Professional Documents
Culture Documents
GYMNASIUM
Scientific Journal of Education, Sports and Health
EDITORIAL BOARD
EDITING TEAM
Bogdan Raţă - “Vasile Alecsandri” University of Bacău, Romania – chief edition
Popa Cristina - Elena - “Vasile Alecsandri” University of Bacău, Romania
Sava Mihai - Adrian - “Vasile Alecsandri” University of Bacău, Romania
GYMNASIUM
Scientific Journal of Education, Sports, and Health
Abstract
The need for student education and professional training must meet the direct needs of the
present-day society and the orientation of sustainable development. The rational use of
natural resources and the understanding of the importance of water quality protection
require the appropriate attitudes in terms of both environmental protection and human
health. The present paper attempts to highlight the advantages of implementing a
curriculum of lectures on the importance of water quality. In this respect, a comparison
between the curricula of a university in Romania and two universities in Turkey and Spain,
respectively, was undertaken. The degree of student concern for water quality was
evaluated. More so, discharged wastewater impact upon the environment in the campuses in
question was also monitored. The monitoring occurred throughout an entire academic year.
The results highlighted the university's dynamic and efficient work in providing a clean
environment. Likewise, the pressures exerted by the social medium and the actual
possibility of disposal through university autonomy were also underlined.
1. Introduction
One of Romania's top priorities is minimising the impact upon the
environment (Rojanski, 2002, p.55). This impact cannot be lowered only by
tackling pollution sources (Panaitescu, 2008, p.1100; Panaitescu, 2013, p. 351).
What must also be done is introducing the proper theoretical, applied, and
practical fields so that the phenomenon of lifelong learning can be implemented
starting from the early school years. The existence of vulnerable areas in the
river basins of Romania is a challenge for both the social environment and the
academic one (Panaitescu, 2014, p. 1567).
In order to expand university education throughout the entire active life of
the individual, it is necessary for it to begin as early as possible and to provide
the basic knowledge necessary for major changes in terms of water quality and
environmental protection.
* E-mail: marius.petrescu@gmail.com
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Petrescu Marius Gabriel / Gymnasium
For the present research, sewer sampling was conducted between 18.00 and
20.00 hours depending on subject availability. The sampling norms were
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No. 1 Supplement, Vol. XVI/2015
The collected data indicated that all the students of the three universities
assessed water protection volunteering with grades ranging from 8 to 10.
The evaluation of the importance of water quality protection was similar
for all the three participating groups. Therefore, the highest ratings were given
by the Romanian students, namely 10. The students from Turkey gave ratings
between 7 and 9. The students from Spain gave the lowest ratings, namely
between 4 and 6.
Twenty per cent of the test subjects were quick to answer question C in the
negative to. The majority were students in the third year at all the three
universities. It thus appears that it is necessary to deepen the knowledge
regarding the importance of water quality protection in the final year of study in
order to properly highlight the impact of human activities on water quality.
The answers to question D were satisfying for all test samples of the three
universities, most subjects listing more than three pollutants.
The positive appreciation of 90% of the subjects in all three universities
regarding increasing overall population health through the discharging of a
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Petrescu Marius Gabriel / Gymnasium
Sample pH BOD5 (mg O2/l) COD (mg O2/l) Suspended Solids (mg/l)
1 7.1 315 491 330
2 6.9 321 515 313
3 7.0 310 480 387
4 7.2 296 460 394
5 7.1 286 452 328
6 7.8 274 466 338
7 6.9 280 429 308
8 7.4 221 365 297
9 7.3 297 466 303
10 7.1 309 484 299
Sample pH BOD5 (mg O2/l) COD (mg O2/l) Suspended Solids (mg/l)
1 6.8 206 321 289
2 6.7 198 310 278
3 6.9 178 294 298
4 6.7 187 276 258
5 6.4 224 354 221
6 6.5 189 286 236
7 6.9 197 310 223
8 6.4 174 272 246
9 6.8 156 243 243
10 6.9 172 268 294
Sample pH BOD5 (mg O2/l) COD (mg O2/l) Suspended Solids (mg/l)
1 7.8 308 489 422
2 7.9 356 567 467
3 7.4 381 589 412
4 7.6 321 476 433
5 8.1 367 571 489
6 8.4 342 534 510
7 7.9 381 598 345
8 7.4 318 462 387
9 7.8 333 510 432
10 7.7 342 537 473
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No. 1 Supplement, Vol. XVI/2015
and 515 mg/l being under the imposed limit of the NTPA 002/2005.
- In Turkey the following indicators COD have values between 462 mg/l
and 589 mg/l being close to the upper limit imposed by the national limit.
- In Spain the following indicators suspended solids have values between
223 mg/l and 294 mg/l being under the imposed national limit.
The evaluation of the water quality study implementation results in the
universities was an opportunity to highlight the benefits gained by these three
countries on an academic level and beyond.
4. Conclusions
The analysis of the wastewater quality from the singular sewer system
displayed an increase in student awareness owing to the present study programs
implemented in Romania, Turkey and Spain.
The high rating of water quality protection volunteering (grades ranging
from eight to ten) offers a positive insight clearly beneficial to a society that
emphasises sustainable development.
The existence of a considerable group of subjects who responded in the
negative to the question about the indirect impact of the individual upon the
quality of water through wastewater generation reveals the need to deepen the
knowledge in question in the fourth year of study.
Awareness of the aggressive pollution of water resources in all three
countries was underlined by the positive response of 90% of the subjects
regarding the increase of the overall health of the population through the
minimal discharging of pollutants in the wastewater.
By analysing the curricula of the three universities it can be observed that
the objective of lifelong learning can be implemented and achieved. This
phenomenon is made possible only through the continuous adaptation to
society's needs and through the implementation of a well-rounded exchange
program for students and faculty members alike.
Acknowledgements
We would like to sincerely thank our Erasmus Plus partners in Turkey and
Spain for making this research possible.
References
1. PANAITESCU, C., BUCUROIU, R. (2014). Study on the composition of
municipal waste In urban areas of Prahova County, Environmental Engineering
and Management Journal, 7 (13), 1567-1573;
2. PANAITESCU, C., POPESCU, C. (2008). Information management for
monitoring surface water quality - case study: Ploiesti, Romania, Information
management in the modern organizations: trends & solutions", Vols. 1 and 2,
Conference: 9th International-Business-Information-Management-Association
Conference (IBIMA), Marrakech, MOROCCO, 1100-1103;
3. PANAITESCU, C., ONUTU, I. (2013). Monitoring the quality of the sludge
9
Petrescu Marius Gabriel / Gymnasium
resulted from domestic wastewater treatment plants and the identification of risk
factors, Environmental Engineering and Management Journal, 2 (12), 351-358;
4. ROJANSCHI, V., BRAN, F., DIACONU, G. (2002). Protecţia şi ingineria
mediului, Bucureşti: Economică;
5. H.G. 188/ 20.03.2002. (2002). pentru aprobarea unor norme privind
condițile de descărcare în mediul acvatic a apelor uzate, modificată şi
completată prin H.G. 352/11.05.2005;
6. DIRECTIVA NR.76/464/EEC. (2000). privind deversarea substanţelor
periculoase în mediul acvatic (şi a celor 7 directive conexe);
7. http://tpp.upgploiesti.ro/attachments/article/102/Ingineria%20Mediului,%20I
ngineria%20si%20Protectia%20Mediului%20in%20Industrie.pdf;
8. http://www.pau.edu.tr/fenbilimleri, 24.05.2014;
9. https://guiae.uclm.es/vistaPrevia/15073/999.
Rezumat
Nevoia de educație și formare profesională a studenților trebuie să răspundă nevoilor
directe ale societății și politicii de dezvoltare durabilă. Utilizarea rațională a resurselor
înţelegerea protecției calității apei presupune încurajarea unor atitudini adecvate, atât
de protecție a mediului cât și a sănătății umane. Această lucrare își propune să arate
avantajele de implementare a curriculei de cursuri de calitate din domeniul calităţii apei.
În acest sens, au fost studiate prin comparație, programele universitare de la o
universitate din România și două universități din Turcia și Spania. Au fost evaluate
preocupările studenților în protejarea calității apei. În plus, s-a făcut evaluarea
impactului de mediu de calitatea apelor uzate evacuate din campusul corespunzător.
Monitorizarea a fost realizată pe parcursul unui an universitar. Rezultatele au evidențiat
munca dinamica şi eficientă de la universitate în asigurarea unui mediu curat. Au fost
evidențiate, de asemenea, presiunile exercitate de mediul social și posibilitățile reale de
eliminare a acestora prin autonomia universităților.
1. Introducere
In România calitatea mediului reprezintă o problemă permanentă
(Rojanski, 2002, p.55). Rezolvarea acesteia nu se poate face numai intervenind
numai asupra surselor de poluare (Panaitescu, 2008, p.1100; Panaitescu, 2013,
p. 351). Trebuie intervenit în planul teoretic aplicativ practice-aplicativ astfel
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No. 1 Supplement, Vol. XVI/2015
încât fenomenul de educație de-a lungul vieții să poată fi implementat încă din
timpul studiilor. Existenţa zonelor vulnerabile în bazinele hidrografice ale
României, constituie o provocare atât pentru mediul social cât şi pentru cel
academic (Panaitescu, 2014, p.1567). Pentru a extinde educația data de
universitate la întreaga viața activă a individului, este necesar ca aceasta să
înceapă cat mai devreme, să îi ofere cunoștințele de bază necesare pentru a duce
la schimbări majore în ceea ce privește protecția calității apelor şi a mediului.
Lucrarea de față îşi propune să arate beneficiile implementării educației în
domeniul calităţii apelor în trei universităţi din ţări diferite, România, Turcia şi Spania,
în vederea reducerii impactului asupra mediului şi creșterea gradului de sănătate.
2. Material și metode
Deși învăţământul universitar din România este unul cu tradiție, modificarea
continuă a domeniului de calitate a apelor, face ca schimbările în programele de
învăţământ să fie destul de dese. Spre deosebire de România, învăţământul
universitar din Turcia are marele avantaj al structurării disciplinelor în funcție de
calitatea mediului. Se acordă tuturor factorilor de mediu aceeași importanţă în
programa școlară, având grijă ca învaţarea să fie continuă în domeniul protecţiei
mediului. Această practică reflectă legea diversificării.
Invaţământul universitar din Spania se aliniază la cerinţele europene care
impun existent unor programe de studiu adecvate bazate pe teorie şi practică. Se
încearcă permanent ca educația studenților din domeniul calitatii apei şi nu
numai, să ducă la dezvoltarea unor capacitate necesare întregii societăţi.
Studiul de faţă s-a efectuat pe aproximativ douăzeci de subiecți/eșantion
proveniți de la cele trei universitati. Eșantionarea s-a făcut respectând
următoarele reguli:
- studenții să se încadreze ca vârste între 22-25 ani;
- să locuiască în campusul universitar în aceeași zonă prevăzută cu un
sistem unic de canalizare;
- să fie student în anul III sau IV al specializării de protecția mediului.
Perioada de monitorizare a fost un semestru universitar comun celor trei
universităţi ca pondere a disciplinelor de specialitate studiate.
Instrumentele de investigație utilizate au fost următoarele:
- analiza programelor de învăţământ din cele trei universităţi;
- investigarea pe bază de chestionare;
- analiza calităţii apei uzate din sistemul de canalizare timp de un
semestru;
- studenții locuiau în campusul universităţii.
3. Rezultate şi discuții
Au fost luate în considerare şi eventualele erori care ar fi putut interveni în
timpul studiului datorită posibilităților de eșantionare limitate, momentului zilei
când au fost prelevate probele de ape uzate.
In cele trei universităţi calitatea apelor este studiată atât direct cât şi prin
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Petrescu Marius Gabriel / Gymnasium
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No. 1 Supplement, Vol. XVI/2015
Proba pH BOD5 (mg O2/l) COD (mg O2/l) Suspensii solide (mg/l)
1 7.1 315 491 330
2 6.9 321 515 313
3 7.0 310 480 387
4 7.2 296 460 394
5 7.1 286 452 328
6 7.8 274 466 338
7 6.9 280 429 308
8 7.4 221 365 297
9 7.3 297 466 303
10 7.1 309 484 299
Proba pH BOD5 (mg O2/l) COD (mg O2/l) Suspensii solide (mg/l)
1 6.8 206 321 289
2 6.7 198 310 278
3 6.9 178 294 298
4 6.7 187 276 258
5 6.4 224 354 221
6 6.5 189 286 236
7 6.9 197 310 223
8 6.4 174 272 246
9 6.8 156 243 243
10 6.9 172 268 294
Calitatea apelor uzate din cele trei campusuri universitare studiate variază
astfel:
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Petrescu Marius Gabriel / Gymnasium
Proba pH BOD5 (mg O2/l) COD (mg O2/l) Suspensii solide (mg/l)
1 7.8 308 489 422
2 7.9 356 567 467
3 7.4 381 589 412
4 7.6 321 476 433
5 8.1 367 571 489
6 8.4 342 534 510
7 7.9 381 598 345
8 7.4 318 462 387
9 7.8 333 510 432
10 7.7 342 537 473
4. Concluzii
Analiza calităţii apelor uzate din sistemul de canalizare unitar au arătat
creșterea gradului de conștientizare al studenților în urma procesului de învăţare
conform programelor de ȋnvăţământ din România, Turcia şi Spania.
Aprecierea voluntariatului din domeniul protecţiei calităţii apelor cu note
între opt şi zece oferă o informaţie pozitivă necesară societăţii în contextul
dezvoltării durabile.
Existenţa unui grup considerabil de subiecţi care au răspuns negativ la
ȋntrebarea referitoare la impactul indirect al omului asupra calităţii apelor prin
generarea de ape uzate, arată necesitatea aprofundării cunoștinţelor în anul IV de
studiu. Conștientizarea poluării agresive a resurselor de apă în toate cele trei ţări,
s-a evidenţiat prin răspunsul pozitiv a 90% dintre subiecţi referitor la creșterea
gradului de sănătate al populaţiei prin deversarea unor cantităţi minime de
poluanţi în apele uzate.
Prin analiza programelor de ȋnvăţământ din cele trei universităţi s-a constatat
că se poate realiza o perfecţionarea continuă a sistemelor de ȋnvăţare. Acest lucru
este posibil atât prin adaptarea la nevoile societăţii cât şi prin realizarea continuă a
schimburilor academice la nivelul studenţilor şi cadrelor didactice.
Mulţumiri
Mulţumim colegilor de la universităţile partenere în Programul Erasmus
Plus din Turcia şi Spania care au făcut posibilă realizarea acestui studiu.
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No. 1 Supplement, Vol. XVI /2015
GYMNASIUM
Scientific Journal of Education, Sports, and Health
1. Introduction
Olympics games not only contribute to friendship but also bring about
economic agreements and commerce between countries. It has also become of
the means of introduction of economic, commerical and technological
developments into the service of mankind. The hosting countries of olympics
games exhibit their level of development and their latest technologies in opening
ceremonies of olympics games. They compete to introduce their own countries
to the world at best (Güçlü, 2001, p.223-239). Olympics games are both costly
and sumptuous. The countries need great sums of fund and power of sanction to
realize such an organization (İstanbul 2004, Advertisement Leaflet).
Olympics games have also brought about economic, technological and
political competitions among the countries under the leadership of professional
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Karakaya Yunus Emre, Devecioglu Sebahattin / Gymnasium
and elite athletes together with commercialisation of sports since 1990. (Yıldız
& Aydın, 2013, p.269-282). Berber (2013) stated that thanks to olympics games,
the economy of states improves, more tourism and business investments are
made to the city in the future, opportunies to meet new people are created,
which is effective on passing entertaining time. Due to profit-generating aspects
of olympics organizations and economic benefits provided, economic and
commercial dimensions have led to quite many researches. In this context, total
profit ($ Billion) of the city at the end of the games and total cost ($ Billion) for
the city for summer olympics games held in Atlanta, Sydney, Athens, Beijing
and London are given in the following table (Table 1) (Yıldız & Aydın, 2013, p.
273; International Olympic Committee, 2006, p.161).
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Karakaya Yunus Emre, Devecioglu Sebahattin / Gymnasium
İstanbul Tokyo
Overall budget in the investment is Overall budget in the
$ 16.8 Billion. $15 billion will be investment is $4.4 billion.
covered by the government and $1.8 About $ 3.3 billion will be
billion by private sector. Almost half covered by the
of the budget will be allocated for government and $1.1
highway and railway, $348 million billion by the private
for olympics village, $617 million for sector $3 billion will be
media village and $975 million for invested in venue
electricity and venues. construction and $1
Operational budget (security etc) is billion for the olympics
$2.6 billion except for organization village.
committee, which will be covered by Operational budget
Budget the government. (security etc) is $540
million except for
organization committee,
more than half of which
will be covered by the
government.
Advertisement is guaranteed for
Advertising -
the dates 7 July-21 September 2020.
$ 401 million is expected from $ 776 million is expected
ticketing for Olympics games and from ticketing for
$34 million for paralympic games. Olympics games and $46
Ticketing million for paralympic
games
Estimated sponsorship budget is $932 million is expected
$653 million (+ $22 million for from local sponsors for
paralympic games). Estimated olympics games and $26
revenue from sales of certified million for paralympic
product is $47 million (+ $3 million games. $140 million is
Sponsorship
for paralympic games) expected from the sales of
licenced products.
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No. 1 Supplement, Vol. XVI/2015
İstanbul Tokyo
Financial The national and local The national and city governments
Guarantees governments have guaranteed have guaranteed to provide all
to provide all security, security, medical, customs and
medical, customs and immigration services and other
immigration services and government-related services at no
other government-related cost to the OCOG, in accordance
services at no cost to the with their jurisdictional
Organising Committees for responsibilities. In addition,
the Olympics Games government would also provide
(OCOG), in accordance with publicly owned venues free of charge
their jurisdictional to the OCOG.
responsibilities. In addition, A guarantee covering any
government would provide potential economic shortfall of the
publicly owned venues free of OCOG has been provided by the
charge to the OCOG. Tokyo Metropolitan Government
The National Government (TMG) and is backed by a guarantee
would provide strong from the National Government.
financial support to the The financing of venue
project through: construction funded by government
• a guarantee covering any is supported by the appropriate
potential economic shortfall guarantees.
of the OCOG An underwriting for the financing
• a National Government of the construction of the Olympics
subsidy in the OCOG budget Village has been provided by the
• funding the OCOG in its TMG, in the event of a shortfall in
early days private sector funding.
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Karakaya Yunus Emre, Devecioglu Sebahattin / Gymnasium
İstanbul Tokyo
Finance The OCOG presents a balanced The OCOG budget was
Summary and guaranteed budget of USD 2.9 prepared in an effective and
billion that includes a National thorough fashion based on
Government subsidy. scoping work requirements,
The investment required from considering the experience of
government in the non-OCOG past host cities and applying this
budget is very substantial and to the Tokyo environment. It
represents an ambitious plan for represents a reasonable estimate
infrastructure enhancement in the of the costs and revenues
city. There is good understanding associated with hosting the
of the requirements of hosting the Games and the Commission
Games. While much investment is considers it to be achievable.
underway or planned regardless of The non-OCOG budget
the Games, the level of future appears to represent a good
investment might vary depending understanding of the scale of the
on the future performance of the financial commitments required
Turkish economy. to deliver the Games. The Games
The National Government has would benefit from the fact that a
provided very clear and Hosting Reserve Fund which
unequivocal financial guarantees fully covers the non-OCOG
for both the OCOG and non- investment has already been
OCOG budgets. established. All required financial
All required financial guarantees were provided.
guarantees were provided.
