case of preventive public relations, the concept of preventive medicine is nowadays emerging more and more like an essential opportunity based on the principle according to which “it is easier to prevent than treat”. Unfortunately, disobeying this principle, due either to a scarcity of information concerning the factors involved in promoting health, or to personal beliefs of the type “it cannot happen to me”, trigger adverse consequences upon health and, in most cases, intervention occurs after the damage has already been done.

The statistical analysis and interpretation of results allow us to formulate some conclusions. It is worth noting the special interest shown by the participants for this campaign, which they regard as an important factor in promoting health. The active nature of the campaign lies in the message that the campaign adopts and uses to attempt to act upon the public, influencing it on a cognitive, emotional or behavioural level. Consequently, the overall predominance of positive answers in relation to the negative ones is obvious. On a personal level, the impact of the campaign upon the targeted audience is positive, which shows the usefulness of such a campaign. Knowledge about the risk factors that trigger the occurrence of the disease, prevention, education in, and efficient control of diabetes constitute, according to the targeted audience, reference points. At the same time, mentioning the risk factors (unhealthy nutrition, “genetic inheritance”), respectively the factors involved in preventing, educating in, and efficiently controlling diabetes (adopting a healthy lifestyle, practicing sports, reducing stress) indicates a change in certain perceptions, though not entirely. The changes recorded on a perceptive level trigger, in their turn, changes on a cognitive level, by the fact that the targeted audience becomes aware of the relevance of such factors in promoting health, especially on a personal level.

The comparative analysis between the aspects with a positive influence and the aspects with a negative influence highlighted by this research provide, on the one hand, the possibility of evaluating and optimizing the positive aspects and, on the other hand, the identification of solutions for the negative ones. In this respect, we may identify the dialectics of the relations between the internal and external causes that influence the behavioural performances of an individual, given that external, as well as internal causes act upon the individual, which in their turn, via feedback, influence the external causes in a positive or negative way Belous, 1990, pp.58-59). Calibrating the type of reaction on the level of the group enables a better reception of this process by identifying the perception existing at the level of the internal audience, respectively the modification of behaviours and attitudes, with the purpose of creating maximal communication openness. Future research still has to find whether, on a behavioural level, certain modifications occur in this respect, in the segment of the targeted audience. For the future, we intend to perform some predictions concerning the audience’s possible reactions to the context, so that the findings may constitute new lines of action, which may efficiently support the performance of such a process.

85


References

1. BERNAYS, E.L. (2003). Cristalizarea opiniei publice, Bucureşti: comunicare.ro, 26.

2. BELOUS, V. (1990). Manualul inventatorului, Bucureşti: Editura Tehnică, 58-59. 3. BORȚUN, D. (2005), RelaŃiile publice şi noua societate, Bucureşti: Editura

Tritonic, 58-59. 4. CĂLIN RUS, F. (2002). Introducere în ştiinŃa comunicării şi a relaŃiilor

publice, Iaşi: Editura Institutul European, 58. 5. CURTIN, P.A., GAITHER, K.T. (2008). RelaŃii publice internaŃionale:

negocierea culturii, a identităŃii şi a puterii, Bucureşti: Editura Curtea Veche, 19. 6. GRUNIG, J.E., HUNT, T. (1984). Managing Public Relations, Philadelphia:

Holt, Rinehart and Winston, 6. 7. HARRISON, S. (1995). Public Relations, London: Routledge, 22. 8. NEWSOM, D., VANSLYKE TURK, J., KRUCKEBERG, D. (2003), Totul

despre relaŃiile publice, Iaşi: Editura Polirom, 18-47. 9. PETROVICI, A. (2011). Introducere în relaŃii publice, Bacău: Editura Alma

Mater, 72. 10. RIES, AL., RIES, L. (2005). Căderea advertisingului şi ascensiunea PR-ului,

Bucureşti: Editura Brandbuilders Group, 319.

RELAłII PUBLICE SECTORIALE – CERCETĂRI PRIVIND PERCEPłIA UNUI SEGMENT DE PUBLIC ASUPRA FACTORILOR RESPONSABILI

ÎN PROMOVAREA SĂNĂTĂłII

Petrovici Amalia1,

1Universitatea “Vasile Alecsandri” din Bacău, Str. Mărășești, Nr. 157, 600115 Romania

Cuvinte cheie: PR sectorial, public, percepŃie, factori responsabili, sănătăŃii

Rezumat

Această lucrare îşi propune într-o primă etapă o analiză a conceptului de relaŃii publice, în speŃă a relaŃiilor publice sectoriale, care să surprindă dimensiunile definitorii şi caracterul aplicativ al acestora. Pentru aceasta, am utilizat ca metodă de cercetare, ancheta pe bază de chestionar, pe un eşantion reprezentativ de 50 de persoane, în calitate de public intern al secŃiei de Diabet, NutriŃie şi Boli metabolice din cadrul Spitalului JudeŃean Bacău. Scopul aplicării acestui chestionar nu a fost acela de a realiza o riguroasă analiză sociologică, cu rezultate statistic valide, ci, mai degrabă, de a identifica rolul aplicativ al relaŃiilor publice în domeniul sănătăŃii, respectiv "particularităŃile de gândire" existente la nivelul unui segment de public, care să ne îngăduie formularea unor concluzii utile unui astfel de demers. Chiar dacă eşantionul este relativ mic, sperăm ca rezultatele obŃinute să deschidă direcŃii de acŃiune şi să lanseze noi provocări în planul cercetărilor viitoare.

86

No. 1, Vol. XIV /2013

1. Introducere

Una din definiŃiile de bază întâlnite în literatura de specialitate menŃionează că relaŃiile publice reprezintă managementul comunicării dintre o organizaŃie şi publicul său, care obŃine cele mai bune rezultate prin folosirea unei comunicări simetrice, bidirecŃionale (Grunig, Hunt, 1984, p. 6). RelaŃiile publice au ca obiectiv organizarea conştientă a comunicării, prin care se realizează înŃelegerea mutuală şi se stabilesc relaŃii benefice între organizaŃie şi publicurile ei, între organizaŃie şi mediul ambiant, prin intermediul unei comunicări în ambele sensuri. Prin analogie, profesia este descrisă ca fiind capacitatea de a analiza publicurile, de a defini criteriile, de a monitoriza relaŃiile cu toate publicurile, asigurând respectarea integrală a eticii şi a principiilor comportamentale, alegând mijloacele de informare cele mai propice comunicării (BorŃun, 2005, pp. 58-59). O definiŃie consensuală a relaŃiilor publice, semnată de 65 de lideri, precizează că relaŃiile publice reprezintă o funcŃie de management distinctă, care ajută la stabilirea şi întreŃinerea liniilor reciproce necesare comunicării, la înŃelegerea, acceptarea şi cooperarea între o organizaŃie şi publicul său şi foloseşte ca principale instrumente cercetarea şi tehnicile etice de comunicare (Ries, Ries, 2005, p. 319).

Pentru Edward L. Bernays, relaŃiile publice reprezintă totalitatea metodelor şi mijloacelor prin care se poate influenŃa modul de percepŃie şi înŃelegere publică a unei organizaŃii; cu alte cuvinte, relaŃiile publice ajută la cristalizarea într-o anumită direcŃie a opiniei publice despre o anumită organizaŃie (Bernays, 2003, p. 26). Opinia publică devine, astfel, punct de referinŃă. Institutul Britanic de relaŃii publice consideră că relaŃiile publice se concentrează pe reputaŃie, adică rezultatul a ceea ce faci, a ceea ce spui şi a ceea ce alŃii spun despre tine. Practica RelaŃiilor Publice este disciplina care pune accent pe reputaŃie, cu scopul câştigării înŃelegerii, a sprijinului şi a influenŃării opiniei şi a comportamentului (Newsom, VanSlyke Turk, Kruckeberg, 2003, p. 18). Prin urmare, relaŃiile publice reprezintă o formă strategică de comunicare, care se concentrează asupra obŃinerii înŃelegerii şi acceptării publicului şi asupra procesului de creare a unei relaŃii bune între o organizaŃie şi public, în special în privinŃa conturării reputaŃiei şi a comunicării informaŃiei (Curtin, 2008, p. 19).

După cum se observă, sistemul relaŃiilor publice, ca tot unitar, presupune dezvoltarea în interiorul său a două subsisteme, unul responsabil de crearea legăturilor în interiorul propriei organizaŃii, precum şi menŃinerea acestora în vederea asigurării unui climat intern benefic, celălalt responsabil de formarea unor legături durabile cu mediul extern, unde sunt incluse toate celelalte instituŃii sau organizaŃii, precum şi opinia publică (Călin Rus, 2002, p. 58).

Una dintre provocările majore cu care se confruntă relaŃiile publice în domeniul sănătăŃii o reprezintă identificarea celor mai eficiente metode de educare a publicului, de modificare a atitudinilor, comportamentului şi percepŃiei existente, precum şi a celor mai eficiente mijloace de informare asupra promovării sănătăŃii, în special, medicina preventivă. În Public Relations, Shirley Harrison face o interesantă comparaŃie între cei care practică medicina şi cei care practică relaŃiile publice, observând că atât medicul, cât şi specialistul în relaŃiile publice, trebuie să

87


pună mai întâi un diagnostic şi apoi să trateze. În general, şi unul şi celălalt sunt rugaŃi să intervină, după ce răul s-a produs deja. Acest lucru dă naştere la un nou concept, respectiv faptul că relaŃiile publice preventive sunt la fel de importante, ca şi medicina preventivă – conform principiului “e mai uşor să previi, decât să tratezi” – dar, ca şi aceasta din urmă, sunt la fel de rar aplicate. Ambii practicieni, atât doctorul, cât şi specialistul în relaŃii publice, se bucură de acelaşi numitor comun. Aşa cum doctorii trebuie să aibă cunoştinte de medicină şi chirurgie şi subscriu jurământului lui Hippocrate, la fel stau lucrurile şi în cazul celor care se ocupă de relaŃii publice. ToŃi specialistii în relaŃii publice trebuie să posede cunoştinŃe de bază despre această profesie şi, la rândul lor, trebuie să respecte un cod de conduită profesională (Harrison, 1995, p. 22).

În sistemul de sănătate din România se simte nevoia acută de adoptare a unor reforme cuprinzătoare care "să pună sistemul pe picioare". Dezbaterile pe tema politicilor referitoare la sistemul de sănătate, aspectele controversate privind accesibilitatea, calitatea şi costul îngrijirilor medicale par să nu aibă încă nicio rezolvare, acestea crescând într-un ritm alarmant. Criza din sănătate pare să nu aibă sfârşit. Se poate afirma că, în anumite privinŃe, întotdeauna a existat o criză în acest domeniu. Decalajul semnificativ dintre suma de bani pe care suntem dispuşi să o plătim pentru sănătate şi costul real al îngrijirilor medicale constituie un conflict permanent. Printre factorii care influenŃează creşterea continuă a costurilor îngrijirilor medicale se numără în primul rând lipsa unor reglementări legislative care să asigure servicii medicale de calitate, în funcŃie de cuantumul asigurărilor de sănătate, creşterea alarmantă a cazurilor de malpraxis, costurile crescute ale medicamentelor eliberate numai pe bază de reŃetă. Din păcate, aspectele semnalate au implicaŃii atât financiare, cât şi asupra sănătăŃii.

Pentru a răspunde permanentelor provocări, relaŃiile publice din domeniul sănătăŃii trebuie să evolueze, transformându-se într-o funcŃie de management care să conducă la "rezultate finale". Scopul relaŃiilor publice este acela de a realiza un sistem cu ajutorul căruia să fie promovate "imagini" care să conducă la adoptarea unor comportamente ale individului, benefice sănătăŃii sale, prin promovarea unor campanii în acest sens (Petrovici, 2011, p. 72). Sub noul concept de relaŃii publice preventive, acestea trebuie să deŃină capacitatea de a gândi şi planifica strategic, anticipând situaŃiile de risc, de a cultiva o comunicare transparentă, în dublu sens, dar, mai ales, să dispună de metode eficiente de cercetare şi analiză cu scopul de a monitoriza percepŃiile publicului, astfel încât rezultatele obŃinute să fie pe măsura aşteptărilor. În acest caz, responsabilitatea şi profesionalismul trebuie să constituie puncte de referinŃă. RelaŃiile publice pot constitui o punte pentru schimbare, o modalitate de ajustare la noile atitudini generate de schimbare. Ele reprezintă o modalitate de a stimula atitudinile pentru a crea schimbarea, ajutând o organizaŃie să vadă societatea în întregime, din mai multe unghiuri, în loc să aibă un singur punct de vedere foarte puternic (Newsom, VanSlyke Turk, Kruckeberg, 2003, p. 47).

88

No. 1, Vol. XIV /2013


RelaŃiile publice reprezintă o modalitate inedită de promovare a organizaŃiei, a produselor sau serviciilor sale, construind o vizibilitate mult mai accentuată în spaŃiul public. În domeniul sănătăŃii, relaŃiile publice au devenit mai mult decât o necesitate, constituind o reală oportunitate de comunicare cu diferitele categorii de publicuri. Ele pot reprezenta o punte pentru schimbare în ceea ce priveşte atitudinile, credinŃele sau comportamentele existente la nivelul segmentului de public vizat. Provocarea majoră o reprezintă identificarea celor mai eficiente metode de educare a publicului, de modificare a atitudinilor, comportamentului sau percepŃiei existente, precum şi a celor mai eficiente mijloace de informare privind promovarea sănătăŃii, respectiv medicina preventivă.

Pentru a răspunde provocării de bază - relaŃiile publice în domeniul sănătăŃii - ne-am propus, ca studiu de caz, efectuarea unei cercetări privind percepŃia unui segment de public asupra factorilor responsabili în promovarea sănătăŃii. În acest sens, în perioada iulie-august 2012, am utilizat, ca metodă de cercetare, ancheta pe bază de chestionar, pe un eşantion reprezentativ de 50 de persoane, în calitate de public intern al secŃiei de Diabet, NutriŃie şi Boli metabolice din cadrul Spitalului JudeŃean Bacău. Scopul acestei anchete este de a monitoriza percepŃia existentă la nivelul segmentului de public vizat în ceea ce priveşte factorii responsabili în promovarea sănătăŃii, care să ne permită conturarea unor concluzii finale, sperăm utile, pentru cercetările viitoare.


Chestionarul a fost alcătuit dintr- un set de 15 întrebări, structurate în jurul unor itemi de referinŃă, de la general la particular. Astfel, rezultatele obŃinute la prima întrebare atestă faptul că 85% dintre respondenŃi au auzit despre campania naŃională "Controlează-Ńi diabetul!", în timp ce 15% dintre aceştia au răspuns negativ la această întrebare. Totodată, 95% dintre aceştia sunt de părere că această campanie este un factor important în promovarea sănătăŃii, în timp ce doar 5% nu sunt de aceeaşi părere. Sursele din care au aflat de această campanie sunt mass-media (60%), membrii familiei (30%), respectiv cunoştinŃe, prieteni (10%). După părerea respondenŃilor, campania a fost iniŃiată de Societatea Română de Diabet, NutriŃie şi Boli metabolice (65%), AsociaŃia Română de EducaŃie în Diabet (15%), în timp ce 20% dintre respondenŃi nu au ştiut să răspundă la această întrebare. Cu toate acestea, procentajul maxim înregistrat la următoarea întrebare (100%) arată că aceştia sunt convinşi de utilitatea acestei campanii. La întrebarea dacă au remarcat în mass-media, articole sau ştiri despre campanie, 60% dintre respondenŃi au răspuns afirmativ, în timp ce 40% dintre aceştia au menŃionat că nu ştiu. Din punct de vedere al experienŃei acumulate, 90% dintre aceştia consideră că, în general, campania a avut un impact pozitiv asupra publicului, pe când 10% consideră că această campanie nu a avut niciun impact. La nivel personal, această campanie a avut un impact pozitiv (85%), respectiv niciun impact (15%). În opinia respondenŃilor, scopul principal al campaniei l-a reprezentat informarea publicului larg cu privire la factorii de risc care determină apariŃia bolii (45%), prevenŃia,

89


educaŃia şi controlul eficient al diabetului (45%), îmbunătăŃirea stilului de viaŃă pentru persoanele cu diabet (10%). După părerea acestora, factorii de risc care determină apariŃia bolii sunt dezechilibrul alimentar (72%), respectiv "moştenirea genetică" (28%). În ceea ce priveşte factorii responsabili în prevenŃia, educaŃia şi controlul eficient al diabetului, 52% au menŃionat adoptarea unui stil de viaŃă sănătos, practicarea sportului (38%), reducerea stresului (10%). La întrebarea dacă în perioada imediat următoare, viaŃa acestora s-a îmbunătăŃit în vreun fel, fie şi punctual, ca urmare a campaniei, 85% dintre respondenŃi au răspuns afirmativ, în timp ce 15% dintre aceştia au răspuns negativ. DistribuŃia răspunsurilor pe sexe indică un procent de 65% pentru segmentul masculin, respectiv 35% pentru segmentul feminin. La categoria de vârstă, 64% dintre respondenŃi sunt înregistraŃi la categoria 35-50, 28% la categoria 51-65, în timp ce 8% dintre aceştia au peste 65 de ani. În ceea ce priveşte nivelul de studii, 90% au studii liceale, respectiv 10% studii universitare.

4. Concluzii

Sănătatea are un impact majoritar asupra vieŃii oricăruia dintre noi. Modul în care ştim să o preŃuim are un rol decisiv în viaŃa noastră, la nivel fiziologic sau mental. Ca şi în cazul relaŃiilor publice preventive, conceptul de medicină preventivă se conturează din ce în ce mai mult în zilele noastre ca o oportunitate esenŃială, având la bază principiul conform căruia “e mai uşor să previi, decât să tratezi”. Din păcate, nerespectarea acestui principiu, fie ca urmare a unui deficit de informaŃie privind factorii responsabili în promovarea sănătăŃii, fie ca urmare a unei convingeri personale de genul "mie nu mi se poate întâmpla", antrenează consecinŃe nefaste asupra sănătăŃii şi, aşa cum se întâmplă în majoritatea cazurilor, intervenŃia are loc după ce răul s-a produs deja.

Din prelucrarea statistică şi interpretarea rezultatelor pot fi formulate următoarele concluzii. În primul rând, trebuie să menŃionăm interesul deosebit manifestat de participanŃi faŃă de această campanie pe care o consideră ca fiind un factor important în promovarea sănătăŃii. Caracterul acŃional al campaniei rezidă în mesajul pe care campania îl propune şi prin intermediul căruia încearcă să acŃioneze asupra publicului, influenŃându-l la nivel cognitiv, afectiv sau comportamental. Drept urmare, per ansamblu, se remarcă predominanŃa răspunsurilor pozitive, în raport cu cele negative. La nivel personal, impactul campaniei asupra publicului vizat este pozitiv, ceea ce demonstrează utilitatea unei astfel de campanii. Informarea privind factorii de risc care determină apariŃia bolii, prevenŃia, educaŃia şi controlul eficient al diabetului constituie, în opinia publicului vizat, puncte de referinŃă. În acelaşi timp, menŃionarea factorilor de risc (alimentaŃia nesănătoasă, "moştenirea genetică"), respectiv a factorilor responsabili în prevenŃia, educaŃia şi controlul eficient al diabetului (adoptarea unui stil de viaŃă sănătos, practicarea sportului, reducerea stresului) indică modificarea unei anumite percepŃii, chiar dacă nu în totalitate. Modificările înregistrate la nivel perceptiv antrenează, la rândul lor, modificări la nivel cognitiv, prin faptul că publicul vizat conştientizează importanŃa acestor factori în promovarea sănătăŃii, mai ales, pe plan personal.

90

No. 1, Vol. XIV /2013

Analiza contrastivă între aspectele cu influenŃă pozitivă, respectiv negativă pe care prezenta cercetare le evidenŃiază oferă, pe de o parte, posibilitatea evaluării şi optimizării aspectelor pozitive, precum şi identificarea unor soluŃii pentru cele negative, pe de altă parte. Identificăm, în acest sens, dialectica relaŃiilor dintre cauzele interne şi externe care influenŃează comportamentul unui individ, având în vedere că asupra performanŃelor comportamentale ale individului acŃionează atât cauze externe, cât şi interne, care, la rândul lor, prin feed-back, influenŃează pozitiv sau negativ asupra cauzelor externe (Belous, 1990, pp. 58-59). Etalonarea tipului de reacŃie la nivel de grup permite o mai bună receptare a acestui demers prin identificarea percepŃiei existente la nivelul publicului intern, respectiv modificarea comportamentului şi atitudinii, în scopul creării unei maxime deschideri comunicative. Rămâne de văzut, în cercetările viitoare, dacă la nivel comportamental, se înregistrează anumite modificări în acest sens, asupra segmentului de public vizat. Ne propunem, pe viitor, realizarea unor predicŃii ale tipului de reacŃii comportamentale ale publicului la context, astfel încât constatările obŃinute să constituie noi direcŃii de acŃiune, care să susŃină în mod eficient performanŃa unui astfel de demers.


1. BERNAYS, E.L. (2003). Cristalizarea opiniei publice, Bucureşti: comunicare.ro, 26.

2. BELOUS, V. (1990). Manualul inventatorului, Bucureşti: Editura Tehnică, 58-59. 3. BORȚUN, D. (2005), RelaŃiile publice şi noua societate, Bucureşti: Editura

Tritonic, 58-59. 4. CĂLIN RUS, F. (2002). Introducere în ştiinŃa comunicării şi a relaŃiilor

publice, Iaşi: Editura Institutul European, 58. 5. CURTIN, P.A., GAITHER, K.T. (2008). RelaŃii publice internaŃionale:

negocierea culturii, a identităŃii şi a puterii, Bucureşti: Editura Curtea Veche, 19. 6. GRUNIG, J.E., HUNT, T. (1984). Managing Public Relations, Philadelphia:

Holt, Rinehart and Winston, 6. 7. HARRISON, S. (1995). Public Relations, London: Routledge, 22. 8. NEWSOM, D., VANSLYKE TURK, J., KRUCKEBERG, D. (2003), Totul

despre relaŃiile publice, Iaşi: Editura Polirom, 18-47. 9. PETROVICI, A. (2011). Introducere în relaŃii publice, Bacău: Editura Alma

Mater, 72. 10. RIES, AL., RIES, L. (2005). Căderea advertisingului şi ascensiunea PR-ului,

Bucureşti: Editura Brandbuilders Group, 319.

91

No. 1, Vol. XIV /2013

G Y M N A S I U M


THE ASSESSMENT OF MOTOR BEHAVIOR

IN CHILDREN WHO HAVE DOWN SYNDROME - CASE STUDY

Bejenaru (Boingeanu) AncuŃa1*

Balint Nela Tatiana2 1 Private practice, Street. Narciselor, nr. 5C, Suceava, România

2“Vasile Alecsandri”of University Street. Mărăşeşti, no. 157, Bacău, România

Keywords: assessment, motor behavior, Down syndrome

Abstract

This paper tries to highlight the effectiveness of the tests used to assess the motor behavior in children who have Down syndrome. Also, through the selection of the tests, and interpretation of the motor behavior has been obtained, which allows ulterior selection of means and methods of physical therapy intervention that are appropriate to the disorder's individual and specific needs.

1. Introduction

Motor behavior is considered to be primordial in the organization of the instructive-educational-rehabilitative process for all ages and types of deficiencies, and its education aims to act correlatively in the direction of using the system of means that would contribute to the formation of a motor background as complex as possible.

In the professional literature, motor behavior is presented as being the method playing an important role both in evaluating the normal child, and the deficient one, his body and motor manifestations being studied from the point of view of the action over the world (environment), and from the point of view of the relations with the others, according to Albu et al. (2006).

The assessment of the child's motor behavior must be understood and approached in all its complexity, and the body awareness in relation to its segments, as well as their position in space, must be inscribed as a permanent preoccupation, as a result of consensual participation between the psychological impulse and the motor finalization.


The motor behavior encountered in children who have Down syndrome represents a problem of major importance for their physical development. That is why motor behavior must represent one of the main physical therapy goals

* E-mail: [email protected] tel.0765620478

92

Bejenaru (Boingeanu) AncuŃa., Balint Nela Tatiana / Gymnasium

that can be reached through certain rehabilitation programs aiming to assess the motor behavior in these children. The hypothesis from which this study started was the following - whether by correctly selecting the tests to assess the motor behavior in children who have Down syndrome, one can direct the physical therapy intervention to improve its motor parameters.

The subject of this case study was a 5-year old patient, diagnosed with Down syndrome.

Research conditions: The study was conducted at the "Delfinul" day care, at the Betania

Association. The case study was conducted between September 2011 and May 2012, comprising the following stages:

First stage (September 2011 - January 2012): represents the stage when a theoretical research was conducted, studying the professional literature, and various Internet websites, regarding both the Down syndrome, the motor behavior, and the assessment of the motor behavior, and the most effective methods of assessing motor behavior in children who have Down syndrome.

Second stage (February 2012): at this time, the first contact with the patient and his parents took place. In this period the methodology was also established, to explore and assess, and establish a functional diagnostic as precise as possible.

Third stage (February 2012 - April 2012): in this period, the programs of assessing the motor behavior through physical therapy were applied.

Fourth stage (April 2012): represents the stage in which the final tests, the assessments and the recommendations for parents regarding the patient were made.

Fifth stage (April 2012 - May 2012): comprises the analysis and interpretation of the data recorded during the study, presentation of the conclusions, and writing the paper.

Research methods: � The theoretical documentation method � The observation method � The inquiry method � The assessment method

The assessment of the development of motor behavior aims to establish the patient's level of motor and psycho-motor development at the time, synthesized in the development coefficient. During the rehabilitation sessions, numerous devices were used, specific to the rehabilitation of various motor and psycho-motor problems in children, as well as a battery of tests to assess the level of psycho-motor and motor development, and the sensory profile test, through which values were attributed, and compared to the standard ones.

The testing comprised three parts, assessing the coordination, balance, and body laterality.

The Bruininks-Oseretsky test, comprising 6 items, was used to assess the segmented coordination. One point was given for each correctly performed item.

93

No. 1, Vol. XIV /2013

The maximum score that a subject can reach is 10 points, for items 1-5, and 5 points for item 6, according to Manole, Manole, (2009).

The Bruininks-Oseretsky test, comprising 9 items, was used to assess the upper limbs coordination. For each item correctly performed, one point will be given out of the 5 maximum points for items 1-6 and 9, whereas for items 7-8, the maximum points that the subject can score is 4.

The assessment of the general coordination was done using the Matorin test, which requires the subject to perform a jump around the longitudinal axis inside a circle divided into eight 45 degrees pieces, for each jumped piece the subject receiving 2 points, according to Manole, Manole, (2009).

The Bruininks-Oseretsky test, containing 6 items, was used to assess the static and dynamic balance. The points for the first 3 items are given according to how many seconds (out of maximum 10) the subject can maintain balance, for the last 3 items one point is given for every correctly performed step, and for item 6 one point is given for performing, and 0 for not performing, according to Manole, Manole, (2009).

The Sensory Profile determines how well the children between 3 and 10 years old process the sensory information in everyday situations. Also, a profile of the effects of the sensory system on the functional performance can be made. The results of the Sensory Profile, taken into consideration together with other assessment data, offer a greater understanding in regards to the child that helps form a diagnostic and plan the intervention.

� The experiment method � Methods of data analysis and of graphical representation of the results


In order to get effective results, the physical therapy treatment was based on rehabilitation exercises through playful activities, so that the patient would actively and consciously participate in their performance.

Play therapy represents a main means for the motor behavior assessment sessions, the play being used as a technique to obtain a development of the behavior.

In creating the physical therapy rehabilitation program, the subject's biological and chronological age was taken into account, also his neuro-motor development stage, so that the child would be able to perform the exercises included din the program.

The treatment session was divided in 3 stages: - The first stage (warm-up): during which light mobilizations of the

head, torso, upper and lower limbs were performed, accompanied by breathing exercises, for 5 minutes.

- The second stage (the actual rehabilitation): during which exercises were performed under the form of playing, for the assessment of the motor behavior. The actual rehabilitation took around 30 minutes per session.

- The third stage (cool-down): during which the same movements as in

94


the first stage were performed, for 5 minutes. For the assessment of the motor behavior, a track was constructed, formed

of various objects and apparatuses, such as: latter, various geometrical shapes, trampoline, and gymnastics bench. This was used for the assessment of each component of the motor behavior.

The analysis of patient R.A., age 5, male, Down Syndrome The Bruininks-Oseretsky test battery, for the assessment of the level of

motor and psycho-motor development.

0123456789

10

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

Segmental coordination testBruininks-Oseretsky Test

INITIAL TEST FINAL TEST

Figure 1. Dynamics of the progress of segmental coordination - initial and final

0

1

2

3

4

5

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9

Upper limbs coordination testBruininks-Oseretsky Test


Figure 2. Dynamics of the progress of upper limbs coordination - initial and final

95

No. 1, Vol. XIV /2013

0

1

2

3

4

Item 1

General coordination test - Matorin Test


Figure 3. Dynamics of the progress of general coordination - initial and final

0

1

2

3

4

5

6


Balance test - Bruininks-Oseretsky Test


Figure 4. Dynamics of the progress of balance - initial and final

The Sensory Profile determines how well the children between 3 and 10 years old process the sensory information in everyday situations. Also, a profile of the effects of the sensory system on the functional performance can be made.

0

10

20

30

40

Factor 3 Factor 7 Factor 8 Factor 9

Rezumatul elementului

TESTARE INITIALA TESTARE FINALA

Figure 5. Dynamics of the progress in the Sensory Profile test - initial and final

96


The analysis of the results presented above was done over the course of 3 months of treatment. In creating the motor assessment program, the age of the child, his adaptability, his psycho-motor potential were taken into account. The physical therapy program conducted to assess the motor skills has gone well, the treatment goals being achieved.

