cuprins - Physical Education and Sports Faculty Galati

Transcription

ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATI
FASCICLE XV ISSN – 1454 – 9832 - 2013
CUPRINS
STUDY REGARDING PUBLIC RELATIONS IN THE FIELD OF SPORTS
Cătălina ABABEI, Radu ABABEI, Alina ABABEI ........................................................... 7
STUDY REGARDING THE WAYS OF ORGANIZING THE PUPILS DURING
LEARNING
Radu ABABEI ................................................................................................................... 16
THE INFLUENCE UPON FUNCTIONAL CAPACITY OF LUDIC RECREATIONAL
ACTIVITIES CARRIED OUT IN VARIOUS ENVIRONMENTS
Adela BADAU, Ramona Natalia UNGUR, Teodora Mihaela ICONOMESCU, Dana
BADAU .............................................................................................................................. 22
STUDY ON THE DEVELOPMENT MODEL OF HIGH PERFORMANCE JUDO
COMPETITION
LaurenŃiu BOCIOACA ..................................................................................................... 27
THE MANAGEMENT OF MAKING THE GATE THROWS OF THE HANDBALL
INTERMEDIATE PLAYERS, MORE EFFICIENT (JUNIORS I GIRLS)
Ioan Teodor CICMA, Gloria RAłĂ ................................................................................. 32
COMPARATIVE STUDY OF APPRECIATION LEVEL PHYSICAL TRAINING IN
BEGINNERS BASKETBALL PLAYERS WITH NATIONAL MODEL AND MODEL OF
THE ROMANIAN BASKETBALL FEDERATION
Mihaela CHICOMBAN ..................................................................................................... 36
STUDY CONCERNING THE PSYCHOLOGICAL COPING SKILLS OF FOOTBALL
PLAYERS LEVEL C
Dana Maria CIOCAN, Vasile Cătălin CIOCAN .............................................................. 41
STUDY REGARDING THE CORRELATION BETWEEN THE LENGTH OF THE
EXTREMITIES (INFERIORS-SUPERIORS) AND THE EXECUTION TECHNIQUE OF
THROWING TO THE BASKET FROM DRIBBLING WITHIN THE COURSE OF
BASKETBALL
Dana Lucica CIOCOIU ..................................................................................................... 48
EXPERIMENTAL STUDY ON SPEED DEVELOPEMENT IN CHILDREN OF 14-15
YEARS, PRACTICING THE FOOTBALL GAME
Vasile Dumitru Nicolae FIRIłEANU, Marius DIMA...................................................... 52
IMPROVING WORKING METHODOLOGY IN THE HOURS OF TRAINING ON
JUNIOR FOOTBALLERS
Vasile Dumitru Nicolae FIRIłEANU, Marius DIMA...................................................... 57
STUDY REGARDING THE ASSESSMENT OF FUNCTIONAL RESPIRATORY
CAPACITY IN PROFESSIONAL TRACK AND FIELD ATHLETES FROM THE CSM
BACĂU 2010
Carmina GORGAN, Cătălina ABABEI ........................................................................... 62
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THE ROLE OF THE FOCUSING IN THE TRAINING OF THE GOALKEEPER DURING
THE HANDBALL GAME (JUNIORS I GIRLS)
Cătălina Irina GRIGORAŞ-POPA, Ioan Teodor CICMA............................................... 67
CONSIDERATIONS ON COMBATING DELAYED ONSET MUSCLE SORENESS
Cezar HONCERIU, Bogdan-Alexandru HAGIU ............................................................. 72
REDUCING SPASTICITY IN CHILDREN WITH CEREBRAL PALSY USING KINESIO
TAPE
Anca IACOB ...................................................................................................................... 77
CONTRIBUTION REGARDING SPEED DEVELOPMENT ON CHILDREN AGED
BETWEEN 12-14 YEARS
Ileana JURAVLE, Mărioara SALUP ............................................................................... 80
PHYSICAL METHODS APPLIED IN THE REHABILITATION OF ISCHEMIC HEART
DISEASE
Ileana JURAVLE ............................................................................................................... 83
DESIGNING ORGANIZATIONAL EFFECTIVENESS MODEL OF SELECTED IRAQ’S
SPORTING FEDERATIONS BASED ON COMPETING VALUES FRAMEWORK
Ibrahim AKO, Mehrali HAMATINEGHAD, Rahim RAMEZANINEGHAD, Hossein
EYDI................................................................................................................................... 88
THE IMPORTANCE OF PSYCHO-PHYSICAL RELAXATION IN DIMINISHING THE
FREQUENCY AND INTENSITY OF MIGRAINE CRISES
Doina MÂRZA-DĂNILĂ, DănuŃ Nicu MÂRZA-DĂNILĂ ............................................. 99
OPTIMISING MOTOR SKILLS DEVELOPMENT THROUGH DIFFERENTIATING
PROCEDURES IN THE PHYSICAL EDUCATION CLASS AT THE LEVEL OF THE 8TH
GRADE (BOYS)
George Danut MOCANU ................................................................................................ 104
A COMPARATIVE STUDY ON THE DEVELOPMENT LEVEL OF THE
COORDINATION ABILITY ON FEMALE STUDENTS OF PHYSICAL EDUCATION
AND SPORTS FACULTY (F.E.F.S) AND AUTOMATION, COMPUTERS, ELECTRICAL
ENGINEERING AND ELECTRONICS FACULTY (A.C.I.E.E.)
George Danut MOCANU ................................................................................................ 109
AN IN-DEPTH STUDY ON THE EFFECT OF STRETCHING EXERCISES ON THE
BODY SCULPTING OF TEENAGE GIRLS OF 11 – 12 YEARS OLD
Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU ........................... 115
STUDY REGARDING THE INFLUENCES OF
EXERCISES ON TEENAGE GIRLS OF 14-16 YEARS
AEROBICS
MAINTENANCE
Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU ........................... 121
ON THE INFLUENCE OF AEROBIC GYMNASTICS EXERCISES IN STRESS
PREVENTION IN ADOLESCENCE (17 – 18 YEARS OLD STUDENTS)
Liliana NANU, Constantin PLOEŞTEANU ................................................................... 126
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STUDY ON THE ACTION OF TACTILE AND STRENGTH SENSORS
DETERMINING THE BALL FORCE ON THE VOLLEYBALLERS’ FOREARMS
IN
Carmen PÂRVU .............................................................................................................. 131
CULTIVATING GENERAL STRENGTH TO JUNIOR 12-13 YEAR-OLD SOCCER
PLAYERS
Constantin PLOEŞTEANU, Vasile Cătălin SAVU ........................................................ 134
EXPERIMENTAL STUDY ON THE DEVELOPMENT OF COORDINATION CAPACITY
OF FOOTBALL PLAYER S BY MEANS OF DANCE
Constantin PLOEŞTEANU, Liliana NANU, Vasile Cătălin SAVU............................... 139
IMPLICATIONS OF THE MORAL–VOLITIONAL TRAINING IN THE TRAINING OF
PERFORMANCE ATHLETES
Veronica POPESCU ........................................................................................................ 144
USING THE MEANS OF TRAINING HAPPEN WITH DIFFERENT PREDOMINANT
INFLUENCE COMPARED WITH NARROW SPECIALIZATION IN THE
PREPARATION OF 14-15 YEARS OLD MIDDLE-DISTANCE RACE RUNNERS
Lucica SAVA.................................................................................................................... 151
SCIENTIFIC ARGUMENTS IN SUPPORT OF THE AEROBIC GYMNASTICS AS A
MEANS TO FIGHT STRESS
NeluŃa SMÎDU ................................................................................................................. 157
DEVELOPMENT EFFECTIVENESS SPECIFIC RESISTANCE EXERCISES ON THE
OPTIMIZATION OF TECHNICAL FACTORS FROM JUNIOR FOOTBALLERS 17-18
YEARS
Gabriel SIMION .............................................................................................................. 159
AUXILIARY EQUIPMENT FOR PREPARING SKILLED RUGBY PLAYERS
Vasile TABIRTA.............................................................................................................. 164
IDENTIFICATION OF SOME TECHNICAL PARTICULARITIES IN WEIGHTLIFTING
ATHLETES
Marian Daniel TEODORU, Daniel Constantin MURĂREłU....................................... 168
OBSERVATIONAL ANALYSIS OF THE TYPES OF CEREBRAL DOMINANCE ON
HANDBALL PLAYERS H.C. PLOIESTI
Dragoş Ioan TOHĂNEAN ............................................................................................... 171
ECONOMIC EXPEDIENCY OF MARKETING
COMMITTEES FOR OLYMPIC GAMES (OCOG)
ACTIVITY
OF
ORGANIZING
Vasile TRIBOI ................................................................................................................. 175
THE OPPORTUNITY OF APPLYING STATISTICAL SOFTWARE PROGRAMS IN
EVIDENCE QUALITY OF THE II LINE ATTACK, IN VOLLEYBALL GAME
182
Dana Simona łURCANU, Dan Alexandru SZABO, Florin łURCANU ...................... 182
ORIENTATION OF THE HIGH PERFORMANCE HANDBALL PLAYERS ON OFFENSE
Grigori CAPATINA, Leonard BIBIRIG ........................................................................ 186
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ON THE INFLUENCE OF MOTOR QUALITIES IN SECONDARY SCHOOL PUPILS’
PERFORMANCE OF GYMNASTICS ACROBATIC ELEMENTS
A STUDY ON THE LEVEL OF PHYSICAL, TECHNICAL AND ARTISTIC TRAINING
OF JUNIOR GYMNASTS
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STUDY REGARDING PUBLIC RELATIONS IN THE FIELD OF
SPORTS
Cătălina ABABEI, Radu ABABEI, Alina ABABEI
University "Vasile Alecsandri" of Bacău, Romania
Abstract:
This research tried to highlight the fact that when one or more values are internalized, becoming convictions, they
structure the conduct of the pupil/young person in a special way, instituting themselves as a genuine director of their
actions and conduct.
This scientific study aimed mainly to record all the actions that the Romanian Olympic and Sports Committee (ROSC)
has performed in 2011 to promote the Olympic spirit and the Olympic education among young people.
This research started from the following hypotheses:
1. The Romanian Olympic and Sports Committee, through the Romanian Olympic Academy, could influence or
change the pupils' conduct, thus instituting themselves, along with other social components as a highly valuable
educational factor, if the actions performed to promote the Olympic spirit become permanent in this country.
2. The constant diversification and the organization of the actions to promote Olympism in all counties would
determine an increase in both the number of volunteers, and the number of participants.
Key words: sports, public relations, R.O.S.C.
Committee, towards the top, and with the
Romanian Olympic Academies, towards the base.
In parallel, however, communication with the
ministry is done from the same level.
INTRODUCTION
The best known and widely accepted definition of
Public Relations is the one given by Rex Harlow:
"Public relations is the distinctive management
function which helps establish and maintain mutual
lines of communication, acceptance and
cooperation between an organization and its
publics; involves the management of problems or
issues; helps management to keep informed on and
responsive to public opinion; defines and
emphasizes the responsibility of management to
serve the public interest; helps management keep
abreast of and effectively utilize change, serving as
an early warning system to help anticipate trends;
and uses research and sound and ethical
communication as its principal tools."
Public relations in sports develop on a multitude of
levels and layers. Among the communication
levels, one can find public relations within
government institutions: the Ministry of National
Education, the Ministry of Youth and Sports, the
County Directions for Sports and Youth, the sports
clubs. All of these public institutions offer
information regarding their activities, their projects,
their goals set for a certain period of time. They
publish their information on websites, offering it to
the public at large through various promotion
campaigns, events, or media.
Communication inside these institutions is done
pyramid-like. Information is propagated in both
ways: both from the sports clubs to the ministry,
and from the ministry to the sports clubs, the latter
representing the base of the pyramid.
In the case of the Romanian Olympic and Sports
Committee, communication is done in the same
way, but mainly with the International Olympic
AIM, HYPOTHESIS, AND RESEARCH
METHODS
This study aimed to give a record of all the actions that
the Romanian Olympic and Sports Committee
(ROSC) performed in 2011 to promote the Olympic
spirit and the Olympic education among young
people.
This research started from the following
hypotheses:
1. The Romanian Olympic and Sports Committee,
through the Romanian Olympic Academy, could
influence or change the pupils' conduct, thus instituting
themselves, along with other social components as a
highly valuable educational factor, if the actions
performed to promote the Olympic spirit become
permanent in this country.
2. The constant diversification and the organization
of the actions to promote Olympism in all counties
would determine an increase in both the number of
volunteers, and the number of participants.
This study used the following research methods:
a) The historical method.
b) The documentation method.
c) The observation method.
d) The sociological interview method.
DEVELOPMENT OF THE RESEARCH
This study analyzed the activities conducted in the
country by the Romanian Olympic and Sports
Committee in 2011. These will reveal the
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importance of promoting the Olympic spirit and
Olympic education through various events.
In Alba - Actions for multiple sports were
organized in the first semester: The "Ovidiu
Chelioglu" memorial middle school female/male
handball; the county competition "Romanian
participation in the Olympic Games." Throughout
the month of January, the competitions "A pen
called fair play" and "Sport in children's
imagination" were launched, and in April, the
competition "Parents' Cup." The "Olympic
Pentathlon" and the "Olympic Triathlon" for grades
5th-8th were also organized.
The "Olympic Day" cross was conducted on May
26, enjoying a participation of approximately 200
people.
The national symposium "Past and present in the
history and present of physical exercise" had 18
papers, with participants from the counties of Alba,
Cluj, Mureş, and Zalău. The county stages for
female "Soccer" and "Cheerleaders and aerobics"
were conducted for the following categories:
preschoolers, grades 1st-12th, and adults.
In Arad - the members of the organizing
committees were directly involved in the
organization of sports activities and their
development, mobilizing a large number of schools
within the city and and county. On June 1, cross,
handball, soccer, and volleyball competitions were
organized for 1st-8th grades pupils. The "Olympic
Day" cross was structured on four age categories,
and it opened the Arad-Beckes super marathon.
In Argeş, partnership protocols were signed with:
the County Direction for Youth and Sports, and the
"Sports for Everyone" County Association, from
Argeş County. "Who knows, wins!" competitions
were organized, with themes of Olympic culture, in
the middle of January and at the beginning of
February, in Poiana Braşov, with students from the
Piteşti Faculty of Physical Education and Sports (95
people). Partners: Piteşti University, Faculty of
Physical Education and Sports (FPES).
The "Olympic Spirit" track and field competition
was conducted in May, with the first year students,
at the Piteşti FPES sports base. For both activities,
the diplomas and symbolic awards were provided
by the Argeş R.O.A.
On June 4, the athletic-educational action "Sports
and Ecology" was organized, in Voina – Iezer, with
48 participants, between 15 and 30 years old.
Partners: the Argeş County Association for Sports
and Youth, Lereşti Town Hall.
The "Olympic Day" cross took place on June 11, in
Piteşti, the forest of Trivale.
In Bacău, the commission directed its activity
toward maintaining the rhythmic activity within the
existent Olympic clubs. The main actions were:
Olympic-themed competitions, projections of
Olympic-themed video materials - provided by the
local branch, cultural-athletic actions, art
exhibitions, etc. DVDs of the film, "100 years of
Olympism" were made and distributed to all of the
Olympic clubs, being projected mainly during form
master classes. The competition "Who knows
Olympism, wins!", the "Olympic Pentathlon," and
the "Olympic Day" cross developed from the school
edition, to a county edition.
The activities organized in the Olympic Month
were: a play-doh modeling competition,
participating the children from the "Lizuca" and
"Crai Nou" kindergartens; a Bacau Olympic clubs
mascot competition, organized at the "Ştefan cel
Mare" N.C., the "N.V. Karpen" N.C., and the
"Henri Coanda" College; a sports and Olympicthemed epigram and quatrain competition, at the
Bacău "Constantin Platon" School; a sports-themed
photography competition, at the Bacău "George
Apostu" Art College.
The "Olympic Day" cross was organized in
partnership with the City Hall and the County
Direction for Youth and Sports. The premiere was
opened by the Mayor, the action enjoying a great
coverage by the media, the event being present on
all local radio and television channels, local
newspapers, and local news sites.
In Bihor, in May, there were the traditional
volleyball competitions, participating students from
other specializations.
In June, the "Olympic Day" cross was organized in
the "I.C. Brătianu" Park, this event being well
promoted in the local media. We have to mention
the good collaboration with the CDSY, which
provided extra awards to the cross winners, besides
the ones offered by the branch.
The "Onisifor Ghibu" Olympic Club organized in
March a volleyball competition, multiple teams
from various counties being present. Handball
competitions (male and female) were organized in
April, within the "Sânmartin" Olympic Club, also
soccer and wrestling competitions, with the
participation of the children from the county.
In June, the Olympic Club "Budureasa" was
founded, organizing at its inauguration a soccer
competition, with the participation of the parish
schools, as well as a cross on 5 age categories. The
impact of these athletic events conducted in that
area was positive, being very well received and
very present in the media, being also stimulated by
the awards offered by the branch. The "L.P.S
Bihorul" Olympic Club organized for the first time
a beach volleyball competition, with the
participation of several teams from around the
country.
In BistriŃa, the athletic activities were conducted
under the guidance of the BistriŃa Năsăud County
School Inspectorate, and of the branch, in
compliance with the competition calender of the
NSHO. Several cultural-athletic activities took
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place during the national phase of the Sports
Theory Olympics. In May, "Europe Day" took
place. Children from special schools also took part
in this action. A track and field competition was
organized for children in grades 3rd-4th, in
collaboration with the City Sports Club.
At the beginning of June, the opening of the
"Olympic Week" in BistriŃa took place. A jury to
judge the drawings for "The Olympic Games in a
child's imagination" was organized and to judge the
best literary creations for "A pen named fair play".
On June 3, in LechinŃa, the "Olympic Day" cross
took place, over 300 children and young people
being engaged, as well as the local government.
After the cross, a group of female pupils from the
LechinŃa School presented an artistic program. In
the parish of Feldru there was an interactive chess
competition, a demonstrative basketball game, as
well as a rhythmic gymnastics performance, all
being activities comprised in a project conducted by
the school, within which other types of athletic
activities also took place.
In Braşov, the "Winter Olympic Week" from
Şirnea took place in the last week of January,
comprising the Olympic ski ceremonial, ski and
sleigh competition, as well as a nocturnal Olympic
caravan. The competition "Do Re Mi in ski" took
place, also the "Olympic School Pentathlon for the
Third Millennium," having as motto "Defeat
yourself!".
The "Olympic Day" cross took place on June 23, at
Şirnea, together with the Braşov – Şirnea Cycling
Marathon, at which 60 amateur cyclists
participated: the youngest one was 10 years old,
and the oldest, 30.
In Brăila, the "Olympic Day" cross took place on
June 11, engaging over 300 participants: volunteers,
athletes, cyclists, and persons involved in the
organization. The organizers were the Brăila
CDSY, and the ROA, and the partners - the Brăila
City Hall and the Brăila CSI. The awards were
provided by Piraeus Bank, the Brăila City Hall and
the Brăila CDSY. On November 19, the "Athletic Olympic" Cup for track and field Juniors III was
organized together with the CDSY.
In Bucharest, sector 1, the activity consisted in the
founding/re-founding of Olympic clubs in the
country, and the organization of various Olympictype activities. The Olympic clubs in the sector
were given books, posters, and fliers with Olympic,
school, touristic, sanitary themes. The competitions
"The Olympic Games in a child's imagination", "A
pen called fair play" and "Who knows Olympism,
wins!" were organized (the winners participated in
the City stage organized by the Olympic club from
School no. 162, in May).
In February, the "Olympic Clubs Cup" took place.
The pupils from the Olympic clubs of the branch
participated in the "Olympic Day" National Cross,
on June 5.
In Bucharest, sector 2, there was in February the
"Young People's Parliament" soccer cup, for highschool boys and girls, in partnership with the Sector
Hall and the CDSY. Eighteen male teams and 12
female teams participated (approximately 300
people). The "Olympic Day" National Cross also
took place.
In Bucharest, sector 4 - the main objective of the
commission was to attract a large number of pupils
to promote the values of Olympism.
The branch organized successfully the competitions
"A pen called fair play" and "The Olympic Games
in a child's imagination" for middle school and high
school pupils. "Who knows Olympism, wins!"
enjoyed a large participation (10 high schools). At
the "Olympic Day" National Cross, the branch
presented a very large number of pupils, the "Mihai
Eminescu" N.C. standing out with 120 participants.
"Happy Birthday, Childhood!", an educational
project conducted in the Children's Park, in May,
counted a very large number of pupils, parents, and
teachers. Roller skating, table tennis, basketball,
and aerobics competitions were also organized.
Primary school and middle school pupils from the
sector school participated in teh competitions,
promoting the fair play.
In Bucharest, sector 5, the activity consisted in the
founding/re-founding of Olympic clubs in the
country, and the organization of various Olympictype activities. There was an active preoccupation
to engage a large number of pupils to practice
athletic activities and propagate the school
Olympism. The middle schools and the high
schools were given books, posters, fliers with
Olympic themes. The competition "A pen called
fair play" took place - the sector stage, and the
educational project "The Olympic Games". The
"Olympic Day" National Cross also took place. The
Olympic clubs have as main goal the promotion of
Olympism through various methods.
In the second semester, the branch organized the
following activities: in October, a round table at
School 114 "Principesa Margareta" with the theme
"Romanian Olympic Champions", with special
guest the track and field Olympic champion
Anişoara Cuşmir Stanciu; in November, at the "Ion
Barbu" Theoretical High School, a discussion took
place, with the theme "The best choice is sport, not
drugs". The drawing competition "Olympic
Symbols" took place at School 139 "Mircea
Săntimbreanu", in December.
In Buzău, the project "Olympic Month Buzău
2011" first edition, started with the opening
festivity, on May 24. An Olympic ceremonial was
organized, lighting the Olympic Torch at the
Obelisk/ Crâng Park, and taking it to the "Romeo
Iamandi" Sports Hall; the Romanian Hymn and the
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Olympic Hymn were sung; the Olympic flag was
raised; a moment of recollection took place as an
homage to the Buzău sports personalities who had
died; pigeons were set free; the athletes' and
referees' oath was recited; the message of the
branch manager and the ROA manager was read;
the "Honorary Plaque of Buzău Sports and
Olympism" was unraveled; the exhibition "Buzău
Physical Education, Sports and Olympism" took
place, followed by a ceremony comprising the
lighting of the Olympic Flame, cultural-artistic
moments, athletic demonstrations, and the
ceremony awarding
the
Buzău
Olympic
personalities.
The art competition "The Olympic Games in a
child's imagination", the county stage, had as
participants pupils from grades 1-8. The following
athletic activities took place: tennis, the "Open
Tennis Cup" and "Olympism"; table tennis, the
"Emilian Băcioiu-Viorel Filimon Cup"; handball,
the Constantin Vlad Cup", the "VlasePenu_Covaciu Cup", and the "Olympism Cup";
volleyball, the "Cornel Chifu-Nicu Stoian Cup";
gymnastics and soccer, the "June 1 and Olympism
Cup" and the "Olympism Cup" at the "Radu
Vlădescu High School from the town of
Pătârlagele; basketball, the "Olympism Cup" and
the "Isfache Cup", cultural and athletic actions at
the "Berca" kindergarten; judo, the "Mircea FrăŃică
Cup"; cross, the "Olympism Cup" at the "Pârscov"
School; rugby in 7, the "Olympism Cup". On June
23, the "Olympic Day" cross took place in Buzău.
The main organizer was the Buzău branch, together
with: the Buzău Town Hall, the Buzău CDSY, the
Buzău County Track and Field Association.
In Călărăşi, the activity of the commission was
centered on organizing the activities: "The March
Cross", at OlteniŃa, together with the Călăraşi
CDSY and CASY; the "OlteniŃa Days" - multisports festival, organized in April, in prtnership
with the Town Hall. The "Olympic Day" cross took
place in two town in the county: OlteniŃa and
Călăraşi. The actions were present in the local
media, before and after their ending. The County
Chess Competition "Cupa Demolnay" for children
and young people also took place. The soccer
"Ethnic Cup" was organized in the Radovanu
parish, in partnership with the Călăraşi CASY. The
mini-soccer "Child's Day Cup" also took place,
with 450 participants. The Mayor of OlteniŃa was
present at the premiere ceremony.
In ConstanŃa, throughout the "Olympic Month" the
following actions took place: at FPES ConstanŃa,
within the Olympic club, there was a discussion on
the subject "Olympism - way of life", addressed to
all the students, moderated by the branch manager.
The Olympic culture competition, "Who knows
Olympism, wins!" reunited 5 Olympic clubs that
proved their knowledge of Olympism.
Eight Olympic clubs competed in the athletic
competition "Olympic Clubs Relay". The
"OLympic Day" cross covered a distance of 5.3 km,
between the Sports Hall and the Aqua Magic
Mamaia. The start was given by Mr. Ilie Floroiu,
the manager of the C.S. Farul ConstanŃa. Many
runners from various counties participated: GalaŃi,
Brăila, Giurgiu, Bucharest. There were also
participants from the rural environment: Topalu,
Crucea, Grădina, Cumpăna, Limanu, Medgidia and
Cernavodă. Piraeus Bank, the ROSC sponsor,
offered 19 awards. Cycling and roller skates
enthusiasts also participated.
In Covasna, in March, the "Peter Laszlo" Cup was
organized - a track and field competition; in April,
the "Olympic School Pentathlon for the Third
Millennium" competition took place in Sf.
Gheorghe, the finalists going in June to Şirnea; in
May, during the town days, the traditional cross
was organized, 4 km running on the highway, the
"Gall Lajos Memorial". In June, the "Olympic Day"
cross took place, opening a number of sports
events. The opening ceremony was conducted by
the Mayor and by Mr. Cristian łopescu.
In Dolj, the drawing competition "The Olympic
Games in a child's imagination" and the literature
and sports journalism "A pen called fair play" were
present in the media through the School
Inspectorate, the County Direction for Sports and
Youth, the County Association Sports for
Everyone, and the ROA branch. The "School
Olympic Pentathlon" - the county stage - was
organized in the Sports Hall.
The "Olympic Day" cross (approximately 350
participants) took place on June 4, on the course
Horse Race Track - Nicolae Romanescu Park, a
course that became traditional, because here took
place all of the editions since 1995; the event was
sponsored by Piraeus Bank. The County Direction
for Sports and Youth, the ROSC, in partnership
with the Craiova City Hall, the Local Council, the
County School Inspectorate, the Police Military
Inspectorate, and the ROA branch, organized on
April 10, the "GDF SUEZ Olympic Caravan".
Athletes from Craiova professional sports clubs
were invited to participate, integrating in the play of
the participants. From the great female athletes, the
following were present: Doina Melinte, Violeta
Beclea, Otilia Bădescu, Natalia Andrei, NuŃa Olaru,
Niculina Lazarciuc. The activities took place at the
sports base in the Craiova Youth Park, where over
1000 young people participated in the gymnastics,
cross, handball, volleyball, basketball, table tennis,
and tennis events.
In GalaŃi, in February, in the hall of the Faculty of
Physical Education and Sports of GalaŃi, the
Volleyball
and
Basketball
University
Championship took place. Representatives of the
"Sporting Club GalaŃi" Disabled Persons
10
FASCICLE XV ISSN – 1454 – 9832 - 2013
Association also participated in the competition
Alina Putanu performed a power lifting
demonstration for the persons with a locomotor
disability. She is the world vice-champion at this
sport. The competition program also comprised
table tennis competitions, surprise volleyball and
basketball events for the second year students, and a
Olympism-themed poster exhibition.
The ROSC Olympic Culture and Education
Commission organized the following action in the
country:
In Alba, a partnership agreement was signed with
the School Inspectorate, through which the latter
agrees to support the action of the branch of giving
sports halls the names of several county and
national sports figures. Also with the School
Inspectorate, there was a decision to recognize and
include the diplomas won during the ROA
competitions in the merit commendations file. A
partnership agreement was signed with the Alba
CDSY, through which they must support
financially the county chess and checkers
competitions. Beginning with this year, the
"Olympic Pentathlon" and "Olympic Triathlon"
competitions were conducted also for the grades 57. Due to this fact, the number of the participating
pupils was considerably larger. All of the actions of
the branch were present in the local televisions,
radios, and newspapers.
In Arad, the members of the propaganda
commission printed posters specifying the athletic
actions that were being developed, giving precise
dates. In this sense, one can appreciate the activity
of the assistant professors from the Olympic club of
the "Aurel Vlaicu" University of Arad. Helping the
commission were also the two previously
mentioned institutions, the CSI and the CDSY,
which supported the activity through banners and
posters.
In Argeş, the Olympic-themed competitions
conducted under the title "Who knows Olympism,
wins!" were followed by discussions regarding the
themes that were the object of the competition
questionnaire.
In Bacău, the commission had a more restrained
activity in this year, managing only to keep several
Olympic-themed classes, and maintain a constant
presence in the local radio and TV shows. The
activities of the branch were present in the local
newspapers, radios and televisions.
In this sense, we highlight the work of the daily
newspapers "Ziarul de Bacău" and "Deşteptarea",
as well as of the TV stations "1TV Bacău",
"Realitatea Bacău", "Antena 1 Bacău" and "TV
Bacău".
In Bihor, in January, Olympic-themed papers and
essays were presented, the best three receiving
awards. Also, in the promotion program for the
Oradea University and the Faculty of Physical
Education and Sports, entitled "The Oradea
University Caravan", the activity of the university
Olympic club was included. This program was
conducted throughout the whole second semester,
visits being programmed to all existent highschools in Bihor County, but also to several ones
outside the county.
In May there was a new Olympic-themed essay
competition for the students of the Faculty of
Physical Education and Sports.
In June, there was a poetry and drawing
competition, within which the Olympic themes
were included. The best works were awarded.
In Braşov, the "Olympic Day" at Şirnea had over
300 participants. The artistic program was provided
by the "Eftimos" and "Amadeus" ensembles, the
Braşov Music High School orchestras, and the
folkloric group "Sub cetina bradului". Here, the
exhibition "The Olympic Games in a child's
imagination" also took place, the county stage.
In Brăila, the magazine "Sportul brăilean" no. 2
was launched at the Hotel Sport of Brăila, the
organizer being the Brăila CDSY, in partnership
with the Brăila ROA branch. The publication was
under the patronage of the Brăila ROA branch, and
financed by the Brăila CDSY.
In November, the rugby "Young Hopes Cup" took
place, in partnership with the Brăila CDSY and the
Brăila Rugby Club.
In Bucharest, sector 1, discussions were organized
within the Olympic clubs, regarding the cultivation
of fair play, tolerance, and cooperation among the
pupils.
On March 8, under the title "Equality of Chances",
table tennis (mixed doubles) and chess competitions
took place at a sector level. There was also
participation at the discussion "Fight against
violence in sports competitions".
Under the title "Promoting Olympism among
Pupils", there was a meeting with the top athletes in
the sector, at the branch.
During the Olympic Month, the sector 1 Romanian
Olympic Academy branch organized the Olympic
Festival of Sector 1, with the participation of pupils
from 14 Olympic clubs. On "Child's Day" there
were cultural-athletic activities under the title
"Children of today, Olympians of tomorrow"
(asphalt drawings, relays, rollerskating), organized
by the Olympic club from the School 175, and the
soccer "Daddy's Cup".
In sector 2 there was the general knowledge
competition "Who knows Olympism, wins!" at
School 30, for the middle school and high school
pupils in the sector. Three teams participated in the
City stage.
In sector 4, during the communication session "The
History of the Olympic Mascots", the pupils and the
teachers presented papers that draw attention and a
provoked a real interest This method of exposure
11
FASCICLE XV ISSN – 1454 – 9832 - 2013
was the "magnet" with which the members of the
commission managed to attract a very large number
of pupils from the sector 4 schools, and to make
them interested in the Olympic Games.
Sector 5, through its cultural and athletic activities
promoted Olympism and increased the level of
Olympic knowledge among the pupils. Discussions
were organized within the Olympic clubs, regarding
the cultivation of fair play, tolerance, and
cooperation among the pupils.
In January, at the School 146 "I.C. Duca", the chess
championship "A Healthy Mind in A Healthy
Body" took place, between middle schools and high
schools.
In February, the competition "Who knows
Olympism, wins!" for middle schools and high
schools took place, at the "Principesa Margareta"
School 144.
March started with a handball championship for
the middle schools and the high schools in the
sector, and with a meeting between the professional
athletes, with the theme, "Fighting the verbal and
non-verbal violence".
In Buzău, the secretary of the branch participated
in the meetings organized by the County
Commission against sports violence.
In May, a press conference took place, presenting to
the media the action "Olympic Month, Buzău
2011", the whole Buzău media being present at the
opening ceremony.
On June 23, right after the closing ceremony,
Professor Nicolae Postolache, PhD., responsible for
the ROA third commission, together with the
manager and the secretary of the branch, were
invited to the TV Buzău television channel, to
conclude this action.
For a more ample promotion of the Olympic
education and culture, the following were created: a
Facebook page, a blog for the Buzău County
physical education and sports teachers, a blog for
the "Gladiatorii" Olympic club from School
"Zoita", coordinating teacher Stoinoiu Jan.
In the future, there will be various Olympism
materials
posted
on
the
website
www.televiziuneaelevilor.com by its county
administrator, DănuŃ Staicu, and Marian Ionaşcu,
the responsible for Buzău County. The Buzău
Teachers' House edited the magazine "Şcoala
Buzoiană", where one can find the article by the
branch's volunteers - Ene Alina and Jipa Adriana
Mădălina, entitled "Volunteer work in physical
education and sports, in a rural environment".
In Călăraşi the cultural, educational and athletic
activities "Poetry and Fair Play" were organized
together with the County School Inspectorate.
There was also a jury that judged the drawings for
the county stage of the "The Olympic Games in a
child's imagination" art competition, judging also
the works from the literature and sports journalism
competition, "A pen called fair play".
In ConstanŃa, the schools that had Olympic clubs
organized the sports competition "The School
Days". The university students organized in the
school where they perform pedagogical practice
athletic and cultural activities. After watching the
tape "Genesis of Olympism" there were speed
competitions "Who knows Olympism, wins!".
Within the Olympic club from the "Ovidius"
University, existing within the Faculty of Physical
Education and Sports, there were the following
activities:
Olympic-themed
student
papers
"Olympism, yesterday and today", within the
course of PES History; the "Spring Cross"; the
"Anniversary Cup", basketball, soccer, handball,
and volleyball competitions, organized under the
patronage of the ROA branch, with the motto "Fair
play on the court and outside it." The relationship
with the media was created through press
conferences organized by the ConstanŃa CDSY, and
through direct contracts between the branch
management and the respective institutions. The
local radio stations reported in their sports shows
the activity of the branch.
In Covasna there were kindergarten activities, the
children exercising on a stadium for 25 minutes,
under the guidance of a physical education teacher;
after that they visited the "Szabo Kati" Sports Hall.
In Dolj, on May 26, in the amphitheater of the
"FraŃii Buzeşti" N.C., took place the international
action "Preventing school violence. The role played
by the communities and by school in preventing
violence." The action was organized by the Dolj
County Center for Educational Resources and
Assistance.
During the symposium, the "Fair play" thematic
was defended, in English. At the initiative of the
branch, an organization committee was constituted,
to celebrate the "Craiova Fencing Centenary", in
the last ten days of October. The event consisted in
organizing a photography exhibition, printing 300
brochures with the results of the Craiova fencing
team throughout the years, organizing a festivity,
and a fencing competition for veterans.
In Harghita, in May, the delegation of the
Hungarian county of Somogy, together with the
CDSY management exchanged experience with the
sports organizations in the twinned counties of
Bacs-KisKun and Somogy from Hungary. The
subjects of discussion were: sports, sports
investments, Olympism, ways to work together for
Sports Directions - the Olympic Academies
branches - the educational institutions, and the
Local Councils.
In Iaşi, in January and April, there were lectures
and discussions with the members of the Olympic
clubs, in regards to volunteer work and Olympic
values. In May there were the county stages for the
12
FASCICLE XV ISSN – 1454 – 9832 - 2013
literature and sports journalism competition "A pen
called fair play" and the art competition "The
Olympic Games in a child's imagination". In the
second semester there was an exchange of
experience between the members of the Olympic
school clubs and the university ones, through
lectures, on the following subjects: fighting
violence in sports and in life, promoting a healthy
lifestyle. Activities were conducted in the schools
with Olympic clubs, during the School Days
celebration (anniversary cups for table tennis,
badminton, handball, soccer, cultural-artistic
programs). At the literature and sports journalism
competition, "A pen called fair play", the pupils
Ioana Radu and Maria Cezara Lăcătuşu positioned
themselves in the first two places in the section
Chronicle/Reportage.
In Maramureş, the commission members activated
in schools and high schools, trying to implement
sportiness, fair play, and to fight sports violence. In
this sense, they collaborated with all of the decision
makers to fight the violent events in sports. We
have to mention that this year there were no special
cases that would be against the sportive conduct.
In MehedinŃi, the branch members participated in
the meetings organized by the County Commission
for action against violence in sports, and by the
Center for Prevention, Assessment, and Counseling
Against Drugs. The activity of the branch in the
county has been presented in the media, promoting
Olympism, trying to increase the knowledge of
Olympic culture among people.
In Mureş, under the guidance of the commission
responsible, prof. Alina Maria Chirilă, a meeting
was organized, with all of the county middle school
principals, to present the Olympic goals and actions
comprised in the branch's activity project, as well as
a meeting with the directors of the management
councils of the Olympic clubs, and the "Târnăveni"
Olympic club, to present the activity project, as
well as to establish the directions of promotion of
the volunteer activities among the pupils and the
teachers. A large number of teachers and pupils was
involved in all of the actions organized in the
Olympic clubs. We are talking about the literature,
and arts competitions, the participation in the two
stages of the Pentathlon and in the "Olympic Day"
cross. The actions were present in the media
through the local radio station, from Tg. Mureş.
In NeamŃ, the number of sports books in the
Olympic club from the Piatra NeamŃ "Gheorghe
Cartianu" Technical College, was increased.
Bibliographical materials were offered, helping the
county teachers write their master's dissertations.
Various examples from the history of the Olympic
Games were presented to the participants in the
inter-county
Olympic-themed
competitions,
encouraging them to respect the fair play and
tolerance principles, and to fight the use of doping
substances for enhancing the athletic performances.
In most Olympic clubs informing actions were
performed, in collaboration with the Sports
Medicine Office and the Piatra NeamŃ Center for
Prevention, Assessment, and Counseling Against
Drugs.
The branch manager participated in the methods
meeting of the sports high schools teachers,
approaching the following aspects in his
intervention: violence in sports, the role played by
the coach-teacher in the education of the athlete
pupils to respect the opponent and the other
participants in the athletic events, as well as aspects
envisaging the Olympic movement in society,
debated at the 2009 Olympic Congress, in
Copenhagen.
In Olt, the National Art Competition, "The Magic
of Winter", an action from the MERYS National
Extracurricular Activities calender, took place in
Slatina, in February, participating children from the
counties of Timiş, BistriŃa Năsăud, Satu Mare,
Ilfov, Suceava, NeamŃ, BistriŃa, Hunedoara, Argeş,
ConstanŃa, Dolj, Bucharest, and Olt.
The branch gave awards to the works that had an
Olympic theme in the painting section, aiming to
select them for the art competition "The Olympic
Games in a child's imagination". Together with the
CSI Olt, the following events were organized: the
educational project "We play sports since we are
little to grow big and strong", and the symposium
"Sport, movement, health", participating children
from Slatina primary schools and kindergartens. On
this occasion, the regulations for the "Little
Champion" Education Through Sport Program was
revised. The sociological investigation "Art and
sports as moving forces for the academic
development" was conducted among pupils and
parents.
Most of the works had ecological themes, but also
sportive. Rudolf Kuttech, the coordinator of the
Izbiceni Children's Club agreed to organize an
exhibition with an Olympic theme, which was a
good opportunity for the creation of an Olympic
club.
In Prahova, in collaboration with the Antena 1
Ploieşti TV station, and the CDSY, there were
several shows that discussed the "Promotion of
Olympism among pupils, fighting against violence
in schools and in sports".
In Satu Mare, at the Beginning of January, there
was a "Meeting of the Olympic clubs", at the
branch.
In March, the branch multiplied and distributed in
all the schools the program of the organized events
on the occasion of the "Olympic Week". The
Olympic corner was created, with the slogan, "You
can participate also in the Olympic Games!"
(spaces with an Olympic theme, book exhibitions,
posters, sports badges) in 20 schools. The county
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FASCICLE XV ISSN – 1454 – 9832 - 2013
stage of the "Olympic Pentathlon" was organized
(mix competition: athletic events, general
knowledge test, artistic event), participating pupils
from Satu Mare, Carei, Tăşnad, Negreşti Oaş. The
Olympic and sportive culture competition "Olympic
Relay" was organized, for grades 5-7.
In Sălaj, the Olympic clubs in the county organized
competitions, "Who knows Olympism, wins!",
competitions for various sports, where the team
spirit, fair play, tolerance, and cooperation were
cultivated. Olympic-themed articles were published
in the local newspapers. The local television stage
(from the city of Zalău) presented some parts of the
events organized during the "Olympic Week". The
events from the "Olympic Week" were conducted at
the end of May, when the "Olympic Day" was also
organized, at the "Pedagogic High School" of
Zalău. The participants were invited from the Zalău
Olympic clubs. The event had as motto: "Your
victory, my friend, is also my victory!" The
promotion of Olympism, of the fair play spirit and
tolerance, was accomplished during the physical
education lessons and during the athletic activities.