İstanbul Tokyo
2012 USD 2012 USD
% %
(Millions) (Millions)
IOC Contribution 531.5 18.3 790.0 23.1
Top
225.4 7.8 335.0 9.8
Programme
Local Sponsorship 653.2 22.5 931.8 27.2
Ticketing 409.4 14.1 776.4 22.7
Licensing 47.1 1.6 139.8 4.1
Government
552.9 19.1 - -
Subsidies
Other Revenues 482.1 16.6 451.1 13.2
Total Revenues 2,901.6 100.0 3,424.1 100
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No. 1 Supplement, Vol. XVI/2015
İstanbul Tokyo
2012 USD 2012 USD
% %
(Millions) (Millions)
12.
Technology 431.0 14.9 421.2
3
Games Workforce 267.5 9.2 251.5 7.3
Venues, Villages & Other 31.
843.4 29.1 1073.4
Facilities 3
Ceremonies and Culture 140.3 4.8 99.4 2.9
Transportation 106.2 3.7 233.5 6.8
Paralympic Games 219.6 7.6 159.4 4.7
Advertising and Promotion 123.6 4.3 104.3 3.0
23.
Administration and Other 526.2 18.1 808.7
6
Contingency 243.8 8.4 272.7 8.0
100.
Total Expenditure 2,901.6 3,424.1 100
0
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Karakaya Yunus Emre, Devecioglu Sebahattin / Gymnasium
hosting the olympics games acquire quiet many advantages (Gündoğan, 2002, p.
173; http://www.economist.com).
The data obtained in the research revealed a discussion economic
expenditures, socio-economic structures and economic commitments and
investment projects of Istanbul and Tokyo for 2020 Olympic Games.
It was found that national annual income per capita in Istanbul is $ 13.464
while it $ 33.805 in Tokyo (Table 2). It can be concluded that socio-economic
level of people in Tokyo is higher than that in Istanbul.
Istanbul has been candidate 5 times while Tokyo twice for summer
Olympic games İstanbul (Table 2). Since Tokyo hosted summer Olympic
Games in 1964 and therefore is more experienced, Tokyo has more advantage.
Due to similar percentage of public support of both cities (İstanbul: 94%
and Tokyo: 92%) (Table 2), it can be said that people show positive attitude
toward such organizations.
The fact that the number of Tokyo athletes who have won medals so far is
greater than that of Istanbul (İstanbul: 74 medals and Tokyo: 335 medals) is a
sign of sophistication of sports in this city (Table 2).
Istanbul committed its overall investment budget as $16.8 billion. $ 15
billion of this budget would be covered by the government and $ 1.8 billion by
the private sector while Tokyo stated its overall investment budget as $ 4.4
billion. Tokyo government committed $3.3 billion of this budget would be
afforded by the government and $1.1 billion by the private sector (Table 3).
These data suggest that the reason why Istanbul allocates high amount of budget
for investment is the lack of infrastructure for sports and why Tokyo’s budget is
lower is the experience of Olympic games hosted before, which already had
infrastructure for sports. The relevant literature supports these findings.
London’s 1948 Olympics cost £732,268, or about £20m ($30m) in today’s
money. Nowadays hosting the games is a different business (Gündoğan, 2002, p.173).
Istanbul warranted advertisement for 7 July-21 September 2020 in case of
holding 2020 Olympic Games while Tokyo did not ensure any advertisement
(Table 3). Such a guarantee is regarded as an advantage for Istanbul. The
relevant literature puts emphasis on this topic. In 1984, Los Angeles hosted
Olympics Games broadcast in 156 countries and 287 million dollar broadcasting
revenue was collected (Gündoğan, 2002, p.173).
Istanbul stated an expectation of $435 million of income whereas Tokyo
anticipated ise $822 million of revenue from ticket sales (Table 3). The reason
why Istanbul’s expectation is lower can be adverse public opinion on the
organization due to the lack of the city’s experience in such a big organization
before. The relevant literature shows the following results and supports the
findings of the present study. The summer olympics games held in 1996 in
Atlanta contributed 5,1 billion dollar to the economy of Georgia State between
1991-1997. The state administration acquired 176 million dollars of revenues
from taxes at the end of the games. Increasing employment since winning the
games in Atlanta reached to 77,000 people in 1996 when the games took place.
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Karakaya Yunus Emre, Devecioglu Sebahattin / Gymnasium
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No. 1 Supplement, Vol. XVI /2015
GYMNASIUM
Scientific Journal of Education, Sports, and Health
Ganciu Mihaela1*
Ganciu Oana Maria2
1,2
University of Bucharest, Romania
1. Introduction
Having a healthy life is a quality of life. It is well-known that a good
health condition is one of the components of quality of life, that ensure self-
confidence, safety and resources for social and professional demands, but not
the personal ones (Grigore, 2007). Increasing the quality of life is one of the
basic concerns of modern society, when daily activities generate body strain and
the energy decreases. In these circumstances, the value of prophylactic and
sanogenetic exercise increases.
This paper is part of a larger study that wants to investigate the influence
of physical activity (different forms) on the quality of life in students (subjective
indicators). Most of young people do not realize the fact that going straight with
both shoulders at the same level is matter of spine health and not a ”grace”
thing. The fact that young people are so indifferent when it comes to this matter
* E-mail: ganciuoana@yahoo.com
25
Ganciu Mihaela, Ganciu Oana Maria / Gymnasium
makes it worse on a level where spine deformation can lead to painful spine
disabilities, tough to correct (Sbenghe, 2005).
Early detection is important when we speak in terms of physical
deficiencies, because the effect of corrective exercise can be very good and can
solve the problem in time. The basic method to correct physic deficiencies is a
corrective exercise. It should tone the muscles that provide the necessary force
to maintain the position of the affected segment and the right attitude, while
acting on the nervous system at which recovery is achieved stereotyping and
automation movement and correct posture (Dumitru, 1984).
I believe that physical therapy constitutes an effective in correcting spinal
deformities. Advantages of this method consist of the physical action of the
water to "download" movements in large part to the action of gravity. (Clarence,
2002). To these actions may be added water effects on toning and effects on the
central nervous system and the peripheral device (Stoica, 2009).
Swimming should be symmetrical and made long-term (breaststroke, back,
butterfly, and dolphin). It is an excellent means of rebalancing asset self-spine
curvatures and routing symmetrical development of the thorax (Vasile, 2007).
2. Material and methods
The purpose of the experiment carried out is to relieve symptoms, so that
is aimed at increasing efficiency of the process advisory-educational.
-the method for charting purposes allowed me expression of processed data to
the findings and results. I used graphs too as forms of analysis of the research
results.
This paper highlights research aims value recovery program in the
complex movement therapy and relapse prevention painful, constituting an
important secondary means of kinetic prevention.
Hypothesis by treating therapist combination of gymnastics and swimming
therapeutic efficiency of recovery will be higher and there would be an
improvement (correction) of posture and functional parameters, contributing to
improved quality of life.
The research objective was to select and structure specific means, physical
therapy and swimming, using correlation and multiple combination possibilities
to contribute to the improvement (in the sense of reducing recovery time and
increase efficiency) recovery process, to increase quality of life and to
reintegrate these students in social life, educating them in the sense of continuity
recovery program to prevent recurrences.
Methods of research used were: documenting by studying specialized
material, experimental method, measurement method and testing, the method
statistic-mathematics (Tudor, 2008).
The research was carried out in the sports halls of the University of
Bucharest, with 40 young entered in the course of decades, during the period
October 2013-September 2014, broken down into three stages: in the first step,
motor somatic assessment, second step, the progress of the program of work
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No. 1 Supplement, Vol. XVI /2015
physical therapy, the last stage has been processed test data and have interpreted
the results obtained. Composition groups have been through accession optional,
female students were presented the idea of differentiated.
In the experimental group, were used combined programs of medical
gymnastics and therapeutic swimming. To determine effectiveness of the work
of the differentiated group carried out experimental (20 young), we used a
control group (20 young), which chose the lesson decades traditional, by the
course.
Training project, applied the experimental group, developed under the
issued assumption comprises medical gymnastics and therapeutic swimming
programs. Functional assessment tests were following the table of contents for
measuring and evaluating of the spinal column posture and amplitude of
movement.
At the beginning and the end of the recovery period were carried out the
same tests:
- examination of the lumbar spine mobility included the following tests;
- the sign of Ott, (via maximum of the trunk flexion distance between the two
marks is increased by 3-3.5 cm.);
- the sign Schober; (via maximum of the trunk flexion distance between the
two marks is increased by 5 cm.);
- the index finger - soil; (normal value is "0");
- for testing parameter "pain" was used a scale of 0 to 5 where 5 means severe
pain, and no other pains.
Programme’s Content applied.
The physical therapy programme has as starting points three marks:
- local postural reeducation,
- regaining suppleness,
- regaining strength.
The intervention program included:
- posts actions to correct and prevent deviations;
- gymnastics both drive corrective spine, as well as the upper and lower limbs;
- thoracic and abdominal breathing exercises
- hydro physical therapy that includes corrective exercises in water;
- therapeutic swimming favouring correct position on the water of the head and
the body that, associated with symmetrical and cyclic nature of movement,
lead to obtain a correct attitude of the body.
Examples of corrective exercises carried out in the water:
- went through the water with his hands at the base of the neck;
- went through the water with arms above: arching;
- of sitting in distant with his back to the rim of the basin, with arms stretched
back, his hands on the edge basin: pushing trunk forward, gradually
tightening his arms out of his body;
- cork on his back, movements of his feet bras;
- in the same position: legs stretched sideways remoteness and near them;
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No. 1 Supplement, Vol. XVI /2015
5 Experimental
Control
4
3
2
1
0
IT FT
Average Values initial (IT) - very similar in both groups; the final typing
(FT) is observed in significant differences between the two groups: 4.65 in front
of experimental group by great control group. The degree of homogeneity is high in
both groups. The experimental group showed a significant increase between the
final testing and initial (p 0,05). It is accepted a hypothesis of zero for both groups.
Table 2. Average values of Ott test
Experimental
5
Control
4
3
2
1
0
IT FT
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Ganciu Mihaela, Ganciu Oana Maria / Gymnasium
The initial testing average values are similar in both groups; the final typing is
observed significant differences between the two groups: 4.70 in experimental
group compared to 3.83 per control group. Degree of homogeneity is high in both
groups. The experimental group is found a significant increase between the final
testing and initial (p 0,05). It is accepted hypothesis of zero for both groups.
Experimental
0 Control
-1
-2
-3
-4
-5
-6
-7
IT FT
The initial testing average values are similar in both groups; the final
typing is observed in significant differences between the two groups:
experimental group -2,50 to front of -4,63 to control group. The degree of
homogeneity is high in both groups. The experimental group showed a
significant increase between the final testing and initial (p 0,05). It is accepted
hypothesis of zero for both groups.
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3,5 Experimental
3 Control
2,5
2
1,5
1
0,5
0
IT FT
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No. 1 Supplement, Vol. XVI /2015
Ganciu Mihaela1*,
Ganciu Oana Maria2,
Universitatea din București, Romania
Cuvinte cheie: calitatea vieții, studente, deficiențe ale coloanei, gimnastică, înot
Rezumat
Este bine cunoscut faptul că sănătatea este una dintre cele mai importante componente
ale calității vieții. Obiectivul cercetării a fost de a selecta și structura mijloacelor
specifice, terapie fizică si piscină pentru a ajuta la îmbunătățirea de recuperare, pentru a
crește calitatea vieții și reintegrarea socio-profesională a acestor tineri. După aplicarea
tratamentului terapeut fizic a dus la scăderea intensității durerii, și de a îmbunătăți
mobilitatea coloanei vertebrale până la aproximativ normală. Factorul esențial care
poate asigura pe termen lung mediu terapeutic de succes și, adaptarea este format din
programe riguroase terapie fizica si de înot terapeutic generatoare etiopatogenice
elemente durere. Din rezultatele experimentului, se subliniază următoarele concluzii:
Structurarea unui program de recuperare prin fizioterapie și înot, bine dozat și
individualizat și se aplică cu perseverență și continuitate, ameliorarea durerii cauza,
îmbunătățirea mobilității articulare, crește puterea musculară și permite activități
sociale și profesionale adecvate.
1. Introducere
A avea o stare bună de sănătate reprezintă o dimensiune a calităţii vieţii
Este bine cunoscut faptul că starea de sănătate este una dintre componentele
importante ale calităţii vieţii, menită să asigure încredere în sine, siguranţă şi
resurse pentru solicitările profesionale, sociale şi, de ce nu şi personale (Grigore,
2007). Creşterea calităţii vieţii este una dintre preocupările de bază ale societăţii
moderne, când activităţile cotidiene generează tot mai mult suprasolicitarea
organismului, iar cheltuielile energetice ale organismului devin tot mai reduse.
În aceste condiţii, valoarea profilactică şi sanogenetică a exerciţiului fizic creşte.
Lucrarea de faţă face parte dintr-un studiu mai amplu care îşi propune să
cerceteze influenţa pe care o exercită educaţia fizică (sub diferitele ei forme),
asupra calităţii vieţii percepute de studente (prin indicatori subiectivi).
Majoritatea tinerilor nu iau în serios faptul că a merge cu spatele drept, cu
umerii la acelaşi nivel, ține nu numai de “graţie”, dar şi de sănătatea coloanei
vertebrale. Tinerii de azi iau în derâdere acest lucru, ceea ce face ca deformările
coloanei vertebrale să fie din ce în ce mai dese. Pe lângă partea inestetică,
deformările coloanei vertebrale pot conduce în timp la afecţiuni dureroase, greu
corectabile (Sbenghe. 2005).
Este foarte importantă depistarea acestor deficiențe fizice încă de la vârsta
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Ganciu Mihaela, Ganciu Oana Maria / Gymnasium
timpurie, deoarece efectul exerciţiului corectiv poate avea rezultate foarte bune
care pot duce până la corectarea definitivă a unei deficienţe. Mijlocul de bază
pentru corectarea deficientelor fizice este exerciţiul corectiv. Acesta trebuie să
tonifice musculatura care asigura forţa necesară menţinerii segmentului afectat
în poziţie şi atitudine corectă, acţionând în acelaşi timp asupra sistemului nervos
la nivelul căruia se realizează stereotipia de redresare şi automatizarea mişcării
şi posturii corecte. (Dumitru, 1984)
Consider că hidrokinetoterapia constitue un mijloc eficient în corectarea
deformărilor coloanei vertebrale. Avantajele acestei metode constau în acţiunea
fizică a apei de a "descărca" mişcările în mare parte, de acţiunea gravitaţiei
(Clarance, 1999). La aceste acţiuni se mai adaugă efectele apei asupra
vasomotricităţii şi efectele tonifiante asupra sistemului nervos central şi periferic
(Stoica, 2009). Înotul trebuie să fie simetric şi făcut pe termen lung (bras, spate,
fluture, delfin). Este un excelent mijloc activ de autocontrol de reechilibrare a
curburilor coloanei vertebrale şi de dirijare a dezvoltării simetrice a toracelui.
(Vasile, 2007).
2. Material și metode
Scopul cercetării. Lucrarea de față evidenţiază valoarea programului
recuperator, în cadrul complex al erapiei prin mişcare, cât şi în prevenirea
recidivelor algice, constutuind un important mijloc de kinetoprofilaxie secundară.
Ipoteza. Aplicând un tratament kinetoterapeutic combinat, de gimnastică şi
înot terapeutic, eficienţa procesului recuperator va fi mai mare şi se va realiza o
ameliorare (corectare) a posturii corpului şi a parametrilor funcţionali,
contribuind la îmbunătăţirea calităţii vieţii.
Obiectivul cercetării a fost acela de a selecta şi structura mijloacele
specifice kinetoterapiei şi înotului, folosind multiplele posibilităţi de corelare şi
combinare pentru a contribui la îmbunătăţirea (în sensul reducerii timpului de
recuperare şi creşterii eficienţei) procesului recuperator, în sensul creşterii
calităţii vieţii şi reintegrării socioprofesionale a acestor studenţi precum şi
educarea acestora în sensul continuităţii programului recuperator, pentru a
preîntâmpina recidivele.
Metodele de cercetare utilizate au fost: documentarea materialului de
specialitate, experimentul, metoda măsurării şi testării, metoda statistico-
matematică și a reprezentării grafice (Tudor, 2008).
Organizarea cercetării. Cercetarea s-a desfăşurat în sălile de sport ale
Universității din București cu 40 de studente înscrise la cursul de gimnastică
medicală, în perioada octombrie 2013- septembrie 2014, defalcată în trei etape:
în prima etapă, evaluarea somato-functionala, a doua etapă, desfăşurarea
programului de intervenţie kinetoterapeutica, ultima etapă s-au prelucrat datele
testărilor şi s-au interpretat rezultatele obţinute.
Alcătuirea grupelor s-a făcut prin adeziune facultativă, studentelor li s-a
prezentată ideea activităţii diferenţiate. La grupa experimentală, s-au folosit
programe combinate de gimnastică medicală și înot terapeutic. Pentru a
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No. 1 Supplement, Vol. XVI /2015
întinde pe o perioadă de timp foarte diferită, de la câteva luni până la câţiva ani,
însă o activitate cu largă recunoaştere a benificiilor induse cum este înotul
trebuie să continue pe întreg parcursul vieţii.
3. Rezultate și discuții
În scopul analizării rezultatelor obţinute s-a calculat media aritmetică a
valorilor parametrilor subiecţilor. În urma aplicării experimentului s-au
înregistrat următoarele modificări:
Gr. Experimentala
5 Gr. Control
4
1
0
TI TF
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Ganciu Mihaela, Ganciu Oana Maria / Gymnasium
Gr. Experimentala
5
Gr. Control
4
3
2
1
0
TI TF
0 Gr. Experimentala
-1 Gr. Control
-2
-3
-4
-5
-6
-7
TI TF
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Gr. Experimentala
3,5
Gr. Control
3
2,5
2
1,5
1
0,5
0
TI TF
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4. Concluzii
Din rezultatele obţinute în urma desfăşurării experimentului, evidenţiez
următoarele concluzii:
Mijloace kinetoterapeutice folosite contribuie la menţinerea parametrilor
funcţionali la limite apropiate de normal;
Considerăm că deficiențele posturale reprezintă un capitol deschis
explorării permanente şi căutărilor neîncetate pentru găsirea unor tehnici şi
metode cât mai eficiente. Alcătuirea unor programe adecvate se poate face
numai dacă aceste deviaţii sunt privite în ansamblu şi se iau în considerare
multitudinea şi complexitatea aspectelor sale.
Datorită influentelor pe care le exercită asupra organismului, înotul este
considerat unul dintre cele mai importante mijloace de realizare a obiectivelor
educaţiei fizice şi sportului, dar şi ale kinetoterapiei.
Alegerea celor mai eficiente mijloace din gimnastică corectiva (sub
diferitele lor forme) şi înot în lecţiile de educaţie fizică şi sport din învăţământul
superior, precum şi dozarea judicioasă a acestora, conduc spre realizarea unor
nivele superioare de percepţie a calităţii vieţii.