From the analysis of Figure 1, one can highlight the following aspects: a positive progress of all the 6 items comprised in the segmental coordination assessment test, from the initial to the final testing, emphasizing especially the progress of item 2, with 50%, while for item 5, there is a progress of 10% in the final testing, compared to the initial one.

From the analysis of Figure 2, one can highlight the following aspects: a positive progress of all the 6 items comprised in the upper limbs coordination assessment test, from the initial to the final testing, emphasizing especially the progress of items 6, 7, and 9, with 50%, while for item 5, there is a progress of 10% in the final testing, compared to the initial one.

From the analysis of Figure 3, one can highlight the following aspects: a positive progress of item 1 comprised in the general coordination assessment test, from the initial to the final testing, emphasizing especially its 50% progress in the final testing, compared to the initial one.

From the analysis of Figure 4, one can highlight the following aspects: a positive progress of all the 6 items comprised in the balance assessment test, from the initial to the final testing, emphasizing especially the more than 50% progress of item 1, the 50% progress of items 2 and 6, while for item 3, there is a progress of 10% in the final testing, compared to the initial one.

From the analysis of Figure 5, one can highlight the following aspects: a positive progress of all the 4 items comprised in the Sensory Profile test, from the initial to the final testing, emphasizing especially the progress of item 3, with more than 20%, while for item 8, there is a progress of 10% in the final testing, compared to the initial one.

4. Conclusions

The results obtained after conducting the case study, allow the conclusion that the initial hypothesis, stating that by correctly selecting the tests to assess the motor behavior in children who have Down syndrome, one can direct the physical therapy intervention to improve its motor parameters, was confirmed.

This statement is supported by the following conclusions: • The early start of the physical therapy treatment increases the chances

to get better results in a shorter amount of time, and brings extra effectiveness in regards to the patient's motor development.

• The physical therapy programs consisting of playing exercises represent a essential support in the education and reeducation of motor skills in children, especially in the ones who have Down syndrome.

The fact that must be emphasized is that beside the Bruininks-Oseretsky test, the Sensory Profile test was also very important, dealing with the

97

No. 1, Vol. XIV /2013

complexity of the sensory processes related with family, colleagues, psycho-pedagogues, and physical therapists.

For the pathology of the Down syndrome, these two tests must be applied together, because they complete one another: the Bruininks-Oseretsky test assesses the level of motor development, while the Sensory Profile test assesses the relation between the motor development sensory processes and the social life of the subject.

Based on these conclusions, one can say that the assessment of motor skills in a child who has Down syndrome is very important, being a priority in the educational therapeutics of children with mental deficiencies.

Family plays an important role in the patient's rehabilitation, the parents must be actively involved in the treatment, when it must be continued, so that the results would be better and obtained faster.

The motor behavior in children who have Down syndrome presents a slower rhythm of development, or even disorders in important motor components, all of these having a negative influence on the child's physical development and relating abilities. Through the system of means used during the motor assessment sessions, this program acted upon the absent of poorly developed motor components, and tried to form a mental baggage as complete as possible.

Through the motor assessment process, the child who has Down syndrome is able to acquire a physical and mental balance, for a harmonious and effective relation with the natural and social environment.

This case study has brought extra theoretical and practical information, showing to students and specialists alike the necessity of an early implementation of physical therapy programs to assess the motor skills in children who have Down syndrome.

References

1. ALBU, C., şi colab. (2006). Psihomotricitatea, Institutul European, Iaşi; 2. EPURAN, M. (2002). Motricitate şi psihism, FEFS, Oradea; 3. HORGHIDAN, V. (2000). Problematica psihomotricităŃii , Editura Globus,

Bucureşti; 4. MANOLE, V. MANOLE, L. (2009). Evaluare motrică şi funcŃională în

kinetoterapie, Editura Pim, Iaşi; 5. RADU, D.I. (2000). EducaŃia psihomotrică a deficienŃilor mintali, Editura

Pro Humanitas, Bucureşti; 6. TOBOLCEA, I. (2002). Dezvoltarea abilităŃilor de limbaj şi de comunicare

la copilul cu sindrom Down (trizomia 21), Editura Spanda, Iaşi.

98


EVALUAREA COMPORTAMENTULUI MOTOR

LA COPIII CU SINDROM DOWN - STUDIU DE CAZ

Bejenaru (Boingeanu) AncuŃa1 Balint Nela Tatiana2

1Cabinet privat, Str. Narciselor, nr. 5C, Suceava, România 2Universitatea “Vasile Alecsandri”, Str. Mărăşeşti, nr. 157, Bacău, România

Cuvinte cheie: evaluare, comportament motor, sindrom Down

Rezumat

În cadrul lucrării de faŃă am încercat să evidenŃiem eficienŃa testelor de evaluare a comportamentului motor pentru copii cu sindrom Down. De asemenea prin selectarea testelor un obŃinut o interpretare a comportamentului motor ce permite ulterior selectarea mijloacelor şi metodelor de intervenŃie kinetoterapeutică adecvată posibilităŃilor individuale şi specifice bolii.

1. Introducere

Comportamentul motor este considerat primordial în organizarea procesului instructiv-educativ-recuperator pentru toate vârstele şi tipurile de deficienŃi, iar educarea acesteia îşi propune să acŃioneze corelat în direcŃia utilizării sistemului de mijloace, care să contribuie la formarea unui bagaj motric cât mai complex.

În literatura de specialitate, comportamentul motor este prezentat ca fiind metoda ce ocupă un rol important atât în evaluarea copilului normal, cât şi a celui deficient, corpul şi manifestările sale motrice fiind studiate din punct de vedere al acŃiunii asupra lumii (mediului) şi din punct de vedere al relaŃiilor cu semenii după Albu şi colab., (2006).

Evaluarea comportamentului motor la copil trebuie înŃeleasă şi abordată în toată complexitatea sa, iar conştientizarea corpului, în relaŃie cu segmentele sale, precum şi poziŃionarea lor în spaŃiu trebuie să se înscrie ca o preocupare permanentă, ca rezultat al participării consensuale dintre demersul psihic şi cel al finalizării motorii.

2. Material şi metodă

Comportamentul motor întâlnit la copiii cu sindrom Down reprezintă o problemă de o importanŃă majoră în dezvoltarea fizică a acestora. De aceea comportamentul motor trebuie să reprezinte unul din principalele obiectivele kinetoterapeutice care poate fi obŃinut prin realizarea unor programe de recuperare ce au ca scop evaluarea comportamentului motor la aceşti copiii.

Ipoteza de la care s-a pornit a fost următoarea - dacă prin selectarea corectă e testelor de evaluare a comportamentului motor pentru copiii cu

99

No. 1, Vol. XIV /2013

sindrom Down, putem orienta intervenŃia kintoterapeutică în scopul îmbunătăŃirii parametrii motori ai acestora.

Pentru realizarea studiului de caz din cadrul cercetării de faŃă am avut un pacient în vârstă de 5 ani, cu diagnosticul de sindrom Down.

CondiŃiile de desfăşurare ale cercetării: Desfăşurarea studiului s-a realizat la centrul de zi „Delfinul” din cadrul

AsociaŃiei Betania. Studiul de caz s-a desfăşurat în perioada septembrie 2011– mai 2012 şi a cuprins următoarele etape:

Etapa I (septembrie 2011 – ianuarie 2012): reprezintă etapa în care s-a realizat o documentare teoretică continuă prin studiul asupra bibliografiei de specialitate şi diverse adrese de internet, atât în ceea ce priveşte sindromul Down, comportamentul motor şi evaluarea comportamentului motor care constituie obiectivul acestei lucrări cât şi în ceea ce priveşte metodele cele mai eficiente de evaluare a comportamentului motor la copilul cu sindrom Down.

Etapa II (februarie 2012): în această perioadă a avut loc primul contact cu pacientul şi părinŃii lui. Totodată această etapă a cuprins şi stabilirea metodologiei de explorare şi evaluare şi stabilirea unui diagnostic funcŃional cât mai precis.

Etapa III (februarie 2012 – aprilie 2012): în decursul acestei perioade au fost aplicate programele de evaluare a comportamentului motor prin kinetoterapie.

Etapa IV (aprilie 2012): reprezintă etapa în care s-au realizat testările finale, aprecierile şi recomandările pentru părinŃi cu privire la pacient.

Etapa V (aprilie 2012 - mai 2012): cuprinde prelucrarea şi interpretarea datelor obŃinute în urma realizării studiului de caz, prezentarea concluziilor şi redactarea lucrării.

Metodele de cercetare folosite: � Metoda documentării teoretice � Metoda observaŃiei � Metoda anchetei � Metoda evaluării folosite

Evaluarea dezvoltării comportamentului motric urmăreşte stabilirea nivelului de dezvoltare motric si psihomotoric al pacientului la momentul respectiv sintetizat în coeficientul de dezvoltare. În cadrul şedinŃelor de recuperare, am utilizat numeroase aparate specifice recuperării diverselor probleme motrice şi psihomotrice la copii, precum şi o baterie de teste pentru aprecierea nivelului de dezvoltare motric şi psihomotric, şi testul, profil senzorial, prin care s-au atribuit valori ce au putut fi interpretate comparativ cu valorile standard.

Testarea cuprinde trei părŃi în care sunt evaluate: coordonarea, echilibrul şi lateralitatea corporală.

Pentru evaluarea coordonării segmentare s-a utilizat testul Bruininks-Oseretsky ce cuprinde 6 itemi. Se va acorda câte un punct pentru fiecare item executat corect. Punctajul maxim ce poate fi atins de subiect este de 10 puncte pentru itemii 1-5 şi de 5puncte pentru itemul 6, după Manole, Manole, (2009).

100


Pentru evaluarea coordonării membrelor superioare s-a folosit testul Bruininks-Oseretsky alcătuit din 9 itemi. Pentru fiecare item realizat corect se va acorda câte un punct din cele 5 maxime pentru itemii 1- 6 şi 9 iar pentru itemii 7-8 punctajul maxim ce poate fi atins de subiect fiind de 4 puncte.

Evaluare coordonării generale s-a realizat cu ajutorul testului Matorin unde subiectul trebuie să execute o săritură cu rotaŃie în jurul axei longitudinale în interiorul unui cerc împărŃit în 8 cadrane a câte 45 de grade, iar pentru fiecare cadran depăşit subiectul primeşte 2 puncte după Manole V., Manole L., (2009).

Pentru testarea echilibrului s-a folosit testul Bruininks-Oseretsky care conŃine 6 itemi prin care se testează echilibrul static şi dinamic. Punctajul pentru primii 3 itemi se va acorda în funcŃie de câte secunde (din 10 maxim) îşi poate menŃine echilibrul subiectul, pentru ultimii 3 itemi se va acorda câte un punct pentru fiecare pas realizat corect iar pentru itemul 6 se va acorda un punct pentru realizare şi 0 pentru nerealizare după Manole, Manole, (2009).

Profilul Senzorial poate determina cât de bine, copii cu vârste între 3 şi 10 ani, procesează informaŃiile senzoriale în situaŃiile de fiecare zi. De asemenea se poate face un profil al efectelor sistemului senzorial în performanŃa funcŃională. Rezultatele Profilului Senzorial , luate în considerare cu alte date de evaluare, ofera o înŃelegere mai mare despre copil pentru diagnosticare şi planificarea intervenŃiei.

� Metoda experimentului � Metode de prelucrare a datelor şi de reprezentare grafică a rezultatelor


Pentru obŃinerea unor rezultate eficiente, tratamentul kinetoterapeutic a avut la bază exerciŃii de recuperare prin activităŃi ludice astfel încât pacientul să participe activ şi conştient la realizarea exerciŃiilor de recuperare.

Terapia prin joc reprezintă un mijloc principal în cadrul şedinŃelor de evaluare a comportamentului motor, jocul fiind folosit ca o tehnică pentru a obŃine o evoluŃie ascendentă în sfera comportamentala.

În alcătuirea programului de recuperare prin mijloace kinetoterapeutice s-a Ńinut cont de vârsta biologică şi cronologică a subiectului şi de stadiul de dezvoltare neuromotorie, astfel încât copilul să poată executa exerciŃiile incluse în program.

ŞedinŃa de tratament a fost împărŃită în 3 etape: � Etapa I (perioada de încălzire): în care s-au efectuat mobilizări active

uşoare ale capului, trunchiului, membrelor superioare şi inferioare, însoŃite de exerciŃii de respiraŃie, timp de 5 minute.

� Etapa a II – a (recuperarea propriu zisă): în care s-au realizat exerciŃii sub formă de joc pentru evaluarea comportamentului motor. Recuperarea propriu-zisă a avut o durată de 30 de minute în timpul unei şedinŃe.

� Etapa a III - a (perioada de revenire): în care s-au efectuat aceleaşi mişcări ca în prima etapă, timp de 5 minute.

Pentru evaluarea comportamentului motor s-a alcătuit un traseu format din diverse obiecte şi aparate precum: scară, diverse forme geometrice, trambulină

101

No. 1, Vol. XIV /2013

şi banca de gimnastică. În cadrul acestui traseu s-a lucrat pentru evaluarea fiecărei componente a comportamentului motor.

Analiza pacientului R. A., vârsta 5 ani, sex masculin, Sindrom Down. Baterie de teste Bruininks-Oseretsky pentru aprecierea nivelului de

dezvoltare motrică şi psihomotrică.

0123456789

10


Testarea Coordonării segmentare Test Bruininks-Oseretsky

TESTARE INIłIALĂ TESTARE FINALĂ

Figura 1. Dinamica evoluŃiei coordonării segmentare- inŃial şi final

0

1

2

3

4

5

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9

Testarea Coordonării membrelor superioare Test Bruininks-Oseretsky


Figura 2. Dinamica evoluŃiei coordonării membrelor superioare- inŃial şi final

0

1

2

3

4

Item 1

Testarea Coordonării generale Testul Matorin


Figura 3. Dinamica evoluŃiei coordonării generale- inŃial şi final

102


0

1

2

3

4

5

6


Testarea Echilibrului Test Bruininks-Oseretsky


Figura 4. Dinamica evoluŃiei echilibrului- inŃial şi final

Profilul Senzorial determina cât de bine, copii cu vârste între 3 şi 10 ani, procesează informaŃiile senzoriale în situaŃiile de fiecare zi. De asemenea se poate face un profil al efectelor sistemului senzorial în performanŃa funcŃională.

0

10

20

30

40

Factor 3 Factor 7 Factor 8 Factor 9

Rezumatul elementului

TESTARE INITIALA TESTARE FINALA

Figura 5. Dinamica evoluŃiei testului Profil Senzorial- inŃial şi final

Analiza rezultatelor prezentate mai sus s-a realizat pe parcursul celor 3 luni de tratament. În alcătuirea programului de evaluarea motrică s-a Ńinut cont de vârsta copilului, de capacitatea de adaptare şi de potenŃialul său psihomotric. Programul kinetoterapeutic efectuat în scopul evaluării motrice a decurs bine, obiectivele de tratament propuse fiind atinse.

Din analiza graficului nr.1. evidenŃiem următoarele aspecte: o evoluŃie pozitivă a tuturor celor 6 itemi cuprinşi în testul evaluării coordonării segmentare de la testarea iniŃială către cea finală, subliem creşterea marcată a itemului 2 cu mai bine de 50% iar pentru itemul 5 avem un procent de 10% evoluŃie pozitivă la testarea finală faŃă de cea iniŃială.

Din analiza graficului nr. 2. evidenŃiem următoarele aspecte: o evoluŃie pozitivă a tuturor celor 6 itemi cuprinşi în testul evaluării coordonării membrelor superioare de la testarea iniŃială către cea finală, subliem creşterea

103

No. 1, Vol. XIV /2013

marcată a itemului 6, 7 şi 9 cu 50% iar pentru itemul 5 avem un procent de 10% evoluŃie pozitivă la testarea finală faŃă de cea iniŃială.

Din analiza graficului nr. 3. evidenŃiem următorul aspect: o evoluŃie pozitivă al itemului 1 cuprins în testul evaluării coordonării generale de la testarea iniŃială către cea finală, subliem creşterea marcată a itemului cu 50% evoluŃie pozitivă la testarea finală faŃă de cea iniŃială.

Din analiza graficului nr. 4. evidenŃiem următoarele aspecte: o evoluŃie pozitivă a tuturor celor 6 itemi cuprinşi în testul evaluării echilibrului de la testarea iniŃială către cea finală, subliem creşterea marcată a itemului 1 cu mai bine de 50%, pentru itemul 2 şi 6 avem un procent de 50% iar pentru itemul 3 avem un procent de 10% evoluŃie pozitivă la testarea finală faŃă de cea iniŃială.

Din analiza graficului nr.5. evidenŃiem următoarele aspecte: o evoluŃie pozitivă a tuturor celor 4 factori cuprinşi în testul Profil Senzorial de la testarea iniŃială către cea finală, subliem creşterea marcată a factorului 3 cu mai bine de 20% iar pentru factorul 8 avem un procent de 10% evoluŃie pozitivă la testarea finală faŃă de cea iniŃială.

4. Concluzii

Rezultatele obŃinute în urma desfăşurării studiului de caz ne dau dreptul să afirmăm că ipoteza cercetării, care este: dacă prin selectarea corectă e testelor de evaluare a comportamentului motor pentru copiii cu sindrom Down, putem orienta intervenŃia kintoterapeutică în scopul îmbunătăŃirii parametrii motori ai acestora, s-a confirmat.

Această afirmaŃie este susŃinută de următoarele concluzii: • Începerea precoce a tratamentului kinetoterapeutic, creşte şansele de a

obŃine rezultate mai bune în timp mai scurt şi aduce un plus de eficienŃă asupra dezvoltării motrice a pacientului.

• Programele kinetoterapeutice alcătuite din exerciŃii sub formă de joc reprezintă un suport esenŃial în educarea şi reeducarea motricităŃii la copii, în special la copiii cu sindrom Down.

Dorim să subliniem că, pe lângă importanŃa testului Bruininks-Oseretsky, o mare importanŃă o are şi testul Profil Senzorial ce se ocupă foarte bine de complexitatea proceselor senzoriale relaŃionate cu familia, colegii, psiho-pedagogii şi kinetoterapeuŃii.

Sustinem că în patologia sindromului Down aceste două teste se aplică impreună deoarece se completează, primul test Bruininks-Oseretsky apreciază nivelul de dezvoltare motrică iar al doilea test Profil Senzorial apreciază relaŃionarea proceselor senzoriale cu dezvoltare motrică şi viaŃa socială.

Pe baza acestor concluzii se poate afirma că, evaluarea motricităŃii la un copil cu sindrom Down este deosebit de importantă, aceasta deŃinând un loc prioritar în terapeutica educaŃională a copiilor cu deficienŃe mintale.

Familia are un rol important în recuperarea pacientului, astfel că părinŃii trebuie să se implice activ în tratament, când tratamentul trebuie continuat, în felul acesta rezultatele obŃinute pot fi mai bune şi mai rapide.

104


La copii cu sindrom Down, comportamentul motric prezintă un ritm mai lent de dezvoltare sau chiar tulburări ale unor componente motrice importante, toate acestea având influenŃe negative asupra dezvoltării fizice şi asupra capacităŃilor de relaŃionare a copilului. Prin sistemul de mijloace folosite în cadrul şedinŃelor de evaluare motrică, s-a acŃionat asupra componentelor motrice absente sau slab dezvoltate dar şi asupra formării unui bagaj psihic cât mai complet.

Prin procesul de evaluare motrică, copilul cu sindrom Down este capabil să dobândească un echilibru atât fizic cât şi mental, în perspectiva relaŃiilor armonioase şi eficiente cu mediul natural şi social.

Acest studiu de caz mi-a adus un plus de informaŃii teoretice dar şi practice, aducând totodată la cunoştinŃă şi altor studenŃi şi specialişti, necesitatea implementării cât mai precoce a programelor de kinetoterapie în scopul evaluării motricităŃii la copiii cu sindrom Down.


1. ALBU, C., şi colab. (2006). Psihomotricitatea, Institutul European, Iaşi; 2. EPURAN, M. (2002). Motricitate şi psihism, FEFS, Oradea; 3. HORGHIDAN, V. (2000). Problematica psihomotricităŃii , Editura Globus,

Bucureşti; 4. MANOLE, V. MANOLE, L. (2009). Evaluare motrică şi funcŃională în

kinetoterapie, Editura Pim, Iaşi; 5. RADU, D.I. (2000). EducaŃia psihomotrică a deficienŃilor mintali, Editura

Pro Humanitas, Bucureşti; 6. TOBOLCEA, I. (2002). Dezvoltarea abilităŃilor de limbaj şi de

comunicare la copilul cu sindrom Down (trizomia 21), Editura Spanda, Iaşi.

105


G Y M N A S I U M


EVALUATION OF TALENT IDENTIFICATION METHODS FOR

NATIONAL TEAMS IN THE SULTANATE OF OMAN:

CURRENT MODELS AND FUTURE DIRECTIONS

Majid al-Busafi 1* Kashif Zayed 2

Mahfoudha al- Kitani3 123Sultan Qaboos University, Muscat, Oman-32AL-Khod-123

Keywords: Oman, sport, talent development, sports coaches.

Abstract

Despite talent identification and development (TID) are crucial issues for the future development and the sustainability of elite sport in any country; it has not yet been systematically evaluated and analyzed in Oman. This study sought to evaluation the current talent identification methods for national teams in the Sultanate of Oman, in order to provide future directions. The study offers the first in-depth empirical study of the perceptions of key stakeholders regarding the current and future TID in Oman. The study used multiple methods of data collection including questionnaires, interviews, as well as examination and evaluation of the available literature and systems of TID. The most significant data in this study is about the challenges faced by the current talents identification methods in the national teams in Oman. The results show that it is common for the participants to have negative views towards the current talent identification methods in Oman. Accordingly, the TI methods in Oman are badly in need to be reviewed and upgraded to build a more coherent TID system.

1. Introduction

As emerging sport nation, many challenges seriously affect progression and development in Oman’s sports system. One of these challenges is the lack of a clear strategy or policy for talent identification and development in the national teams. It is important to investigate and overcome this challenge if a sport system is to become a reality in the professionalization of sport in the future of the country. Therefore, this study sought to investigate issues related to developing talent identification guidelines in Oman, focusing on two main objectives. The first objective is to ascertain the participants’ views about current issues in talent identification and development in the national teams in Oman, and to utilize appropriate aspects of TID systems in other countries to ensure sound developmental aspects are embedded in the Omani


106

Majid AL-Busafi et al./ Gymnasium

recommendations. The second objective is to realize talent identification and development guidelines which is appropriate to the Omani situation – an Arabic, Islamic country with an emerging ‘sport-interest’ –.

The Sultanate of Oman is the second biggest country in the Arab peninsula. Oman is one of the Arab Gulf countries (Gulf Co-operation Council- GCC), which also comprise the Kingdom of Saudi Arabia, Kuwait, Qatar, UAE (United Arab Emirates) and the Kingdom of Bahrain. Oman is a small nation with a population of 2,694,518 (according to the General Census of Population and Houses for the year 2010), of which 72.4% are Omani nationals and the remaining 27.6% are expatriates (Oman Census, 2010).

The geography of the country has shaped people’s activities. The geographical diversity in the Sultanate with its long coasts, valleys, desert and mountains requires different physical attributes and adaptations for each environment. For instance, those who live on the coast understandably focus their activities on the sea and fishing. And those who live in the interior areas, where mountains, desert and valleys dominate, are mainly involved in activities relating to farming and shepherding. Accordingly, populations adapt and achieve the necessary fitness according to each environment (AL-Shamli, 2008).

The number of Omani youth who are practicing sport is increasing (three-quarters of Oman’s population is under 30 years old) (Ministry of Health, 2010). For example, the number of sports competitions organized by schools and by the sports national associations for the junior and youth sector, and sports programmes such as ''summer sport''' and ''sports talent schools'' has increased in the last few years. Therefore, a TID model alongside with all these sport programmes will help to provide more opportunities for success in sport. Hence, research the realities, identify specific problems and needs is the first step to improve and develop a future TID model for Oman. The lack of literature about Omani was one of the limitations in this study in terms of reviewing the context and realities. Because of the lack of research on TID in Oman, it is essential to mention that the contents of the study are based on limited documents, insider knowledge and personal experience.

2. Literature Review

Before discussing the issues of TID, it is worth to understand and mention the current situation and organizational structure of sport in Oman. Sport and all its activities in Oman are under the supervision of the Ministry of Sport Affairs, to which the sports federations report. The Ministry of Sports Affairs was created by Royal decree 120 in 2004 (Ministry of Legal Affairs, 2010; Ministry of Sports Affairs, 2010) and it was set up to work with other relevant bodies, in helping the Sultanate's youth develop their sporting talents and potential. From an organizational, administrational and functional point of view, these sports federations control and supervise all sports clubs in Oman with financial support from the Ministry of Sports Affairs. The sports federations are the supreme bodies that govern sports clubs, and their main task is to develop and promote

107


the sport they represent (Beashel and Taylor, 1996; Ministry of Sport Affairs, 2009).

In Oman, still, there is no framework or central organization to manage and administrate the TID for the country as a whole. Very few sports organizations have thier talent identification policy; and some of them have no clear policy. However, the most recent sports project in Oman was decided by a Royal Order in 2009 which established the Sultan Qaboos Sports Academy for developing sports performances and it is expected to be the institution responsible for the sport talent development. Alongside the aim of developing the sports performances, the academy will also provide educational services for selected talents (The Ministry of Sports Affairs, 2009, AL-Gilendani, 2009). The Ministry of Sports Affairs in Oman signed an agreement with a Canadian sports company to conduct a field study for six months regarding the current situation of sport in Oman in order to establish the academy. Nevertheless, to date, there is no trace of the Academy in the reality, not even for the expected time of the establishment.

In order to begin to improve a quality talents identification model, it is important to ensure that participants, performers, and competitors involved in sport have access to the best coaching at each stage of their development. The quality and role of coaches and coaching in providing sporting opportunities for participants and performers has been subject to a great deal of policy, research and practitioner commentary over the years (Nance, 2009; North, 2009). In terms of quality coaching and guidance, they are key elements in the development of sport (Nash and Sproule, 2009). Research conducted in the UK by the Sport Industry Research Centre for UK Sport (UK Sport, 2008) to gain an overview of athletes' perspectives on the world class programmes and their experiences of being elite athletes, indicated that the three most important services are: coaching (3.93); competition opportunities (3.85); and training opportunities at home (3.80). Again, this requires much consideration in any sports coaching development in Oman. Some argue that quality coaching is a key element in the development of sport and that it is, therefore, important to identify the fundamentals that contribute to the development of sports coaches (Nash and Sproule, 2009). Therefore, talents and coaching requires much consideration in any future talent identification model in Oman.

Krasilshchikov (2011) made the important point that besides other important factors determining the talent and identification and development methods, there was always one which kept overweighing all others by drastically changing the process, and that always was and still is availability or absence of human resources (sports coaches) to pick the talent. Unfortunately, the greatest challenge that faces coach education in Oman is that there are not enough qualified coaches compared with the demand, and the current levels of knowledge among coaches are inadequate in general. Omani coaches have gained their basic coaching experience from practicing the sport as an athlete at an early age and/or from available short coaching courses, then moving into

108


volunteer coaching for many years. Some coaches have a physical education degree and are also working as part time coaches (Ahmed, 1996). Some of these coaches have only taken short sports courses, as there is still no clear development strategy for coach education for them. Till now, there is no single Omani higher education institute that qualifies sports coaches. However, there are occasionally short coaching courses organized independently by the Ministry of Sport, Sultan Qaboos University, the Omani Olympic Committee and sports associations. Some of these courses are approved or organized by international associations, or by the International Olympic Committee when international course leaders come to Oman.

After reviewing the main characteristics and challenges of sport in Oman, it is essential to give some literature review about TID and to review some models from other countries. There are many definitions for talent identification (TI) term; Williams and Reilly (2000, p. 658) mentioned that it refers to “the process of recognizing current participants with the potential to become elite players”. Many youngsters who participate in sport aspire to participate at an elite level and the dream to become a star performer and compete on the international level may even be the main motivation for taking part from an early age (Morley, 2008). As sporting challenge at the elite level becomes ever harder, maximizing effectiveness of the TID pathway is crucial (Martindale et al, 2007; Martindale, et al., 2010).

Talent identification and development is currently big business (Martindale et al, 2007). Effective models will help enhance the quality and sustainability of sports elites, bringing with it large financial rewards and recognition. There are many factors help to build a good talent and identification and development model in sport. For example, it not only need to be able to identify relevant psychological, physical and physiological characteristics, but need to be capable of identifying potential and developed talent (Wolstencrpft, 2002). A good model depends on genetics, environment, opportunity, encouragement, and the effect of these variables on physical and psychological traits. The question is no longer whether genetic or environmental factors determine behavior, but how they interact (Wolstencrpft, 2002). First-class talent model capable of delivering highly able and prepared athletes to the senior level are particularly essential against the backdrop of ever-increasing professionalism and standard of world-class performance in the modern era (Martindale et al, 2007).

To understand the talents identification and development issues, it is essential to give some international perspectives. Historically and geographically, number of talent identification approaches was developed. They emerged in different times and countries and were determined by number of social, financial, ideological, and political factors (Krasilshchikov, 2011). The following section will review and analyze conceptual models of TID.

With practically unlimited human resources at hand, talent identification system in erstwhile Union of Soviet Socialist Republics (USSR) was not really

109


scientific but rather relied more on ‘natural selection’ phenomenon. While there were basic fitness tests and respective fitness standards recommended for talent identification procedures, TID system used to be specific and resembling natural selection, related more to casual circulation of talent in and out within the group of novices. In addition, system of school Physical Education played significant role in the identification and development of a talent in USSR. Also in China, with unlimited human resources, TID was specific, based largely on natural selection but with consequent comprehensive testing of all humanly possible contributing factors further down the line – genetically determined and acquired. With sharing of unlimited human resources factor, TID in India was general, reasonably scientific, with scientists and coaches almost equally responsible for the end product – identification of true talent. System of school Physical Education in India was not well adjusted (Krasilshchikov, 2011).