On the occasion of the preparation by the Sălaj
CDSY and Sălaj CSI, throughout November, of the
"Lyceum" Cup for basketball, handball, and
volleyball, male and female, the Sălaj ROA
continued the initiative regarding the organization
in parallel of a supporters’ competition, which had
a lot of success among the participants throughout
the two years since it started. The awards were
offered by the Sălaj ROA, consisting in T-shirts and
little flags. "Who knowns Olympism, wins!"
competitions were organized in every Olympic
club. Olympic and athletic-themed videotapes were
watched.
In Suceava, the university students participated in
the students' scientific communication session from
GalaŃi, in June.
In Teleorman, the commission tried to encourage
the pupils who had artistic and literary talents. In
collaboration with the Roşiori de Vede Culture
House, two thematic exhibitions were organized:
"The Olympic Games in a child's imagination" and
"The History of Olympic Posters".
In Timiş, materials related to Olympism were
presented in various socio-cultural environments in
the county, on the occasion of certain county and
inter-county reunions. The collaboration with the
Timiş Center for Prevention, Assessment, and
Counseling Against Drugs continued, certain
educational materials being presented in the Timiş
schools. The Olympic-themed program "Pupils'
Colloquium" and the lecture "Fighting against
violence and drugs in school" were conducted at the
SHS Banatul.
In the Timişoara and county schools and high
schools, the Timiş CSI, in collaboration with the
ROA branch, organized educational activities that
had as theme non-violence and fair play, as well as
competitions, under the patronage of the Olympic
clubs. It has become a tradition for the manager or
the secretary of the branch to participate in the
annual competition "Junior Cup" and to give a "Fair
Play" trophy from the part of the Association to the
most deserving contestant who had a remarkable
behavior.
A contact was established with the Timişoara Radio
and Television, to broadcast several educational
shows with an Olympic thematic, and to promote
the "Olympic Month"events in the local media.
The second edition of the Cultural-Athletic Festival
from the "Opening of the Olympic Week" of 2011
had great success, both from an organizational and
participatory point of view.
The action of education in the spirit of the Olympic
ideal and of the motto "Defeat yourself" ended this
year with the second edition of the program
"Overweight" for female teenagers, conducted at
the Timişoara "BănăŃean" National College, and
with the continuation of the branch's partnership
with the Timiş branch of the National Anti-Drug
Agency.
The following projects were put out for funding in
2012, at the Timiş County Council: "A pen called
fair play", within the project "Junior Banat Sports"
(the creation of pupils workshops, where Timişoara
journalists and sports and culture figures were
invited); "Fair play in sports and in life" for middle
school and high school, which was developed as a
Olympic-themed competition; "I want to be a
champion", and a project for the kindergarten and
primary school children from the Timişoara
"Banatul" SHS, "The Olympic Games in a child's
imagination".
In Vaslui, the Olympic education and culture
commission distributed various materials on the
occasion of the cross. We must emphasize the
activity of the Vaslui and Bârlad Olympic clubs,
where athletic and Olympic-themed competitions
were organized. In all of the actions, they had as
partners the County Commissions for Anti-Drug
and actions against violence. The branch had also a
very good relationship with the local government
and media.
In Vrancea, the commission focused on showing
athletic-themed films.
RESULTS OF THE RESEARCH
After centralizing the data, one can see that there
are counties in which the activity of the branch is
highlighted by a good or very good organization of
the events for promoting and conducting the
Olympic education, but also counties in which the
activity should be intensified. Thus, in the first
eight positions, with the highest number of
organized activities present in the media, are, in
order: Bucharest, with 38 actions, followed by the
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FASCICLE XV ISSN – 1454 – 9832 - 2013
county of Buzău with 21 actions, Alba with 19
actions, Dolj with 17 actions, Bacău and ConstanŃa
each with 15 actions, Timiş with 12, and Sălaj with
10 actions.
At the other end of the spectrum, we find the
counties of Vrancea, Prahova and Maramureş each
with 1 action, and Harghita, MehedinŃi, Suceava
and Vaslui each with 2 actions. (Table 1)
Table 1 the number of actions performed to promote and accomplish the Olympic education
No.
COUNTY
No. of actions reported
by the county branches of ROA,
to the ROA and the ROSC
No. of actions of the
Education and
Olympic Culture Commission
Total No. of
actions
1.
ALBA
12
7
19
3rd place
2.
3.
4.
ARAD
ARGEŞ
BACĂU
6
4
12
2
2
3
5.
6.
7.
8.
9.
9
9
4
2
24
5
3
2
14
10.
BIHOR
BISTRITA
BRAŞOV
BRAILA
BUCHAREST
All sectors
BUZAU
16
5
11.
12.
CALARAŞI
CONSTANłA
6
6
3
9
8
6
15
5th-6th place
14
9
7
4
38
1st place
21
2nd place
9
15
5th-6th place
13.
14.
COVASNA
DOLJ
4
12
5
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
GALAłI
HARGHITA
IAŞI
MARAMUREŞ
MEHEDINłI
MUREŞ
NEAMł
OLT
PRAHOVA
SATU MARE
SĂLAJ
7
26.
27.
28.
SUCEAVA
TELEORMAN
TIMIŞ
2
3
12
29.
30.
VASLUI
VRANCEA
2
1
2
4
1
2
6
4
7
1
4
10
4
17
4th place
7
2
4
1
2
6
4
7
1
4
10
8th place
2
3
12
7th place
2
1
Games in a child's imagination"; the theoretical
knowledge competition, "Who knows Olympism,
wins!", and the Olympic Cross.
b)
The stimulation of the existing
Olympic clubs and the founding of new ones had as
primary effect the attraction of a large number of
pupils to the clubs' activities, which proves that one
of the major goals of this paper, which was to
monitor the promotion of Olympism by the ROSC
CONCLUSIONS
At the end of this study, one can say that the
hypotheses were confirmed as follows:
a) The 46 ROA territorial structures contributed to
the mobilization and participation of an impressive
number of young people in the main actions
promoted by the ROSC through the ROA, which
are the literature competition, "A pen called fair
play"; the painting competition "The Olympic
15
FASCICLE XV ISSN – 1454 – 9832 - 2013
and the ROA, through the Olympic clubs, was
reached.
c)
Approximately
4000
pupils
participated in the literature competition "A pen
called fair play". Organized on three age
categories, the children's works were judged by
Romanian language teachers. They judged the
depth, and maturity of the pupils' approaches of the
theme of the competition (a fact described also by
the local newspapers, and the local televisions).
d)
Between 4000 and 6000 pupils
participated in every edition of the painting
competition, "The Olympic Games in a child's
imagination".
e)
The competition "Who knows
Olympism, wins!" involved the schools
designating a team of five pupils with a good and
very good general knowledge. This implied the
organization of school competitions to select the
best pupils, and determining a large number of
teachers (not necessarily of physical education) to
get involved in the Olympic activity. This way, this
action enjoyed a special interest from both pupils
and teachers who believed until then that Olympism
means just sports. The competition managed to
create an atmosphere of communication and
emulation, which proved that the goal of the action
was reached.
f) The olympic cross gathered only in Bacău, for
example, 400 pupils from the local schools and
high schools, and not only. Considering all the
previously mentioned data, we believe that this
research reached its major aim, to highlight the
ways in which the promotion of the Olympic spirit
was done, confirming the fact that Olympism is
constituted of a system of values that can penetrate
the younger minds, influencing or even changing
the pupils' behavior, being able to set itself as a
high value educational factor, if the actions to
promote the Olympic spirit become a constant
preoccupation for all of the involved parties: the
teaching institutions, the School Inspectorates, the
County Directions for Youth and Sports. We
believe also that the ROSC, together with the ROA
succeeded in changing the belief that Olympism is
just sports, aiming to transform this initiative in a
priority activity for the next years, even more as the
2016 Rio de Janeiro Olympic Games could
constitute an important booster for our work.
REFERENCES
Anshel M.H şi colab, (1991) Qualitative validation
of a model for coping with acute stress in sport.
Journal of Sport Behavior (JSB), 14(4), S.U.A
1991.
Baimbridge, M., (1998) Outcome uncertainty in
sporting competition: the Olympic games 18961998', Applied Economics Letters, Vol. 5, No. 3,
1998
Barney, R. K., (1998) The great transformation:
Olympic victory ceremonies and the medal podium,
Olympika, Vol. 7, 1998.
Buletin informativ COSR nr. 44/2011
STUDY REGARDING THE WAYS OF ORGANIZING THE PUPILS
DURING LEARNING
Radu ABABEI
University „Vasile Alecsandri” of Bacău, Romania
Abstract
The learning process is made of a set of processes associated with the practice and experience that lead to
relatively permanent changes in a person's ability to respond. Physical education and sports becoming a daily
preoccupation, and the positive appreciation it had throughout time was due to the complex content, which was
marked, throughout history, by the particularities of various cultures and civilizations.
In order to verify the hypothesis, the study tried, through the observations that were made during the PE classes,
to verify the effectiveness of the forms of organizations that were used, and to identify real solutions to eliminate
or improve the organization mistakes.
The conclusions of this study must and can constitute a starting point for other future researches in the field of
Physical Education in schools.
Key words: organization, pupils, learning
words on this paper, they would not be capable to
type the words that are typed right now, and they
would not be able to talk. In short, they would be
simple creatures if forced to behave in a world
equipped only with the habits it inherited.
INTRODUCTION
Learning is a critical part of our existence. What
would people do if they would not be able to
capitalize on the experiences and practices they are
engaged in. They would not be able to read the
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Presumably, learning produces permanent changes
in the behavior; changes in the behavior caused by
slight reversible modifications in one's way of
being, motivation, or internal states (e.g. thirst)
cannot be considered as being caused by the
process of learning.
The learning process is made of a set of processes
associated with the practice and experience that
lead to relatively permanent changes in a person's
ability to respond.
Throughout the evolution of various types of socioeconomic organization, Physical Education has
changed, in many ways its specific aims and goals,
but its content elements have led always to the
perfection of man's physical and motor skills
development, and of using his leisure time as useful
as possible. Physical Education and sports are very
complex activities, in regards to their content,
structure, organization, and development.
Physical education and sports becoming a daily
preoccupation, and the positive appreciation it had
throughout time was due to the complex content,
which was marked, throughout history, by the
particularities of various cultures and civilizations.
health, forming their basic and specific motor skills,
developing and educating the psycho-motor skills.
In order to verify this hypothesis, the study tried,
through the observations that were made during the
PE classes, to verify the effectiveness of the forms
of organizations that were used, and to identify real
solutions to eliminate or improve the organization
mistakes.
The conclusions of this study must and can
constitute a starting point for other future researches
in the field of Physical Education in schools.
Out of the matters presented above, we can
extract the following main tasks for this research:
- gathering data and information regarding the ways
of organizing groups of pupils during the thematic
parts 4, 5, and 6 of the Physical Education lesson in
schools;
- analyzing and interpreting the results, as well as
drawing the most important conclusions that have a
theoretical and practical value, and can be of real
help to the specialists in the field.
RESEARCH SUBJECT AND METHODS
The whole research was conducted between
January and April 2012, under good conditions; the
study of the bibliographical material was done
HYPOTHESIS AND TASKS OF THE
mainly at the "Vasile Alecsandri" University of
RESEARCH
Starting from the hypothesis stating that the
Bacau Library. The recordings were done in the
organization of the group of pupils in the parts of
sports gymnasium and courts of the "Ferdinand I"
the lesson using the usual forms, such as frontal,
National College of Bacau, at grades 7th A and 8th
paired, grouped (workshops), individual, can ensure
A, with PE teacher R.G., the school being equipped
the achievement of the operational goals of the
with all the necessary materials for the Physical
lesson, this becomes an objective necessity that can
Education lessons; 40 PE lessons have been
lead to an increase in the quality and efficiency of
observed.
motor activity used for the completion of the PE
Presentation, analysis and interpretation of the
objectives related to the influence of body growth
data
and development in children, consolidating their
For this study, 40 (forty) observation charts were
created, using the following model:
OBSERVATION CHART FOR LESSON NO..........
EDUCATION INSTITUTION - SCHOOL NO........................
PUPIL ................................................... TEACH..............................
DATE..............................GRADE............................................................
GROUP................BOYS................GIRLS.............EXCUSED...............
PLACE .......................................................................
LESSON THEMES:
1. .................................................................................................................
2. .................................................................................................................
WORK FORMATIONS
LINE
COLUMN
SQUARE
POS. OF TEACH. IN THE
CLASSROOM
HELPS
TEACHER
PUPIL
GIVES FEEDBACK
VERBAL
NONVERBAL
WHEN THE FEED
BEFORE
DURING
17
AFTER
OTHER
OTHER
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XV ISSN – 1454 – 9832 - 2013
BACK IS GIVEN
TYPE OF FEEDBACK
USED
WAY OF PERFORMING THE
EXPLANATION
WAY OF PERFORMING THE
DEMONSTRATION
INTRINSIC
EXTRINSIC
TEACHER
PUPIL
PUPIL RECEPTIVENESS
MATERIALS USED DURING
DEMONSTRATION
The study was focused on ten indices of the
Physical Education lesson that were observed
throughout February 22 - June 25, 2012. The results
were centralized, and graphical interpretations were
made for each of these indices. The results are as
follows:
Inn regards to the work formations, the group of
people was organized 8 times in a line, 14 times in
a column, 6 times in a square, and 12 times in other
types of formations; percentage-wise,
wise, the results
are: 15%; 35%; 15%; 35%;
Figure 1 regarding the work formations:
35%
30%
25%
line
20%
column
15%
square
10%
other
5%
0%
Regarding the teacher's position, he was positioned 16 times laterally and 4 times centrally in the classroom,
which is 40% and 10%.
Figure 2 regarding the teacher's position in the classroom:
40%
30%
laterally
20%
centrally
10%
0%
The teacher helped the pupils 20 times, and the pupils helped each other 8 times, which is 50% and 20%.
Figure 3 regarding helping during performance:
18
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XV ISSN – 1454 – 9832 - 2013
50%
40%
30%
teacher
pupils
20%
10%
0%
The feedback was given 4 times verbally, 8 times nonverbally, and 6 times in different ways, which is: 10%;
20%; and 15%.
Figure 4 regarding the type of feedback that was given:
20%
15%
verbally
nonverbally
10%
other
5%
0%
Regarding the time when the feedback was given, it was 4 times before, 14 times during, and 8 times after:
10%; 35%; 20%.
Figure 5 regarding when the feedback is given:
35%
30%
25%
before
20%
during
15%
after
10%
5%
0%
The feedback wass 10 times intrinsic, and 10 times extrinsic: 25% and 25%
Figure 6 regarding the intrinsic and extrinsic feedback:
19
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XV ISSN – 1454 – 9832 - 2013
25%
20%
15%
intrinsic
10%
5%
0%
The explanation was short, clear, and concise 20 times, which is 50%.
Figure 7 regarding the explanation:
50%
40%
30%
explanation
20%
10%
0%
The teacher performed the demonstration 16 times, and the pupils performed it 10 times, which is 40% and 25%.
Figure 8 regarding the identification of the person who performs the demonstration:
50%
40%
teacher
30%
pupils
20%
10%
0%
The pupils were receptive 20 times, 50%.
Figure 9 regarding the pupils' receptiveness:
receptivenes
50%
40%
30%
receptive…
20%
10%
0%
Regarding the sports materials used in teaching the lesson, the ball was used 20 times, and the gymnastics bench,
6 times, which is 50%, and 15%.
20
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XV ISSN – 1454 – 9832 - 2013
Figure 10 regarding the sports materials used in teaching the lesson:
50%
40%
ball
30%
bench
20%
10%
0%
near the end of the teaching module, there is a need
for a more detailed explanation that would allow
the pupils
upils to understand better certain subtleties of
the motor act that need to be learned.
6. One can see also that the teacher's demonstration
predominates, but the number of uses of pupils for
demonstration is also high. We believe that the
pupils should be involved more in the
demonstration; what would be also useful is the use
of video tools for the demonstration, considering
that the school in which this study was conducted
has the necessary equipment (video projectors,
etc.).
In the end, we can concludee that currently, the ways
of organizing the groups of pupils during the parts
of the lesson in middle-school
school are relatively
standardized; there is a need for diversification, in
concordance with the need for a modern Physical
Education lesson, in compliance
ce with the pupils'
personalities, and the need for using the Physical
Education lesson also as a relaxation means, not
just as a tool to learn certain elements and
procedures that are specific to various sports
branches.
CONCLUSIONS
At the end of the study, we can say that the
hypothesis stating that the organization of the group
of pupils can ensure the achievement of the
operational goals of the lesson, becoming an
objective necessity that can lead to an increase in
the quality
lity and efficiency of motor activity, has
been confirmed.
The observations we made throughout the research
allow us also to draw the following conclusions:
2. Regarding the work formations, one can see that
they change throughout the course of the lesson
according to its the parts, but out of these, the most
"standardized" ones are the parts in the beginning
of the lesson, during which we encountered the
largest number of identical use of work formations,
the line on two rows formation, and the gymnastics
column clearly dominating the beginning of the
lessons.
3. When referring to the teacher's position in the
classroom, we tried to emphasize the predominance
of a lateral, or a frontal position. Unfortunately, this
study could not take into consideration other
o
possible approaches, such as the teacher adopting a
position on a high surface, in order to be seen by
everyone, or a position in the middle of the group.
We believe that the choices made by the teachers
who were studied in this paper are explained by
their need to be fully in control the whole time of
the group of children, and less about the need to
quickly teach the motor acts and actions.
4. When we focus our attention on the feedback that
was given, we can see that there is an equal number
between the intrinsic and the extrinsic feedback,
which means that the teachers have focused on the
support given to the pupil in equal measure in
which the pupils have been aware of their body
position during the performance of motor acts and
actions.
servations have proven that in most cases
5. The observations
the teacher's explanation has been short and precise.
However, we believe that during the lessons that are
REFERENCES
1. Ababei R., 2006, Metodologia cercetării
activităŃilor corporale, Editura Casei Corpului
Didactic, Bacău
2. Ababei R.,, ÎnvaŃarea motrică şi sociomotrică,
Editura Casei Corpului Didactic, Bacău
3. Bontaş I.,, Pedagogie, 1994
1994-1995 EdiŃie
revizuită şi completată, Editura ALL Bucureşti
4. Cîrstea GH.,, 2000, Teoria şi metodica educaŃiei
fizice şi sportului pentru examenele de definitivat şi
gradul didactic II, Editura AN-DA,
DA, Bucureşti
5. Cojocariu Venera M.,, 2003, EducaŃie pentru
schimbare şi creativitate, Editura Didactică şi
Pedagogică, RA, Bucureşti
a
6. Cucoş C.,, 2006, Pedagogie, EdiŃia a-II-A
revizuită şi adăugită, Editura Polirom, Iaşi
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THE INFLUENCE UPON FUNCTIONAL CAPACITY OF LUDIC
RECREATIONAL ACTIVITIES CARRIED OUT IN VARIOUS
ENVIRONMENTS
Adela BADAU1, Ramona Natalia UNGUR¹, Teodora Mihaela ICONOMESCU²,
Dana BADAU¹
1
University of Medicine and Pharmacy, Târgu Mures, Romania
2
University Dunărea de Jos of Galati, România
Abstract
Physical activity practiced in various environments, through the influences that they can bring on the effort, in
correlation with the technological innovation of materials, can generate positive inputs on the body, with
connotations on the functional capacity as well.
The present research aims to observe the influence level of functional capacity, as a result of typical activities
practice, carried out on the ground or in the water, in covered areas, with the use of carefully selected action
means, to which innovative materials are added and which require a different effort depending on their
characteristics. The research enclosed two tests, the initial and the final test. The 2K walk test was applied with
target on the following parameters: VO2 max, FC max, physical condition index (PI) and body mass index
(BMI).
Keywords: functional capacity, aqua-gym, aqua-pullpush-gym, physical condition index, VO2 max, FC max.
bpm in the case of young women, with 4.7bpm in
the case of middle-aged women and with 1.1bpm
for professional female divers [21].
Benelli and colab [4] noticed that the decrease of
value for the average cardiac frequency in confined
waters as compared to the same exercises executed
on the ground is the following: 7.5 bmp on the
ground and 4.8bpm in deep water.
The oxygen intake and effort index are lower when
the body is immersed up to the chest as compared
to the body immersion up to the hip [2]. While
assessing the vital capacity [2], it was observed that
VO2 values are higher in confined waters as
opposed to pools with depth over 1.80m. After
studying for 12 weeks the effects of water exercises
for adult persons, especially those of aqua-gym
programs executed twice a week for 45 minutes, Di
Masi [6] observed an increase of VO2 max volume
with 15%.
Aqua-gym represents one of the modern tendencies
of physical exercise practice through the
combination of various simple and complex action
systems, adapted to the positive influences of the
water environment, an ideal blend of aerobics
exercises, fitness, stretching and hydro massage.
“Aqua-gym represents a complementary unit within
water activities, with a rich and diverse content of
resources” [13]
Aqua gym has the following “general objectives
[18]: the improvement of cardiac-respiratory
capacity, of muscular strength and resistance, the
improvement of coordinative qualities, the
development of general motric capacity, while the
INTRODUCTION
Ludic recreational activities practiced in various
environments – in the water and on the ground –
require a biological adaptation-as the body reacts to
the physical and psychical stimuli, consisting in
modifications encountered within the organs and
the important functions of the body.
“The potentials of water environment represent an
advantage for physical activity practice and an
essential contribution to health and spending the
free time (pleasure), derived from its specificity, on
functional and esthetic level”[9]. Ludic recreational
activities carried out in the water are mainly
focused on the physical development improvement,
on motric and functional capacity, though not
exclusively.
Successive changes undertaken currently on
physical condition have in view to progressively
introduce sport in our life, by encouraging the
population to practice physical activities in various
environments, while the activity diversity focuses
on the training methods which use technical
innovations regarding sportive equipment that were
transferred to guided activities[19].
The water environment has specific properties with
positive influence on movement effects, facilitating
the practice possibility of a variety of exercises with
complexity and amplitude, no matter the age, sex,
physical training.
By comparing the cardiac frequency at rest for
more groups, registered on the ground and in the
water , it was noticed that when the body is
partially immersed in water, this decreased with 1.9
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FASCICLE XV ISSN – 1454 – 9832 - 2013
specific objectives are: to re-educate the respiratory
function, posture education, to improve and support
the neural-psychic relaxation”.
Aqua-gym and aqua-pullpush-gym represent
important parts of water fitness with focus on
multiple formative and sanogenetic aspects, by
combining the positive effects of exercises executed
in the water and adapted to musical rhythms.
Aqua pull-push gym represents an innovative ludic
recreational activity of water gymnastics, consisting
in a set of body segments movements, by using the
pull-push paddle, with the view to improve the
health and physical condition as well as to increase
muscular toning [3]. This method of water
gymnastics is addressed to all persons over 18 years
of age, no matter the sex, weight or physical
condition.
The differences between the two activities consist
in the used materials, the complexity of action
means and also the structure of the class. Therefore,
aqua gym has a 4 unit structure: warm up, aerobe
unit, localized unit and effort recovery, while aquapullpush-gym consists in three parts: warm up, the
fundamental part and the recovery. The aerobe unit
of aqua gym is made up of exercises specific to
aerobic gymnastics, while the localized unit implies
the usage of varied materials in order to intensify
the effort. Aqua-pullpush-gym uses during the
entire fundamental part the pullpush paddles, which
require efforts and a superior motric and functional
mobilization, due to design and large contact area,
being able to involve all overweight body segments.
The research enclosed an initial test at the
beginning of the first semester, during the first
weeks of October 2011, after which the suggested
programs were executed throughout the entire
school year, followed by a final test at the end of
May 2012.
Materials
The objects used during recreational water activities
offer an increased productivity to the exercises, due
to the floatability factor becoming resistant when an
object immerses into water and to the viscosity
added to the environment forces [12], [6].
Some studies discovered that trainings with
progressive over heaviness based on certain objects
usage lead to better results both on the ground and
in water – many times, significant differences being
registered between them [5]. Aqua-gym uses
material like: rubber dumbbells, palmers, gussets,
etc. some used for support, others for effort
increase, as part of the determined length program.
Aqua-pullpush-gym uses exclusively innovative
materials called pull-push paddles, which are
characterized by a hydrodynamic shape like a
flower, with five “petals” of 37cm in diameter, on
the center having an ergonomic handle to hold,
slightly rough to prevent slipping. These can also
be fixed on the soles in order to execute exercises
for the inferior members, having also an accessory
called fixopié, looking like sandals, provided with
two clips disposed on complementary directions in
order to facilitate fixing with a twisting action.
Due to its wide contact surface with the water and
also to the small free space between the petals, the
paddle can take during its energetic pull actions, a
hydrodynamic shape like a jelly fish, this
representing the position with the most stable
balance.
Methods
The applied methods were: the bibliographic study,
the observation, the study, tests, mathematical and
statistical study and graphic representation. The
mathematical data was processed with the help of
SPSS 20, calculating the Independent Student Test.
For the physiological evaluation the 2km walk test
was applied which shows: the fitness index
(physical condition), VO2max, FC max, BMI
having a more significant applicability in the
scientific research.
“UKK test renders a physical condition index and
aerobe resistance and it is applied to adult subjects,
physically capable, with ages between 18 and 65
years old” and “it is not valid for subjects executing
regular training based on aerobe effort, this being
valid for normal or overweight people”[15].
Description: on the treadmill and consists of a 2 km
walk, on a horizontal surface, the treadmill will
have the tilt index "0". It starts with a slight warm
up followed by a 200 m regular cadence, until
reaching a reasonable rhythm. It measures the
HYPOTHESIS
To set the hypothesis it was started from the
assumption that water based ludic recreational
activities practiced during physical education
classes by female students from non-profile
faculties, will determine the improvement of their
motric and functional capacity.
MATERIALS AND METHODS
Participants
The control study sample consists of 47 first year
female students from the Transilvania University of
Brasov, aged 19-24, from the specialties: Medicine,
Sociology and Letters; during physical education
classes held
in the gym they practiced the
following activities: ludic recreational activities,
applied exercises, freestyle exercises for the general
physical development and exercises with portable
objects.
23
FASCICLE XV ISSN – 1454 – 9832 - 2013
registered time and records the cardiac frequency at
the end of the test.
Fitness index (FI) – Calculation technique: for the
fitness index calculation we take into account four
parameters: time made for completing the route,
heart rate, BMI (body mass index), age of the
subject. The formula for fitness index (FI) is the
following [15]:
Fitness index = 304 + 0'4 x E - [0'1417 x
Ti + 0'32 x FC + 1'1 x (W / T2)]
E - age in years
Ti - the time for completing the 2 Km in seconds
FC-cardiac frequency
W – the subject’s weight in kg
T2 - height in meters
Interpretation of results: after calculating the
physical condition index, related to age, sex, weight
and height, the maximum oxygen uptake capacity
can be estimated reliably, expressed with the help
of a fitness index, which is divided into 5 groups of
assessment. Scores awarded by UKK Institute and
taken by G. Dumitru (1997, p. 27) are: below 70 a
FI highly below average; between 70-89 somewhat
lower than average; between 90 to 110 average;
between 110 to 130 slightly above average; over
130 high above average.
Body mass index: data on body weight and body
height were used to calculate BMI (kg/m2) [14],
[12]
BMI = weight (kg) / height² (cm)
Interpretation of BMI values: below 19 abnormal,
19- 25 normal weight; 26-29 pre obese; 30-35 class
I of obesity.
The maximum volume of oxygen: "VO2max was
estimated using specific equations, the values
included age, body mass index (BMI), the time
achieved during the 2 km walk test (min) and heart
rate at the end of the 2 km walk test. In order to
calculate VO2max (ml × min × kg-¹ - ¹) for women
one uses the equation:
VO2max = 116.2 - 2.98 xt - 0.11 x
HR - age 0.14x - 0.39 x BMI”
"VO2max test can be estimated with a 2 km walk
test: on foot or on the treadmill. This test proved to
be a feasible and accurate method for determining
VO2max in the case of healthy subjects aged 20-65
[17], [12]
Table 1 the maximum aerobic capacity VO2 max (ml / min / kg) – women
Age
Decreased Insufficient
Average
Good
Excellent
< 24
24 – 30
31 - 37
38 - 48
> 49
20 – 29
Maximum heart rate - for women, is calculated as:
Fc max = 205 - (1/2 x Age)
practiced aqua-gym registered an average
difference between the two tests of 0.28, while the
experimental aqua-pullpush-gym group achieved an
average decrease of 0.17bpm. Given that this
functional capacity parameter is directly dependent
on the age of the subjects during the experiment, we
consider the results significant, confirmed and with
the correlation index p<05 (Table 2, 3).
DISCUSSIONS AND RESULTS
Subsequent to the study, the cardiac capacity
represented by FC max registered drops of
arithmetical mean for all study samples. During the
initial test, the control group achieved an average
value of 195,06±0,37 while at the final test the
value was 194,91±0,31 with a difference of - 0.15
b/min (Fig.1). The experimental group which
Table 2 data summary of the control group as compared to the experimental group aqua-gim
Control group (n=47)
Experimental group
x±m
Trials
Test
(n=24)
t
p
x±m
FC max
IMC
FITNESS – PI
VO2 max
TI
TF
TI
TF
TI
TF
TI
TF
195,06±0,37
194,91±0,31
21,01±1,28
20,68±0,66
88,89±7,18
93,78±4,58
35,39±2,54
37,02±1,57
195,38±0,42
195,10±0,44
21,28±1,98
20,93±1,71
88,16±12,52
98,18±5,56
35,31±4,31
38,67±1,81
3,05
1,86
0,61
0,68
0,26
3,33
0,08
3,78
.002
.070
.485
.386
.756
.002*
.921
.000*
*p<.05
Table 3 data summary of the control group as compared to the experimental group - aqua-pullpush-gym
Control group (n=47)
Experimental group
x±m
Trials
Test
(n=24)
t
p
x±m
FC max
IMC
TI
TF
TI
195,06±0,37
194,91±0,31
21,01±1,28
195,25±0,41
195,08±0,38
20,77±1,10
24
1,84
1,86
0,80
.072
.070
.447
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FITNESS- PI
VO2 max
TF
TI
TF
TI
TF
20,68±0,66
88,89±7,18
93,78±4,58
35,39±2,54
37,02±1,57
20,28±0,51
89,04±6,38
107,02±3,77
35,55±2,29
41,76±1,29
2,58
0,09
12,96
0,27
13,51
.012
.928
.000*
.794
.000*
*p<.05
195.5
195
194.5
Control group TiGr. aquagym
Gr.
Tf aqua-pullpush-gym
Fig. 1Graphic representation of FC max Averages
After calculating the physical condition index (IF)
depending on age, sex, weight and height, this
representing the body’s maximum capacity level of
oxygen uptake, all study samples presented
increased values of the arithmetical mean between
the two tests. The control group registered a
difference of 4.89 units which implied an upgrade
to a superior level, consequently the female subjects
that were found at the initial test under the category
“slightly above average” with a score of
88,89±7,18, advanced at the final test to “average”,
with a score of 93,78±4,58 (Fig. 2).
150
100
50
0
Control group
Ti
Gr. aquagym
Tf
Gr. aqua-pullpush-gym
Fig. 2 Graphic representation of the Fitness Index averages
The experimental groups also registered progress
on IF level, advancing from “slightly above
average” to “average”, but the differences of the
arithmetical means are more relevant as follows:
aqua-gym
gym group achieved 10.02 units, while aquaaqua
pullpush-gym reached 17.98 units.
The difference between the two study samples is
accurate and is due to the selected methods and
used materials, which require an increased effort
from the entire body during aqua-pullpush
pullpush-gym
activity, as compared to the ones used in aqua-gym.
aqua
A significant role is considered to be held by the
th
properties of water environment, such as thickness
opposing resistance in executing the moves and
being conditioned by the contact surface.
After the research the experimental groups that
executed programs specific to ludic recreational
activities registered
ered a decreased value of BMI
averages as follows: aqua-gym
gym group 0.35 units,
aqua-pullpush-gym
gym 0.49 units and the control group
0.33units. As this index represents the relation
between weight and height, also taking into
consideration the subjects’ age of 19 to 23 years old
and an average weight of 57 kg without noticeable
variations, we consider that the achieved BMI
difference is relevant, being enclosed to normal
weight category (Fig.3).
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21.5
21
20.5
20
19.5
Control group TiGr. aquagym
Gr.Tf
aqua-pullpush-gym
Fig. 3 Graphic representation of BMI averages
VO2max registered a significant progress for all study samples.
45
40
35
30
Control group
Ti
Gr. aquagym
Tf
Gr. aqua-pullpush-gym
Fig. 4 Graphic representation of VO2max averages
The control group registered at the initial test an
average value of 35, 39±2, 544 and for the final test
37, 02±1, 57, with an improved difference of 1.63
mL/Kg/min (Fig.4). The experimental aqua-gym
aqua
group achieved a progress of 3.36mL/kg/min, while
the aqua-pullpush-gym
gym group registered the most
noticeable increase of 6.21 mL/kg/min.
on the ground, along withh the applied exercises,
freestyle exercises for the general physical
development or the ones with portable objects.
REFERENCES
1. Barbosa T.M., et al. (2009), Physiological
assessment of head-out
out aquatic exercises in healthy
subjects: A qualitative revie, Journal of Sports
Science and Medicine No. 8,, p. 179-189,
http://www.jssm.org).
2. Barbosa T.M., Garrido M.F., Bragada J.A.
(2007) Physiological adaptations to head
head-out
aquatic exercises with different levels of body
bod
immersion. Journal of Strength and Conditioning
Research, no. 21, p. 1255-1259.
3. Bădău A, Bădău D. (2011) Aqua
Aqua-pullpush-gymThe new method of water gymnastigymnasti Ed.
UniversitatiiTransilvania of Brasov, ISBN 978-973978
598-865-1, p 6.
4. Benelli, P., et al. (2004) Phisiological Responses
to Fitness Activities: A Comparison Between LandLand
Based and Water Aerobics Exercise. Journal of
Strength and Conditioning Research, No.18
No. (4), p.
719-722.
5. Darby LA, Yaeckle BC (2000) Physiological
responses
ponses during two types of exercise performed
on land and in water. J Sports Med Phys Fitness.
No. 40(4), p. 303-311.
CONCLUSIONS
The main conclusion after the research is that the
hypothesis is confirmed, namely, the practice of
water based ludic recreational activities during
physical education classes, by female students from
non-profile
profile faculties, generates improvement
improve
on
their functional and motric capacity.
The usage of modern designed materials during
ludic recreational activities, which require sustained
handling efforts, adaptable to both inferior and
superior members, contributes in an efficient and
appropriatee manner to the increase of vital capacity
parameters.
The selection of the most efficient means along
with weighty involvement of all body segments
determines effort capacity growths, demonstrated
through IF, as well as the development of morphomorpho
functional and motric capacities.
The water environment brings a positive influence
on motric and functional indices as a result of ludic
recreational programs, reaching a superior level as
compared to ludic recreational activities executed
26
FASCICLE XV ISSN – 1454 – 9832 - 2013
6. Di Masi F. (2000) Hidro – Propriedades Fisicas
e aspectos Fisiologicos. Ed Sprint, Rio de Janeiro,
p 109.
7. Dumitru G. (1997) Sănătate prin sport pe
înŃelesul fiecăruia, sub egida FederaŃiei Sportul
pentru ToŃi, Bucureşti.
8. Edward Yah Validation of UKK Walk Test in
Singapore
Population,
p.
27.
http://www.ifafitness.com/pros/UKK_Walk_Test.pdf
9. Figueiras T. (2005) Hidroginastica uma
actividade para todos. Texto de Apoio apresentado
ao Instituto Superior da Maio, p. 5.
10. Foley, A., Halbert, J., Hewitt, T. I Crotty, M.
(2003) Does hydrotherapy improve strength and
physical function in patients with osteoarthritis—a
randomised controlled trial comparing a gym based
and hydrotherapy based strengthening programme.
Annals of Rheumatic Diseases, No. 62(12), p. 11621167.
11. Gomez M. F., Ghiorzi V, Loss J. F., Gomes L.
E., (2010) Caracterizaçáo das cargas de flutuaçáo
de implementos de hidroginástica e hidroterapia,
Revista Mackenzie de EducaçãoFísica e Esporte,
No. 10(1): p. 64-75.
12. Jorien E Strijk, et al. (2010) Aerobic capacity
and vitality. Associations between VO2max and
vitality in older workers: a cross-sectional study,
BMC Public Health, Nov 9,10: 684, p. 24-38.
13. Moreno JA., (2006) Gutiérrez M. Programas de
actividades acuaticas, Fac. de Educación. Univ. de
Murcia, p13.
14. Oja P, et al. (1991) A 2-km walking test for
assessing the cardiorespiratory fitness of healthy
adults. Int J Sports Med, 12, p.356-362.
15. Prada R. A. C., et al. (2005) Valoracion
fisiologica de un program de actividadfisica en
adultos, ARCHIVOS DE MEDICINA DEL
DEPORTE, Vol. XXII – No. 105, p 9-18, p 14,12.
16. Prentice W. E., Voight M. L. (2003)
TécnicasemReabilitaçãoMusculoesquelética. Porto
Alegre: Artmed.
17. Raija MT, Laukkanen RMT, Oja P, Ojala ME,
Vuori IM (1992) Feasibility of a 2-km walking test
for fitnes assessment in a population study. Scand J
Soc Med, No. 20, p. 119-125.
18. Ramirey L. P. et all. (2005) Aquagym:
Unapropuesta original de actividadfisica, (1 de 21),
p.
2,
http://www.inatacion.com/contenidos/articulos/salud/aquagym/
aquagym.html
19 Rebullido Rial T. Lameiro Villanueva C. (2011)
Clasificasion de las nuevastendencia en las
actividadesacuaticasdirigida.
EFDeportes.com,
Revista Digital, Buenos Aires, No 155, p.
1.http://www.efdeportes.com/efd155/nuevastendencias-en-las-actividades-acuaticas.htm
20. Shono T., et al. (2001) Cardiorespiratory
response to low intensity walking in water and on
land in elderly women. Journal of Physiological
Anthropology and Applied Human Sciences No. 20,
p. 269-274.
21. Yu, E., et al. (1994) Cardiorespiratory
responses to walking in water. Revista: Medicine
and Science in Aquatic Sports. Eds: Miyashita, M.,
Mutoh, Y. and Richardson, A. Basel: Karger, p. 3541.
STUDY ON THE DEVELOPMENT MODEL OF HIGH PERFORMANCE
JUDO COMPETITION
LaurenŃiu BOCIOACA
National University of Physical Education and Sport Bucharest, Bucharest, Romania
Abstract
Study on the development of the competitive performance in judo, demonstrating the need to restructure the
content of education and training. Coaches and Methodists were recorded and analyzed judo competitions in
order to achieve the development of technical projects in national and international championships.
Remodelling, training, specific training procedures allows coaches and athletes, good planning and
preparation. Determine the means and methods of integrating competitive; please ensure effective training to
improve outcomes athletes. The paper presents data on the actions undertaken high-yield high-level
competitions. The paper stresses the need for athletes and coaches to adapt to the requirements and implications
of the battle.
Keywords: sports, high performance, competition, training, judo.
accordance with specific requirements. Experts
field (coaches, athletes, researchers), demonstrates
the need to address increased attention determinants
of success in judo. The data obtained by us during
INTRODUCTION
The evolution and dynamics of sport science
experts in the field force, to finding new solutions
to optimize athletic training in judo competition in
27
FASCICLE XV ISSN – 1454 – 9832 - 2013
procedures executed by the two sports during the
competition, “provided that the technical execution,
to determine the design of the opponent” [4]. For
shares of attack in the fight to her, was “included in
the calculation, only actions that led to a score” [5].
To determine the effectiveness of the technique in
appropriate proportions and tactical actions
performed by the two athletes, we used the ratio of
total shares and shares made after that was a
score. Throughout, conduct research, have been
followed, “permanent motor actions and procedures
carried out in all weight categories” [6]. These data
allow the achievement of the overall model, the
techniques performed. Research data, may represent
a starting point for the development of specific
models corresponding to each category of athletes.
this research demonstrates that technical and
tactical preparation are two "fundamentals of
performance in competition judo" [1].Hypothesis
that athletes in judo, based on the best technical
training, provide the foundation for tactical
preparation is confirmed by the data collected,
which is an important direction for training and
orientation in competitive judo. The findings of the
research, points out that the high results, victory is
determined largely technical and tactical actions.
THE AIM AND RESEARCH OBJECTIVES
The research objectives of our research, is to
determine the relationship between technical
training and tactical performance as judo. Trying to
build a model of training in technical and tactical
allow athletes and coaches enrolled in high
performance sport activity to select the best
methods and training.