Educarea unei motivaţii pentru practicarea sistematică, continuă, pe durata
întregii vieţi a exerciţiului fizic trebuie să fie obiectivul principal pentru
îmbunătăţirea calităţii vieţii.
Propuneri
Întrucât România se confruntă cu un număr record de deficiente la nivelul
coloanei vertebrale, situându-ne pe primul loc în Europa la incidenţa acestor
afecţiuni, autorităţile trebuie să recurgă la câteva măsuri urgente, printre care:
- controlul medical la începutul anului şcolar şi universitar pentru depistarea
precoce a deficiențelor;
- elevii şi studenţii scutiţi de educaţie fizică să fie cuprinşi în programe de
recuperare medicală;
- existența unor cabinete de kinetoterapie în incinta şcolilor şi a universităţilor;
- activitate de informare a studenţilor privind sănătatea şi riscurile netratării la
timp a atitudinilor vicioase, ştiut fiind că vârsta la care este descoperită
deficiențaa este unul din cele mai importante elemente de pronostic.
- programe de prevenţie a tulburărilor de statică vertebrală prin mărirea
numărului de ore alocate activităţilor fizice în scopul întăririi musculaturii
coloanei vertebrale.
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Chirazi Marin1*
1
““Al. I. Cuza” University of Iasi, Toma Cozma Street, 3, 700554, Romania
1. Introduction
Kayak is a narrow boat with one or more paddling posts, pointed at both
ends, with smooth slide surface (rounded or with edges), moved by a paddle
with two blades, while sitting (Wikipedia, 2012). Over thousands of years, the
shape of kayaks has altered insignificantly, but, starting with around two
hundred years ago – when modern materials were introduced – they acquired
different shapes by the specific of their exploitation.
The kayak originates in the arctic areas, where natives used it for hunting.
Archaeologists have found evidence indicating that the rudimentary version of
the kayak is at least 4,000 years old (William, 1986). Modern kayaks originate
in the boats used in Alaska, northern Canada or Greenland.
Until 1950, when they began being made by fibreglass, kayaks had a
wooden structure covered by an impermeable textile fabric (initially leather,
then rubber), after which they were made entirely of wood. Polyethylene kayaks
* E-mail: chirazim@yahoo.com
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Chirazi Marin / Gymnasium
were fabricated later, starting with 1973. Under these circumstances, kayaking
has developed both in the context of official sporting competitions and as an
individual leisure activity.
During the second half of the 20th century, the construction method for
kayaks benefited from an exceptional technological innovation. Until the 1950s,
they were made from leather-covered wooden frames and paddles were
exclusively made of wood; afterwards, canvas-covered plywood and lumber
kayaks emerged (used in competitions in the 1950s-1970s).
The last ones were very secure, they had great speed, but it was difficult to
transport, store and maintain them in function; for this reason, fabrics for kayaks
began including fibreglass and then polyethylene (Bitang, Țiganu & Păltineanu,
2012).
The industry of kayaks for competitions evolved alongside the one of
kayaks for recreation. In the past twenty years, fibreglass (or glass in plastic) has
revolutionized boat construction; therefore, many boats are currently made of it.
For the first time, it became possible to have new designs for paddles and
boats. In the 1980s, fibreglass was mixed with carbon and kevlar, which was
covered by plastic. This suddenly provided the possibility of building low-cost
and sustainable kayaks as effective as the most expensive and fragile boats.
Initially, small boats were unique, with traditional paddling, but engineers
created ever-shorter models. Boats cannot be shorter than they are because
athletes’s feet are already tight at the end of the kayak.
More than anything else, this development enabled athletes to paddle in
fast waters more than ever before. This means that skill and practice are based
only on the unusual use of the boat. The boat can be used in extreme waters, but
it cannot compete in speed events because the manoeuvring energy can be
useless in kayak sprint (Ferrero, 2000).
More precisely, plastic opened the way to recreational kayaking, where
practitioners do stunts in the wavy water and they create complex itineraries, to
be judged in terms of style and technical skill. Furthermore, water and
competitions could not remain unaffected by the emergence of plastic.
Competitive spirit is apparent in classic competitions, but currently there are
sprint events with unstable boats, as well as similar kayaks, used for long trips
along rivers.
Kayaks for recreation are designed for persons interested in fishing,
photography or simply having a good time in the water (Chirazi, 2008).
Compared to other types of kayaks, such as the ones for sprint events or
those for fast waters, kayaks for recreation have both a large open cockpit for
easy access and a width of about 70 cm, which ensures better stability. Their
length is 2-4 m and most of them are made of polyethylene, which makes them
less expensive.
Kayaking became a sport for recreation in the 20th century and it was soon
divided into two forms: for fast rivers and for seas (Roberts, Levin & Salins,
2008). Recreational kayaking can be practiced on any river deeper than 40 cm
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A kayak for sprint can be used only on lakes because it is highly breakable
and easily deteriorates in contact with a tough obstacle in the water.
Kayak for slalom is around 70-cm wide at 4-m long at the most, which
makes it very stable and manoeuvrable at the same time. This aspect confers to a
beginner the satisfaction of manoeuvrability, the possibility of using it on
streams while overcoming obstacles, which requires active and decisional
participation. Because it is highly flexible, this kayak can be transported easily
and used on occasional tracks.
The last design version was created for kayak slalom and for competitions
on streams. At the same time, slalom professionals have realized that boats
perform better in conditions of a greater volume and if their edges are sharpened
and narrower, for water to slide near them during the race.
This development results from the elaboration of several technical
procedures, which emerged in various branches, and which open the way of new
constructive shapes for kayak.
Particularities from the perspective of the practitioner
The kayaker sprint uses very much his will in the moment of initiation,
until he acquires the specific balance. After this phase, he focuses on acquiring
properly the paddling technique and length, the bilateral distribution of paddling
force and the paddling frequency. In the final stage of paddling training, the
kayaker becomes aware of his body segments, of the muscle groups and of their
sequence within effort.
The aforementioned aspects suggest that the initiation stage in kayaking
corresponds to the technical training phase of this sport. Therefore, within the
periodization of sports training, the technical factor is inexistent, as it is entirely
replaced by the physical component. Devices were created that enable kayakers
to train physically throughout the entire year, though meteorological conditions
may not be always favourable.
Because almost all conditions are the same – standardized boat, unique
distance, same weather conditions – the training factors were also standardized,
and they refer, most of the times, only to general and specific physical shape. In
this situation, the athlete falls into some kind of routine, which leads to
monotony sooner or later, mostly when the kayaker must train in a centralized
manner for a long period (months).
The kayak slalom practitioner – most of the times, a passionate of long
trips – chosses this sport because of its spectacular character and he benefits,
from the beginning, from a wide variety of training means (Chirazi, 2010).
Therefore, from the very beginning, he has to assimilate many technical boat-
manoeuvring procedures.
They refer to the use of paddles for moving and maintaining the kayak
balance, both at the surface and in the water, if the boat should overturn. After
learning the many types of paddling (high, low, stern, bow, with support on
various parts of the kayak, stops, etc), the practitioner has to apply them in
practice, hence using his motor skills.
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Chirazi Marin1
1
Universitatea "Al. I. Cuza" din Iaşi, Str.Toma Cozma , nr.3, 700554, România
1. Introducere
Caiacul este o ambarcațiune cu unul sau mai multe posturi de vâslit,
ascuţită la ambele capete, cu suprafaţa de alunecare netedă (rotundă sau cu
margini) şi care este manevrată cu un tip de vâsle nefixate numite padele, din
poziţia aşezat (Wikipedia, 2012). Timp de mii de ani, forma de bază a caiacelor
s-a schimbat foarte puţin, dar de aproximativ două sute de ani, de când s-au
introdus materiale moderne, acestea au căpătat forme diferite în funcție de
specificul exploatării.
Originea caiacului provine din zonele arctice, acolo unde indigenii îl
foloseau pentru a vâna. Arheologii au găsit dovezi care indică faptul că varianta
rudimentară a caiacului are cel puțin 4000 de ani vechime (William, 1986).
Caiacele moderne își au originea în bărcile folosite în Alaska, nordul Canadei
sau Groenlanda.
Până în 1950 când au început să fie fabricate din fibră de sticla, caiacele
erau alcătuite dintr-un schelet de lemn acoperit cu material textil impermeabil
(în vremuri îndepărtate piele, apoi cauciuc), apoi au fost realizate integral din
lemn. Abia în 1973 au apărut caiacele din polietilenă. În aceste condiții
activitatea de caiac s-a dezvoltat atât în contextul competițiilor sportive oficiale,
cât și ca activitate individuală de petrecere a timpului liber.
În timpul ultimei jumătăţi a secolului al XX-lea, modul de a construi
caiacele a beneficiat de o noutate tehnologică excepțională. Dacă până în anii
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2. Material și metode
Ipoteză: Evoluția distinctă a celor două tipuri de probe de caiac (sprint și
slalom) s-a datorat condițiilor constructive, a atractivității și a interesului
manifestat de spectatori.
Obiective:
a. identificarea principalelor cauze care au stat la baza dezvoltării
diferențiate a celor două probe;
b. analiza comparativă a principalelor caracteristici ale celor două probe
de caiac;
c. analiza evoluției din perspectiva competițională a celor două probe.
3. Rezultate și discuții
a. Probele de caiac își au începutul ca sport recreațional la debutul
secolului al XIX-lea, datorită, în mare parte, unui avocat englez, John
MacGregor. În 1845 John MacGregor și-a construit propriul caiac, după
modelul eschimos și a petrecut o mare parte a sfertului următor de secol vâslind
pe lacuri și râuri din Europa. În acest timp el a scris o serie de articole și cărți,
cea mai importantă fiind "A Thousand Miles in the Rob Roy Canoe", în care
descrie experiențele personale în caiac (Wikipedia, 2012). Aventurile lui
MacGregor au atras mulți imitatori, și în 1866 el a fondat ”Royal Canoe Club”
pentru a încuraja interesul publicului în acest nou sport. Clubul a ținut prima
competiție în anul următor (1867) iar în 1868 număra 300 de membri și un
regulament care stătea la baza concursurilor de caiac.
Dorința de întrecere a impus modele constructive hidrodinamice ceea ce a
limitat utilizarea caiacelor doar pe lacuri. Astfel, din dorința de afirmare a
cluburilor și chiar a țărilor, au luat având întrecerile de sprint pe lacuri, s-au
desprins noi ramuri și noi tehnologii constructive.
Din acest moment s-au desprins două mari laturi a utilizării caiacului:
probele competiționale, care beneficiau de popularitate prin mijloacele mass
media, cu ocazia desfășurării diferitelor concursuri internaționale și utilizarea
caiacului ca ambarcațiune de agrement cu ajutorul căruia se străbăteau diferite
râuri, lacuri.
Din nefericire, această latură nu a beneficiat de acceași popularitate
datorită costurilor inițiale a ambarcațiunilor, a condițiilor speciale de transport la
vremurile respective ceea ce a determinat accesului unui public limitat.
b. Cele două probe de caiac se caracterizează prin mai multe caracteristici,
deși ambele au la bază elemente comune: poziția sportivului, unele procedee
tehnice, o parte din echipament (padelă, fustanelă), pot fi identificate câteva
particularități, pe care le-am clasificat din următoarele perspective: a
tehnologiilor constructive, a practicantului, a spectacolului sportiv.
Particularități din perspectiva tehnologiilor constructive
Caicul pentru sprint are o greutate minimă, limitată de regulament pentru a
nu favoriza un concurent, o lungime maximă pentru a controla flotabilitatea.
Aceste particularități îi conferă o stabilitate precară, ceea ce-l face neatractiv
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Şalgău Silviu1*
1
“Vasile Alecsandri” University of Bacău, Calea Mărășești 157, 600115, România
1. Introduction
Teaching physical education in the 1st to 4th grades has a significant role in
terms of both its favourable influence on the process of body development and
strengthening as well as a didactic instrument designed to encourage knowledge
of children, their more rapid adaptation to the new educational requirements,
integrating class groups and forming an active work climate based on
understanding and mutual aid (Stan et al., 2001).
The physical education lesson is effective not only when it solves tasks of
the moment in connection with movement learning, training and developing
motor skills, performing exercises, but also when it makes a student understand
the importance, usefulness and their need for developing his/her personality, in
the general activity he/she will carry out (Raţă, 1999; Ardelean, 1993).
2. Material and methods
Hypotheses. In this study, we started from the following hypotheses:
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that we are dealing with a class with good motility, but that the mean was in fact
drawn or increased by those few remarkable performances. To be able to make a
consistent assessment, we took as reference data the upper and lower limits in
the second assessment, the scores on each of the two tests being calculated
accordingly.
As a safety measure to eliminate abnormal results, a percentage of 1 %
was removed from the data obtained. Based on this calculation methodology
data were processed data which resulted in scores on classes and events, ranging
between 20 - 50 points, falling within the previously-mentioned conventional
qualifications.
By comparing the means of the motor values of the two consecutive tests,
respectively tables 1 and 2, we can see that those from the first test are one to
two points higher than those from the second test.
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Recording the parameters and calculating the means are useful for
research because they ensure the values of the psychosomatic parameters which
shall be compared over time, as a result of the periodic research. To be more
precise, for the representation to be more obvious, we used the graphical method
to emphasize the media of the motor value.
Moving the analysis in the psychosomatic area (tables 1 and 2), we can see
that the means reported on the second test are better than on the first. As it was
expected, at the age of primary school (6-10 years), the psychosomatic values in
schoolgirls are smaller than in schoolboys. It must be noted that the
psychosomatic means, both for schoolgirls and schoolboys are labelled as
satisfactory and unsatisfactory.
The tables analysis shows that in a classroom the vast majority of the
results are grouped towards the lower limit, and a few of them would be quite
exceptional, the latter would increase the classroom mean. However, this mean
cannot convince that we are dealing with a class with good motility, but, in fact,
the mean was drawn or increased by those few remarkable performances.
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4. Conclusions
1. The improvement of motor capacity in physical training is aimed at
refining the level of motor skill development in primary school students.
2. Based on the development of the psychomotor potential of primary
school students within Bacau Sports High School there must be developed the
idea to form the self-overtaking in practising and structuring exercises specific
to motor quality strengthening.
3. The measurement in standard conditions of a sample with statistical
significance should highlight the evolution of essential motor parameters, taking
into account the development of the primary school students’ psychomotor
potential.
4. Reaching a harmonious physical development can be achieved through
a wide range of exercises, taken from different sports disciplines and adapted to
the requirements of a physical education lesson for the purpose of diversifying
psychomotor potential.
5. Receptiveness to new and creative combination of the means and
methods used in developing the psychomotor potential in primary school
students lead directly to a good optimization of a lesson.
6. For primary school education, for each of the capacities and
competencies assessed, a teacher will use variants referred to as optional events.
7. In developing the psychomotor potential in primary school students,
small or average circuit will be used.
8. Harmonious development of the loco-motor system, as well as of the
other body systems and apparatuses and in particular circulation and breathing,
must constitute the condition of a multilateral manifestation of the body
capacity, for training and improving motor skills and abilities, for developing
psychomotor aptitudes in primary school students.
9. Together with reaching the psychomotor indices at the end of primary
school education, the organization of the instructional-educational process must
have in view to maximize the physical exercise influences in order to train and
develop personality features and traits.
10. It is necessary that the physical education classes in primary schools
should contain means leading to forming a psychomotor potential in accordance
with the requirements of the improvement process of physical development in
accordance with specific requirements of the educational curricula.
References
1. ARDELEAN, T. (1993). Calităţi motrice de bază, București: Edit. Didactică și
Pedagogică;
2. LOGHIN, M, STOICESCU, A. (1992). Îndrumar metodic – educație fizică,
clasele I-IV, București: Edit. Didactică și pedagogică;
3. MARINESCU, I. T. (2000). Metodica predării educaţiei fizice la grădiniţă şi
la clasele I - IV), Iaşi: Edit. AS’S;
4. RAŢĂ, G. (1999). Aptitudini motrice de bază), Bacău: Edit. Plumb;
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Şalgău Silviu1
1
Universitatea “Vasile Alecsandri” din Bacău, Calea Mărășești 157, 600115, România
1. Introducere
Predarea educaţiei fizice la clasele I-IV are un rol însemnat atât în ceea ce
priveşte influenţa ei favorabilă asupra procesului de dezvoltare şi fortificare a
organismului cât şi ca instrument didactic menit să favorizeze cunoaşterea
copiilor, adaptarea lor mai rapidă la noile cerinţe şcolare, integrarea colectivelor
claselor şi formarea unui climat activ de muncă, de bună înţelegere şi
întrajutorare (Stan et al., 2001).
Lecţia de educaţie fizică este eficientă nu numai atunci când rezolvă
sarcini de moment în legătură cu însuşirea mişcării, formarea şi dezvoltarea
deprinderilor motrice, efectuarea exerciţiilor, ci şi când îl face pe elev să
înţeleagă importanţa, utilitatea şi necesitatea acestora în dezvoltarea
personalităţii sale, în activitatea generală pe care o desfăşoară şi o va desfăşura
(Raţă, 1999; Ardelean, 1993).
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2. Material şi metode
Ipotezele lucrării. În cadrul lucrării s-a pornit de la următoarele ipoteze:
- Dezvoltarea fizică armonioasă este diferită pe cei patru ani şi există
puseuri de creştere evidente. Dovada este furnizată de rezultatele obţinute de
elevii claselor studiate.
- Măsurarea în condiții standard a unui eșantion cu o semnificație statistică,
poate să evidențieze evoluția parametrilor antropometrici și motrici esențiali pentru
determinarea potențialului biomotric al elevilor din ciclul primar.
Subiecţii cercetării. Lotul supus studiului a cuprins un număr de 80 elevi
de clasele a I-a – a IV-a de la Liceul cu program spotiv - Bacău.
Desfășurarea cercetării. Cercetarea s-a realizat în perioada 1 octombrie
2013 şi 30 mai 2014. Ca probe motrice s-au folosit următoarele: aruncare minge
oină, detentă verticală, alergare viteză, complex îndemânare, mobilitate, ridicare
trunchi, extensie trunchi, flotări, tracțiuni cu sprijin, alergare rezistență-distanță
şi alergare rezistență-timp (Loghin & Stoicescu, 1992).
Toate acestea având drept scop un model al potenţialului psihomotric a
elevilor din Liceul cu program sportiv din Bacău.
3. Rezultate şi discuţii
Înregistrarea parametrilor și compararea valorilor lor, culese de două ori
pe parcursul anului școlar 2013-2014, la intervale relativ egale de timp, oferă o
informație unică despre nivelul potențialului psihomotric. Consemnarea ritmică
a realităților, constatarea prin comparație a tendințelor de evoluție, involuție, sau
a graficelor celor zece parametri motrici, oferă o sinteză revelatoare asupra
factorilor determinanți privind creșterea și dezvoltarea motrică a unor promoții
de elevi. Din sinteza valorilor celor două semestre de cercetare a potențialului
elevilor și elevelor, s-a folosit metodologia de calcul mai veche privind
potențialul psihomotric. Atunci s-a plecat de la ideea valabilă și astăzi, că acesta
rezultă din însumarea tuturor calităților motrice.