Alternatively, with very limited human resources, TID system in erstwhile East Germany (German Democratic Republic) was general and based on scientific selection as it was related more to tests and measurements of basic motor qualities. Sports scientists were surely at lead, with sports coaches involved as assistants. There are also other features such as well-adjusted system of school Physical Education, good traditions of ‘sports for all family’, active life style, and good attitude to sport. In Australian, the model is based on general, scientific selection, with scientists at lead because of limited human resources on one hand, and to well-developed segment of sports science on the other. There are also other features such as well-adjusted system of school Physical Education, active life style and good attitude to sport. This has made the TID system in Australia one of the attractive systems to other countries to adopt (Krasilshchikov, 2011). Finally, in the midst of the above examples of TID systems, and as Oman has limited human resources, the question that arises and should be asked: what type of TID system Oman need? This question is discussed in discussion section.

3. Methodology

Building on the discussions provided in previous sections, it is important to address the issues and recognise the current situation from which the Omani people can begin to build a better TID system. The first step towards achieving this purpose is to address the current situation of how the national teams in Oman select their sports talents, and to identify how stakeholders view it. Therefore, the first research question that this study tries to answer is 1) What is the nature of the current talents identification methods that national team follow in Oman? The next step towards improving the current situation is to learn from other notable TID models (from literature review) and to ensure the most appropriate recommendations from the research participants for the Omani context. Therefore, the second research question that this study tries to answer is 2) What can be learned from selected international TID models and from the perceptions of stakeholders in Oman to ensure the most appropriate

110


recommendations from the research participants for the Omani context? The interpretive approach has been used to gain an in-depth understanding and identify issues in TID methods in Oman. As this study requires data gained from stakeholders, data types are identified in order to answer the research questions. Questionnaires and semi-structured interviews were used to gather the required data.

Semi-structured questionnaires have been included because combined quantitative and qualitative data can add richness to the data for the research questions of this study. The questionnaire design included a covering letter, personal details section, twelve statements and three open questions. A short covering letter included the aim of the survey, conveyed its importance, assured respondents of confidentiality and encouraged their replies (Cohen et al., 2007). In addition, a general introduction to the survey that offered instructions on how to fill it out was given. This was followed by asking participants to write their information such as name (optional) gender, age, coaching experience, academic degree, and work location. Participants were also invited to write their email address at the end of the questionnaire if they wanted to receive a summary of the findings of the study.

Also interviews were chosen as a form of data collection. There were many aims behind choosing the interview as a method of data collection in this study. The main purpose was to understand individual experience and probe events related to problems facing talent identification in Oman. In addition, using interviews as a qualitative method allowed the participants to share deeper experiences and feelings than is possible in a questionnaire (Rubin and Rubin, 2004). Semi-structured interviews were developed to bring some consistency between the questions asked of different participants; this would also aid analysis and the ability to spot emergent themes across transcripts. They were designed to provide sports specialists a space to talk about their views on talent identification in Oman. There was also room for respondents’ additional contributions. In this study, different kinds of sampling were used, depending on the research methods used and geographical context. For example, those working as sports coaches (both male and female), local ministers, clubs managers and athletes were chosen, because they are all involved in the talent identification process.

4. Results

All gathered data from a number of questionnaire samples were coded as frequencies and percentages and fed into the SPSS program (Statistical package for Social Sciences) (Balal and Eltlafha, 2003) to analysis. This enabled the researchers to analyse data quantitatively. The features of SPSS assisted us with descriptive statistics such as means, standard deviations, frequencies, percentages, and correlation analysis (Balal and Eltlafha, 2003). This program was chosen because there is a mass of numbers that needs to be summarized, described and analysed. As there is also a mass of words, all interviews were

111


transcribed, coded, summarized and analysed for emergent themes (Gratton and Jones, 2007; Lacey and Luff, 2007). In this section, quotes are used to enable the reader to gain a better appreciation of the context in which the main themes emerge from the data.

The participants in this study have shown a high level of consensus on the issues raised and have offered recommendations to improve the TID methods in Oman. To give an overview, the results obtained from the questionnaires and interviews in this study show that it is common for the participants to have negative views towards talent identification methods in Oman. According to the participants, the TI methods in Oman are badly in need to be reviewed and upgraded to build a more coherent system. Most of the interviewees as well as the questionnaire responses indicated that one of the main challenges facing Omani sport system is the lack of a clear strategy or policy for TID system. Picking up on this theme, one of the participants commented:

… Sports coaches are confused about the talent identification methods in Oman. There are no clear educational ways to follow. In fact, there is no clear TID strategy.

(Sports coach) The current TI system in Oman faces many administrative challenges.

This study shows that each sports organization in Oman has its own talents policy; however, some of them have no clear TI policy. For example, participants in this study agreed that there is no central organization to manage and administrate the TID system, although there is a need for it. This weakness was highlighted clearly by one of the participants:

… I think, Oman needs a central TID organization, so all talents development efforts from different sports institutes in Oman come together to build a good TID system... just like other developed countries.

(National team coach) Participants also mentioned that there is a lack of incentives to encourage

the sports coach to look for talents. Many participants mentioned that it is difficult to spend time, efforts and money to identify and develop sports talents, and there are even no technical supports for coaches from their employers. This weakness was indicated by a club coach:

Ok… I can look for sports talents, even by self-financial support, but this does not make any difference. There are no incentives from my [sports organization].

(Club Coach) As the participants in this study have indicated, TID system is needed in

Oman. Such system would give the sports stockholders a clear pathway to follow. In addition, a clear strategy will encourage coaches to work in talents development. Indeed, as discussed in the literature, a TID system should be built

112


alongside scientific methods. In this study, participants were asked about how the new TID system should be built in Oman. One of the participants in this study summarized the majority of the views:

We need to look at other international experiences in TID. Then, we need to select the successful one, to see how we can cooperation and build our TID system according to the needs in Oman.

(Sports official) To give some clarification for the above point, and because of the

globalization trends, TID ‘packages’ from the global north are sold to countries in the global south with no attention to cultural, social, political or economic situation. Indeed, wider international investigation needs to inform possibilities for Oman. There is a need to evaluate the experience of adopting an external system. For example, there is a need to investigate the extent to which two Middle Eastern countries; Qatar and Bahrain [who adopted the foreign models] have been successful in adapting this model into their own Arab, Islamic countries. The investigation will help to inform the future Omani TID system (discussed in discussion section).

Another challenge indicated by the participants that faces talent identification methods in Oman is the lack of qualification opportunities for sports coaches that related to talents issues. The views show that sports federations and other sports organizations are not active in providing qualification opportunities for their sports coaches in order to build the basic sport education in TID. Generally, there is a lack of investment in youth sport, especially in youth talent identification, taking into account that three-quarters of Oman’s population is considered as youth (Ministry of Health, 2010) (See earlier section).

It is clear from the above main themes of the results and from the literature review about Omani which includes a review of the sports system and the policies of the key sports organizations that the process of TID is lost between the sports organizations of Oman while it remains an essential element of any successful sport development. Therefore, greater cooperation between all these organizations should be sought to clarify the process of TID in Oman and to build a clear strategy for the country. Next section will discuss the results of this study in light of the available literature review.

5. Discussions

Talent identification has received increasing attention in recent years (Bailey and Morley, 2006) and early identification of talent from participation and community level leads to improved performance and the level of participation in later age (Lauren et al., 2007; Woolcock et al., 2010). Reviewing the Omani case in light of this quotation, and according to the results of this study, there is a lack of investment in youth sport, especially in youth talent identification, taking into account that three-quarters of Oman’s

113


population is considered as youth (Ministry of Health, 2010). Because talent development is considered an inherently worthwhile activity that helps young people realize their innate potentials (Winstanley, 2003 cited in Bailey and Toms, 2011: 150), there should be more investment in producing coaches that are highly knowledgeable in terms of talent development.

Taher and Haddadi (2011) agree with Kozel (1996) that coach's knowledge plays a big role in the talent screening and selection process. To maximize developing scientific knowledge in the area, TID should be considered by coach education designers (Bailey and Morley, 2006; Walsh, 2007). The current research evidence indicates the desirability of keeping as many people involved in sport related activities for as long as possible in order to avoid the consequences of drop out and a decreasing pool of talent from which to choose (Bailey et al 2010). This is particularly relevant for Oman because of the small and young population with potential for life-long participation at all levels. However, it is worth noting that the issue of talents identification and coaches' knowledge is a global issue. For example, some authors (e.g. Kay et al., 2008 and Townend, 2009) argue that there are weaknesses in the coach education system in the UK. There is a weakness, for example, in ensuring that talented athletes have access to suitable quality coaching support, and a limited pool of talented coaches. Therefore, much young talent is lost because of limited or no access to developmentally appropriate sports coaching (Kay et al., 2008).

As indicated in the results section, most of the participants in this study indicated that one of the main challenges facing Omani sport system is the lack of a clear strategy or policy for TID system. Therefore, there is a need for a clear TID system in Oman. However, the question that arises: what type of TID system Oman need? As mentioned in the literature review section, wider international investigation needs to inform possibilities for Oman. As some the GCC countries, such as Qatar and Bahrain, adopted the foreign models, there is a need to evaluate such experience. The investigation will help to inform the future Omani TID system.

One of the Qatari academic institutes that deal with talents programmes is ASPIRE. This is Qatar's visionary sports academy (Academy for Sports Excellence), which was started in 2004 with adopting different TID sports programmes, such as the German programme. The Academy discovers the best young talent from Qatar and around the world and provides them with educational and sport support (Aspire, 2009; QOC, 2012). ASPIRE also offers a range of coach education programmes (nationally and internationally) for its sports coaches (most of the coaches are non-Qatari). It terms of sports strategies, it is important also to mention that there is a common phenomenon occurring in both Qatar and Bahrain, more than in other Arabic countries, that has emerged in recent years, which is a growing dependence on talents foreign athletes (possible through naturalization policies) to represent these countries as ‘Qatari’ and ‘Bahraini’ athletes in international sports events. Most of these athletes are

114


from Africa and developing countries. Sports naturalization is supported by government and sports authorities in both Qatar and Bahrain, despite being less popular with the general public. With the abundance of foreign coaches in both countries, and the application of the naturalization policy, it can be said that there is a lack of focus on the development of national sports talents or coaches. Naturalization in sport occurs by identifying talented athletes from all over the world and negotiating with them to agree a package of privileges, as well as providing national temporary or permanent passports. Many naturalized foreign athletes have even changed their names after they obtained the nationality. For example, the Kenyan athlete Dived Niaga (the 1500m champion) was naturalized and changed his name to Dham Nigm Bashir (Saud, 2012, p. 1).

However, naturalization (or exploitation of athletes, as some authors call it (Slot, 2012)) in the Gulf countries, as elsewhere, has been criticized. It has been noticed that there is a division of opinions about naturalization among people in these countries. The negative effects of naturalization could be neglecting the sports talents in the country as well as neglecting the development of national sports coaches. The strategy of naturalization is also an unsustainable short term strategy with no clear future aims. Finally, some authors go even further and state that this policy could deprive the naturalized foreign athletes of their human rights (David, 2005; Slot, 2012). David (2005) stated in his book, Human Rights in Sport that, as is the case for most types of slavery, the sale and trafficking of athletes mainly occurs in situations of economic exploitation where whose with an advantage - often economic – over others, use their power to impose unfair practice. Talented athletes from all over the world dream of joining rich countries’ teams in order to improve their economic situation. Slot (2012, p. 1) was quite clear about his view when he stated ''Kenyan and other African athletes are being shopped around the world's wealthiest track and field nations… Qatar is the main destination and the best buyer''. These accusations regarding buying the services of athletes are supported in the findings of Connor and Griffin (2012), who demonstrate that there has been a trade in athletic talent into oil-rich states, especially from East Africa and in track and field events.

To conclude the discussion of Qatar and Bahrain experiences in TID, it is important to mention that globalization is the main cause of sports naturalization, as athletes draw benefits from the international migration phenomenon and dual nationality policies as well as using the internet to present themselves to other countries in pursuit of better financial rewards (Connor and Griffin, 2010). David (2005) also claims that globalization has accelerated sports naturalization and that most professional sports leagues and federations now include athletes from other regions of the world. The 'global village' has given rich sport teams an almost inexhaustible source of talented and cheap labour, especially from Africa and Latin America. In general terms, there is indeed a muscle drain (caused by globalization) from the third to the first and oil rich worlds and that this flow is assisted by colonial linkages. For example, pre-

115


World War II, the global flows of athletic talent migration as they affected the UK were largely constrained by imperial ties (Connor and Griffin, 2010).

In light of the above discussion, and with limited financial resources, adopting foreign TID system or following the naturalization policy will be not the right strategies for Oman. The future TID strategy needs to take into account the real situations in Oman, such as the number of sports coaches, financial supports, Omani traditions and geographic conditions. This idea has supported by many authors, for example, Wolstencrpft (2002) mentioned that cultural differences must be a consideration when devising TID models as both individuals and development structures can be vastly different between countries.

However, limited human resources is another challenge that should be solved when building the future Omani TID. To discuss this fact in light of the literature review which has been mentioned in earlier section, countries with limited human potential might need to develop their own versions of TID program. It is also suggested to pay more attention to Pre-Talent Identification Talent Development, not to just Post-Talent Identification Talent Development alone (Krasilshchikov, 2011). It is suggested that countries, like GCC, should follow these guidelines and taking into account the recommendations given by Krasilshchikov (2011) which indicated in the left column in Table 1.

Table 1: Options of TID system depending on the availability of human resources [Adapted from Krasilshchikov, (2011)]

For the countries with unlimited /considerable human resources

For the countries with limited human resources

‘Bulk and numbers’ – few specific tests

Tailor made TID – comprehensive testing

Natural selection at the early stage Scientific selection from the start Coaches – selectors Scientists – selectors Scientists – assistants/observers Coaches - advisors Specific testing and assessment General testing and assessment TID for one sport/event TID for group of sports Decentralized, easy initial training Centralized training, boarding schools

6. Conclusions

It is clear from the above investigation that there is a need to upgrade the current situation of the TID methods in Oman. The participants in this study have shown a high level of consensus on the issues raised and have offered recommendations to improve the TID methods in Oman. Most agreed that the challenges above needed resolving if sport in Oman is to move forward and the future TID system needs to take into account the real situations in Oman, such

116


as the number of sports coaches, financial supports, limited human resources, Omani traditions and geographic conditions.

In light of the results of this study, one of the major recommendations is the establishment of a separate agency with a national framework to manage and administrate TID in Oman. Its first responsibility would be to build a general TID strategy for the country. There is no doubt that this agency will have its value in providing sports services with high quality for the society in Oman in general, and for the talented athletes, in specific. This will lead to the development of the standard of the competitive Omani sports from the low and mid-level to the high level in the future. In addition, the agency will contribute in creating job opportunities for the employees in sport area. One of the major roles of the agency is to provide an accurate prediction of those individuals who have the potential to compete successfully at world-class levels (Wolstencrpft, 2002). As Bompa (1999) cited in Wolstencrpft (2002), such idea will significantly reduces the time required to reach high performance by identifying individuals who are gifted in sport and it eliminates a high volume of work, energy, and talent on the part of the sports coach. Finally, such agency–indirectly- will facilitate applying scientific training, as sport scientists who assisting talents can be motivated to continue to monitor athletes training. As a result, there is a stronger and more homogenous national team capable of better international performance.

References

1. AHMED, B. (1996). Oman sport and Olympiad. Muscat, Alwatan: Omani Olympic Committee.

2. AL-GILENDANI, K. (2009). Sultan Qaboos Academy for sports performances. AL-Watan News Paper, Muscat.

3. AL-SHAMLI, A. (2008). The effectiveness of after-school physical activities on the physiological fitness components of 10th grade male students in Al-Dhahirah Region, Sultanate of Oman. PhD thesis. University of Malaya.

4. ASPIRE (2012). Aspire Academy for Sports Excellence. http://www.aspire.qa/index.aspx. (Accessed August 14, 2012).

5. BAILEY, R., MORLEY, D. (2006). Toward a Model of Talent Development in Physical Education, Sport, Education and Society 11 (3): 211-230.

6. BAILEY, R., TOMS, M. (2011). "Youth Talent Development in Sport – Rethinking Luck and Justice”, in Hardman, A. & Jones, R. (Eds) The Ethics of Sports Coaching, Routledge, London, pp 149-164. ISBN: 978-0-415-55775-7.

7. BAILEY, R., et al. (2010). Participant development in sport: an academic review. London: Sports Coach UK: The National Coaching Foundation.

8. BALAL, M., ELTLAFHA, A. (2003). SPSS: statistical system. Jordan: University of Jordan.

117


9. BEASHEL, P., TAYLOR, J. (1996). Advanced studies in physical education and sport. London: Nelson.

10. COHEN, L., MANION, L. AND MORRISON, K. (2007). Research methods in education. (6th ed). London: Routledge.

11. CONNOR, J., GRIFFIN, A. (2012). The muscle trade: international track and field athlete mobility, colonialism and development. http://docs.google.com/viewer? a=v&q=cache:swOX-6CUoUMJ:www.tasa.org.au/conferences/conferencepaper s09/papers/Connor,%2520James.pdf+The+Muscle+Trade+Connor&hl=en&gl=uk&pid=bl&srcid=ADGEESiV5ddt6Llj-EotyvjvF_rV6dirJ1YM78WVQm7CjMsvvl7IzpHz7JMtUthdr9A5nJ-N_mDiSU8v4j9kYVS2hnyYruavpWVz_4TsRTvQ_-nUG6OMNprUzLKhx3Cp3Y8d3YgIQUx-&sig=AHIEtbRhqCoQv54XHIB4q7

RCflMhkVoIjw (Accessed August 11, 2012). 12. DAVID, P. (2005) Human rights in youth sport. New York: Routledge. 13. GRATTON, C., JONES, I., (2007). Research methods for sport studies.

Washington, DC: Library of Congress Press. 14. KAY, T., et al. (2008). Are we missing the coach for 2012? Loughborough:

Loughborough University, Institute of Youth Sport. 15. KOZEL, J. (1996). “Talent ID and Development in Germany”, Coaching

Focus. 31: 12-13. 16. KRASILSHCHIKOV, O. (2011). Talent Recognition and Development –

Elaborating on a Principle Model. International Journal of Developmental Sport Management. Vol. 1(1): 1-11.

17. LACEY, A., LUFF, D. (2007) Qualitative data analysis. Leicester: Trent RDSU.

18. LAUREN, S., et al. (2007). Do physical maturity and birth date predict talent in male youth ice hockey players?, Journal of Sports Sciences 25 (8): 879-886

19. MARTINDALE, D., et al. (2007). Effective Talent Development: The Elite Coach Perspective in UK Sport. Journal of applied sport psychology 19 (2) 187–206.

20. MARTINDALE, J., et al. (2010). Development Of The Talent Development Environment Questionnaire For Sport. Journal Of Sports Sciences. 28(11): 1209–1221.

21. Ministry of Health (2010). Promote sport. Muscat: Ministry of Health. 22. Ministry of Legal Affairs, (2010a). The Royal Decree No. 112/2004:

establishing the Ministry of Sports Affairs. Muscat: Ministry of Legal Affairs.

23. Ministry of Sport Affairs (2009). The sports clubs guide for developed plans. Muscat: Ministry of Sport Affairs.

24. Ministry of Sports Affairs (2010). Omani sports history. Muscat: Ministry of Sport Affairs.

118


25. MORLEY, D. (2008). Viewing Physical Education Through the lens of Talent Development. PhD thesis, Leeds Metropolitan University.

26. NANCE, G. (2009) ICCE Global Coaching Conference. Vancouver: Canada.

27. NASH, C., SPROULE, J. (2009). Career development of expert coaches. International Journal of Sports Science & Coaching 4 (1): 121-138.

28. NORTH, J. (2009). The coaching workforce 2009–2016. London: The National Coaching Foundation.

29. OMAN, C. (2010). The general census of population and houses for the year 2010. Muscat: Sultanate of Oman.

30. QOC (2012). Geography. http://www.qatarolympics.org/topics/index.asp?g=3 BFC55 AF-5F02-4C77-9F11-87CE696BF8AC. (Accessed August 14, 2012).

31. RUBIN, H. J., RUBIN, I. (2004). Qualitative interviewing: the art of hearing data. London: Sage.

32. SAUD, F. (2012). Refusing random nationalization (ILLAF Questionnaire). http://www.ela ph.com/ Elaph Web/AkhbarKhasa/2007/1/207443.htm. (Accessed March 20, 2012).

33. SLOT, O. (2012). Kenyan athletes are exploited like 'slaves': Times Online. http://www.timesonline.co.uk/tol/sport/more_sport/athletics/article3716012.ece. (Accessed March 25, 2012).

34. TAHER, A., HADDADI, N. (2011). Talent Identification in Iranian Youth Soccer Players Aged between 12 and 16 Years Old Using a Multivariate Approach. Iranian Journal of Health and Physical Activity 2 (1): 51-56.

35. TOWNEND, R. (2009). UK Coaching Framework: consultation report- May 2009. London: Sport Coach UK. The National Coaching Foundation.

36. UK Sport. (2008). UK Sport survey of world class athletes 2007 (overall report). Sheffield: Sheffield Hallam University, Sport Industry Research Centre.

37. WOLSTENCRPFT, E. (2002). Talent Identification and Development: An Academic Review. The University of Edinburgh: Sportscotland.

38. WOOLCOCK, G., ZAKUS, D. BIRD, M., and HATFIELD. E. (2010). Talent Tracking the Key Development. Conference of Science, Medicine and Coaching in Cricket, Queensland: Australia.

119

No. 1, Vol. XIV /2013

G Y M N A S I U M


STUDY REGARDING THE DEVELOPMENT OF ACCURACY IN FREE THROWS IN WOMEN’S UNIVERSITY BASKETBALL

Netolitzchi Mihaela1*

1University Politehnica of Bucharest, Splaiul Independentei, no. 313, 060042, Romania

Keywords: free throws, basketball, development, universities of a different profile

Abstract

Basketball is a game loved and appreciated among the university youth. Used on a large scale as means for physical education and sport, it brings young students new challenges every day. Despite the less favorable times to invest in the practice of physical education and sports and organizing university championships in our country, we, the teachers, will continue to do our job and ensure students that we will do our best to guide them in practicing a sport, namely basketball practice. To achieve outstanding results in university championships and in international student competitions, in training the representative university teams basketball should be treated with professionalism.

1. Introduction

In the university environment, the practice of basketball occupies a primary place. Students are excited and willing to learn new things in the field of national and international basketball. Thus we, the specialists in the field, are indebted to be at their disposal with theoretical and practical information that satisfies their curiosity and their needs to learn and practice basketball at the highest possible level. For this to happen we have formed representative university teams in order to participate in national and international academic competitions, preparing them at a high level.


The study will follow the development of precision shooting from the free throw line in women basketball players, members of the representative university teams of P.U.B. in similar game conditions.

It was conducted throughout two academic years: 2010-2011 and 2011-2012.

By introducing some training workouts in the preparation of university teams in which there will be used specific and appropriate systems of exercises

* E-mail: [email protected], tel.0723234377

120

Netolitzchi Mihaela/ Gymnasium

for the development of precision shooting from the free throw line, it will definitely result in a higher percentage of efficiency.

Research methods: the method of bibliographic documentation, observation method, statistics and mathematics method.

Players were applied a specific test in order to determine the percentage for shooting from the free throw line. There was a low percentage noting that training content and competition requirements don’t always overlap. Volume, intensity and complexity of efforts in games are not applied in the proper extent in practice.

The experiment consisted in the first phase in the introduction of the specific test in the preparatory period for 2010-2011 competitive year. I then changed the team’s training with systems of means with the aim of developing motility skills and hence their free throw accuracy. During the 2011-2012 academic competitive championship we introduced the specific test again to observe the progress. Between initial and final tests, I used two tests to verify the objective.

The test consisted in two hoops from the foul line (served throws) then recovery and dribbling in the second panel, and so on for 3 ', with the objective of investigation in free-throw percentage in close-to-game conditions.

Systems of exercises used to improve accuracy in free throws (after National Basketball Conditioning Coaches Association 1997):

Acceleration exercise in 4 steps: a) The following distances will be marked: � between the starting position and the first step - 65-75 cm � between the first step and step two - 90 cm - 1 m � between step two and step three - 1,10 m - 1,20 m � between step three and step four - 1.40 m - 1.50 m b) passing the drive in the four steps at a rate of 3/4, avoiding any

hesitation between the first and the second phase; c) strong moves are required - the stronger the arms move, the stronger

will the opposite leg react; the correct action of the arm and knee will be highlighted;

d) after a thorough experience in technical 3/4 speed is reached,the player can move at half effort, three quarters and then a full effort.

Once you learn the exercises in 4 steps, you start from home will to the basket, then make a return and switch to the other basket, using the same 4 stroke model. Other variations include changing from a run back to a sprint, which will highlight the first 4 steps.

� From the fundamental position of footwork – at the blow of the whistle, 5m sprint- stop - left lateral shift in fundamental position low defense (5m) - return - 4m sprint (10x);

� From the fundamental position of defense, sprint to the free throw line - stop - reverse specific by left and right steps to the bottom line - stop - sprint to

121

No. 1, Vol. XIV /2013

the center - stop - specific travel back to the free throw line - stop - sprint to the bottom line on the opposite side (6x);

Back: walking with extensive breathing, stretching. a) From right side towards the front panel - catching the pass from the

coach - pivoting clockwise - overtaking feint out – inward overtaking with dribbling followed by pirouette - shooting from the free throw line (10x);

b) Same as a) left side (10x); c) Same as a) center field (left 5x) (5x on the right); d) Same as b) but with direct right side throw and without pirouette (10x); e) Same as a) but without pirouette with the jump shot from 3-4m (10x). Dribbling the ball passing through the right milestones feet (three

milestones on the central axis of the half-pitch of 3 to 3m) - shooting from dribbling (10x) shooting from jump (10x);

- 10 free throws. �Same as passing the ball in the back (10x +10 x);


Table 1. Free throws 3’

TESTS INITIAL TEST

CONTROL TEST

CONTROL TEST

FINAL TEST

2010-2011 2011 - 2012 No. crt.

NAME SURNAME TRAININ

G PERIOD COMPETITION PERIOD

TRAINING PERIOD

COMPETITION PERIOD

Forward players

1 B.A 30/22 30/23 30/22 31/23 2 D.I. 30/21 31/21 30/22 31/22 3 C.S. 30/24 30/23 31/24 31/24 4 M.C. 31/25 30/25 31/25 32/26 Extremes 5 T.A. 32/26 32/26 32/25 32/27 6 C.L. 30/27 30/25 31/27 31/27 7 M.A. 30/23 30/24 30/24 31/24 8 B.A. 31/25 31/26 31/26 32/27 Pivots 9 G.A. 31/23 31/24 31/25 32/25 10 G.F. 31/26 32/26 32/27 33/28 11 B.C. 29/25 29/26 30/26 31/26 12 M.C. 28/22 28/22 28/22 29/23

122


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

B.A.

D.I.C.S

.M

.C.

T.A.

C.L.

M.A

.B.A

.G.A

.G.F

.B.C

.M

.C.

TESTAREA INITIALA

TESTAREA FINALA

Figure 1. Free throw percentage Results obtained in the final test showed that the majority of athletes had

improved their results without being trained especially for this test: - T.A. athlete improved the percentage in the fourth test in opposition to

the first test, but with the same number of throws. - Athletes M. A., B.A. and G.A. have the same number of throws in the

first three tests but improved their percentages. - C.S. has the same number of throws by the same percentage in the first

three tests. - Note that all athletes have improved the final test results from initial

testing with the exception of C.S., both in number and in percentage of throws. - The best result was obtained by G.F. - 33/28. - The worst result was obtained by D.I. - 31/22. Statistical interpretation of the results

Table 2. Free throws, statistical and mathematical analysis

Arithmetic mean

Standard deviation

Variation coeff.

Student test “t”

Correlation coeff.

initial final initial final initial final 0,98 0,91

Specific test for free throws, measured in a competitive year preparatory

period 2010-2011 (1) correlated with the same test measured the competitive period 2011-2012 competitive year (4) shows that:

- The arithmetic mean is 80%, the standard deviation of 0.1 for the initial test and for the final test, the arithmetic mean is 80% and the standard deviation is 0.1;

123

No. 1, Vol. XIV /2013

- Coefficient of variation in the first case is 7.5% and the second one is 8.8%. This shows that the group is homogeneous and the variability is less than 10%;

- Calculating test student "t" to check the null hypothesis, we find that the value of "t" is 0.98. Comparing it with the value in Fisher table the 0.01 significance level and frequency of the n-1 selected sample, we find that the "t" has a calculated value smaller than "t" table. If we analyze the distribution for the results, we note that variances are equal, the distance between the means exceed a critical value for significant differences between environments becomes significant differences. Every time we test the significance of the difference between average and generally when we use the null hypothesis, it is well to remember that the meaning has nothing to do with cause and effect. The label "significant" is an a priori argument for common reasoning.

The correlation coefficient is 0.91. The sum of the initial test is 9.55 and 9.6 for the final test. We see a growing trend in the results; changes occur in the same direction, so direct correlation is significant, and the coefficient is positive.

4. Conclusions

Introduction of adequate means in basketball training were led to good development of the precision in shooting from the free throw line, the specific test showing a significant increase in throwing accuracy;

Practicing basketball in an organized manner under the guidance of specialists leads to the development of specific qualities of the game in general and particularly in the accuracy of throws from the free throw line.

To achieve outstanding results in international competitions and students’ championships, basketball should be treated with professionalism with respect to training university representative teams.