RESULTS AND DISCUSSION
Based on data recorded and processed in the
research, it is clearly demonstrated that the “fight
take up most of the technical stock model”
[7]. Combat model structure consisting of technical
and tactical procedures, especially the shoulder and
leg, occupying more than 67% of all actions
taken. This model "has a structure significantly
different from previous models presented in the
literature" [8]. Tactic in direct combat, occupy more
than 75% of the entire structure of competition in
comparison with the actions of ground fighting,
which occupies about 25%. In ground combat,
technical model is characterized by the fact that the
actions of detention and bottleneck are very
effective, causing rapid getting up or victory. They
are used to determine the “procedures for efficiency
and high-risk” [9] or sacrifice, in combination with
ground fighting, where the proportion of such
actions is low.
THE METHODOLOGY
The study is based on analysis of video recordings
of matches and technical data, the organization of
competitions in the World and European
Championships, Olympics, in the period 20082012. We used information provided by the coaches
of
Olympic
Teams,
Romanian
Judo
Federation. Data obtained from the analysis of this
information has been gathered and statistically
analyzed and plotted to determine the possibility of
"optimizing the relationship between technical
training and competitions" [2] for judo
athletes. Organization
and
classification
of
technical and “tactical data surveyed is based on
international algorithmic system " [3], which is
determined by the complexity and specific actions
(attacks, counterattacks). In the study, it is
considered offensive actions in combat, technical
Table 1. The technical and efficient executions in competitions
No
The technical elements and procedures
performed in competition
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
SEOI-NAGE
UCHI- MATA
TAI-OTOSHI
O-UCHI-GARI
KO-UCHI-GARI
HARAI-GOSHI
O-SOTO-GARI
KO-SOTO-GARI
YOKO-OTOSHI
SEOI-OTOSHI
TANI-OTOSHI
KATA-GURUMA
DE-ASHI-HARAI
SASAE-TSURI
MOROTE-GARI
TOMOE-NAGE
SUMI-GAESHI
Total number
of the attack,
counterattack
216
170
40
74
48
47
32
30
21
26
23
31
32
8
30
43
35
28
Number of
actions performe
on the left side
129
102
22
44
37
25
18
17
12
14
13
17
17
3
16
25
15
Number of actions
performe on the
right side
87
68
18
30
11
22
14
13
9
12
10
14
15
5
14
18
20
FASCICLE XV ISSN – 1454 – 9832 - 2013
18
19
20
21
22
23
24
25
O-GOSHI
URA-NAGE
SUMI-OTOSHI
KIBISU-GAESHI
USHIRO-GOSHI
SODE-TSURI-KOMI-GOSHI
OTHER
TOTAL
41
14
20
18
30
25
26
1080
24
10
5
9
17
15
16
622
17
4
15
9
13
10
10
458
Table 2 The technical actions in the fight to the ground.
No.
The technical elements and procedures performed in
competition
Total number of the
attack, counterattack
1
2
3
4
5
6
7
8
9
10
11
12
13
25
26
KESA - GATAME
KATA - GATAME
KAMI - SHIHO - GATAME
YOKO - SHIHO -GATAME
TATE – SHIHO - GATAME
NAMI - JUJI - JIME
GYAKU - JUJI - JIME
KATA - JUJI - JIME
OKURI - ERI - JIME
TSUKIKOMI - JIME
UDE - HISHIGI - JUJI - GATAME
UDE - HISHIGI - WAKI - GATAME
UDE - HISHIGI - SANKAKU - GATAME
OTHER
TOTAL
49
38
21
12
8
15
9
12
36
25
32
5
3
5
270
Effective
percentage of
shares (with score)
18
14
7.7
4.4
3
5.5
3.3
4.4
13.7
9
11.5
2.5
1
2
100
250
216
SEOI-NAGE
200
170
UCHI- MATA
150
100
50
TAI-OTOSHI
O-UCHI-GARI
74
40
4847
43 41
3230 26 3132 30 35
3025
21 23
142018
8
KO-UCHI-GARI
HARAI-GOSHI
0
Total number of the attack, counterattack
Fig. 1. Main technical stock structure
29
FASCICLE XV ISSN – 1454 – 9832 - 2013
Number of actions performe on the left side
SODE-TSURI-KOMI-…
KIBISU-GAESHI
URA-NAGE
SUMI-GAESHI
MOROTE-GARI
DE-ASHI-HARAI
TANI-OTOSHI
YOKO-OTOSHI
O-SOTO-GARI
KO-UCHI-GARI
TAI-OTOSHI
16
15
17
9
5
10
24
15
25
16
3
17
17
13
14
12
17
18
25
37
44
22
Number of actions
performe on the left
side
102
SEOI-NAGE
0
50
100
129
150
Fig. 2. The structure actions performed on the left
Number of actions performe on the right side
Number of actions performe on
the right side
SODE-TSURI-…
URA-NAGE
KIBISU-GAESHI
SUMI-GAESHI
MOROTE-GARI
DE-ASHI-HARAI
TANI-OTOSHI
O-SOTO-GARI
YOKO-OTOSHI
TAI-OTOSHI
KO-UCHI-GARI
SEOI-NAGE
100 87
90
80
68
70
60
50
30
40
30
18 221413
15 182017 15 131010
11
9121014 514
20
4 9
10
0
Fig. 3. The structure actions performed on the right side
30
FASCICLE XV ISSN – 1454 – 9832 - 2013
250
200
Total number of the
attack, counterattack
150
100
KIBISU-GAESHI
URA-NAGE
SUMI-GAESHI
MOROTE-GARI
DE-ASHI-HARAI
TANI-OTOSHI
YOKO-OTOSHI
O-SOTO-GARI
KO-UCHI-GARI
SEOI-NAGE
TAI-OTOSHI
0
SODE-TSURI-KOMI-…
50
Number of actions
performe on the left
side
Number of actions
performe on the right
side
Fig. 4. The global technical and efficient executions
CONCLUSIONS
The data presented in this study, we found that our
analysis is conclusive enough to describe trends
shaping the competitive training in judo. Through
our study, we proposed, to draw general
characteristics of performance capacity regarding
action taken in battle. Based on the data presented,
we can draw the following conclusions:
- technical model for all weight categories is
dominated by technical actions struggling glued
legs
- the main processes are present in the structure of
the competitive model of the shoulder, hip and leg
- the fight standing shares are preferred due to high
performance
- the shares of ground fighting, occupy a smaller
percentage in the competitive model structure but
are very effective
- are preferred actions taken in combination so
bottlenecks and dislocation, with high efficiency
- technical elements are performed maybe dominant
party but the left side, the effect creativity
developed in the sport
- competitive model structure does not correspond
with traditional training, having to restructure
training on new goals.
REFERENCES
1. Bocioaca, L., Hantau I., Training in judo. 1998.
Physical
training
and
technique. Publisher
University of Pitesti, ( pp. 100).
2. Hantau I., 2000. The structure of training in
judo. Publisher Printech, (pp.110). Bucharest.
3. Bocioaca
L., 2007. Judo training and
competition.
Publisher
Morosanu,
(pp67).
Bucharest.
4. Nicu A., 1993. Modern sports training.
Publisher Editis, (pp.220). Bucharest.
5. Hantu I., Bocioaca L., 1999. The analysis of
functional and interrelations of training in
judo. International conferences, scientific, N.S.A.,
Sofia.
6. Stupineanu I., 1970. Simulation and simulator in
professional sport. Publisher Sport Disk, 317,
Bucharest.
7. Gagea A., 1999. The methodology of scientific
research in sports training. Publisher Romania
Tomorrow, (pp. 180). Bucharest.
8. Dragnea A., 1996. Sports Training. Publisher
Didactic and pedagogical, R.A, (pp. 140).
Bucharest.
9. Dahnovshi C.V., Lescenko S., 1990. Preparation
of high performance fighter. Publisher C.C.P.S.,
307- 307. Bucharest.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
THE MANAGEMENT OF MAKING THE GATE THROWS OF THE
HANDBALL INTERMEDIATE PLAYERS, MORE EFFICIENT
(JUNIORS I GIRLS)
Ioan Teodor CICMA1, Gloria RAłĂ2
1
2
University “Dunarea de Jos” of Galati, Romania
Abstract
The above work deals with the advantages of an applied modern management to make the gate throws more
efficient. The main objective of the experiment is to prove that, by applying a modern management, the gate
throws of the intermediate players will reach a maximum efficiency. Were used the observation method, the
individual work and small teamwork method, the experiment method, the statistical-mathematical method, the
comparison and nonetheless, the graphical method. By studying the test results, the first ones and the final ones,
we noticed a progress of 3.2 scores belonging to the experimental team and only 1.8 scores belonging to the
control team. As a conclusion we may say that the hypotheses of the experiment were proved and the results
show that a modern management leads to the most efficient gate throws of the intermediate players during the
handball game.
Keywords: management, handball, maximum efficiency;
of exercise and motion games more or less
spontaneous and competitive (...), and its
diversification is connected to the fact that it points
out values coming from contemporary lifestyles”,
(Teodorescu, S., 2009, pg. 9).
“Performance sports is an activity maximizing the
performance capacity and putting it into value in
important competitions materialized in records and
titles, medals and places in the official rankings”,
The sports game is a complex multitude of gamelike exercise, which involves the use of a certain
object such as a ball, a puck, an object with specific
size, as well as a two-team competition, a
competition o set-up rules.
Bayer E., in 1987, takes into account three different
elements when defining the sports game and these
are:
a.the player’s activity;
b.the idea of a game;
c.the competition rules, (Bayer, E., 1987, a
quotation by Colibaba-Evulet, D., Bota. I., 1998.
pg. 10).
Where handball game is concerned, there are also
the three above-mentioned elements and these are:
„What is
the activity a player actually has?”; „What does he
do?”‚ „What is a player’s behaviour during an
official game?”.
The game itself and the multitude of subordinate
principles connected to the use of the most rational
and intelligent action ways of the sportsmen/players
with the aim of getting the best result and,
nonetheless, the game rules make up a law for
every single sport discipline which also stipulates
INTRODUCTION
The progress of the modern society leads to both a
quantity increase and a quality development in all
the fields, performance sports included.
The performance sport activity is a way of
expressing personality by the complexity of the
situations he finds himself in and, at the same time,
by the high level the sportsmen reach at a certain
point.
One of the most dynamic and complex activities of
the social sphere, which has as main purpose the
perfectness of the human being is sports.
Sports, in both society and modern life,
distinguishes itself by unicity, attractivity,
complexity, universality and many other
characteristics which give it a special role.
Therefore, we can say that‚ “sports is the joy of
living, the wish of being free to express oneself, the
wish of meeting and comparing to the people
around, to the world and society we live in, and we
do that by a personal commitment. It is a factor of
the human maturity, of the moral and social
education. It facilitates the human relationships and
brings an important contribution to the civil life”,
(A Sport Manifestation, Rome, 1984, a quotation by
Teodorescu S., 2009, page 9).
The real size and image of sports come up from
social life itself which situates it next to other
important ideological, economic, educational,
cultural, scientific preoccupations. All these
preoccupations sustain the idea that sports plays the
role of a regulating and regulated sub-system on
different levels.
As a general concept, approved by many specialists
in our field, we can claim that‚ “sports is the whole
32
FASCICLE XV ISSN – 1454 – 9832 - 2013
all the conditions and details for the good official
game organisation and development.
The purpose of this work is to prove that by a good
modern and scientific management during the
training process, based on both the specific
knowledge and the leadership knowledge of the
coach-teacher, we do reach an optimisation in the
efficiency of the gate throws where the intermediate
player is concerned.
according to the evolution tendencies of the game at
an international level.
Besides the game concept, a training concept has
come up, which keeps changing and improving
itself, a concept released due to applicative research
done by the specialists in our field.
As a scientific discipline, handball studies the game
content from a physical, technical, tactical,
theoretical and psychological point of view, by
generalizing the training of special results teams.
As a scientific discipline, it also studies the
background and the sport evolution and it finds and
makes connections to other sports games, inheriting
from them certain methods and training means; it
also adapts and applies to them the specific features
of the handball game.
In order to have outstanding results it is necessary
that the training process of the sportsmen be done
scientifically, by and with the aid of modern means.
Thus, the coach-teacher has to update himself to the
improvement of the training process, to make up
and use methods and means according to the
individual physical features, the sportsmen’s age
and sex and the objectives aimed at by the end of
the training session.
The coach-teacher has to be updated on the
evolution of the sports science, thus being able to
make up and use methods and means leading to a
fast and visible progress in both the training process
and the official games and competitions.
The last step before high performance is the Juniors
I of both girls and boys. The concept of a unit
training of the juniors I in the performance handball
has lately become a must among numerous
teachers-coaches. This concept is more necessary,
now that the instructional-educational process at
this stage must be in the limits of some imposed
coordinates.
These coordinates need to be in accordance with
both age, sex particularities and the main training
objective, that is the making of valuable handball
players of high performance.
The handball players at this stage, in order to get
outstanding performance, need a varied and
complex training in physical-motion, technical, and
tactical terms, and nonetheless, a both theoretical
and psychological training which is very important
at this stage. This work deals with the efficiency
increase of the intermediates’ gate throws from
outside the 9m semicircle, from a jump.
The intermediate handball players are extremely
important players among the team and the game
itself is played almost entirely according to them.
Due to his game tasks such as scoring from outside
the 9m semicircle by a multitude of technical
procedures of gate throws on the one hand, and due
to his target and the many chances of actually
taking part in the team game on the other hand, the
intermediate player is seen as a main player among
HYPOTHESIS
This work was meant to prove that we can get a
higher efficiency of the gate throws, where
intermediate players are concerned, by a better
organised management of the training process.
The Practical Approach was a better organisation
of the training process on the experimenting group,
based on specific management knowledge of the
coach-teacher as well as the coach-teacher’s good
leadership skills. We used both small teams of twothree sportsgirls and individuals a trait belonging to
one of the sports training principles and that is
„individualisation principle”.
In order to prove the proposed hypotheses and to
reach the experiment aims and objectives, the
following methods were used: the observation
method, the individual work and small teamwork
method, the experiment method, the statisticalmathematical method, the comparison and
nonetheless, the graphical method.
THE HANDBALL GAME
“As a sport game, handball is‚ a nice combination
between natural movements such as running,
throws and jumps on one hand and the simple,
accessible and attractive specific movement skills
on the other hand”, (Ghermanescu, I., K., Jianu, E.,
Negulescu, I., 1983, page 59).
The handball game contributes in a positive and
beneficial way to the wellbeing of the human body,
to the complex development of both physical
qualities and psychical capacities, to learning and
perfection of certain movement skills and to special
knowledge of tactics and technique.
Handball as a sport discipline or branch, has had a
significant development; there are all kinds of
competitions covering all aspects of performance
and age, starting with groups of 8-10 year olds,
nowadays.
Handball has evolved from both a quantity and
quality point of view, reaching a very high
performance level; the specialists have got an
important role by their experience and research and
they are still preoccupied with the permanent game
development and perfection.
That is how a game concept has come up to suit in
the most efficient way the complex requirements
and situations of high world performance handball,
a concept in a conyinuous change and perfection
33
FASCICLE XV ISSN – 1454 – 9832 - 2013
make out the best of the sportsmen and also, to
reach a better and better performance.
The management, also named „the art of
leadership” is actually a connection between
leadership and science, so we could also name it
„the science of leadership” or „ the scientific
leadership” of an activity belonging to a certain
domain.
The word „management” comes from the Latin
word „manus” meaning „moving and mastering cart
pulling horses”, (Todan, I., Roibu, T., 1998, pg. 3)
In english there is „to manage” with its various
meanings such as:
-to master a horse
-to administer
-to bring a task to an end
Specialists do not have a unit concept as far as
concerns defining the term „management” and there
are several points of view with regards to that:
-„to foresee and plan, to organise, to lead, to
coordinate and to control”;
-“Taking responsibilities in making decisions,
planning and regulating some people’s activies,
working with a certain purpose”;
-„Working with individuals or groups, for
achieving some organisational objectives”;
-„Guiding the technological, commercial and
human aspects in certain situations, in order to
achieve a progress”;
-„Reaching certain objectives with other people”,
(Fayol, H., Brech. Hersey&Bloncherd, Drucker
quoted by Todan, I., Roibu, T., 1998, page 3).
By studying the above-mentioned definitions, we
can say that they all have a series of common points
such as aims and objectives in a collectivity
wishing to accomplish something, having a target to
get to. Another common point would be the
coordination of the individual efforts, the manager
thus having to coordinate all these efforts in order
to reach the intended goal while organising and
managing the activity without directly taking part in
it or doing it.
There is not only one person managing, but there is
also a „collective management body” especially at
training a handball team.
There is not only a coach-teacher managing, but
there is also a group of other specialists in fields
directly involved in the performance activity such
as the the team doctor, the team psychologist, the
physical prep., etc.
Where sports training and anaging are concerned,
we can also run into terms such as „coaching” and
„training”.
„Coaching” is the term which refers to the
leadership and guiding of the sports training
activity,
especially
during
competitions.
„Coaching” is with no doubt the key-word to the
theory of the sports training and competition”
(MTS, 1994, pg. 8).
the team, with considerable role, tasks and an
increasing covering area.
The game evolution has led to a change from the
strong intermediate player whose role was that of a
powerful gate throw and scoring from a certain
position, to a polyvalent one who masters and
successfully overcomes and blocks in a defense,
gets to the gate, masters well the diving throw from
the 6m semicircle and gets involved in the tactical
ball-player movements of the entire team.
The intermediate player has to combine his/her
height and his/her skill efficiently, to be strong and
tough, resistant and with a strong will, with a good
speed by all means, to be as patient, fast and
complex in thinking as a chess player is and best
psychological qualities.
We can therefore notice a visible increase in the
technical-tactical mastery of the intermediate
players, which can lead to some successful specific
game systems and it can also lead to less and less
random playing and technical mistakes although the
games are at a high speed nowadays.
The perfection of the player technique from an
intermediate position has led to some tactical
combinations ending up with acts of high finesse
near and above the 6m semicircle, putting into
value thus to the show of the game.
Certain technical procedures which used to be
exceptional and used by certain players only, are
nowadays safely used by many intermediate players
and the final figure is carefully prepared and
thought at, with the aid of player-ball movements,
and there are many situations in which the gate
throws are done by surprise.
The intermediate player has to adapt quite fast and
efficiently to both the opponent defense and the
physical, technical and tactical features of the
opponent players.
Despite all these, his/her basic role, that of a strong
long distance thrower, is always his/her main task.
But he/she also does quite good throws from many
other positions and ground areas, sometimes even
reaching the opponent intermediate player.
As a player model, the intermediate player has to
combine his/her height and his/her skill efficiently,
to be strong and tough, resistant and with a strong
will, with a good speed by all means, to be as
patient, fast and complex in thinking as a chess
player is.
MANAGEMENT AND SPORT
MANAGEMENT
In order to achieve a better and better performance,
the sports science is looking for new methods,
means and acting ways in order te reach the abovementioned objective.
One of the modern training methods refers to
managing by appropriate principles in order to
34
FASCICLE XV ISSN – 1454 – 9832 - 2013
The experiment took place on a 3 month period,
from march 1st, to june, 1st, 2012, at „Sports High
School” in Braila with the participation of 10
sportsgirls belonging to two different teams of the
Junior I Stage.
The chosen testing was of 15 gate jump throws,
outside the 9m semicircle, no time limit.
Crt. no
1
2
3
4
5
Arithmetic
average
Progress
During the experiment the observation method was
used at the beginning, then the individualisation
was used, which is a main principle in the sports
training. Other used methods were: the
experimental method, the statistical-mathematical
method and the graphical method which was used
at the end.
Table 1. First and final testing results of the two groups
Experimental Group
Control Group
Number
Ti
%
Tf
%
Ti
%
Tf
%
throws
15
10 66.67
13
86.67
9
60.00
10
66.67
15
9
60.00
11
73.33 11 73.33
11
73.33
15
9
60.00
12
80.00 10 66.67
12
80.00
15
11 73.33
14
93.33
8
53.33
11
73.33
15
8
53.33
13
86.67
9
60.00
12
80.00
15
9.4
62.67
12.6
84
9.4
62.67
3.2
11.2
74.67
1.8
Table number one present the results obtained to the initial and final tests of the two groups, efficiency
expressed at a percentage, arithmetic average and progress.
Intermediate players - efficiency throws
15
10
15
12.6
9.4
5
9.4
11.2
0
No throws
Ti Exp. gr.
Tf Exp.gr.
Ti Con. gr.
Tf Con.gr.
Figure 1. Results to initial and final tests
Figure present graphic of results to the initial and final tests of experiment.
Progress of the exp. gr. compared to progress of the con. gr.
3
2
3.2
1.8
1
0
Progress of the exp. gr.
Progress of the con gr.
Figure 2. Progress of the experimental group compared to progress of the control group
35
FASCICLE XV ISSN – 1454 – 9832 - 2013
4. Colibaba-EvuleŃ, D., Bota, I., (1998), Sports
Games-Theory and Method, Ed. Aldin, Bucureşti,
România.
5. Todan, I., Roibu, T., (1998), Management and
Legislation in Sports and Physical Education,
EdiŃia a II-a, Ed. PRINTECH, Bucureşti, România.
6. MTS, (1994), Coaching and Competition, Ed.
CCPS, Bucureşti, România.
7. MereuŃă, C., Talaghir, T., (2002),
Management and sport marketing, Ed. VALINEX,
Chişinău, Rep. Moldova.
8. Balaiş, F., MreuŃă, C., Hânsa, C-tin, (2001),
Sport Management, Ed. ACADEMICA, GalaŃi,
România.
9. Baştiurea, E., (2007), Handball – Concepts,
principles and ways to improve the training, Ed.
Academica, GalaŃi, România.
CONCLUSIONS
Based on the results which were registered, studied
and given an interpretation, we can say that the
objective was reached so we can conclude that a
good management, on a scientifical basis during the
training, can lead to an efficiency of the gate throws
by the intermediate players.
REFERENCES
1. Teodorescu, S., (2009), Training and
Competition, Ed. ALPHA MDN, Bucureşti,
România.
2. Teodorescu, S., (2009), Periodization and
planning in sport performance, Ed. ALPHA MDN,
Bucureşti, România.
3. Ghermănescu, I., K., Jianu, E., Negulescu, I.,
(1983) Handball-Theory and Method, Ed.
Didcatică şi Pedagogică, Bucureşti, România.
COMPARATIVE STUDY OF APPRECIATION LEVEL PHYSICAL
TRAINING IN BEGINNERS BASKETBALL PLAYERS WITH
NATIONAL MODEL AND MODEL OF THE ROMANIAN
BASKETBALL FEDERATION
Mihaela CHICOMBAN
University “Transilvania’’ of Braşov, Romania
Abstract
Physical training this age is a starting point and a basis for addressing other components of training. In training
for beginners, the importance of physical training is a priority in time for its content, its specificity; it is support
for increased performance.
Keywords: physical training, technical training, performance, national model, professional model, basketball
beginners.
the distinct features of this sport. All this is due to
the presence of a certain percentage and content of
the physical, technical, tactical, psychological and
theoretical and interrelations established between
each of them [5, 7].
Another subject of our research base compartment
with beginners basketball was the motor training,
physical training or named yet. This section
outlines a whole system of measures that ensure
high functional capacity of the body, the high level
of development of basic motor skills and specific,
optimal values of the indices morpho - functional,
fully control the exercises used and perfect health.
The concept of physical training should not be
limited to the development of motor skills, motor
components of performance. Physical preparation is
also based on anatomical and physiological
premises and coordinating capacity of adjustment,
so the capacity conditional [1, 2, 3, 4, 5, 6, 8, 12].
INTRODUCTION
Athletic training is a long process with great
complexity and variety of means and methods that
involve paying attention and observing certain
methodical.
Content preparation must reach the respective
sports specific stress conditions or even higher than
those claimed by the competition; these conditions
given the volume and intensity of effort, improving
technique and tactics in specific circumstances and
background contest effort "Ambience, the
atmosphere of competition, timing of hours of
training with the program the races, biorhythm
body adapt to the demands of exercise, etc. "[9,
p.462].
Training sport through his educational background
is embodied in the careful analysis of the content of
training, a combination of the actual and also the
manifestation of art, tactics, content elements of
physical and mental preparation; they guided us to
36
FASCICLE XV ISSN – 1454 – 9832 - 2013
Physical training is an integral part of sports
training what is the main base for all other
components, it is the starting point for the whole
process of preparation, and having different
weights, depending on the time of preparing
athletes, thus, the training time for the beginners
importance and much higher than in preparing
athletes are in performance.
Basic physical criteria are considered, motility (the
level and pace of its development) is followed by a
test system and control rules image identification
and promotion of sporting talent, system that allows
the comparison of results and developments driving
the subjects with some default values set at the
national level. Samples and standards in this system
are related to the preparation stages, with separate
samples for groups of beginners, advanced and
performance.
These criteria are met in the driving literature, listed
a number of domain specialists; motility assessment
of all these children, as an expression of the degree
of development of each part of the driving qualities
and all in one place, making on the basis of results
from samples included in a battery which test is
based on the physical capacity International known
“Fitness Test Standard'', adopted by the
International Federation for Physical Education
(fief) [7, 9, 10, 11].
To assess the level of general physical preparation
we tested groups investigated using 6 samples from
control individuals. The results were then
statistically analyzed and compared with the
average national model and professional model
(Table 1, Figure 1).
Table 1 the comparative results of general motor skills with specialized national model and professional
model (n -26)
Sample Test
X (E.I.)
±m
X (National)
X (M.S.)
Running speed 50 m, sec.
7,42
0,44
7,12
6,30
Expansion, Cm
36,45
5,38
29,25
35
Long jump, Cm
1.76
0,11
2.12
1.96
36,30
2,88
30,40
32,5
24,40
1,81
26
19,5
2,19
0,08
2,15
2,12
Back muscles strenght (extensions) 30",
number of repetitions
Lifting body from dorsal lying 30”, number
of repetitions
Running of resistebce 600m (F)-minutes
E.I. – investigated sample (experimental group + control group, n = 26)
M.S. – specialty model
40
35
30
25
20
15
10
5
0
Average sample
investigated
Average national model
Average model
professional
Figure 1. General motor skills training results compared to the national model and design specialist
difficult, however it can be developed more
effectively the so-called critical period, which is
between 10-11 years which coincides with the age
Running speed 50 m (sec.) (Table no. 1. and Fig.
2.)
According to the literature [1, 3] is a maximal speed
motor quite conservative and develops quite
37
FASCI
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XV ISSN – 1454 – 9832 - 2013
of the children involved in teaching experiment
organized by us.
Therefore the main focus on speed development
should be placed on this particular age as the means
and ways that contribute in the development of this
need to be multiple applied specific priorities for
future growth progress basketball.
The sample investigated an average of 7.42
seconds; In contrast to the national average model
is 7.12 seconds. There is a considerable difference
of time, which is 0.30 seconds for average national
model.
Comparing arithmetic average specialist model,
here the result is 6.30 seconds, therefore
investigated sample does not exceed the average
expert model, this making a difference value
seconds to 1.12 seconds.
7.42
7.12
7.5
investigated sample
7
6.3
average national model
6.5
media specialist model
6
5.5
Fig. 2. Running speed 50 m (sec.)
It is noted differences between the models, so the
difference between the sample and the
t
national
model is 7.2 cm, and to the special pattern having a
difference of 1.45 cm. These difrent reflected
progress of our sample with the two models
compared average; difference is greater for the
sample investigated.
Expansion, Cm. (Table no.1 and Fig. 33) (Table
no. 1. and Fig. 3)
Expansion, another sample reflected the presence of
labor as the predominant quality, plays an important
role in getting athletic performance basketball
future.
The sample investigated an average of 36.45 cm, in
contrast to the national average model is 29.25 cm
and specialty media model is 35 cm.
40
36.45
35
29.25
investigated sample
30
20
10
0
Fig. 3. Expansion (cm.)
The sample investigated an average of 176 cm, in
contrast to the national average model is 212 cm
and specialty media model is 196 cm.
It is noted differences between the models, so the
difference between the sample and the national
model is 36 cm, and to the special pattern having a
difference of 20 cm. These differences
ces bring out the
best values of the average national and specialist
model.
Long jump
mp off place (cm.) (Table no. 1 and Fig.
4)
The presence of muscular motor activity is one of
the most important qualities you can not miss the
move, it is manifested in many forms.
D. quoted by
Explosive force, as defined by Harre D.,
Mitra Gh. i Mogoş A. ,,as" the quality of the
neuromuscular system to overcome resistance by
increased contraction speed" [11, p. 103], is
conclusive evidence in the long jump and important
to this branch of sport.
38
FASCI
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XV ISSN – 1454 – 9832 - 2013
300
176
212 196
investigated sample
200
100
0
Fig. 4. Long jump off place (cm.)
Media specialist model has a value of 32.50 reps
which shows an increase in the number of
repetitions of the investigated sample mean with a
difference of 3.80 repetitions, so the progress and
overcoming obvious professional mo
model.
Raising the trunk of the facial bed (no.
(no
repetări/30sec.) (Table no. 1 and Fig. 5)
5
The investigated sample average value of 36.30
repetitions and the national average is 30.40
30.
repetitions model. Comparing the average values of
the two notes that the force back the investigated
sample is 5.90 higher reps.
40
36.3
investigated sample
32.5
30.4
35
30
25
Fig. 5. Raising the trunk of the facial bed (no. repetări/30sec.)
The investigated sample average valu
value of 24.40
reps and the national average is 26 repetitions
model. Comparing the average values of the two
notes that the force back the sample investigated is
lower by 1.60 repetitions.
Media specialist model has a value of 19.50
repetitions which shows an increase in the number
of repetitions of the investigated
nvestigated sample mean with
a difference of 4.90 repetitions, so the progress and
overcoming obvious professional model.
Closure
of
lying
dorsal
trunk
(no.
repetări/30sec.) (Table no. 1. and Fig. 6.)
Strength training is done in all stages of childhood
carefully claiming that most specialists and coaches
" training for workforce development can begin at
the age of 8-9 years, observing the work in
increments of effort, individual characteristics
(morphological and functional) of athletes "[11, p
325]. This statement leads to an argument that at
this age, muscle mass has a significant share in
relation to the body weight,, which allows early
effort force approach.
24.4 26
30
19.5
investigated sample
20
10
0
Fig. 6. Closure of lying dorsal trunk (no.repetări / 30sec.)
39
FASCI
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required by rules and how to operate the opponent.
Because resistance is a very important quality
motor which coincides with the age of children
involved in teaching experiment, solution was used
and proper means for its
ts development.
The sample investigated an average of 2.19 minutes
in contrast to the media model is specific to 2.12
minutes. A difference of 0.07 minutes aerobic
resistance development for specialized model.
Regarding national average model, acesta are o
valoare de 2,15, fiind uşor mai mare decât
eşantionul investigat cu 0,04 secunde.
Running resistance 600m
00m (min.) (Table no. 1 and
Fig. 7)
Resistance regarded as a quality motor perfectible
maintain high levels for a long period.. This quality
motor parameters has a great influence on
performance capacity, and by increasing resilience
and stability are guaranteed to protect general
health.
Addresses this quality basketball peculiarities
motor through body requirements by executing
elements systems and techniques specific to this
game. Resistance contributes to a better,
better efficient
and accurate execution driving the various actions
30
24.4 26
19.5
investigated sample
20
10
0
Fig. 7. Running resistance 600m (min.)
3. Dragnea A., Bota A. Theory of motor activitiesactivities
Bucharest: Didactic and Pedagogic RA 1999,
p.136-150.
4. Drăgan I. şii colab. Sports Medicine. Bucharest:
Sports - Tourism, 1989, p.111-120
5. Drăgănescu E. Preparing sports games seen
through the ways of acting in the individualized
instruction. In: International Scientific Conference:
New developments educational sports management,
physical therapy and leisure activities in the
European context,
t, Braşov: Transylvania University
of Brasov, 2009, p 231-234.
6. Enoiu R., Basketball from theory to practice.
Brasov: University Transilvania – 2008, p.28
7. Gheorghiu G. Research methodology in
physical education and sport. Galati,
Galati Academic,
2007, p 112.
8. Groza P. Physiology. Bucharest: Medical, 1991,
p 240.
9. Haulică I. Human physiology. Bucharest:
Medical, 1989, p.180.
10. Mihăilă I. Handball, optimization specific
physical training junior teams.. University of
Craiova, Craiova, 2006, p.41-50.
11. Mitra Ghe., Mogoş A., Methodology of physical
education. Bucharest: Sport - 1980,
1980 p. 103, p. 325,
p. 462.
12. Niculescu C., Cârmaciu R. Anatomy and
physiology omului.Compendiu. Bucharest: Corinth,
1999, p 25-70.
13. Platonov N.V. Theory and methodology of
sports training. (translation). Kiev,, 1984, Glavnoe
CONCLUSIONS
The analysis of the level of general physical
training teams included in the experiment teaching,
it is demonstrated that all the tested samples
preparation investigated sample preparation and
development team brings a good contribution in
terms of value and progress.
Findings of statistical results and averages the
values were compared with the national model and
professional model highlighted the progress level of
basketball players motor starters.
The comparison has been done in our research
highlights the positive influence of other
components of training they have made positive
contributions to the driving component being
provided technical training bases.
Even if our progress is not achieved for all samples
general physical component and value not
exceeding specialized model or national,
investigated
sample
subjects
ubjects
have
good
development which positively influence the
progress and results of technical training.
REFERENCES
1. Alexe N. şii colab. Modern sports training.
Bucharest: Editis, 1993, p 23-51,
51, p 64-89,
64
p.258276, p 325-530.
Sports training. Bu
Bucharest:
2. Dragnea A.
Didactic and Pedagogic Publishing House, 2006,
p.166.
40
FASCICLE XV ISSN – 1454 – 9832 - 2013
15. Waldowski, Lothar. Basketball: TrainingTechnik-Taktik. Reinbek bei Hamburg: Rowohlt
Taschenbuch Verlag, 1995, 218 p.
Izdatelsvo, izdatelskogo obedenia, Visa, Skoda, p.
60-95.
14. Predescu T., Ştefan C. Preparation stage in the
game of basketball. Bucharest: Signs, 1994, p. 111.
STUDY CONCERNING THE PSYCHOLOGICAL COPING SKILLS OF
FOOTBALL PLAYERS LEVEL C
Dana Maria CIOCAN, Vasile Cătălin CIOCAN
Abstract
Football, similar with other sports, requires not only a high level of physical performance, but mental
preparation and psychological skills. Psychological characteristics of football players were analyzed by Junge
et al., (2000) in relationship with injury risk factors. Junge and his associates believed that identifying the
psychological factors that influence soccer performance could provide important information to improve the
athlete’s preparation for the game, influence the occurrence of injuries and lead to intervention methods to
improve fair play.
Keywords: football, coping skill, team game
In the same time sport psychology offers practical
and effective methods for team building and
sharpening individual athlete and team focus.
"Knowledge of sports psychology will help a coach
find solutions to problems encountered by the
athlete, the team, and the coaching staff during
training and competition" (Jonathan Reeser, Roald
Bahr, 2003, p. 211).
One research study involving peak performance and
successful athletes showed that the psychological
profile of peak performing athletes included high
self-confidence, energy, feelings of control,
concentration, positive attitudes, determination, and
commitment (Krane & Williams, 2006).
Psychological characteristics of football players
were analyzed by Junge et al., (2000) in
relationship with injury risk factors. Junge and his
associates
believed
that
identifying
the
psychological factors that influence football
performance could provide important information
to improve the athlete’s preparation for the game,
influence the occurrence of injuries and lead to
intervention methods to improve fair play.
The Junge’s study clarified that the psychological
characteristics of players who did not talk or listen
to an opponent during a game were almost the
opposite of those who did. Players, who refrained
from verbal interaction with the opponent more
often prepared mentally for the game, and coped
better with adversity then the players who talked or
listened to an opponent during the game.
Psychological skills assessment in conjunction with
physical skills may have a significant impact on the
identification of those athletes that may have future
athletic success (Humara, 2005).
INTRODUCTION
In the modern days of scientific knowledge, man is
making rapid progress in all arias of life including
that of sports and games. This progress in sport
performance may be attributed to the scientific
investigations for the better performance of
sportsmen and sportswomen, for improved
scientific and specific training methods used by the
coaches and also for the better understanding of the
human body and functions.
Today, it is important for the sport coaches as well
as athletes to recognize that science of psychology
plays an important part in the field of sports. The
psychological preparation on the basis of
psychological characteristics of the sport, the
competition conditions and the personality structure
(profile) of the sportsmen, is planned and carried
out with the aim of enabling the sportsman to be in
an optimum psychic state at the time of competition
so that he can achieve the maximum possible
performance.
Many researches underline that psychological
characteristic of exemplary sport participants may
allow identification of the strengths and weaknesses
of individual athletes, and could, with strategic
interventions, facilitate performance enhancement.
Football, similar with other sports, requires not only
a high level of physical performance, but mental
preparation and psychological skills. While coaches
are skilled in identifying the physical characteristics
needed to succeed athletically, they may lack the
skills to make a psychological assessment (Humara,
2000). Sports psychology provides an essential
theoretical basis for understanding both individual
and team athletic performance.
41
FASCICLE XV ISSN – 1454 – 9832 - 2013
Adversity (e.g., “When things are going badly, I tell
myself to keep calm, and this works for me”), 2)
Peaking under Pressure (e.g., “To me, pressure
situations are challenges that I welcome”), 3) Goal
Setting/Mental Preparation (e.g., “I set my own
performance goals for each practice”), 4)
Concentration (e.g., “When I’m playing tennis, I
can focus my attention and block out distractions”),
5) Freedom from Worry (e.g., “I worry quite a bit
about what others think of my performance”), 6)
Confidence and Achievement Motivation (e.g., “I
don’t have to be pushed to practice or play hard: I
give 100%;” “I feel confident that I will play
well”), and 7) Coach-ability (e.g., “If a
coach/instructor criticizes me, I correct the mistake
without getting upset about it”). Each factor
consisted of four items. Higher scores indicated
higher perceived competence.
Procedure
An inventory package containing a two-page
questionnaire was provided to the 29 football
players. At the top of the first page subjects were
instructed to fill out a brief demographic summary.
The categories included age, game, gender, and
participation level. All 28 statements were
formatted on a four point Likert type scale with
response choices being "Almost Never",
"Sometimes", "Often", and "Almost Always".
The questionnaire is psychometrically sound and
has substantial support in the literature as a valid
assessment tool, which will ensure the most valid
results.
PURPOSE OF STUDY.
The broad purpose of this study was to examine the
psychological characteristics of competitive male
football players level C and identified which
psychological coping skill are predominant and
which skill need to be addressed by the coach or the
psychologist in the mental training. More specified
we want to identify if there are some characteristic
specific to football player regarding the athletics
coping skill. This means knowing the strengths, in
order to capitalize on them, and the weaknesses, in
order to compensate for or improve on them. As
such, a self-assessment of skills is a good place to
start.
METHODS.
Participants
A total of 29 football players level C participated in
this study. The age of the participants was between
18 years old and 27 years old. All of the
participants are playing for two local football teams
in Bacău.
Measure
Athletic Coping Skills Inventory -- 28
Psychological coping skills were assessed using the
Athletic Coping Skills Inventory – 28 (ACSI-28;
Smith, Schultz, Smoll, & Placek, 1995). The ACSI28 is a self report questionnaire developed using
exploratory and confirmatory factor analysis. The
inventory consisted of a 28-item scale measuring
seven classes of sport-specific psychological coping
skills including coping with adversity, peaking
under pressure, goal setting and mental preparation,
concentration; freedom from worry, confidence and
achievement motivation, and coachability.
This measure requires athletes to respond on a 4point scale (0 = almost never, 1 = sometimes, 2 =
often, 3 = almost always) to 28 items regarding
psychological skills. Smith et al. (1995) found
support for a 7-factor model: 1) Coping with
FINDINGS AND RESULTS
The results recorded in the assessment of the
psychological skills using the Athletic Coping
Skills Inventory on seven dimensions for the
football players and the arithmetic mean, maximum
value and minimal value were computed and data
pertaining to this have been presented in table 1.
Table 1 Centralizing table with the results recorded in the ACSI-28 assessment
Nume
C1
C2
C3
C4
C5
C6
C7
Total
Coping with
Coachability
Concentration
Confidence and
Goal setting and
Peaking
Freedom
Score
achievement
mental preparation
under
from worry
adversity
motivation
pressure
V.A.
10
8
6
6
8
6
9
53
B.C.
8
2
9
4
8
4
6
41
D.I.
7
6
5
9
7
8
6
48
M.A.
7
4
7
6
6
5
8
45
B.A.
7
9
4
5
7
8
5
45
S.I
4
4
7
9
7
7
3
40
F.M
5
4
9
6
7
4
5
40
Z.A.
9
12
9
10
8
1
7
56
A.B
7
9
9
9
6
8
11
59
G.S
7
7
1
4
6
6
4
35
D.A
11
7
11
12
12
12
1
66
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FASCICLE XV ISSN – 1454 – 9832 - 2013
M.D
11
8
7
12
9
9
1
57
N.V.
5
6
8
9
6
9
8
57
S.A
10
9
9
9
8
11
7
63
S.L.
9
10
8
9
11
7
7
61
S. T.
6
9
5
10
8
8
5
51
M.U.
5
7
5
9
11
8
5
50
B.E.
7
7
8
10
11
9
5
57
G.H.
7
9
7
11
11
8
4
57
A.N.