Întrebarea pusă a fost următoarea: dacă mediile acestor calități valorează
fiecare, în mod invariabil, 50 puncte, nu înseamnă oare că eșantioanele,
respectiv clasele de elevi, sunt egale din punct de vedere al rezistenței (50 pct.)
la fel de puternici, probele de forță (50 de puncte), asemănător pentru cei
îndemânatici (50 de puncte) etc.?
Practic, acest lucru este imposibil. Ca atare, s-a impus folosirea altor relații
pentru a cunoaște gradul de dezvoltare al fiecărei calități motrice în parte și al
tuturor împreună, în scopul aprecierii lor prin aceași unitate de măsură
(Programe şcolare pentru învăţământul primar, 2010; Marinescu, 2000).
În consecință, s-a folosit următorul sistem de calcul: se presupune că la
proba de aruncare a mingii de oină, cel mai bun rezultat din clasa a IV-a a fost
60 m, iar cel mai slab, 10 m, media ei fiind de 20 m. Diferențierea dintre
subiecți, în cazul în care toți ar fi aruncat mingea în aceeași fracțiune de
secundă, începe din momentul căderii pe sol a celei mai slabe dintre aruncări (10
m), pentru că până la această distanță toți competitorii au fost egali între ei. Se
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cele din urmă ar face să crească media clasei respective. Dar această medie nu ne
poate convinde că avem de-a face cu o clasă cu o bună motricitate, ci că de fapt
media a fost trasă sau urcată de cele câteva performanțe remarcabile.
Pentru a putea realiza o apreciere unitară, au fost luate ca date de referință
limitele inferioară și superioară de la testarea a doua, punctajele la fiecare dintre
cele două testări fiind calculate în funcție de acestea.
Ca măsură de siguranță păentru eliminarea rezultatelor aberante, din datele
recoltate a fost eliminat un procent de 1%.
Pe temeiul acestei metodologii de calcul s-au prelucrat datele, din care au
rezultat punctaje pe clase și pe probe, cuprinse în cea mai mare parte între 20-50
puncte, care se încadrează în calificativele convenționale amintite.
Comparând mediile valorilor motrice ale celor două testări consecutive,
respectiv tabelele 1, 2, constatăm că cele din prima testare sunt cu unul până la
două puncte mai mari decât cele din a doua testare.
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mijloc nu poate convinge că avem de-a face cu o clasă cu mobilitate bună, dar,
de fapt, media a fost crescută de cele câteva performanţe remarcabile.
4. Concluzii
1. Perfecționarea capacității motrice în pregătirea fizică urmărește
îmbunătățirea nivelului de dezvoltare a aptitudinilor psihomotrice la nivelul
elevilor din ciclul primar.
2. La baza dezvoltării fizice a elevilor din învățământul primar al
municipiului Bacău, trebuie dezvoltată ideea formării capacității de a petrece în
mod util timpul liber și de a se recrea.
3. Prin dezvoltarea fizică se asigură păstrarea și întreținerea stării de
sănătate în raport cu folosirea exercițiului în combinație cu factorii naturali de
călire (aer, apă, soare), în scopul creșterii potențialului de muncă fizică și
intelectuală.
4. Realizarea dezvoltării fizice armonioase printr-o paletă largă de exerciții
clasice, preluate din diferite discipline sportive și adaptate cerințelor lecției de
educație fizică la nivelul claselor primare.
5. Receptivitatea la nou și îmbinarea creatoare a mijloacelor și metodelor
folosite în dezvoltarea fizică a elevilor din ciclul primar, vor conduce nemijlocit
la o bună optimizare a lecției.
6. Pentru învățământul primar, la fiecare dintre capacitățile și
competențele evaluate, profesorul sau învățătorul va utiliza variante prevăzute
ca probe opționale.
7. În dezvoltarea forței la elevi din ciclul primar, se va folosi circuitul mic
sau mediu.
8. Dezvoltarea armonioasă a sistemului locomotor, precum şi a celorlalte
sisteme şi aparate ale organismului şi îndeosebi a circulaţiei şi respiraţiei,
trebuie să constituie condiţia manifestării multilaterale a capacităţii
organismului, a formării şi perfecţionării deprinderilor şi priceperilor motrice, a
dezvoltării aptitudinilor psihomotrice la elevii din învățământul primar.
9. Odată cu realizarea indicilor funcționali la sfârşitul învăţământului
primar, organizarea procesului instructiv-educativ trebuie să aibă în vedere
valorificarea influenţelor exerciţiului fizic în direcţia formării şi dezvoltării
însuşirilor şi trăsăturilor personalităţii.
10. Este necesar ca lecţiile de educaţie fizică din învăţământul primar să
conţină exerciţii care duc la procesul de perfecţionare a dezvoltării fizice în
conformitate cu cerinţele concrete ale programelor.
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
1. Introduction
In essence, the paper deals with an aspect which was and still remains an
interest for the speciality literature dedicated to the analysis of interpersonal
relationships between group members, namely sport groups as is our case. It was
desired to find out the measure in which the interpersonal relations are
maintained as well defined structures and determined from a psychological
criterion to another in the conditions in which, the same components of the
analysed group are taken into consideration.
The elements discovered following such a sociometric analysis allow the
researchers to determine the psycho-social position of each member inside the
group, the strength of the psycho-social relationships the member has and the way
in which (if a detailed analysis is carried out) the member shows proof of rational
expansivity and sensitivity (relational sensitivity according to some authors).
2. Material and methods
The analysis was carried out on the U17 Rugby National Team (today the
U18 National Team, composed of 29 members) choosing to carry it out using an
intersection method in sociology and namely the sociometric method. This
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100%
48.30%
50% 41.40%
10.30%
0%
Very good Good Appropriate
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The analysis of the sociograms reveals that although BTG maintains the
position of leader he does not have a large catalysing force from a relational
point of view which may be seen through the sociometric status index. On the
contrary, his relational force decreases, of personal attraction in what the free
time is concerned. It is the same for the case of PA which loses the leader
position (immediately following BTG, in what free time is concerned) not being
preferred from this point of view to the game but on the position of popular.
There are a lot of members which are found on the position of accepted,
both in what the game and free time are concerned, as well as isolated persons
who are neither outside nor inside the group.
4. Conclusions
The two preferential structures brought forward by the paper largely
maintain themselves passing from one criterion to another; proof being the
correlation coefficients and the sociograms.
Unfortunately, at least at the moment of the questioning, it cannot be said
that the group is a very cohesive one. First of all, it lacks a leader, or several
force leaders, who is able to accumulate the preferences of others and their
sociometric status index to be reflected. What we already call leader/s of the
group do not have the necessary power to coagulate a large number of team
members around them.
This is also reflected in the Free time sociogram where the ostracisations,
which are not few, are something usual. It is in fact a reply of the situation
which is met during the game, the lack of cooperation being observed on both
plans, the intervention being required therefore from those who manage the
team in order to increase the psycho-moral climate.
References
1. FULGER, V. (2004). Test sociometric, Petroşani: Edit. Focus, p. 29;
2. MIHU, A. (1967). Sociometria. Eseu critic, București: Edit. Politica, pp.
282;
3. STELESCU, I., FULGER, I. V. (2013). The psychosocial climate and its
influence in reaching sports performance. The football team of the
University of Petroșani, Discobolul , 2(32), 50-57, Bucureşti;
4. STELESCU, I. (2011). Caracteristici psiho-sociale în jocul de fotbal,
Petroşani: Edit. Universitas.
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Stelescu Ioan1
Fulger Ioan Valentin 2
1,2
Universitatea din Petroşani, str. Universităţii nr. 20, 332006, România
1. Introducere
În esenţă, lucrarea noastră se rezumă la un aspect care a fost şi va rămâne de
interes în literatura de specialitate dedicată analizei relaţiilor interpersonale dintre
membrii grupurilor cu scop, în cazul de faţă grupul sportiv. Am dorit să aflăm în ce
măsură relaţiile interpersonale se menţin sub forma unor structuri bine definite şi
determinate de la un criteriu psihosocial la altul în condiţiile în care, bineînţeles,
este vorba de aceiaşi componenţi ai grupului analizat.
Elementele care se află în urma unei astfel de analize sociometrice sunt
unele care permit cercetătorilor să determine poziţia (psiho) socială a fiecărui
membru în cadrul grupului, soliditatea relaţiilor (psiho) sociale pe care le are şi
modul în care (dacă se detaliază analiza) dă sau nu dovadă de expansivitate şi
sensibilitate raţională (după unii autori sensibilitate relaţională).
2. Material și metode
Grupul nostru de analiză a fost echipa de rugby U17 (astăzi U18, alcătuită
din 29 de componenţi) pe care am ales să o analizăm prin intermediul unei
metode de intersecţie din sociologie şi anume metoda sociometrică. Aceasta
metodă constă în determinarea relaţiilor de preferinţă, respectiv de respingere
care se stabilesc între membrii unui grup, precum şi modul în care structurile
preferenţiale stabilite în funcţie de un anumit criteriu (de exemplu preferinţa
pentru muncă, în cazul nostru pentru jocul de rugby) se menţine şi pentru alte
criterii (respectiv preferinţa pentru petrecerea timpului liber).
Testul sociometric a fost alcătuit din patru întrebări ce au fost incluse în
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100%
48.30%
50% 41.40%
10.30%
0%
Foarte buna Buna Potrivita
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Keywords: sociological approach, learning, motor skills, track and field, primary
school.
Abstract
The aim of this research is to argue the necessity for a new methodological orientation
regarding the pupils' formative activity, by knowing the perception regarding the role
played by physical education of the population participating in the primary education
teaching process. The sociological approach consisted in organizing an inquiry based
on a 14-item questionnaire that would allow us to know the reality regarding the
learning of motor content in general, and track and field motor skills in particular, in
primary school. The questionnaire was given to 50 physical education teachers from 12
Bacau County middle schools. The information gathered from the respondents revealed
important aspects regarding the existence of certain tendencies of modernizing the
instructional process; an applicative intervention would be improving it by promoting
experimental programs in the lesson.
1. Introduction
Motor learning has an important place within the types of learning, being
the basis for the formation of numerous behavioral acts. Motor learning consists
of a set of processes associated with practice or experience that lead to relatively
permanent changes in the ability to respond to stimuli (Dragnea et al., 2006).
The fundamental task of physical education in school is the correct learning
of running and running-related exercises, of basic elements of jumping and
throwing, elements that later on can become the pillars for the basic mechanism
within a more complex athletic training. In relation to the natural movements in
running, jumping, and throwing, viewed as basic components of human motion,
motor learning in track and field presupposes perfecting these basic components,
thus resulting in a specialized motor behavior (Stoica, 1995, p. 40).
Approaching training for track and field presupposes, as in all the other
sports branches, a certain strategy, mandatorily. The order for approaching the
training actions should respect the golden rule of teaching: "from simple to
* E-mail: nicogalatanu@yahoo.com
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complex, from known to unknown, from easy to difficult" (Rață, 2009). "The
logical reasons, the generalization of practical experience and the necessity for
respecting the systematization and succession principle, impose a preferential
methodical order in learning track and field events" (Alexei, 2005, p. 26).
"The simultaneous learning of all of the constitutive elements must be
used as long as the pupils' possibilities allow that, it being a procedure that
ensures the efficient use of working time and avoids the possible interferences
(negative transfers). In all situations, one must start with known exercises, or
unknown but ease to perform that can be transformed and made more difficult in
the sense and purpose of making them more similar (overlapped even)
structurally to the exercise that is meant to be learned" (Mihăilescu &
Mihăilescu, 2006).
The people teaching track and field elements in elementary school (grades
I-IV) must put an emphasis on solving the required tasks under the best
conditions, which constitutes a premise for "a superior future track and field
training" (Ardelean, 1978, p.4).
During all of the classes of fundamental learning, especially the preparing
class, there will be an emphasis on group work, in teams of two, favoring
integration, reciprocal help and stimulation. Several means will be provided
(balls, circles, flags, devices, installations, protection systems, etc.) that would
ensure the protection of the children, removing any risk of injury. The means
and materials should be esthetically pleasant, attractive, easy to maneuver, and
should stimulate the children's activity. The teachers can create also other forms
of teaching and contents according to the particularities of their class, of the
available material base, and the pupils' options
2. Material and methods
The aim of this research is to argue the necessity for a new
methodological orientation regarding the pupils' formative activity, by knowing
the perception regarding the role played by physical education of the
population participating in the primary education teaching process.
The research objectives on which the sociological study was based
envisaged the following:
- creating the questionnaire and applying it on the investigated school
population;
- establishing the current and future orientations and tendencies of
primary school physical education;
- knowing the teachers' in regards to the school physical education
activity in the context of the process of motor learning of the track and
field skills;
- identifying the conclusions through the prism of the questionnaire that
was applied to the specialists.
Research hypothesis: presumably, the opinions of physical education
teachers regarding new methodological approaches of the physical education
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no difference
10%
Selection
Organization
43%
27%
Creativity
20%
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Galațanu Nicoleta Elena / Gymnasium
don't , 23.66% use them sometimes, and 12.34% use them rarely (Fig. 2).
Rarely No
13% 7%
Yes
Often 59%
21%
In regards to the usefulness of the game in the structure of the lesson, most
subjects said that they apply it during parts of the lesson for the learning and
consolidation of the motor content (55%), 28% for the development of the motor
skills, 13% use it throughout the entire lesson, and 4% for warm-up (Fig. 3).
Warm-up
Entire lesson 4%
13%
Learning MC
Dev. MC
55%
28%
Required by the next item to say what sport skills they prefer to teach the
motor content foreseen in the primary school curriculum, 39% of the subjects
chose basic track and field skills, 31.34% prefer the gymnastics skills, and
29.66% prefer team sports (Fig. 4).
Team sports
30% Track and field
39%
Gymnastics
31%
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To the question asking what specific track and field skills constituted a
priority in the process of teaching and learning the technical content, 53.34% of
the subjects answered they use running, 21% use jumping, and 25.66% use the
throwing of balls of various sizes (Fig. 5).
Running
26%
Throwing
53%
Jumping
21%
To question 10: "What means do you use for teaching track and field
motor skills to primary school children?" 41.66% of the teachers' answers were
orientated toward the use of movement games, 33.34% toward the use of
applicative tracks, 11% toward algorithmic methodical structures, and 14%
chose all of them, used alternatively (Fig. 6).
All means
14% Movement games
42%
Applicative tracks
33%
Methodical
structures
11%
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Team sports
Track and field
32%
35%
Gymnastics
33%
Dexterity
Speed
14%
33%
Strength
23%
Endurance
30%
The normative evaluations for the last 2 questions were done based on the
assessment of the teachers' opinions through the prism of categories of
objectives selected on a scale of 1 to 5. For the statistical interpretation of the
results, the average value, the maximum value, and the minimum value were
taken into consideration (Figs. 9, 10).
Following the statistical assessments, the first position for the influence of
track and field skills is taken by the ones regarding the formation and
consolidation of basic motor content (running, jumping, throwing), with an
average value of 4.82 points, the second, by the specific primary age motor
skills development, with an average of 4.74 points.
6
4,82 5 5 Legend:
5
4,33 4,74
4,45 4,66 4,33 4 Basic skills (DB)
4 3,33 3,7
3 Development of motor
2,66 3,36
3 skills (DCM)
2,33 Gen. Phys. Dev.
2 Average (DFG) Moral qualities
(CM) Specialized
1
Maximu knowledge (CS)
0 m
Minimum
DB DCM DFG CM CS
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6
4,88 5 Legend:
5
4,33 4,624,8
3,8 Somatic Indicators (IS),
4 4,22 3,8 Functional Indicators
3,57 3,2 3,36 3 (IF),
3 2,55 2,88
Motor Indicators (IM),
2,07 Psychological Indicators
2
Average (IP), Socio-affective
1 Indicators (ISA)
Maximu
0 m
Minimum
IM IS IF IP ISA
Figure 10. The average, maximum, and minimum results of the formative valences
of movement games
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1. Introducere
Învăţarea motrică ocupă un loc însemnat în cadrul tipurilor de învăţare, ea
stând la baza formării numeroaselor acte comportamentale. Învăţarea motrică
constă într-un set de procese asociate exersării sau experienţei care conduc la
schimbări relativ permanente în capacitatea de a răspunde la stimuli (Dragnea &
colab, 2006).
Educaţia fizică şcolară are ca sarcină fundamentală însuşirea corectă a
alergării şi a unor exerciţii din şcoala alergării, a elementelor de bază a
săriturilor şi aruncărilor, elemente care mai târziu pot fi fondul mecanismului de
bază, în cadrul unei pregătiri atletice superioare. Raportate la caracterul natural
al mişcărilor specifice alergărilor, săriturilor şi aruncărilor ca şi componente de
bază ale motricităţii omului, învăţarea motrică în atletism presupune
perfecţionarea acestor componente motrice de bază, rezultând un comportament
motor specializat. (Stoica, 1995, p. 40)
Abordarea instruirii în probele din atletism, ca şi în toate ramurile şi
probele sportive presupune o anumită strategie cu caracter de obligativitate.
Ordinea abordării acţiunilor de instruire respectă regula de aur a didacticii „de la
simplu la complex, de la cunoscut la necunoscut, de la uşor la greu” (Rață,
2009). “Raţionamente logice, generalizarea experienţei practice şi necesitatea
respectării principiului sistematizării şi al succesiunii, impun o ordine metodică
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nicio deosebire
10%
Cap. de selectie Cap. de org.
43% 27%
cap. de creativitate
20%
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Nu
Rareori 13,34% 7,34%
Da 58,66%
Deseori 20,66%
Preg. org.
Intreaga lectie 4%
13%
Invatarea,
consolid. DM
Dezv. CM 28% 55%
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Deprinderi gim.
31,34%
Depr. Aruncare
25,66%
Depr. Alergare
25,66%
Depr. Sarituri
21%
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Mijloace atletism
Jocuri sportive
34,66%
32,34%
Mijloace gimnastica
33%
Inde manare a
14%
Vite z a 32,66%
Forta 23%
Re z iste nta
30,34%
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6
4,82 5 5 Legendă:
5
4,33 4,74
4,45 4,66 4,33 4 Deprinderi de bază
4 3,33 3,7 (DB)
3 3,36 Dezv. calit. motrice
3
2,66
2,33 (DCM)
2
Dezv. Fiz. Gen. (DFG)
Calităţi morale (CM)
Media
1 Cunoşt. de specialit.
Maxim (CS)
0
Minim
DB DCM DFG CM CS
6
4,88 5 Legendă:
5
4,33 4,624,8
3,8 Indicatori Somatici
4 4,22 3,8 (IS),
3,57 3,2 3,36 3 Indicatori Funcţionali
3 2,55 2,88
(IF),
2,07 Indicatori Motrici
2
Media (IM), Indicatori Psihici
1 (IP), Indicatori Socio-
Maxim afectivi (ISA)
0
Minim
IM IS IF IP ISA
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Grigore Virgil1 *
1
National Palace of Children of Bucharest, Bd. Tineretului nr.8-10, 010027, Romania
1. Introduction
Dance sport enjoys an increasing number of practitioners, attracting
various categories of people, from children to elderly persons, offering a large
range of benefits for each category.