References

1. BOMPA, O.T. (2003). PerformanŃa în jocurile sportive, Edit. Ex Ponto, Bucureşti

2. MANNO, R. (1996). Les bases de l’entrainement sportif, S.D.P. 371-374, Bucureşti

3. National Baschetball Conditioning Coaches Association- NBA, (1997), Power conditioning- Exercises and drills from the experts, Ed. Human Kinetics

4. NETOLITZCHI, M. (2008). Baschet feminin, Ed. Printech, Bucureşti 5. NETOLITZCHI, M. (2008). Jocul de baschet mijloc al educaŃiei fizice din

învăŃământul superior, Ed. Printech, Bucureşti 6. NETOLITZCHI, M. (2003). Baschet feminine de performanŃă, Ed.

Printech, Bucureşti 7. PREDESCU, T., IANCU, A. (2011). Jocurile sportive- modele orientative de

joc şi pregătire- baschet, fotbal, handball, volei, Ed. Printech, Bucureşti.

124


STUDIU PRIVIND DEZVOLTAREA PRECIZIEI ARUNCĂRILOR

LIBERE ÎN BASCHETUL FEMININ UNIVERSITAR

Netolitzchi Mihaela1

1Universitatea Politehnica din Bucureşti, Splaiul Independentei nr. 313, sect. 6, 060042, România

Cuvinte cheie: aruncări libere, baschet, dezvoltare, universităŃi de neprofil

Rezumat

Baschetul este un joc sportiv iubit şi apreciat în rândul tineretului universitar. Folosit pe o arie largă ca mijloc al educaŃiei fizice şi sportului aduce zi de zi noi provocări pentru tinerii studenŃi. În ciuda vremurilor, nu tocmai propice, de a investi în practicarea educaŃiei fizice şi sportului şi în a organiza campionate universitare în tara noastră, noi cadrele didactice ne vom face meseria în continuare şi vom asigura studenŃii că nu vom precupeŃii niciun efort în ai îndruma în practicarea unui sport, respectiv în a practica baschetul. Pentru a obŃine rezultate remarcabile în campionatele universitare şi în competiŃiile internaŃionale studenŃeşti baschetul trebuie tratat cu profesionalism în antrenamentul echipelor reprezentative universitare

1. Introducere

În spatiul universitar practicarea jocului de baschet ocupă un loc primordial. StudenŃii şi studentele sunt încântaŃi şi amatori de a afla lucruri noi din domeniul baschetului naŃional şi internaŃionali. Astfel, noi specialiştii în domeniu, suntem datori de a fi la dispoziŃia lor cu informaŃii teoretice şi practice pentru a le satisface curiozităŃile şi nevoile în învăŃarea şi practicarea, la un nivel cât se poate de ridicat, a baschetului. Pentru acestea am format echipe reprezentative ale universităŃilor în scopul de a participa în competiŃii universitare, naŃionale şi internaŃionale, pregătindu-le la un nivel ridicat.


Studiul va urmării dezvoltarea preciziei în aruncările la coş de la linia de aruncarile libere la jucătoarele de baschet componente ale echipei reprezentative universitare a U.P.B. în condiŃii apropiate de joc.

Prin introducerea în pregătirea echipelor universitare a unor antrenamente de pregătire în care se vor folosi sisteme de exerciŃii specifice si adecvate dezvoltării preciziei în aruncările la coş de la linia de aruncări libere, se va ajunge cu siguranŃă la un procentaj al eficienŃei ridicat .

Metode de cercetare folosite: metoda documentării bibliografice, metoda observaŃiei, metoda statistica şi matematică.

S-a aplicat jucătoarelor un test specific pentru a stabili procentajul în aruncările la coş de la linia de aruncări libere. S-a înregistrat un procentaj scăzut observând că între conŃinutul antrenamentelor şi cerinŃele din competiŃie, nu există întotdeauna o concordanŃă. Volumul, intensitatea şi complexitatea

125

No. 1, Vol. XIV /2013

eforturilor în meciuri nu sunt aplicate în măsura cuvenită în antrenamente. Experimentul a constat în prima fază în introducerea testului specific, în

perioada pregătitoare a anului competiŃional 2010-2011 Apoi, am intervenit în antrenamentul echipei cu sisteme de mijloace în vederea dezvoltării calităŃilor motrice şi implicit a preciziei în aruncarile libere. În perioada competiŃională a campionatului universitar 2011-2012 am introdus din nou testul specific spre a observa progresul făcut. Între testările iniŃiale şi cele finale am mai intervenit cu încă două testări în vederea verificării obiectivului propus.

Testul a impus două aruncări la coş de la linia de fault (aruncări servite) apoi recuperare şi dribling la cel de al doilea panou, ş.a.m.d., timp de 3’, având ca obiectiv investigarea procentajului în aruncările libere în condiŃii apropiate de joc.

Sisteme de exerciŃii folosite pentru îmbunătăŃirea preciziei în aruncările libere (după National Bascketball Conditioning Coaches Association 1997):

ExerciŃiu de accelerare în 4 paşi : a) Se vor marca distanŃele : � între poziŃia de plecare şi primul pas - 65-75 cm � între primul pas şi pasul doi - 90 cm - 1 m � între pasul doi şi pasul trei - 1,10 m - 1,20 m � între pasul trei şi pasul patru - 1,40 m - 1,50 m b) se trece din mers prin cei patru paşi cu o viteză de 3/4, evitând orice

ezitare între prima şi a doua fază; c) se vor face mişcări puternice - cu cât mai puternic se mişcă braŃele, cu

atât mai puternic va acŃiona piciorul opus; se va scoate în evidenŃă acŃiunea corectă a braŃului şi genunchiului;

d) după ce se va ajunge la o experienŃă desăvârşită în tehnica de 3/4 viteză, se poate trece la jumătate de efort, treisferturi şi apoi un efort complet.

După ce se va învăŃa exerciŃiul în 4 paşi, de la start se va pleca către coş, apoi se va efectua o întoarcere şi se va porni către celălalt coş, utilizând acelaşi model de 4 timpi. Alte variante includ schimbarea de la o alergare cu spatele la sprint, care vor scoate în evidenŃă primii 4 paşi.

� Din poziŃie fundamentală de joc de picioare – la fluier, sprint pe 5m – oprire – deplasare laterală spre stânga, în poziŃie fundamentală de apărare joasă (5m) - întoarcere – sprint pe 4m (10x);

� Din poziŃia fundamentală de apărare, sprint până la linia de aruncări libere – oprire – deplasare înapoi specifică prin paşi adăugaŃi stânga şi dreapta, până la linia de fund – oprire – sprint până la centru – oprire – deplasare specifică înapoi până la linia de aruncări libere – oprire – sprint până la linia de fund din partea opusă (6x);

Revenire: mers cu respiraŃii ample, stretching. a) Din lateral dreapta faŃă de panou – prinderea mingii din pasă de la

antrenor – pivotare spre dreapta – fentă de depăşire spre exterior – depăşire spre interior cu un dribling urmat de piruetă - aruncare la coş de la linia de aruncări libere (10x);

b) Idem a) pe partea laterală stângă (10x);

126


c) Idem a) pe centrul terenului (5x pe stânga) (5x pe dreapta); d) Idem b) dar fără piruetă ci direct aruncare de pe dreapta (10x); e) Idem a) dar fără piruetă, cu aruncare din săritură din 3-4m (10x). Dribling cu trecerea mingii printre picioare în dreptul jaloanelor (3

jaloane pe axul central al jumătăŃii de teren, din 3 în 3m) – aruncare la coş din dribling (10x) aruncare la coş din săritură (10x);

- 10 aruncări libere. � Idem cu trecerea mingii pe la spate (10x +10x).


Tabel 1 Aruncări libere 3’

TESTĂRI TESTARE INI łIALĂ

TESTARE DE CONTROL

TESTARE DE CONTROL TESTARE FINALĂ

2010-2011 2011 - 2012 Nr. crt.

NUME PRENUME PERIOADA

PREGĂTITOAREPERIOADA

COMPETI łIONALĂPERIOADA

PREGĂTITOAREPERIOADA

COMPETI łIONALĂ Fundaşi 1 B.A 30/22 30/23 30/22 31/23 2 D.I. 30/21 31/21 30/22 31/22 3 C.S. 30/24 30/23 31/24 31/24 4 M.C. 31/25 30/25 31/25 32/26 Extreme 5 T.A. 32/26 32/26 32/25 32/27 6 C.L. 30/27 30/25 31/27 31/27 7 M.A. 30/23 30/24 30/24 31/24 8 B.A. 31/25 31/26 31/26 32/27 PivoŃi 9 G.A. 31/23 31/24 31/25 32/25 10 G.F. 31/26 32/26 32/27 33/28 11 B.C. 29/25 29/26 30/26 31/26 12 M.C. 28/22 28/22 28/22 29/23

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

B.A.

D.I.C.S

.M

.C.

T.A.

C.L.

M.A

.B.A

.G.A

.G.F

.B.C

.M

.C.

TESTAREA INITIALA

TESTAREA FINALA

Figura 1. Procentaj aruncări libere

127

No. 1, Vol. XIV /2013

Rezultatele obŃinute în testarea finală au arătat că majoritatea sportivelor şi-au îmbunătăŃit rezultatele, sportivele nefiind antrenate special pentru acest test:

- Sportiva T.A. şi-a îmbunătăŃit procentajul în ce-a de-a patra testare faŃă de prima testare, având însă, acelaşi număr de aruncări.

- Sportivele M.A., B.A. şi G.A. au înregistrat acelaşi număr de aruncări în primele trei testări însă, şi-au îmbunătăŃit procentajele.

- C.S. a înregistrat acelaşi număr de aruncări cu acelaşi procentaj la primele trei testări.

- Observăm că toate sportivele şi-au îmbunătăŃit rezultatele în testarea finală faŃă de testarea iniŃială, cu execpŃia sportivei C.S., atât ca număr de aruncări cât şi ca procentaje.

- Cel mai bun rezultat l-a obŃinut sportiva G.F. – 33/28. - Cel mai slab rezultat l-a obŃinut sportiva D.I. – 31/22. Interpretarea statistică a rezultatelor:

Tabel 2 Aruncări libere- analiza statistico-matematică

Media aritmetică

Abaterea standard

Coef. de variabilitate

Testul student “t”

Coef. de corelaŃie

iniŃială finală iniŃială finală iniŃial final

0,80 0,80 0,1 0,1 7,5 8,8 0,98 0,91

Testul specific de aruncări libere, măsurat în perioada pregătitoare a

anului competiŃional 2010-2011 (1) corelat cu acelaşi test măsurat în perioada competiŃională a anului competiŃional 2011-2012 (4) ne arată că:

- Media aritmetică este de 80%, abaterea standard de 0,1 pentru testul iniŃial iar pentru testul final media aritmetică este de 80% şi abaterea standard este de 0,1;

- Coeficientul de variabilitate în primul caz este de 7,5%, iar pentru cel de-al doilea este de 8,8%. Aceasta ne arată că acest colectiv este omogen, variabilitatea fiind mai mică de 10%;

- Calculând testul student “t”, pentru verificarea ipotezei de nul, constatăm că valoarea lui “t” este de 0,98. Comparându-l cu valoarea din tabelul Fisher, pentru 0,01 prag de semnificaŃie şi frecvenŃa n-1 a eşantionului selectat, aflăm că “t”-ul calculat are o valoare mai mică decât “t”-ul tabelat. Dacă analizăm repartiŃiile aferente rezultatelor, observăm că dispersiile sunt egale, depărtarea dintre medii poate depăşi o valoare critică, pentru care diferenŃele nesemnificative dintre medii se transformă în diferenŃe semnificative. De fiecare dată când testăm semnificaŃia diferenŃei dintre medii, şi în general, când folosim ipoteza de nul, este bine să ne aducem aminte că semnificaŃia nu are nici o legătură cu cauză-efect. Eticheta “semnificativ” este un argument pentru raŃionamentul aprioric uzual.

128


- Coeficientul de corelaŃie este de 0,91. Suma testului iniŃial este de 9,55 iar pentru testul final de 9,6. Putem observa o tendinŃă de creştere a rezultatelor, variaŃiile se produc în acelaşi sens, deci corelaŃia este directă, semnificativă, iar coeficientul este pozitiv.

4. Concluzii

Introducerea unor sisteme de mijloace adecvate în pregătirea jucătoarelor de baschet a dus la o bună dezvoltarea a preciziei în aruncările la coş de la linia de aruncări libere, testul specific arătând o creştere semnificativă a preciziei în aruncări.

Practicarea în mod organizat, sub îndrumarea specialiştilor, a baschetului la nivel universitar, duce la dezvoltarea calităŃilor specifice jocului în general cât şi în mod particular a preciziei în aruncărille la coş de la linia de aruncări libere.

Pentru a obŃine rezultate remarcabile în campionatele universitare şi în competiŃiile internaŃionale studenŃeşti baschetul trebuie tratat cu profesionalism în antrenamentul echipelor reprezentative universitare.


1. BOMPA, O.T. (2003). PerformanŃa în jocurile sportive, Edit. Ex Ponto, Bucureşti.

2. MANNO, R. (1996). Les bases de l’entrainement sportif, S.D.P. 371-374, Bucureşti.

3. National Baschetball Conditioning Coaches Association- NBA, (1997), Power conditioning- Exercises and drills from the experts, Ed. Human Kinetics.

4. NETOLITZCHI, M. (2008). Baschet feminin, Ed. Printech, Bucureşti. 5. NETOLITZCHI, M. (2008). Jocul de baschet mijloc al educaŃiei fizice din

învăŃământul superior, Ed. Printech, Bucureşti. 6. NETOLITZCHI, M. (2003). Baschet feminine de performanŃă, Ed.

Printech, Bucureşti. 7. PREDESCU, T., IANCU, A. (2011). Jocurile sportive- modele orientative de

joc şi pregătire- baschet, fotbal, handball, volei, Ed. Printech, Bucureşti.

129

No. 1, Vol. XIV /2013

G Y M N A S I U M


CONTRIBUTIONS REGARDING THE IMPROVEMENT OF BASKETBALL LEARNING THROUGH THE USE OF PREPARATION

GAMES DURING THE SEVENTH GRADE PHYSICAL EDUCATION LESSON

Ciocan Cătălin1*,

Fleancu Julien Leonard 2, Ciocoiu Dana Lucica 3 Adjudeanu Adrian 4

1"Vasile Alecsandri" University of Bacău, Str. Marasesti, No. 157,600155, Romania 2University of Piteşti, Romania

3"Dunărea de Jos" University, GalaŃi, Romania 4"Mihai Drăgan" School, Bacău, Romania

Keywords: basketball, children, preparation game, learning

Abstract

So far, there have been specialized books written about the learning of basketball only for school athletic units, for professional athletes starting with mini-basketball up to seniors, the primary and middle-school teachers benefiting from very little literature. In this study, we set out to study how much the middle-school system of research and assessment regarding the motor skills is done using the specific basketball means and methods, trying also to increase the effectiveness and attractiveness of the Physical Education lesson by using these means. By using the existent bibliographical material, I was able to design the basic elements of this paper, thinking that I would be able to improve the basketball component, from such a vast domain as the physical education. Due to the fact that the whole material is grouped for each motor skill, it can be used in all middle-school grades, according to the pupils' age and training level. The methods and means presented here do not exclude and are not a substitute for the specific Physical Education means and methods. Each teacher has a professional experience that allows him/her to associate the ideas presented in this paper with other, new ones, thus ensuring the lessons have a varied, effective, and attractive content.

1. Introduction

The modernization of the training process needs an active and creative participation of the teachers in educating the pupils. Without knowing the new aspects of basketball theory and practice, without a deep understanding of the general methods of teaching the game to children and adolescents, we cannot actively and effectively participate in the development of education.


130

Ciocan Cătălin et al./ Gymnasium

Starting from the formative valences of basketball, we have chosen this theme for study in order to experiment the introduction of basketball preparing games in the physical education lessons, and to collect as many games in this category as possible, thus, to contribute to the elaboration of a bibliographical material (currently inexistent) for physical education teachers, aiming to improve the middle-school physical education lessons.

As a team sport that is very popular with the young people, basketball represents a means for social integration. The great number of people practicing basketball in Romania has determined the appearance of several specialized works that would help the ones working in this field.

2. Material and Methods

The aims of this paper were to: - gather scientific information for elaborating the theoretical basis - contribute to the improvement of physical education teaching at seventh

grade, by using basketball preparing games. - analyze the results using the statistical-mathematical method In this study, we set out to study how much the middle-school system of

research and assessment regarding the motor skills is done using the specific basketball means and methods, trying also to increase the effectiveness and attractiveness of the Physical Education lesson by using these means.

The methods and means presented here do not exclude and are not a substitute for the specific Physical Education means and methods. Each teacher has a professional experience that allows him/her to associate the ideas presented in this paper with other, new ones, thus ensuring the lessons have a varied, effective, and attractive content.

In organizing the study, we started from the premise that basketball, through its particularities, can be an excellent means for the middle-school Physical Education lessons.

In this sense, this study is based on the hypothesis that the specific basketball methods, in our case, the preparing games, used intensively during the middle-school physical education lessons, can contribute efficiently to a faster learning of the basketball game and to its practice by the students in an autonomous, independent way.

The didactic research was oriented towards introducing new modern ways that would fully activate the pupils, stimulating them, attracting them to participate as actively as possible in the physical education and sports activity, especially in the practice of invasion games, in our case, basketball.

In elaborating this paper we used the techniques corresponding to a scientific research methodology.

The application of these methods was complex, the methods being adapted to the specifics of basketball. In conducting this study, as well as in elaborating this paper, we used the following research methods:

131

No. 1, Vol. XIV /2013

The bibliographical research and study method. We used this method to deepen our knowledge regarding the research theme. Due to the study of the scientific literature, we used numerous ways to conduct this research under good conditions.

The observation method. This method was used constantly throughout this study, trying to retain the most significant aspects of the research. The observation was intentional, provoked, and directed.

The demonstration method. We used this method mainly during the Physical Education and Sports lessons, and during the basketball drills.

The experimental method. This was the main method we used; the experiment, through its nature, allows the intervention, the modification of conditions, the introduction of new elements, the isolation of certain factors. The experiment was a natural one, being conducted within the usual framework of the education process, in compliance with its demands and principles.

The testing method. We used this method to assess both the physical development of pupils and the learning of the technical and tactical components of the game during the PE lesson, to quantitatively and qualitatively quantify the effort, the performance of the technical procedures, to objectify the experiment.

The statistical-mathematical method. Out of the group of methods for data analysis, we used the statistical method to obtain data and to centralize it in tables. This method is very useful in a scientific research to objectively analyze the data recorded, this giving us an ample and real image of the game model. The statistical method has led to a centralization of the results and to formulate several general conclusions, making the data analysis easier for us. The study of the results recorded by the subjects in various tests imposes a series of measures regarding the data gathering and recording by using certain unit to measure space (m, cm) and time (hours, minutes, seconds).

The graphical representation method. Throughout the scientific studies, the researchers observed that this method represents an effective way of presenting the recorded data. The charts and tables support the assertions that were made by emphasizing certain results obtained during the research. The charts present the results and offer the possibility to compare different events and values that were recorded. The tables give exact information regarding the values and indices of the groups that were studied.

The experiment was organized and conducted on the middle-school classes of the "MIHAI DRAGAN" Primary and Secondary School in Bacau. The study was conducted throughout two semesters of the academic year of 2011-2012.

The Physical Education lessons were conducted in compliance with the class schedule, both in the gym and outside. The tests were conducted in the gym and on the outside court.

The "Mihai Dragan" school has an outdoor court and a gym, with two panels disposed on the length of the room, and four panels disposed on the width of the gym.

132



The strategy we suggested is based on introducing, during middle-school physical education lessons, and especially in 7th grade, certain quicker and more effective basketball learning means and methods (lesson modules). An important role in teaching, consolidating and perfecting the basketball procedures at that age, has the physical education teacher. At this age, of 7th grade level, we must focus on demonstration, which must be close to perfection, and the teacher must use an accessible language. What is important is that the action means inside the lesson to be developed as a game, as a little competition, it should start from the simplest exercises to the more complex ones, so that the pupils can adapt to the effort and the teacher’s demands.

The specific basketball control drills used in this experiment Free throws from 5 positions, 3 times in a row from a distance of 1.5

meters from the hoop – here we assess the shooting and the number of times the pupil scored.

Description of the drill: At a distance of 1.5 meters from the hoop, from the 5 positions marked on the floor, the subject throws the ball 3 times from each position. The assessment is done for the number of successful throws out of the 15 that were performed.

Free throws from 5 positions, 3 times in a row Free throws for 1 minute – here we assess the shooting and the precision. Description of the drill: The subject throws the ball from a position near

the hoop. You count both the total number of throws performed in one minute, and the successful ones. The assessment is done for the total number of performed throws and the number of successful throws in one minute.

Comparison of the Results The control drills were conducted according to the rules and regulations of

the Romanian Ministry of Education, Research, Youth, and Sport regarding the pupils' assessment for Physical Education and Sports. For the evaluation of the pupils, we conducted two tests. If we analyze the results obtained by the pupils in the experimental group, and the ones in the control group, during the specific basketball control drills, which are presented in the tables, we can see that most of the pupils in the two groups have accomplished their goals, some of them even from their first try.

Free throws from 5 positions - boys From the centralized data, we gather the following: The control group recorded an average result of 2.64 throws in the

beginning of the experiment. In the final testing, it records a result of 5.07 throws, the 2.43 throws progress being associated with the positive influence exerted by the classical training programs that were applied during the lesson.

133

No. 1, Vol. XIV /2013

Table 1. Results and progress recorded for the free throws from 5 positions – boys

Testing Control group Exp. group Differences in averages

Initial 2.64 3.72 1.08

Final 5.07 11.18 6.11

Progress 2.43 7.46 5.03

Dinamica rezultatelor Aruncă ri la co ş din 5 pozi Ńii – b ăieŃi

2.64

3.72

5.07

11.18

7.46

2.43

0

2

4

6

8

10

12

Gr.control Gr.exp.

IniŃial

Final

Progres

Figure 1. Dynamics of the results and progress recorded for the free throws from 5 positions - boys

The experimental group records initially an average result of 3.72 throws,

and finally an average result of 11.18 throws, the progress being of 7.46 throws. Throws in 1 minute - performed throws - boys During the initial testing, both groups had close results; the control group

obtained an average result of 8.27 throws, whereas the experimental group had an average result of 7.72 throws.

Table 2. Results and progress for the throws in 1 minute - performed throws – boys


Initial 8.27 7.72 0.55

Final 10.09 13.36 3.27

Progress 1.82 5.64 3.82

134


Dinamica rezultatelor Arunc ări la co ş în timp de 1 minut – arunc ări efectuate – b ăieŃi

8.277.72

10.09

13.36

5.64

1.82

0

2

4

6

8

10

12

14

16

Gr.control Gr.exp.

IniŃial

Final

Progres

Figure 2. Dynamics of the results and progress for the throws in 1 minute - performed throws - boys

During the final testing, the control group obtained an average result of 10.09 throws, its progress being of 1.82 throws, whereas the experimental group had a result of 13.36 throws, its progress (5.64) being higher than the control group's.

Throws in 1 minute - successful throws - boys As in the case of the performed throws, we can observe a similar situation

in the successful throws. During the initial testing, the control group obtained an average result of 2.72 throws, whereas the experimental group had an average result of 3 throws.

Table 3. Results and progress for the throws in 1 minute - successful throws - boys


Initial 2.72 3 2.28 Final 4.72 9.45 4.73

Progress 2 6.45 4.45

Dinamica rezultatelor Arunc ări la co ş în timp de 1 minut – arunc ări reu şite – b ăieŃi

2.723

4.72

9.45

6.45

2

0

1

2

3

4

5

6

7

8

9

10

Gr.control Gr.exp.

IniŃial

Final

Progres

Figure 3. Dynamics of the results and progress for the throws in 1 minute - successful throws - boys

135

No. 1, Vol. XIV /2013

During the final testing, the control group obtained an average result of 4.72 throws, its progress being of 2 throws, whereas the experimental group had a result of 9.45 throws, its progress (6.45) being higher than the control group's.

4. Conclusions

According to our hypothesis, the preparation games can have an important role in conducting the physical education lessons, and this is supported by the results recorded by the subjects in the final testing.

The differences found between the initial and the final testing prove the pupils' progress; this can be considered as a first step in proving our original hypothesis, emphasizing the value of preparation games used throughout this research, thus showing their importance and necessity for educating and developing the psycho-motor skills. We can say that the use of preparation games has ensured a growing efficiency of the physical education lessons, thus confirming our initial hypothesis. The preparing games gave all of our studied students a superior motivation, determining them to engage in physical effort. The introduction of preparing games in the seventh grade physical education lessons was done considering also the other general and operational objectives foreseen in the curricula. The study has highlighted the pupils' ability to learn faster a dynamic game. The use of means and methods which are specific to basketball preparing games, in order to develop motor skills, has led to a positive evolution of these skills in all of the studied pupils, the results of the control drills serving as evidence.

References

1. CIOCAN, C, (2007). Tehnica şi tactica jocului de baschet, Editura Pim, Iaşi. 2. CIOCAN, C. (2004). Îndrumar metodico-practic, Editura Alma Mater, Bacău, 3. HANSA, C. CĂLIN, L., (2004). Baschet - Tehnică şi Tactică, Editura

FundaŃiei Universitare Dunărea de Jos, GalaŃi, p. 11 4. RAłĂ, G., RAłĂ, B.C. (1999). Aptitudinile motrice de bază – probleme

teoretice, Editura Plumb, Bacău. 5. RAłĂ, G., RAłĂ, GH. (2008). EducaŃia fizică şi metodica predării ei,

Editura Pim, Iaşi, p. 88 6. SCARLAT, E., SCARLAT, M. B. (2002). EducaŃie fizică şi sport, Editura

Didactică şi Pedagogică Bucureşti, pp. 102-40 7. *** The Romanian Ministry of Education, Research and Youth. Bucharest.

(1999).The Physical Education Curriculum for middle school and high school, 8. *** The Romanian Basketball Federation. (2000). Basketball Regulations, 9. *** http://www.frbaschet.ro/

136


CONTRIBUłII PRIVIND EFICIENTIZAREA ÎNVĂłĂRII JOCULUI DE

BASCHET PRIN FOLOSIREA JOCURILOR PREGĂTITOARE ÎN LECłIA DE EDUCAłIE FIZICĂ LA CLASA A VII-A

Ciocan Cătălin1,

Fleancu Julien Leonard 2, Ciocoiu Dana Lucica 3 Adjudeanu Adrian 4

1Universitatea ”Vasile Alecsandri” din Bacău, Str. Mărășești, Nr.157, 600155, România 2Univesitatea din Piteşti, România

3Univesitatea “Dunărea de Jos”, GalaŃi, România 4Şcoala Mihai Drăgan Bacău, România

Cuvinte cheie: baschet, copii, joc pregătitor, învăŃare

Rezumat

Până acum s-au scris cărŃi de specialitate cu privire la însuşirea jocului de baschet, doar pentru unităŃile sportive şcolare, deci pentru sportivii de performanŃă începând cu minibaschetul până la seniori, profesorii din învăŃământul general beneficiind de foarte puŃine materiale bibliografice. n studiul de faŃă, ne-am propus să cercetăm în ce măsură este realizat sistemul de cercetare şi evaluare privind aptitudinile motrice din învăŃământul gimnazial, prin folosirea mijloacelor şi metodelor specifice jocului de baschet, urmărind, de asemenea, creşterea eficienŃei şi atractivităŃii lecŃiei de educaŃie fizică prin folosirea acestor mijloace. Folosind materialul bibliografic existent am putut contura elementele de bază ale prezentei lucrări, considerând astfel că voi putea optimiza componenta jocului de baschet din domeniul atât de vast al metodicii educaŃiei fizice şcolare. Datorită faptului că întregul material este grupat pe fiecare aptitudine motrică în parte, se oferă posibilitatea utilizării la toate clasele din învăŃământul gimnazial, urmând ca materialul să fie utilizat în lecŃii în funcŃie de nivelul de pregătire şi de vârstă al elevilor. Metodele şi mijloacele prezentate nu se substituie şi nu exclud pe mai departe folosirea metodelor şi mijloacelor specifice educaŃiei fizice. Fiecare profesor dispune de o experienŃă profesională care îi permite să asocieze cele prezentate cu altele nou create asigurând în acest mod un conŃinut eficient, variat şi atractiv lecŃiilor pe care le conduce.

1. Introducere

Modernizarea procesului de pregătire necesită o participare activă şi creatoare a profesorilor în instruirea elevilor. Fără cunoaşterea noilor aspecte ale teoriei şi practicării baschetului, fără o aprofundare a metodicii generale a predării lui la copii şi adolescenŃi nu este posibilă o participare activă şi eficace la desfăşurarea instruirii.

Trecând şi de la valenŃele formative ale jocului de baschet mi-am ales această formă pentru studiu în ideea de a experimenta introducerea jocurilor pregătitoare pentru baschet în lecŃiile de educaŃie fizică, şi de a culege cât mai multe jocuri din această categorie şi ca atare de a contribui la elaborarea unui material bibliografic

137

No. 1, Vol. XIV /2013

pentru profesorii de educaŃie fizică inexistent în literatura de specialitate în scopul îmbunătăŃirii conŃinutului lecŃiilor de educaŃie fizică la elevii de gimnaziu.

Ca joc sportiv de echipă cu mare aderenŃă în rândul tinerilor, baschetul constituie un mijloc de integrare socială prin activitatea sa. Amploarea mare luată de jocul de baschet în Ńara noastră a determinat apariŃia unor lucrări de specialitate care să servească celor care activează în acest domeniu.

2. Materiale şi metode

Obiectivele prezentei cercetări au fost: - Documentarea ştiinŃifică în vederea elaborării fundamentelor teoretice - contribuirea la optimizarea predării educaŃiei fizice la clasa a VII-a, prin

folosirea jocurilor pregătitoare pentru baschet. - Aprecierea rezultatelor prin prisma prelucrării statistico-matematice În studiul de faŃă, ne-am propus să cercetăm în ce măsură este realizat

sistemul de cercetare şi evaluare privind aptitudinile motrice din învăŃământul gimnazial, prin folosirea mijloacelor şi metodelor specifice jocului de baschet, urmărind, de asemenea, creşterea eficienŃei şi atractivităŃii lecŃiei de educaŃie fizică prin folosirea acestor mijloace.