8
8
6
9
7
8
4
50
B.A.
6
7
8
10
10
8
3
52
R.U.
5
7
7
6
8
8
3
44
B.U.
8
9
8
12
11
11
4
63
G.A.
7
6
7
6
8
7
7
48
P.A.
5
8
4
7
10
10
1
45
V.A.
7
6
5
10
6
8
4
46
F.U.
7
6
6
9
8
7
6
49
P.U.
6
8
6
10
9
7
4
50
G.H.
7
10
9
11
12
11
3
63
Medie
7,1724
7,3103
6,8966
8,5862
8,4828
7,6897
5,0345
51,414
Max
11
12
11
12
12
12
11
66
Min
4
2
1
4
6
1
1
35
The results recorded on the football players’
assessment of the psychological skills using the
Athletic Coping Skills Inventory are showing a
high level at the following items concentration,
freedom from worry, confidence and achievement
motivation.
In sport, confidence has been defined by Vealey
(2000) as “the beliefs or degree of certainty that
individuals possess about their ability to be
successful” (p. 556).
It is evident from figure 1, that there was a
statistically significant difference between some of
the psychological coping skills characteristic of
football players. When we look at the medium
score of the seven characteristic we can observe
that the highest score are obtain in Confidence and
achievement motivation (8,59), Goal setting and
mental preparation (8,49), Peaking under pressure
(7,69). The lowest score was obtained in Freedom
from worry (5, 03).
Medium score
10
4
9
8
1
2
Score
7
5
6
3
6
7
5
4
3
2
1
0
1
2
3
4
5
6
7
Medium score 7,172414 7,310345 6,896552 8,586207 8,482759 7,689655 5,034483
Psychological coping skills
Medium score
Figure 1. Medium score on all seven psychological coping skills.
43
FASCICLE XV ISSN – 1454 – 9832 - 2013
Diagram - Coping with Adversity
12
11 11
10
10
10
9
9
8
8
8
8
7
7
7
7
7
7
7
7
6
6
5
5
5
7
7
7
6
6
Coping with Adversity
5
5
4
4
2
0
V. B. D.I M. B.
F. Z. A. G. D. M. N. S. S. S. M. B. G. A. B. R. B. G. P. V. F. P. G.
S.I
A. C. . A. A.
M A. B S A D V. A L. T. U. E. H. N. A. U. U. A. A. A. U. U. H.
Coping with Adversity 10 8
7
7
7
4
5
9
7
7 11 11 5 10 9
6
5
7
7
8
6
5
8
7
5
7
7
6
7
Figure 2. Diagram – Coping with Adversity scores accomplished by the football players
Coping with adversity - The ability to remain
emotionally stable and positive during competition
no matter the situation. Coping with adversity as a
predictor of success in elite athletes is also a
substrate of experience and is consistent with
previous research (Humara, 2005; Griffith 1928).
Coping with adversity is the ability to remain
emotionally stable and positive during competition
no matter the situation (Weinberg & Gould, 2003).
When we analyze the football players from
our study on coping with adversity skill we can see
that only 6 of them have a high score (9-11) at this
factor and 9 of them have low scores (4-6) and 14
of them the majority scored average (7-8). (Figure
2)
An athlete who has experienced adversity in
previous endeavors may be more likely to be able
to adequately cope with the adversity associated
with being a professional football player. While
Humara explicitly states that ability to cope with
stress contributes to performance, Griffith uses the
terms ‘fight’ and ‘mental resolve’ as physical and
psychological constructs of coping with adversity.
Diagram - Coachability
14
12
12
10
10
10
9
9
9
8
9
8
8
8
8
7 7
6
9
9
7 7
6
6
8
7 7
6 6
Coachability
6
4
4 4
4
2
2
0
V. B. D. M. B. S. F. Z. A. G. D. M. N. S. S. S. M. B. G. A. B. R. B. G. P. V. F. P. G.
A. C. I. A. A. I M A. B S A D V. A L. T. U. E. H. N. A. U. U. A. A. A. U. U. H.
Coachability 8 2 6 4 9 4 4 12 9 7 7 8 6 9 10 9 7 7 9 8 7 7 9 6 8 6 6 8 10
Figure 3. Diagram – Coachability scores accomplished by the football players
Coach-ability - Openness to constructive criticism
given by a coach and/or manager.
When we analyze the football players from our
study on coach-ability skill we can see that only 9
of them have a high score (9-12) at this factor and 9
of them have low scores (2-6) and 11 of them the
scored average (7-8). (Figure 3) Medium scores
obtain in coach-ability is 7,13 – an average to low
score which determine us to say that the football
players are not open to criticism and could have
problems on the relationship with the coach. This
aspect could lead the team to failure and not
reaching their potential in competition and practice
as well.
44
FASCICLE XV ISSN – 1454 – 9832 - 2013
Diagram - Concentration
12
11
10
9
9
9 9 9
8
8
7
7
9
8
8
7
8
7
8
7
7
6
6
6
6 6
5 5
5
Concentration
5
4
4
4
2
1
0
V. B. D. M. B. S. F. Z. A. G. D. M. N. S. S. S. M. B. G. A. B. R. B. G. P. V. F. P. G.
A. C. I. A. A. I M A. B S A D V. A L. T. U. E. H. N. A. U. U. A. A. A. U. U. H.
Concentration 6 9 5 7 4 7 9 9 9 1 11 7 8 9 8 5 5 8 7 6 8 7 8 7 4 5 6 6 9
Figure 4. Diagram – Concentration scores accomplished by the football players
Concentration - The ability to focus on relevant
cues in the sport environment.
When we analyze the concentration of football
players from our study we can see that only 7 of
them have a high score (9-12) at this factor and 11
of them have low scores (1-6) and 11 of them the
scored average (7-8). (Figure 4) Medium scores
obtain in concentration is 6.89 –low score which
determine us to say that the football players are
having trouble concentrating at the relevant cues of
the game in competition. This aspect could lead the
team to failure and not reaching their potential in
competition and practice as well.
Diagram - Confidence & Motivation
14
12
12 12
12
11
10
10
9
9
9
10
9 9 9
11
10
9
10
10
9
10
9
8
7
6
6
6
6
6
Confidence & Motivation
6
5
4
4
4
2
0
Z. A G D M N S S S M B G A B R B G P V F. P G
M B
V B
S F.
D
A . . . . . . .L . . . . . . . . . . . U . .
. .
. .
.I M
.I.
. B S A D V A . T. U E H N A U U A A A . U H
A A
A C
Confidence & Motivation 6 4 9 6 5 9 6 10 9 4 12 12 9 9 9 10 9 10 11 9 10 6 12 6 7 10 9 10 11
Figure 5. Diagram – Confidence & Motivation scores accomplished by the football players
Confidence and achievement motivation - A high
self-efficacy and a striving to reach that potential.
When we analyze the confidence and motivation of
football players from our study we can see that only
20 of them have a high score (9-12) at this factor
and 8 of them have low scores (4-6) and only one
football player scored average (7). (Figure 5)
Medium scores obtain in confidence and motivation
is 8.58 – average to high score which determine us
to say that the football players are confident in them
self and strive to reach their potential. This aspect
could lead the team to success and not reaching
their potential in competition.
45
FASCICLE XV ISSN – 1454 – 9832 - 2013
Diagram - Goal Setting & Mental Preparation
14
12
12
12
11
1111 11
11
10
10
10
9
8 8
8
9
8
8
7
8
8
8
8
7
7 7 7
6
6
6 6
Goal Setting & Mental Preparation
6
6
4
2
0
F Z. A G D M N S S S M B G A B R B G P V F P G
M B
V B
S
D
. A . . . . . . .L . . . . . . . . . . . . . .
. .
. .
.I
.I.
M . B S A D V A . T. U E H N A U U A A A U U H
A A
A C
Goal Setting & Mental 8 8 7 6 7 7 7 8 6 6 12 9 6 8 11 8 1111 11 7 10 8 11 8 10 6 8 9 12
Preparation
Figure 6. Diagram – Goal setting & Mental Preparation scores accomplished by the football players
Goal setting/mental preparation - The use of goal
setting and mental preparation on a consistent basis
to prepare for competition and/or practice.
When we analyze the goal setting and mental
preparation of football players from our study we
can see that only 11 of them have a high score (912) at this factor and 5 of them have low scores (4-
6) and only 13 football players scored average (78). (Figure 6). Medium scores obtain in goal setting
and mental preparation is 8,48 – average to high
score which determine us to say that the football
players are using mental preparation on a average
degree and are setting goals for them self in
competitions and practice lessons.
Diagram - Peaking under Pressure
14
12
12
11
11
11
10
10
9 9
8
9
8
8
8
8 8
7
7
8 8 8 8
8
7
7 7
Peaking under Pressure
6
6
6
5
4
4
4
2
0
1
F Z. A G D M N S S S M B G A B R B G P V F P G
M B
V B
S
D
. A . . . . . . .L . . . . . . . . . . . . . .
. .
. .
.I
.I.
M . B S A D V A . T. U E H N A U U A A A U U H
A A
A C
Peaking under Pressure 6 4 8 5 8 7 4 1 8 6 12 9 9 11 7 8 8 9 8 8 8 8 11 7 10 8 7 7 11
Figure 7. Diagram – Peaking under Pressure scores accomplished by the football players
Peaking under pressure - The ability to maintain
performance in high pressure situations.
When we analyze the peaking under pressure of
8 of them have a high score (9-12) at this factor and
6 of them have low scores (1-6) and only 15
football players scored average (7-8). (Figure 7).
Medium scores obtain in peaking under pressure is
7.68 – average score which determine us to say that
the football players are
able to maintain
performance in high pressure situations just in some
competition and that their ability can be constant.
This aspect could lead the team to success or failure
in competition on a 50-50 score.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Diagram - Freedom from Worry
12
10
11
9
8
8
8
7
7
7 7
6 6
6
6
5
5
4
4
2
0
Freedom from Worry
5 5 5
4 4
3
4
4
3
3 3
1 1
4
1
Z. A G D M N S S S M B G A B R B G P V F. P G
M B
V B
S F.
D
A . . . . . . .L . . . . . . . . . . . U . .
. .
. .
.I M
.I.
. B S A D V A . T. U E H N A U U A A A . U H
A A
A C
Freedom from Worry 9 6 6 8 5 3 5 7 11 4 1 1 8 7 7 5 5 5 4 4 3 3 4 7 1 4 6 4 3
Figure 8. Diagram – freedom from worry scores accomplished by the football players
Freedom from worry- The absence of a fear or
failure during and/or prior to a performance.
When we analyze the freedom from worry skill of
2 of them have a high score (9-12) at this factor and
21 of them have low scores (1-6) and only 6
football players scored average (7-8). (Figure 8).
Medium scores obtain in peaking under pressure is
5.03 – a low score which determine us to say that
the football players are not free from worry in
competition. This psychological skill of football
players, freedom from worry is their biggest
weakness. This aspect could lead the team to failure
in competition and can explain the low score
obtained also in concentration.
in practice, you may be less likely to be affected by
it in performance situations.
This strategy is most effective when the practice
situation accurately resembles the performance
stressors. However, athletes who have actually
experienced these situations may be best prepared
to cope with the adversity.
In terms of strengths we can conclude that from our
study we could identify 2-3 psychological coping
skill on the football players, confidence and
motivation is their biggest strength, followed by
goal setting and mental preparation and the third
skill is coach-ability.
Once we have the strengths and the weaknesses of
football players listed, coaches can begin to use this
list to help create opportunities to capitalize on the
players strengths and to compensate or improve on
their weaknesses.
Research literature highlights three areas that
impact an athlete’s self-confidence: achievement,
self-regulation, and social climate (Vealey, 2000). It
should be no surprise that in these situations, over
time, these areas are also the keys to gaining selfconfidence. Achievements can be used to enhance
self-confidence by demonstrating physical ability
and mastering the skills needed to “do the job”
athletically. Self-regulation includes the ability to
manage one’s behaviors, thoughts, and feelings in
competitions and trainings. Techniques such as
goal-setting, imagery, and self-talk can be used to
both improve athletic performance and enhance
self-confidence.
In conclusion we want to highlight that with this
type of knowledge, football coaches can exert more
control over their players preparation and
performance in competitions and training. And for
more information about psychological skills and
ways of mental training in general or about specific
strategies for football competitions, coaches should
work in relationship with a sport psychologist.
CONCLUSIONS AND
RECOMMENDATIONS.
The implications of these findings for coaches,
recruiters, and sport psychologists are positive.
They can see the weakness and strength of the
players in term of psychological skills and work
from there on or choose to get on their team the
best possible player.
In terms of weaknesses we can conclude that from
our study we could identify 2-3 psychological
coping skill on the football players, freedom from
worry is their biggest weakness, concentration
which can be easily linked with worrying and the
third weakness is coping with adversity. This aspect
could lead the team to failure in competition and
can explain the low score obtained also in
concentration.
The coach or the sport psychologist can teach an
athlete how to effectively cope with adversity.
Weinberg & Gould (2003) state in one of their
studies that implementing pressure situations in a
practice context as a coping strategy is often
utilized by elite athletes. They state also that as you
become more acclimated to deal with the adversity
47
FASCICLE XV ISSN – 1454 – 9832 - 2013
specific psychological skills: The Athletic Coping
Skills Inventory", Journal of Sport and Exercise
Psychology 17(4): p 379-398.
Vealey, R.S. (2000). Understanding and enhancing
self-confidence in athletes. In Singer, R.N.,
Hausenblas, H.A., & Janelle, C.M. (eds.),
Handbook of Sport Psychology (2nd Ed.). New
York: John Wiley & Sons, Inc.
Tenenbaum, G. (2007), Handbook of sport
psychology, John Wiley, Hoboken, New Jersey,
Weinberg R.S., Gould D. (2007) Foundation of
Sport Psychology, Human Kinetics, Champaign,
Illinois, Human Kinetics Publishers
Williams, J.M., & Krane, V. (2001). Psychological
characteristics of peak performance. In Williams,
J.M. (ed.), AppliedSport Psychology: Personal
Growth to Peak Performance (4th Ed.). Mountain
View, CA: Mayfield Publishing Co.
REFERENCES
Crăcıun , M. (2005), Psihologie EducaŃională,
Risoprint, Cluj-Napoca;
Crăciun, M. (2005), Introducere în Psihologia
Sportului, Risoprint, Cluj – Napoca;
Epuran, M. (2001), Psihologia sportului de
performanŃă, FEST, Bucureşti,
Humara, M. (2000). Personnel selection in athletic
programs. Athletic insight, 2 (2). Retrieved
September
29,
2005,
from www.athleticinsight.com/Vol2Iss2/Personnel.h
tm
Jackson, S.A., & Csikszentmihalyi, M. (1999). Flow
in Sports. Champaign, IL: Human Kinetics.
Reeser, J., Bahr R. (2003), Olympic Handbook of
Sports Medicine: Volleyball, Wiley-Blackwell,
Smith R.E et al., (1994), "Development and
validation of multidimensional measure of sport-
STUDY REGARDING THE CORRELATION BETWEEN THE LENGTH
OF THE EXTREMITIES (INFERIORS-SUPERIORS) AND THE
EXECUTION TECHNIQUE OF THROWING TO THE BASKET FROM
DRIBBLING WITHIN THE COURSE OF BASKETBALL
Dana Lucica CIOCOIU
Abstract
This article answers objectively to if there is a relation between the efficiency of throwing to the basket from
dribbling technical execution and the length of extremities (superiors – inferiors) of students, who are evaluated
at the end of the basic course.
Keywords: throwing to the basket from dribbling, students, upper limbs, legs, basketball and basic course.
and the capacity to shoot of Kwara States team
players (Nigeria) and found out that there were no
significant differences. According to the
calculations made, there is no body segment to
contribute independently to effecting the movement
of throwing but their integration, coordination in
sequential combinations ensure good muscle
control.
O. Dean, (2004) believes that height is more
important to successful offensive actions compared
with the actions of defense.
The throwing at basket is the technical element
benefiting from most attention in the learning
process in all categories of training. This requires
precision in execution and therefore personal
responsibility. The literature recommends a number
of somatic criteria required for a basketball player
(T. Predescu, A.D.MoanŃă, 2001; D. Berceanu,
A.D. MoanŃă et al., 2007, etc.). In many cases there
is confusion about these parameters (somatic,
motive, psychological, etc.) which certainly
influence the effectiveness of execution of the
INTRODUCTION
In basketball most experts believe that height as
well as other anthropometric parameters has a
dominant role for playing basketball. The selection
aims to detect the persons falling within the
superior limits, takes place according to certain
criteria and tests, among others, the somatic test. It
sets the overall physical development and the
parameters necessary to obtain favorable results in
the game of basketball, and the method is called
somatometry (anthropometry). Measurements made
using the method aim to determine in particular
lengths, perimeters, diameters of body segments:
length of upper limbs, lower limbs, palm length,
etc.
Studies similar to the problem proposed by this
research have been carried out by the authors S.
Miller R.Bartlett (1996), A. S. Sisodiya, M. Yadav
(2010) who determined the relation between the
anthropometric measurements and the ability to
play basketball (Jonshon basketball test).
O.L.Dominic (2006) studied the relationship
between the length of different parts of the body
48
FASCICLE XV ISSN – 1454 – 9832 - 2013
technical elements and procedures specific to
basketball.
The evaluation of technical progress of the students
practicing basketball within the basic course is a
compulsory measure. It aims to find out if the
students acquired qualitatively and quantitatively
the fundamental components of the game and if
they have the capacity to exploit them in practice.
ORGANIZING AND CONDUCTING THE
RESEARCH
This study was conducted from October 2012 January 2013 at the Faculty of Physical Education
and Sport in Galati. The distribution of the training
activities within the subject matter “Theoretical and
methodological fundamentals of basketball” is done
on a semester, including 28 hours of theoretical
courses and 42 hours of practical courses. This
study was based on the anthropometric
measurements and data obtained from the technical
test of throwing at basket from dribbling of the two
samples recorded at the end of the basic course.
To check the working hypothesis we considered
necessary to test the following anthropometric
variables: height, length of upper limbs (arm,
forearm, and hand) and lower limbs (thigh - hip knee, shank - knee-ankle). The instrument used for
measuring was metric tape. The assessment of the
assimilation level of the technique of throwing at
basket from dribbling was made using it as a
technical control test.
Description of the technical test is as follows:
From an angle of 45 degrees to the backboard, the
students performed dribbling and shooting,
followed by a rebound. The executions were
assessed by the teacher positioned laterally. Each
student conducted ten throws on the left side and
respectively on the right side of the basketball
backboard using adequately the throwing arm. For
objectivity of the evaluation both technical
execution (technical process was defined
sequentially and the teacher appreciated each
phase) and performance (number of successful
throws) were considered.
The grading system used was numerical expressed
by figures from 1 to 10. The two variants of the
technical test were assessed according to some
grading scales established by us (Table 1).
RESEARCH HYPOTHESIS
If we assume that not all students fall into the
specific anthropometric parameters of the game, is
there a link between the efficiency of the execution
technique of dribble slam dunk and limbs length
(lower - upper) that can influence their evaluation?
Purpose: to determine the relation between limbs
length (lower - upper) and the efficiency of the
execution technique of throwing at basket from
dribbling of the students evaluated at the end of the
basic course in the field of basketball.
THE RESEARCH METHODS
Used during this study were as follows: the method
of studying specialized bibliography, observation
method, the method of the somatometry
(anthropometry), statistical and mathematical
method (arithmetic mean, standard deviation and
Pearson correlation coefficient), graphical and
tabular method.
SUBJECTS
The research was conducted on a sample of 20
students (boys) aged 20-25 years, forming two
groups („A” and „B”). In the group “A” the height
of the students selected ranged between 1.80 m –
1.96m (above average values) and in group “B” it
ranged between 1.68m -1.76m (normal values). We
mention that no student practiced basketball in a
sports club or in the previous educational levels.
Table 1 Grading scale to give students marks for the technical tests –
throwing at basket from dribbling
For each successful throw the student has been
granted one point, and the sum of points was the
final mark for the process of throwing at basket
from dribbling.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
PROCESSING AND INTERPRETATION OF
DATA
The analysis and interpretation of data from
statistical point of view for the average and
standard deviation at each variable of the two
samples was made using the tutorial Usable
Statistic
coordinated
by
Jeff
Sauro
(http://www.usablestats.com/calcs/2samplet).
In
order to determine the relation between the
anthropometric parameters (height, length of arm,
forearm, hand, thigh, shank) and the technical
procedure of throwing at basket from dribbling
Pearson correlation coefficient (r) was calculated
using the formula:
The correlation coefficient (r) establishes the
intensity of the connection between two variables,
when this connection is a linear one. When the
result tends towards extremes ± 1, the link between
the variables x and y is stronger, and, as the result
approaches 0, the connection intensity decreases.
RESULTS AND DISCUSSIONS
The descriptive analysis of the anthropometric
parameters measured, the arithmetic mean (M), and
standard deviation (SD) for the two samples of
research have been summarized in Table 2.
Table 2 Statistical results for the anthropometric variables of the groups “A” and
“B”
The data in Table 3 present the descriptive analysis
of the statistical parameters, the arithmetic mean
(M) and standard deviation (SD) for the two
samples of research in the technical test of throwing
at basket from dribbling.
Table 3 Statistical results for the technical test of throwing at basket from dribbling
of the groups “A” and “B”
For group “B” the arithmetic mean of the marks
obtained at test is 7.6 for executions with right arm
and 5.6 for the left arm. The difference between the
average values is 2 which emphasize learning the
technique of execution with the right arm;
percentage assessment is 2% and we find that it is
superior to that of group “A”.
The arithmetic mean of the marks obtained at test
by the group “A” was 7.8 for executions with right
arm and 6.2 for the left arm. The difference
between the averages of 1.6 highlights a good
technical execution with the right arm; percentage
assessment is 1.6 %.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
The descriptive analysis of statistical indicators for
the test of dribble slam dunk made on the two
samples with the right arm and respectively with
the left arm is presented in tables 4 and 5. Student
Test reflects an insignificant value of the
differences between the two final averages (t =0.26;
p>0.05 and t =0.47; p>0.05).
Table 4 Values of statistical indicators for throwing at basket from
dribbling with right arm, group “A” and “B”
Observed difference (Sample 1 - Sample 2): 0.2
Standard Deviation of Difference : 0.7601
Unequal Variances
DF : 17
95% Confidence Interval for the Difference (1.4037, 1.8037)
T-Value 0.2631
Population 1 ≠ Population 2: P-Value = 0.7956
Population 1 > Population 2: P-Value = 0.6022
Population 1 < Population 2: P-Value = 0.3978
Equal Variances
Pooled Standard Deviation: 1.6997
Pooled DF: 18
95% Confidence Interval for the Difference (1.3969 , 1.7969)
T-Value 0.2631
Table 5 Values of statistical indicators for throwing at basket from
dribbling with left arm, group “A” and “B”
Pooled DF: 18
T-Value 0.4743
difference (Sample 1 - Sample 2): 0.6
Standard Deviation of Difference : 1.2649
Unequal Variances
DF : 17
T-Value 0.4743
Equal Variances
Pooled Standard Deviation: 2.8284
The correlation between anthropometric variables
and the technical test of dribble slam dunk are
presented in table 6.
Table 6 The results of the coefficient of correlation between anthropometric variables and the
technical test of throwing at basket from dribbling
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FASCICLE XV ISSN – 1454 – 9832 - 2013
CONCLUSION
1. The values obtained by statistical calculations
indicate that there is no significant relationship
between the longitudinal anthropometric variables
proposed for study and the execution of the
technique of dribble slam dunk for any of the
groups of research.
2. The longitudinal anthropometric variables did
not influence the execution by the students of the
procedure dribble slam dunk at the final evaluation
of the basic course in the field of basketball.
3. The data obtained invalidated the hypothesis of
the study which shows that the evaluation was
unbiased and focused on the observable component
of students’ training, namely the execution from
technical and performance point of view (number of
successful throws).
4. We believe that when the final assessment of
students’ practical works is carried out, we should
eliminate the factors related to their biomotric
qualities (height, weight, age) previous experience,
presence of motivation, to focus attention on the
quality and quantity of accumulated knowledge, not
on the details.
REFERENCES
Berceanu, D., MoanŃă, D., & colab. (2007).
ConcepŃia unitară de joc şi pregătire pe nivele
formative- Printech, Bucureşti, p.43-60
Dean, O. (2004) Basketball on paper: Rules and
tools for Pperformance analysis, US, Brassey’s,
Inc.
http://www.sfandllaw.com/CM/Articles/Articles10.a
sp.
Dominic, O.L.(2006). The relationship between
physical characteristics and shooting ability of
Kwara State basketball players-Journal of
Education Research and Development Vol.1
(2):167-172.
Dragnea, A., & Mate-Teodorescu, S. (2002). Teoria
Sportului- Bucureşti: Fest, p. 115-116
Miller S., Bartlett R. (1996).The relationship
between basketball shootingkinematics, distance
and playing position, Journal of Sports Sciences,
14, 243-253
Predescu, T., & MoanŃă A.D.(2001) Baschetul în
şcoală - instruire şi învăŃare -Bucureşti: Semne, p.
13-21.
Sisodiya, A.S., & Yadav, M. (2010). Relationship Of
Anthropometric Variables To Basketball Playing
Ability, Journal of Advances in Developmental
Research 1 (2) 2010 : 191-194
http://www.usablestats.com/calcs/2samplet
EXPERIMENTAL STUDY ON SPEED DEVELOPEMENT IN
CHILDREN OF 14-15 YEARS, PRACTICING THE FOOTBALL GAME
Vasile Dumitru Nicolae FIRIłEANU1, Marius DIMA2
1
West University of Timisoara Timişoara, Romania
2
Ecological University of Bucharest, Romania
Abstract
The purpose of this study is to study the efficiency of speed development in children of 14-15 years, practicing
the football game.
Also, the intention was to develop and conduct an experiment that would provide information about the manner
of speed development, about its role and importance in the entire training program applied in football for the
category of 14-15 years.
Another purpose was to critically establish the capacity level after conducting the experiment, in order to
demonstrate the efficiency of the means and tryouts used in the training process.
52
FASCICLE XV ISSN – 1454 – 9832 - 2013
In order to analyze the so called competitive performance potential, the quality of the training process must be
improved by assuring, at the right time, the volume, intensity and complexity parameters and applying the
methodical experience in practice.
At this moment, the experts in our field of work are carefully turning their attention towards the yet unexploited
resources of football. One of these resources, still unmined, is the training method, respectively presented in this
paper, the experimentation of speed development in children of 14-15 years, practicing the football game.
Key words: training, experiment, football, juniors, speed
Knowing the methodical problems of training
children practicing the football game will be useful
in making a model of the player ready to take on the
requirements of the modern football and also in the
multiple specialization of players on different
positions in order to know the game actions in
speed and high speed.
The main hypothesis of the paper are:
By using a set of methods and means which
a)
we developed, a significant improvement of the
speed development parameters will be obtained
At the same time with the speed
b)
improvement, better results in competitions will be
obtained
After the calculations made on the main motor
parameters obtained in the two tests, through
statistical-mathematical processing, a series of
statistical marks have resulted, as presented in the
following charts.
INTRODUCTION
Our purpose is to demonstrate the utility and the
need to develop a study regarding the speed
development in children of 14-15 years, practicing
the football game.
A good level of motor quality, speed is imperative
for the learning, strengthening and improving the
technical-tactical procedures needed by those who
practice this sport. Knowing the most efficient
means to develop the practice speed in maximal
tempos helps increasing the efficiency and their use
assures me of knowledge for the coach-professor
position, as well as my instruction in what regards
the issues performance football rises.
Also, one of the main reasons for developing this
study is the use of some work instruments needed
for the development of the different forms of speed
manifestations specific to the football game.
THE STUDY’S PURPOSE
Table no. 1.Final results obtained in the control tryouts by the subjects in the experimental group (C.S.S. no.1
Pajura)
NO.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
NAME
V. I.
B. C.
R. A.
S. C.
C. S.
B. C.
S. A.
B. T.
D. A.
M. N.
B. A.
C. G.
S. M.
G.M.
A.C.
B. E.
S.Ş.
C.G.
SPEED
SPEED
SPEED
SPEED
10M
30M
50M
60M
LONG
JUMP
OFF
PLACE
1,80
1,90
1,75
1,70
1,78
1,75
1,91
1,94
1,80
1,80
1,82
1,79
1,78
1,90
1,80
1,85
1,91
1,74
4,52
4,70
4,61
4,40
4,42
4,45
4,60
4,91
4,33
4,43
4,71
4,90
4,80
4,50
4,42
4,50
4,56
4,34
7,20
7,39
6,90
6,40
6,91
6,60
6,97
7,08
6,80
7,02
7,12
6,87
7,20
7,30
6,44
7,30
7,37
6,42
8,04
8,65
8,12
8,02
8,20
8,05
8,07
8,93
8,08
8,87
8,48
9,01
9,23
9,30
8,22
8,39
8,40
8,08
2,30
2,10
2,30
2,20
2,22
2,25
2,30
2,10
2,20
2,15
2,20
2,15
2,12
2,10
2,25
2,10
2,17
2,25
53
RUNNING
FOR
10 M
WITH
THE BALL
AT FOOT
1,84
1,85
1,77
1,75
2,80
1,98
2,00
2,10
1,82
1,84
1,84
1,80
1,99
1,92
1,80
1,87
1,94
1,79
RUNNING FOR
30 M WITH
THE BALL
AT FOOT
5,42
5,91
5,10
5,00
4,92
6,00
5,86
6,14
5,72
4,91
5,24
5,16
4,82
4,76
4,94
6,15
5,82
4,84
FASCICLE XV ISSN – 1454 – 9832 - 2013
19
N.L.
20
G.C.
ARITHMETIC
MEAN
STANDARD
DEVIATION
AVERAGE
DEVIATION
VARIABILITY
COEFFICIENT
1,90
1,73
1.79
4,51
4,39
4.51
7,00
6,51
6.94
8,32
8,12
8.43
2,20
2,30
2.01
1,92
1,80
1.84
5,72
4,97
5.21
0,07
0,17
0,32
0,42
0,07
0,22
0,49
0,05
0,13
0,26
0,34
0,05
0,12
0,44
3,89
3,82
4,65
4,99
3,30
11,76
9,12
Table no. 2. Final results obtained in the control tryouts by the subjects in the control group (Sportul StudenŃesc)
NO.
NAME
1
B.B.
2
C.F.
3
ł.R.
4
P.A.
5
A.M.
6
V.I.
7
P.D.
8
S.I.
9
R.C.
10
S.C.
11
E.I.
12
T.V.
13
O.D.
14
M.G.
15
T.I.
16
V.D.
17
Z.C.
18
N.D.
19
M.C.
20
B.A.
ARITHMETIC
MEAN
STANDARD
DEVIATION
AVERAGE
DEVIATION
VARIABILITY
COEFFICIEN
T
SPEED
10M
SPEED
30M
SPEED
50M
SPEED
60M
LONG
JUMP
OFF PLACE
2,25
2,30
2,22
2,30
2,22
2,25
2,27
2,15
2,20
2,17
2,27
2,20
2,18
2,28
2,30
2,15
2,20
2,22
2,28
2,25
2.03
RUNNING
FOR
10 M WITH
THE BALL
AT FOOT
1,88
1,84
1,85
1,80
1,85
1,81
1,88
1,93
1,86
1,83
1,73
1,86
1,91
1,77
1,82
1,85
1,83
1,86
1,80
1,93
1.92
RUNNING
FOR
30 M WITH
THE BALL
AT FOOT
5,27
5,00
5,55
5,10
4,90
5,15
5,32
5,84
5,62
5,15
4,84
4,92
5,37
5,02
5,42
5,28
4,91
5,16
5,10
5,22
5.37
1,82
1,79
1,80
1,74
1,78
1,74
1,79
1,87
1,80
1,78
1,70
1,82
1,88
1,74
1,77
1,81
1,80
1,79
1,73
1,89
1.86
4,56
4,52
4,33
4,42
4,52
4,80
4,92
4,77
4,72
4,52
4,40
4,53
4,70
4,62
4,92
4,76
4,48
4,67
4,50
4,62
4.59
6,80
7,00
7,02
6,72
7,07
6,98
6,80
7,00
6,97
6,60
6,40
7,08
7,90
7,28
7,30
7,28
7,32
7,28
6,90
6,90
7.03
8,19
8,75
8,15
8,10
8,20
8,60
8,47
9,00
9,02
8,20
8,00
8,77
8,79
8,84
8,20
8,65
8,26
9,00
8,40
9,00
8.49
0,04
0,16
0.31
0,35
0,04
0,04
0,26
0,03
0,13
0.22
0,31
0,04
0,03
0,20
2,76
3,58
4.53
4,11
2,19
2,69
5,08
The variability coefficient has shown a uniformity
of the two groups in the experiment for both tests.
The arithmetic means will be presented as follows
in tables, and the charts acompanying the tests
complete the image of the results’evolution.
The following notations:
54
FASCICLE XV ISSN – 1454 – 9832 - 2013
T1 – initial testing;
T2 – intermediate testing;
TABLE no. 3. The arithmetic means in test P1 - Running for 10 m with standing start
P1
T1 (s)
T2 (s)
Experimental group
Control group
1.90
1.79
1.92
1.86
CHART no. 1. The evolution of the average values in the two tests – test P2
2
1.8
1.6
Initial testing
Final testing
experimental group
Control group
TABLE no. 4. The arithmetic means in test P2 - Running for 30 m with standing start
P2
T1 (s)
T2 (s)
Experimental group
4.65
4.51
4.66
4.59
Control group
Chart no. 2. The evolution of the average values in the two tests – test P2
4.7
4.6
4.5
4.4
Initial testing
Final testing
Experimental group
Control group
TABLE no. 5. The arithmetic means in test P 3 - Running for 50 m with standing start
P3
T1 (s)
T2 (s)
Experimental group
7.07
6.94
55
FASCICLE XV ISSN – 1454 – 9832 - 2013
Control group
7.10
7.03
CHART no. 3. The evolution of the average values in the two tests – test P3
7.15
7.1
7.05
7
6.95
6.9
6.85
Initial testing
Final Testing
Experimental group
Control group
Poly. (Experimental group)
Linear (Control group)
The applied methodology has proven its
efficiency, fact confirmed through the experimental
step that resulted with the development of speed at
a high level of quality. The exercise system used
has led to the improvement of speed, aspect
revealed by all control tests, through the difference
between the initial and final average values. During
the experiment, the level of training for speed has
significantly improved in the experimental group
compared to the control group, thus confirming the
study’s hypothesis and the methodology for
handling the experimental variables.
Even if the two experiment groups have obtained,
in the initial testing, similar results, in the final
testing, the experimental group has detached itself
from the control group through better results, fact
that demonstrates the difference of training between
the two groups.
After applying the test t (Student) we could state
with a 95% rate of precision (the significance
threshold = 0,05, accepted in physical education
and sports) that the progress achieved by the
experimental group is due to the independent
variable (select/developed means and methods),
fact that confirms the study’s hypothesis.
The applied research, regarding speed, allows us to
conclude that, the improvements noted in the
experimental group have been based on superior
parameters of manifestation of the experimental
training, thus validating the study’s hypothesis.
SUGGESTIONS
Based on the final conclusions and discussions
between the professors from the Football
Department, I suggest the following:
To increase the number of hours of
physical education for the grades V to XII in order
to improve the level of the students’ physical
training.
To edit teaching materials containing the
latest news from the World Championships,
European Championships, etc.
To use, during selections, in addition to
tryouts and standards, some perspicacity –
intelligence tests in order to obtain more
information about the subjects
To develop a syllabus for the Sports
School Clubs, by the Ministry of Education in
collaboration with the Romanian Football
Federation and the National Academy of Physical
Education and Sport.
CONCLUSIONS
Overall, the experimental application of
the methodology to training for speed of the
children of 14-15 years, practicing the football
game, through an elaborate complex of means of
training for speed, has determined a higher
efficiency of the actions carried out in the
experimental context.
The implementation of the experimental
program has determined changes in the parameters
of the research, at the level of speed indicators,
through significant improvements noted in the
experimental group, thus validating the study’s
hypothesis that says that by using a set of means
and methods developed by us, a significant
improvement of the speed indicators will be
obtained.
REFERENCES
56
FASCICLE XV ISSN – 1454 – 9832 - 2013
COMUCCI, Nicola şi VIANI, Marco –
Manualul antrenorului de fotbal. Bucharest,
C.N.E.F.S., 1988.
DIMA, Marius – Pregătirea fizică a
fotbaliştilor. Bucharest, Bren Publishing, 2007.
DIMA, Marius; Curs de baza - fotbal, Bren
Editting, 2009
RĂDULESCU, Mircea; COJOCARU,
Viorel - Ghidul antrenorului de fotbal – copii şi
juniori. Bucharest, Axis Mundi Publishing, 2003.
RĂDULESCU, Mircea, DIMA, Marius
FOTBAL „PRO” probleme ale antrenorului
profesionist. Didactic and Pedagogic Publishing,
2009
IMPROVING WORKING METHODOLOGY IN THE HOURS OF
TRAINING ON JUNIOR FOOTBALLERS
Vasile Dumitru Nicolae FIRIłEANU1, Marius DIMA2
1
West University of Timisoara Timişoara, Romania
2
Ecological University of Bucharest, Romania
Abstract
The experimental group (12 players) has undergone a special training program, with specific means and
methods of training.
The players in the experimental group have participated in 4,5 practice sessions per week and have been
selected being considered beneficiaries of the administered training program, program which aimed to improve
the technical, tactical and physical level.
The research has been done in three stages, as follows:
Stage I in which the domain’s literature and papers related to the research have been studied
Stage II (August 2012 – April 2013) was related to organizing and conducting the experiment done on
12 players between the ages 14 and 15 years, ”MIRCEA ELIADE” HIGHSCHOOL BUCHAREST (experimental
group) and 12 juniors (control group), part of the team CSS NO. 1 PAJURA.
Stage III consisted in processing, analysis and interpretation in terms of statistics of the results,
drafting conclusions and practical recommendations.
Throughout the basic experiment, the subjects in the experimental group have worked following the program
developed by us, and the control group has worked following the plan done by the team’s coach.
The training program was applied between August 2012, when the initial test took place (IT), and ended in May
2013, with the final test (FT).
Key words: training, experiment, football, juniors.
significantly improve the technical level of the
players.
The paper’s purpose
The study aims to improve the work
methodology, during the training hours for the
junior groups.
As a result of studying the materials in the field
regarding the training of the football teams at the
level for juniors aged 14-15 years, as well as the
methods of training in this discipline, we aim to
develop a model of training for the junior football
team, 14-15 years, ”MIRCEA ELIADE”
HIGHSCHOL BUCHAREST.
INTRODUCTION
Due to the current complexity of the football game
and the continuing evolution towards a complete
commitment during the matches, the children’s
training becomes a basic condition to achieve the
final purposes of the game. The juniors’ sports
training will be mostly concerned with improving
and perfecting each game element separately, while
the game itself will serve mainly as means of
combining these elements in the most precise
proportions possible. The coach must aim to form a
player that could think, namely to be able to adapt
very well to the different situations verified in a
competition.
SUBJECTS. TIME AND PLACE.
The subjects that underwent the tests are a part of
the
”MIRCEA
ELIADE”
HIGHSCHOL
BUCHAREST’s football team. The experimental
group, the one that underwent the investigations,
consisted of 12 players. The experiment took place
between August 2012 and May 2013, on the
football field and the gym of the “MIRCEA
THE PAPER’S HYPOTHESIS
We assume that if a workout program that takes
into account the peculiarities of age and aims to
develop basic technique and tactics of football
players aged 14-15 years is given, it will
57
FASCICLE XV ISSN – 1454 – 9832 - 2013
ELIADE” HIGHSCHOOL BUCHAREST’ football
team. The control group consisted of 12 players of
the CSS NO. 1 PAJURA team.
Specific tests:
In order to see to what extent some
technical procedures specific to the attack in the
football game can be perfected, we suggested and
experimented the following exercises:
Exercise 1 (fig.1) The player is placed at 20 m
facing the goal (the football gate) and 8 balls are
placed at 17m from the gate. The player runs, shots
towards the goal and sprints avoiding the pole
placed in front of every ball at a 2 m distance. It is
scored only if the ball passes in the defined space.
Fig.1
Exercise 2 (Fig. 2.) Player A, placed at 30 m facing
the gate, and 3 fences placed at an 1 m distance one
from the other. Player A passes to player B, wich is
placed around the 16 meters square area, and after
that player A jumps the 3 fences and runs to shoot
the ball resent by player B into the goal. (8 shots).
B
A
Fig. 2
A
player A passes the ball to the coach who resends it
for a shot towards the goal. The aim is to carry out
the one-two that must be done in conditions of
speed and force. (8 attempts)
Exercise 3 (Fig.3.)
Player A is found at 30 m on the left side,
facing the goal. Player B falsely demarcates himself
and after that he sprints to encounter the ball from
player A. The one-two is carried out and after that
58
FASCICLE XV ISSN – 1454 – 9832 - 2013
Coach
B
A
B B
A
Fig. 3
A
started, avoiding the pole. The same exercise is
done for the ball that comes from player B. 4 hits
from the left side and 4 hits from the right side will
be carried out.