In dance sport, the age of junior I correspond to the period 12 to 13 years
old and overlap the onset of puberty. So the whole process of training to be
conducted throughout this period must be shaped in accordance with the
particularities of growth and development specific to the pubertal stage, which is
known to be sensitive in terms of educational intervention type, considering the
multidimensionality of changes in child’s body and the juvenile crisis events.
Numerous specialized literature sources highlight the somatic-vegetative
and psychological changes that occur in child’s body as a result of the sexual
maturation and of a greater hormonal activity.
Ifrim (1986, p. 51) shows the phenomena underlying child’s biological
changes during puberty, namely: acceleration and neoteny.
According to Bota (2007, p. 313) puberty is characterized by sexual
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carried out from January 2012 to November 2013. The activities of the
experiment took place in the hall of physical education and sport of “N.
Kretzulescu” High School of Bucharest, rented by “Two Step” Club for practice.
Hypothesis of the paper: it was felt that the judicious development of the
training methodology specific to junior I athletes in dance sport would influence
the level of the somatic and functional sphere and would improve the
competitive performances.
The experiment involved the investigation of two groups of athletes to
validate or invalidate the research hypotheses. Thus there were formed an
experiment group (A. 1.) and a control group (A. 2.), in each one were included
12 dancers aged from 12 to 13 years, corresponding to sports classification
category junior I. The subjects are members of the sports club “Two Step” and
have practiced dance sport for 4-5 years; they participate in national and
international competitions and are trained by the teacher Virgil Grigore.
The period of this experiment was between September 2012 and September
2013. During this time, it was applied the training program included in the annual
training plan elaborated taking into account the coalescence of sports training
components; this plan constituted the support in highlighting dancer’s specific
training methodology and its influence on the experiment group.
The tests and trials applied for investigating the training methodology of
junior I (12 – 13 years old) in dance sport were chosen to evaluate the main
components of sports training. Thus, there were selected somatic tests and
functional tests.
a) Somatic tests:
- Measurement of height (cm);
- Measurement of body weight (kg);
- Body mass index –calculated using the formula G/I2;
- Measurement of fat tissue plates (cm).
b) Functional tests:
- Measurement of heart rate – it was performed by using a Polar Protrainer
[H] pulse tester.
- Measurement of VO2max - ml/kg/min.
3. Results and discussions
The study results highlight the experimental grounding of training
methodology and its influence on the somatic and functional sphere of the junior
dancers belonging to the control group and experimental group.
Tables 1 and 2 show the comparative results of training methodology
efficiency on the somatic sphere of the dancers included in the control group and
experiment group during initial and final testing in terms of height, weight, body
mass index and sum of fat tissue plates.
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The statistical analysis of the data recorded during the two tests was done
to identify and compare the results of the experimental group with the control
group, also the assessment of dancers’ performance capacity development as a
result of the specific training methodology applied (table 4).
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1. Introducere
Dansul sportiv se bucură de un număr crescător de practicanți, atrăgând
categorii diverse de populație, de la copii și până la vârstnici, oferind o gamă
langă de beneficii pentru fiecare dintre acestea.
Vârsta juniorului I în dansul sportiv corespunde perioadei 12 – 13 ani și se
suprapune peste debutul pubertății. Așadar întregul proces de antrenament care
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Olteanu Iulia1*
1
Ceahlăul Sports Club of Piatra Neamţ, Romania
1. Introduction
One of the factors determining the value of athletic performances is the
selection and training process of children and juniors. Considered to be the
"birth act of top performance", this process is an evolving one, during which the
investigations are conducted over the course of the training, formation and
development of the athletes, but also repeatedly, based on the rigorous control of
the athletes' motor skills and motivations (Malina, 1996).
The selection process needs organizational forms adequate to a sustained
work output, being at the same time a process of prognosis, in its advanced
stages allowing the prediction of top performance possibilities or other
phenomena. (Nadori, 1995).
According to Drăgan (1994), "selection is a process of early spotting of
the innate abilities of children and juniors with the help of a complex system of
criteria (medical, biological, psycho-sociological and motor), for the practice
* E-mail: neguraiuliaolteanuro@yahoo.com
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For reaching this aim, the goals of the sociological intervention have
envisaged:
- the analysis and the generalization of the data in the professional
literature through the prism of conducted the sociological research;
- the creation of the questionnaire and the identification of the inquired
specialists;
- the identification and verification of opinions regarding the selection
process through the prism of the questionnaire that was applied to the athletics
specialists;
In this sense, a sociological questionnaire was elaborated, comprising 15
closed questions and multiple choice answers, to ease its completion. The
organized inquiry envisaged a number of 161 specialists of 66 sports
institutions, in 43 cities nation-wide, out of which a number of 150 have
completed the questionnaire and constituted the target group of the sociological
research.
Hypothesis: Presumably, the athletics specialists' opinion will contribute
to the identification of aspects in regards to the selection of athletes with
experience in basic track and field training and orientating them toward the
middle distance and long distance running events, in order to construct a
model.
3. Results and discussions
In regards to the first items, 54.66% of the specialists are convinced that a
scientific selection is the best one, 81 respondents think that in order to obtain
better results, a distance runner can be selected at an age over 12, 90 interviewed
people believe that training must be conducted in a group, while 21 people
prefer the individualized training, and 39 support both types (Fig. 1).
Half of the interviewees (75 teachers) agree about the major influence of
aptitudes, 54 chose the importance of the athlete's talent, and 21 believe both are
important (Fig. 2).
14%
26%
14%
60% 36% 50%
Figure 1. Results dynamics for item 3 Figure 2. Results dynamics for item 4
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20%
44%
42%
40%
36%
18%
w eight height proport. segm . A. de durata A. tem po unif. A. tem po
Figure 3. Results dynamics for item 5 Figure 4. Results dynamics for item 6
In regards to the next items, most specialists (69) think VO2 max is the
most influenced marker in the endurance events, 49 - the blood pressure, and
28% of them consider both of them. In regards to the 2 effort markers ratio,
intensity and volume, for these endurance athletic events, 56% chose the directly
proportional ratio, while 44%, the inversely proportional ratio.
Also, most respondents (81) recognized endurance as a determinant
marker in regards to motor skills, 12 of them chose general endurance, and 38%,
specific endurance.
In regards to the technical training for the middle distance and long
distance running events, 60 specialists think that learning the pace technique is
more important, 34 chose the tempo, and 6 think that arm coordination is more
important.
In regards to the mobility of middle distance and long distance runners,
most specialists think that making leg muscles more flexible is more necessary
and appreciate the role of increasing the range of paces, while referring to the
segment strength markers, 86% think they are important in the selection of
athletes for endurance events.
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24%
20%
40%
14%
62%
36% 4%
tenacity vol. qual. creat. th. functional som atic
attitudinal m otor
Figure 5. Results dynamics for item 13 Figure 6. Results dynamics for item 15
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Olteanu Iulia1
1
Clubul Sportiv Ceahlăul Piatra Neamţ, Romania
1. Introducere
Unul din factorii care determină valoarea performanţelor sportive îl
constituie procesul de selecţie şi de pregătire a copiilor şi juniorilor. Considerat
“actul de naştere al performanţei” acest proces este unul evolutiv, în care
investigaţiile se desfăşoară din mers pe parcursul pregătirii, formării şi
dezvoltării sportivului dar şi repetat, bazat pe controlul riguros al motricităţii şi
motivaţiei sportivului (Malina, 1996).
Procesul de selecţie necesită forme organizatorice adecvate unei munci
susţinute, el fiind un proces de prognoză totodată, în faze avansate permiţând
prevederea posibilităţilor de performanţă sau a unor fenomene. (Nadori, 1995).
După I. Drăgan, (1994), „selecţia este un proces de depistare timpurie a
disponibilităţilor înnăscute a copilului, juniorului cu ajutorul unui sistem
complex de criterii (medicale, biologice, psiho-sociologice şi motrice), pentru
practicarea şi specializarea ulterioară într-o disciplină sau probă sportivă” la care
un rol important îl are şi talentul.
Considerat o aptitudine net superioară celor medii, după Nelkin și Lindee,
citați de Nerlich, (2013) talentul presupune un fond genetic depistat şi supus
unui proces de pregătire, susţinut de o muncă sistematică şi perseverentă,
orientată spre un scop bine definit, care va genera performanţe înalte. În cadrul
acţiunilor de selecţie, ansamblul probelor şi aprecierile performanţelor la
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14%
26%
14%
60% 36% 50%
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20% 42%
44%
40%
36%
18%
greutatea inaltim ea proport. segm . A. de durata A. tempo unif. A. tempo variat
La următorii itemi, cei mai mulți dintre specialiștii (69) consideră VO2
max. parametrul cel mai influenţat în probele de anduranță, 49 tensiunea
arterială, iar în procent de 28% le apreciază pe ambele.
Privind raportul celor 2 parametri ai efortului, intensitate și volum în
aceste probe atletice de rezistență, 56% optează pentru raportul direct
proporţional iar 44% pentru cel invers proporţional.
De asemenea majoritatea respondenților (81) au recunoscut anduranţa ca
indicator determinant în ceea ce privește aptitudinile motrice, 12 dintre ei au
optat pentru rezistenţa generală şi 38% pentru importanța rezistenţei specifice.
Referitor la pregătirea tehnică în probele de fond, semifond, 60 dintre
specialiști consideră mai importantă învăţarea tehnicii paşilor, 34 dintre ei
optează pentru tempoul acestora, iar 6 consideră importanța coordonării braţelor.
Privind importanța mobilității la alergătorii de fond, semifond, cei mai
mulți dintre specialiști menționează necesară elasticizarea musculaturii
picioarelor și apreciază rolul creșterii amplitudinii paşilor, iar referitor la
indicatorii de forță segmentară, 86% o consideră ca indicator important în
selecția atleților pentru probele de anduranță.
24%
20%
40%
14%
62%
36% 4%
tenacitate calit. volitive
gand. creatoare functional som atic
atitudinal m otric
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Manolachi Veaceslav1*
1
State University of Physical Education and Sport, Chișinău, Republic of Moldova
1. Introduction
The system of multiannual sport management of judo players, based on
real motric capacities of the athletes, as well as the introduction of appropriate
corrections in the training process plans represent, a way of rationally
organizing and efficient development of training elements and aspects, which
contribute to the proposed sports results (Матвеев, 1991; Платонов, 1986;
Платонов, 2004).
According to the opinions of the authors from the field (Верхошанский,
1985; Запорожанов & Платонов, 1987; Шинкарук, 2011), the study of force
and force-velocity capacities, as the foundation of development, including the
specific physical qualities for multiannual trainig of athletes, represents is an
actual objective.
2. Material and methods
Hypothesis of the research. It was proposed the optimization and the
elaboration of a particular leading method in multiannual sports training of
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Table 1. The test results of judo players from the experimental group based on
physical, technical, tactical, psychomotor capabilities carried out within two years of
the pedagogical research
Thus, comparing the test results of judo players from the experimental
group (MS) with those from the control group (category I and CMS) during two
years, it was found that the indices of general physical training, in both groups,
were improved, but the results of athletes from the experimental group
precedence over those from the control group (P <0.05 to 0.001). However, a
marked superiority was manifested during the Cooper test (115 m, P <0.001 in
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the group category and CMS; 89 m, P <0.05 in group MS), during the Harvard
test (6.84 conv . units., P <0.001 in group I and CMS category, with 7.40 conv.
unit., P <0.001 in group MS) , during the test of running the 30 m (1.40 sec, P
<0.001 in the group of I category and CMS; 1.33 sec, P <0.001 in group MS),
the longitudinal string right (4.2 cm, P <0.05 in group I and CMS category). An
exception was registered for the test of string longitudinal with the right for the
experimental group (MS), bearing an insignificant trade (P> 0.05) of the results.
A similar situation is observed for the string longitudinal with the left, which has
also an insignificant character (P> 0.05) for both experimental groups – I
category, CMS and MS. This is due to insufficient activities on improving the
passive suppleness of the hip joint and extension of pelvis muscles in the
experimental groups (category I, CMS and MS).
Analyzing the obtained indices from the technical and tactical preparation,
it was established that most have a significant development (P <0.05 to 0.001),
predominantly in the experimental groups. However, an essential superiority
was registered for the test of activism (by 1.10 points, P <0.001 in Group I and
CMS category, with 1.52 points, P <0.001 in group MS), for test of the efficacy
(with 9.60 points , P <0.01 in group I and category CMS), for the test of
combinatorial ability (1.40 points, p <0.05 in group I and CMS category), results
(1.62 points, P <0,001 in category I and CMS group, with 1.04 points, P <0.01
in group MS), complexity (with 2.62 points, P <0.001 in Group I and CMS
category, with 1.42 points, P <0.001 in group MS).
At the same time, according to the Table 1, an exception was registered
for the results of the effectiveness test in the experimental groups (MS), which
are not significant (P> 0.05) in the obtained dynamic of results. A similar
situation is observed for the indices of combination ability, which in the
experimental groups (MS) has an insignificant nature (P> 0.05). In our opinion,
such a situation appeared due the underestimation of patterns of combinatorial
algorithms of attack and defense actions which, in turn, influence positively the
technical efficiency of enforcement procedures.
Analyzing the results of psychomotor state of judo players, it must be
noted that positive and significant changes were found only at the „complex
reaction” test (144 m / s, P <0.001 in the group of category I and CMS; 90 m /
s, P <0, 01 in group MS). The exception is represented by the results from the
test ”reaction to the moving object”, which are insignificant in both
experimental groups (P> 0.05). This is explained by the application of a more
complex tactical thinking of judo players.
Therefore, after the first two years of the pedagogical research, was
registered a significant advantage for athletes from the experimental group
compared to those of the control group,taking into consideration all parameters
of physical, technical, tactical training.
Table 2 presents the results of testing of general physical capacities of
athletes from the experimental groups at the end of the pedagogical research.
The analysis of the data from the Table 2 demonstrates the superiority of judo
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players from the experimental group compared to those from the control group.
Table 2. The test results of judo players from the experimental group based on
physical, technical, tactical, psychomotor capabilities in the final stage of the
experiment
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Thus, comparing the testing data from the experimental group (MS) with
those from the control group (category I and CMS) during the period of four
years, it was found that the tested indices were substantially improved; the
results in the experimental group significantly surpass those of the control group
(P <0.05 to 0.001). A superiority of results was registered for Cooper test (122
m, P <0.001 in the group category and CMS; 94 m, P <0.05 in group MS), for
Harvard test (with 7.20 conv., unit. P <0.01 in group I and CMS category, with
7.80 conv. unit., P <0.01 in group MS), for running of 30 m (1.40 sec, P <0.001
in group I and category CMS, 1.26 sec, P <0.001 in group MS), tfor he right
longitudinal string (with 3.40 cm, P <0.05 in group I and CMS category). An
exception is represented by the comparative characteristic of the test
„longitudinal sting with the left” in the experimental groups (MS), bearing an
insignificant character (P> 0.05) of the results dynamics.
A similar situation can be observed while analysing the results achieved
during the test „string longitudinal with left”, which also carries an insignificant
character (P> 0.05) for both experimental groups (category I, CMS and MS).
This is due to insufficient work on improving the passive suppleness of the hip
joint and extension of pelvis muscles in both experimental groups (category I,
CMS and MS). The analysis of obtained results from the technical and tactical
preparing show that most development indices were significant (P <.05 to .001),
prevailed still in the experimental groups. However, a particular advantage was
highlighted for the test „activism” (by 1.20 points, P <0.001 in Group I and
CMS category, with 1.62 points, P <0.001 in group MS),for test „efficiency”
(with 19.60 points , P <0.001 in the group category I and CMS), test
„combinatory ability” (1.60 points, p <0.05 in group I and CMS category), test
„results” (1.68 points, p <0.001 in CMS group and category, with 1.62 points, P
<0.001 in group MS), test „complexity” (with 2.42 points, P <0.001 in Group I
and CMS category, with 2.52 points, P <0.001 in MS group).
However, analysis of data from Table 2 shows that there are exceptions
generated from the test „the effectiveness” in the experimental groups (MS),
bearing, however, an insignificant character (P> 0.05) in the dynamic of results.
A similar situation is observed and for the test „combinatory capacity” , which
recorded a significant character of the development (P> 0.05) in the
experimental groups (MS). Analyzing the results of psychomotor state of judo
players it was found that positive changes were registered just for test „complex
reaction” (244 m / s, P <0.001 in the group category Iand CMS, 105 m / s, P <0,
01 in group MS). The exception is registered only for the test „reaction to
moving object”, which are insignificant in both groups (P> 0.05). This is
explained (probably) by the development of tactical thinking of judo players.
The research results prove an essential superiority of indices development
of physical, technical, tactical and psychomotor abilities of judo players from
the experimental groups (category I, CMS and MS) in comparison with athletes
from the control group, fact that proves the timely and efficient correction in the
process of training.
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4. Conclusions
1. Therefore, after the first two years of the pedagogical research, a
considerable progress of capabilities has emerged for judo players from the
experimental groups compared to athletes from the control groups regarding the
tested parameters of physical, technical, tactical, psychomotor training in the
context of timely and effective corrections in the training process.
2. The final stage of the pedagogical research shows an increased
superiority of judo players from the experimental groups (category I, CMS and
MS), considering the indexes of physical, technical, tactical,psychomotor
improvement compared to athletes from the control groups, as a result of timely
and effective correction of a education and training process, fact that confims
the hypothesis formulated by us.
On the basis of the results achieved and formulated conclusions in the
research, we reccomend that the correction procedures should be included in the
volume of specific efforts for settling the psychophysical state and excluding
overstrain of the female body, thus optimizing and increasing the effectiveness
of the training.
References
1. ВЕРХОШАНСКИЙ, Ю. В. (1985). Программирование и организация
тренировочного процесса, Москва: «Физкультура и Спорт»;
2. ЗАПОРОЖАНОВ, В. А., ПЛАТОНОВ, В.Н. (1987). Прогнозирование и
моделирование в спорте, Киев: «Выща школа»;
3. МАТВЕЕВ, Л. П. (1991). Теория и методика физической культуры,
Москва: «Физкультура и Спорт»;
4. ПЛАТОНОВ, В. Н. (1986). Подготовка высококвалифицированных
спортсменов, Москва. «Физкультура и спорт»;
5. ПЛАТОНОВ, В. Н. (2004). Система подготовки спортсменов в
олимпийском спорте. Общая теория и ее практические приложения,
Киев: «Олимпийская литература»;
6. ШИНКАРУК, О. А. (2011). Отбор спортсменов и ориентация их
подготовки в процессе многолетнего совершенствования (на
материале олимпийских видов спорта). Дис. доктора наук. Киев.
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Manolachi Veaceslav1
1
Universitatea de Stat de Educație Fizică și Sport, Chişinău, Republica Moldova
1. Introducere
Sistemul de dirijare a pregătirii sportive multianuale a judocanelor de
performanță, bazat pe starea reală a capacităților motrice, prin introducerea
corectărilor corespunzătoare şi în timp util în planurile procesului de instruire și
antrenament, reprezintă un mod de organizare rațională și eficientă a dezvoltării
acelor elemente și aspecte de pregătire, care contribuie la obţinerea rezultatelor
sportive propuse (Матвеев, 1991; Платонов, 1986; Платонов, 2004).