Metodele şi mijloacele prezentate nu se substituie şi nu exclud pe mai departe folosirea metodelor şi mijloacelor specifice educaŃiei fizice. Fiecare profesor dispune de o experienŃă profesională care îi permite să asocieze cele prezentate cu altele nou create asigurând în acest mod un conŃinut eficient, variat şi atractiv lecŃiilor pe care le conduce.

În definitivarea cercetării şi organizarea studiului am plecat de la premisa că jocul de baschet prin particularităŃile sale poate constitui un mijloc excelent al educaŃiei fizice şcolare în lecŃiile de educaŃie fizică din ciclul gimnazial.

În acest sens în studiul pe care l-am efectuat am fixat ipoteza conform căreia mijloacele şi metodele specifice jocului de baschet, în cazul nostru jocurile pregătitoare, folosite intensiv în lecŃiile de educaŃie fizică din ciclul gimnazial, pot contribui în mod eficient la învăŃarea mai rapidă a jocului de baschet, la învăŃarea practicării lui de către elevi în mod autonom, independent.

Orientarea în acest sens a cercetării didactice pentru introducerea în procesul de învăŃământ a unor modalităŃi noi, moderne, care să activeze la maxim elevul, să-l stimuleze, să-l atragă şi să participe cât mai activ şi conştient în activitatea de educaŃie fizică şi sport, mai ales de practicare independentă a jocurilor sportive, în cazul nostru jocul de baschet.

Pentru elaborarea lucrării am utilizat tehnica de lucru corespunzătoare metodologiei de cercetare ştiinŃifică.

Aplicarea acestor metode, are un caracter complex dar şi de popularitate, de adaptare la specificul baschetului. Pentru desfăşurarea acestui studiu, precum şi pentru elaborarea prezentei lucrări am utilizat următoarele metode de cercetare:

Metoda documentării ş i studierii bibliografice. Această metodă am folosit-o pentru a ne aprofunda cunoştinŃele necesare abordării temei de cercetare. Prin studierea materialului bibliografic am folosit numeroase căi pentru desfăşurarea

138


în bune condiŃii a acestei activităŃi de cercetare. Metoda observaŃiei. Această metodă a fost folosită permanent pe

parcursul cercetării în scopul reŃinerii celor mai semnificative aspecte legate de cercetare. ObservaŃia a fost intenŃionată, provocată şi dirijată.

Metoda demonstraŃiei. Această metodă am folosit-o cu precădere în cazul lecŃiilor de educaŃie fizică şi sport şi a mijloacelor din cadrul jocului de baschet.

Metoda experimentului. A fost principala metodă folosită, prin natura lui, experimentul permite intervenŃia, modificarea condiŃiilor, introducerea unor elemente noi, izolarea unor factori. Experimentul a fost de fapt un experiment natural deoarece s-a desfăşurat în cadrul obişnuit al procesului de învăŃământ în conformitate cu cerinŃele şi principiile acestora.

Metoda testelor. Această metodă am folosit-o pentru a evalua atât dezvoltarea fizică a elevilor cât şi însuşirea componentelor tehnice şi tactice, a jocurilor în lecŃia de educaŃie fizică, a cuantificării cantitative şi calitative a efortului, a executării procedeelor tehnice şi randamentul în scopul obiectivizării experimentului.

Metoda statistico-matematică. Din grupa metodelor de prelucrare a datelor am folosit metoda statistică pentru obŃinerea de date şi constituirea unor tabele. Această metodă are o mare utilizare în cadrul cercetării ştiinŃifice pentru o prelucrare obiectivă a datelor furnizate de înregistrările făcute realizând o imagine amplă şi reală a modelului de joc. Metoda statistică a dus la însumarea rezultatelor cercetate şi la formularea unor concluzii generale uşurând analiza datelor obŃinute. Cercetarea randamentului dat de subiecŃi prin diverse probe impune o serie de măsuri privind recoltarea şi înregistrarea datelor prin folosirea unor unităŃi de măsurare a spaŃiului (m, cm) şi ale timpului (ore, minute, secunde).

Metoda grafică. Metodele folosite pe parcursul tuturor cercetărilor ştiinŃifice s-a constatat că această metodă reprezintă un mod eficient de prezentare a datelor înregistrate şi prelucrate. Graficele şi tabelele folosite vin în sprijinul celor afirmate anterior prin evidenŃierea unor rezultate obŃinute în cadrul demersului cercetării. Astfel în grafice sunt prezentate rezultatele cât şi posibilitatea de a realiza comparaŃii între diferitele probe şi norme înregistrate. Tabelele dau relaŃii exacte asupra unor valori, mărimi şi indici caracteristici grupelor de lucru.

Studiul a fost organizat şi s-a desfăşurat la clasele de gimnaziu ale Şcolii cu clasele I-VIII "MIHAI DRAGAN" din Bacău. Studiul a fost organizat pe parcursul a două semestre din anul şcolar 2011-2012:

Orele de educaŃie fizică cu aceşti elevi s-au desfăşurat conform orarului claselor atât în sala de sport cât şi pe terenul şcolii. Testările s-au făcut atât în sală cât şi pe terenul de sport.

Şcoala Mihai Drăgan dispune ca bază materială de un teren de sport în aer liber şi o sală de sport ce dispune de două panouri pe lungimea sălii şi patru panouri pe lăŃimea sălii.


Strategia propusă de noi în lucrare se bazează pe introducerea în lecŃiile de educaŃie fizică la nivel gimnazial şi în special la clasele a VII-a a unor mijloace şi

139

No. 1, Vol. XIV /2013

metode (Module de lecŃii) de învăŃare a jocului de baschet mai rapid şi eficient. Un rol important în învăŃarea, consolidarea şi perfecŃionarea procedeelor

jocului de baschet la această vârstă îl are profesorul de educaŃie fizică. La această vârstă la nivelul clasei a VII-a, accentul trebuie pus pe demonstraŃie care trebuie să fie aproape de perfecŃiune, profesorul trebuie să folosească un limbaj accesibil.

Important este ca mijloacele de acŃionare în cadrul lecŃiei să se desfăşoare sub formă de joc, întreceri, să se plece de la cele mai simple la cele mai complexe exerciŃii, pentru ca elevii să se poate adapta efortului şi sarcinilor cerute de profesor.

Probele de control specifice baschetului folosite în experiment Aruncări la coş din 5 poziŃii de 3 ori de la 1,5 metri faŃă de coşul de baschet –

prin această probă urmărim evaluarea aruncării la coş, eficacitatea marcării coşurilor. Descrierea probei: La distanŃă de 1,5 metri faŃă de panou, din cele 5

poziŃii marcate pe sol se aruncă la coş de 3 ori din fiecare poziŃie. Evaluarea probei se face la numărul de aruncări marcate din cele 15 efectuate.

Aruncări la coş din 5 poziŃii de 3 ori Aruncări la coş în timp de 1 minut – prin această probă urmărim evaluarea

aruncării la coş, precizia execuŃiilor. Descrierea probei: Se aruncă la coş de pe loc din apropierea coşului. Se

numără atât aruncările la coş realizate într-un minut cât şi cele reuşite. Evaluarea probei se face la numărul de aruncări efectuate şi la cele marcate în timp de 1 minut.

Compararea rezultatelor Probele de control s-au desfăşurat conform normelor şi instrucŃiunilor

M.E.C.T.S. privind verificarea şi evaluarea elevilor la obiectul EducaŃie fizică şi sport. Pentru evaluarea elevilor am efectuat două testări.

Dacă analizăm rezultatele obŃinute de elevii de la clasa experimentală şi de la clasa martor la probele de control specifice baschetului, probe prezente în tabelele din lucrare, constatăm că majoritatea elevilor de la cele două clase au îndeplinit normele, unii chiar de la prima încercare.

Aruncări la coş din 5 poziŃii – băieŃi Din datele centralizate se remarcă următoarele: Clasa de control a înregistrat la începutul experimentului un rezultat

mediu de 2.64 aruncări. La testarea finală obŃine un rezultat de 5.07 aruncări, progresul de 2,43 aruncări fiind asociat cu influenŃa pozitivă exercitată de programele clasice de pregătire aplicate în lecŃie.

Tabel nr 1. Rezultatele şi progresul înregistrat la aruncări la coş din 5 poziŃii- băieŃi

Testare Gr.control Gr.exp. DiferenŃă medii

IniŃial 2.64 3.72 1.08

Final 5.07 11.18 6.11 Progres 2.43 7.46 5.03

140


Dinamica rezultatelor Arunc ări la co ş din 5 pozi Ńii – b ăieŃi

2.64

3.72

5.07

11.18

7.46

2.43

0

2

4

6

8

10

12

Gr.control Gr.exp.

IniŃial

Final

Progres

Figura 1. Dinamica rezultatelor şi a progresului înregistrat la aruncări la coş din 5 poziŃii- băieŃi

Clasa experimentală obŃine iniŃial un rezultat mediu de 3.72 aruncări şi final un rezultat mediu de 11.18 aruncări, progresul fiind de 7.46 aruncări.

Aruncări la coş în timp de 1 minut – aruncări efectuate – băieŃi La testarea iniŃială ambele clase supuse cercetării obŃin rezultate

apropiate; astfel, clasa de control obŃine un rezultat mediu de 8.27 aruncări efectuate iar clasa experimentală un rezultat de 772 aruncări.

Tabel nr. 2. Rezultatele şi progresul înregistrat la aruncări la coş

în timp de 1 minut – aruncări efectuate – băieŃi

Testare Gr.control Gr.exp. DiferenŃă medii IniŃial 8.27 7.72 0.55

Final 10.09 13.36 3.27 Progres 1.82 5.64 3.82

Dinamica rezultatelor Arunc ări la co ş în timp de 1 minut – arunc ări efectuate – b ăieŃi

8.277.72

10.09

13.36

5.64

1.82

0

2

4

6

8

10

12

14

16

Gr.control Gr.exp.

IniŃial

Final

Progres

Figura 2. Dinamica rezultatelor şi a progresului înregistrat la aruncări la coş

în timp de 1 minut – aruncări efectuate – băieŃi

141

No. 1, Vol. XIV /2013

În cadrul testării finale, clasa de control obŃine un rezultat de 10.09 aruncări, progresul faŃă de testarea iniŃială fiind de 1.82, iar clasa experimentală un rezultat de 13.36 aruncări, progresul obŃinut (5.64) fiind mai mare atât faŃă de testarea iniŃială, cât şi faŃă de clasa de control.

Aruncări la coş în timp de 1 minut – aruncări reuşite – băieŃi Ca şi în cazul numărului de aruncări efectuate, la numărul de aruncări reuşite se

remarcă o situaŃie asemănătoare. La testarea iniŃială clasa de control obŃine un rezultat mediu de 2.72 aruncări iar clasa experimentală un rezultat de 3 aruncări.

Tabel nr 3. Rezultatele şi progresul înregistrat la aruncări la coş

în timp de 1 minut – aruncări reuşite – băieŃi

Testare Gr.control Gr.exp. DiferenŃă medii IniŃial 2.72 3 2.28 Final 4.72 9.45 4,73

Progres 2 6.45 4.45

Dinamica rezultatelor Arunc ări la co ş în timp de 1 minut – arunc ări reu şite – băieŃi

2.723

4.72

9.45

6.45

2

0

1

2

3

4

5

6

7

8

9

10

Gr.control Gr.exp.

IniŃial

Final

Progres

Graficul 2. Dinamica rezultatelor şi a progresului înregistrat la aruncări la la aruncări la coş în timp de 1 minut – aruncări reuşite - băieŃi

La testarea finală clasa de control obŃine un rezultat de 4.72 aruncări,

progresul faŃă de testarea iniŃială fiind de 2, iar clasa experimentală un rezultat de 9.45 aruncări, progresul obŃinut (6.45) fiind mai mare atât faŃă de testarea iniŃială, cât şi faŃă de clasa de control.

4. Concluzii

Conform ipotezei elaborate jocurile pregătitoare au un rol important în desfăşurarea lecŃiilor de educaŃie fizică şi acest fapt este susŃinut de rezultatele obŃinute de către subiecŃi la testarea finală. DiferenŃele existente între testarea finală şi cea iniŃială demonstrează progresul elevilor şi deci pot considerate ca un prim pas în verificarea ipotezei propuse la începutul cercetării, punând în evidenŃă valoarea jocurilor pregătitoare folosite pe parcursul cercetării şi prin aceasta importanŃa şi necesitatea folosirii lor pentru educarea şi dezvoltarea

142


aptitudinilor psiho-motrice. Se poate afirma că folosirea jocurilor pregătitoare, a asigurat o eficienŃă crescută a lecŃiilor de educaŃie fizică confirmând astfel ipoteza formulată iniŃial în studiul nostru. Jocurile pregătitoare le-a asigurat tuturor elevilor, o motivaŃie superioară determinându-i să se angajeze în efortul specific. Introducerea în lecŃia de educaŃie fizică la clasa a VII-a a jocurilor pregătitoare s-a realizat în prezenŃa celorlalte obiective generale şi operaŃionale ale educaŃiei fizice şcolare prevăzute în programă. Studiul a evidenŃiat capacitatea elevilor de a-şi însuşi mai repede jocul dinamic. Folosirea mijloacelor şi metodelor specifice jocurilor pregătitoare pentru dezvoltarea calităŃilor motrice au condus la o evoluŃie pozitivă a indicilor acestor calităŃi motrice la toŃi elevii claselor cuprinse în studiu, rezultatele probelor de control evidenŃiind clar această situaŃie.


1. CIOCAN, C, (2007). Tehnica şi tactica jocului de baschet, Editura Pim, Iaşi. 2. CIOCAN, C. (2004). Îndrumar metodico-practic, Editura Alma Mater, Bacău, 3. HANSA, C. CĂLIN, L., (2004). Baschet - Tehnică şi Tactică, Editura

FundaŃiei Universitare Dunărea de Jos, GalaŃi, p. 11 4. RAłĂ, G., RAłĂ, B.C. (1999). Aptitudinile motrice de bază – probleme

teoretice, Editura Plumb, Bacău. 5. RAłĂ, G., RAłĂ, GH. (2008). EducaŃia fizică şi metodica predării ei,

Editura Pim, Iaşi, p. 88 6. SCARLAT, E., SCARLAT, M. B. (2002). EducaŃie fizică şi sport, Editura

Didactică şi Pedagogică Bucureşti, pp. 102-40 7. *** The Romanian Ministry of Education, Research and Youth. Bucharest.

(1999).The Physical Education Curriculum for middle school and high school, 8. *** The Romanian Basketball Federation. (2000). Basketball Regulations, 9. *** http://www.frbaschet.ro/

143


G Y M N A S I U M


INTERDISCIPLINARITY IN ACADEMIC EDUCATION MANAGEMENT APPLIED IN PHYSICAL EDUCATION SPECIALTY

Talaghir LaurenŃiu-Gabriel 1*,

1“Dunărea de Jos”, Univerity of Galati, Domneasca Street no.4, 800003, Romania,

Keywords: competences, physical education, curricula, planning.

Abstract

Interdisciplinarity, creation of competence and orientation of education activities to specific finalities are constant concerns of Romanian society. Integration into a high quality performance system of the aims of education led to attempt takeover of general management concepts and their application in the educational domain. Specifications of educational objectives are achieved at the academic level through study programs. They must be consistent with the needs of the labor market. Therefore, I wanted to see that, in the currently, the study plans at the speciality physical education and sport are meant to gain competencies of speciality necessary to consider that the finalities of education are realised. To realise this purpose I studied planning documents of the study program for each year of study, separately. I reported these disciplines to curriculum content for primary school and gymnasium. In the end of research I realised comments for disciplines which are considered with low relevation for plans of study and I realised graphical presentation of proportion between disciplines in relation to the criteria of competence which are realised.

1. Introduction

Organization and planning of human activities has become a concern of modern man because he wanted to increase the effectiveness, efficiency and productivity. Gradually, the leading business management took over as the generic term for activities involving concrete targets and ways of achieving them.

Clearly, education can not remain outside this phenomenon of linguistic adaptation to the evolution of society. In this way, all organisation activities, of conducting teaching, organizing teams of students or work efficiency during lessons all specialties have become managerially significant.

Thus, there is now quality management in education (Iuşcă, Lupu, 2010, p. 6-8, Toca, Spuza, 2010, p. 16-18), classroom management (Stan, 2003, p. 6-32), time management (Miricescu, 2008, p. 284), management teams by age and other forms of management which, forced or not, may find application in education.

Introduction of a new education system in Romania has been a challenge

* E-mail: [email protected], tel. 0745033806

144

Talaghir LaurenŃiu-Gabriel / Gymnasium

for the entire academic community of our country. Therefore it was we need a new rethinking study plans, plans that underlie such ammunition management curriculum that is part of university management (Botan, 2001, p. 5-9).

But perhaps it is appropriate to mention at least a definition of educational management. Thus, (Stan, 2010, p. 4) educational management is the art and science of preparing human resources to train staff according to finality required by society and accepted by the individual.

From this perspective, between knowledge management and pedagogy is a similarity (Barbu, 2010, p. 75) determined by several factors among which we can mention the development in a long time, the difficult transition from the practical to the theoretical, empirical stage of the scientific (Joita, 2000, p. 232), that is based on human relations and human and also that aim to achieve goals that will lead to progress.

Pedagogical management is the art and science shifted from empiricism management to rationality and creativity of it (Barbu, 2010, p. 75).

Planning and scheduling aims of education is from this point of view a significant part of the process of educational management. In other words, study plans have had to adapt and lead students towards the end of what is required in the specific activities of teaching - learning - assessment.


Given that the central goal of management is planning and organizing the practical purpose, I wanted to see if, in the Faculty of Physical Education and Sport in Galati, planning documents answer the aims of education.

Say that, in accordance with these goals, licensed graduates should know and be able to apply the content of the specialty items that are required to discipline physical education curriculum.

From the same perspective, in this study we wanted to see which is useful disciplines share the purpose of training specialists and which are less significant disciplines that artificial loads curriculum for students or disciplines that are not found in the knowledge that teachers need to transmit their future students.

To wording issue for this study other previously personal studies contributed that have shown that fundamental disciplines such as gymnastics and athletics field with a very low weight in the training of future specialists at the expense of other disciplines that are found with a similar weight in the school curriculum.

To achieve our research we used the bibliographic study. Bibliography have content related to general management and educational management following definition of concepts and their scope of application.

Another method used was the study of the planning documents of the undergraduate program with Physical Education and Sports specialization. Were considered study plans are implemented when carrying out research at the Faculty of Physical Education and Sport in Galati, plans that were approved in 2008 and operates with the ARACIS approval.

145



In order to achieve the objectives of physical education curricula, study disciplines during undergraduate program should be reflected in very large proportion concepts to be transferred to students at primary and secondary level.

In other words, we launched the idea of specialized academic curriculum that is often confused with curricula or programs of study stages Bologna education system, a system that is currently applied in Romania.

Thus, the physical education curriculum for specialty could create a unitary system of education in the specialty of Physical Education and Sport, responding to the interdisciplinary nature of training specialists aside and training requirements in relation to environmental needs education, on the other hand.

The idea is solid in pre correspondent (MER, 2009) which is the regulatory document of educational outcomes curriculum for physical education and sport. It clearly states that student must know or do at the end of a cycle.

To compensate for the lack of specialized curriculum, starting with 2007 ARACIS developed standards achievement curricula, standards underlying provisional accreditation or approval of such programs. These standards are just a guide, non- binding and therefore their application varied greatly from one university to another.

Virtually every university has tried to adapt these standards mainly based on human resources so that it can fit within very flexible proposed standards.

In this way, adjusting to undergraduate curricular training plans of undergraduate programs was done in varying degrees.

Further study will present subjects undergraduate program for physical education and sports to analyze them separately. I chose not to share presentation on disciplines studied since this is not the purpose of the study.

In table 1 are to be found the study disciplines that are offered to students in the first year of studies under this program

Table 1 Disciplines which are studied in the first years

Major Subjects

1. Anatomy and biomechanics M 2. Theory on Sports and Physical Education M 3. General foundation of physical therapy M 4. Foreign Languages M 5. Basic theory and methodology of athletics M 6. Basic theory and methodology of gymnastics disciplines M 7. Movement games M 8. Basic theory and methodology of football / Rhythmic Gymnastics M 9. Theoretical and methodological bases of judo M Elective Courses 10. Education for health and first aid Practical activities 11. Alpine skiing applications M 12. Traineeship in tourism M

Legend: M - Mandatory disciplines

146


As can be seen from table 1, all subjects studied in the first year of studies are required. The only discipline that is not mandatory is optional. Discipline is so recently over the number of credits that the student can get to promote the following year as student integralist.

Otherwise, placing this discipline even at optional subjects for study year appears unnecessary since, the same discipline, can be found as optional subject in 3rd year of studies.

Therefore we evaluate the appropriateness of disciplines that students must go through mandatory. One of these disciplines is “Theoretical and methodological bases of judo”. This discipline is in complete disagreement with curriculum requirements.

In other words, students are not required to meet any specific skill in judo sport of education ranging from primary and secondary education, where trained specialists will work with the program of studies to which I referred earlier.

Another discipline that may be the subject of discussions is the “Rhythmic Gymnastics”. It is not found in the primary or secondary school curriculum. On the other hand, the discipline does not work with the entire community of students but only with girls. Boys studying in the same time “Basic theory and methodology of football”. It is obvious that this discipline is very important for the preparation of specialty, whereas the scope in practice is very high.

Students need to know specific skills in this discipline throughout schooling. Study by students of other disciplines leads to the impossibility of theoretical knowledge of the concepts of football.

From another point of view, all schools are required to carry out the school Championship at sports disciplines, and the football is always one of them. We can also remember the times of the sports circle where it starts school teams participating in National Olympiads of sport school, compulsory activities carried out under the leadership of County School Inspectorates.

It can therefore appreciate, that studying rhythmic gymnastics discipline, female students will complete the program of study with fumndamentale knowledge diminished and will encounter significant difficulties in achieving the objectives set out in the school curriculum.

Discipline in “Alpine skiing applications” is also one of the subjects which have no coverage in the school curriculum. Students do not need to know any pattern relating to Alpine skiing. In GalaŃi County or surrounding counties can not practice skiing due to geographical specifics in no school. Even in specific geographical areas, is not practiced skiing in school for reasons of safety, basic material, high cost.

“Practice in tourism” and “Driving games” are in the same category of disciplines which may be the subject to discussions on the desirability of the contribution to the training of future specialists of the field of physical education. They have presence more subtle than those presented above.

Driving games called motion games is a concern of basic gymnastics, and their coverage in the practical work is real, they are part of the especially in the

147


content of physical education in primary school. However, removing them from the context of the discipline and the formation of a separate discipline seems forced especially in the context of the decrease in the share of gymnastics discipline throughout the program of study.

Also, the work of tourist practice is regarded as a useful activity that the students understand the importance of extracurricular activities carried out with students. However, the procedure for and the requirements of the discipline to conduct the business activities of survival in nature. Among these activities we can mention the forest tent accommodation, orientation at night after the stars, starting the fire after rain or preparing food independently. This type of activities may not be carried out with students from primary or secondary schools.

Having regard to those shown on some of the disciplines that are covered in the program of studies for the first year we obvious can tell that four disciplines are totally inadequate in relation to the goals of education and two of these can be merged or reorganised to give the possibility to allocate a larger number of hours the fundamental subjects for these ends.

From the total of 12 disciplines proposed for students in the first year only 11 of these are studied. The ratio of disciplines leading to the formation of specialists and those who do not have coverage in school curriculum is different for girls and boys.

In the case of girls the number disciplines without or with low relevance relevance is between 4 and 6, which represents a share of between 36,36% and 54,54% of the volume of study.

For boys, share is smaller whereas the number of irelevant disciplines is between 3 and 5, which represents a percentage between 27,27% and 45,45% of the volume of study.

Table 2 Disciplines which are studied in the second years

Major Subjects 1. Physical effort physiology M 2. Foreign Languages M 3. Basic theory and methodology of volleyball M 4. Basic theory and methodology of handball M 5. Special technique for teaching motor activities by age group I M 6. Basic theory and methodology of basketball M 7. Adapted sports and physical education teaching methodology M 8. Basic theory and methodology of lawn tennis M 9. Basic theory and methodology of aquatic disciplines M 10. Leisure activity M Optional Courses (1 from 4) 11. Physical activities methodology A 12. Representativity school preparation strategies A 13. Physical education management, marketing and legislation A 14. Olympics A Complementary Courses 15. Techniques of writing the license M Practical activities 16. Traineeship in swimming and rowing M

Legend: M – Mandatory disciplines; A – Optional disciplines

148


In table 2 we can see that in the second year of studies are proposed 16 disciplines of study. Of these 12 disciplines are mandatory and one is optional.

We begin the analysis of the proposed disciplines with the optional. Discipline of “Physical education management, marketing and legislation” is contained within the standards of the fundamental disciplines ARACIS. Placing them at optional disciplines proves in clashing with these standards for that should be positioned among the mandatory disciplines.

The remaining optional subjects proposed to be chosen by the students are non-crossing disciplines which contribute to the formation of domain experts.

“Physical activities methodology” discipline is in terms of content the replay of “Special technique for teaching motor activities by age group I”, fundamental discipline field that has mandatory character and is studied in the first semester of the same academic year.

“Representativity school preparation strategies” discipline does not have an independent, free-standing character but is a course or a chapter that is found in the basic course of sports disciplines. “Olympic” discipline provides a theoretical notions that do not have practical application in physical education at school and which can be integrated into the contents of other theoretical disciplines.

Two of the mandatory disciplines are distinguished as being without any connection with physical education school namely “Basic theory and methodology of lawn tennis” and “Basic theory and methodology of aquatic disciplines”. These disciplines are not in the school curriculum and through the specifics regarding their basic material conditions cannot be practiced in school

“Leisure activity” discipline does not refer to any kind of notions that are laid down in the school curriculum. Its orientation is towards extracurricular activities sphere carried out with students and its content is clearly covered on the sidelines of the specialist disciplines and on the other hand the content of practice activities. If pupils or students will not take leisure activities no one can say that they will not be able to garner specific curriculum skills.

“Techniques of writing the license” discipline is a component part of the subject Research methodology that has a wider coverage of issues related to research. Also, Research methodology is a fundamental discipline, whose share in the program of study must be higher just because of his character.

The mere reference to the restricted level of a works licence is inappropriate and placing them in the year when students do not realize research seems to be inappropriate.

Last but not least, “Adapted sports discipline and physical education teaching methodology” although provides a certain part of the aspects of physical education, is a part of the Didactics of physical education discipline. Certain particular character caused by disabilities issues is connected with sports and with the performance of those in this category but not with the practice of physical education in the curriculum.

“Traineeship in swimming and rowing” discipline is placed in the program of study as a practice, to comply with the requirement of practice for

149


each year of study required by ARACIS standards. Its usefulness is very low whereas students will never learn to paddle in school environment. Swimming activity is carried out within the hours allotted to practical works at swimming discipline. As a result this practical activity is an overlap with a previously performed for which the student has already been rated.

After analyzing the subjects covered in the second year of study can be said, in terms of optional subjects offered, that 3 of 4 subjects don’t have finality through knowledge, leading the student in his choice.

Obviously 5 of 12 of the proposed mandatory disciplines can be removed from the curriculum or at best some of them can be a part of other disciplines offering through the concepts studied a better view of the area.

The fact that 8 of the 16 disciplines proposed for study can be replaced, lead us to the idea that 50% of these disciplines artificially loads the program study and requires student to efforts which eventually will be reflected in the skills necessary to become a good specialist

Tabel 3 Disciplines which are studied in the third years

Major Subjects 1. Sociology M 2. School psychology and pedagogy M 3. Specialized training in a sport discipline M 4. Basics strategies and technique of wrestling M 5. Recovery in sport activity M 6. Basics of sport training M 7. Movement and functional evaluation M Optional Courses (2 from 6) 8. Self defense instruction A 9. Table tennis A 10. Badminton A 11. Body building / Fitness A 12. Skating A 13. Teaching assisted by computer A Optional Courses (3 from 6) 14. Equipments and improving school sport facilities A 15. Handball sand A 16. Street ball A 17. Beach volleyball A 18. Aerobics A 19. Health education and first aid A Practical activities 20. Traineeship specialized in area of sport initiation M

Legend: M – Mandatory disciplines; A – Optional disciplines

From the table no 3 can be observed that the numbers of proposed discipline for study are 20. Of this 8 are mandatory and other 20 are optional. The optional disciplines are grouped in two categories of 6 disciplines and the student must choose 2 disciplines in a category and 3 from the other.

From the presentation of the mandatory disciplines can be observed that the majority of this is directly connected with sport and sports disciplines.

150


Basically 4 from the 8 mandatory disciplines have nothing in common with this area. Their place can be found in “motric performance domain”

Discipline “Basics strategies and technique of wrestling“ has no connection with school curriculum because these doesn’t mention that the students must know specific skills in wrestling. More than this, exist some in force normative which provide the interdiction to practice combat or contact sports which can create ideas of violence in school.

So, 5 from the 8 mandatory disciplines, representing 65,5% not intended to form skills and relevant knowledge for the performers in primary and gymnasium school level. At the optional discipline level, only 3 of optional disciplines are useful at the level of acknowledges that will be needed by the further specialist, respectively “Teaching assisted by computer”, “Health education and first aid” and “Equipments and improving school sport facilities”.

Rest of the discipline have no connection with school or with physical education discipline curriculum. National school cannot practice “Body building / Fitness”, “Handball sand”, “Beach volleyball”. The content of “Street ball” discipline wash followed on “Basic theory and methodology of basketball” discipline and the notions of specific regulation cannot represent the base for development of the activity which contains lecture and study practice.