Exercise 4 (Fig. 4)
Player C is at 15 m from the gate and runs
to hit with his head the ball that comes from player
A, then he runs towards the place from which he
A
B
C
Fig. 4
A
B
DATA PRESENTATION
Table no.1 The experimental group’s values for the initial and final tests
No.
Name
Rid. Tr.dorsal
Rid. Tr..facial
S.L.L.
A.V..
refuz
refuz
cm
50m
IT
FT
IT
FT
IT
FT
IT
FT
1.
A. C.
90
100
70
82
195
200
7.5
7.4
2.
B.A.
70
85
68
72
196
202
7.9
7.8
3.
C.D.
73
80
55
67
198
201
7.7
7.5
4.
C.A.
160
201
96
100
190
196
7.9
7.8
5.
E.I.
90
110
50
62
195
200
7.4
7.4
6.
M.A.
80
100
55
65
197
202
7.8
7.6
7.
O.P.
90
135
77
88
198
201
7.5
7.5
8.
P.C.
77
120
54
65
191
196
7.8
7.7
9.
R.A.
85
110
65
76
195
201
7.4
7.4
10.
S.C.
85
115
45
55
196
201
7.5
7.4
11.
T.F.
70
115
65
75
195
200
7.9
7.7
12.
U.D.
70
120
67
77
190
195
7.7
7.7
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FASCICLE XV ISSN – 1454 – 9832 - 2013
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
X
±DS
CV
T
86.66
24.44
28.20
6.70
P
<0,0005
115.92
30.83
26.60
63.91
13.73
21.48
12.06
73.66
12.31
16.72
<0,0005
194.67
2.83
1.45
17.09
199.58
2.46
1.23
<0,0005
7.66
0.19
2.56
4.00
7.57
0.16
2.11
<0,005
Table no.2 The experimental group’s values in the initial and final tests
Name
A.R.
1000m
Size
Weight
B
IT
FT
IT
FT
IT
FT
A. C.
4.30
4.20
173
176
57
58
B.A.
4.35
4.30
166
169
55
57
C.D.
4.35
4.30
166
168
52
55
C.A.
4.13
4.13
165
168
50
52
E.I.
4.30
4.20
170
175
53
50
M.A.
4.35
4.30
165
168
53
56
O.P.
4.35
4.25
165
168
52
55
P.C.
4.35
4.23
165
168
55
55
R.A.
4.13
4.10
174
177
58
60
S.C.
4.35
4.25
164
169
55
57
T.F.
4.13
4.10
165
170
56
59
U.D.
4.30
4.25
166
168
50
54
X
4.32
4.21
167
170.33
53.83
55.66
±DS
0.09
0.07
3.38
3.49
2.58
2.83
CV
2.19
1.75
2.02
2.05
4.80
5.1
t
5.99
10.76
3.43
p
<0,0005
<0,0005
<0,005
Table nr.3 The experimental group’s values in the initial and final testing of the hitting the ball with precision
Experimental group
IT
FT
A. C.
4
6
B.A.
5
7
C.D.
5
7
C.A.
5
7
E.I.
4
7
M.A.
4
6
O.P.
3
6
P.C.
4
6
R.A.
5
7
S.C.
5
7
T.F.
4
7
U.D.
4
6
X±DS
4,33±0,65
6,58±0,51
CV
15,02
7,82
T
17,23
P
<0,0005
60
FASCI
FASCICLE
XV ISSN – 1454 – 9832 - 2013
8
6
1
4
2
2
0
1
2
Fig. 4. The values’ dynamics in the final test, experimental group – control group, for hitting the ball with
precision.
features as well as to a sustained activ
activity through
the workout program.
•
The differences noticed from one testing
to another have not been spontaneous, but appeared
as a result of a sustained activity with the subjects
of the experimental group.
•
The experimental group has achieved
significantly better results at all the six trials (speed
50m, crunches, extensions, running, resistance, the
long jump off place), fact that confirms the study’s
hypothesis.
•
In the technical trials, the players from
the experiment group had a significant progress in
all
ll the six technical trials (kick towards the goal in a
fixed area, hitting the ball with precision, hitting the
ball with the head, the one-two,
two, the volley).
•
By analyzing the progress achieved
inside the experimental group, it can be noticed that
the players
ers from this group have achieved in the
final testing significantly better results than on the
initial testing, on all the trials, fact that confirms the
study’s hypothesis.
•
The progress achieved was reflected in
the team’s results.
PROCESSING AND INTERPRETATION OF
DATA
Speed running on 50 m
In the case of the experimental group, for
this trial, an average of 7,66+0,19 seconds has been
determined in the initial test, and in the final test,
7,57+0,16 second. The variability coefficient of
2,11% in the final test indicates
es an homogenous
group. In the initial testing, there have not been
significant differences between the two groups (t=
0,69, p>0,05). In the final test, one can notice there
are not any significant differences (t=0,86, p>0,05).
The long jump off place
The comparison of results of the two tests, in this
trial, indicates an unimportant increase in values for
the experimental group compared to the control
group, in the final test (t=0,44, p>0,05). Although,
by analyzing the values for the experimental group,
one
ne can notice in table no. 2 that the players from
this lot have obtained significantly better results in
the final test 199,58+2,46 cm, compared to the
initial test 194,67+2,83 cm (t=17.09, p<0,0005).
Hitting the ball with precision
The comparison of results
lts of the average values
recorded for this trial between the two groups
shows that in the initial test there have not been any
significant differences between them (t=0,69,
p>0,05), table no.52. In the final test however, the
average for the experimentall group is significantly
higher than that of the control group (t=7,83,
p<0,0005), table no.58. Also, the players from the
experimental group have achieved significantly
better results in the final test as compared with the
initial testing (t=17,23, p<0,0005),table
05),table no.4. The
variability coefficient is of 17,23 % in the final test
and shows an average unity of the group.
REFERENCES
COMUCCI, Nicola şi VIANI, Marco –
Manualul antrenorului de fotbal
fotbal. Bucharest,
C.N.E.F.S., 1988.
DIMA, Marius – Pregătirea fizică a
fotbaliştilor. Bucureşti, Bren Publishing, 2007.
DIMA, Marius; Curs de baza - fotbal, Bren
Publishing, 2009
RĂDULESCU, Mircea; COJOCARU,
Viorel - Ghidul antrenorului de fotbal – copii şi
juniori. Bucharest, Axis Mundi Publishing, 2003.
RĂDULESCU, Mircea, DIMA, Marius
FOTBAL „PRO” probleme ale antrenorului
profesionist. Didactic and pedagogic Publishing,
2009
CONCLUSIONS
•
In terms of motor development, we can
say that the grow recorded were due to the age
61
FASCICLE XV ISSN – 1454 – 9832 - 2013
STUDY REGARDING THE ASSESSMENT OF FUNCTIONAL
RESPIRATORY CAPACITY IN PROFESSIONAL TRACK AND FIELD
ATHLETES FROM THE CSM BACĂU 2010
Carmina GORGAN, Cătălina ABABEI
Abstract
Sports training, its effort and intensity, generate, over time, adaptive modifications in any athlete. In the case of
professional track and field athletes, especially middle distance runners, one of the fastest modifications can be
observed in the respiratory function. In the case of middle distance running events, the effort requires faster
burnings, in other words, the gaseous exchanges and external breathing are really intensified.
This study tried to observed these aspects in a group of athletes belonging to the CSM Bacău 2010, a group
composed of middle distance runners (male and female), and pole vaulters. The investigation of the respiratory
function was conducted using spirometry methods, at the Bacău County Hospital.
Key words: track and field athlete, respiratory function, high performance
usually reaches values between 1500 and 1800
ml/sec.
INTRODUCTION
The main source of energy for muscle contraction is
oxidation of food substances, a process that requires
a constant oxygen uptake. This problem is solved
by the body through the respiratory function,
through which the oxygen in the air is transported
up to the cellular level.
When we are dealing with a prolonged effort, the
respiratory function is permanently subjected to
new adaptations in regards to ensuring the
necessary quantity of oxygen for the metabolic
processes at a cellular level, but also in regards to
the elimination of the resulted carbon dioxide. The
effort determines immediate modifications of the
respiratory function, represented by an increase in
the respiratory rate and amplitude, and late
modifications, as a result of the systematic training.
All of these lead to an increase in the respiratory
management, in the vital capacity, and also to a
faster use of oxygen in the tissues.
According to Margaria, 1966, the maximal oxygen
consumption is one of the most relevant parameters
when making a comparison between trained
athletes and untrained people. Thus, while the
maximal oxygen consumption can reach, depending
on the athletic event, sports branch, and experience,
4000 - 5000 ml/sec in untrained individuals, it
AIM, HYPOTHESIS, AND RESEARCH
METHODS
Considering these aspects, our study aimed mainly
to evaluate the respiratory function in the track and
field athletes belonging to the Bacău 2010 City
Sports Club.
Our hypothesis was as follows:
Determining the respiratory function modifications
appeared in the professional track and field athletes
can be an important indicator for future elaborations
of training plans.
In conducting our research, we studied the
professional literature, we used the experiment
method (observational), the tests method
(spirometry), and the mathematical method, for
analyzing the data.
RESEARCH SUBJECTS
The subjects of this study are represented by 8 track
and field athletes (4 male, Table 1; and 4 female,
Table 2), belonging to the CSM Bacău 2010,
specialized in middle distance running, and pole
vaulting. The following tables present the above
mentioned subjects.
Table 1 Male track and field athletes working at the CSM Bacău 2010
Height Weight
Event
The
Place won at the 2012 National
(cm)
(Kg)
best
Championships
result
Name
Initials
Birth
year
V. C.
1985
182
72
800m
1500m
1.47
3.41
1st place - N.C. Seniors
Bucharest
10
M. A.
1991
181
68
800m
1.50
6
B.P.
1991
172
68
1500m
400m
3.57
49.2
5th place - N.C. Youth
Bucharest
2nd place - N.C. Youth
7
62
No. of years of
track and field
experience
FASCICLE XV ISSN – 1454 – 9832 - 2013
66
1.51
Bucharest
800m
1500m
1.57
4.05
4th place - N.C. Juniors II
Bucharest
L. I.
1996
Name
Initials
Birth
year
S. L.
1991
172
54
Pole
vault
3.81m
1st place - N.C. Seniors
Bucharest
7
S. P.
1994
168
53
800m
2.09
6
1500
m
800m
Pole
vault
4.26
2nd place - N.C. Juniors I
Bucharest
-
1
1
N. D.
H. A.
180
800m
Table 2 Female track and field athletes working at the CSM Bacău 2010
Height
Weight Event
The
Place won at the 2012 National
(cm)
(Kg)
best
Championships
result
1996
1995
174
163
50
47
2.25
2.00
2
3
Parameter
FVC
FEV1
FEV1%
4
PEF
5
6
7
8
9
10
FEF 25-75
FEF 25%
FEF 50%
FEF75%
PIF
FET
11
12
EV
FIVC
Table 3 Investigations of the respiratory function
Description of the parameter
FORCED VITAL CAPACITY / EXPRESSES THE MAXIMAL VALUE OF AIR THAT
CAN BE INSPIRED AND EXPIRED
FORCED EXPIRATORY VOLUME IN ONE SECOND/ THE MAXIMAL VALUE OF
AIR THAT CAN BE EXPIRED IN ONE SECOND
FEV1 EXPRESSED AS A PERCENTAGE OF THE VITAL CAPACITY (VC)/ THE
STANDARD INDEX FOR EVALUATING AND QUANTIFYING THE AIR FLOW
PEAK EXPIRATORY FLOW/ THE MAXIMAL FLOW GENERATED DURING
EXPIRATION, PERFORMED WITH MAXIMUM POWER, AFTER A COMPLETE
INSPIRATION
FORCED EXPIRATORY FLOW BETWEEN 25 AND 75% OF THE VITAL CAPACITY,
MEASURING THE AIR FLOW HALFWAY THROUGH AN EXHALE
EXPIRATORY FLOW AT 25% OF THE FORCED VITAL CAPACITY
PEAK INSPIRATORY FLOW
THE NECESSARY TIME TO EXHALE AS MUCH AIR AS POSSIBLE; IT SHOULD
NOT BE LESS THAN 6 SECONDS; IT MEASURES THE EXHALING LENGTH FOR
SEVERAL SECONDS
"EXTRAPOLATED VOLUME," USED TO DETERMINE WHETHER A HESITATION
IS EXCESSIVE
OBSTRUCTION OF THE EXPIRATORY AIRWAYS, RESTRICTIVE PULMONARY
DISEASES
reference values, and the percentage of the recorded
values in comparison with the reference ones, for
the four male athletes.
RESULTS OF THE RESEARCH
The following tables (4 and 5) present the results
recorded in the spirometry test. Table 4 presents the
values of the investigated parameters, their
No.
No. of years of
track and field
experience
of September 2012, two months after the
competition season has ended, and one month after
the training program has started again. The
investigated parameters are presented in Table 3.
DEVELOPMENT OF THE RESEARCH
The investigation of the respiratory function was
conducted using spirometry methods, at the Bacău
County Hospital. The athletes were tested at the end
No.
1
7
Name
Table 4 Results of the spirometry test - M
INVESTIGATED
Recorded
Reference
63
% of the recorded
FASCICLE XV ISSN – 1454 – 9832 - 2013
1.
2.
3.
Initials
PARAMETERS
values
values
V. C.
FVC - L
FEV1 - L
FEV1 %- %
PEF –L/s
FEF 25-75 – L/s
FEF 25% - L/s
5.20
5.15
99.0
10.16
6.26
9.08
5.77
4.80
83.9
10.17
5.04
9.45
values in
comparison with
the reference
values
90%
107
118
100
124
96
FEF 50% - L/s
FEF 75% - L/s
FIVC - L
FIV1 - L
FIV1% - %
PIF - L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FEF2575 – L/s
6.43
3.82
4.99
4.86
97.4
5.18
5.68
5.51
97.0
7.68
6.36
5.92
2.54
5.77
4.80
83.9
10.17
4.53
3.82
84.2
7.68
4.25
109
150
86
101
116
51
125
144
115
100
150
FEF25% - L/s
FEF50% - L/s
FEF75% - L/s
FIVC - L
FIV1 - L
FIV1% - %
PIF - L/s
FVC - L
FEV1 - L
7.43
6.28
4.72
7.19
4.91
2.35
4.53
3.82
84.2
7.68
5.17
4.46
103
128
201
M. A.
T. A.
4.
L. I.
No.
Name
Initials
4.66
4.64
FEV1%- %
99.6
86.0
PEF –L/s
9.58
9.31
FEF2575 – L/s
7.36
4.97
FEF25% - L/s
8.85
8.49
FEF50% - L/s
7.32
5.70
FEF75% - L/s
5.20
2.71
FIVC - L
5.17
FIV1 - L
4.46
FIV1% - %
86.0
PIF - L/s
9.31
FVC - L
4.17
4.92
FEV1 - L
4.17
4.25
FEV1%- %
100.0
85.8
PEF –L/s
7.77
8.64
FEF2575 – L/s
5.44
4.71
FEF25% - L/s
6.70
7.90
FEF50% - L/s
5.46
5.23
FEF75% - L/s
4.20
2.82
FIVC - L
3.22
4.92
FIV1 - L
2.96
4.25
FIV1% - %
91.9
85.8
PIF - L/s
2.89
8.64
Table 5 Results of the spirometry test - F
INVESTIGATED Recorded
Reference
PARAMETERS
values
values
64
90
104
116
103
148
104
128
192
85
98
117
90
115
85
104
149
65
70
107
33
% of the recorded
values in comparison
FASCICLE XV ISSN – 1454 – 9832 - 2013
1.
S. L.
2.
S. P.
3.
4.
with the reference
values
83
89
108
52
83
55
70
120
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FEF2575 – L/s
FEF25% - L/s
FEF50% - L/s
FEF75% - L/s
FIVC - L
FIV1 - L
FIV1% - %
PIF - L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FEF2575 – L/s
FEF25% - L/s
FEF50% - L/s
FEF75% - L/s
FIVC - L
FIV1 - L
FIV1% - %
PIF - L/s
3.37
3.11
92.3
3.70
3.32
3.68
3.22
2.66
2.79
2.74
98.2
5.69
3.76
5.41
3.73
2.20
2.54
2.49
98.0
2.98
4.08
3.49
85.8
7.17
4.00
6.74
4.61
2.22
4.08
3.49
85.8
7.17
3.80
3.39
89.9
7.14
4.19
6.62
4.53
2.52
3.80
3.39
89.9
7.14
N. D.
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FEF2575 – L/s
FEF25% - L/s
FEF50% - L/s
FEF75% - L/s
FIVC - L
FIV1 - L
FIV1% - %
PIF - L/s
3.62
3.35
92.5
4.18
3.58
4.06
3.49
2.77
3.11
2.89
92.9
2.88
3.95
3.49
87.2
7.17
4.13
6.64
4.51
2.61
3.95
3.49
87.2
7.17
92
96
106
58
87
61
77
106
79
83
107
40
H. A.
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FEF2575 – L/s
FEF25% - L/s
FEF50% - L/s
FEF75% - L/s
FIVC - L
FIV1 - L
FIV1% - %
PIF - L/s
2.56
2.56
100.0
4.01
3.68
4.01
3.53
2.89
2.41
2.41
100.0
3.68
3.48
3.11
90.4
6.69
3.89
6.21
4.25
2.34
3.48
3.11
90.4
6.69
74
82
111
60
95
65
83
124
69
77
111
55
73
81
109
80
90
82
82
87
67
73
109
42
Tables 6 and 7 present the values of the most important investigated parameters for the male and female athletes.
No.
Name
Table 6 the best values - M
INVESTIGATED
Recorded
Reference
65
% of the recorded
FASCICLE XV ISSN – 1454 – 9832 - 2013
Initials
PARAMETERS
values
values
1.
V. C.
2.
M. A.
3.
T. A.
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FVC - L
FEV1 - L
5.20
5.15
99.0
10.16
5.68
5.51
97.0
7.68
4.66
4.64
5.77
4.80
83.9
10.17
4.53
3.82
84.2
7.68
5.17
4.46
values in
comparison with the
reference values
90%
107
118
100
125
144
115
100
90
104
FEV1%- %
PEF –L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
99.6
9.58
4.17
4.17
100.0
7.77
86.0
9.31
4.92
4.25
85.8
8.64
116
103
85
98
117
90
4.
L. I.
No.
Name
Initials
1.
S. L.
2.
S. P.
3.
N. D.
4.
H. A.
Table 7 the best values - F
Reference
INVESTIGATED Recorded
values
values
PARAMETERS
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
FVC - L
FEV1 - L
FEV1%- %
PEF –L/s
3.37
3.11
92.3
3.70
2.91
2.74
94.2
5.69
3.62
3.35
92.5
4.18
2.56
2.56
100.0
4.01
VC = weight (kg) x 2.0 for F.
The total lung capacity (TLC) was calculated using
Anthony's formula:
TLC = VC x 1.32
The recorded results are presented in Tables 8 and
9.
Besides these parameters, the vital capacity (VC) of
the athletes was also calculated, according to their
height, and weight, using the formulae by West et
al.:
VC = height (cm) x 25 for M, and:
VC = height (cm) x 20 for F.
VC = weight (kg) x 2.5 for M, and:
Name
Initials
Birth year
4.08
3.49
85.8
7.17
3.80
3.39
89.9
7.14
3.95
3.49
87.2
7.17
3.48
3.11
90.4
6.69
% of the recorded
values in
comparison with
the reference
values
83
89
108
52
77
81
105
80
92
96
106
58
74
82
111
60
Table 8 VC and TLC - M
Height
Weight
VC
(cm)
(Kg)
according to
height
(ml)
66
VC
according to
weight
(ml)
TLC
(ml)
FASCICLE XV ISSN – 1454 – 9832 - 2013
V. C.
M. A.
B.P.
L. I.
1985
1991
1991
1996
Name
Initials
Birth year
S. L.
S. P.
1991
1994
N. D.
H. A.
1996
1995
182
181
172
180
72
68
68
66
4550
4525
4300
4500
Table 9 VC and TLC - F
Height
Weight
VC
(cm)
(Kg)
according to
height
(ml)
172
54
3440
168
53
3360
174
163
50
47
3480
3260
180
170
170
165
6006
5973
5676
5940
VC
according to
weight
(ml)
108
106
TLC
(ml)
4540.8
4435.2
100
94
4593.6
4303
and between 4303 and 4593.6 ml in the female
subjects, numbers that are larger than the reference
values by approximately 10%.
CONCLUSIONS
The results of the study confirm, through the values
of the vital capacity, the fact that the modifications
occurred in the respiratory function depend on the
type of effort, the athlete's experience, the event,
but also on age and gender. Thus, in the technical
events (in this case, the pole vault), the athlete is
interested in blocking the respiratory movements,
this favoring the technique. During moderate
intensity efforts (in this case, the 800 and 1500 m
running events), the respiratory rate increases,
reaching 30-40 breaths per minute. The volume of
air that was introduced in the lungs reached 4550
ml in the males, and 3480 ml in the females. After
comparing the results recorded in this study with
the ones in the professional literature, one can say
that the tested athletes' values are within the
referenced ones, the late modifications in the
respiratory function appearing thanks to the
sustained training.
The total lung capacity (TLC) has varied values,
between 5676 ml and 6006 ml in the male subjects,
REFERENCES
Baciu.I, (1972) Fiziologie, Ed. Didactică şi
Pedagogică, Bucureşti, 1972.
Bota C.,(1993) Fiziologia educaŃiei fizice şi
sportului,
M.T.S.,
Şcoala
NaŃională
de
antrenori,Bucureşti
Cârmaciu R.şi colab., (1984) Anatomia şi fiziologia
omului, Ed. Didactică şi Pedagogică, Bucureşti,
1984.
Demeter A.,(1975) Fiziologia şi biochimia
educaŃiei fizice şi sportului, Ed. SportTurism,Bucureşti, 1975.
Groza P., (1996) Fiziologie, Ed, Medicală,
Bucureşti, 1996.
Guyton Arthur G., (1997) Fiziologie, Ed. Medicală,
Bucureşti, 1997.
THE ROLE OF THE FOCUSING IN THE TRAINING OF THE
GOALKEEPER DURING THE HANDBALL GAME (JUNIORS I GIRLS)
Cătălina Irina GRIGORAŞ-POPA1, Ioan Teodor CICMA2
1
School no. 11, Piatra NeamŃ, Romania
67
FASCICLE XV ISSN – 1454 – 9832 - 2013
2
Abstract
The work proves how important focusing is in the training of the goalkeepers in the handball game as well as a
few methods and ways of making it reach its highest efficiency. The main objective of this experiment is to prove
that focusing has got an important role in the training of the goalkeepers in the handball game and by
developing and improving it we can get a better evolution of the goalkeepers in both the training and the official
games. In order to prove the proposed hypotheses and reach the experiment aims and objectives, the following
methods were used: the observation method, the individual work method, the experiment method, the statisticalmathematical method, and the graphical method. By studying the results of the first and the final tests, there was
an increase in efficiency in both teams but, as far as concerns the experimental team the result went from 50% to
66.5% and as far as concerns the control team, the result went from 48.3% to 58.3%, thus there is a difference of
8.2% between the two kinds of teams. As a conclusion we may say that the hypotheses of the experiment were
proved and the results show that by a good development of focusing with the aid of specific methods we get an
increase in the goalkeepers’ efficiency in both the training process and especially the official games.
Keywords: focusing, handball, efficiency, training;
From scientific competitional point of view,
Romanian handball school studies from technical,
tactical and theoretical- mental point of view, the
game content and takes action in order to generalise
the teams’ practice.
These studies and researches have grown the theory
and handball methodology, approaching various
topics, from the issue of practising handball at early
age, from the selection criteria to the players type
establishment specialised on a certain position and
the representative team type of game.
Handball game as a performance game, requires a
great effort from the players as to “cope with some
extremely difficult training tasks, which need
maximum effort of the entire physical, ethic,
strength and intellectual capacities as to be sorted
out”, (Ghermănescu, I., K., Gogâltan, V., Jianu, E.,
Negulescu, I., 1983, pg. 9).
It can be noticed in worldwide schedule a
continuous change and evolution on the matter of
all the handball game elements but also in the
process of training through practice.
It has came to light and continue to show up when
it comes to game, numerous new elements that lead
to visible progress of the game but also to its
improvement, some elements being new in the
game and some being procedures that are brought
to light again or readapted to some already known
to superior parameters.
As an effect of these changes the competition has
become more and more tight leading to a
continuous research of the methods and ways that
are used in order to make the training but also the
game perfect.
Following and analyzing the teams’ game, the
teams that compete to the world and european
contests , we cand see the most important aspects of
modern handball.
The main tendency of handball game that reflects in
individual actions but also in collective tactical of
the players ,in technical executions, is that of
INTRODUCTION
“Sports is a competition activity, built on a set of
dynamic actions which are differentiated by
branches of sports, taking place in an independent
or institutionalised frame, having the main purpose
to develop the morpho-functional and mental
possibilities, that have the result in performances
obtained in contests as: record, personal record or
partners’ record” (Teodorescu, S., 2009, pg. 20).
The game represents an activity which has become
a social phenomenon in which two teams compete,
having the purpose to score helped by a game
instrument – ball, puck and so on.
The root of sports games is in “competition
exercises in general and in movement exercises in
particular, to which have joined well-marked sports
character”, (Colibaba-EvuleŃ, D., Bota, I., 1998, pg.
12).
Handball is a team game, which takes place in high
speed , ordering a highly dynamic character .
High level sports or the high performance sports,
implies as a model, a pyramid whose top is
represented by the one or the ones who reach the
level of performing the high performance sports.
Competition or race has been defined by Hobbes,
taking into discussion his opinion about history or
human nature, and that is “The comparison between
a human life and a running race is not really the
perfect fit, but it fits perfectly to our goals ,because
we are able to fully see almost every […] emotional
condition and we are able to remember them. This
contest must have one single target, one and only
glory and that is being the first one” (MTS, 1994,
pg. 42-43).
“Handball may be considered a happy synthesis of
basic human movement skills, such as running,
jumping, catching and throwing , which confer to
handball the sports features of the competitional
team game”, (Ghermănescu, I., K., Gogâltan, V.,
Jianu, E., Negulescu, I., 1983, pg. 9-10).
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FASCICLE XV ISSN – 1454 – 9832 - 2013
increasing the speed on all the aspects, of
movement, of game, of ball movement, all of these
resulting in the increase of the game rhythm.
For every position it has appeared, developped and
enhanced a special technical tactical luggage,
participating in shaping the player specialised on
that position being in charge with managing in an
efficient way other two-three positions without
damaging his main position.
The mechanisms, the field and the players’ technique
are very well known and that requires a special
adaptability to the concrete game conditions and that
materialises in a great variety of using the game’s
system of attack and defence.
The practice and certain parts of that focus on physical
training, are used nowadays at the majority great
teams, not taking into account the training method,
being of main importance the resistance in strength
and speed.
The second phase and the counterattack have
become a main and constant concern, a quick and
efficient weapon, of all the valuable teams, this is a
continuous and assertive attempt of disorganised and
vulnerabile defending.
All this game content can be taught and improved
to masterliness in the training process or in the
sports practice, which represents the main
organisation and training form for the teams and
players.
The experiment target presented in this work is
aimed to demonstrate that the attention has an
extremely important role in the training and
evolution of handball team goal-keepers and by
the means and methods chosen we can optimise this
position players training.
We have started from the hypothesis that by certain
means applied at an optimum level as to increase
attention, we can reach an efficiency higher for the
handball team goal-keepers.
An important point, in having high quality
sportsmen for the currently scheme, at Juniors I, is
an early selection.
The selection represents an organised process,
repeatedly and continuous from early ages of born
or hereditary posibilities of children with a complex
system of biological, medical, sociological and
mental criteria etc., as to practice a branch of sport
and his future training in this sports field or sports
test .
Selection is a continuous process, a progressive
process tightly connected to growth and functional
development of children and connected to the
handball progress tendencies on international level
as well as the progress stage of Romanian handball,
naming the numerous measures that are ‘a must
have’ in improving the training and performance,
we ought to mention the importance of choosing
and training the children and juniors.
When it comes to goal-keepers the selection must
have special values taking into account the
difficulty and complexity that come together with
this position .
Although the game of the entire team si good and
the opponent creates opportunities to score and if
the gate si efficiently “defended” by a goal-keeper
that has special qualities and is well trained, the
efficiency of the entire team will instantly grow and
that is a step ahead to victory.
The goal-keeper has the hardest role, that of
resisting the assaults and the opponents, who will
try to score by treacherous moves and well-directed
and powerful throws.
The selection for this position in modern handball
has become an extremely difficult job that implies a
multitude of operations, criteria and most complex
characteristics.
THE SPORTS TRAINING
The sports training is an instructive-educational
process, based on the relationship that the coach
ought to have with the player, a relationship in
which the coach’s aim is to develop the player’s
performance capacities and to have the best results;
this is a process of transformation and development,
transforming the performance in results and
developing the performance capacity, a process of
adapting, having the goal of improving the effort
skills, the movement qualities, improving the
technical-tactical side, the artistic side but also the
psychological one; it is a process that refers to the
morpho-functional and movement branch which
points out the features and characteristics of every
sports chapter, it is an informational process
beacause it implies the permanent and continuous
information between the coach and the player and it
is also considered a control process for reaching a
good end – the performance that means weaving all
the changes that the player suffered in a certain
period of time and efficiency which implies
maximum results and a minimum effort.
As we can figure out from the facts presented, the
handball teams training has a variety of problems,
that refer to every value and age skills that are
connected to this sports matter and that is why
approaching and dealing in a tiresome way is an
extremely difficult matter.
GOALKEEPER
The goal-keepers are first of all chosen by physical
appearance and that means well-built, with good
physical skills persons and with an armonious
compatibility between the body parts.
The difference between height and weight “shows
that the goal-keeper must be a slim player, who can
easily do the most complicated moves, even when
he is not in perfect balance” (Ghermănescu, I., K.,
Gogăltan, V., Jianu, E., Negulescu, I., 1983, pg.
142).
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Another condition in goal-keepers’ selection is a
great opening of hands and the scale arms.
If we are to refer to movement, the goal keepers
must have a great reaction rate, quality that can’t be
compensated, a great speed, general physical
strength, great amount of mobility in coxo-femoral
joints, ability as well as physical resistance.
A goal-keeper must have the sense of balance, of an
accurate control of movements, of coordination and
attention, these qualities are being perfected and
developed only by a well planned training in a long
period of time.
As well as these functional skills there is another
group of ‘must have’ skills for the goal-keeper – the
physical skills, a goal-keeper must show a lot of
self-control, calmness even in the worst situations,
he must have a lot of will and spirit of ‘war’, he
must trust his own strength, to evolve in actions, to
fight the enemy on psychological field and to
discover his intentions through anticipation”,
(Ghermănescu, I., K., Gogăltan, V., Jianu, E.,
Negulescu, I., 1983, pg. 142). A goal-keeper must
be brave, with a great sacrifice spirit for the team,
and must have a positive influence towards the
other players.
Because in handball game the gate throws are made
especially from short distance, by technical
procedures and also by the goal-keeper’s technique
which is a special and a good one.
Some elements and technical variants are identical
with the one of field players but many other
elements such as the fundamental position, the
movement towards gate, catching the ball, rejecting
the ball with the arm, with the foot, trecherous
moves, the header or the release of the ball, are
actions specific to the goal-keeper.
The main position, useful because it helps the quick
execution of other moves, is with the legs distant at
shoulder-width, and the weight distibuted on both
legs on the entire surface of soles, the toes facing
outwards, the knees slightly folded and pushed
outside from the ankle, the body slightly arched
outwards and the gaze towards ball, the arms bent
from the elbows and apart of the body and the
palms facing forwards.
The movement towards the gate is realised with
added steps, in front of the bar, embracing the
fundamental position, cathing the ball is made as in
the field game, rejecting the balls is made by raising
the arms in the right direction and hitting it with
palms, in the same the body and the arms are
moving in the right direction by pushing in the
opposite leg of the movement direction, the release
of the ball is made by a throw thrust on the bottom
of the elbow with a slight fold of the leg opposite
the arms, rejecting the ball at medium height is
made with a single arm but can also take place by
raising the same side leg.
The scoring moment is in tight connection to the
body position and the position that the players have
on the ground. The goal-keeper is moving trying to
find himself on the bisector of the angle formed by
the enemy’s arm and the two vertical bars of the
gate.
When it comes to the balls thrown from distance
the goal-keeper must anticipate and observe the
ball’s direction , but especially he must focus on the
arm that sent the ball.
A well-trained goal-keeper will know in advance
what the defencist intend to do and what are the
possibilities left for the attacker, so he takes into
account the position that each player has he will
know the direction the ball come from and he
moves in that direction, and sometimes he
intentionally leaves a corner with space as to make
the player score there and, being prepared, he
quickly reacts and hold the ball even though the hit
was pretty strong.
In nowadays handball, the goal-keeper is not
allowed to completely neglect that side of the gate
covered with defencists, assuming the entire
responsability no matter the conditions and the
positions that are used to score.
The balls thrown near the semicircle are the hardest
to defend, because the “enemy” that throws the ball
is no longer stopped, and that is why in
circumstances like this the goal-keeper is forced to
avoid the player that throws the ball, and to
minimise the throwing angle and based on his
senses to try to reject the ball by using his arms,
legs or his entire body.
When it comes to the throws from the extremes,
that are executed unde angles of 30º, the goalkeeper will be near the gate, in the short corner, he
won’t move with anticipation,forcing the ‘enemy’
to throw the ball in the long corner, and he will
react only after the ball has left the player’s arm.
The 7m balls represent a psychological as well as a
physical moment in which the goal-keeper must
have a special psycho-motrical control and tactics .
It is better for the goal-keeper to “own” the 2-4m
distance in front of the gate, a fundamental and
stable position and to have a good balance as to
react in any direction .
Taking tino account that the 7m balls has increased
and that the final result may be influenced by that,
it is necessary to practice it at every training by
different technical procedures, the goal-keeper
being in a physical and mental state .
The training must be made individually as possible
and by using a variety of means.
The whole evolution of goal-keepers in official
games but also in the training process, alltogether
with the movement qualities that implies depends
very much on the goal-keeper’s mental qualities
and most of all on attention.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
The brain reflection of reality ,has a selective
character, and that explains the fact although we are
in the middle of a multitude of objects and
phenomena, we see and we can trace only a part of
them, and we can say that we are in the center of
attention, and the rest of objects are reflected less
and less.
“The physiological base of attention is the
existence of some regions of maximum excitability
in the brain.
The activity of forming and update of the temporay
bounds is made at high level of effectiveness in the
optimum excitability corners, that represent the
creative part of brain. Because of this, the objects
that are situated in the center of attention are
perceived with great transparency; the material
attentive memorised isvery well stocked; the ideas
are developed easily and in a natural order; the
moves attentively made are distinguished with great
precision” (Roşca., A., Chircev, A., Roşca, M.,
Mare, V., Radu, I., 1962, pg. 159).
In order to highlight the attention role in sport
training, when we speak about goal-keepers, we can
stick to some of the attention characteristics.
“Attention is limited by the way we pick the
information from the outside world. At a certain
point we can think at one single thing” (Epuran, M.,
Stănescu, M., 2010, pg. 236).
When it comes to movement teaching it comes to
light the fact that we are limited when we have to
do some tasks in a given period of time.
Attention is serial, if we talk about the way one
solves some problems, the best method being to
solve it in a logical order, because the attempt to
deal it simultaneously is almost imposible.
This interpretation can’t be generalised, because the
execution way will depend by the tasks of a certain
Crt no.
1
2
3
Average
Progress
moment. The operational definition of attention can
be told between two tasks made in the same time.
“If two movement tasks are being made
simultaneously as well as differently, we reach to
the conclusion that one of them doesn’t need
attention, and at least one of them is automated. If
on the contrary none of them is correctly made, that
means that both tasks need attention”, (Epuran, M.,
Stănescu, M., 2010, pg. 237).
As to conclude all the things presented, we can say
that “Attention consists of the orientation and
focusing towards the psysical objects and
phenomena which, thanks to this fact, are
highlighted clearely and fully”, (Roşca., A.,
Chircev, A., Roşca, M., Mare, V., Radu, I., 1962,
pg. 160).
From the attention’s characteristics point of view it
can have a volume that refers to the multitude of
situations or objects perceived from one shot, may
be flexible, it can move from one object to another
and may be distributive when the child/sportsman
does more actions in the same moment but only
when it has the same level.
The main training method of goal-keeper is the
individual principle, one of the main basic principle
of sports training.
“The individual principle means the maximum
recovery of the sportsman skills, assuring the
optimum development of performance capacities”
The experiment took place at the Sports Programme
Highschool from Braila on a number of 6 subjects
at the performance group of Juniors I girls. The test
contest consisted of 20 balls thrown in the gate by
field players, and we took into consideration only
the good shots.
Table 1. First and final testing results of the two groups
Experimental group
Controle group
No of
No of good shots
No of defended shots
shots
Ti %
Tf
%
Ti
%
Tf
%
20
10 50
13
65
8
40
10
50
20
9 45
12
60
11
55
13
65
20
11 55
15
75
10
50
12
60
20
10 50 13.33 66.67 9.67 48.33
11.67
58.33
3.33
2
Table number one present the results obtained to
the initial and final tests of the two groups,
efficiency expressed at a percentage, arithmetic
average and progress.
After we studied the results of initial and final tests,
we can reach the conclusion that the experimental
group has made a real progress if we are to compare
it to the controle one, so the work’s target has been
achieved and the final checked hypothesis and the
means of attention development were chosen and
applied in a responsible way.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Throws devices - experimental group
80
60
40
66.67 %
50 %
20
0
Ti
Tf
Figure 1. Throws devices experimental group, initial and final tests.
Throws devices - control group
60.00
58.33%
40.00
48.33%
20.00
0.00
Ti
Tf
Figure 2. Throws devices control group, initial and final tests.
As a final conclusion we can say that attention
plays an extremely important role in training the
goal-keepers in handball game.
Ghermănescu, I., K., Jianu, E., Negulescu, I.,
(1983) Handball-Theory and Method, Ed.
Didcatică şi Pedagogică, Bucureşti, România.
Epuran, M., Stănescu, M., (2010), Driving learning,
Ed Discobolul, Bucureşti, România.
Roşca., A., Chircev, A., Roşca, M., Mare, V., Radu,
I., (1962), Child psichology, Ed. Dicactică şi
Pedagogică, Bucureşti, România.
MTS, (1994), Training and competition, Ed. MTS,
Bucureşti, România.
REFERENCES
Baştiurea, E., (2007), Handball – Concepts,
principles and ways to improve the training, Ed.
Academica, GalaŃi, România.
Teodorescu, S., (2009), Training and Competition,
Ed. ALPHA MDN, Bucureşti, România.
CONSIDERATIONS ON COMBATING DELAYED ONSET MUSCLE
SORENESS
Cezar HONCERIU, Bogdan-Alexandru HAGIU
University "Alexandru Ioan Cuza" of Iaşi, Romania
Abstract
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Ice water immersion is a possible treatment of the delayed onset muscle soreness. In this paper we intend to
evaluate how delayed onset muscle soreness affects muscle strength, during evolution and immediately after
remission, while being treated by cryotherapy. Research was conducted on junior football players. Muscle
strength indices were evaluated using Squat Jump, Jump Countermovement, Free Jump, 60 ˝ Free Jump tests.
There were statistically significant changes in 48 hours, or 6 days, compared to the initial measurements; the
recovery of muscle strength is reduced after 6 days when treated group was compared to the control one. After
applying the Squat Jump test, the values obtained by the control group at 48 hours were lower, fact which
contributes at the conclusion that ice water immersion is a symptomatic therapy of delayed onset muscle
soreness, indicated for short-term recovery.
Keywords: delayed onset muscle soreness, cryotherapy, muscle strength.
had the same food menu, the team being centralized
for the training period. During the study, athletes
did not take dietary supplements or medications. In
a first phase, initial testing was done on the lower
explosive strength assessment using the following
samples: Squat Jump (SJ) Countermovement jump
(CMJ) and the Free Jump (FJ). The muscle strength
was measured under stress: 60 ˝Free Jump (60 "FJ).
Evaluation was conducted with OptoJump Next. In
the next step athletes have made an effort (eccentric
contraction) in order to induce delayed muscle
soreness on limb thigh muscles (DOMS - Delayed
Onset Muscle Soreness). The effort was to achieve
the leg thigh flexion (6 sets of 6 reps with 80% of
maximum force calculated individually for the
extension movement). Break between sets was 2
minutes. After that, each of the two groups received
a different therapy as follows:
- Group 1 - local krioterapy immediately after
exercise and at 24 hours - lower limbs (20΄ in ice
water at 4 degrees Celsius).
- Group 2 - untreated group.
After 48 hours, explosive strength assessment was
performed again on the lower limbs (SJ, CMJ and
FJ) and strength under stress (60 ˝ FJ). After six
days, explosive strength assessment was performed
again on the lower limbs (SJ, CMJ and FJ) and
strength under stress (60 ˝ FJ). Between
assessments athletes workout was as planned for
the preparatory period. During the trial, athletes did
not use recovery methods or substances other than
those included in the experiment. Obtained results
were statistically analyzed by means of ANOVA
single factor (p significant if is less than 0.05). By
this method were compared simultaneously the
manifestation of force evaluations (SJ, CMJ, FJ, 60
"FJ) for initial, 48 hours and 6 days tests.