Conform opiniilor unui șir de autori din domeniu (Верхошанский, 1985;
Запорожанов & Платонов, 1987; Шинкарук, 2011), studierea capacităţilor
motrice de forță și forţă-viteză, ca fundament al dezvoltării, inclusiv a calităţilor
fizice specifice în pregătirea sportivă multianuală a judocanelor de performanţă
reprezintă un obiectiv actual.
2. Material și metode
Ipoteza cercetării. S-a presupus că sistematizarea şi elaborarea unui sistem
specific de dirijare a pregătirii sportive multianuale a judocanelor de
performanţă în baza stării reale şi a capacităţilor motrice şi includerea
corectărilor necesare în planul de instruire şi antrenament, va permite a spori
considerabil succesul de realizare a concepţiilor de gestionare pedagogică şi a
obţine eficacitate optimă în procesul de pregătire sportivă a judocanelor.
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Grupa
Nr. Nivel de Grupa control
Teste experiment t P
crt. calificare X±m (n=20)
X±m (n=20)
I Pregătirea fizică generală
1 Testul Cooper (m) c. I şi <
1200,00±44,00 1085,00±42,00 6,28
CMS 0,001
MS 1263,00±42,00 1174,00±48,00 2,59 < 0,05
2 Testul Harvard (unit. c. I şi <
79,42±2,60 72,58±3,40 4,36
conv.) CMS 0,001
MS <
87,60±3,20 80,20±4,20 4,43
0,001
3 Alergare 30 m (sec) c. I şi
4,40±0,10 5,80±0,22 3,94 < 0,01
CMS
MS <
4,30±0,09 5,63±0,12 5,50
0,001
4 Sfoara longitudinală c. I şi
14,70±0,20 10,50±0,80 3,60 < 0,05
cu dreptul (cm) CMS
MS 10,92±0,23 8,31±0,20 1,77 > 0,05
5 Sfoara longitudinală c. I şi
17,00±0,30 16,40±1,10 0,82 > 0,05
cu stîngul (cm) CMS
MS 11,76±0,28 10,93±0,17 1,22 > 0,05
II Pregătirea tehnico-tactică
1 Activismul (puncte) c. I şi <
4,10±0,08 3,04±0,06 4,44
CMS 0,001
MS <
4,68±0,06 3,30±0,05 5,06
0,001
2 Eficacitatea (puncte) c. I şi
53,40±5,20 44,30±4,31 3,35 < 0,01
CMS
MS 65,20±4,60 59,90±4,78 1,87 > 0,05
3 Capacitatea c. I şi
7,80±0,11 6,50±0,09 2,36 < 0,05
combinativă (puncte) CMS
MS 7,90±0,80 7,00±1,00 1,29 > 0,05
4 Rezultativitatea c. I şi <
5,20±0,08 3,80±0,07 5,44
(puncte) CMS 0,001
MS 5,20±0,11 4,30±0,10 2,70 < 0,05
5 Complexitatea c. I şi <
5,30±0,09 2,93±0,05 4,78
(puncte) CMS 0,001
MS <
5,10±0,08 3,80±0,06 4,55
0,001
III Pregătirea psihomotrice
1 Reacţia la obiect în c. I şi
189,00±4,20 198,00±3,80 0,32 > 0,05
mişcare (m/s) CMS
MS 181,00±4,00 185,00±4,30 0,18 > 0,05
2 Reacţia complexă c. I şi <
1121,00±62,00 1273,00±34,00 5,11
(m/s) CMS 0,001
MS 1186,00±60,00 1281,00±61,00 3,69 < 0,01
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Grupa
Nr. Nivel de Grupa control
Teste experiment t P
crt. calificare X±m (n=20)
X±m (n=20)
I Pregătirea fizică generală
1 Testul Cooper (m) c. I şi <
1264,00±48,00 1142,00±46,00 6,09
CMS 0,001
MS 1330,00±56,00 1236,00±62,00 2,63 < 0,05
2 Testul Harvard (unit. c. I şi
83,60±4,80 76,40±3,60 3,98 < 0,01
conv.) CMS
MS 92,20±5,60 84,40±4,40 3,63 < 0,01
3 Alergare 30 m (sec) c. I şi <
5,12±0,09 6,52±0,11 4,44
CMS 0,001
MS <
4,70±0,08 5,96±0,10 5,25
0,001
4 Sfoara longitudinală c. I şi
13,20±0,18 9,80±0,36 2,48 < 0,05
cu dreptul (cm) CMS
MS 10,40±0,16 10,00±0,45 0,33 > 0,05
5 Sfoara longitudinală c. I şi
15,20±0,24 16,60±0,54 0,89 > 0,05
cu stîngul (cm) CMS
MS 11,20±0,17 10,50±0,42 0,93 > 0,05
II Pregătirea tehnico-tactică
1 Activismul (puncte) c. I şi <
4,40±0,08 3,20±0,05 5,12
CMS 0,001
MS <
5,30±0,10 3,68±0,07 4,88
0,001
2 Eficacitatea (puncte) c. I şi <
66,20±4,40 46,60±3,88 3,17
CMS 0,001
MS 72,40±5,40 66,60±7,40 1,97 > 0,05
3 Capacitatea c. I şi
8,40±0,09 6,80±0,14 2,33 < 0,05
combinativă (puncte) CMS
MS 8,80±0,08 7,80±0,13 1,67 > 0,05
4 Rezultativitatea c. I şi <
5,88±0,08 4,20±0,10 5,00
(puncte) CMS 0,001
MS <
5,80±0,06 4,16±0,06 3,59
0,001
5 Complexitatea c. I şi <
5,88±0,09 3,46±0,07 5,09
(puncte) CMS 0,001
MS <
5,74±0,08 3,22±0,09 6,13
0,001
III Pregătirea psihomotrice
1 Reacţia la obiect în c. I şi
180,00±4,60 189,00±4,40 1,46 > 0,05
mişcare (m/s) CMS
MS 172,00±4,25 176,00±4,98 0,19 > 0,05
2 Reacţia complexă c. I şi <
1068,00±66,00 1312,00±68,00 5,28
(m/s) CMS 0,001
MS 1155,00±64,00 1260,00±70,00 3,35 < 0,01
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Prin urmare, deja după primii doi ani ai cercetării pedagogice multianuale,
s-a constatat un avantaj esenţial, pe care îl au judocanele din grupa
experimentală faţă de sportivele din grupa control, după toţi parametrii de
pregătire fizică, tehnico-tactică şi psihomotrice.
În Tabelul 2 sunt prezentate rezultatele testării capacităţilor fizice generale
ale judocanelor din grupele experimentale la finele cercetării pedagogice.
Analiza datelor din Tabelul 2 demonstrează superioritatea judocanelor din grupa
experimentală faţă de sportivele din grupa control. Astfel, comparînd datele
testării judocanelor din grupa experimentale (MS) cu cele din grupa control
(categoria I şi CMS), în decursul a patru ani, s-a constatat că la pregătirea fizică
generală, în ambele grupe, indicii testaţi s-au îmbunătăţit substanţial, rezultatele
sportivelor din grupa experimentală depăşindu-le semnificativ pe cele din grupa
control (P<0,05 – 0,001). O superioritate vădită s-a înregistrat la testul Cooper
(cu 122 m, P<0,001 în grupa categoria I şi CMS; cu 94 m, P<0,05 în grupa MS),
la testul Harvard (cu 7,20 unit.conv., P<0,01 în grupa categoria I şi CMS; cu
7,80 unit.conv., P<0,01 în grupa MS), la alergare 30 m (cu 1,40 sec, P<0,001 în
grupa categoria I şi CMS; cu 1,26 sec, P<0,001 în grupa MS), la sfoara
longitudinală cu dreptul (cu 3,40 cm, P<0,05 în grupa categoria I şi CMS).
Excepţie constituie caracteristica comparativă a indicilor testului sfoara
longitudinală cu stîngul în grupele experimentale (MS), care poartă un caracter
nesemnificativ (P>0,05) al dinamicii rezultatelor obţinute.
O situaţie similară poate fi observată la analiza rezultatelor înregistrate la
testul sfoara longitudinală cu stîngul, care poartă, de asemenea, un caracter
nesemnificativ (P>0,05) în ambele grupe experimentale (categoria I, CMS şi
MS). În viziunea noastră, acest fapt se datorează activităţii insuficiente de
perfecţionare a supleţei pasive în articulaţiile coxofemurale şi a extinsiei
muşchilor bazinului în grupele experimentale (categoria I, CMS şi MS). Analiza
rezultatelor obţinute la pregătirea tehnico-tactică arată că majoritatea indicilor
au o dezvoltare semnificativă (P<0,05 – 0,001), prevalând, totuşi, în grupele
experimentale. Totodată, un avantaj deosebit s-a evidenţiat la testul activismul
(cu 1,20 puncte, P<0,001 în grupa categoria I şi CMS; cu 1,62 puncte, P<0,001
în grupa MS), la testul eficacitatea (cu 19,60 puncte, P<0,001 în grupa categoria
I şi CMS), la testul capacitatea combinativă (cu 1,60 puncte, P<0,05 în grupa
categoria I şi CMS), la testul rezultativitatea (cu 1,68 puncte, P<0,001 în grupa
categoria I şi CMS; cu 1,62 puncte, P<0,001 în grupa MS), la testul
complexitatea (cu 2,42 puncte, P<0,001 în grupa categoria I şi CMS; cu 2,52
puncte, P<0,001 în grupa MS).
Totodată, analiza datelor din Tabelul 2 arată că există şi excepţie la testul
eficacitatea în grupele experimentale (MS), care poartă, totuşi, un caracter
nesemnificativ (P>0,05) în dinamica rezultatelor obţinute. O situaţie similară se
observă şi la rezultatele testului capacitatea combinativă, care înregistrează un
caracter nesemnificativ al dezvoltării (P>0,05) în grupele experimentale (MS).
Aceasta se datorează subestimării procesului de instruire şi antrenament a
formării stabile la judocane (MS) a unor modele de algoritme combinatorii ale
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Moldovan Elena1*
1
Univeritatea Transilvania din Braşov, Str.Colina /1, Romania
1. Introduction
From the anthropological view, outdoor education activities accomplish a
scientific analysis correlated to the daily practical learning and the acquired
experience. As for the scientific research, the outdoor activities undergo their
education methods from the quantitative research dominated by the descriptive
and statistic aspects, towards a qualitative one based on hermeneutics that is
based on the interpretation and analysis of experimental facts and data
connecting the link between the object of the research and the respective
subjects, as a direct link.
The vision of outdoor activities: its method shows that human activity
represents more than the linguistic phenomenon in itself. There are three major
aspects that the new education must resolve:
- Which is the significance of the environment for the human activity and
how can knowledge be transmitted within learning in nature?
* E-mail: e.moldovan@unitbv.ro
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No. 1 Supplement, Vol. XVI /2015
physiological capacity to effort parameters for solving complex tasks within the
outdoor education activities. In order to achieve performance one needs to
increase the level of physical and psychological adaptability to stimuli specific
to outdoor education means.
Shapers need to know that the development of psycho motile abilities,
mentioning here the static and dynamic balance, is done on the field. Laterality
is improved through cord exercises, ambidexterity is the result of rappel
climbing, spatial and temporal perceptions improve as a result of shaping
specific abilities and the body scheme is strongly related to the usage of
exercises destined to solve complex tasks.
By analyzing outdoor education activities effort we can identify the
parameters that can have biological influences and the development of certain
motile abilities and skills. From the multitude of aspects and manifestations
taken from the outdoor education activities, the motile behavioral study is very
important for in the body activities we can find the motile aspect.
The motile reactions are elaborated answers to certain stimulations. It is
therefore natural that the whole effect of the educative and instructive process to
depend, to a certain extent, on the personality structure in which the psycho motile
abilities have an essential role. After Lafon (1963), quoted by Epuran and
Horghidan (1994), psycho motility appears as a result of the integration of
education interaction, synergy maturity and motile and psychic conjugating
functions, not only in view of observable expressions and movements but also in
view of what determine and accompany them (will, affectivity, needs and
impulses).
The varied content of psycho motility can be structured on the following
components (Epuran & Horghidan, 1994): body scheme; dynamic coordination;
laterality; static coordination; motile and perceptive coordination; movement
rapidness; ideomotility.
According to Horghidan (2000), the main components of psycho motility
are: body scheme, laterality, ideomotility, motile intelligence and organizing
motile answers.
Epuran (2005) highlights the following components: kinesthetic
sensibility; balance sense; rhythm sense and appreciating short durations; limb
coordination; eye-hand coordination; general coordination; agility; movement
precision and stability; appreciating action opportunities in different times;
laterality; body scheme; ideomotility.
The purpose of the paper is estimating the influence of outdoor education
activities on the psycho motile development in students.
2. Material and methods
The hypotheses of the research:
1. Applying the careful selected means for developing psycho motile
abilities thus determining their psycho motility and directly reflecting their
personality development.
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- Parallel beams
Complex task activities:
1. The spider web – debating and analyzing the lived experiences;
2. The square – debating and analyzing the lived experiences;
3. Finding some objects in the forest – debating and analyzing the lived
experiences.
3. Results and discussions
G.experiment
Manual laterality Podal laterality
SB I F I F
1 right ambidexterity right right
2 both ambidexterity right right
ambidexterity right right
3
ambidexterity
4 right ambidexterity right right
5 right ambidexterity right right
6 left left left left
ambidexterity ambidexterity right right
7
8 right right right right
9 right right right right
10 right right right right
11 right right right right
ambidexterity ambidexterity right right
12
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The results of the research highlight the influence of the outdoor education
activities on the psycho motile ability development in students.
These trials have been the testing the psycho motile capacity regarding the
laterality investigation, kinesthetic sensibility, static and dynamic balance,
general and segment coordination as well as kinesthetic coordination.
In the end of this paper we can confirm that the determination of the influence
of outdoor education activities on the psycho motile ability development in students
favors the psycho motile abilities that lead to the selection of certain activities and
means in a more efficient manner of spending free time.
Applying carefully selected means in developing the psycho motile
abilities determines the actual development of psycho motile abilities.
References
1. EPURAN, M., HORGHIDAN, V. (1994). Psihologia educaţiei fizice,
Bucureşti: ANEFS, 86;
2. EPURAN, M., şi colab. (2002). Psihologia sportului, Bucureşti: FEST, pp.
44 - 45;
3. EPURAN, M. (2005). Metodologia cercetării activităţilor corporale,
Bucureşti: FEST, p. 368;
4. EPURAN, M., MAROLICARU, M. (2002). Metodologia cercetării
activităţilor corporale, Cluj-Napoca: Risoprint;
5. EPURAN, M., HOLDEVICI, I., TONIŢA, F. (2001). Psihologia sportului
de performanţă, Bucureşti: FEST, 177;
6. DRAGNEA, A., TEODORESCU, S. (2002). Teoria sportului, Bucureşti:
FEST, 87;
7. HORGHIDAN, V. (2000). Problematica psihomotricităţii, Bucureşti:
Globus, p. 55, 79, 92, 101;
8. NICULESCU, M. (2002). Metodologia cercetării ştiinţifice în educaţie
fizică şi sport, Curs universitar, Bucureşti: A.N.E.F.S.
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Moldovan Elena 1
1
Univeritatea Transilvania din Braşov, Str.Colina /1, Romania
1. Introducere
În perspectiva antropologică, educația prin activităţi de „outdoor”
realizează o analiză ştiinţifică corelată cu domeniul cunoştinţelor învăţământului
practic zilnic şi cu experienţa dobândită. Ca şi cercetare ştiinţifică, activitățile
outdoor îşi deplasează metodele de educaţie dinspre cercetarea cantitativă
dominată de descriptiv şi statistic, spre o cercetare calitativă bazată pe
hermeneutică, adică pe interpretarea şi analiza faptelor şi datelor experimentale,
realizând legătura între obiectul cercetării şi subiectul cercetător, ca o legătură
directă.
Viziunea activităților outdoor : metoda ei arată că activitatea umană
reprezintă mai mult decât fenomenul lingvistic în sine, existând însă trei aspecte
importante pe care noua educaţie trebuie să le rezolve şi anume:
- care este semnificaţia mediului natural pentru activitatea umană şi cum
pot fi transmise cunoştinţele în cadrul învăţării în natură;
- cum să fie înţelese conceptele pe cale senzorial-experimentală de vreme
ce aceste concepte nu îşi au sursa în context lingvistic,din literatura de
profil ci în natură?
- care sunt avantajele şi dezavantajele învăţării experienţiale în aer liber?
Identitatea didactică a acestui tip de educaţie este asigurată prin faptul că
mediul natural fizic şi cultural oferă cadrul învăţării.
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G.experiment
SB Lat. man Lat. pod
I F I F
1 ambidextrie dreapta dreapta
dreapta
2 ambidextrie dreapta dreapta
ambi
3 ambidextrie dreapta dreapta
ambidextrie
4 dreapta ambidextrie dreapta dreapta
5 dreapta ambidextrie dreapta dreapta
6 stânga stânga stânga stânga
7 ambidextrie ambidextrie dreapta dreapta
8 dreapta dreapta dreapta dreapta
9 dreapta dreapta dreapta dreapta
10 dreapta dreapta dreapta dreapta
11 dreapta dreapta dreapta dreapta
12 ambidextrie ambidextrie dreapta dreapta
X Em t P
Probe- teste
G.exp. G.exp. G.exp. G.exp.
I 6,08 0,6 -5,321 <0,001
Proba kinestezică F 7,91 0,33
I 5,66 1,25 4,756 <0,001
Testul „Flamingo F 2,08 0,55
I 73,25 3,56 -8,166 <0,001
Testul „Bass”; F 81,75 3,4
Săr.dr. Testul I 300,1 13,06 -5,752 <0,001
Matorin; F 344,1 7,85
Săr .stg. Testul I 338,75 6,88 -2,745 <0,05
Matorin; F 357,5 1,79
Testul de apreciere a I 5,16 0,68 -5,562 <0,001
distanţei; F 7,58 0,45
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Damian Mirela1*
Popa Cristian2
Popa Corina3
1,2
Ovidius University of Constanta, Bld. Mamaia, no. 124, 900527, Romania
3
Centre for Inclusive Education School "Maria Montessori", Constanta Romania
1. Introduction
Down syndrome has been described in 1866 by Langdon Down and is
characterized by the triad: dysmorphia, the delay in psychic development and
chromosomal aberration (Gherghuţ, 2007). There have been several theories
concerning issued the etiology of this disorder, but the exact cause is still not very
well known. It is assumed that involved several factors such as hormonal disorders,
radiation of various types, viral infections, immunologic problems, but most
involved factor is maternal age. Beyond the image feature of trisonomice is another
reality. In many other issues, they are also ordinary people, have special emotional
potential that they want to manifest all the time, are very sociable, willing to
participate alongside others in various activities where to put in value its own
personality (Alois, 2005).
* Email: mireladamian13@gmail.com
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help).
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Figure 6. Bosu ball exercise No. 6 Figure 7. Bosu ball exercise No. 7
7. Lying on Bosu ball with the face, with hands behind your head:
- Extensions of the trunk 3x3 rep., P: 10 sec. (with help) (Fig. 7)
8. Stand facing the Bosu
a Lifting the right leg and lunge seating on the ball, rebound; 4x, p: 10
sec. (with help). (Fig. 8)
b. Lift left leg and laying thrust on the ball, rebound; 4x, p: 10 sec. (with
help). (Fig. 9)
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T.I. T.F.