We can say that only 3 optional discipline of the 12 (75% from proposed volume) lead to relevant skills and the other are no relevant in physical education area.

Concluding, at the level of the third year, the share of the proposed disciplines which have no relevance to the field of physical education and skills formed by the program of studies is 70%, considered excessively high percentage

4. Conclusions

To conclude, we must mention that the total numbers of disciplines which are proposed to be studied in the licence program are 48.

From the total of 48 studied disciplines, 28 of them can be discussed and we can systematize in two categories. In one category are presented the disciplines that are categorically not found in the school curriculum at the physical education discipline and as a result of the filling of the license program lead to a decreased efficiency in the specialized training.

In the other category are presented the disciplines which have a subtle interpretation of the competence revelations which are provided for finalize the study program. Some of them are parts of other disciplines and others are replays of the disciplines previously covered but with other names. Also these artificially fill the study volumes with irrelevant notions.

As I presented during this research, can appreciate in the end that the 58,33 % of discipline which have no significant relevance for licence is very high.

Maybe this is one of the reason for which, in the last years, the graduates absolves the examination of entitlement with very weak results.

151


The significant review of study program and centering this in the future more to specific competence training is an actuality important problem.

Also, I consider that adopting the idea of “Curriculum University of speciality” for physical education domain is a subject which I propose to be discussed by the persons who want to provide a specialized training at the national level.

References

1. BARBU, L. (2010). Managementul calităŃii în învăŃământul preuniversitar, Galați: Sf. Ierarh Nicolae, 75 p.

2. BOTAN, C. (2001). Managementul institutelor de învățământ superior, Chişinău, Rep. Moldova, p. 5-9.

3. IUŞCĂ, D., LUPU, M. (2010). Psihopedagogie pentru examenele de definitivat şi gradul II, Suport de curs, Iaşi, p.6-8.

4. JOIȚA, E. (2000), Managementul educațional, Iași: Polirom, 232 p. 5. MIRICESCU, D. (2008). Managementul timpului – esenŃa performanŃelor

organizaŃiei, Sibiu: Ed. UniversităŃii „Lucian Blaga”, 284 p. 6. STAN, N. (2010). Introducere în managementul educaŃional,

http://www.ueb.ro/dppd/introducere_in_manag_ed.pdf, pp.4. 7. STAN, E. (2003). Managementul clasei de elevi, Bucureşti: Teora, p. 6-32. 8. TOCA, I. SPUZA L.E. (2010). Managementul calității pentru învățământul

preuniversitar, București: Didactică şi Pedagogică, p. 16-18. 9. *** (2009). Programe şcolare educaŃie fizică, clasele V-VIII, București.

INTERDISCIPLINARITATEA ÎN MANAGEMENTUL EDUCAłIONAL UNIVERSITAR APLICAT LA SPECIALITATEA EDUCAłIE FIZICĂ

Talaghir LaurenŃiu-Gabriel1, 1Universitatea „Dunărea de Jos” Galati, Strada Domneasă, 4, 800003,Romania,

Cuvinte cheie: competenŃe, educaŃie fizică, curriculum, planificare

Rezumat

Interdisciplinaritatea, formarea de competenŃe şi orientarea activităŃilor educative spre finalităŃi concrete sunt preocupări permanente ale societăŃii româneşti. Integrarea într-un sistem calitativ performant a finalităŃilor educaŃiei, a condus la încercarea de preluare a unor noŃiuni din managementul general şi aplicarea acestora în domeniu educaŃional. Precizarea obiectivelor educaŃionale se realizează la nivel universitar prin intermediul programelor de studii. Acestea trebuie să fie în concordanŃă cu necesităŃile de pe piaŃa muncii. Ca urmare, am dorit să observ dacă la momentul actual, planurile de învăŃământ de la specialitatea educaŃie fizică şi sportivă au menirea de a forma competenŃe de specialitate pentru a putea considera că sunt îndeplinite finalităŃile educaŃiei. Pentru a realiza acest scop am studiat documentele de planificare ale

152


programului de studiu pentru fiecare an de studiu separat. Am raportat aceste discipline la conŃinutul curriculumului şcolar. În final am realizat comentarii pentru disciplinele considerate nerelevante pentru domeniul de licenŃă şi am realizat prezentarea grafică a ponderii disciplinelor în raport cu criteriul competenŃelor formate.

1. Introducere

Organizarea şi planificarea activităŃilor umane a devenit o preocupare a omului modern pentru că acesta a dorit să-şi crească eficienŃa, randamentul şi productivitatea muncii.

Treptat, această activitate de conducere a preluat termenul de management ca fiind generic pentru activităŃile ce presupun stabilirea de obiective concrete şi a modalităŃilor de realizare ale acestora.

În mod evident, domeniul educaŃiei nu putea să rămână în afara acestui fenomen de adaptare lingvistică la evoluŃia societăŃii. În acest fel, toate activităŃile de organizare, de desfăşurare a activităŃilor didactice, de organizare a colectivelor de elevi sau de creştere a eficienŃei de lucru în timpul lecŃiilor de toate specialităŃile au căpătat semnificaŃii manageriale.

Astfel, există astăzi managementul calităŃii în învățământ (Iuşcă, Lupu, 2010, p. 6-8; Toca, Spuza, 2010, p. 16-18), managementul clasei de elevi (Stan, 2003, p. 6-32), managementul timpului (Miricescu, 2008, p. 284), managementul colectivelor pe grupe de vârstă şi alte forme de management care, forŃat sau nu, îşi pot găsi aplicabilitate în sfera educaŃiei.

Introducerea unui nou sistem de învățământ în România a reprezentat o provocare pentru întreaga comunitate academică din Ńara noastră. Ca urmare a fost necesară o nouă regândire a planurilor de studiu, planuri care stau la baza aşa numitului management curricular care este parte din managementul universitar (Botan, 2001, p. 5-9).

Poate că este însă cazul să precizăm măcar o definire a managementului educaŃional. Astfel, după (Stan, 2010, p. 4) managementul educațional este ştiinŃa şi arta de a pregăti resursele umane, de a forma personalităŃi potrivit unor finalităŃi solicitate de societate şi acceptate de individ.

Din această perspectivă, între ştiinŃa managementului şi pedagogie ca ştiinŃă a educaŃiei există o similitudine (Barbu, 2010, p. 75) determinata de mai mulŃi factori între care se pot aminti evoluŃia într-o perioada îndelungată, trecerea dificilă de la aspectele practice la cele teoretice, de la etapa empirică la cea ştiinŃifică (Joița, 2000, p. 232), faptul că are la bază relaŃiile umane şi interumane şi de asemenea faptul au ca scop realizarea unor obiective care să conducă la progres.

Managementul pedagogic este ştiinŃa şi arta trecerii de la empirismul conducerii, dirijării la raŃionalitatea şi creativitatea ei (Barbu L., 2010, p. 75).

Planificarea şi programarea finalităŃilor educaŃiei este din acest punct de vedere o parte integrantă semnificativă a procesului de management educaŃional. Cu alte cuvinte, planurile de studiu au fost nevoite să se adapteze şi să conducă studenŃii către finalităŃi ce sunt cerute în cadrul activităŃilor concrete de predare – învăŃare – evaluare.

153



Având în vedere că scopul central al managementului este planificarea şi organizarea cu finalitate concretă, am dorit să vedem dacă, în cadrul facultăŃii de EducaŃie Fizică şi Sport din GalaŃi, documentele de planificare răspund finalităŃilor educaŃiei.

Precizez că, în concordanŃă cu aceste finalităŃi, absolvenții cu licenŃă trebuie să cunoască şi să poată aplica elementele de conŃinut ale specialităŃii care sunt solicitate de curriculumul şcolar la disciplina educaŃie fizică.

Din aceeaşi perspectivă, în cadrul studiului, am dorit să observ care este ponderea disciplinelor care se regăsesc în mod util ca finalitate a pregătirii specialiştilor şi care sunt disciplinele mai puŃin semnificative, care încarcă în mod artificial programul de studiu al elevilor sau care nu se regăsesc între cunoştinŃele pe care specialiştii trebuie să le transmită viitorilor lor elevi.

La formularea problemei pentru acest studiu au contribuit şi alte studii personale, realizate anterior, prin care am demonstrat că discipline fundamentale ale domeniului precum gimnastica şi atletismul au o pondere foarte scăzută în pregătirea viitorilor specialişti în detrimentul altor discipline care se regăsesc cu o pondere asemănătoare deşi nu au reprezentativitate în cadrul curriculumului şcolar.

Pentru realizarea cercetării am folosit metoda studiului bibliografic. Sursele bibliografice avute în vedere au avut conŃinut referitor la managementul general şi managementul educaŃional urmărind definirea conceptelor şi sera lor de aplicabilitate.

Altă metodă utilizată a fost cea a studiului documentelor de planificare din cadrul programului de licenŃă cu specializarea educaŃie fizică şi sportivă. Au fost avute în vedere planurile de studiu care sunt aplicate în momentul realizării cercetării la Facultatea de EducaŃie Fizică şi Sport din GalaŃi, planuri care au fost aprobate în anul 2008 şi care funcŃionează cu aprobarea ARACIS.


Pentru a putea realiza obiectivele educaŃiei fizice şcolare, disciplinele de studiu de pe parcursul programului de licenŃă, trebuie să se regăsească în proporŃie foarte mare ca noŃiuni ce trebuie transferate către elevi la nivelul primar şi gimnazial.

Cu alte cuvinte, putem lansa ideea de curriculum universitar de specialitate care este adesea confundat cu planurile de învățământ sau programele de studiu pe etapele sistemului de învăŃământ Bologna, sistem care este actualmente aplicat în Romania.

Astfel, curriculumul pentru specialitatea educaŃie fizică ar putea crea un caracter unitar asupra sistemului de învăŃământ în specialitatea EducaŃie Fizică şi Sport, răspunzând astfel caracterului interdisciplinar al formării specialiştilor pe deoparte şi cerinŃelor de pregătire în raport cu necesităŃile mediului preuniversitar, pe de altă parte.

Ideea are corespondent solid în învăŃământul preuniversitar (MER, 2009) unde există ca document reglator al finalităŃilor educaŃionale curriculum-ul

154


pentru educaŃie fizică şi sport. Acesta precizează în mod clar ce trebuie să ştie sau să ştie să facă elevul la finalul unui ciclul de învăŃământ.

Pentru a compensa lipsa curriculumului de specialitate, începând cu anul 2007 ARACIS a elaborat standarde de realizare a programelor de studiu, standarde care stau la baza acreditării sau autorizării provizorii a acestor programe. Aceste standarde au însă un caracter orientativ, nu au caracter obligatoriu şi ca urmare aplicarea lor a variat foarte mult de la un centru universitar la altul.

Practic, fiecare centru universitar a încercat adaptarea acestor standarde în principal în funcŃie de resursele umane de care a dispus astfel încât să se poată încadra în limitele foarte flexibile ale standardelor propuse.

În acest fel, adaptarea la cerinŃele curriculare preuniversitare a planurilor de pregătire din cadrul programelor de studii de licenŃă s-a realizat într-o măsură variabilă.

În continuare voi prezenta disciplinele de studiu pentru programul de licenŃă educaŃie fizică şi sportivă pentru a le putea analiza distinct. Nu am optat pentru prezentarea ponderii pe disciplinele studiate o au întrucât nu acesta este scopul studiului.

În tabelul numărul 1 se regăsesc disciplinele de studiu care sunt propuse studenților aflaŃi în anul I de studii din cadrul acestui program.

Tabelul 1 Discipline studiate în anul I

Discipline de pregătire în domeniul de licenŃă 1. Anatomie şi biomecanică M 2. Teoria educaŃiei fizice şi sportului M 3. Bazele generale ale kinetoterapiei M 4. Limba straină M 5. Bazele teoretice şi metodice ale atletismului M 6. Bazele teoretice şi metodice ale disciplinelor gimnice M 7. Jocuri motrice M 8. Bazele teoretice şi metodice fotbal / gimnastică ritmică M 9. Bazele teoretice şi metodice ale judoului M Discipline facultative 10. EducaŃie pentru sănătate şi prim ajutor Activitate de practică 11. AplicaŃii în schiul alpin M 12. Practică în turism M

Legend: M – Discipline obligatorii

După cum se poate observa din tabelul 1, toate disciplinele studiate în anul I de studii sunt obligatorii. Singura disciplină care nu este obligatorie, are un caracter facultativ. Ea se regăsește deci peste numărul de credite pe care studentul le poate obŃine pentru a promova în anul următor ca student integralist.

De altfel, plasarea acestei discipline chiar şi la discipline facultative pentru anul I de studii pare inutilă întrucât, aceeaşi disciplină, poate fi găsită ca disciplină opŃională în anul III de studii.

Ca urmare vom evalua oportunitatea unor discipline pe care studenŃii trebuie să le parcurgă în mod obligatoriu. Una dintre aceste discipline este

155


Bazele teoretice şi metodice ale judoului. Această disciplină este în completă discordanŃă cu cerinŃele curriculumului școlar.

Altfel spus, elevilor nu li se cere să cunoască nici o deprindere specifică din sportul judo în perioada de şcolaritate cuprinsă în învăŃământul primar şi cel gimnazial, acolo unde vor activa specialiștii formaŃi prin programul de studii la care am făcut referire anterior.

O altă disciplină care poate fi supusă discuŃiilor este Gimnastica Ritmică. Aceasta nu se regăseşte în cadrul curriculumului şcolar primar sau gimnazial. Pe de altă parte, disciplina nu lucrează cu întregul colectiv de studenŃi ci doar cu fetele. BăieŃii studiază disciplina Bazele teoretice şi metodice fotbal. Este evident că această disciplină este foarte importantă pentru pregătirea de specialitate, întrucât sfera de aplicabilitate în activitatea practică este foarte mare.

Elevii trebuie să cunoască deprinderi specifice din această disciplină pe tot parcursul şcolarităŃii. Studierea de către studente a altei discipline conduce către imposibilitatea cunoaşterii teoretice a noŃiunilor din fotbal.

Din alt punct de vedere, toate şcolile sunt obligate să realizeze campionatul şcolar la discipline sportive iar fotbalul este permanent una dintre acestea. Putem aminti de asemenea de orele de cerc sportiv unde se formează echipele şcolii care participă în cadrul Olimpiadelor Naționale ale Sportului Şcolar, activităŃi obligatorii desfăşurate sub conducerea Inspectoratelor Şcolare JudeŃene.

Se poate deci aprecia, că studiind disciplina gimnastică ritmică, studentele vor finaliza programul de studii cu cunoştinŃe fundamentale diminuate şi vor întâmpina greutăŃi semnificative în realizarea obiectivelor prevăzute în curriculumul şcolar.

Disciplina aplicaŃii în schiul alpin este, de asemenea, una dintre disciplinele care nu au nici o acoperire în cadrul curriculumului şcolar. Elevii nu trebuie să cunoască nici o deprindere referitoare la schiul alpin. Nici o şcoală din judeŃul GalaŃi sau din judeŃele învecinate nu pot practica schiul datorită specificului geografic. Chiar şi în zonele cu specific geografic montan, nu este practicat schiul în şcoală din motive de siguranŃă, bază materială, costuri ridicate.

Din aceeaşi categorie, a disciplinelor care pot fi supuse discuŃiilor privind oportunitatea contribuŃie lor la formarea viitorilor specialişti ai domeniului educaŃie fizică, fac parte disciplinele Jocuri motrice şi Practică în turism. Acestea au prezenŃă mai subtilă decât cele prezentate anterior.

Jocurile motrice numite şi jocuri de mişcare reprezintă o preocupare a gimnasticii de bază, iar acoperirea lor în activitatea practică este reală, ele regăsindu-se mai ales în conŃinutul educaŃiei fizice şcolare din învăŃământul primar. Cu toate acestea, scoaterea ei din contextul disciplinei gimnastică şi constituirea unei discipline separate pare forŃată mai ales în contextul scăderii ponderii disciplinei gimnastică pe parcursul programului de studiu.

De asemenea, activitatea de practică turistică este privită ca o activitate utilă prin care studenŃii înŃeleg importanŃa activităŃilor extracurriculare realizate cu elevii. Cu toate acestea, modalitatea de realizare şi cerinŃele prevăzute în fişa disciplinei conduc activitatea către activităŃi cu caracter de supravieŃuire în

156


natură. Dintre aceste activităŃi se pot aminti cazarea în pădure la cort, orientarea pe timp de noapte după stele, pornirea focului după ploaie sau prepararea hranei în mod independent. Acest tip de activităŃi nu vor putea fi nici o dată realizate cu elevi din ciclul primar sau gimnazial.

Având în vedere cele prezentate, referitor la o parte din disciplinele care sunt cuprinse în programul de studii pentru anul I se poate afirma că, în mod evident, patru discipline sunt total neadecvate în raport cu finalităŃile educaŃiei iar două dintre acestea pot fi comasate sau reorganizate pentru a da posibilitatea alocării unui număr mai mare de ore disciplinelor fundamentale pentru aceste finalităŃi.

Din totalul de 12 discipline propuse pentru studenŃii din anul I doar 11 sunt studiate de aceştia. Raportul dintre disciplinele care conduc la formarea specialiştilor şi cele care nu au acoperire în curriculumul şcolar este diferit pentru fete şi băieŃii.

În cazul fetelor numărul disciplinelor cu fără relevanŃă sau cu relevanŃă scăzută este între 4 şi 6, ceea ce reprezintă o pondere cuprinsă între 36,36% şi 54,54% din volumul de studiu.

Pentru băieŃi ponderea este mai mică întrucât numărul de discipline este cuprins între 3 şi 5, ceea ce reprezintă un procent cuprins între 27,27% şi 45,45% din volumul de studiu.

Tabelul 2 Discipline studiate în anul II

Discipline de pregătire din domeniul de licenŃă 1. Fiziologia exerciŃiului fizic M 2. Limba străină M 3. Bazele teoretice şi metodice ale voleiului M 4. Bazele teoretice şi metodice ale handbalului M 5. Tehnici pecifice de predare pe grupe de vârstă I M 6. Bazele teoretice şi metodice ale baschetului M 7. Didactica educaŃiei fizice şi sportului adaptat M 8. Bazele teoretice şi metodice ale tenisului M 9. Bazele teoretice şi metodice ale disciplinelor nautice M 10. ActivităŃi de timp liber M Discipline opŃionale la dispoziŃia facultăŃii (1 disciplină din 4) 11. Metodologia activităŃilor corporale A 12. Strategii de pregătire a reprezentativei şcolare A 13. Managemen, marketing şi legislaŃie în educaŃie fizică şcolară A 14. Olimpism A Discipline complementare 15. Tehnici de întocmire a lucrării de licenŃă M Discipline de practică 16. Practică înot şi vâslit M

Legendă: M – Disciplină obligatorie; A – Discipline opŃionale

Din tabelul 2 putem observa că în anul II de studii sunt propuse 16 discipline de studiu. Dintre acestea 12 discipline sunt obligatorii şi una are caracter opŃional.

Vom începe analiza disciplinelor propuse cu cele opŃionale. Dintre acestea disciplina „Management, marketing şi legislaŃie în educaŃie fizică şcolară” este cuprinsă în cadrul standardelor ARACIS la categoria discipline fundamentale.

157


Plasarea ei la discipline opŃionale se dovedeşte în discordanŃă cu aceste standarde pentru că ar trebui poziŃionată în rândul disciplinelor obligatorii.

Restul disciplinelor opŃionale propuse spre a putea fi alese de către studenŃi nu au caracter de discipline a căror parcurgere să contribuie la formarea specialiştilor domeniului.

Disciplina „Metodologia activităŃilor corporale” este, din punct de vedere al conŃinutului reluarea disciplinei „Tehnici specifice de predare pe grupe de vârstă I”, disciplină fundamentală domeniului, care are caracter obligatoriu şi care se studiază în primul semestru al aceluiaşi an de studiu.

Disciplina „Strategii de pregătire a reprezentativei şcolare” nu are caracter independent, de sine stătător ci reprezintă un curs sau un capitol ce se regăseşte în cursul de bază al disciplinelor sportive. Disciplina „Olimpism” oferă noŃiuni cu caracter teoretic care nu au aplicabilitate practică în educaŃia fizică şcolară şi care pot fi integrate în conŃinutul altor discipline teoretice.

Dintre disciplinele obligatorii două se disting direct ca fiind fără nici o legătură cu educaŃia fizică şcolară şi anume „Bazele teoretice şi metodice ale tenisului” şi „Bazele teoretice şi metodice ale disciplinelor nautice”. Aceste discipline nu se regăsesc în curriculumul şcolar şi prin specificul lor referitor la condiŃiile de bază materială nu pot fi practicate în şcoală.

Disciplina „ActivităŃi de timp liber” nu face referire la nici un fel de noŃiuni care sunt prevăzute de curriculumul şcolar. Orientarea acesteia este spre sfera activităŃilor extracurriculare desfăşurate cu elevii iar conŃinutul ei este în mod clar acoperind pe deoparte de disciplinele de specialitate şi pe de altă parte conŃinutul activităŃilor de practică. Nu se poate afirma că dacă elevii sau studenŃii nu desfăşoară activităŃi de timp liber nu vor putea acumula competenŃele specifice curriculumului.

Disciplina „Tehnici de întocmire a lucrării de licenŃă” este o parte componentă a disciplinei „Metodologia cercetării ştiinŃifice” care are o sferă mai largă de acoperire a problematicii legate de cercetare. De asemenea, „Metodologia cercetării ştiinŃifice” este o disciplina fundamentală, a cărei pondere în programul de studiu trebuie să fie mai mare tocmai datorită caracterului său.

Simpla referire doar la nivelul restrâns al unei lucrări de licenŃă este neadecvată iar plasarea ei în anul II când studenŃii nu realizează activităŃi de cercetare pare a fi nepotrivită.

Nu in ultimul rând, disciplina „Didactica educaŃiei fizice şi sportului adaptat” deşi oferă noŃiuni privind o anumită parte a aspectelor legate de educaŃie fizică, este o parte componentă a disciplinei Didactica educaŃiei fizice. Aspectele cu caracter particular provocate de anumite dezabilități au legătură cu sportul şi cu performanŃa celor din această categorie şi nu cu practicarea educaŃiei fizice în sens curricular.

Disciplina „Practică înot şi vâslit” este plasată în cadrul programului de studiu ca o activitate practică, pentru a respecta cerinŃa de practică pentru fiecare an de studiu impusă de standardele ARACIS. Utilitatea ei este însă foarte redusă

158


întrucât elevii nu vor învăŃa să vâslească niciodată în mediul şcolar. Activitatea de înot este efectuată în cadrul orelor alocate lucrărilor practice la disciplina înot. Ca urmare această activitate de practică este din acest punct de vedere o suprapunere cu un conŃinut efectuat anterior şi pentru care studentul a fost deja evaluat.

În urma analizării disciplinelor parcurse în anul al doilea de studii se poate spune că, din punct de vedere al disciplinelor opŃionale propuse 3 din 4 nu au finalitate prin cunoştinŃele oferite, acestea determinând studentul în alegerea sa.

Din disciplinele obligatorii propuse 5 din 12 pot fi în mod evident scoase din programul de studiu sau în cel mai bun caz o parte dintre ele se pot regăsi ca parte componentă a altor discipline care oferă o viziune mai bună asupra domeniului prin noŃiunile studiate

Faptul că 8 din cele 16 discipline propuse pentru studiu pot fi înlocuite, ne conduc la ideea că 50% dintre aceste discipline încarcă în mod artificial programul se studiu şi obligă pe student la eforturi care în final cu se vor regăsi în competenŃele necesare pentru a deveni un bun specialist.

Tabelul 3 Discipline studiate în anul III

Discipline de pregătire din domeniul de licenŃă 1. Sociologie M 2. Psihopedagogie şcolară M 3. PerfecŃionare într-o ramură sportivă M 4. Bazele tehnico-tactice din lupte M 5. Refacerea în activitatea sportivă M 6. Bazele antrenamentului sportiv M 7. Evaluare motrică şi funcŃională M Discipline opŃionale (2 discipline din 6) 8. Autoapărare fizică A 9. Tenis de masă A 10. Badminton A 11. Culturism / fitness A 12. Patinaj A 13. Instruire asistată de calculator A Discipline opŃionale (3 discipline din 6) 14. Echipamente, instalaŃii şi amenajări baze sportive A 15. Handbal pe nisip A 16. Streetball A 17. Beachvolley A 18. Gimnastică aerobică A 19. EducaŃie pentru sănătate şi prim ajutor A Activitate de practică 20. Practică de specialitate în medii de iniŃiere sportivă M

Legendă: M – Disciplină obligatorie; A – Discipline opŃionale Din tabelul 3 se poate observa că numărul disciplinelor propuse pentru

studiu este de 20. Dintre acestea 8 sunt obligatorii şi 12 sunt opŃionale.

159


Disciplinele opŃionale sunt grupate în două pachete de câte 6 discipline din care studentul alege 2 la un pachet şi 3 din celălalt pachet.

Din prezentarea disciplinelor obligatorii se observă că marea majoritate a acestora au o legătura directă cu sportul şi disciplinele sportive. Practic 4 din cele 8 discipline obligatorii nu au legătură cu domeniul educaŃiei fizice şcolare. Ele s-ar putea regăsi foarte bine în domeniul de licenŃă care vizează performanŃa motrică.

Disciplina „Bazele tehnico-tactice din lupte” nu are nici o legătura cu curriculumul şcolar întrucât acesta nu prevede că elevii trebuie să cunoască deprinderi specifice din lupte. Ba mai mult, exista normative în vigoare care prevăd interdicŃia de a practica sporturi de lupta sau de contact care ar crea ideea de violenŃă în şcoală.

Deci, 5 din cele 8 discipline obligatorii, reprezentând 62,5% nu au menirea de a forma abilităŃi şi cunoştinŃe relevante celor ce vor activa în mediul şcolar la nivel primar si gimnazial.

La nivelul disciplinelor opŃionale doar 3 dintre acestea au caracter de utilitate la nivelul cunoştinŃelor de care ar putea avea nevoie viitorul specialist şi anume „Instruire asistată de calculator”, „EducaŃie pentru sănătate şi prim ajutor” şi „Echipamente, instalaŃii ş i amenajări baze sportive”.

Restul disciplinelor nu au nici o legătura cu realitatea din mediul şcolar sau cu curriculumul disciplinei educaŃie fizică. Nici o şcoală de pe plan naŃional nu poate practica „Culturism / fitness”, „Handbal pe nisip”, „Volei de plajă”. ConŃinutul disciplinei „Streetball” a fost parcurs la disciplina „Bazele teoretice şi metodice ale baschetului”, iar noțiunile de regulament specifice nu pot constitui bază pentru dezvoltarea unei activităŃi care să aibă curs şi lucrări practice.

Putem afirma că din cele 12 discipline opŃionale doar 3 conduc la competenŃe relevante, iar celelalte, reprezentând 75% din volumul propus nu au nici o relevanŃă pentru domeniul educaŃiei fizice.

Concluzionând, la nivelul anului III de studii, ponderea disciplinelor propuse care nu au relevanŃă pentru domeniul educaŃiei fizice şi competenŃele formate prin programul de studii este de 70%, procent considerat exagerat de mare.

4. Concluzii

Pentru a trage concluziile finale trebuie să precizăm că numărul total de discipline ce sunt propuse spre studiu în cadrul programului de licenŃă este de 48.

Din totalul de 48 de discipline studiate, 28 au caracter discutabil şi le putem sistematiza în două mari categorii. În una din aceste categorii sunt prezente disciplinele care nu se regăsesc categoric în curriculumul şcolar la disciplina educaŃie fizică şi ca urmare încărcarea programului de licenŃa cu acestea conduce la scăderea eficienŃei în pregătirea de specialitate.

În cealaltă categorie sunt prezente discipline care au o interpretare mai subtila a relevanŃei competențelor pe care la furnizează pentru realizarea finalităŃilor programului de studiu. Unele dintre ele sunt parŃi ale altor discipline iar altele sunt reluări ale disciplinelor parcurse anterior dar cu alte denumiri. Și acestea încarcă în mod artificial volumul de studiu cu noŃiuni cu caracter irelevant.

160


După cum am arătat pe parcursul cercetării, se poate aprecia în final că ponderea de 58,33% discipline care nu au relevanŃă semnificativă pentru domeniul de licenŃă este foarte mare.

Poate că acesta este unul dintre motivele pentru care, în ultimii ani, absolvenŃii înregistrează în marea lor majoritate rezultate foarte slabe la examenul de titularizare în învăŃământ.

Revizuirea în mod semnificativ a conŃinutului programului de studiu şi centrarea acestuia în viitor mai mult pe formarea de competenŃe specifice este o problemă de mare actualitate.

De asemenea, consider că adoptarea ideii de curriculum universitar de specialitate pentru domeniul educaŃiei fizice este un subiect pe care îl propun spre discuŃie tuturor celor care doresc să ofere un caracter unitar pregătirii de specialitate pe plan naŃional.

ReferinŃe biblografice

1. BARBU, L. (2010). Managementul calităŃii în învăŃământul preuniversitar, Galați: Sf. Ierarh Nicolae, 75 p.

2. BOTAN, C. (2001). Managementul institutelor de învățământ superior, Chişinău, Rep. Moldova, p. 5-9.

3. IUŞCĂ, D., LUPU, M. (2010). Psihopedagogie pentru examenele de definitivat şi gradul II, Suport de curs, Iaşi, p.6-8.

4. JOIȚA, E. (2000), Managementul educațional, Iași: Polirom, 232 p. 5. MIRICESCU, D. (2008). Managementul timpului – esenŃa performanŃelor

organizaŃiei, Sibiu: UniversităŃii „Lucian Blaga”, 284 p. 6. STAN, N. (2010). Introducere în managementul educaŃional,

http://www.ueb.ro/dppd/introducere_in_manag_ed.pdf, pp.4. 7. STAN, E. (2003). Managementul clasei de elevi, Bucureşti: Teora, p. 6-32. 8. TOCA, I. SPUZA L.E. (2010). Managementul calității pentru învățământul

preuniversitar, București: Didactică şi Pedagogică, p. 16-18. 9. *** (2009). Programe şcolare educaŃie fizică, clasele V-VIII, București.