Differences between groups on force recovery were
calculated in percentages based on average values.
INTRODUCTION
Delayed onset muscle soreness (DOMS) causes
painful swelling of the muscle, decreases muscle
strength and the amplitude of moves [1], which is
why it is usually countered by physical therapy and
pharmacologically. Anti-inflammatory therapy has
the greatest potential in combating DOMS while
massage, ultrasounds and stretching have modest
results [2]. Regarding cryotherapy (immersion in
ice), some studies [3] have found that it is
ineffective, however others [4] reached the result
that has an effect in combating this type of
muscular fever.
PURPOSE
In this paper we intend to evaluate how DOMS
affects muscle strength during evolution and
immediately after remission, while not treated or
treated by cryotherapy. In the same time we want to
check whether cryotherapy is effective or not in
combating DOMS by assessing the degree of
recovery of the muscle strength.
HYPOTHESIS
Considering that one of the factors assumed to be
involved in producing DOMS is inflammation [5],
that the inflammatory process plays a role in muscle
regeneration and repair [6], and that the latest
research showed an anti-inflammatory effect of
cryotherapy [7], we believe that treating DOMS by
this procedure will lead to delayed recovery of
muscle strength.
The research was conducted on two groups of 9
subjects, boys aged between 16 and 18 years (mean
17.3 years old), sportsmen, football players, at least
with 12 hours of training a week. Athletes have
given their consent for this research, being
informed about the study that were to attend,
according to WMA (Declaration of Helsinki Ethical Principles for Medical Research Involving
Human Subjects). During the study, athletes have
performed the same training program. Also, athletes
Testing
Test
SJ
(cm)
Initial testing
CMJ
FJ
(cm)
(cm)
60″
FJ
RESULTS
The results of group 1 are shown in Table
1:
Table 1
48 hours testing
SJ
CMJ
FJ
60″
(cm)
(cm)
(cm)
FJ
73
SJ
(cm)
Testing at 6 days
CMJ
FJ
60″
(cm)
(cm)
FJ
FASCICLE XV ISSN – 1454 – 9832 - 2013
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Subject 7
Subject 8
Subject 9
33,4
29,3
35,8
37,4
31,6
35,4
33,7
33,9
32,8
34,7
31,4
36,6
36,8
33,2
36,9
35,2
35,7
34,5
38,3
35,7
40,2
42,4
38,4
41,3
41,4
39,3
40,5
(cm)
29,4
27,7
33,3
31,4
29,3
27,4
29,5
28,4
28,7
27,7
23,5
29,3
31,5
28,4
30,7
27,4
27,6
26,5
26,4
24,3
28,5
30,8
29,4
29,4
27,6
26,8
26,3
35,7
31,2
35,3
36,4
32,6
35,5
36,3
33,6
35,5
(cm)
25,1
23,5
27,4
27,6
23,4
23,9
22,4
22,8
23,5
32,2
28,3
33,7
36,5
29,5
34,3
31,4
32,3
30,2
33,1
30,2
35,5
34,2
32,8
34,5
33,3
33,5
33,3
36,6
34,3
38,4
40,4
35,7
41,2
39,7
37,5
39,3
(cm)
28,3
25,8
32,1
30,6
29,4
29,3
28,4
28,3
27,2
The results obtained in group 2 are shown in Table 2:
Testing
Test
Subject 1
Subject 2
Subject 3
Subject 4
Subject 5
Subject 6
Subject 7
Subject 8
Subject 9
SJ
(cm)
Initial testing
CMJ
FJ
(cm)
(cm)
32,4
31,5
32,7
27,5
35,2
31,6
33,2
33,9
33,4
32,9
33,2
34,7
29,3
36,3
32,9
34,8
35,7
35,2
35,8
38,5
39,3
34,4
40,2
37,8
42,4
41,9
39,4
60″
FJ
(cm)
28,5
27,8
30,6
25,5
31,4
24,8
29,3
31,4
28,3
Table 2
48 hours testing
SJ
CMJ
FJ
60″
(cm)
(cm)
(cm)
FJ
(cm)
24,3
24,8
26,4
21,2
23,4
23,6
30,7
19,5
25,7
24,3
29,3
21,8
20,3
21,5
25,8
18,4
24,3
22,5
28,7
22,6
27,6
23,5
31,3
17,5
25,1
24,1
32,5
19,3
23,4
22,3
30,4
21,8
24,7
24,2
28,5
19,4
Statistical comparison by Anova Single Factor
(indicating the significance index) of force
indicators and differences between the average
value recorded at baseline, 48 hours and 6 days
SJ - statistical comparison of
values and differences between
the initial average values and the
values recorded at 48 hours and 6
days (with the expression of the
significance factor p differential)
for the treated group
SJ - group 1, p=0,0002,
33,11-27,55=5,56 (16,79 %)
33,11-31,66=1,45 (4,37 %)
SJ
(cm)
31,2
30,4
32,4
28,3
34,7
31
32,5
33,2
31,8
Testing at 6 days
CMJ
FJ
60″
(cm)
(cm)
FJ
(cm)
31,3
35,3
28,2
32,9
38,3
28,6
33,7
38,9
29,3
30,2
35,4
25,1
35,5
39,2
30,4
32,5
37,2
25,4
34,8
41,5
28,3
35,2
40,5
30,8
34,7
39,2,
27,5
(with the percentage expression of differences and
graphical comparison between groups ) are shown
in
table
3,
4,
5
and
6:
Table 3 - Squat Jump (SJ)
SJ - statistical comparison of
the initial average values and
the values recorded at 48 hours
and 6 days (with the expression
of the significance factor p
differential) for the control
group
SJ-group 2, p=0,
31,88-23,88=8 (25,09 %)
31,88-31,33=0,55 (1,72 %)
74
Graphical
representation
of
the
percentage of decrease in strength
evaluation indices for the group treated
(left) and control (right), 48 hours (left)
and 6 days (right)
FASCICLE XV ISSN – 1454 – 9832 - 2013
CMJ - statistical comparison of
the initial average values and the
values recorded at 48 hours and 6
days (with the expression of the
for the treated group
CMJ – group 1, p=0,
33,44-27,22=6,22 (18,60 %)
33,44-33=0,44 (1,31 %)
Table 4 – Countermovement Jump (CMJ)
CMJ - statistical comparison of Graphical
representation
of
the
values and differences between percentage of decrease in strength
the initial average values and the evaluation indices for the group treated
values recorded at 48 hours and (left) and control (right), 48 hours (left)
6 days (with the expression of and 6 days (right)
the significance factor p
differential) for the control
group
CMJ – group 2, p=0,
33,33-23=10,33 (30,99 %)
33,33-32,88= 0,45 (1,35 %)
FJ - statistical comparison of values
and differences between the initial
average values and the values
recorded at 48 hours and 6 days (with
the expression of the significance
factor p differential) for the treated
group
FJ – group 1, p=0,
39,33 – 27,22 = 12,11 (30,79 %)
39, 33-33=6,33 (16,09 %)
Table 5 – Free Jump (FJ)
FJ - statistical comparison of values
and differences between the initial
average values and the values
recorded at 48 hours and 6 days
(with the expression of the
for the control group
FJ – group 2, p=0
38,33-28,77=9,56 (29,94 %)
38,33-38=0,33 (0,86 %)
75
Graphical representation of the
percentage of decrease in
strength evaluation indices for
the group treated (left) and
control (right), 48 hours (left)
and 6 days (right)
FASCICLE XV ISSN – 1454 – 9832 - 2013
60″ FJ - statistical comparison of
values and differences between the
initial average values and the values
recorded at 48 hours and 6 days
(with the expression of the
significance factor p differential) for
the treated group
60″ FJ – group 1, p=0,
29-23,88=5,12 (7,65 %)
29-28,44= 0,56 (1,93 %)
Table 6 - 60˝ Free Jump (60″ FJ)
60″ FJ - statistical comparison of
values and differences between the
initial average values and the values
recorded at 48 hours and 6 days (with
the expression of the significance
factor p differential) for the control
group
60″ FJ – group 2, p=0,
28,11-19,66 = 9,45 (3,61 %)
28,11 – 27,77 = 0,34 (1,20 %)
Graphical representation of the
percentage of decrease in
strength evaluation indices for
the group treated (left) and
control (right), 48 hours (left)
and 6 days (right)
possible factor in muscle strength recovery delay to
6 days for the group treated by cryotherapy may be
that cold application decreases the local
concentration of insulin-like growth factor (IGF-1)
hormone (with strong anabolic effect) [8]. SJ mean
values were lower after 48 hours in the control
group, fact that may be explained by the persistence
of pain that generally reduces muscular force [9].
DISCUSSIONS
Analysis of Tables 3, 4, 5 and 6 shows that the
values of valuation ratios of the force experienced
statistically significant variations in 48 hours or 6
days compared to baseline measurements. For all
indications, with the exception of CMJ that
difference is minimal (0,04%), recovery of force
after six days was lower for the group treated. A
76
FASCICLE XV ISSN – 1454 – 9832 - 2013
For the same period, in the treated group, pain was
reduced not only because of anti-inflammatory
effect of cryotherapy, but also of the local
anesthetic [10]. Given that the SJ test requires a
greater eccentric muscle contraction, where we
assume that ruptures of Z membranes had a most
significant share due to the isometric component,
we believe that DOMS is more pronounced too,
which explains the lower performance of the
control group at 48 hours. Better SJ values recorded
by the treated group at 48 hours indicates that
immersion into ice-water is a symptomatic therapy
for DOMS. The results may also indicate that the
immersion in ice water is indicated for the shortterm muscle recovery.
immersion and delayed‐onset muscle soreness: A
randomised controlled trial". British Journal of
Sports Medicine 41 (6): 392–397.
4.
Snyder, J. G.; Ambegaonkar, J. P.;
Winchester, J. B.; McBride, J. M.; Andre, M. J.;
Nelson, A. G. (2011). "Efficacy of Cold-Water
Immersion in Treating Delayed Onset Muscle
Soreness in Male Distance Runners". Medicine &
Science in Sports & Exercise 43: 766.
Armstrong, RB (1990 Aug). "Initial
5.
events in exercise-induced muscular injury.".
Medicine and science in sports and exercise 22 (4):
429–35], [Cheung, K; Hume, P; Maxwell, L (2003).
"Delayed onset muscle soreness: treatment
strategies and performance factors." Sports
medicine (Auckland, N.Z.) 33 (2): 145–64.
James
G.
Tidball
Inflammatory
6.
processes in muscle injury and repair, Am J Physiol
Regul Integr Comp Physiol, 288:R345-R353, 2005.
7.
Hervé Pournot, François Bieuzen, Julien
Louis, Jean-Robert Fillard, Etienne Barbiche,
Christophe Hausswirth. Time-Course of Changes in
Inflammatory
Response
after
Whole-Body
Cryotherapy Multi Exposures following Severe
Exercise, PLoS One. 2011; 6(7): e22748,
Dan Nemet, Yoav Meckel, Sheli Bar8.
Sela, Frank Zaldivar, Dan M. Cooper, Alon
Eliakim. Effect of local cold-pack application on
systemic anabolic and inflammatory response to
sprint-interval training: a prospective comparative
trial.Eur J Appl Physiol. 2009 November; 107(4):
411–417.
Henriksen M, Rosager S, Aaboe J,
9.
Graven-Nielsen T, Bliddal H. Experimental knee
pain reduces muscle strength. J Pain. 2011
Apr;12(4):460-7.
10.
Kuwahara RT, Skinner RB. Emla versus
ice as a topical anesthetic. Dermatol Surg. 2001
May;27(5):495-6.
CONCLUSIONS
1. Values of strength evaluation indices showed
statistically significant variations in 48 hours and 6
days respectively compared to the initial
determination, the recovery of force after six days
being lower at treated group.
2. To Squat Jump values recorded at 48 hours were
lower in the control group, possibly because of the
pain caused by a delayed onset muscle soreness
more pronounced.
3. The results show that ice water immersion is a
symptomatic therapy of late-onset muscle soreness,
suitable for short-term muscle recovery.
REFERENCES
Nosaka, Ken (2008). "Muscle Soreness
1.
and Damage and the Repeated-Bout Effect". In
Tiidus, Peter M. Skeletal muscle damage and
repair. Human Kinetics, pag 66.
2.
Connolly, D.A.J., S.P. Sayers, and M.P.
McHugh (2003). Treatment and prevention of
delayed onset muscle soreness. J. Strength Cond.
Res. 17(1):197–208.
Sellwood, K. L.; Brukner, P.; Williams,
3.
D.; Nicol, A.; Hinman, R. (2007). "Icewater
REDUCING SPASTICITY IN CHILDREN WITH CEREBRAL PALSY
USING KINESIO TAPE
Anca IACOB
University”Stefan cel Mare” of Suceava, Romania
Abstract
This paper aims to verify whether Kinesio Tape can help in reducing spasticity in children with cerebral palsy. It
is known that these kinesio tapes were and are successfully used to treat muscle and joint pain among athletes.
This study shows that the efficacy of the kinesio tapes is not limited to this kind of problems.
Keywords:spasticity, cerebral palsy, kinesio tape, neuro-rehabilitation ;
defined as "a pathological non-progressive state and
with an intellectual deficiency often moderate,
subsequent to cerebral injury of the central motors.
INTRODUCTION
General information about cerebral palsy
1.1
In the medical dictionary cerebral motor infirmity is
77
FASCICLE XV ISSN – 1454 – 9832 - 2013
In the book "Physical Therapy in neuropediatrics"
1.2
The bases of Kinesio Taping
Pasztai Zoltan defined cerebral motor infirmity as
application
Kinesio Taping is a rehabilitative, therapeutic
"all neurological manifestations caused by
modality based on the body’s own natural healing
congenital brain lesions (abnormal development
processes. The Kinesio Taping methods exhibits its
during the first trimester of pregnancy) or acquired
efficacy through the activation of the neurological
(produced by a difficult birth or accidental injury in
and circulatory system. Using an elastic tape, it was
first months of life).
discovered that muscles and other tissues could be
In conclusion we can say that cerebral motor
helped by outside assistance.
infirmity or cerebral palsy, as it is called, is a
When a muscle is inflamed, swollen, or stiff due to
chronic disorder of posture and movement caused
fatigue, the space between the skin and muscle is
by a lesion of the central nervous system. Cerebral
compressed, resulting in constriction of the flow of
motor infirmity is part of the clinical picture of
lymphatic fluid. This compression also applies
sequelary
infantile
encephalopathy
and
pressure to the pain receptors beneath the skin,
consequence of damage or abnormal brain
which in turn determines signals to the brain and so
development. The lesion or dysfunction can occur
the person experiences pain. Conventional athletic
during pregnancy, during birth or in the first 2-3
tape is designed to constrict and immobilize the
years of life.
movement of affected muscles and joints. For this
Classification of motor disorders determined
purpose, several layers of tape must be rolled
outlining five clinical forms of motor impairment in
around or over the afflicted area, applying
children with cerebral palsy: spasticity, athetosis,
significant pressure.
rigidity, tremors and ataxia. The most prevalent
In practice, there are four major functions of
form of cerebral palsy is spastic form, which occurs
Kinesio Taping that have been observed: support of
in about 75% of cases.Depending on the location of
the muscle, removal of the congestion to the flow of
spasticity, we meet children with spastic
the body fluids, activation of the endogenous
hemiparesis, paraparesis or tetraparesis.
analgesic system and correction of joint problems.
Spasticity term derives from the Greek "spastikos"
which means traction. "Spasticity is a motor
dysfunction, characterized by a velocity increase in
METHODS AND MATERIALS
The purpose of this paper is to verify whether
tonic stretch reflexes with exaggerated tendon
Kinesio tape can reduce muscle spasticity in
reflexes, resulting from hyperexcitability of the
children with cerebral palsy. The study was made
stretch reflex, as one component of motor neuron
on twelve children with cerebral palsy aged 4 to 8
syndrome" (Lance, 1980).
years.
Spasticity is manifested by resistance to passive
movements of the limbs, which is high in initiating
movement and who succumb to a higher pressure.
Table 1 The forme of cerebral palsy of the subjects
The forme of cerebral palsy
Number of sujects
Spastic Hemiparesis
6
Spastic Tetraparesis
2
Spastic Paraparesis
4
In children with cerebral palsy, spasticity affects the
upper and lower limbs different. On the upper limb
spasticity affects flexor and pronator muscles while
lower limb spasticity occurs on extensor muscles,
especially the triceps surae. To evaluate spasticity
we used the Ashworth scale with 5 levels:
0 - there is no resistance to passive stretching of the
muscle;
1 - minina resistance occurs at the end of passive
stretching of the muscle;
2 - resistance appears halfway of the motion during
passive stretch of the muscle;
3 - resistance is increased throughout the passive
stretch of the muscle;
4 - permanent contracture, the segment being fixed
and passive stretching is not
possible
Table 2 The Evaluation of Spasticity Grade
Spastic Muscles
Spasticity Grade
Number of subjects
Elbow Flexors
3
5
2
3
Forearm Pronators
3
5
2
3
Plantar Flexors
3
9
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FASCICLE XV ISSN – 1454 – 9832 - 2013
2
Kinesio tape was applied at the beginning of each
session of physical therapy on antagonists muscles,
namely: on the upper limbs on the elbow extensors
and the supinator muscles and on the lower limb on
the dorsal flexors of the foot. To obtain reducing
spasticity, I applied the band with a stretch of
approximately 80% on the segment positioned
antagonistic towards spastic muscles. Thus by
Spastic
Muscles
Elbow Flexors
Forearm
Pronators
Plantar Flexors
3
applying the Kinesio tape stretched we help retain
normal posture and combat the appearance of
spasticity. Each subject had at least 10 applications
from initial evaluation to final evaluation.
RESULTS AND DISCUSSIONS
Values obtained from the initial and final tests were
recorded in the table below:
Table 3 Results of the initial and final evaluation
Initial
Final
Spasticity Level
Number of subject
Spasticity Level
Number of subject
3
5
3
1
2
3
2
2
1
4
3
5
2
4
2
3
1
4
3
9
3
2
2
3
2
6
1
4
From the table above we can observe a decrease in
the degree of spasticity almost in all subjects in all
Spastic Muscles
three segments, some subjects getting even a drop
of 2 levels of spasticity.
Table 4 The level of spasticity in percentage
Initial
Final
Elbow Flexors
65,6%
40,6%
Difference (InitialFinal)
25%
Forearm Pronators
65,6%
37,5%
28,1%
Plantar Flexors
68,7%
45,8%
22,9%
The biggest progress we have achieved in the
forearm pronators, with a decrease in the degree of
spasticity of 28.1%, while the smallest
improvement was observed in the plantar flexors
with a decrease of 22.9% of spasticity level.
REFERENCES
Zoltan,
P.
(2004).
Kinetoterapia
in
Neuropediatrie.Editura Arionda, 83-99
Onose, G., Padure, L.(2008). Compendiu de
Neuroreabilitare. Bucuresti, Editura Universitara
Carol Davila, 392
Lance, JW (1980). Symposium Synopsis in Feldman
RG, Young RR, Koella WP: Spasticity: Disordered
Motor Control. Chicago
Miroiu, R. (2005). Kinetoterapia in Afectiunile
Neurologice. Bucuresti. Editura Universitatii
Nationale de Aparare, 23, 148-153
Kase, K., Wallis, J., Kase, T. (2003). Clinical
Therapeutic Applications of the Kinesio Taping
Method. Tokyo, Japan. Ken Ikai Co.
Kase, K. (2003).
Illustrated Kinesio Taping.
Fourth Edition. New Mexico. Ken Ikai Co.
CONCLUSIONS
After applying Kinesio tape we obtained a
significant reduction of muscle spasticity in
children with cerebral palsy. By decreasing the
degree of muscle spasticity, the physical therapy
program subsequently applied may have a higher
efficiency. Also Kinesio tape applied in stretched
form on antagonistic musculature to spastic muscles
can help fight the vicious postures of the segments
due to spasticity and even muscle retractions.
CONTRIBUTION REGARDING SPEED DEVELOPMENT ON
CHILDREN AGED BETWEEN 12-14 YEARS
79
FASCICLE XV ISSN – 1454 – 9832 - 2013
Ileana JURAVLE, Mărioara SALUP
University ‘’Stefan cel Mare’’ of Suceava, Romania
Abstract
The purpose of this paper is the application of athletics methods and resources in order to develop speed motor
ability of children aged between 12-14 years old. At this age, prepubertal age, the rate of psycho-physiological
and physical development intensifies, influencing motor skills development also. Through specific methods and
athletics resources we wanted to know in what extent the speed development (response speed, execution speed
and repetition speed) can be influenced at this age. The methods that are included in this study are: disability
method, repetition method, competition method, exercises method, etc. Obtained results confirmed that the
chosen resources and methods have helped speed development for children from the experimental group
compared with the results obtained from those from the control group.
Keywords: speed, prepubertal age, trening methods, athletics;
INTRODUCTION
education of speed motor quality. Thus, by
Organized practice of physical exercises has a
applying athletics specific methods we wanted to
positive role on children’s body development and
know to what extent speed can be developed. The
growth. The transition period from childhood to
proposed methods for speed development are:
adolescence is complicated not only from the
repetition method, disability method, walking
psychological point of view but also in terms of
exercise method, relay race method, games method
physical development.
and competitive method. Repetition method
The motor skills development during this period is
represents execution of a mechanical work with
very important for those who practice sports
submaximal, maximal and supramaximal intensity.
regularly but also for those who practice exercise
Disability method is based on the use of a handicap
only in physical education classes in school.
in advance regarding the start of a speed exercise.
Motor qualities are defined by T. Ardelean as
Walking exercise method involves cover a
essential attributes of muscle activity expressed
distances in speed, preceded by a moose walking.
through motor acts that are conditioned by the
Component subjects of the experimental group and
structure and functional capabilities of different
the control group were applied a number of tests
human body systems which are influenced by
that have established speed development level. In
mental processes and capabilities (Ardelean T.,
the experimental and control groups took part a
1983).
total of 30 children. Applied tests were: 50m flat,
Speed is a motor quality that can be developed less;
”Naveta” 4x10m test, 93639 test, Agility test 20m,
it is considered the ability to practice an action in a
tapping test and Adams test. Those tests evaluated
short time (RaŃă, G., RaŃă, BC, 2006).
speed reaction, traveling speed, execution speed
Athletics greatly influence the development of
and repetition speed.
body, as it is characterized by a variety of available
In this study, all subjects participated to the initial
ways, particularly attractive and natural (Dragnea
testing and final testing. Subjects from the
A. 1996). This type of sport can be practice on an
experimental group followed a training program
early age, being included in the curriculum from
that lasted 6 weeks. The training program aimed to
first grade (Duck, G., Ababei, C., 2003).
develop reaction speed and traveling speed,
execution and repetition speed through specific
methods of athletics. For speed developing we
Assessment of the role and place of physical
chose different methods that includes: speed relay
education and sport in contemporary society can be
race that require immediately reaction attention,
made only if we take into account that exercises
starts from different positions on different signals,
have been a continuous presence in people lives in
various jumps, dynamic balance exercises or games
appropriate forms. Sports practice in various ways
and performing sports. All these methods were
is known for thousands of years. The purpose of
chosen according to subject’s age, were learned and
this paper is to determine whether the application of
perfected correctly under optimum conditions, etc.
athletics specific methods lead to the development
of speed motor quality of children aged between
RESULTS AND CONCLUSION
12-14 years old.
The obtained results by the subjects from the
We started from the hypothesis that at this age the
experimental group and the control group were
human organism undergoes a sensitive period of
statistically processed and graphical interpreted.
development both in the physically and mentally
Also, we presented some subjects anthropometric
point of view, which has important implications for
data of both groups.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
CONTROL GROUP
EXPERIMENTAL GROUP
Table 1. Antropometrical data representation of experimental and control children groups
Nr.
Body hight
Body mass
Body hight
Body mass
Name
Nr. Crt. Name
Crt.
(cm)
(kg)
(cm)
(kg)
1.
D.M.
148
45
1.
V.A.
160
51
2.
B.G.
153
47
2.
C.E.
149
39
3.
T.A.
161
49
3.
I.N.
154
47
4.
D.E.
142
40
4.
V.L.
161
51
5.
U.R.
158
50
5.
C.S.
153
46
6.
O.I.
161
57
6.
T.A.
165
55
7.
H.L.
154
48
7.
J.M.
146
49
8.
E.E.
158
55
8.
V.S.
159
47
9.
S.C.
149
40
9.
B.B.
147
40
10.
E.T.
151
43
10.
M.E.
155
51
11.
U.G.
157
44
11.
A.O.
142
39
12.
C.C.
148
42
12.
G.M.
150
46
13.
N.E.
153
47
13.
P.G.
158
51
14.
H.O.
159
50
14.
B.C.
145
45
15.
L.D.
147
45
15.
S.A.
156
57
Below table show the values obtained on the six
tests by children from the experimental group
compared to the average of the values obtained by
children from the control group for the first and
final testing.
Table 2. Average values representation obtained by experimental and control groups on the 6 tests
Group
50m flat
„Naveta” test
93639 test
Agility test
Tapping test
Adams test
(sec)
4x10m (sec)
(sec)
20m (sec)
(rep)
(rep)
Average
T.I. T.F. T.I.
T.F.
T.I.
T.F.
T.I.
T.F.
T.I.
T.F.
T.I.
T.F.
Experimental
8,74 7,31 19,4 18,35 9,23 8,61
3,57
3,10 41,5
48,9
28,1
32,5
group
3
Control group 8,95 8,89 21,1 21,06 9,32 9,28
3,67
3,58 39,3
40,5
24,3
24,9
9
Initial testing
Final testing
8
20
6
15
Time [sec]
Time [sec]
Initial testing
Final testing
4
2
0
Experimental group
10
5
0
Control group
Experimental group
a) 50m flat
Control group
b) „Naveta” test
Initial testing
Final testing
Initial testing
Final testing
10
3,0
6
2,5
Time [sec]
Time [sec]
3,5
8
4
2
2,0
1,5
1,0
0,5
0
0,0
Experimental group
Control group
Experimental group
c) 93639 test
Control group
d) Agility test
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Initial testing
Final testing
50
30
Repetition number
Repetition number
Initial testing
Final testing
35
40
30
20
10
0
25
20
15
10
5
0
Experimental group
Control group
Experimental group
Control group
e) Tapping test
f) Adams test
Figure 1. Graphical representation for the tests performed both, for experimental and control groups
Above graphics show that on the 6 tests the results
obtained by the experimental group were higher
than the results obtained by the control group.
Children from the experimental group showed an
improvement of speed development motor skill.
Table 3. Evolution of the obtained results representation of subjects for the 6 tests
„Naveta”
93639 test Agility test
Tapping
Adams test
Group/Tests
50m flat(s) test 4x10m
(s)
20m (s)
test (rep.)
(rep)
(s)
Experimental
16,36%
5,55%
6,71%
13,16%
17,83%
15,65%
group
Control group
0,67%
0,09%
0,42%
2,45%
3,05%
2,46%
Experimental group
Control group
Evolution (%)
18
16
14
12
10
8
6
4
2
0
t
es
st
am st
Ad g te
pin
p
Ta est
t
ility
t
Ag
s
e
9t
63
t
93
te s
a"
vet
" Na
50m
flat
Figure 2. Graphical representation of average evolution for experimental and control groups on the 6 tests
Table 3 shows the subjects evolution on the speed
development where we can observe that those who
took part of the experimental group had a much
higher level than those from the control group. The
difference between the two groups was 11.02%.
The subjects of the experimental group achieved an
average of 12.54% improvement for the 6 samples
and the control group fared just 1.52%.
REFERENCES
Ardelean, T., Tatu. C., Alexandrescu D.C. (1983).
Atletism. Editura Didactică şi Pedagogică.
Bucureşti
Dragnea.A. (1996). Antrenament sportiv. Editura
Didactică şi Pedagogică. Bucureşti
RaŃă.G, RaŃă. B.C. (2006). Aptitudinile în
activitatea motrica. Editura EduSoft. Bacau
Ababei.C. RaŃă.G. (2003). Predarea atletismului în
şcoală.
Editura
Alma
Mater.
Bacău
PHYSICAL METHODS APPLIED IN THE REHABILITATION OF
ISCHEMIC HEART DISEASE
82
FASCICLE XV ISSN – 1454 – 9832 - 2013
Ileana JURAVLE
University Stefan cel Mare of Suceava, Romania
Abstract
This study highlights the importance of physical exercise and physiotherapy recovery methods in the
rehabilitation of patients with ischemic heart disease. Physic and physical therapeutics methods are the most
important and efficient methods used in normalizing cardiovascular and metabolic parameters for such category
of people. Nowadays, more and more people are diagnosed with cardiovascular disease which has major effect
over the entire society.
Keywords: ischemic cardiopathy, atherosclerosis, risk factors, physiotherapy, rehabilitation
Every 10 minutes, a Romanian dies from heart
disease. Romania is placed third in the worldwide
in terms of number of deaths from cardiovascular
disease, one of three Romanian die because of it.
These involve disorders of the heart muscle, heart
blood vessels and arterial and venous system
(WHO).
Ischemic cardiomyopathy affects the arteries that
feed the heart - the coronary arteries - which
reduces their size, resulting in the decrease of blood
supplying the heart muscle - the myocardium released thus unable to meet demand for oxygen,
fatty acids, glucose.
The phenomenon of reducing blood flow through
the coronary arteries was appointed in medical term
as ischemia. Cardiac changes caused by ischemia
are designated by the term cardiomyopathy (Mark
V., M. Dan, 2006).
INTRODUCTION
Cardiovascular disease is a major public health
problem in most countries and is one of the leading
causes of disability, morbidity and mortality.
According to the World Health Organization
(WHO) ischemic cardiopathy is responsible for
48% of deaths worldwide, which means that about
17 million people die annually because of this
disease. Every two seconds a death occurs as a
result of this condition, every five seconds occurs a
heart attack, and every 6 seconds occurs a stroke.
Regarding our country, this medical condition
makes many more victims in each year. According
to WHO, in Romania 61% of all deaths are caused
by ischemic cardiopathy, compared with 37% in the
EU and 53% in countries that recently joined the
EU.
Figure 1. A. Longitudinal section through an artery showing the time evolution of a normal artery (1), the plaque
that causes clinical manifestations by thrombosis and stenosis (5, 6, 7); B. Artery cross section by highlighting
the time evolution of atherosclerosis
Main risk factors involve poor nutrition, physical
inactivity, smoking, obesity, stress, and heredity
(Juravle I., 2009). The most frequent cause of
ischemic cardiopathy is atherosclerosis leading to
significant coronary lumen narrowing (G. spyglass,
2006). Dr. Oprian and his collaborators have shown
that 90-95% of cases of ischemic cardiomyopathy
were the main cause of atherosclerosis (Oprian O.
et al., 2005).
Thus we can say that in modern society, lack of
exercise, overuse the nervous system, toxic
substance abuse (nicotine, caffeine, alcohol) are
risk factors for human health.
83
FASCICLE XV ISSN – 1454 – 9832 - 2013
a) normal coronary arteries
b) coronary artery ischemia
Figure 2. Coronary angiography
The purpose of this study is to demonstrate the
importance of physical exercise and physiotherapy
recovery methods in relieving symptoms in patients
suffering from ischemic cardiopathy.
Considering the data collected in the initial and
final testing, this study mainly aims to highlight the
progress of the subjects included in the experiment.
As research hypotheses we intend to demonstrate
the importance of physical recovery methods and
physiotherapy for rehabilitation and socio-cultural
reintegration of patients with ischemic cardiopathy.
Also, we intend to find out if tolerated treatment
regimen for patients improves their clinical
symptoms.
In this study we included a total of 10 subjects with
similar collateral symptoms and diseases. Average
age of the subjects is 53 years, 7 were male and 3
female.
Functional recovery work took place in the
treatment resort of Vatra Dornei and lasted three
months, from early August to late October 2012.
massage) and physiotherapy (carbonated baths,
mofettes, galvanic current, and magnetodiaflux).
Rehabilitation program was conducted 4 times a
week, aiming each time completing of it in normal
conditions, with close monitoring of blood pressure
and pulse. This was accomplished in three main
stages.
Phase 1 was conducted in the morning and consists
of physiotherapy: carbonated baths, galvanic
currents, magnetodiaflux and mofettes. These
procedures were applied with 30-minute break
between them.
Stage 2 and Stage 3 were performed in the
afternoon and were made in a program of physical
therapy and neuro relaxation techniques.
Physiotherapy program included the mobilization
of passive and active mobilization and active
resistance of the main muscle groups, exercises,
walking, cycling the ergometer bicycle, and
breathing exercises.
Neuro relaxation techniques included: deep
breathing, progressive muscle relaxation and
autogenic training.
The methods included in this study are: scientific
studies performed until today, teaching observation,
testing and graphical methods.
In the recovery program we have included and
specific methods of physical therapy (passive and
active mobilization, active to resistance, ergometer
bicycle working, relaxation techniques, and
RESULTS AND DISCUSSION
Subjects selected for this study have increased
exercise capacity, improved cardiovascular
parameters and health by applying physic and
physical therapeutics methods.
Table 1. Presentation of the hemodynamic and metabolic parameters values for initial testing
Name
BP – blood
HR – heart
Cholester
Glycaemia Triglyceride
pressure
rate
ol LDLSurnam Sex
mg/dl
s mg/dl
(mmHg)
nr/min
mg/dl
e
at rest
150/100
92
253
100
200
C.V.
M
after effort
170/110
130
at rest
160/100
87
230
78
167
J.L.G.
F
after effort
178/115
128
at rest
160/95
91
220
95
180
J.V.
M
after effort
175/110
137
at rest
165/98
79
242
100
195
D.S.
M
after effort
180/105
126
at rest
156/70
93
217
103
300
G.D.
M
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FASCICLE XV ISSN – 1454 – 9832 - 2013
P.V.
M
D.M.
F
P.A.
M
L.F.
F
G.P.
M
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
172/82
150/74
168/86
164/79
177/87
159/72
170/84
148/80
160/100
150/60
170/84
135
82
115
76
131
85
140
87
129
62
118
229
92
274
201
89
387
196
120
298
189
83
306
207
97
392
Table 2. Presentation of the hemodynamic and metabolic parameters values for final testing
BP – blood
HR – heart Cholestero
Glycaemia Triglyceride
Name
Sex
pressure
rate
l LDLmg/dl
s mg/dl
(mmHg)
nr/min
mg/dl
Surname
at rest
126/66
74
194
95
182
C.V.
M
after effort
140/78
110
at rest
122/70
71
186
72
154
J.L.G.
F
after effort
138/80
115
at rest
132/74
82
198
86
169
J.V.
M
after effort
144/90
121
at rest
136/68
70
200
90
173
D.S.
M
after effort
160/72
120
at rest
124/66
84
187
89
240
G.D.
M
after effort
148/73
119
at rest
118/74
72
193
82
221
P.V.
M
after effort
138/68
100
at rest
134/54
68
182
75
205
D.M.
F
after effort
158/72
110
at rest
136/66
75
160
99
224
P.A.
M
after effort
154/78
126
at rest
110/68
78
169
68
252
L.F.
F
after effort
148/76
117
at rest
134/72
50
180
81
260
G.P.
M
after effort
158/78
108
Graphical
representation
of
cardiovascular
parameters, blood pressure (Figure 3) of subjects
shows the progress in terms of cardiovascular
adaptation to the physical effort. Representation is
made from the initial and final testing. Final testing
has decreased in value, which means that the
normal blood pressure was restored before exercise
and after exercise.
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
S1
S2
S3
S4
S5
S6
S7
S8
S9
at rest
after effort
at rest
after effort
200
180
160
140
120
100
80
60
40
20
0
at rest
after effort
mmHg
Blood presure - Initial test
S10
Figure 3. Graphic representation of blood pressure on the initial test
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Blood presure - final test
180
160
140
mmHg
120
100
80
60
40
20
at rest
after effor
t
at rest
after effo
rt
at rest
after effor
t
at rest
after effo
rt
at rest
after effor
t
at rest
after effo
rt
at rest
after effor
t
at rest
after effo
rt
S1
S2
S3
S4
S5
S6
S7
S8
S9
at rest
after effor
t
at rest
after effo
rt
0
S10
Figure 4. Graphic representation of blood pressure on the final test
The graphical representation of heart rate values
shows that after final testing the heart blood
circulation has improved (Figure 4). It pumps blood
more economical, influencing the overall condition
of
the
body.
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
S1
S2
S3
S4
S5
S6
S7
S8
S9
at rest
after effort
at rest
after effort
nr/min
Heart rate - initial test
160
140
120
100
80
60
40
20
0
S10
Figure 5. Graphical representation of heart rate on the initial test
Heart rate - final test
140
120
nr/min
100
80
60
40
20
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
at rest
after effort
S1
S2
S3
S4
S5
S6
S7
S8
S9
at rest
after effort
at rest
after effort
0
S10
Figure 6. Graphical representation of heart rate on the final test
Graphical representation of metabolic values
(glycaemia, cholesterol and triglycerides) shows
that, after the rehabilitation program their value
decreased, thus influencing positively the overall
condition of the subjects.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
LDL Cholesterol
300
mg/dl
250
200
Testare
Initialiniţială
Test
150
Final finală
Test
Testare
100
50
0
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
Figure 7. Graphic representation of metabolic values: cholesterol
Triglycerides
400
350
mg/dl
300
250
200
Testare
Initialiniţială
Test
150
Final finală
Test
Testare
100
50
0
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
Figure 8. Graphic representation of metabolic values: triglycerides
Glycaemia
120
100
mg/dl
80
60
Testare
i niţială
Initial
Test
40
Finalfinală
Test
Testare
20
0
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
Figure 9. Graphic representation of metabolic values: glycaemia
terms of cholesterol, about 13% in terms of
glycaemia and triglycerides by about 23%.
The proposed method has succeeded in restoring
normal value of blood pressure and heart rate, and
also for glucose, cholesterol and triglycerides.
Patients with ischemic cardiopathy had first interest
to cooperate with the therapist. They have improved
psycho-emotional tonus.
Rehabilitation specialists in cardiovascular patients,
from experiments made recommendations for
patients:
CONCLUSION
Following the studies performed, it was found that
the methods used in the rehabilitation program for
patients with chronic ischemic cardiopathy have a
favourable impact on cardiovascular and metabolic
parameters. Thus, the blood pressure before
exercise of patients improved by approximately
18% and after exercise by 13% for the final testing.
Also, the heart rate before exercise improved on
average by approximately 13% and approximately
11% after exercise.
Values of the metabolic parameters decreased,
which means their normalization by about 15% in
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FASCICLE XV ISSN – 1454 – 9832 - 2013
To try and other methods of cardiovascular
rehabilitation: mud baths, reflexology, aerosols, spa
treatment etc.
To maintain normal weight or be concerned to
normalize it, because excess weight affects the
entire body, including the cardiovascular system.
"Ştefan cel Mare" University, Editura UniversităŃii,
Nr. 5, pag 68
Marcu V, Dan M. Kinetoterapie, Editura
2.
UniversităŃii din Oradea, Oradea, 2006
3.
Ocheană G. Rolul kinetoterapiei în
recuperarea bolnavilor cardiaci, Editura On,
Oradea, 2006
Oprian O. şi colab., Progrese şi tendinŃe
4.
noi în cardiologia modernă, Editura Medicală,
Bucureşti 2005
OrganizaŃia Mondială a SănătăŃii (World
5.
Health Organization ) - http://www.who.int/en/
REFERENCES
Juravle I., Bîlha C., Implication of
1.
physical therapy regarding cardiovascular and
metabolic parameters improving for patients with
chronic coronary heart disease, The Annals of the
DESIGNING ORGANIZATIONAL EFFECTIVENESS MODEL OF
SELECTED IRAQ’S SPORTING FEDERATIONS BASED ON
COMPETING VALUES FRAMEWORK
Ibrahim AKO1, Mehrali HAMATINEGHAD1, Rahim RAMEZANINEGHAD1, Hossein
EYDI2
1
2
Guilan University, Rasht, Iran
Razi University, Kermanshah, Iran
Abstract
The aim of the present study was designing model of organizational effectiveness of selected Iraq’s sport
federations based on competing values framework. Statistical society of present study included 221 subjects
ranging from chairmen, expert staffs, national adolescent athletes, and national referees. 180 subjects (81.4
percent) answered standard questionnaire of Eydi et al (2011) with five Likert values scale. Content and face
validity of this tool was confirmed by 12 academic professors and its reliability was validated by Cronbach’s
alpha (r=0.97). LISREL software version 8.50 was used for path analyzing and modeling, and confirmatory
factor analysis was used to confirm the model and relationships between factors. Results of Structural Equation
Model (SEM) based on path analysis method showed that factors of expert human resources (0.88),
organizational interaction (0.88), productivity (0.87), employees’ cohesion (0.84), planning (0.84),
organizational stability (0.81), flexibility (0.78), and organizational resources (0.74) had the most effects on
organizational effectiveness. On the other hand, findings of factor analysis showed that patterns of internal
procedures (interaction and organizational stability) and rational goals (planning and productivity) were main
patterns of competing values framework and determinants of organizational effectiveness of Iraq’s selected sport
federations. Moreover, federations of football, track and field, weightlifting, and basketball had the highest mean
of organizational effectiveness, respectively. Hence, Iraq sport federations mainly focused on organizational
control, and internal attention as index of OE.