N.P
Duration sec. Duration sec.
M.M. 1 3
L.E. 0 2
L.R. 3 5
S.L. 2 5
T.R. 10 15
P.D. 10 15
X 4,333 7,5
S 4,502 5,925
CV% 103,9 79
T. I. Testarea Finalaă
N.P
Jumping Jumping
M.M. 0 1
L.E. 0 1
L.R. 2 4
S.L. 3 5
T.R. 4 6
P.D. 3 5
X 2 3,667
S 1,673 2,16
CV% 83,65 58,94
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At the balance motric comparing the obtained results we can see that the
difference in 3.2 seconds between initial and final test is statistically significant
at p ≤ 0.005, t-test dependent "Student" being 5,27. What indicates significant
progress as regards the coordination of static. The coefficient of variance of VC
= 103,9% at initial testing and the coefficient of variability the CV value = 79%
to final testing denotes inhomogeneity in both tests.
The results of initial testing of the mean and standard deviation are x ± s =
2 ± 1.673, and the final test results mean and standard deviation are x ± s =
3.667 ± 2.16. Noting the results of the general dynamic parameter motor
coordination we notice that the difference between initial and final testing of 1.6
sec. p≤0.0005 statistically significant, t test "Student" - 7906 being dependent.
The coefficient of variation is CV = 83.65 % initial testing and CV =
58.94 % in final testing group heterogeneity explains.
The results obtained from the balance motric as we can notice that the
final average was 7,5 versus the initial testing, 4,333 difference between the two
mediums are around 3,2 sec., the latter being due to work with Bosu where the
kids had an attraction in the execution of various exercises in programs adapted
from aerobics. Significant results were obtained, and the coordination of general
dynamics as we can see from the results obtained when testing the media finals
was 3,667 versus 2 initial testing. The children have worked with more interest,
were much more motivated in achieving correct executions.
Chera-Ferrario (2010) with a team of teachers have launched the
"Gymnastics for All", researching the benefits of artistic gymnastics in children
with disabilities. Following project developed good results were achieved by
organizing competitions. These competitions represent a method to test and
improve motor behavior of children with disabilities.
Popescu (2013) studied the balance in individuals with Down syndrome
using artistic gymnastics. The results confirmed the benefits of artistic
gymnastics in adults with Down syndrome.
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1. Introducere
Sindromul Down a fost descris în anul 1866 de Langdon Down şi se
caracterizează prin triada: dismorfie particulară, întârziere în dezvoltarea psihică
şi aberaţie cromozomială (Gherghuţ, 2007).
Au fost emise mai multe teorii privind etiologia acestei tulburări, dar
cauza exactă nu este încă foarte bine cunoscută. Se presupune că intervin mai
mulţi factori cum ar fi tulburările hormonale, radiaţii de diferite tipuri, infecţii
virale, probleme imunologice, dar factorul cel mai implicat este vârsta mamei.
Dincolo de imaginea caracteristică persoanelor trisonomice se află o altă
realitate; în multe alte aspecte, sunt asemenea unor oameni obişnuiţi, dispun de
un potenţial afectiv aparte pe care doresc să-l manifeste tot timpul, sunt foarte
sociabili, dornici să participe alături de ceilalţi la diferite activităţi unde să-şi
pună în valoare propria personalitate (Alois, 2005). Problematica persoanelor cu
dizabilităţi constituie un câmp semantic complex şi în evidentă schimbare. În
literatura psihopedagogică se întâlnesc frecvent mai mulţi termeni care, în
funcţie de modul de abordare a problematicii persoanelor cu dizabilităţi pot
clarifica o serie de delimitări semantice, utile în înţelegerea corectă şi nuanţată a
fenomenelor avute în vedere (Albu & Albu, 2000). Astfel spus, cerinţele
educative speciale solicită abordarea actului educaţional de pe poziţia capacităţii
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Figura 6. Exercițiul Nr. 6 cu mingea Bosu Figura 7. Exercițiul Nr. 7 cu mingea Bosu
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3. Rezultate și discuții
Analiza şi interpretarea datelor înregistrate la parametrii psihomotrici de la
testarea iniţială la testarea finală
La parametrul motric echilibru, comparând rezultatele obţinute putem
observa că diferenţa de 3,2 sec. dintre testarea iniţială şi cea finală este
semnificativ statistic la p≤0.005, testul t „Student” - dependent fiind 5,27 ceea
ce indică un progres semnificativ în ceea ce priveşte coordonarea statică.
Coeficientul de variabilitate de CV = 103,9% la testarea iniţială şi
coeficientul de variabilitate cu valoarea de CV = 79% la testarea finală denotă
neomogenitatea grupului la ambele testări.
Rezultatele la testarea iniţială a mediei şi deviaţiei standard sunt x ± s = 2 ±
1,673, iar la testarea finală rezultatele mediei şi deviaţiei standard sunt x ± s = 3,667
± 2,16. Observând rezultatele la parametrul motriccoordonarea dinamică generală
putem remarca că diferenţa dintre testarea iniţială şi cea finală de 1,6 sec. este
semnificativă statistic la p≤0.0005, testul t „Student”- dependent fiind de 7,906.
Coeficientul de variabilitate este la testarea iniţială CV = 83,65% şi de
CV = 58,94 % la testarea finală explică neomogenitatea grupei.
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Drăgoi Cristian-Corneliu1 *
1
“Vasile Alecsandri” University of Bacau, 157, Calea Maraseşti, 600115, Romania
1. Introduction
Sportive tourism is a concept comprising various athletic activities
performed in nature that involve moving the practitioners to picturesque
locations, most often mountainous (Drăgoi, 2010). We are talking here about
activities such as hiking, cyclo-tourism, sport climbing, canyoning, via ferrata,
rafting, winter sports, etc.
Many pupils are attracted toward these activities that can be practiced
outside school. These pupils could be involved in the activity of specialized
clubs, thus channeling their energy toward building their own personality by
educating certain positive character traits, avoiding falling into the traps of
momentary illusions (Drăgoi, 2008).
The moral-volitional characteristics represent personality traits acquired
during education and they determine the mobilization degree of the individual to
reach a goal. The collective spirit, the self-confidence, the courage, the
* E-mail: cristi_dragoi@hotmail.com
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perseverance, the will, etc., play an important role in sketching the character of
the future adult (Cosmovici & Iacob, 1999).
The positive character traits must define a child that is educated from all
points of view, and which on a larger scale will determine the child's behavior
within the family, within the instructive-educational process, within society
(Munteanu, 1998).
The main aim of this research is to study the influences of the practice of
sportive tourism in the development of certain moral-volitional characteristics
that are specific to middle school pupils.
2. Material and methods
Premises and Hypotheses. Generally, we accept the idea that individuals
who practice tourism under various forms have a better physical and mental
health than the ones who do not engage in this kind of activities, having a more
positive attitude in relation to themselves and to others (Drăgoi, 2008).
Based on this premise, we tried to clarify whether this activity has or not
positive effect on certain volitional moral characteristics that we considered to
be possibly influenced by the practice of sportive tourism.
In our study, we formulated the following hypothesis:
- Presumably, through the practice of sportive tourism, can be positively
influenced at this age a number of moral-volitional characteristics like the social
skills, the courage, the self-confidence, the perseverance.
Research methods. In this research, the following methods were used
(Epuran, 2005):
1. The documentation method (study of the professional literature), using
the Romanian and international literature.
2. The direct observation method, under concrete conditions, in the areas
where sportive tourism is practiced.
3. The inquiry method, by applying a questionnaire.
The subjects of the research were 23 middle school students, grades 7-8,
from Piatra Neamţ, out of which 15 were males and 8 were females, aged
between 13 and 15, who practice pedestrian tourism, within specialized clubs or
with their family.
The research was conducted over the course of the academic year 2013 -
2014, and consisted mainly in applying a questionnaire comprising a number of
13 questions centered on emphasizing certain moral-volitional required by the
practice of pedestrian sportive tourism. The content of the questionnaire is
presented below.
1. Are you a constant practitioner of sportive tourism?
a). yes; b). no; c). partially.
2. How often do you practice sportive tourism?
a) at least twice a month; b) once a month; c) less than once a month.
3. What is your mental state during sportive tourism?
a) positive, energetic; b) negative, apathetic; c) neutral, indifferent.
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4,35%
a)
b)
c)
95,65%
Analyzing the answers to the question no. 7, about the social integration,
as one can well see (fig. 2), the great majority of the students (73,91%) claim
that they do not find it hard to get along in a new group, which shows an open,
sociable mind. Only 17, 39% of students said that they find it hard sometimes,
and 8,70%) said that they always find it hard, which can be attributed to each
individual's personality.
17,39% 8,70%
a)
b)
c)
73,91%
Analyzing and interpreting the answers to the question no. 8, we can also
see (fig. 3) that most of the people questioned (65,22%), incline towards one
answer, which is choice b), showing courage, a psychological characteristic that
is specific to the people practicing nature activities.
21,74% 13,04%
a)
b)
c)
65,22%
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Regarding the question no. 9, one can see from the graphical
representation that most of the subjects (60,87%) say that they think they will
succeed, even if it seems difficult, which emphasizes the psychological traits
"self-trust" and "perseverance" (fig. 4). There are very few the ones who say
they don't know (26,09%) and even less (13,04%) the ones who say that they
will not succeed in their endeavor.
26,09%
a)
b)
c)
60,87%
13,04%
Analyzing the answers to the questions no. 10 (fig. 5), one can see that
there are many the ones (82,61%) saying that they always follow the rules of a
game, sports or otherwise, which shows correctness, fair-play, sportsmanship,
mutual respect, moral traits that are appreciated. Only 4 students (17,39%) said
that they follow the rules most of the times, and none of them supported the
choices b) and d), the ones indicating a lack of correctness.
17,39% 0%
0%
a)
b)
c)
d)
82,61%
Regarding the answers to the question no. 11 (fig. 6), this time also, most
of the students (56,52%) supported choice a), which highlights psychological
traits that interest us, such as perseverance, ambition. These ones are joined by 8
students (34,78%) who do not give up right away, but try at least one more
time. Only 2 students, very few compared to the others, said that they give up in
such situations.
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8,70%
a)
b)
,78% c)
56,52%
Regarding the question no. 12 (fig. 7), again, this is a very clear situation,
in the sense that the great majority (78,26%) supports choice a), the one
expressing perseverance and ambition. Only 2 students (8,70%), probably the
same ones, claimed that they give up when they can't take it, while 3 students
(13,04%) try at least to finish the race, which is, at any rate, better than giving
up.
13,04%
8,70%
a)
b)
c)
78,26%
Analyzing the answers to the question no. 13, as one can see from the
graphical representation (fig. 8), almost every questioned student (91,30%) think
that sportive tourism influences in a positive manner their activity, whether we
are talking about school activity, social, or family, on multiple levels: work
output, socializing, leisure, development, etc. Only 2 students (8,70%) do not
know for sure, and none of them chose b).
8,70%
a)
b)
c)
91,30%
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4. Conclusions
The answers recorded for the questionnaire lead to the following
conclusions:
- Almost all of the students subjected to the study claimed that during
their sportive tourism activities and afterwards have a positive, energetic state of
mind, a good mood.
- To the questions envisaging the social skills, most answers were
positive, which shows cooperation, a desire to help each other, an open mind,
psychological-moral qualities that are often encountered in group mountain
tourism.
- To the questions envisaging the anxiety level, one can see, again, that
most subjects gave answers that emphasize their courage, fearlessness,
psychological characteristics that are specific to the people who practice nature
activities.
- Also, most of the students subjected to the questionnaire said that they
have confidence that they will succeed even if it seems difficult, and do not give
up easily, a fact that highlights volitional qualities such as self-trust, ambition,
and perseverance. There are very few subjects who don't think they will
succeed.
- One can see that there are many the ones saying that they always follow
the rules of a game, sports or otherwise, which shows correctness, fair-play,
sportsmanship, mutual respect, moral traits that are generally appreciated.
At the end of the study, one can say that the initial hypothesis, stating that
certain moral-volitional characteristics wich are specified above can be
positively influenced in their development through the practice of sportive
tourism, was confirmed.
References
1. COSMOVICI, A., IACOB, L. (1999). Psihologie şcolară, Iaşi : Polirom;
2. DRĂGOI, C. C. (2010). Turism, Bacău: Alma Mater;
3. DRĂGOI, C. C. (2008). Turismul montan, mijloc de dezvoltare a rezistenţei
aerobe şi a unor fenomene psihice, la adolescenţi. Teză de doctorat, Bucureşti:
ANEFS;
4. EPURAN, M. (1999). Dezvoltarea psihică. Aspecte ale dezvoltării psihice în
ontogeneză. Bucureşti: Edit. ANEFS;
5. EPURAN, M. (2005). Metodologia cercetării activităţilor corporale.
Bucureşti: Edit. FEST.
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Drăgoi Cristian-Corneliu1
1
Universitatea “Vasile Alecsandri” din Bacău, Calea Maraseşti, 157, 600115, România
1. Introducere
Turismul sportiv este un concept care cuprinde în aria sa de înțelegere
diverse activități sportive, desfășurate în natură, care implică deplasarea
practicanților săi în locuri pitorești, situate de cele mai multe ori în cadru
montan (Drăgoi, 2010). Vorbim aici de activități precum hiking, cicloturism,
escaladă, canyoning, via ferrata, rafting , sporturi de iarnă, etc.
Mulţi elevi sunt atraşi de aceste activităţi, care pot fi practicate în afara
şcolii. Aceştia ar putea fi implicaţi în activitatea unor cluburi de profil,
canalizându-şi astfel energia către construcţia propriei personalități, prin
educarea unor trăsături de caracter pozitive, evitându-se astfel căderea în
capcanele iluziilor de moment (Drăgoi, 2008).
Caracteristicile moral-volitive reprezintă trăsături ale personalităţii
dobândite în urma educaţiei și determină gradul de mobilizare a individului
pentru îndeplinirea unui obiectiv. Spiritul colectiv, încrederea în sine, curajul,
perseverența, voinţa, etc., au un rol important în creionarea caracterului
viitorului adult (Cosmovici & Iacob, 1999).
Trăsăturile pozitive de caracter trebuie să definească un copil educat din
toate punctele de vedere, care pe un plan mai larg, vor determina modul de
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4,35%
a)
b)
c)
95,65%
17,39% 8,70%
a)
b)
c)
73,91%
21,74% 13,04%
a)
b)
c)
65,22%
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26,09%
a)
b)
c)
60,87%
13,04%
17,39% 0%
0%
a)
b)
c)
d)
82,61%
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8,70%
a)
b)
,78% c)
56,52%
13,04%
8,70%
a)
b)
c)
78,26%
8,70%
a)
b)
c)
91,30%
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4. Concluzii
În urma răspunsurilor pe care le-am primit de la întrebările din chestionar
am tras următoarele concluzii:
- Aproape toţi dintre elevii supuşi studiului susţin că în timpul
activităților de turism sportiv şi în perioada care urmează au o stare psihică
pozitivă, tonică, dar calmă, un moral bun.
- La întrebările care au vizat sociabilitatea, cele mai multe răspunsuri
sunt pozitive, fapt ce dovedeşte cooperare, spirit de într-ajutorare, deschidere
spre alţii, caracteristici psiho-morale întâlnite în turismul montan de grup.
- La întrebările care au vizat nivelul de anxietate, vedem că din nou,
marea majoritate a celor chestionaţi, dau răspunsuri care scot în evidenţă lipsa
de teama, curajul, caracteristici psihice specifice celor care practică activităţi
sportive în natură.
- De asemenea, cei mai mulţi dintre elevii supuşi chestionarului afirmă
că au încredere că vor reuşi, chiar dacă un lucru pare dificil, şi nu abandonează
uşor, fapt care evidenţiază caracteristici voliționale cum sunt: încrederea în sine,
dârzenia, ambiţia, dar şi perseverenţa. Sunt puţini cei care nu cred că vor reuşi în
demersul lor.
- Am observat că sunt foarte mulţi cei care susţin că respectă întotdeauna
regulile unui joc, sportiv sau nu, ceea ce exprimă corectitudine, fairplay, respect
reciproc, caracteristici morale pe care le luăm în considerare în cercetarea
noastră.
În urma studiului nostru, putem afirma că s-a confirmat ipoteza de la care
am plecat şi anume faptul că unele caracteristici moral-volitive, specificate mai
înainte, pot fi influenţate pozitiv, prin practicarea turismului sportiv.
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
Raspaud Michel1 *
1
Université ”Joseph Fourier”, Grenoble 1, BP 53, 38041, Cedex 9, France
1. Introduction
How to accede to the knowledge of sport leisure practices of the past time
history when this topic was not scientifically legitimated in the sociology field,
which signifies that studies concerning this subject did not exist. The historian,
as the sociologist, can explore archives from sporting associations (sport clubs
and federations), municipalities, ministries, etc. He will obtain counting data
about the number of sporting clubs, sportsmen and sportswomen, their age or
sex dispatching, etc., information about the association organisation, and the
persons who manage them.
However, the sociologist accedes by this way with difficulties to the
leisure sport practices embedment in the population everyday life, the interest of
this latter for the leisure sport practices, their ludic, social and regenerating
dimension, or their living mode.
Meanwhile, other sources can permit to the sociologist not to give a
précised counting dimension to the leisure sport practices, but to accede at what
Sansot calls “sensitive” (“sensible” in French), which is as “the sensitive [...] is
always what affects us and heard us” (Sansot, 1986, p. 38), stating that “when an
object, a territory, a monument, a group affect me, I derive some pleasure or
* E-mail: michel.raspaud@ujf-grenoble.fr
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some inconvenience but more importantly it means that I have grasped the
meaning” (Sansot, 1986, p. 53).
Thus, through the literature of the time, it is possible to access this
sensitive that affects individuals who engage in leisure sport practices, and grasp
the meaning they give to them. So this is a comprehensive sociology (Weber,
1995).
2. Material and methods
The material used consists of the literary work of the writer Mihail
Sebastian (1907-1945), translated into French, which is particularly rich in
ratings for leisure sports practices, as most of his writings refer to it at a time or
another: a novel like L’accident even see almost half of the action takes place in
a ski resort!
The method is firstly to identify all the different practices of leisure sports
or sports events mentioned, identify what moments of social life they are, and
understand the meaning that the characters give to them.
All these elements of course are connected to the social groups to which
the protagonists of the literary work belong.
3. Results and discussions
Mihail Sebastian, who became his name in 1935, is the pseudonym of
Yosef Hechter (Sebastian, 1998b, p. 71). He is born October 18, 1907 in Braila,
a port on the Danube. He studied law at Bucharest, and then did a PhD in Paris
(1930-1931), “where the masters of the Faculty of Law distinguish him”
(Dupront, 1968, p. 6).
He writes in the daily Cuvântul (1927-1934) and then in other periodicals
as Rampa, and Revista Fundaţiilor Regale until 1940 and the establishment of
anti-Jewish laws. These same laws prevent him to exercise his profession as a
lawyer. He accidentally died May 29, 1945 in Bucharest (Paruit, 2002).
So, social groups described by Mihail Sebastian in his novels, plays and
stories refer mainly to those he frequented in Bucharest during his outings and
cultural activities: intellectual professions (journalists, literary critics, scholars,
teachers ...), professionals (lawyers ...), artistic professions (architects, painters,
actors ...).