161

No. 1, Vol. XIV /2013

G Y M N A S I U M


STUDY REGARDING THE EFFECTIVENESS OF THE FIRST PHASE OF DEFENSE IN TEAM HANDBALL, JUNIORS III LEVEL

Alexandru Eftene1

*,

Acsinte Alexandru2

1,2"Vasile Alecsandri" University of Bacău, Calea Marasesti, No. 157, 600155, Romania

Keywords: handball, school, attack phases, juniors

Abstract

The most important criterion for a systematization of the game tactics is the one that designates its structure and game functionality, preparing it to be included in the training process (Gutierez, 2011). In this sense, the important elements that must be captured in any "systematization scheme" are: the game compartments: attack-defense (backboard following – basketball, or front shots following - ice hockey, etc.); type of action: individual, collective, team actions; groups of actions: without the ball, with the ball, between 2-3 players and the entire team; action variant and demanding regime: multiple solutions for the same game situation; variable solutions according to the opponent's behavior. This scheme is of great use for every game (Gutierez, 2010). 1. Introduction

The most important criterion for a systematization of the game tactics is the one that designates its structure and game functionality, preparing it to be included in the training process (Gutierez, 2011). In this sense, the important elements that must be captured in any "systematization scheme" are:

- the game compartments: attack-defense (backboard following – basketball, or front shots following - ice hockey, etc.);

- type of action: individual, collective, team actions; - groups of actions: without the ball, with the ball, between 2-3 players

and the entire team; - action variant and demanding regime: multiple solutions for the same

game situation; variable solutions according to the opponent's behavior.

This scheme is of great use for every game (Gutierez. 2010).

* E-mail: [email protected], 0745387600

162

Alexandru Eftene, Acsinte Alexandru / Gymnasium

2


Aim And Tasks Of The Research The aim of this paper was to study the dynamics of the use of defense

systems at this performance level, for determining certain predilections for using one or more defense systems during official competitions (Pollany, 2009).

The tasks of this research were to: • Establish the main defense systems used by the junior III teams, and the

way in which the throw-off is used in concordance with these systems during official competitions (Bon, 2009 );

• Observe, analyze, and centralize the data recorded after studying several official games, in concordance with the theme of the paper;

• Try to draw conclusions on the existing tendencies regarding the use of throw-off in relation to the defense systems at this performance level.

Hypothesis In a strict accordance with the ideas exposed previously, the hypothesis of

this paper is as follows: the study of the junior III official matches, from the point of view of the phases of defense, in general, and the first phase in particular, can give us useful information regarding the training methods of the various teams playing at a national level, as well as regarding the predisposition to use one or more defense systems, according to the players' technical-tactical dispositions.

Research methods The research methods were: • the study of the specialized literature; • the study of various sources of information (CD, DVD); • the observation; • the graphical representation. Organization of the research This research consisted in centralizing the defense systems used by

several junior III handball teams, and their relation with the first phase of defense - the throw-off - during various official matches.

The teams observed in this study were: CSS Bacău juniors III, CSS Roman, CSS Piatra NeamŃ, CSS Iaşi - juniors III, throughout a training tournament organized on February 24 - 25, 2012, in Bacău.

3. Results of the research

The table above presents the throw-off actions correlated with the classical defense systems, from the point of view of effectiveness, and the number of fast-breaks stopped, out of the total time for each half.(Fig.1.)

163

No. 1, Vol. XIV /2013

Table 1. Dynamic of the effectiveness per team.

CSS Bacău CSS

Roman

CSS Piatra Neamt

CSS Iaşi Defense systems correlated with the

throw-off 1st H

2nd H

1st H

2nd H

1st H

2nd H

1st H

2nd H

TOTAL

Throw-off for ”6 – 0” 2/7 5/8 4/8 3/9 7/8 1/8 3/5 2/5 27/58

Throw-off for ”5 – 1” - 2/5 1/2 - 2/2 - - 3/4 8/13

Throw-off for ”4 – 2” - - - - 2/2 4/4 5/9 6/9 17/24

Throw-off for ”3-2-1” - - - - 1/1 - - 0/1 1/2

Legend: 1st H - first half; 2nd H - second half.

Figure 1. The dynamics of the success of throw-offs according to the defense system

that was used

Figure 2. The dynamics of the success of throw-offs – teams

0

2

4

6

8

10

12

6 - 0 5 + 1 4 + 2 3 + 2 + 1

c

9

20

8

19 17

25

19

33

0

10

20

30

40

Successful throw-offs Total number of throw-offs

164


4

Figure 3. The dynamics of the success of throw-offs - game systems

4. Conclusions

At the end of the study conducted on the previously mentioned teams, the following conclusions can be drawn:

• the Bacău team, during the game with CSS Roman, used a 6-0 defense in the first half, because the Bacău team did not have any players to throw from the 9m line, this team using more individual actions, and not performing as a homogeneous team. During the second half, the Bacău team used a 5-1 defense, and at the end of the match, a 3-2-1 system that was used for the first time in this mini-championship, a tactic that was used because the Roman team had changed its 9m line, thus explaining also the successful throw-offs in relation to the defense systems that were used.

• during the game with CSS Piatra NeamŃ the team CSS Roman used again a 6-0 defense, because CSS Piatra NeamŃ had a weaker attack, and the 9 m players were not very tall, therefore one can say that the total of 13 throw-offs, with 8 successful ones, confirms the fact that the defense systems are in a total concordance with the first phase of defense.

• Bacău during its game with CSS Piatra NeamŃ used the 3-2-1 defense in the first half, a defense that was very often used by this young team, while in the second half they used a 5-1 defense, more aggressive, with the "butterfly" slightly more in advance to break the game in the central area. Thus, the preoccupation for fast throw-offs to cover the specific spaces of this demanding defense system has determined also an increased efficiency.

• CSS Piatra NeamŃ used in its game with CSS Iaşi a characteristic defense, the 6-0, similar to the Piatra NeamŃ defense, and in their second game, with the Bacău players, they adopted a 5-1 defense, which did not really worked for them because of their lack of experience, on one part, and of the very good circulation of the players without the ball, on the other side.

In this training mini-championship, we observed that all the teams, through the defense systems they used, tried to prove one thing, that the defense

02468

1012

6 - 0 5 + 1 4 + 2 3 + 2 + 1

165

No. 1, Vol. XIV /2013

is very important in a handball game, and, as the saying goes, the defense represents "3 quarters of the game."

5. Suggestions

We suggest that in the future the defense systems such as the 3-2-1 and the 4-2 systems, which were used very little or not at all at this training tournament, to be used more often during training, and to be learned earlier, at a junior III level, so that throughout the junior period the knowledge will get consolidated and internalized.

References

1. ALEXANDRU E., ACSINTE A. (2012). Handbal, ExerciŃii combinate pentru pregătirea integrală, Ed Alma Mater, Bacău;

2. ALEXANDRU, E., ACSINTE, A. (2005). HandbaL, Mijloace de acŃionare, Ed Valinex, Chişinău.

3. BON, M. (2009). Differentiation and individualization – a must in the training of talented sportsmen, Gymnasium, nr. 1, 15-19;

4. GUTIERREZ, O. A., et al. (2011). Home advantage in the high category of spanish handball, Buletin ŞtiinŃific, seria EducaŃie Fizică şi Sport, Nr. 15, 105 – 109;

5. OSCAR, G. A., et al. (2010). Are there good offensive game systems under the situational context of numerical equality in high level handball, Scientific research in sports and physical education, component of human and social progress, 172-175;

6. POLLANY, W. (2009). Mental Stability – What does it mean and how to achieve it, Gymnasium, nr. 1, 9-11.

STUDIU ASUPRA EFICIENłEI FAZEI I A APĂRĂRII ÎN HANDBAL LA NIVELUL JUNIORILOR III

Alexandru Eftene1,

Acsinte Alexandru2,

1,2Universitatea ”Vasile Alecsandri” din Bacău, Calea Mărăşeşti Nr. 157, 600115, România

Cuvinte cheie: handbal, şcoală, atac, juniori.

Rezumat

Cel mai important criteriu de sistematizare a tacticii de joc este cel care-i desemnează structura şi funcŃionalitatea în joc pregătind-o pentru a fi preluată de procesul de instruire (Gutierez, 2011). În acest sens, elementele importante care trebuie „surprinse” în orice „schemă de sistematizare” sunt: compartimentele de joc: atac-apărare (urmărire la panou (baschet) sau a mingilor aruncate în faŃă (hochei pe gheaŃă) etc.); caracterul acŃiunilor: individuale, colective; de echipă; grupele de acŃiuni: fără minge, cu minge, între 2-3 sau mai mulŃi jucători şi cu întreaga echipă; varianta de acŃionare şi regim de

166


6

solicitare: mai multe soluŃii pentru aceeaşi situaŃie de joc: soluŃii variabile în funcŃie de comportamentul adversarului (Gutierez, 2010). Această schemă are o mare valoare utilitară pentru toate jocurile sportive.

1. Introduction

Cel mai important criteriu de sistematizare a tacticii de joc este cel care-i desemnează structura şi funcŃionalitatea în joc pregătind-o pentru a fi preluată de procesul de instruire (Gutierez, 2011). În acest sens, elementele importante care trebuie „surprinse” în orice „schemă de sistematizare” sunt:

• compartimentele de joc: atac-apărare (urmărire la panou (baschet) sau a mingilor aruncate în faŃă (hochei pe gheaŃă) etc.);

• caracterul acŃiunilor: individuale, colective; de echipă; • grupele de acŃiuni: fără minge, cu minge, între 2-3 sau mai mulŃi

jucători şi cu întreaga echipă; • varianta de acŃionare şi regim de solicitare: mai multe soluŃii pentru

aceeaşi situaŃie de joc: soluŃii variabile în funcŃie de comportamentul adversarului (Gutierez, 2010).

Această schemă are o mare valoare utilitară pentru toate jocurile sportive.


Scopul şi sarcinile lucrării Scopul lucrării a fost acela de a studia dinamica folosirii sistemelor de

apărare la acest nivel de performanŃă în vederea determinării anumitor predilecŃii pentru folosirea unuia sau mai multor sisteme de apărare în cadrul competiŃiilor oficiale (Pollany, 2009).

Sarcinile lucrării au fost: • Stabilirea principalelor sisteme de apărare folosite de echipele de

juniori III şi modalitatea de utilizare a replierii în concordanŃă cu acestea în competiŃiile oficiale (Bon, 2009);

• Observarea, analizarea şi centralizarea datelor observate în urma studierii unor jocuri oficiale în concordanŃă cu tema lucrării;

• Încercarea de a centraliza şi concluziona tendinŃele existente în folosirea replierii în relaŃie cu sistemele de apărare la acest nivel de performanŃă.

Ipoteza lucrării În strictă concordanŃă cu cele enumerate mai sus, ipoteza lucrării se poate

formula astfel: studierea jocurilor oficiale la nivelul juniorilor III din punct de vedere al fazelor de apărare, în general şi mai ales al fazei a I-a, în special, ne poate furniza informaŃii folositoare în ceea ce priveşte modalitatea de pregătire al diferitelor echipe ce evoluează pe plan intern, precum şi asupra predispoziŃiei spre a folosi unul sau mai multe sisteme de apărare în funcŃie de disponibilităŃile tehnico-tactice ale jucătorilor.

167

No. 1, Vol. XIV /2013

Metode de cercetare folosite au fost: • studierea literaturii de specialitate; • studierea unor surse informative (CD, DVD); • observaŃia; • reprezentarea grafică. Organizarea cercetării Cercetarea de faŃă a constatat în centralizarea sistemelor de apărare

utilizate de unele echipe de handbal de juniorii III şi relaŃia cu prima fază a apărării – Replierea – pe parcursul unor jocuri oficiale.

Echipele observate au fost: CSS Bacău, CSS IASI, CSS PIATRA NEAMT, CSS ROMAN - juniori III pe parcursul unui turneu de pregătire din data de 24.- 25. 02. 2012, organizat în Bacău.

2. Rezultatele cercetării

Tabelul 1. Dinamica eficienŃei apărării pe echipe.

CSS Bacau

CSS ROMAN

CSS PIATRA NEAMT

CSS IASI Sisteme de apărare corelate cu replierea

R I R II R I RII R I R II R I R II

TOTAL

Repliere pentru ”6 – 0” 2/7 5/8 4/8 3/9 7/8 1/8 3/5 2/5 27/58

Repliere pentru ”5 – 1” - 2/5 1/2 - 2/2 - - 3/4 8/13

Repliere pentru ”4 – 2” - - - - 2/2 4/4 5/9 6/9 17/24

Repliere pentru ”3-2-1” - - - - 1/1 - - 0/1 1/2

Legendă: R I – repriza I, R II – repriza a II a.

În tabelul centralizator de mai sus sunt prezentate acŃiunile de repliere corelate cu sistemele clasice de apărare din punct de vedere al eficienŃei, respectiv numărul de contraatacuri oprite din totalul desfăşurat pe fiecare repriză.

Figura 1. Dinamica reuşitelor replierii în funcŃie de sistemul de apărare folosit

0

2

4

6

8

10

12

6 - 0 5 + 1 4 + 2 3 + 2 + 1

c

168


8

Figura 2. Dinamica reuşitelor replierii pe echipe

Figura 3. Dinamica reuşitelor replierii pe echipe pe sisteme de joc

3. Concluzii

În urma studiului efectuat pe echipele menŃionate mai sus, am observat următoarele:

• echipa din Bacău în meciul cu CSS ROMAN a folosit o apărare 6 – 0 în prima repriză deoarece echipa băcăuană nu a avut jucători care să arunce de la linia de 9m, această echipă folosind – se mai mult de acŃiuni individuale nefiind o echipă omogenă. În repriza a doua echipa din Bacău a folosit o apărare 5 – 1 iar pe sfârşitul meciului a trecut la un 3 – 2 – 1 sistem de joc folosit in premieră la acest minicampionat, tactică folosită, deoarece echipa din Roman şi – a schimbat linia de 9 m, astfel se explică şi raportul replierilor reuşite în raport cu sistemele de apărare utilizate.

• în meciul cu CSS PIATRA NEAMT, echipa CSS ROMAN a folosit din nou o apărare 6 – 0 deoarece echipa CSS PIATRA NEAMT a avut un atac mai slab, iar jucătorii de la linia de 9 m nu au fost de talie foarte înaltă, astfel se poate aprecia că totalul de 13 replieri cu 8 reuşite confirmă faptul că sistemele de apărare sunt în totală concordanŃă cu prima fază a apărării.

0

10

20

30

40

50

60

6 - 0 5+1 4 + 2 Sist 3-2-1

Replieri reusite Numar total de replieri

02468

1012

6 - 0 5 + 1 4 + 2 3 + 2 + 1

169

No. 1, Vol. XIV /2013

• „Bacău” în meciul cu CSS PIATRA NEAMT, au folosit în prima repriză apărarea 3– 2–1, o apărare ”suspect” de des folosită de această echipă tânără, iar în a doua repriză au trecut la o apărare 5 – 1 mai agresivă cu „fluturele” ceva mai avansat pentru a întrerupe jocul în zona centrală. Astfel preocuparea de a se replia cât mai repede pentru a acoperi spaŃiile specifice acestui sistem pretenŃios de apărare, a determinat şi eficienŃa crescută.

• CSS PIATRA NEAMT care au participat la acest mini-campionat regional de pregătire au folosit în meciul cu CSS IASI, o apărare caracteristică si anume apărarea 6 – 0 asemănătoare cu cea a celor de la Piatra Neamt, iar în al doilea meci cu cei din Bacău a adoptat o apărare 5 – 1, care nu prea le – a ieşit din cauza lipsei de experienŃă, pe de o parte, şi a circulaŃiei foarte bune a jucătorilor fără minge, pe de altă parte.

În acest mini-campionat de pregătire am observat că toate echipele au încercat prin sistemele de apărare folosite să demonstreze un lucru, şi anume, acela că apărarea este foarte importantă într-un meci de handbal şi se mai spune că apărare reprezintă ” 3 sferturi dintr-un meci”.

4. Propuneri

Propunem ca pe viitor să se folosească în antrenamente mai des unele sisteme de apărare cum ar fi sistemul 3 – 2 – 1 şi 4 – 2, care au fost folosite mai rar, sau deloc, la acest turneu de pregătire, iar învăŃarea lor să se facă mai devreme la nivelul juniori III, ca pe parcursul junioratului să se consolideze şi să se închege mult mai bine.


1. ALEXANDRU E., ACSINTE A. (2012). Handbal, ExerciŃii combinate pentru pregătirea integrală, Ed Alma Mater, Bacău;

2. ALEXANDRU, E., ACSINTE, A. (2005). HandbaL, Mijloace de acŃionare, Ed Valinex, Chişinău.

3. BON, M. (2009). Differentiation and individualization – a must in the training of talented sportsmen, Gymnasium, 1, 15-19;

4. GUTIERREZ, O. A., et al. (2011). Home advantage in the high category of spanish handball, Buletin ŞtiinŃific, seria EducaŃie Fizică şi Sport, 15, 105 – 109;

5. OSCAR, G. A., et al. (2010). Are there good offensive game systems under the situational context of numerical equality in high level handball, Scientific research in sports and physical education, component of human and social progress, 172-175;

6. POLLANY, W. (2009). Mental Stability – What does it mean and how to achieve it, Gymnasium, 1, 9-11.

170

No. 1, Vol. XIV /2013

G Y M N A S I U M


ECONOMIC EXPEDIENCY OF MARKETING ACTIVITY OF ORGANIZING COMMITTEES FOR OLYMPIC GAMES (OCOG)

Triboi Vasile 1*,

1State University of Physical Education and Sport of Chişinau,Str.Aa. Doga 22, 2024, Republic of Moldova

Keywords: marketing, economy, Olympic Games, management, competitions.

Abstract

Marketing in Olympic Sports represents strategy and tactics of participants’ behavior and, first of all, of organizational structures of the Olympic Movement within market environment, as well as the totality of managerial technologies that make it possible to ensure performance of commercial activity taking into account interests of Olympic Sports. Features of marketing in Olympic sports derive from the principles of its organization. They include, first of all, the basic organizational principles of sports marketing with marketing in Olympic sports being one of its varieties.

1. Introduction

Olympic Games are the global sports celebration. Unlike to any other international event, they attract enormous interest among various layers of the population all over the world (Guskov, 1996, pp.8-11).

In modern conditions, operation and further development of the Olympic Movement implies the constant search for additional sources of financing with sponsorship activity being one of them.

Today, television is still the main source of incomes during running of the Olympic Games, and this fact raises concerns within management of the International Olympic Committee. At his time, J.A. Samaranch was explaining this concern by International Olympic Committee dependence on mass-media representing possible threat for the Games to be transformed into a TV show instead of to remain an international holiday of youth. At that moment, all this has forced the International Olympic Committee to pay much attention to marketing (Guskov, 1996, pp.8-11, Future of the sports marketing, 1992, pp. 44 – 47, Mitchuda, 1995, pp. 133-137, International sports and Olympic movement, 1989, pp. 14-15, The Organizing Committee for the Olympic Games, 1997, p.16; Paund, 1989, pp. 4-6, Tomashevskiy, 2000, pp. 115-120). Organizational structures of the Olympic Movement pay more and more attention to advertising and sponsorship activities considering them as the most promising direction of


171

Triboi Vasile / Gymnasium

business activity development , which, with due attention, can in the nearest future not only come up by profitability to cooperation with TV, but get ahead of it (Guskov, 1996, pp.8-11; Paund,1989, pp. 4-6).


Purpose of study. To identify specific features, structure and ways for improvement of the OCOG marketing activity.


Structure of revenues derived from implementation of marketing programs of organizing committees for the Olympic Games is their important feature (Fig 1.). As seen from presented diagrams, in the 1990’s of XX century, priority in the marketing strategy of organizing committees for the Olympic Games was placed on TV companies. Agreements concluded with them were providing 34% to 67% of their income. However, there is no significant merit of organizing committees in it, since agreements with TV companies were concluded by the International Olympic Committee.

XXV Olympic Games (Barcelona, 1992)

A 34%

B 27%

D 5%

E 2%C 32%

XXVI Olympic Games (Atlanta, 1996)

A 35%

B 35%

C 17%

D 6%

E 7%

172

No. 1, Vol. XIV /2013

ХVII Winter Olympic Games (Lillehammer, 1994)

A 67%

B 19%

C 7% D 4% E 3%

ХVIII Winter Olympic Games (Nagano, 1998)

A 34%B 27%

C 7%

D 32%

Figure 1. OCOG incomes structure in 1990’s The beginning of XXI century has not brought significant changes to the

structure of incomes derived from the Olympic Games (Fig.2). Revenue from sales of TV rights was still holding leading position within the organizing committees for olympic games incomes. At the same time, their share in total revenues decreased slightly varying from 28% to 53%. Share of the revenue received from sponsors (16 - 37%) did not change practically. Against this background, incomes obtained by organizing committees for Olympic Games’s from other sources became more stable. For example, 13.5% of revenues of the Organizing Committee for the XXVIII Olympic Games in Athens (2004) were constituted by state subsidies, while 10.8% represent the external financial assistance (Table 1) (Mitchuda, 1995, pp. 133–137, International sports and Olympic movement, 1989, pp. 14-15, The Organizing Committee for the Olympic Games, 1997, p. 16, Paund, 1989, pp. 4-6).

Legend: А – revenue from sales of rights to TV broadcasting; B – sponsor funds; C – revenue from sales of tickets; D– revenue from licensing; E– revenue from implementation of other marketing programs

173


XXVII Olympic Games (Sydney, 2000)

A 45%

B 34%

C 19%D 2%

XXVIII Olympic Games (Athens, 2004)

A 28%B 26%

C 9%D 6% E 31%

XXIX Olympic Games (Beijing, 2008)

А 44%

B 16%16%

C 6%6%

D 3%3%

E 31%

174

No. 1, Vol. XIV /2013

ХIХ Winter Olympic Games (Salt Lake City, 2002)

A 53%

B 37%

C 9% D 1%

Figure 2. OCOG incomes structure in 2000’s

Table 1 Main revenue items of the Athens Organizing Committee

Revenues Sum Revenues

Sale of rights to TV broadcasting 578.7

27.6 Sponsor funds 536.7 25.6

State subsidies 282.5 13.5 External financial assistance 226.0 10.8 Sale of tickets 194.1 9.2 Licensing services 119.7 5.7 Hotel accommodation services 113.7 5.4 Other revenues 47.0 2.2

Total: 2,098.4 100.0

Preparation and holding of the Olympic and Winter Olympic Games

require the set of economic activities implying significant monetary costs to be implemented. They consist of two main types:

1) capital costs for the creation of sports and social infrastructure (investments);

2) current costs related directly with the Games holding. Costs of the first type are borne usually by governments, authorities of

the Games host cities, as well as sponsor companies. Costs of the second type are borne by organizing committees for the Games. In this case, OCOG’s have to back up the financial resources to resolve the significant number of problems.

The idea on composition of costs of organizing committees for the Games is given in Table 2 demonstrating expenditures of the Organizing Committee for the XXIX Olympic Games (2008) in Beijing. The main expenditure items are: operating costs, as well as expenses for the provision of

Legend: А – revenue from sales of rights to TV broadcasting; B – sponsor funds; C – revenue from sales of tickets; D– revenue from licensing; E– revenue from implementation of other marketing programs

175


activity of the Main Press Centre and the International Broadcasting Centre and for the running of sports events.

Table 2 Structure of expenditure budget of the Organizing Committee

for the ХХIX Olympic Games

Mount of expenditures Item

million US$ % Investments 190 11.69 Sports facilities 102 6.28 Olympic village 105 6.46 Main Press Center and International Broadcasting Center 405 24.92 Video picture library 13 0.80 Operating costs 1,419 87.32 Costs for running of sports events 275 16.92 Ceremonies and programs 100 6.15 Medical services 30 1.85 Supplies 51 3.14 Transport services 70 4.31 Security 50 3.08 Paralympic Games 82 5.05 Advertising and sales 60 3.69 Administrative charges 125 7.69 Pre-Olympic events and coordination 40 2.46 Other costs 101 6.22

Total: 1,625 100.00 In the OCOG budget, only part of the funds that are necessary for

preparation and holding of the Games is reflected. The total sum of costs is determined by the number of factors. Main factors include availability of sports facilities corresponding with modern requirements, social infrastructure, conditions for accommodation of the Games participants and their provision with all requisites (food, transport, various services). Therefore, when the Olympic Games capitals are located in cities, where necessary conditions are already available, it is possible to deal with relatively low expenditures. This is evidenced by data shown in Table 3.

For example, costs for preparing and holding of the XXIII Olympic Games in Los Angeles (1984) were relatively small - 469 million USD. Organizers of these Games have confined mainly by reconstruction of sports facilities then available in the city, while during construction of new ones, an intention to save money was noticeable clearly. Existing student dormitories and similar facilities were used as the Olympic village.

176

No. 1, Vol. XIV /2013

Table 3. Total costs for preparation and holding of the Olympic Games Year Site of the Olympic Games Costs, billion USD 1964 Tokyo 3.0 1976 Montreal 1.4 1980 Moscow 1.3 1984 Los-Angeles 0.469 1988 Seoul 2.5 1992 Barcelona 1.8 1996 Atlanta 1.72 1998 Nagano 1.14 2000 Sydney 1.5 2002 Salt Lake City 1.9 2004 Athens 12.0 2006 Turin 3.19 2008 Beijing 44.0 2010 Vancouver 1.8

At the same time, preparation and holding of some other Olympic Games

have required often more significant material costs. For example, during preparation and holding of the XVIII Olympic Games in Tokyo (1964), it was spent approximately 3 billion USD; the XX Olympic Games in Munich (1972) has cost to their organizers 2 billion DM; the XXI Olympic Games in Montreal (1976) - 1.4 billion USD; the XXIV Olympic Games in Seoul (1988) - 2.5 billion USD (Platonov, 1997, pp. 11-28 Tomashevskiy, 2000, pp. 115-120).

Currently, many representatives of cities applying to host the Olympic Games understand already that the Games mean not only organization of competitions, which will attract attention of the whole world, but also the development of these cities for decades to come. That is why the number of candidate cities is growing.

Also, amount of expenditures is influenced strongly by political situation established in the country with a city authorized to be the capital of the Olympic Games. High costs of Tokyo (1964), Seoul (1988), Athens (2004) and Beijing (2008) were conditioned in significant degree by the fact that governments in these cases decided not to spare funds for the Olympic Games and use them maximally in order to enhance image of their countries on the international

stage, to bring them out of partial political and economic isolation, etc. (Mitchuda,1995, pp. 133–137; International sports and Olympic movement, 1989, pp. 14-15, The Organizing Committee for the Olympic Games, 1997, p. 16, Paund, 1989, pp. 4-6.).

The XIV Olympic Games in London (1948) - first once since end of the World War II - were held at a modest organizational and logistical level, and, due to this fact, brought a small profit.

177


Situation has changed in connection with holding of the XXIII Olympic Games in Los Angeles (1984), when idea of the private organizing committee for these Olympic Games has appeared.

In March, 1979 - 1951days prior to the opening day of the Games, the private organizing committee of Los Angeles has started its activities without a cent on current account and with rather weak idea on the Olympic Games and requirements of the International Olympic Committee. Peter Ueberroth, the Chairman of the Organizing Committee for these Games, remembered that all activity of the Organizing Committee from the very first day of preparation for the Olympic Games was subjected to the only purpose: to hold the Games being cheapest for the last 25 years and to extract from them the greatest possible profit.

Analysis of the results of the work on preparation and holding of the Olympic Games in Los Angeles has shown that such a work could be performed only by competent and enterprising professionals in the field of business being deeply indifferent to the Olympic traditions and spiritual values of the Olympism. However, it is the economic program of the XXIII Olympic Games that became a good school of the Olympic marketing and sponsorship for specialists from different countries being in need of such an experience.

Along with the sale of rights for the Games broadcasting, sponsorship activity was considered as one of the most important funding sources for the Olympic Games in Los Angeles. Moreover, if the basic principles are considered, there is a record on holding of the least commercialized Games for recent years. The number of sponsor companies involved in the Olympic Games was the criterion of correctness of this principle. At the initiative of P. Ueberroth, their number in Los Angeles was limited to thirty (as compared with 380, for example, at the XIII Winter Olympic Games in Lake Placid, 1980). Only companies that guaranteed donations of at least 4 million USD were included in the number of sponsors of the XXIII Olympic Games, whereas the number of companies acted as official suppliers of these Games amounted to 50. Purposeful work of the Los Angeles Organizing Committee with sponsors has allowed to get from them 140 million US Dollars.

After all, the "least commercialized» XXIII Olympic Games in Los Angeles has brought unprecedented profits. According to the "Sports Illustrated" magazine, revenues have amounted to 619 million US Dollars, including 239 million from the sale of the rights to broadcast the Games, 151 million from sale of tickets to competitions, 121 million from sale of goods with the Olympic symbols, 28 million from the Olympic coins, and 80 million US Dollars from bank interest charges on capital (Mitchuda, 1995, pp. 133–137; International sports and Olympic movement, 1989, pp. 14-15; The Organizing Committee for the Olympic Games, 1997, p.16).

The costs for the XXIII Olympic Games holding amounted to 469 million US Dollars, including salaries of approximately 40,000 employees involved in the Games, 31 million US Dollars of administrative costs, 91.7 million USD for

178

No. 1, Vol. XIV /2013

the construction of sports facilities, 37 million USD for preparation of the Olympic facilities, and 30 million USD for preparation of student dormitories.

As a result, judging by presented data, the Organizing Committee for these Games has got profit in amount of 150 million USD, i.e. about 10 times more than scheduled one.