Keywords: Organizational effectiveness, Organizational control, internal attention, internal processes, rational
goals model, sporting federations
challenging issue among profit and non-profit
organizations and there is no general description
due to lack of agreement regarding organizational
effectiveness (Cameron, 1981).
Different viewpoints exist considering concept of
organizational effectiveness. One of these
viewpoints regards effectiveness as a scale or extent
by which an organization achieves its goals. The
other one views organizational effectiveness as a
measure of achieving short and long term goals
considering
expectations
of
beneficiaries,
appraisers, and organizational living stage
(Robbins, 1998). In past decades, each of these
INTRODUCTION
Organizational effectiveness is one of research
topics in organizations for more than several
decades and all of them are trying to reach
structural effectiveness and change their procedures
(chelladuray & Madella, 2006). However,
experimental studies have not yet achieved a
general
theory
regarding
organizational
effectiveness, even though the construct of
effectiveness is widely studied in organizational
literature and among researchers it is considered as
main subject in organizational analysis (Goodmann
& Pennings, 1980). Construct of effectiveness is a
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descriptions
challenged
the
construct
of
organizational effectiveness. For instance, Barnard
(1938), Yuchtman and Seashore (1967), Price
(1968), Pfefer and Salansick (1978), Campbell
(1977), Martz (2008) quoting from Nadler and
Yuchtman (1980) suggested that an effective
organization is one that shows a large degree of
appropriateness and adaptability or compromise
between its elements.
Various models have been presented to measure
organizational effectiveness. In spite of more than
60 years of performing investigations in this field,
there are still fundamental challenges in measuring
effectiveness of organizations and also multidimensions and complexity in sport makes this
measurement even more difficult (Baruh &
Ramalho, 2006; Cameron, 1981). Perceiving
organizational effectiveness needs understanding
several models because usually none of these
models are applicable separately. Thus, the sole
way to perceive the construct of effectiveness is to
understand relative relationship between different
models and that how these models are interrelated.
Daft (1998) has divided various approaches of
studying effectiveness to two main approaches of
conservative (3 methods) and modern (2 methods)
(Daft, 1998).
The most dominant and primary approach that was
used to define and assess effectiveness was an
approach based on goal attainment. This approach
views organization’s goods and services as outputs.
Chelladurai, Seziscelo and Hegerti (1987) following this approach- used index of medal
acquisition and victories in international
competitions in order to determine sporting
organizations’ effectiveness. Nevertheless, they
suggested that the approach of goal attainment may
be useful to assess only effectiveness of
professional and elite sporting organizations and
programs and may not work for mass sports’
programs. On the other hand, success can be
measured by progress in sporting competitions.
Second approach is based upon resource attraction
or system theory (Yuchtman and Seashore 1967).
According
to this theory,
organizational
effectiveness involves the ability of an organization
to obtain resources in order to ensure viability.
Attracting required resources and maintaining a
harmonious relationship with the environment is
main issue of the system theory (Balduck &
Baleens, 2009; Scott, 1997). However, this
approach is able to measure some of inputs and
outputs but this does not necessarily mean
measurement of effectiveness. For instance, Frisby
(1986) by combining the goal approach with
systems resource approach tried to investigate that
if highly successful Canadian federations in
attracting scarce financial resources were also
successful in achieving high performance-related
objectives. His findings showed that only one of
goal approach indices (ranking effectiveness
criteria) has significant and positive relationship
with one of system resource approach indices (total
budget). This indicates that capable organizations in
acquiring scarce financial resources are also able in
achieving high performance-related objectives
(Frisby, 1986). Koski (1995) examined Finnish
sporting federations using system resource
approach and indicated that five measures of
resources
attraction
capability,
internal
environment, internal procedure productivity,
codifying real goals, and general levels of activities
can be considered as measures of sporting
federations’ effectiveness. By classifying people as
resources, Koski found out that number of
organization’s staffs has important effect on other
areas (Koski, 1995).
Third approach is based on internal procedure of
organization. This approach has changed
viewpoints related to effectiveness. It caused that
dynamism among organization’s staffs become the
most important measure of effectiveness in an
organization which involves measures such as
honesty, integrated systems, and good performance.
In this approach, effectiveness means healthy
resources and organization’s productivity. An
efficient organization has an integrated, smooth,
and harmonious internal procedure in which staffs
and members feel satisfaction. Organizational
effectiveness in this approach means organization’s
ability to perform tasks such as decision making,
planning, and budgeting and so on. This approach
assumes that organizational effectiveness is the
result of management procedures’ development in
determining and choosing organization’s goals and
the way to achieve these goals (Daft, 1998).
Chelladurai, Seziscelo and Hegerti (1987) also
investigated the effectiveness of Canadian sporting
federations in accordance with resource acquisition.
This study includes main areas in mass and elite
sport within input-throughout-output cycle and also
six dimensions of effectiveness (i.e. input-mass,
input-elite, throughout mass, throughout-elite,
output-mass, and output-elite). Although scientific
or experimental results of this study did not
completely support theoretical framework of
effectiveness in sporting federations, it was
considered as an invaluable attempt to better
understand the operations of Canadian sporting
federations.
The emphasis on human resources is fourth
approach that is recognized as the strategic
constituencies approach. In the strategic
constituencies approach, an organization is
regarded effective when the organization complies
with requirements of internal and external
environment’s factors, especially internal and
external strategic constituencies in order to enjoy
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FASCICLE XV ISSN – 1454 – 9832 - 2013
their support. This approach is supposed as an
alternative for goal attainment, system resource,
and internal procedure approaches (Balduck &
Baleens, 2009; Zammuto, 1984). The advantage of
this method is that by the time of its
implementation there would be a wide attention to
organization’s effectiveness and internal and
environmental factors would be evaluated. The
strategic constituencies approach involves owners,
fans,
athletes,
society,
Medias,
national
communities and sponsors. Numerous studies have
been conducted in sport area using this approach. In
this regard, Vail (1985) attempted to examine the
importance of 6 prominent variable of
organizational effectiveness (i.e. adaptability,
communications, financial resources, organizational
development, human resources, and organizational
planning) from viewpoint of different parts of
Canada’s sporting federations. He suggested that all
measures
are
important
in
determining
organizational effectiveness as stated by sporting
managers, governmental organizations, coaches,
and financial sponsors.
Papadimitriou and Taylor (2000) examined the
effectiveness of Greece’s sporting federations. They
have used constituencies’ satisfaction approach as
their research model and viewpoints of 6 groups of
organization’s constituencies (board of directors,
professional staffs, national coaches, elite athletes,
international referees, and scientific counselors)
regarding federations’ effectiveness were measured
using 33-question questionnaire of effectiveness.
Five factors of organizational effectiveness
including external communications, interest in
athletes, internal procedures, long-term planning,
and sports science support were introduced in factor
analysis which have formed multidimensional
feature of effectiveness construct. Also, results of
ANOVA test showed that athletes, coaches, and
scientific counselors of federations had the least
satisfaction among other groups, while international
referees and board of directors had the most
satisfaction.
Despite weaknesses and strengths of aforesaid
approaches in sporting organizations (Narayanan &
Nath, 1993; Price, 1972), competing values
approach is one of multidimensional and multifold
organizational effectiveness approaches that
involve
strategic
constituencies
approach.
According to this approach, there are reciprocal,
multifold and different values within organizations
each of which are observable and measurable in
different parts of sporting organizations (Shilbury
& Moore, 2006). Thus, using this kind of approach
seems appropriate in sport field (Balser &
McClusky, 2005). Competing values approach of
Quinn and Rohrbaugh (1981) was presented in
order to assess organizational effectiveness.
Campbell et al (1974) introduced a list of 39
measures which encompassed comprehensive
collection of appropriate ones for evaluation of
organizational effectiveness. Quinn and Rohrbaugh
(1981) analyzed this list and by identifying patterns
and frameworks dominating these patterns tried to
present suitable classification of those measures.
Quinn and Rohrbaugh (1983) introduced a
multidimensional scale in order to identify
dimensions of basic values in which concept of
organizational effectiveness have been implanted.
The result of this investigation led to introduction
of 3-dimensional approach of organizational
effectiveness which includes 3-dimensional values
continua encompassing flexibility-control, internal
focus-external focus, means, and ends. The name –
competing values approach- was chosen because of
paradoxical organizational values in this approach
(figure 1). This framework is in fact representative
of the paradox that exists within organization and
management,
because
organizations
are
concomitantly trying to achieve different criteria
(Quinn & Spreitzer, 1991). Quinn and Rohrbaugh
(1983) also confirmed the existing paradox in this
approach. Above this, it is probable that an
organization has both fixed and flexible structure
and also by having satisfied staffs, it may be
efficient. On the other hand, competing values
approach is a road map for organizations to find
growth opportunities for themselves (Quinn &
Rohrbaugh, 1983). According to this approach, 4
approaches of open, rational goals, internal
procedures, and human relationships exist within 8
factors of flexibility, organizational resources,
planning, productivity, organizational interaction,
stability, employees’ integration, and experts that
by examining organizational effectiveness via this
approach, the success in achieving determined goals
could be predicted.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Tregunno et al (2005) investigated the performance
of Canada’s emergency parts using this approach.
Their findings showed that assessing performance
of one group of constituencies leads to imbalance
between other groups. So considering demands and
viewpoints of all constituencies may result in
performance improvement within Canada’s
emergency parts. Other studies used competing
values approach include Heathcoat (1998)
(organizational effectiveness in youth clubs) and
Panayiotopoulos and Papalexandris (2004) (human
resources
and
organizational
performance
management in Greece) concluded that human
resources has high correlation with organizational
performance.
In sport area, Shilbury and Moore (2006) examined
Australia’s sporting organizational effectiveness
using competing values approach. They have used
semi-structured interviews in order to investigate
and recognizing the dimensions of competing
values pattern, and experts’ opinions in order to
pilot testing. Characteristics of reliability and
validity regarding criteria of competing values
approach using structural equations model indicated
that rational goals approach is a prominent and
dominant aspect of organizational effectiveness in
competing values approach.
Rojas (2000) reviewed the most important
approaches
of
non-profit
organizational
effectiveness and showed that competing values
approach is the most appropriate one to assess this
kind of organizational effectiveness such as
sporting organizations. Balduck (2009) examined
Belgium’s Sport clubs’ effectiveness via competing
values approach and indicated that dimensions of
constituencies’ satisfaction, competing goals
attainment, athlete attraction, elite coaches, and
organizational communications and information are
predictors of effectiveness within Belgium’s
sporting clubs. In addition, findings of Walton and
Dawsons (2001) showed that different people have
different viewpoints regarding this issue. Thus,
when using Quinn and Rohrbaugh’s (1983)
competing values approach in order to measure
effectiveness within non-profit organizations such
as federations, utmost caution should be provided.
Eydi et al (2011) investigated effectiveness pattern
of Iran’s selected sporting federations based on
competing values framework. Their statistical
society included Iran’s selected sporting federations
and their statistical sample involved (board of
directors, expert staffs, referees, athletes, and
adolescent coaches) 6 selected team and individual
sport federations of basketball, volleyball, handball,
weightlifting, wrestling, and taekwondo. Via
detective factor analysis, Researchers identified 62
questions within 4 approaches of rational goals,
open systems, internal procedures, human
relationships, and 8 sub scales of flexibility,
planning, productivity, organizational resources,
organizational
sustainability,
information
accessibility, employees’ integration, and expert
staffs. The results showed that factors of
productivity,
organizational
resources,
organizational sustainability, planning, flexibility,
organizational interaction, employees’ integration,
and expert staffs had the most effect on the
effectiveness of Iran’s selected sporting federations,
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FASCICLE XV ISSN – 1454 – 9832 - 2013
respectively. On the other hand, findings of
confirmatory factor analysis indicated that rational
goals approach (productivity, planning) was the
major framework for important and determinant
values of organizational effectiveness in six of
Iran’s selected sporting federations (Eydi et al,
2011).
In general, competing values approach was selected
as theoretical framework for the present study due
to its multi-dimensions and coverage of other
approaches within itself. This approach is formed
by 4 approaches of open systems, rational goals,
internal procedures, and human relationships, and 8
factors of flexibility, resources, planning,
productivity,
organizational
interaction,
sustainability, expert staffs, and employees’
integration (Rojas, 2006; Slak & Parent, 2006).
Regarding dimensions and applications of
competing values approach, it seems that the
effectiveness of Iraq’s sporting federation and their
focus can be measured by utilizing this approach. In
the present study, competing values approach was
identified as appropriate theoretical basis because
of its capability in combination of major theoretical
approaches of effectiveness.
Popular sports in Iraq include football and
basketball as team sports, and weightlifting and
track and field as individual sports. The country
could achieve remarkable success in international
levels in these sports. For instance, reaching 1986
soccer world cup games, 4 times Olympic
attendance, and achieving football’s 4th title in
Athens’ 2004 Olympic games, championship in
Asia’s national cup games in 2007, 2nd title in west
Asia’s male basketball games in 2010, 2nd title in
west Asia’s female basketball games in 2010, 2nd
title in track and field in Guang jo’s Asian games in
2011, and two championships in Asia’s
weightlifting in recent years. Furthermore, sporting
organizations are among the most and the widest
organizations that their aim is developing mass and
individual sports. Because organizations act in
turbulent
settings,
measurement
of
their
effectiveness is vital. So the objective of the present
study is designing organizational effectiveness
approach of selected Iraq’s sport federations based
on Competing Values Approach.
coaches of adult national team and referees), two
selected federations of collective sport (football
and basketball) and two selected federations of
singular sports (track and field and weightlifting).
Generally, 221 questionnaires distributed which
180 one of them was analyzed at the end.
In this survey we used Quinn and Rohrbaugh
(1983) CVF model for studying organizational
effectiveness of Iraq sporting federations in four
quadrant of human relations model, Internal
process, rational-goal model, open systems model
and eight sub factors of Flexibility, Resources,
Planning, Productivity, organizational interaction,
Stability, worked force cohesion and worked force
expert. Due to the lack of related questionnaire to
survey’s subject-because the questionnaire had been
used for selected federations of Iraq- we translated
the questions into Arabic and Kurdish. For
approving the structure and content, we distributed
the questionnaire to 12 educational training
professors and psychologists and 20 of people of
board members, mangers, professional staff, trainer,
athletes and professional referees who are working
in professional leagues of Iraq. They suggested
their professional ideas about questions,
questionnaire’s content, the relationship between
questions with choices and the conformity of
questions with survey’s objectives which
culminated in setting and affirmation of the final
questionnaire.
By using the Cronbach’s alpha these rates were
achieved internal stability and reliability of
questionnaire r=0.97, Flexibility r=0.80, Resources
r=0.81, Planning 0.83, Productivity r=0.89,
organizational interaction 0.86, Stability =0.86,
worked force cohesion r=86, worked force expert
r=0.87, the questionnaire was the type of 5 point
Likert by using 1 for “totally disagree”, 2 for
“disagree”, 3 “no idea”, 4 for “agree”, 5 for “totally
agree”.
We used descriptive statistic methods for studying
demographic properties and for distinguishing the
extent of importance of variables. We also
exploited “Kolmogorov-Smirnov test” for testing
the normality of data distribution. For access
analyzing, modeling, conformity analyzing for
affirmation of model property and relationships
among agents, we also used the “Lisrel software
version 8.50”.
Structural equation modeling is a general approach
for testing the hypotheses about hidden and
witnessed relationships of variables which
sometimes is called covariance structural analysis,
casual modeling or Lisrel; however the dominant
term is “structural equation modeling”.
METHODOLOGY
This survey is a descriptive and measurable one
which studies the organizational effectiveness of
chosen athletic of Iraq. Statistical society of this
survey is four Iraq sporting federations which are
selected non-randomly and purposefully. The
criteria for choosing sporting federations are:
domestic regular leagues, active share, and gaining
prosperities in international competitions and the
samples of survey are all participants(president,
vice-president, secretary, professional staff, athletic,
RESULTS.
According to the questions which concern the
demographic properties of federations participants,
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these rates were achieved through 221 people who
attended in this survey: 0.85.6 men, 0.14.4 women,
about 0.79 under the age of 45 and 0.21 upper than
45 (which shows that the most of participants were
young), 0.65.5 with less than 15 years of
employment and 0.35.5 with more than 15 years of
employment (which is an acceptable rate for
vocation resume and experience), 0.5 under
diploma, 0.28.3diploma, 0,18.3 vocational degree,
0.36.7 B.A, 0.7.8 M.A and 0.3.9 Ph.D. which
shows most of the participants have academic
degrees.
According to table (1), football federations have the
maximum average in all effectiveness agents except
for stability agent which is attributed to the
weightlifting federation. Moreover the basketball
federation has the least average in all effectiveness
agents except for organizational planning agent
which is devoted to weightlifting federation.
Generally football and basketball federations, in
respect, have the most and the least organizational
effectiveness table (2).
Table
1.
Factors
Flexibility
Federations
Football
track and field
weightlifting
basketball
Football
track and field
weightlifting
basketball
Football
track and field
basketball
weightlifting
Football
Weightlifting
track and field
basketball
Football
track and field
weightlifting
basketball
Weightlifting
Football
track and field
basketball
Football
track and field
weightlifting
basketball
Football
track and field
weightlifting
basketball
Resources
Planning
Productivity
organizational interaction
Stability
worked force cohesion
worked force expert
Mean
3.12
3
2.84
2.76
2.87
2.61
2.58
2.50
2.83
2.72
2.57
2.55
2.77
2.71
2.55
2.43
3.05
2.96
2.91
2.79
3
2.90
2.84
2.57
2.87
2.79
2.70
2.62
2.85
2.78
2.75
2.51
Std Deviation
0.73
0.69
0.90
1.11
0.66
0.80
0.61
0.78
0.77
0.65
1
0.84
0.70
1.05
0.61
0.88
0.79
0.74
0.89
1
0.83
0.75
0.80
1.01
0.75
0.72
0.80
0.86
0.76
0.83
0.92
0.88
Means and Standard deviations of Effectiveness Dimensions in Sporting Federations
Table 2. Means and Standard deviations of Iraq’s Sporting Federations Effectiveness
Federations
Mean
Std Deviation
Football
23.31
4.79
Track and field
22.27
4.85
Weightlifting
22.08
5.84
Basketball
20.42
6.93
Sum
19.70
5.03
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For testing the hypothesis, we used affirmative
factor analysis to see whether the model and its four
dimensions are proper or not. The chi-square for
this model was 2.9 which was lesser than the
climatic rate of chi-square with df 1 (3.84).on the
hand, root mean square error of approximation
(RMSE), GFI, AGFI and CFI are 0.006, 0,96, 0.90,
0,99 in respect, which prove the appropriateness
and fitness of the model and the competitive values
of approach. Moreover, according to figure (2), the
agents of expert staff with Human Relations Model
(r=0.89), productivity with rational goals model
(r=0.87), and interaction with Internal Process
Model (r=0.87), have the most relationships and
human resource with open system model has the
least relationships. Also, models based on open
system with rational goals model and Internal
Process Model with Human Relations Model
(r=1.02) has the most relationships, and open
system model with Human Relations Model
(r=0.91) has the least relationships.
According to figure (2), we study coefficients
access analysis of each relationship in the model.
Moreover
the
organizational
effectiveness
completed model with details is introduced. In the
access analysis, one-way flashes show the casual
relationship among variables and hidden agent. It
also shows the eight agents of: Flexibility,
Resources, Planning, Productivity, organizational
interaction, Stability, worked force cohesion and
worked force expert (independent variable) and
their relationships with organizational effectiveness
(dependent variable).
The mutual flashes show the simple relationships
among variables. For testing hypothesis to see
whether it has been designed properly or not, we
used chi-square. According to the model’s subtitle,
its rate for this model is (2.33) which is less than its
climatic rate with df 1 (3.84) and shows the fitness
of the model.
The rate mean square error of approximation
(RMSEA)
is
(0.08)
which
shows
the
appropriateness of the model.
Figure_2: confirmatory factor analysis model of organizational effectiveness competitive values of Iraqi selected
sporting federations
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Figure 3. Organizational Effectiveness path analyzed model in selected sporting federations
organizational interaction with internal processes
model, worked force expert with human relation
model, and rational goals pattern and internal
processes pattern with organizational effectiveness
of sporting federations had the most relationships
which according to these two models and their subcomparisons, they are showing the organizational
effectiveness access for sporting federations.
Figure (3) shows the completed model of
organizational effectiveness of sporting federations.
Due to the excess of relationships among agents
and patterns, we just stipulate the most important
agents and the patterns of competitive values with
organizational effectiveness in sporting federations:
productivity agent with rational goals pattern,
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Figure-4: Competing Values Model of Organizational Effectiveness in Sporting Federations.
different factors, priorities and values of agents.
Expert human resource factor, interaction and
organizational productivity were the most important
factors of OE in Iraq federations.
The result of path analysis also showed Expert
human resource and interaction factors are valuable
indexes of competitive values(r=0/88) and support
expectations. It seems that by raising specialty and
demand of organizations, perused managers to
absorb experts, and sport organization progress by
this way. Papadimitriou & Taylor (2000) knows
internal methods, interest to athlete, external
relationships and support of physical educations
factors of Greece sport federation, that result
support result of this research. Iraqi federations
concentrate on expert human resource and
organizational interactions and attempt to enable
their athletic programs and strategies by making an
active and expert atmosphere in athletic structures.
Chelladurai (2000), Seziscelo& Hegerti (1987), and
Papadimitriou & Taylor (2000) research’s result
support this finding. Politics makers and
government men should pay attention to human
resource because they are the heart of organization,
and they archive to visions, missions, goals and
policy of the organizations.
DISCUSSION
Football federation in all factors except stability
factor had the most median, but power lifting
federation had the most median in stability factor.
Also, basketball federation in all organizational
effectiveness factors had a lowest median except
organizational planning in power lifting federation
had the lowest median in all selected Iraq
federations. Generally, in OE football federation
had the most, and basketball federation had the
lowest effectiveness.
Today, football knows like a huge industry in the
world, as many countries pay a lot of money for
conduct international tournaments to introduce
themselves to the world. The beauty of football and
high interested people to this field caused countries
done the most investment in this field for satisfying
their people. Iraq country like other countries has a
special importance to the football. However, invest
mentor and governments men should pay more
attention to other sports and youth ministry should
change its strategy by reengineering, and by this
way sport for all elite sport be in a suitable level.
The result of path analysis eight OE factors in sport
federations makes the model of effectiveness in that
federation. In this model, we paid attention to the
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In each organization like sporting federations, to
improve effectiveness and achieve to the goal of
organization use of absorb, teach and protect
effective and expert human resource. And personal
features of human resource have relation with OE.
Human resource in federations in one federation is
not only workers and board members but also sport
volunteers, athletes, coaches, technical board and
referees are member of human resource, in this
research result showed selected federation in Iraq
by absorb expert in special committees of
federations have important step in effectiveness of
organization according to human relationship
pattern.
We must attention to skill holder as moderator of
relationship in effectiveness of organization.
Concentration on need of skill holders showed most
of federation’s attentions are on elite and
professional level or sport for all, this subject
demonstrate Iraq system have attentions on give
medals in international tournaments but they don’t
pay attention to extend sport for all in society. In
federation environment rarely have coordination
between expectations of elite athletes for
preparation to be in international tournaments and
program and service are done for them. So we must
pay special attention for needs and expectations of
athlete and technical board when we want design
programs for preparation for international
tournaments and receive national achievement.
Also according to the designed model of Iraq
selected federations internal process model
(interaction and stability of organizations) and
rational goal model (productivity and planning) was
the most important models in Iraq selected
federations. In rational goal model, we emphasized
on the organizational controlling structure and
external environment, however in internal process
model (interaction and stability of organizations),
we emphasized on the active relationship between
workers and protection of existed conditions of
organization. In addition in rational goal model, we
paid attention to external environment however in
internal process model the concentration is on both
internal conditions and controlling focused
organization. This result showed Iraq selected
federations must paid attention on external
environment and result of Shilbury & Moore,
(2006), and Eydi (2010) research support this idea.
Iraq selected federations in addition to pay attention
on external environment, must pay attention to
needs of skill holders and human resource needs to
improve stability of federations.
This research showed different strategies like
flexibility, obtain resource, productivity, planning,
organization interactions, stability, expert human
resource and worker cohesion shows different
organization dimensions in sport federation.
In relation with competitive values approach we
must utter that in these approach four different
approaches and eight dimensions are visual in
competitive values approach. In that model
managers can know their strengths and weaknesses
and they can analyze that for effectiveness. In this
research result showed in four federations in Iraq
their ability for effectiveness and achieves to
strategic goals and prepares services for sport
volunteers, athletes, coaches, technical board and
referees and expert human resource and trying to
absorb and obtain them are the main dimensions of
OE in Iraq sport federations. Hence other
federations must improve their ability in that
dimensions to be effective.
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THE IMPORTANCE OF PSYCHO-PHYSICAL RELAXATION IN
DIMINISHING THE FREQUENCY AND INTENSITY OF MIGRAINE
CRISES
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Doina MÂRZA-DĂNILĂ, DănuŃ Nicu MÂRZA-DĂNILĂ
University "Vasile Alecsandri" of Bacau, Romania
Abstract
Psychological, emotional stress is one of the most common causes for migraines.
In most cases, headaches and migraines are accompanied by comorbid disorders, such as depression, and other
emotional disorders, neurovegetative disorders, sleep disorders that can only affect the quality of the patients'
lives.
Anti-stress massage, through its effects on the entire body, determines a very good psycho-physical relaxation
that substantially contributes to a decrease in the frequency and intensity of the migraine crises.
Keywords: stress, migraine, anti-stress massage, relaxation;
between the different parts of the brain; these
lesions could increase, in a large number, the risk of
certain cognitive deteriorations (troubles of
reasoning memory), but they could also increase
the risk of occurrence of Alzheimer's disease"
(http://www.romedic.ro/migrenele-nu-afecteazacreierul-studiu--0N23227).
Another study was conducted in the USA, on 109
children, over the age of 6, suffering from
migraines. "In the case of half of the subjects
accusing headaches, accompanied by flashes of
light or other seeing problems, the scientists
discovered that they had malformations in the heart,
as reported in the Journal of Pediatrics. Thus, if
other migraine treatments do not work, heart
surgery can be an option, the Utah University
researchers declared, as cited by the BBC."
(http://www.ziare.com/articole/studiu+
migrene+sua)
In 2000, plastic surgeons working at the Cleveland
University Hospital (USA) discovered that "the
removal of the corrugator muscle, a muscle in the
eyebrow area, to eliminate the so-called glabellar
wrinkles, leads to pressure being eliminated from
multiple endings of the trigeminal nerve, and that in
31 out of the 39 patients who reported migraines,
one year after the surgery, the migraine was gone,
or considerably diminished" (http://www.brol.ro/
Chirurgia_ migrenei.htm).
There are two currents of opinion regarding the
structures starting the migraine attacks: the
brainstem, or the cerebral cortex.
According to the first hypothesis, "under the impact
of the exogenous factors (bright light, noise), or
endogenous factors (hypoglycemia, stress) that
overwork the central nervous system of the
migraine patient (with a genetically-induced
increased sensitivity), there is an overload of the
brainstem, which, physiologically, modulates the
nociception of the cephalic extremity. There is an
increase in the activity of the locus coeruleus
nucleus, releasing high quantities of noradrenaline,
and also in the dorsal raphe nucleus activity,
releasing serotonin. The released neurotransmitters
determine, initially, through the projections of
monoaminergic pathways at a cortical level, a short
INTRODUCTION
In 2004, a study was conducted in the United States
of America, on a group of 5100 persons, who were
contacted by telephone, aiming to identify the ones
who suffer from migraines, according to the
International Headache Society (IHS) criteria, the
data being then analyzed with the help of a
computer program. The results showed that "688
people suffered from migraine crises (13.5%), the
prevalence of this disorder among women being of
18%, and of 6% among men. The average age of
the persons suffering from migraines was
established to be 43. Approximately a third of these
persons did not look for medical help. Half of the
number of persons suffering from migraines did not
consider headache as a manifestation of a disorder,
while the other half was taking medicine prescribed
by a physician. According to this study, 40% of
these persons believed that a doctor could not help
them, or that a doctor consultation is too expensive"
(http://neurology.mif-ua.com/archive).
Another study was conduced by a team of scientists
led by Cristophe Tzourio from the Pierre et Marie
Curie University of Paris, France, and was based on
the medical observation of 780 persons, over the
age of 65, over the course of 10 years. This study
aimed to verify the impact that the migraines can
have on the cognitive abilities in persons over the
age of 65. The people in the studied group
completed tests that assessed their cognitive, spacetime orientation, and memory abilities, and were
investigated using MRI brain scans. The results
showed that "21% of the subjects suffered from
migraines or severe cephalalgias in their lifetime,
on multiple occasions. The MRI test results
confirmed that the persons who have suffered from
migraines, have twice as many lesions in the microblood vessels that irrigate the brain, compared to
the people who did not suffer frequent headaches."
According to this study, "migraines produce lesions
in the micro-blood vessels that feed the brain, thus
raising the question whether these lesions can be
the basis for an intellectual decline. These small
cerebral arteries irrigate the white substance from
the brain that has, among other things, the function
of transmitting information, as nervous impulses,
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phase of hyperemia in the cortical microcirculation
of the frontal lobe, with a speed of 2-3mm/min.,
without respecting a precise arterial topography,
frequently bilateral. The decrease in the local blood
flow, by approximately 20%, determines a focal
neural suffering, with various clinical expressions,
constituting the migraine aura. Concomitantly or
successively, in the occipital lobe, under the
influence of the cerebral cortex discharges, there is
a decrease in the neural activity, an electrical
depression that propagates similarly to the oligemic
phenomenon that supposedly would be the basis for
the manifestations of the neurological aura in the
migraine. The extension of the cortical neural
phenomenon depolarizes the trigeminal nervous
endings surrounding the pial vessels, determining
the local release of the calcitonin gene-related
peptide. This peptide produces vasodilation,
increasing the vascular permeability and the
extravasation of the proteins, it favors the synthesis
of the thromboxanes by the macrophages, it
activates the lymphocytes, it degranulates the mast
cells by releasing histamine, resulting an aseptic
algogenic neurogenic inflammation. The antidromic
transmission of the nervous influx, through a still
undetermined mechanism, produces a new
depolarization, releasing new neuropeptides, this
constituting the extension element for the local
inflammatory phenomena" (Dworkin, R., 2002).
In the complex processes of vasodilation and
neurogenic inflammation, an important role seems
to play the serotonin of central origin (dorsal raphe
nucleus), and of peripheral origin, because the locus
coeruleus, through its projections on the
thoracolumbar spinal cord, stimulates the adrenal
glands, with a secondary release of catecholamines
that mediates the plaque-forming cells, releasing
serotonin, thus amplifying the central vasodilation
phenomenon. "The 5-HT2B/5-HT2H receptors,
largely spread in the cerebral substance, seem to
start the migraine crisis, favoring the release of
nitric oxide that has a vasodilator role, and of
initiation of the septic algogenic neurogenic
inflammation by releasing the calcitonin generelated peptide" (Ramadan, N., 2003).
"The backers of the hypothesis of the migraine
attack starting through an endogenous cortical
mechanism support the existence of a cortical
hyperexcitability, proved by transcortical magnetic
stimulation studies, of incompletely clarified
causes, apparently multifactorial (modification of
the calcium channels activity, mitochondrial and
glutamate metabolism dysfunctions)," determining,
through subcortical projections the same previously
described modifications (Adams, R., 2001).
Psychological stress represents a moment of
demanding for the whole body, the aggression of
the stressing agent is first exerted on the psyche,
because it influences the activity of all the
compartments of the body. For this reason, "any
psychological stress represents a test taken not only
by the mind of the demanded individual, but also by
every organ, especially the ones that are
preferentially demanded: the endocrine glands, the
immune system, the cardiovascular system, the
respiratory system, as well as the organs with a rich
innervation, such as the ones composing the
digestive system" (Treben, M., 2003). This test is
passed successfully in most situations, which
explains the body's endurance to the daily
avalanche of stressing agents, or even to a
prolonged psychological stress.
Psychological, emotional stress is one of the most
common causes for migraines. The people with
migraines are very affected by stressful events.
During these events, certain chemical substances
are released in the brain to fight the situation. The
release of these substances can provoke vascular
changes that cause a migraine. "Repressed
emotions, such as anxiety, concern, associated
especially with fatigue, can increase muscle
tension, and the dilated blood vessels can intensify
the severity of the migraine" (http://www.biosanatate.com/af_neurologice)
"In most cases, headaches and migraines are
accompanied by comorbid disorders, such as
depression, and other emotional disorders,
neurovegetative disorders, sleep disorders that can
only affect the quality of the patients' lives" (Toyos,
I., 2009).
"The migraine is greatly responsible for ruining
family relations. 90% of the people affected by
migraine cannot perform their household activities
during their crises, in 85% of the cases, the social
relations and professional activities are significantly
affected, in 35%, the family relations are affected,
and in 30% of the cases, there are problems in the
sexual relations. During the parents' migraine
crises, the children suffer also, 90% of them being
told not to play anymore, 85% being told to be
quiet, 40% of the children being unhappy that they
cannot invite their friends at home, and 35% that
their parents are very irascible during their migraine
crisis" (http://www.ncbi.nlm.nih.gov/pubmed.com).
Migraine does not affect only the personal life of an
individual; it is also a financial burden for the
person and for the society, the costs being direct
and indirect. Indirect costs include economic losses
due to absence from work, or decreased
productivity. Thus, the "indirect expenses caused by
migraines cost the American employers 13 billion
dollars a year. Direct costs include visits to the
doctor, and buying medicine. Most of this sum (3.2
billion dollars) is spent on over-the-counter pain
medication"
(http://www.ncbi.nlm.nih.gov/pubmed.com)
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leisure time activities, over the last 3 months, and is
composed of the following questions: On how
many days in the last 3 months did you miss work
because of your headaches?; How many days in the
last 3 months was your productivity at work
reduced by half or more because of your
headaches?; On how many days in the last 3
months did you not do household work because of
your headaches?; On how many days in the last 3
months did youmiss family, social or leisure
activities because of your headaches?. The
disability score for the migraine crises was
calculated as follows: A score of I (0-5 days) - little
or no disability; a score of II (6-10 days) - mild
disability; a score of III (11-20 days) - moderate
disability; a score of IV (over 21 days) - severe
disability.
After clarifying the initial status, an intervention
program was established, based on three anti-stress
massage sessions per week. This program was
applied over the course of three months.
"The anti-stress massage is a massage of rebalancing the psyche and the body and of setting
them at a level that would ensure a state of wellbeing. It is a massage of reintegration of the body
scheme, of relaxation, of restructuring the personal
history. The movements are fluid, enveloping, and
successive, like one movement that goes over the
entire body, following its shapes and contours. The
anti-stress massage aims to reestablish the unity of
the body, mind, and psycho-behavior, linking these
elements between them. Anti-stress massage
determines the rediscovering of the body parts,
through a reunification and re-harmonization of the
receptive and active parts of the body, thus forming
an axis that balances the whole organism." (Mârza,
D., 2005).
All the 22 specific anti-stress massage tracks were
applied, through successive approach, but also
according to the needs, adapting the intervention to
the each person's current mood. Each session took
between 30 minutes and one hour.
Generally, starting from the similar symptoms
reported by the subjects, the following goals for the
massage intervention were established:
•
Improvement of the nervous reactivity
•
The mental and physical relaxation.
•
The
neurovegetative
rebalancing
METHODS AND PROCEDURES
For this research, we decided to structure and verify
experimentally the following hypotheses:
• Presumably, the application of anti-stress
massage to the subjects suffering from migraine,
during their migraine crises, can ease their pain.
• Presumably,
the
anti-stress
massage,
systematically applied in the periods between the
migraine crises, leads to the improvement of the
symptoms and of the migraine.
The research was conducted on a group of 10
female subjects, aged between 25 and 40, clinically
diagnosed with migraine by the neurologist.
We used the anamnestic interview to obtain the
necessary information for filling the patients'
individual charts, but we also had a usual
conversation with the subjects, to obtain
information referring to the way in which they
perceive their own health. This information allowed
us to make the necessary adjustments.
The anamnesis was the essential element, offering
information about the patients' age and occupation,
the main characteristics of the migraine (quality,
intensity, localization, the influence of daily
activities on the pain), the chronology of the
disorders and when they appeared, the causing,
exacerbating, or improving factors, the excessive
consumption of toxic medicine and the states of
withdrawal, personal and family history related to
migraine, pain therapy response, associated signs
and symptoms.
To assess the intensity of the pain, we used a
numeric scale, on which the patients were able to
establish the pain intensity, from 0 (no pain) to 10
(pain as bad as it can be) (Băjenaru, O., 2005).
To have a record of the frequency, duration, and
intensity of the pain during the migraine crises, and
of the associated symptoms, we asked the patients
to keep a journal in which they would write down
all these aspects.
We also used an adapted form of the MIDAS
Questionnaire (The Migraine Disability Assessment
Test)
(http://www.headachebalance.com/midas.asp). The
questionnaire evaluates the effect of migraine on
the professional, household, family, social, and
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XV ISSN – 1454 – 9832 - 2013
Figure 1. Pictures taken during the application of the anti
anti-stress
stress massage therapy
determining even a slight increase in the pain
intensity (Chart 1).
• The anti-stress
stress massage applied over the course
of the treatment, outside the migraine crises
determined
termined a gradual decrease in the pain intensity.
Two months after the treatment ended, the intensity
of the pain was still under the initially reported
level. (Chart 2).
• The number of days of disability given by
migraine has decreased over the course of the antistress massage therapy program, and has
maintained under the initially recorded level two
months after the end of the treatment (Chart 3).
RESULTS
The tests were conducted at the beginning of the
treatment, at half of the intervention period, at its
end, and two months after the treatment ended (to
establish the durability of the results obtained by
applying the anti-stress massage).
The presentation of the results is based on the
calculated averages for the entire group of subjects,
for each of the quantifiable items. Thus, the
following results were obtained:
• The anti-stress
stress massage applied during the
migraine crises did not have the desired effect,
before
10
after 1h
8
6
4
2
0
T1
T2
T3
Chart 1. The evolution of the average pain intensity values when the anti-stress
stress massage was applied
during the migraine crisis (before and after one hour)
10
8
6
4
2
0
T1
T2
T3
T4
Chart 2. The evolution of the average pain intensity values over the course of the treatment (T1, T2, T3),
and two months after its ending (T4)
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XV ISSN – 1454 – 9832 - 2013
20
15
10
5
0
T1
T2
T3
T4
Chart 3. The evolution
ion of the number of days of disability because of the migraine, over the course of the
treatment (T1, T2, T3), and two months after its ending
The fact that the second hypothesis was confirmed
is supported by the following conclusions:
•
The effects of the anti-stress
ess massage were
the diminution and improvement of the migraine
crises (from the standpoint of frequency and
duration).
•
Its other effect was the considerable
diminution of the pain intensity during the crises.
•
After the anti-stress
stress massage sessions, the
patients
tients observed and reported a state of
psychological and physical comfort, which stayed
with them throughout the following days.
•
Due to the decrease in the intensity and
frequency of the migraine crises, the quality of the
patients' lives was also improved,
d, the subjects being
able to perform easier their usual and professional
activities.
•
The control test, conducted two months after
the treatment ended, proved that after a certain
period of time (varied for each patient, and in tight
correlation with her own
wn lifestyle), the migraines
can come back.
DISCUSSIONS AND CONCLUSIONS
One explanation of the obtained effects would be
that due to inducing the state of psychological and
physical relaxation, as a result of the application of
anti-stress
stress massage, effects that have maintained
increasingly more also outside the massage
sessions,
s, the subjects were able to control better the
conflict situations, keeping their calm under stress a
lot more effectively, and controlling better their
own stress-induced psycho-behavioral
behavioral and somatic
manifestations.
The anti-stress massage that was applied
lied during the
migraine crises did not have any results, the
intensity of the pain remaining the same, or even
being increased.. Knowing that at the basis of the
migraine crises starting mechanism there is a local
vasoconstriction, followed suddenly by a
vasodilation, we can try to explain the result
presented above by two mechanisms:
•
The anti-stress
stress massage determines a
relaxation of the muscles (especially in the back of
the neck), and a release of blood circulation, which
leads to a sudden increase in the
he blood flow in the
head.
•
The local vasodilation and the increase in the
blood flow make the head area to benefit from a
relatively sudden influx of blood.
The MIDAS Questionnaire applied before starting
the treatment, at the middle of the intervention
period,
riod, and two months after the experiment ended,
emphasized the decrease in the number of days of
inactivity because of the migraine over the course
of the treatment, and its slight increase two months
after it.
As such, one can conclude that the anti-stress
anti
massage does not have beneficial effects when
applied during the migraine crises, but it has very
good effects when applied outside the migraine
crises, effects that maintain for a varied period of
time, after its application ended.
When one assesses whether the initial
hypotheses were confirmed, one can say that the
first hypothesis was not confirmed, while the
second was confirmed.