It is from this social context that come the characters portrayed in his
literary works and, with them, their practices of leisure sports. However, in
addition to the practices themselves, Mihail Sebastian made a whole set of
notations that refer to sports to describe situations, body types, attitudes, outfits.
When we see the great importance of the leisure sport practices in the life
of the author and of the social groups he attends, they also seized the place that
already has sports as a category for perceptive and descriptive the intelligentsia,
we understand the place that sport already has for this intelligentsia as
perceptive and descriptive categories.
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Several leisure sports practices are present in the work. Have been
identified in one form or another, and in alphabetical order: boxing; canoeing;
dance; fishing; football; hiking; horse racing; swimming; skiing; table tennis;
tennis; volleyball; water polo. In this context, of course, not all have the same
importance.
They are not located in the same places, they do not involve the body in
the same way, nor yet have the same importance in the plot in the literary works,
or in real life of the author, through its accounts for a large share
autobiographical.
For example, football - already popular - is mentioned less than a half-
dozen times. However, as of April 23, 1935, the author attended the derby
between the two biggest clubs in Bucharest: Venus-Juventus; the first is the
defending champion, and already five-time national winner (1920, 1921, 1929,
1932 and 1934), only once his rival (1930).
However, participation is more of worldliness obliged, as fan culture as
we can know it today, because her friend Leny, actress, is "arrived late, having a
rehearsal at the theater for its next premiere" (Sebastian, 1998b, p. 28).
- “Ann was for some time a figure of Bucharest life, a ‘celebrity’. She
appeared everywhere, at the theater, at the racetrack, at the stadium for big
games...” (Sebastian, 2002, p. 104).
The only practices performed by the author or the characters of his works
are: canoeing, dancing, hiking, skiing, swimming, table tennis, tennis, and
volleyball.
Canoeing by the author on Lake Annecy (Sebastian, 2007a, pp 202-205),
table tennis and volleyball by the author in Bran where he spent holidays in
August 1938, adding that he has played all kinds of games: chess, backgammon,
billiards, table tennis, volleyball (Sebastian, 1998b, p. 157).
The dance is primarily an urban socialite activity, during nights out in the
cafes of Budapest (Sebastian, 1998b, p. 44-45).
In fact, three leisure sport practices are particularly found in abundance on
the work of Mihail Sebastian: swimming, hiking and skiing. If swimming and
hiking are involved with more or less acute in the scenario of Femmes, as well
as in the autobiographical narratives and the Journal, skiing is the fundamental
practice that organizes the author’s leisure sports, and the linchpin of his novel
L’accident.
Indeed, one of the two main characters of the work, Paul (embodies the
author's romantic difficulties) fortuitously met Nora, crashed on the descent of
the tram, and helps her to go home.
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After many vicissitudes, the teacher Nora leads the lawyer (actual
occupation of the author) for a month's vacation in the mountains at the time of
Christmas and New Year, in the Prahova Valley (place frequented assiduously
by Mihail Sebastian - see Journal).
Avid skier in real life, Mihail Sebastian has no trouble transferring the
subtlety of his skills in the character of Nora, who teaches the other hero (Paul),
the art of using sticks, plow snow, turning, and stopping at the bottom of the
slopes.
In this natural setting (forest, sun, altitude, physical exertion, ski touring
several hours, healthy fatigue), Paul manages to distance his complicated
relationship with Anna, a fickle painter. Moreover, in his autobiographical work,
Mihail Sebastian is not lacking on several occasions emphasized that effect on
him:
- “Skiing is my only recreation. Yesterday at Poiana, now Timiş, as I ski
I'm happy. Heavy snow, sparkling decor, pleasure to fly on skis, jumping
successfully crash land, triumph, finally, when I manage to finish the race, to
stop almost correctly, at least without falling…” (Sebastian, 1998b, p. 131).
- “I come home refreshed (...) three days of skiing, and I go the nerves
calmed down, put in their place” (Sebastian, 1998b, p. 143).
- The fictional work highlighting the sensations experienced when skiing
in the winter and natural environment:
- Nora: “So what’s it like?” Paul: “I cannot express it. It's beyond words.
It's intense. It's a great light... I think I'm drunk. He fell in the snow, open arms,
and there wallowed” (Sebastian, 2002, p. 188).
3b. Clothing
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- Odette is 18, wears a blue beret placed obliquely on the neck, a sport
dress tightened by a leather belt and white sandals without socks” (Sebastian,
2007b, p. 45).
- Odette: “I would go right now, as you see me in a swimsuit, wet and
disheveled” (Sebastian, 2007b, p. 57).
- Nora: “You need something?” Paul: “No. I looked at a picture on the
desktop. Who is this?” Nora: “It's me.” Paul: “In this suit?” Nora: “Yes, a ski
suit. I was in Predeal. I please you?” (Sebastian, 2002, p. 20).
3c. Sport as perceptive and descriptive categories
We can already see through the above quotes, the sports clothing, worn in
other circumstances, indicates a form of personality, a psychological or physical
trait. One of the remarkable aspects of the work of Mihail Sebastian consists
precisely in the fact that sport is a perceptive and descriptive category of
individuals, both in their physical appearance (description), either in their
psychological (perception).
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Through various forms of the literary work of Mihail Sebastian, one can
note the importance that takes the sport in the Bucharest society of the 1930s
(we have no indication from him on the Romanian society as a whole), and
functions leisure sport practices begin to assume, at least for the intellectual
classes of the capital: winter holidays for skiing in the Prahova Valley, summer
holidays at the edge of the Black Sea or in the Carpathians to conduct hiking. In
any case, through the real or imaginary experience of the author, it is a time of
regeneration, compared to the Bucharest life:
Two days in Balcik (Black Sea): “I got home last night. For two days I
could think of nothing, forget that I have no money, forget the rent, the flat
owner…” (Sebastian, 1998b, p. 191).
“I wonder why I did not take advantage of the Christmas holidays to leave
Bucharest. I could finish my novel, I could ski... (...) Here I am, at the end of
vacation, tired, without enthusiasm, without envy, lazy, confused, consumed
with remorse” (Sebastian, 1998b, pp. 175-176).
For his part, Paul Morand summarizes the contrast between the bustle of
the city and the tranquility of Sinaia and the Carpathians:
- “Located near Predeal and the former Hungarian border in a pleasantly
wilderness, Sinaia is only sources, silence, shadow, freshness, granite, trout and
softwoods, while Bucharest is only noise, dust, sterlets, sun and plaster”
(Morand, 1935, p. 277).
- What Mihail Sebastian expressed in another way, more in relation to
his everyday life:
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- “What is depressing in Bucharest are the phone calls, going out in the
city, the premieres in the theater, the invitations. The first day, I felt - compared
to a simple life in Predeal - to get into a big madhouse” (Sebastian, 1998b, p.
219).
3e. Discussions
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
1. Introduction
The motivation underlying any conscious human action and behavior and
is always the answer to specialists: Why? The concept has experienced various
semantic approaches by psychologists conscious mental life components, a
possible definition referring to motivation as a specific form of reflection
,,which indicates the controls - control system personality, an oscillation of the
initial state steady, energetic-informational deficit or a need to be satisfied"
(Golu, 2004, p. 517).
Specialists in the field say that motivation develops ţinȃnd account the
following elements:
a) channeling of needs (learning)
b) cognitive development (for projects)
c) instrumental motivation (means and objectives)
d) personalization (functional autonomy), (Doron & Parot, 2006, p.513)
* E-mail: haralambiealina2008@yahoo.com
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Expect high motivation values are all indices within the intrinsic (table 2).
Students believe that passion, attraction to the sport (2.60), the chances that are
offered for use and development of their abilities, creatively, largely correspond to
their expectations. Fear of failure (average of 2.03) can be an obstacle in conducting
sports for the corresponding 70% of respondents fully or partially expectations.
Table 2. Values of intrinsic and extrinsic motivation expectation
The values of extrinsic are very close to those of indices intrinsic., Which
highlights that the expectancy students to the sport with all their meaning, is
satisfied almost equally intrinsic or extrinsic weighted higher first. Greater
importance is given ability to be competitive athlete and student (2.45).
If the factors underlying motivation expectation scientific interpretation
and analysis of the results reveals an average value of 2.34 versus 2.26 for the
intrinsic indices if extrinsic indices.
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4. Conclusions
Global motivational force based on questionnaire replies quantification
has a value of 5.73 which signifies the average level of motivation. From this
value we conclude that sport activities are largely due to intrinsic indicator such
as a passion for sport, the desire for progress / development, objectives, tend to
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Rezumat
Motivația este motorul care se regăseşte în spatele fiecărui gest, acţiune, gȃnd, faptă sau
emoţie a individului, alfel spus, nimic din ceea se petrece în viaţa noastră în mod
conştient nu este străin de acest aspect, mai ales în domeniul educaţiei fizice şi sportului
unde pregătirea fizică, tehnică şi cea tactico-teoretică trebuie obligatoriu completate de
o pregătire psihologică. Scopul analizei de faţă este acela de a identifica factorii care
influenţează percepţia elevului asupra activităților sportive, care sunt sursele motivaţiei
interne care determină elevul să îşi dorească frecventarea activităților sportive şi nu în
ultimul rȃnd dorim să cuantificăm nivelul motivaţiei în cazul subiecţilor care au
constituit grupul ţintă. In toată această ecuaţie (profesor, familie, elev) considerăm că
elevul este principalul responsabil în ceea ce priveşte practicarea activităţilor motrice
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într-un cadru instituţionalizat dar nu neglijăm nici influenţa care poate fi exercitată de
factori externi cum ar fi: profesori, antrenori, familia, mass-media, obiceiuri sociale sau
familiale.
1. Introducere
Motivaţia stă la baza oricărui comportament sau acţiune umană conştientă
şi reprezintă întotdeauna răspunsul la întrebarea specialiştilor: De ce? Conceptul
a cunoscut diverse abordări semantice din partea psihologilor preocupaţi de
componentele vieţii psihice, o posibilă definiţie referindu-se la motivaţie drept
,,o formă specifică de reflectare prin care se semnalează mecanismele de
comandă - control ale sistemului personalităţii, o oscilaţie de la starea iniţială de
echilibru, un deficit energetico-informaţional sau o necesitate ce trebuie
satisfăcută” (Golu, 2004, p. 517).
Specialiştii în domeniu afirmă faptul că motivaţia se dezvoltă ţinȃnd cont
de următoarele elemente:
a) canalizarea trebuinţelor (învăţare)
b) elaborarea cognitivă (scopuri şi proiecte)
c) motivaţia instrumentală (mijloace şi obiective)
d) personalizarea (autonomie funcţională), (Doron & Parot, 2006, p. 513).
Motivaţia este un fenomen complex, acţiunile întreprinse de oameni fiind
cauzate de diverse motive, pornind de la cele fiziologice pȃnă la cele cognitive,
acţiuni personale, interacţiune socială şi motivaţia de afiliere. Acest proces
psihic nu se manifestă identic în toate etapele vieţii, prezentȃnd particularităţi în
funcţie de vȃrstă.
Profilul motivațional al copilului de vȃrsta şcolară (cu subdiviziunile mică,
mijlocie şi mare) implică probleme de adaptare la cerinţele sistemului
educaţional adică necesitatea respectării unor regulamente şi norme sociale,
apartenenţa la o colectivitate.
Motivaţia vizavi de activităţile şcolare sau cele cu caracter extraşcolar se
amplifică în această perioadă datorită unei nevoi de afirmare în colectivitate tot
mai evidentă. Mediul social are un rol extrem de important în această ecuaţie,
copilul simţind nevoia de a obţine un loc independent în colectivitatea clasei.
Mediul concurenţial din învăţămȃntul instituţionalizat structurează motivaţia
spre performanţă şi creează cadrul propice pentru selectarea şi debutul activităţii
sportive, elevii fiind preocupaţi de nevoia de integrare în cadrul gupurilor
sociale.
Adolescenţa debutează diferit, la fete apare mai devreme decȃt la băieţi şi
se caracterizează printr-o dezvoltare fizică armonioasă. Pe plan psihic sesizăm
dezvoltarea capacitătii de creaţie care este valorificată prin participarea la
concursuri şi competiţii şcolare literare, tehnice sau sportive. Adolescenţii sunt
conştienţi de poziţia lor în cadrul grupului, doresc să impresioneze şi îsi fixează
obiective pe termen lung. Pe plan afectiv este posibilă apariţia unor
inconsecvenţe şi chiar exagerări emoţionale.
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4. Concluzii
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GYMNASIUM
Scientific Journal of Education, Sports, and Health
1. Introduction
Until recently, parenting was not a priority for the Romanian educational
policies; only in the last few years people started talking more and more about
supporting the initiation, training and developing the parental skills as a mission
that the state must undertake if one wants that "the education of children and
youths to become a coherent, effective action that would give everyone equal
chances", as stated in the Study regarding the necessity of implementing the
Integrated National Strategy for Training and Developing Parental Skills (2011).
The traditional perspective that characterizes the Romanian society still
sees education as being "...the action exerted by adult generations on the ones
who are not mature enough yet for the social life. Its goal is to provoke and
develop in children a certain number of physical, intellectual, and moral states
that are demanded from them by both the political society in its entirety, and the
special environment in which they must live" (Durkheim, 1980).
A careful analysis of these paradigmatic modifications can be considered a
starting point also for a new approach of the role played by parents in the field
of physical education.
2. Material and methods
Research Aim and Objectives. This study aims to highlight a series of
paradigmatic changes in parenting in today's Romanian society.
The objectives of the research envisaged to:
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parenting paradigms starting from the old paradigm, which says that "caring for
children is the parents' task", alternatively proposing a new paradigm: "caring
for children is the parents' task, who, in their turn, need the school support in
order to fulfill their task". The need for the paradigmatic shift originates, in the
opinion of the above-mentioned author, in the problems that children have to
deal with at the beginning of the schooling process.
- from the perspective of the communication relationship (Table 2), the
author states that the traditional perspective was characterized by
unidirectionality, from school to family, the paradigmatic model proposed by
Kirschenbaum (2010) having the following alternative structure:
The new proposed paradigms take into account the technological changes
in today's society, changes that can make these new paradigms not be purely
theoretical, but also functional.
- from the perspective of school involvement: the old paradigm
referenced the voluntary involvement of parents in various events, having
various (occasional) roles. The new paradigm adds: learning events structured
for families. Similarly to the American model, gradually, also in the Romanian
school parents start becoming involved in the learning activity through thematic
lectures with the parents, through "fun" learning activities together with
children, and implicitly through activities that involve physical exercise and
physical education.
- from the perspective of getting involved in doing homework, the old
paradigm states that the parents monitor and if they can, even helps, while the
new paradigm adds the concept of participation. The paradigm of participation
is the one that can help the parents evaluate correctly the children's potential, to
identify possible learning problems, to make the children feel more confident,
and to become, themselves, more confident.
Starting also from the perspective of the relationship with the school,
Alvino, in 1985 (as cited in Crețu, 1998), proposes a new model of approaching
the parents' relationship with the school, the parents' key roles being considered
to be the following: learner, helper, supporter of positive image about school,
complementary source of information for school, educational resource, as an
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1. Introducere
Până nu demult educaţia părinţilor nu a reprezentat o prioritate în politicile
educaţionale din România, abia în ultimii ani se vorbește din ce în ce mai mult
despre susţinerea iniţierii, formării şi dezvoltării competenţelor parentale ca
misiune pe care statul trebuie să şi-o asume dacă dorim ca “educaţia copilului şi
tinerilor să devină o acţiune coerentă, eficientă şi care să ofere şanse egale
tuturor” se afirmă în: Studiu privind necesitatea implementării Strategiei
Naţionale Integrate de Formare şi Dezvoltare a Competenţelor Parentale, (2011).
Prespectivă tradiționalistă, perspectivă ce caracterizează societatea românească
rămâne la definiția educației ca ”... acţiunea exercitată de generaţiile adulte
asupra celor care nu sunt coapte încă pentru viaţa socială. Ea are ca obiect să
provoace şi să dezvolte la copil un număr oarecare de stări fizice, intelectuale şi
morale pe care le reclamă de la el atât societatea politică în ansamblul ei, cât şi
mediul special căruia îi este destinat” (Durkheim, 1980)
Considerăm că analiza atentă a acestor modificări paradigmatice poate fi un
punct de plecare și pentru o nouă abordare a rolului părinților și în domeniul
educației fizice.
1. Material și metode
Scopul și obiectivele cercetării. Prezentul studiu are ca scop să evidențieze
o serie de schimbări paradigmatice apărute la nivelul educației părinților din
societatea românească contemporană.
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la nivel social, iar pe de altă parte, se face simțit rolul programelor de educare a
părinților oferite de ONG-uri, în special, programele despre care am amintit la
începutul acestui articol.
Așa cum lesne se poate constata, “noile paradigme” dau oportunitatea
copilului de a se putea dezvolta în acord cu propriile sale nevoi, bucurându-se de
libertate în creșterea și devenirea sa, devenind responsabil de propriul traseu
formativ. Experiența de viață a părintelui, conform noilor paradigme, nu mai
reprezintă o garanție a succesului pentru “tânăra generație” și nu mai este în
mod automat o certificare a expertizei parentale.
O altă abordare a paradigmelor educației părinților este cea
multidimensională, aceasta ne propune abordarea problematicii analizate:
- din perspectiva parenting-ului, privit ca proces de educație a părinților,
în acest sens (Kirschenbaum, 2010) propunea o nouă împărțire a paradigmelor
educației părinților plecând de la vechea paradigmă ce afirma că: “grija pentru
copii este sarcina părinților” și propune alternativ o nouă paradigmă: “grija
pentru copii este sarcina părinților care, la rândul lor, au adesea nevoie de
suportul școlii pentru a-și putea îndeplini sarcina”. Nevoia de modificarea
paradigmatică își are suportul, în opinia autorului mai sus amintit în problemele
cu care se confruntă copii la începuturile demersului de școlarizare.
- din perspectiva relației de comunicare (Tabelul nr.2), autorul afirmă ca
perspectiva tradițională era caracterizată prin unidirecționalitate de la școală spre
familie, modelul paradigmatic propus de (Kirschenbaum, 2010) având
următoarea structură alternativă:
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4. Concluzii
În România conceptul de educație a părinților este într-un proces de
conturare, chiar dacă nu se desfășoară printr-o implicare foarte puternică a
specialiștilor din domeniul științelor educației.
Până în prezent nu putem vorbi de conturarea unor modele românești de
educare a părinților, programele desfășurate până acum, având un caracter
psihologizat, axat mai curând pe abilitarea părintelui în a “gestiona” relația și
comportamentul copilului.
Activitățile de educare a părinților în școala românească sunt încă tributare
unui model învechit și nefuncțional, magistrocentrist, ce ignoră adesea faptul că
părinții au nevoie să devină ei înșiși competenți în a educa proprii copii.
Problematica educației părinților are un caracter “globalizat” provocările
de tip educațional cu care se confruntă părinți din țări și culturi diferite, având
un consistent trunchi comun, trunchi generat de specificul epocii noastre
caracterizate prin mobilitate a persoanelor, informațiilor, descoperirilor
tehinice/informaționale, bunurilor etc. Toate acestea având în final, ca și
consecință, determinarea de noi modificări paradigmatice ale educației
părinților.
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