The experience of the XXIII Olympic Games in Los Angeles (1984) was developed in Seoul during the preparation and holding of the XXIV Olympic Games (1984). Directive of leaders of the Republic of Korea was extremely simple: when it comes to prestige of the country, the amount of expenditures does not matter. However, a well-developed economic program made it possible to gain total revenue from the holding of these Games in the amount of 987.5 million US Dollars, including 332 million from the sale of rights to broadcast, 175.8 million from sale of tickets and lottery, 199.8 million from sales of commemorative medals and balls, 118.4 million from sales of badges and souvenirs, and 161.5 US Dollars from the sale of apartments in the Olympic Village after the Games. In addition, the Organizing Committee for the XXIV Olympic Games in Seoul has received grants from the patriotic Koreans - residents of the Republic of Korea and other countries of the world - for the total sum of 355.4 million US Dollars (Platonov, 1997. p.11-28).

Thus, the total income of the Organizing Committee for these Games has amounted to 1 billion 342.9 million US Dollars. Costs of the Organizing Committee (excluding subsidies from the Government of the Republic of Korea) have amounted to 847.7 million US Dollars. Consequently, the XXIV Olympic Games Organizing Committee has received the net profit of 495.2 million US Dollars.

Under budget of the XXV Olympic Games in Barcelona (1992), revenues of 1.073 billion USD were provided. This budget was formed in order to address the dual challenge: to ensure costs related with holding of these Games to be covered by revenues obtained from the, on the one hand, and to make funds invested in these Games to be contribution to the development of the Barcelona infrastructure, on the other hand. Costs for holding of the XXV Olympic Games in Barcelona amounted to one billion 63 million US Dollars. It means that expenditures for these Olympic Games were compensated.

The above data evidence the complexity and labor intensity of economic programs for organization and holding of the Olympic Games. Each such program is implemented for a number of years, and its preparation begins long before the International Olympic Committee selects one or another city as a capital of the next Olympic or Winter Olympic Games. Fundamentals of economic program are developed at the moment when city is nominated as an organizer of the upcoming Games.

There are economic problems that remain unresolved following completion of the Olympic Games as well. This is because cumbersome, complex and expensive sports facilities require high costs for their maintenance. Therefore, the effective use of such sports facilities requires the high level

179


development of sports in the concerned country and high enough economic potential of society.

There is one more important detail: the analysis of economic programs of the modern Olympic Games makes it understandable why they have been never held on the African continent and why cities of economically developed countries are the prospective ones to obtain rights to host the Games.

In order to cover enormous expenditures for preparation and holding of the Games, their organizers have to seek appropriate sources of funding. Taking into account that the funds of the federal and local authorities are always strictly limited, the main way to solve financial problems of the Games is to use possibilities of the private sector companies (Platonov, 1997. p.11-28).

4. Conclusions

1. Analysis of the literature has demonstrated that preparation and holding of the Olympic Games is not possible currently without effective marketing activities of the OCOG’s. Various aspects of this variety of the Olympic marketing are reflected in numerous publications. At the same time, emphasis on practical aspects of the OCOG marketing prevails in papers of the majority of authors.

2. It was established that, during holding of the Games, television occupies the leading position by profitability from the very beginning of implementation of marketing programs with sponsorship playing supporting roles, being a wallflower in cooperation with mass-media and rarely advancing to leading parts.

3. The study of the OCOG marketing activities has made it possible to assert that sponsors have no equal by the importance in organization of the Games, the development and implementation of cultural, entertainment and educational agenda of the Olympic Games.

4. It was established that fundamentally different approaches may be used during organization and holding of the Olympic Games: commercial and sportive one as during the Games in Atlanta with main purpose to make profit from the sale of sponsorship programs; or sportive and commercial one as in the case of the Sydney Games, when higher attention in the work with sponsors was paid to elaboration and implementation of programs directed toward support for athletes, spectators and mass-media.

References

1. BOIKO, А. (1991). Commercialization instead of armors, Marketing in sports - Physical education and sports, 7, 29.

2. Foreign sports: Management and marketing: Topical collection, M., 1- 2, (1992). Future of the sports marketing, 44 - 47.

3. GUSKOV, S.I. (1996). Olympic sponsorship, Theory and practice of physical education, 6, 8-11.

180

No. 1, Vol. XIV /2013

4. MITCHUDA, YU.P. (1995). Modern sports marketing: prerequisites for establishment and development, Topical problems of physical education: Problems of philosophy, sociology and history of physical education and the Olympic movement, Rostov-on-Don, 133 - 137.

5. International sports and Olympic movement, М., 5, (1989). The Olympic Games and sponsors, 14-15.

6. The Organizing Committee for the Olympic Games. (1997). The Small Olympic Encyclopedia, Sports in school. 36, September, 16.

7. PAUND, R. (1989). Sponsorship and the Olympic Games, International sports and Olympic movement, М., 9, 4-6.

8. PLATONOV, V. (1997). The XXVI Olympic Games in Atlanta; results, lessons, problems, Science in the Olympic sports, 1, 11-28.

9. TOMASHEVSKIY, V. (2000). Economic factors influencing formation of the Olympic Games programs, Theory and methods of physical education and sports, К., 1, 115-120.

181

No. 1, Vol. XIV /2013

G Y M N A S I U M


CONTRIBUTIONS REGARDING THE DEVELOPMENT OF SPEED THROUGH SPECIFIC FOOTBALL ACTION MEANS FOR THE FIFTH GRADE PHYSICAL EDUCATION LESSON

Pavel Silviu Ioan

1*,

Antohi Nucu 2,

1"Vasile Alecsandri" University of Bacău, 157 Marasesti , 600115, Romania 2" Alexandru Ioan Cuza" University of Iaşi, 3, Toma Cozma St., 700554, Romania

Keywords: speed, association football, physical education lesson

Abstract

The main objective of this research was to organize a pedagogical experiment that would observe the influence of the specific football action means in the development of the psycho-motor skill - speed. The practical experiment was conducted on two grades from the "Mihai Dragan" school, in Bacau. Grade 5 B comprised 30 pupils: 21 boys and 9 girls (2 girls being exempt from Physical Education, on medical reasons). Grade 5 C comprised 29 pupils: 8 girls (2 being exempt from Physical Education, on medical reasons), and 21 boys (2 being exempt from Physical Education, on medical reasons). The experiment was conducted outdoors, on the school's handball court. At the end of the research, it can be said that at the final testing, the experimental group recorded a larger progress than the witness group: for the 25 m speed run test, the experimental group recorded a time that was a hundredth of a second better than the witness group's; one could say that this is an insignificant fact, given the difference, but looking at the results recorded in the other two tests, the 4 x 10 m relay, and the high jumping, one can see a clear difference, which can lead us to say that the experimental group has improved, in comparison to the witness group.

1. Introduction

Football, a very dynamic sport characterized by a great variety of actions and technical-tactical structures, demanding a high complexity of motor skills, has made constant progresses with implications in the dynamics of specific effort, and implicitly in the game's teaching and perfecting methodology.

The reason why this experiment was chosen for is also because of the conditions of the school where the Physical Education lessons were conducted, as well as because of the fact that football, through most of its components, adapted for a middle school level, constitutes an excellent means for the Physical Education lessons, these being the premises for our study.

* E-mail: [email protected], tel.0234517715

182

Pavel Silviu-Ioan , Antohi Nucu / Gymnasium

The main skills, motor, moral, or volitional that are specific to football are also used and valued in other fields. Running, jumping, speed, stamina, coordination, dexterity, strength, perseverance are demanded in multiple and complex relations of interdependence, a fact that conditions the manifestation of initiative, imagination, observation, anticipation, selection, and decision-making, taking responsibility in making decisions, and other measures, qualities, and facilities, with obvious positive implications in the education of young people.

All these statements have led us toward the central idea of this study, which is that by improving the action means for developing speed through specific football means during the 5th grade Physical Education lesson, one can have an important contribution in achieving the Physical Education goals.

2. Material and Methods

In conducting our scientific endeavor, we had in mind a series of hypotheses. If during the first part of our research the hypotheses were numerous, once the study of the literature was complete, one hypothesis remained, as a single goal for our research. Taking into consideration the statements above, our hypotheses are based on the following assumptions:

1. The correct direction of the teaching - learning process through the practice of mini football during the Physical Education lesson leads to the achievement of the Physical Education goals, and in parallel, to the formation of certain moral - volitional qualities that are necessary in today's society;

2. The preponderant use of specific mini-football action means during the Physical Education lesson will ensure a development of the psycho-motor skill - speed.

Research Subjects and Plan The experiment was conducted on two grades from the "Mihai Dragan"

school, in Bacau. Grade 5 B comprised 30 pupils: 21 boys and 9 girls (2 girls being exempt

from Physical Education, on medical reasons). Grade 5 C comprised 29 pupils: 8 girls (2 being exempt from Physical

Education, on medical reasons), and 21 boys (2 being exempt from Physical Education, on medical reasons).

The experiment was conducted outdoors, on the school's handball court. While the training program of grade 5B (the witness group) was not

significantly modified, the experimental group's training (5C) has gone through some modifications, the specific mini football action means being used preponderantly.

For a better emphasis of the use of the specific mini football (mini soccer) action means for developing the speed, we used a series of tests, as follows:

25 m sprint - performed with a standing start, the timer being started at the first movement. Two performances were allowed, the best one being recorded in the charts. The pause between performances was of 15 minute. The players did not wear track spikes. The result was recorded in seconds and tenths of a

183


second. 5x5m relay - two 1.50 m poles were set on the track, 10 m away from

each other. The player started from one pole speeding, and ran 4 times 10 m, going around the poles. Standing start, the timer being started at the first movement. The timer stops when the player finishes the 4 rounds, and goes over the line of the starting pole. One performance was allowed. The result was recorded in seconds and tenths of a second.

Standing long jump - one swing of the arms was permitted for the spring. Two performances were allowed, the best one being recorded in the charts. We measured the distance from the tip of the toes (starting position) to the heels (landing position). The result is recorded in centimeters.

Based on Balint G. (2007), we present a series of games that we used in this experiment: 1. Hunters Watching

Children's age: 7-9 years old; Instructional goals: the development of speed, space orientation,

attention, and initiation in ball kicking. Organization of the game: The children, equally divided in two teams

(e.g. Red and White), stand in two lines, facing each other at a distance of 10-15 meters, each child receiving a name of a wild animal. The same names will be given to the children in the opposite team. At middle distance between the two teams 3-5 balls are lined up.

Development of the

game: The teacher calls out 2-4 animal names, indicating a team (e.g. wolf, bear, lion, tiger from the Red team). The children with the called names, from the announced team, run to the balls (1), and lead them, by kicking them, to their team (2).

Figure 1

At the same time, the corresponding "wild animals" from the opposing team try to catch them, and take the balls, using only their feet. They try to do that only after the opponents have kicked the ball for the first time. After each performance, the team that leads the ball is changed. The number of performances is equal for both teams.

The team that manages to get the most balls back in its space wins. Methodical indications: The distance between the teams is increased

according to the children's age and training level.

184


2. Ducks and Hunters Children's age: 7-9 years old; Instructional goals: the development of speed, space orientation,

attention, and initiation in ball kicking. Organization of the game: The children, equally divided in two teams (e.g.

Red and White), stand in two lines, facing each other at a distance of 12-20 meters, and they will be called "hunters." Each of the members of one of these teams has a ball at their feet. At middle distance between the two teams, a surface of 4 meters is created, in which 3-6 children, called "ducks" will sit.

Development of the game: At the teacher's signal, "the hunters" try, by kicking one of the balls, to hit one of the "ducks" (1). If the "duck" was not hit, and the ball arrives, without leaving the playing space, to another "hunter," he/she then stops the ball with his/her leg, and tries, in his turn, to hit a "duck" (2).

Figure 2

If the ball kicked by a "hunter" does not hit any "duck" and cannot be stopped

by another "hunter," going out of the playing space, the ball is considered to be out of the game, and cannot be used in that game. If a "duck" is hit, he/she will kick the ball gently towards a "hunter" and he/she will leave the playing space. The "hunters" win if they manage to eliminate all the "ducks," and still having enough balls in the game; the "ducks" win if when there are no more balls in the game, there are still "ducks" left who were not hit.

Methodical indications: The distance between the teams is increased, and the surface within the "dicks" move is decreased, according to the children's age and training level.


To better observe the values recorded during the tests, we calculated a group average, as follows:

Table 1 The results recorded in the initial testing

No. Tests Witness group - Initial testing

Experimental group - Initial testing

1. 25 m (sec) 5”42 5”41 2. 5x5 m (sec) 20”54 20”56 3. Standing long jump (cm) 118 119

185


Table 2 The results recorded in the final testing

No. Tests Witness group - Final testing

Experimental group Final testing

1. 25 m (sec) 5”26 5”25 2. 5x5 m (sec) 20”42 20”38 3. Standing long jump (cm) 120 122

0

20

40

60

80

100

120

Initial testing Final testing

25 m 5x5m Standing long jump

0

20

40

60

80

100

120

Initial testing Final testing

25 m 5x5m Standing long jump

Figure 3 Comparison between the

witness group's initial and final testing results

Figure 4 Comparison between the experimental group's initial and final

testing results

As we can see in Figure 3, we can say that the witness group has recorded a general group progress. We can observe also in the experimental group (Figure 4) an improvement of the indices, which makes us believe that the specific mini football action means have contributed to the development of the psycho-motor skill, the speed.

At it can be seen in the graphical representation of the 2 groups, we can say that in the final testing, the experimental group recorded a larger progress than the witness group: for the 25 m speed run test, the experimental group recorded a time that was a hundredth of a second better than the witness group's; one could say that this is an insignificant fact, given the difference, but looking at the results recorded in the other two tests, the 5x5 m relay, and the standing long jump, one can see a clear difference, which can lead us to say that the experimental group has improved, in comparison to the witness group.

4. Conclusions

At the end of our experiment, we can say that our initial hypotheses have been confirmed, thus:

The correct direction of the teaching - learning process through the practice of mini football during the Physical Education lesson leads to the achievement of the Physical Education goals, and in parallel, to the formation of certain moral - volitional

186


qualities that are necessary in today's society; The preponderant use of specific mini-football action means during the

Physical Education lesson will ensure a development of the psycho-motor skill - speed.

References

1. ACSINTE, AL. (2006), ActivităŃi de timp liber, jocuri dinamice, Editura Performantica, Iaşi

2. ANTOHI, L., ANTOHI, N. (1998). Fotbalul modern de la antrenament la joc, Editura FundaŃiei Chemarea, Iaşi;

3. BADIU, T. (1995). ExerciŃii şi jocuri de mişcare pentru clasele I-IV, Imprimeria Alma-GalaŃi

4. BALINT, GH. (2007). Metodica predării jocului de fotbal în gimnaziu, Ed. Pim, Iaşi.

5. BRĂDĂłAN, N. (1993). Jocuri didactice în aer liber, Ed. Didactică şi Pedagogică R. A., Bucureşti.

6. CHIRIłĂ. G. (1983). EducaŃia prin jocuri de mişcare, Ed. Sport-Turism, Bucureşti.

CONTRIBUłII PRIVIND DEZVOLTAREA VITEZEI PRIN MIJLOACE DE

ACţIONARE SPECIFICE JOCULUI DE FOTBAL ÎN LECłIA DE EDUCAłIE FIZICĂ LA CLASA A V-A

Pavel Silviu Ioan

1,

Antohi Nucu 2,

1 Universitatea "Vasile Alecsandri" din Bacău, Marasesti 157, Bacău, 600115, România 2 Universitatea „Al. Ioan Cuza”, Str. Toma Cozma nr.3, Iaşi, 700554, România

Cuvinte cheie: viteză, fotbal, lecția de educație fizică.

Rezumat

Obiectivul principal ale cercetării de faŃă a fost loc organizarea unui experiment pedagogic în care s-a urmărit influenŃa folosirii mijloacelor de acŃionare specifice jocului de fotbal în dezvoltarea aptitudinii pshihomotrice – viteza. Experimentul practic a fost efectuat cu două clase de elevi de la şcoala ,,Mihai Drăgan” din municipiul Bacău. Clasa V-a B este constituită din 30 elevi dintre care 21 băieŃi şi 9 fete, (2 fete sunt scutite medical). Clasa V-a C este constituită din 29 elevi, dintre care 8 fete (2 scutite medical) şi 21 băieŃi (2 scutiŃi medical). Experimentul s-a desfăşurat în aer liber, pe terenul de handbal a şcolii. După terminarea cercetării putem afirma faptul că la testarea finală a celor 2 grupe grupa experiment a realizat un progres mai mare faŃă de grupa martor,astfel: la testarea viteză pe 25 m grupa experiment a realizat un timp cu o sutime de secundă mai bun decât grupa martor, am putea spune că este un fapt nesemnificativ Ńinând cont de diferenŃa obŃinută, dar uitându-ne la rezultatele obŃinute celelalte 2 testări şi anume testarea navetă 5x5 m şi testarea săriturii în lungime de pe loc observăm o diferenŃă clară ce ne duce la afirmarea faptului că grupa

187


experiment a realizat o creştere a nivelului său în comparaŃie cu grupa martor.

1. Introducere

Fotbalul, joc sportiv caracterizat prin mult dinamism şi o varietate foarte mare de acŃiuni şi structuri tehnico-tactice, apelând la o complexitate de calităŃi motrice, în evoluŃia sa a cunoscut progrese permanente care au adus implicaŃii în dinamica efortului specific şi implicit în metodica de învăŃare şi perfecŃionare a jocului.

Alegerea acestui experiment se mai datorează şi condiŃiilor oferite de şcoală pentru desfăşurarea lecŃiilor de educaŃie fizică, precum şi aprecierii faptului că jocul de fotbal prin majoritatea componentelor sale. adaptate la nivelul învăŃământului gimnazialconstituie mijloace excelente pentru lecŃiile de educaŃie fizică acestea fiind de astfel şi premizele studiului nostru.

Principalele deprinderi, calităŃi motrice şi însuşiri moral volitive specifice jocului de fotbal au valoare de întrebuinŃare şi în alte domenii de activitate. Alergarea, săriturile, viteza, rezistenŃa, coordonarea, îndemânarea, forŃa, dârzenia, perseverenŃa sunt solicitate în relaŃii de interdependenŃa, multiple şi complexe, fapt care condiŃionează manifestarea iniŃiativei, imaginaŃiei, spiritului de observaŃie, capacitatea de anticipare, selectare şi decizie, asumarea răspunderii în luarea deciziei şi alte măsuri, calităŃi şi facilităŃi având evidente implicaŃii pozitive în formarea tânărului.

Toate aceste afirmaŃii ne-au condus spre ideea centrală a motivării alegerii temei şi anume, faptul că optimizarea mijloacelor de acŃionare pentru dezvoltarea vitezei prin mijloace de acŃionare specifice jocului de fotbal în lecŃia de educaŃie fizică la clasa a V-a poate avea o contribuŃie importantă în realizarea obiectivelor educaŃiei fizice şcolare.


Pentru realizarea demersului ştiinŃific prezent am avut în vedere o serie de ipoteze. Dacă în prima fază a cercetării ipotezele au fost numeroase, odată cu desăvârşirea documentării am rămas la o singură ipoteză, principală a cercetării noastre. Luând în considerare cele enunŃate anterior, ipotezele de lucru se bazează pe presupunerile:

1. Dirijarea corectă a procesului de predare – învăŃare, prin practicarea jocului de minifotbal în lecŃia de educaŃie fizică, conduce la realizarea obiectivelor generale ale educaŃiei fizice şi în paralel la formarea unor calităŃi moral – volitive, necesare în condiŃii social contemporane;

2. Folosirea cu preponderenŃă, în lecŃia de educaŃie fizică a mijloacelor de acŃionare specifice jocului de minifotbal, va asigura o dezvoltare a aptitudinii psihomotrice - viteza. SubiecŃii ş i planul cercetării

Experimentul practic a fost efectuat cu două clase de elevi de la şcoala ,,Mihai Drăgan” din municipiul Bacău.

188


Clasa V-a B este constituită din 30 elevi dintre care 21 băieŃi şi 9 fete, (2

fete sunt scutite medical). Clasa V-a C este constituită din 29 elevi, dintre care 8 fete (2 scutite

medical) şi 21 băieŃi (2 scutiŃi medical). Experimentul s-a desfăşurat în aer liber, pe terenul de handbal a şcolii. În timp ce programul de pregătire al grupei martor clasa aV-a B nu s-a

modificat semnificativ, pregătirea grupei experimentale respectiv clasa aV-a C a suferit unele modificări, în ceea ce priveşte folosirea cu preponderenŃă a mijloacelor de acŃionare specifice jocului de minifotbal.

Pentru o evidenŃiere a folosirii mijloacelor de acŃionare specifice jocului de minifotbal în vederea dezvoltării aptitudinii psihomotrice – viteza am folosit o serie de teste, după cum urmează:

Alergare de viteză 25m - Se efectuează cu start din picioare, cu cronometru declanşat la prima mişcare. Se acordă două încercări şi se înregistrează cel mai bun rezultat. Pauza dintre încercări este de 15 minute. Jucătorii nu folosesc pantofi cu cuie. Rezultatul se înregistrează în secunde şi zecimi de secundă.

Navetă 5x5m - Două jaloane cu înălŃimea de 1,50m sunt aşezate pe pistă la 10m distanŃă. Jucătorul pleacă din dreptul jalonului în viteză şi parcurge de 4 ori 10m ocolind jaloanele. Startul din picioare cu cronometrare la prima mişcare. Cronometrul se opreşte atunci când, după ce a parcurs traseul, jucătorul depăşeşte linia jalonului de pornire. Se acordă o singură încercare. Rezultatul se exprimă în secunde şi zecimi de secundă.

Săritură în lungime de pe loc - este permisă o singură pendulare a braŃelor pentru elan. Se acordă două încercări şi se înregistrează cea mai bună săritură. Se măsoară distanŃa de la vârfurile picioarelor (poziŃia de plecare) până la călcâie (poziŃia de aterizare). Rezultatul se înregistrează în centimetri.

După Balint G.(2007) prezentăm o serie de jocuri de mişcare pe care le-am folosit în experimentul de faŃă astfel:

1. Vânătorii la pândă Vârsta elevilor: 7-9 ani; Obiective instructive: dezvoltarea vitezei de deplasare, orientării spaŃiale,

atenŃiei şi ini Ńiere în lovirea mingii cu piciorul. Organizarea jocului: Elevii împărŃiŃi în mod egal pe două echipe (de

exemplu: roşie şi albă), se aşează pe două rânduri, faŃă în faŃă, la o distanŃă de 10 - 15 metri şi fiecare elev primeşte câte un nume al unui animal sălbatic. Aceleaşi nume vor fi repartizate şi elevilor de pe rândul opus. La mijlocul distanŃei dintre ei se aşează 3-5 mingi pe aceeaşi linie.

189


Desfăşurarea jocului:

Profesorul strigă 2-4 nume de animale şi indică o echipă (de exemplu: lup, urs, leu, tigru din echipa roşie). Elevii din echipa anunŃată care poartă numele animalului strigat, aleargă la mingi (1), şi le conduc, prin lovirea acestora cu piciorul, la echipa lor (2).

1

2

4Lup

Leu Lup

Leu

Figura 1

În acest timp corespondenŃii din echipa adversă încearcă să îi prindă şi să

le ia mingile prin intervenŃie numai cu piciorul. Ei vor pleca spre adversari numai după ce aceştia au lovit pentru prima dată mingea cu piciorul. După fiecare execuŃie este indicat să schimbăm echipele care conduc mingea. Numărul de execuŃii este egal pentru ambele echipe.

Câştigă echipa care reuşeşte să ajungă cu cât mai multe mingi la echipa proprie.

IndicaŃii metodice: Se măreşte distanŃa dintre echipe în funcŃie de vârsta şi nivelul de pregătire al elevilor.

2. RaŃele şi vânătorii Vârsta elevilor: 7-9 ani; Obiective instructive: dezvoltarea vitezei de deplasare, orientării spaŃiale,

atenŃiei şi ini Ńiere în lovirea mingii cu piciorul. Organizarea jocului: Elevii împărŃiŃi în mod egal pe două echipe (de

exemplu: roşie şi albă), se aşează pe două rânduri, faŃă în faŃă, la o distanŃă de 12 - 20 metri şi se vor numi „vânători” . Elevii din una din aceste echipe vor avea la picior câte o minge. La mijlocul distanŃei dintre cele două echipe se trasează o suprafaŃă de 4 metri în care vor sta 3-6 elevi numiŃi „raŃ e” .

Desfăşurarea jocului: La

semnalul profesorului, „vânătorii ” încearcă prin lovirea mingii cu piciorul să atingă una din „ra Ńe” (1). Dacă „raŃ a” nu a fost lovită şi mingea ajunge fără să părăsească spaŃiul de joc, la un alt „vânător” acesta opreşte mingea cu piciorul şi încearcă, la rândul său, să lovească o „raŃă” (2).

1

2

RaŃe

Figura 2

190


Dacă mingea transmisă de „vânător” nu loveşte nici o „ra Ńă” şi nu poate fi oprită de alt „vânător” ieşind din spaŃiul de joc, mingea este socotită afară din joc şi nu se mai poate folosi în acel joc. Dacă o „ra Ńă” este lovită, va transmite mingea uşor spre un „vânător” şi va părăsi spaŃiul de joc. Câştigă „vânătorii” dacă reuşesc să elimine toate „ra Ńele” şi să mai aibă mingi în joc sau câştigă „ra Ńele” dacă în momentul în care nu mai sunt mingi în joc mai sunt „ra Ńe” nelovite.

IndicaŃii metodice: Se măreşte distanŃa dintre echipe şi se micşorează suprafaŃa în care se deplasează „raŃele” în funcŃie de vârsta şi nivelul de pregătire al elevilor.


Pentru o mai bună observare a valorilor obŃinute la testele efectuate, am realizat o medie a acestora pe clase după cum urmează:

Tabel nr. 1 Rezultatele înregistrate la testarea iniŃială

Nr. Crt. Teste Grupa martor –

Testare iniŃială Grupa experiment –

Testare iniŃială 1. 25 m (sec) 5”42 5”41 2. 5x5 m (sec) 20”54 20”56 3. lungime de pe loc (cm) 118 119

Tabel nr. 2 Rezultatele înregistrate la testarea finală

Nr. Crt. Teste Grupa martor –

Testare finală Grupa experiment

Testare finală 1. 25 m (sec) 5”26 5”25 2. 5x5 m (sec) 20”42 20”38 3. lungime de pe loc (cm) 120 122

0

20

40

60

80

100

120

Testarea iniŃială Testarea finală

25 m 5x5m Lungime de pe loc

0

20

40

60

80

100

120

Testarea iniŃială Testarea finală

25 m 5x5m Lungime de pe loc

Figura 3. Grafic comparativ al

rezultatelor obŃinute de subiecŃii grupei martor la testarea iniŃială şi finală

Figura 4. Grafic comparativ al rezultatelor obŃinute de subiecŃii grupei experiment la testarea iniŃială şi finală

191


După cum se poate observa din Figura 3 putem spune că la grupa martor

s-a realizat un progres la nivelul întregii grupe (clase). De asemenea şi la grupa experiment (Fig. 4.) putem observa o creştere a indicilor fapt ce ne conduce să spunem că într-o bună măsură mijloacele de acŃionare specifice jocului de minifotbal duce la dezvoltarea aptitudinii psihomotrice – viteza.

După cum se observă din prezentarea grafică a celor 2 grupe (clase) putem afirma faptul că la testarea finală a celor 2 grupe grupa experiment a realizat un progres mai mare faŃă de grupa martor,astfel: la testarea viteză pe 25 m grupa experiment a realizat un timp cu o sutime de secundă mai bun decât grupa martor, am putea spune că este un fapt nesemnificativ Ńinând cont de diferenŃa obŃinută, dar uitându-ne la rezultatele obŃinute celelalte 2 testări şi anume testarea navetă 5x5 m şi testarea săriturii în lungime de pe loc observăm o diferenŃă clară ce ne duce la afirmarea faptului că grupa experiment a realizat o creştere a nivelului său în comparaŃie cu grupa martor.

4. Concluzii

După finalizarea experimentului realizat putem afirma că ipotezele de la care s-a plecat au fost confirmate, astfel:

1. Dirijarea corectă a procesului de predare – învăŃare, prin practicarea jocului de minifotbal în lecŃia de educaŃie fizică, conduce la realizarea obiectivelor generale ale educaŃiei fizice şi în paralel la formarea unor calităŃi moral – volitive, necesare în condiŃii social contemporane;

2. Folosirea cu preponderenŃă, în lecŃia de educaŃie fizică a mijloacelor de acŃionare specifice jocului de minifotbal, va asigura o dezvoltare a aptitudinii psihomotrice - viteza.


1. ACSINTE, AL. (2006), ActivităŃi de timp liber, jocuri dinamice, Editura Performantica, Iaşi

2. ANTOHI, L., ANTOHI, N. (1998). Fotbalul modern de la antrenament la joc, Editura FundaŃiei Chemarea, Iaşi;

3. BADIU, T. (1995). ExerciŃii şi jocuri de mişcare pentru clasele I-IV, Imprimeria Alma-GalaŃi

4. BALINT, GH. (2007). Metodica predării jocului de fotbal în gimnaziu, Ed. Pim, Iaşi.

5. BRĂDĂłAN, N. (1993). Jocuri didactice în aer liber, Ed. Didactică şi Pedagogică R. A., Bucureşti.

6. CHIRIłĂ. G. (1983). EducaŃia prin jocuri de mişcare, Ed. Sport-Turism, Bucureşti.

192

Documents

No. 1, Vol. XIV, 2013 GYMNASIUM · ROMANIA „VASILE ALECSANDRI” UNIVERSITY OF BACAU FACULTY OF MOVEMENT, SPORTS AND HEALTH SCIENCES No. 1, Vol. XIV, 2013 GYMNASIUM Scientific Journal