REFERENCES
Adams, R., Victor, M., Ropper, A. (2001),
Principles of Neurology, 7th ed. McGraw-Hill,
McGraw
New
York
Băjenaru, O. (2005), Ghiduri de diagnostic şi
tratament în neurologie, Editura Amaltea,
Bucureşti
Dworkin, R. (2002), The Clinical Journal of Pain,
McGraw-Hill, New York
Mârza, D., 2005, Masaj antistres, Editura
Didactică şi pedagogică, Bucureşti
Ramadan, N. (2003), Migraine prevention,
Continuum lifelong learning in neurology.
Headache update, McGraw-Hill,
Hill, New York
Toyos, I. (2009), Stresul, Edit. MedExpres,
Bucureşti
Treben, M. (2003), Durerile de cap şi migrena,
Edit. GemmaPrint, Bucureşti
Internet
references:
http://neurology.mif
http://neurology.mifua.com/archive,
http://www.romedic.ro/,
http://www.romedic.ro/
http://www.ziare.com/
articole/studiu+
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FASCICLE XV ISSN – 1454 – 9832 - 2013
migrene+sua), http://www.brol.ro/ Chirurgia_
migrenei.htm,
http://www.bio-sanatate.com/
af_neurologice,
http://www.ncbi.nlm.nih.gov/pubmed.com,
http://www.headachebalance.com/midas.asp).
OPTIMISING MOTOR SKILLS DEVELOPMENT THROUGH
DIFFERENTIATING PROCEDURES IN THE PHYSICAL EDUCATION
CLASS AT THE LEVEL OF THE 8TH GRADE (BOYS)
George Danut MOCANU
Abstract
The present paper approaches various methods of improving the motor skills development process at the level of
the 8th grade in the secondary school, a stage which corresponds to profound somatic-functional transformations
recorded during puberty. We propose alternatives for carrying out the teaching undertaking in Physical
Education class; namely, an approach which avoids frontal activities, laying emphasis on working with groups
made up of students with similar biometric development level. The motor skills contents planning on separate
learning units for each group was useful in covering the curriculum elements, and ensured the progress in
physical training, avoiding the abandonment and providing an active and conscientious involvement in the class
activities.
Keywords: motor skills, level groups, accesibility, physical effort.
level in lessons where topics from motor skills are
approached, which often produces the highest
curves in the physical effort.
The process of motor skills teaching at the
secondary school is carefully approached by the
majority of experts, considering that they ensure the
physical activities’ efficiency and exploit the
pubescent pupil’s physiological potential [Fiedler
P./1993]. Physical education at school determines
an extended influence in teaching motor skills and
it is a premise for acquiring subsequent greater
performance in sports activities which use only
certain manifestation forms and combinations. Due
to the all-round tackling of skills, it avoids
limitation triggered by an early specialisation. The
planning of physical efforts on stages (systems or
lesson cycles) together with the permanent change
in the main parameters of the physical effort
determine varied strains of the body, which trigger,
in turn, the phenomenon of progressive adjustment
to various stimuli and the long-term adjustment. By
cumulated action of the organism’s functions and
systems (synergetic effect) takes place the
accomplishment of the scheduled tasks, which
increase in volume, intensity and complexity from
one year to the next. The effort quantization at
puberty is a difficult and important action with
beneficial effects on the muscular and osteoarticular
system, effects which are more and more difficult to
attain in ulterior stages (bone structure, their
thickness and solidity, endurance in tension and
pressure, favouring the ossification processes can
be attained through effort, movement, should the
INTRODUCTION
The motor skills play an important part among the
content elements of the physical education pattern
in secondary school. They represent the students’
physical preparation level which determines the
accomplishment of all the other pattern components
specified by the curriculum. The motor skills are, in
fact, a detailed subject, through “their major
involvement in increasing the performance
potential” [Alexei M/2006, Triboi V., Pacuraru
A./2013].
Also known as motor abilities or biometric skills,
they represent the fundamentals or the engine of
movement, being strongly genetically determined.
In practice, they usually occur in combinations:
strength-speed
or
power,
speed-endurance,
strength-endurance [Bompa T.O/2002, Alexe
N./1993]. Other authors also stress the hereditary
factor which determines their manifestation,
asserting that they can be approached as human
predisposition /motive capabilities which constitute
the ground for learnt motor skills. [Manno R./1992,
Tudor V/1999, Rata G, Rata B.C./2006].
Rendering the Physical Education class in
secondary school effective implies to know and
abide by all the didactic principles: establishing the
topic, the educational and operational objectives,
selecting and planning the content elements
specified by the curriculum, measuring the
necessary timing for the links, reaching the optimal
functional and motor densities, and integrating the
lesson as an inseparable element within a cycle. The
need to make judicious efforts is another important
factor, an aspect characterised by high difficulty
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FASCICLE XV ISSN – 1454 – 9832 - 2013
best loads be established) [Dragomir M. /2001,
Rinderu E.T., Rinderu I. /1997].
The students’ main characteristic is heterogeneity,
manifest through various aspects (somaticfunctional
or
intellectual
development,
temperament type and, of course, the physical
preparation level). Adding to these factors personal
interests, skills and motivation, and the attitude
towards physical education, which can influence
either positively or negatively the teacher’s
undertaking, it results that the students need to be
treated individually, while the effort needs to be
quantified in the process of motor skills
development in accordance with the level of each
students category (defective, average, and welltrained) [Carp I. P./2006, Cârstea G. /2000,
Marolicaru M. /1986].
METHODS
The scientific research has made recourse to the
following methods:
Questionnaire and interview survey. The teachers’
answers have facilitated the drafting of the
experimental curriculum by selecting means in
accordance with the students’ possibilities.
Pedagogical observation – allowed the teaching
process systematic analysis in order to acquire
information, without direct personal intervention.
Measuring and testing method: The students have
been subjected to a series of tests for the assessment
of the development level for all motor skills. The
set consists in 19 tests addressing strength, speed,
endurance, coordination and versatility. Some of
them are Eurofit tests, while others are S.N.S.E.
1999 tests (from the Romanian national evaluation
system) or tests selected from the literature in the
field. Most of the tests concern the assessment of
strength and coordination, due to their
interdependence with the rest of the motor skills.
Due to space considerations, they will be only
enumerated here and not described. 1. Press-ups
(S.N.S.E.trial), 2. Bent Arm Hang Test (Eurofit
test), 3. Throwing the ball (S.N.S.E.), 4.
Dynamometry (Eurofit test), 5. Trunk lifting from a
back lying position countertime 30” (S.N.S.E. and
Eurofit), 6. Leg lift-ups from a back lying position
countertime 30”( S.N.S.E.), 7. Trunk lifting from a
face-down lying position countertime 30”(
S.N.S.E.), 8. Basin lift-ups from a sitting position
countertime 30”( S.N.S.E.), 9.
Long Jump
(S.N.S.E. and Eurofit), 10. Jumps over the gym
bench 30”( S.N.S.E.), 11. Relay race 5x10m.
(S.N.S.E.), 12. Sprint, 50 m. (test S.N.S.E.), 13.
Endurance run 1000 m (S.N.S.E.), 14.
Scapulohumeral mobility, 15. Coxofemoral
mobility in sagittal plane, 16. Place Tapping Test
(Eurofit test), 17. Matorin trial, 18. Flamingo
Balance test (Eurofit test), 19. Square Test.
Pedagogical experiment: The research has been
conducted during the physical education classes at
School no. 33, Galati, a school with good material
resources which allowed the implementation of the
curriculum and the carrying out of the activities in
three groups (low, average and high level) for the
experimental lot of 30 boys in the 8th grade. The
results have been subsequently compared to those
of the witness group (other 30 boys who carried out
the frontal activities provisioned by the classical
curriculum and its associated planning).
Mathematical and statistic methods for calculation
and interpretation of results. The data statistic
processing and interpretation has been conducted
with the help of Microsoft Office Excel 2007
software, using the student test for independent
samples and interpreting the significance of the
recorded differences.
PROBLEM STATEMENT
The scientific problem is the insufficient use of
varied forms of exercising in the process of training
motor skills in the physical education class, which
would determine significant improvement at the
level of physical training indices, considering that
the frontal approach has led to unsatisfactory results
in this respect. The need for fast adjustment of the
young generation to the changes imposed by
society and the speeding up of living rhythm have
led to the reassessment of the physical education’s
role and importance, as integrated part of the
general education. The teaching methodology has to
be made efficient in order to facilitate the
optimisation of the motor skills recorded by
students.
The research object is the planning process for
motor skills development and the methodology for
drafting and applying the contents of the
experimental curriculum in view of training
combined motor skills in the Physical Education
classes in the 8th grade.
STUDY AIMS.
The research aims at scientifically arguing and
improving the educational process for physical
education on the grounds of treating the students
differently. It is directed at making the undertaking
of motor skills development more effective during
the 8th grade.
Assumption: working with differentiated groups in
the process of developing motor skills at the
secondary school, based on differentiating planning
of the physical effort in experimental classes would
lead to the successful accomplishment of tasks, to
improvements in effort abilities and physical
training level and would facilitate the acquirement
of better results compared to those obtained by
using the frontal approach.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
themselves. They are allotted a smaller time frame
than the one allotted for motor skills, being placed
before or during the skills cycles which they
support and condition as execution level (e.g., the
development of the reaction and repetition rate
before the sprint units, training coordination
elements during handball units, etc). The thematic
cycles regarded as primary lay emphasis on the
muscular force development due to the fact that the
evaluation system provides two grades of this
quality in the calculation of mean for physical
education). The number of units is reduced for
speed and endurance, given that powerful effects
are felt in the case of athleticism lessons based on
these skills. These aspects are presented in table 1.
DRAFTING
THE
EXPERIMENTAL
CURRICULUM
At the level of the experimental classes, the
contents from motor skills prevailed and the yearly
planning was different from those for the witness
classes, even though the number of physical
education classes per week was the same (2/week).
The learning units represent open and flexible
structures with a uniform thematic, planned
continuously on time intervals, which ensures
tackling of various contents from the curriculum
[Scarlat E., Scarlat M.B. /2002]. Considering their
importance, complexity and the time interval
allotted, they are primary and secondary. The
secondary ones mainly approach topics from motor
abilities and do not constitute a purpose in
Table 1. Summary of learning units per lessons number for the experimental lot
Contents
Learning units
Units
number
Speed and
combinations
Coordination and
Motor
abilities
combinations
Strength and
combinations
Endurance and
combinations
No. of lessons
1st Semester
Primary/
Secondary
No. of lessons
2nd Semester
Primary/
Secondary
total
no
/year
2
-
4
-
6
10
2
-
10
-
10
20
2
8
-
8
4
20
1
-
9
-
-
9
The speed has been scheduled on two distinct
thematic cycles, approaching various manifestation
forms at the beginning and the end of the school
year. The first cycle is scheduled in September,
consists in four lessons and traces the reaction and
execution rate in complex acts and the movement
rate in deftness conditions. At the end of this
learning unit, the gains recorded are transferred to
the lesson system dedicated to the athletic trial
(sprint), in which the students are tested in sprint
(50 meters) and relay race (5 x10m). The second
cycle has been scheduled in May and consists in six
lessons, focusing on the motion speed development
in various circumstances, on progressive distances,
and combined with endurance, aspects relevant for
optimizing performance in the 1000 meter boys and
800 meters girls trials, in which the higher
anaerobic lactacid capacity allows sustained
finishes.
The coordination ability has also been planned in
two distinct systems scheduled in the two semesters
in view of supporting the sports taught (sport game
and acrobatic gymnastics, respectively). The first
cycle consists in ten lessons, focusing on the
deftness development in speed, as well as the
specifics – movement precision, movements
transformation and combination, sense of rhythm,
spatial-temporal orientation, ambidexterity applied
in various circumstances, etc. The second cycle is
also made up of ten lessons, however, it is
combined with strength exercises and acrobatic
gymnastics elements. It takes place indoor. The
coordination ability elements in focus are: the
segment coordination, precision and deftness
specific to gymnastics, which also requires good
balance and control. We have included the specific
trials (plate tapping and square test) at the end of
the first semester cycle and Matorin trial and the
Flamingo Balance test for the second semester.
The concern for the strength development focuses
on different segments and muscular groups, tested
with combined tests at the end of the two thematic
cycles (lower and upper limbs for the first cycle,
back and abdomen for the second). The first cycle
has been scheduled for November-December and
consists in eight lessons. The manifestation forms
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FASCICLE XV ISSN – 1454 – 9832 - 2013
final testing, below the average of the experimental
group X =14.39±0.30, resulting a difference of 0.94
sec. The significance of the difference is expressed
by t=2.08 value >2.002, the difference is therefore
significant (P < 0.05). For the endurance test 1000
m running, the witness group acquires a X
=284.00±6.00 average value in final testing, below
the average of the experimental lot, X
=267.00±5.88, with a 17 seconds difference. The
significance of the difference is expressed by
t=2.02 value >2.002, the difference being
significant (P < 0.05). For the coordination
assessment through the square test, the witness
group records an average of X =7.39±0.14 in final
testing, below the average of the experimental
group X =7.03±0.10, a 0.36 seconds difference.
The significance of the difference is expressed by
t=2.11 value>2.002, which is a significant
difference (P < 0.05). For the assessment of
strength in upper limbs endurance through pressups trial, the witness group acquires an average of
X =13.36±0.23 in final testing, below the average
of the experimental group, X =14.00±0.20, with a
difference of 0.64 press-ups. The significance of the
difference is expressed by t=2.13 value>2.002,
therefore the difference is significant (P < 0.05).
All these significant differences are explained
through the efficiency of the experimental
curriculum implemented at the level of the three
dynamic groups (the students can move from one
group to another according to their training level in
the thematic approached and to their progress),
which confirms the research hypothesis. The higher
outcomes recorded in physical training trials in
experimental classes are also the result of the
sustained working volume (out of 68 lessons per
year, 42 contain topics from motor skills, which
represents 61.7%). Often, two themes from
different skills are practised during the same lesson.
approached are the upper limbs explosive strength
and the lower limbs expansion in dynamic
conditions). The second thematic cycle has been
scheduled for January-February, allotted time: 8-10
minutes, combined with acrobatic gymnastics and
coordination ability. In the case of the circuit
working at the end of this lessons cycle, the time is
increased to 10-12 minutes and the number of
stations varies from one group to another: 5 for the
low level group, 7 for the average and 8 for the
well-trained.
We have allotted only one lessons cycle for
endurance in the first semester, grouping it with the
themes in coordination and sport games. The
manifestation forms approached are the aerobe and
mixed cardio-respiratory endurance specific to
sports branches and trials in coordination
conditions. There is still preoccupation with
endurance for the second semester, in the case of
the cycle dedicated to endurance run, which will
assess this skill performance at the end of May. If at
the low level groups focus is laid on aerobe
endurance and at the average groups on mixed
endurance, in the case of the advanced groups,
anaerobe lactoacid endurance can be also trained.
The results recorded after the implementation of the
experimental curriculum are depicted in Table 2,
together with the values of the student test and the
associated significance limits. In the case of initial
testing, the differences between the performance
abilities of the two lots are insignificant (t values
correspond to P>0.05 significance limits for all the
tests). These results confirm that the initial training
stages at the beginning of the 8th grade are
generally equal, with no major differences in
physical training of the samples, which would
affect the final results. For the final testing, the
experimental group scores significantly higher than
the witness group in the entire set of tests (t values
correspond to P < 0.05 significance limits).
For the sprint trial relay race 5x10m, the witness
group acquires an average of X =15.33±0.34 in
Table 2. The significance of the difference between initial and final testing on different groups (Boys,
independent samples)
Nr
crt.
1
2
3
4
Test name
Sprint 50m (sec.)
Relay race 5x10m (sec.)
Endurance 1000m (sec.)
Coxofemoral mobility (cm.)
Witness
group
n=30
Initial testing
Experiment
al group
n=30
X ±m
X ±m
8.14±0.09
8.17±0.10
0.23
>0.05
8.02±0.08
15.76±0.36
15.89±0.37
0.25
>0.05
291.00±6.08
294.00±6.09
0.34
53.73±1.04
53.50±1.03
107
0.15
t
P
Witness
group
n=30
Final testing
Experiment
al group
n=30
t
P
7.80±0.07
2.07
<0.05
15.33±0.34
14.39±0.30
2.08
<0.05
>0.05
284.00±6.00
267.00±5.88
2.02
<0.05
>0.05
54.83±1.00
57.64±0.91
2.08
<0.05
X ±m
X ±m
FASCICLE XV ISSN – 1454 – 9832 - 2013
5
6
7
8
9
10
11
12
13
Scapulohumeral mobility (cm.)
“Plate Tapping” test (sec.)
Matorin Trial (grade)
Flamingo Balance Test
(no.attempts.)
Square Test (sec.)
Press-ups (nr.rep.)
Bent Arm Hang (sec.)
Throwing the ball(m)
Dynamometry (kg/f)
84.13±2.62
83.80±2.57
0,09
>0.05
82.63±2.41
76.13±2.12
2.02
<0.05
17.45±0.53
17.37±0.51
0,11
>0.05
16.74±0.50
15.35±0.48
2,01
<0.05
307.66±6.60
309.50±6.71
0,19
>0.05
319.00±6.30
336.50±5.85
2.03
<0.05
3.33±0.29
3.43±0.31
0,23
>0.05
3.03±0.27
2.31±0.22
2.05
<0.05
7.72±0.15
7.55±0.16
0,77
>0.05
7.39±0.14
7.03±0.10
2.11
<0.05
13.12±0.27
13.09±0.24
0,08
>0.05
13.36±0.23
14.00±0.20
2.13
<0,05
27.95±0.77
28.23±0.82
0.25
>0.05
28.73±0.71
30.86±0.70
2.13
<0.05
33.70±0.96
33.66±0.98
0.03
>0.05
34.77±0.92
37.30±0.83
2.04
<0.05
31.80±0.92
31.53±0.91
0.21
>0.05
32.91±0.88
35.33±0.80
2.03
<0.05
14
Trunk lift-ups from a back lying
position (no.rep.)
23.83±0.66
24.76±0.68
0.99
>0.05
25.30±0.60
26.91±0.53
2.01
<0.05
15
Leg lifting from a back lying
position (no. of repetitions)
9.50±0.25
9.76±0.27
0.72
>0.05
10.10±0.24
10.78±0.23
2.06
<0.05
16
Trunk lift-ups from a back lying
position (no.rep.)
24.26±0.66
24.23±0.65
0.03
>0.05
25.12±0.63
26.90±0.58
2.09
<0.05
17
Basin lift-ups from a sitting pos.
(no. rep.)
15.16±0.42
15.43±0.43
0.45
>0.05
16.13±0.41
17.26±0.39
2.02
<0.05
183.00±3.58
184.06±3.56
0.21
>0.05
188.86±3.39
198.66±3.08
2.14
<0.05
20.50±1.17
20.30±1.17
0.12
>0.05
21.84±1.08
24.90±0.99
2.09
<0.05
18
19
Long jump (cm.)
Jumps over the gym bench
(no.rep.)
Note: n=30 P - 0.05
0.01
0.001
t = 2.002 2.664 3.505
- The effort’s quantization for each group favoured
the elimination of the negative situations
encountered in frontal work, allowing the low
trained students to take advantage of more reduced
tasks, in accordance with their true possibilities and
to the best of them to avoid self-sufficiency or
regress through tasks of average difficulty.
-Apart from topics dealing with motor abilities, the
differentiation is also recommendable for topics
dealing with motor skills, learning rhythm and
retention of information varying from one student
to another. It is useful to train the students to
determine and interpret the values of cardiac
frequency in effort conditions in order to control
and be aware of the degree of strain and to avoid
over-straining the organism.
- It is advisable that the strict effort
individualisation – which presupposes efforts on the
part of the teacher in adjusting the planning
documents – to be applied only for the extreme
cases (very good students who can pursue an
individual training programme and the weak ones,
who need permanent assistance and special effort
conditions to make up for the lack of physical
training).
- It is advisable to use various means included in
the experimental curriculum for each motor skill
CONCLUSIONS AND RECOMMENDATIONS
- The only way to make up for the reduced amount
of Physical Education classes is to valorise the time
frame allotted to each lesson by creating superior
motor and physiological densities, aspects that can
be partially solved through differentiating
procedures.
- As the experimental curriculum comprised acting
systems of polyvalent nature, this aspect favoured
the simultaneous training of the motor skills. For
example, the applicative tasks and the technical
structures allowed influence on speed, coordination
ability elements, explosive strength, and muscular
endurance through directed adjustments of the
effort’s parameters.
- The tests set used was diverse, reflecting the
development level for more manifestation forms
and motor skills combinations. This led to an
objective assessment of the strong and weak points
in the students’ physical training. There are only a
few students with a high development level for all
motor skills (balanced development): good results
in speed do not necessarily mean good results in
strength tests as well, those who have good
coordination do not necessarily have good stamina,
etc.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
and level group, as well as relative quantization,
with upper and lower limits (e.g., 2-4 series x 6-10
attempts) which allow the teacher to adjust the
education process to the available material
resources, and especially to the students’ response
to these means.
atletism).PhD thesis in pedagogy. Chişinău. pp. 3251, 80-89, 109-123.
Fiedler P. (1993). Metodica educaŃiei
8.
fizice sportive. Iaşi: Universitatea Al.I. Cuza, pp. 374.
9.
Marolicaru
M.
(1986).Tratarea
diferenŃiată în educaŃia fizică. Bucharest: SportTurism, 128 p.
M.E.N. (1999). Sistemul NaŃional Şcolar
10.
de Evaluare la disciplina educaŃie fizică şi sport.
Bucureşti, pp. 15-19
Rinderu E.T., Rinderu I. (1997). Efortul,
11.
capacitatea de efort şi performanŃa sportivă.
Craiova: Universitatea din Craiova, Facultatea de
EducaŃie fizică şi sport, pp.10–37.
RaŃă G., RaŃă B.C. (2006). Aptitudinile
12.
în activitatea motrică. Bacău: EduSoft, pp.15
13.
Manno
R.
(1996).
Bazele
antrenamentului sportiv. Translation. Bucharest:
C.C.P.S, 199 p.
Triboi V., Pacuraru A. (2013). Teoria si
14.
metodica antrenamentului sportiv. Iasi: PIM,
pp.170
Tudor
V.
(1999).
Capacitatile
15.
conditionale, coordinative
si intermediarecomponente ale capacitatii motrice. Bucharest:
RAI, pp.16
16.
Scarlat E., Scarlat M.B. (2002). EducaŃie
fizică şi sport. Manual pentru învăŃământul
gimnazial. Bucharest: E.D.P., pp.32
REFERENCES
Alexei,
M.
(2006).
Abordarea
1.
interdisciplinara in sport. Cluj Napoca: Napoca
Star, pp.85
Alexe N.(1993). Antrenamentul sportiv
2.
modern. Bucharest: Editis, 530 p.
BompaT. (2001). Dezvoltarea calitatilor
3.
biomotrice./Scoala
nationala
de
antrenori/
Constanta: Ex Ponto, pp.2-5.
4.
Carp I. P. (2006). Aspecte teoreticometodice cu privire la dozarea efortului în lecŃia de
educaŃie fizică. În: Teoria şi arta educaŃiei fizice în
şcoală, Chişinău, nr.2, pp. 31-35
Cârstea G. (2000). Teoria şi metodica
5.
educaŃiei fizice şi sportului. Bucureşti: ANDA, pp.
113-144
Chiriac I. (1989). Unele caracteristici
6.
ale dezvoltării capacităŃii de efort fizic la vârstele
de 11-18 ani. În: ConferinŃa ştiinŃifică a CCST
pentru tineret. Bucharest, pp. 55-63.
7.
Dragomir M. (2001). Optimizarea
procesului instructiv-educativ al disciplinei
educaŃie fizică gimnazială în baza efectelor
cumulative ale lecŃiilor de antrenament fizic (de
A COMPARATIVE STUDY ON THE DEVELOPMENT LEVEL OF THE
COORDINATION ABILITY ON FEMALE STUDENTS OF PHYSICAL
EDUCATION AND SPORTS FACULTY (F.E.F.S) AND AUTOMATION,
COMPUTERS, ELECTRICAL ENGINEERING AND ELECTRONICS
FACULTY (A.C.I.E.E.)
George Danut MOCANU
Abstract
The study aims to do a comparative analysis on the development level of elements of the coordination skills, on
female students of different specialties: Physical Education and Sports Faculty and Automation (FEFS),
Computers, Electrical Engineering and Electronics Faculty (ACIEE). As coordination skill is considered a
fundamental element of motor aptitudes, which conditions and takes motility to its highest level, the results of
this study help interpreting the performance level obtained by both groups, the reasons that caused them and the
measures that need to be taken to improve motor activities.
Keywords: coordination skills, specific tests, motor potential, adjusting and adapting movevements.
INTRODUCTION
For the majority of specialties in the academic
system, physical education is focused on students’
aptitudes and needs for different physical activities
and sports. At this level of education, meeting
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FASCICLE XV ISSN – 1454 – 9832 - 2013
physical education’s objectives means improving
physical skills, as well as achieving and
maintaining a strong physical condition, which is
confirmed by the superior indicators of motor
aptitudes.
Coordination has a special status among motor
aptitudes analysed by the specialised literature,
being mainly characterised by a complex effort and
by the possibility to make different moves with a
high efficiency and reduced energy consumption. It
has an important role in bringing other aptitudes to
a superior level - strength, speed, resistance,
flexibility- that also have a great impact on it.
[PrescorniŃă A/2002, Albu V./1999, Dragnea A.,
Bota A./1999, Bompa T./2001, Harre D./1973,
Ludu V./1969].
The approach on this subject has varied a lot from
one author to another; this aptitude has received a
diversified terminology in time, which grasped its
main features and the situations when it was
strongly used: dexterity, agility, ability, mastery,
handiness, stability, coordination, precision,
competence etc [Alexe N./1993, Carstea G./2000,
Mitra G., Mogos A./1977]. The term handiness,
even though frequently used in the past, has been
replaced, as it limited the activity only to the upper
limb, whereas the current notion of coordination or
coordination skills involves a wider area and is
composed of more diversified and complex
elements.
The factors that influence it, physical, biological
and motor, are extremely diversified, and even
today there are debates on the limitation of its
development, if it is compared to other motor
aptitudes, considered perfectible: strength, mobility,
resistance. It is closely related to the process of
motor learning during the stages of initiation and
new skills assimilation, when it is approached and
learnt as an elementary motor skill. It is however
used in a superior stage when the skills assimilated
in different situations are used in a creative way,
thus requiring superior motor skills. This proves the
close relationship between coordination capacities
and the degree of assimilating and using motor
skills, no matter the skill type or the learning stage,
but keeping in mind that automating a skill at a
superior level requires less coordination processes.
Summarizing the authors' opinions [Manno
R./1992, Dragnea A., Teodorescu M.S./2002, Rata
G., Rata B.C./2006] results that the elements of
coordination skills are organised and used as a
system and can be divided into three skills
belonging to the general coordination that
correspond to the methodical stages of learning
motor skills. These skills are also made up of
distinct elements, which form the special
coordination skills system: the capacity to combine
moves, the capacity to transform movements, the
precision of movements, the static and dynamic
equilibrium,
spatio-temporal
orientation,
kinaesthetic discrimination, ambidexterity, sense of
rhythm,
quick
reactivity.
Motric learning
skills
Control, management and
leading skills
Adaptive, restructuring and
moves combination skills
Initiation stage
Consolidation stage
Improvement stage
Figure1. Organising the general coordination skills and its relationship with the stages of motor skills teaching
coordination skills on female students of
Automation, Computers, Electrical Engineering and
Electronics Faculty, who do not have a constant
care for physical activities and by a comparison of
these results with the ones belonging to Physical
Education and Sports female students, who
constantly practice different sports. The results of
this study will help improving the motor activity of
both groups, by finding the main weaknesses and
strengths and by creating some training programs
correlated with the current state of the
performances. This group study will show which
elements of the coordination skills are harder to
develop because of genetics and which can be
influenced by subsequent actions, having thus a
perfectible character.
PROBLEM STATEMENT
The problem statement is related to the insufficient
investigation on the development degree of
coordination skills elements on students, even more
so it plays a fundamental role in improving human
motor and physical activities output. Sedentary life,
the high number of hours spent by students in front
of the computer, the reducing number of physical
education hours in the curriculum to 1 hour/week
and only in the first year of study, the poor nutrition
- are factors that affect motor performances as well,
the element of the coordination skills included.
PURPOSE OF STUDY
The scope of the research is represented by an
objective analysis on the development level of
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FASCICLE XV ISSN – 1454 – 9832 - 2013
Working hypothesis: Weaker results at physical
strength and endurance tests and a low technical
level at different sports, obtained throughout the
years by students belonging to different specialties,
which can be the results of deficient coordination
processes and a low interest in developing them
during physical education and training cycles.
2. Psycho motor Coordination Test This is done
with a control test on distance appreciation and
space orientation. The individual has her eyes
covered with an opaque strip and is placed at one
end of a 7 meter long line, drawn on the ground.
The test is to walk the entire length of the line with
the eyes covered. The individual stops when she
considers to have reached the end of the line. An X
sign is marked on the place where the individual
stopped and the rest is measured up to the end of
the line. The results are evaluated as follows: if the
individual has bypassed the line or did not reach the
end of the line, then the difference is measured up.
The values are then interpreted: 0-10 cm very well,
11-30 cm well, 31-50 cm satisfying, more than 50
cm not satisfying. When the calculations are made,
plus values + (the one that go beyond the end of the
line) and minus values - (the one that do not reach
the end of the line) are considered the same. The
less is the value, the better the performance.
3. Matorin Test Evaluates general coordination and
is made up of a standing jump, followed by as
many spins turning along the axis of the body as
possible and landing in the same place. The
individual faces North, with her legs on a 35cm line
drawn on North-South direction. Spins to the left,
then to the right need to be done and then the values
on both directions are registered. The measurements
are done for each jump and are calculated with the
help of a compass or with a set square and are
expressed in degrees: < 1800 – insufficient; 180 –
2700 – sufficient; 271 – 3600 – well > 3600 – very
well.
4. Touch the Plates Test Is represented in Picture 2
and measures the coordination from the point of
view of speed and precision of the upper limbs.
The individual is in a standing spread position, in
front of a table with plates on and has to put a hand
in the centre of the rectangular plate (20 x 10 cm).
The other hand (the skilful hand) needs to go
quickly and alternatively from one plate to another
(the 20 cm plates- placed 40cm away from the table
centre). The move needs to be done above the hand
placed on the rectangular plate and the skilful hand
has to touch the other two plates with the entire
hand, 25 times (therefore 50 successive contacts). It
is important that the table is not higher than the
umbilical region and that the individual does some
tests before deciding on the skilful hand. It is
recommended that two persons do the examination
(one measures the time and the other counts the
contacts). If a plate has not been touched, then an
additional execution is required. There are two tries
and only the better one is registered. The test can
begin by touching any plate. ( be it A or B) (Eurofit
Test). The less time spent on the exercise, the better
the performance.
METHODS
The scientific research has used the following
methods, as per the instructions presented in the
specialised literature [Epuran M., Marolicaru M.
/2002, Simion G., Amzar L./2009, Niculescu
I.I./2006, Stan Z./2009].
The analysis of the specialised scientific-methodical
literature: The selected and analysed works
facilitated the understanding of the subject analysed
in the research.
The questionnaire-based investigation and the
interview: The answers helped drawing a realistic
picture of the importance, weight and role of
physical activities in students' lives.
Classroom observation: Helped analysing the
reactions to the suggested test, the degree of
difficulty they were rated with and finding solutions
to improve future motor activities.
Testing and measuring method: The two groups of
female students (31 girls from Physical Education
and Sports and 30 girls from Automation,
Computers, Electrical Engineering and Electronics)
gave 9 tests about the level of coordination skills
elements, in the academic year 2011/2012, by using
Physical Education and Sports Faculty's material
supplies and equipment from Galati. These are:
1. Motor coordination structure (explained and
demonstrated twice). Evaluates the capacity to
understand and learn new moves, the sense of
rhythm and the quality of the intersegmental
coordination for moves made on different levels
and directions, the capacity to combine moves. The
initial standing position: T1 – jumping to a standing
frontal position with legs open and the left/right
arm simultaneously raised ahead; T2 – come back;
T3 – idem T1 with arms raised in different
directions T4 – come back; T5 – jumping to a
standing position with the left/right foot ahead
simultaneously with raising the arm corresponding
to the foot stretched ahead and with the other arm
raised laterally ; T6 – come back;T7 – jumping to a
standing position with legs open and the opposite
foot ahead than the one used in T5- arms raised in
different directions;T8 – come back to the initial
position. Grading the motor coordination structure:
for each uneven time (T1, T3, T5, T7) performed
correctly, one point is assigned- maximum of 4
points.
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FASCICLE XV ISSN – 1454 – 9832 - 2013
20
20
20
10
B
A
Figure 2. Touch the Plates Test
5. The square test (used for dynamic balance,
agility, kinaesthetic discrimination and spatiotemporal orientation). Nine 50 cm squares are
drawn within a 150 cm square while two other 50
cm squares are drawn on the opposite sides. The
subjects, placed within square 0, will perform twolegged jumps on counting; they are required to
jump as fast as they can within the squares, without
bypassing or stepping on the lines. The time used
for performing the exercise is recorded, each error
being penalised by 2 points. Subjects are allowed to
practise several times before the official timing so
as to remember the track. The less time spent on the
exercise, the better the performance.
10
4
2
5
1
9
6
7
3
8
0
Figure 3. The square test
circle while the medicine ball is placed in the centre
of the circle). The task is to throw the tennis balls
over the head (or the shoulder) and to hit the 2 m
far target (the mattress). After the exercise has been
explained and demonstrated, subjects are allowed to
try throwing once; 6 successive control tosses then
follow. After each throw, the student is informed on
the points obtained so that she could adjust her
movements for the next throw. The result is
evaluated as follows: ball within the mattress – 1
point; ball on the bar of the hip circle – 2 points;
between the circle and the medicine ball – 3 points;
on the medicine ball – 4 points. The final result is
the sum of the points taken after each of the 6
throws.
9. Barrow’s motor skill test focuses on agility,
spatial and temporal orientation, precision,
dynamic balance and kinaesthetic discrimination.
The subject covers a track framed by a 10/15m
rectangle which has signal cones in its corners and
in its centre. The starting position coincides with
the finishing one (which is one of the corners). The
track is covered against the clock, first bypassing
the cone in the centre by running diagonally, then
the 2 cones in one of the short side, then the cone in
the centre again, then the 2 cones in the other short
side of the rectangle. If a cone is not bypassed or if
it is touched, the subject is charged with 1 second.
So as to have a good score, the subject has to cover
the track as fast as she can.
6. The single-leg test is a psychomotor test which
evaluates static balance. The subject stands on one
leg while the other is bent at knee level touching
with the heel the knee of the leg on the ground; the
arms are extended forward, fingers opened, eyes
closed (blind-folded). Time is kept for the number
of seconds that the subjects manages to maintain
balance (she keeps the squat leg off the ground and
does not lose balance); this is done for the left leg
first and then for the right one.
7. The small ball test looks at movement precision,
eye-hand
coordination,
ambilaterality
and
repetition speed. The subject stands at a distance of
2,5 m from a perfectly flat wall, holding a tennis
ball; she successively throws the ball at the wall (5
times with each hand), catching it with the same
hand used for throwing it and without letting the
ball touching the ground. One records the time
necessary for the execution of 10 correct tosses. A
shorter amount of time indicates a better
performance.
8. Throwing a ball at a target while staying with the
back at it. This test evaluates spatial orientation,
the precision and the capacity to adjust movements.
Materials: measuring tape, 6 tennis balls, a free hip
circle with an 80cm diameter, a gymnastics ball
(1kg), a gymnastics mattress. The subject stays at
the throwing line with the back at the target (this is
the mattress in the middle of which there is the
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FASCICLE XV ISSN – 1454 – 9832 - 2013
group average result for the right static balance test
was considerably improved by the superior scores
of the girls practicing gymnastics (for this sport, the
execution of static elements requires a very good
sense of balance).
The girls who practice team sports (where using
their arms, the eye-hand coordination and the
accuracy of movements are essential) improved the
average for the ‘touch the plates’ test and for the
small ball test; they performed better because they
could use automatic motor skills such as catching
and passing or dexterity and precision movements
of the active arm.
One can also provide explanations to account for
the significant differences in the case of Barrow’s
test and of the square test: some of the athletic tests
and all of the sports games lead to a strong
development of the ability to accelerate, of the
endurance force used for successive jumps or of the
necessity of positioning, of permanent adjustment
to reference points and of spatial orientation with
abrupt changes of direction. Furthermore, game
sports also help to discipline the ability to
accelerate or decelerate, to permanently correct
movements based on the context, to keep dynamic
balance and to rapidly solve fluctuant tasks. All
these already acquired skills facilitated the girls’
superior results.
Statistical and mathematical methods of
representing and interpreting the results: They
facilitated the statistical processing of the registered
data using the computer program SPSS [Statistical
Product and Service Solutions] to interpret the
significance of the differences between the two
independent samples.
The statistical calculation revealed that the group of
girls from FEFS had better results than the girls
from ACIEE at all tests. The differences observed,
the values of t, as well as the significance
thresholds for each test are presented in Table 1.
The results obtained by the two groups are not
surprising; in fact, they are in keeping with the
motor potential displayed by the students of these
two specialties along the years. Nevertheless, there
are significant differences in reference to some tests
such as: the ‘touch the plates’ test, the square test,
the right single-leg test, the small ball test and
Barrow’s test (in some cases, the values of t
correspond to certain thresholds of significance P
<0.05, P <.01).
Several arguments validate these results. The group
of girls from FEFS have developed in time all these
skills related to coordination due to practicing
different kinds of sports; their skills were put to
good use during the required tests. Examples: the
Table 1. Statistical analysis of data obtained in tests of coordination
No.
Test
1
Coordination
structure
2
Evaluating distance
Left Matorin
3
Right Matorin
4
Touch the plates
5
Square test
Left one-leg test
6
Right one-leg test
7
Small ball test
8
Throwing at target
test
9
Barrow test
Group type/no. of
cases
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Girls FEFS (31)
Girls ACIEE (30)
Average
1,58
1,03
89,90
93,70
337,26
310,00
335,48
315,17
13,65
15,51
8,77
10,77
21,17
12,88
23,80
10,51
20,99
24,69
8,19
6,53
15,21
16,04
Average
difference
0,547
-3,797
27,258
20,317
-1,858
-2,000
8,294
13,293
-3,693
1,660
-0,827
Std. error
average
0,244
0,212
13,707
11,238
7,390
11,594
8,858
10,382
0,217
0,407
0,237
0,512
9,976
3,194
6,099
2,157
1,111
1,486
0,814
0,626
0,208
0,229
Std.
deviation
1,361
1,159
76,319
61,555
41,147
63,504
49,318
56,865
1,210
2,229
1,324
2,809
55,546
17,496
33,960
11,816
6,188
8,143
4,534
3,431
1,158
1,258
t
P
1,688
0,097
-0,213
0,832
1,996
0,051
1,492
0,141
-4,063
0,000**
-3,579
0,001**
0,781
0,438
2,028
0,047*
-1,998
0,050*
1,608
0,113
-2,672
0,010**
*(P<0,05) ; **(P<0,01)
The differences between the two groups were not as
significant (P>0,05) in the case of the tests, which
were something of a novelty for the FEFS girls as
well so that they could not rely on already known
structures and they could not fully use the
coordination skills developed during their sports
training. The requested 8 steps coordination
structure is based on simple movements but they
are linked by strict plans, directions and
combinations which generate problems and do not
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FASCICLE XV ISSN – 1454 – 9832 - 2013
allow the transfer of automatic skills. The distance
assessment test which invalidates the visual
perception highlights the importance of this sensor
with regard to the quality of movements and also
the fact that both groups had unsatisfying results at
this test. A good score was registered by the two
groups at the Matorin test, turning along the axis of
the body being a movement rarely used in motor
activities. The fact that the FEFS girls had slightly
superior results in this case is due to their better
takeoff level which, nevertheless, cannot
considerably change performances. As far as the
target throwing test is concerned, both groups found
it difficult to perform from the unusual position of
staying with the back at the target; thus, they were
unable to visualise the target, the differences
between their averages being in this case, as well,
irrelevant.
confronting opponents who have a different game
style and training level, doing exercises at height,
reducing the size of the game areas, training on
various areas and with various objects, changing the
tempo and the manner of performing exercises.
REFERENCES
Albu V.( 1999.) Teoria educaŃiei fizice şi
1.
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functionala. Galati: Zigotto, pp.176-193
The present study confirms the hypothesis of
research, the recorded results highlighting the
development level of the coordination ability for
each group. Since the elements of the coordination
skills are highly influenced by heredity but also by
the motor skills acquired by each person, the lack of
preoccupation for their development from an early
age can have a negative impact on the long term
evolution of individual motor learning; thus, more
vigorous actions are necessary within primary and
secondary schools systems so as to take advantage
of the critical ages of development.
When explaining the results obtained by the two
groups, one should also mention the fact that these
tests did not assess the students’ development level
of the conditional motor skills (force, speed,
endurance) as well; the high or low level of the
latter could either worsen or improve the
coordination performances. It is obvious that the
effort specific to various sports branches lead to the
FEFS girls having superior results of the explosive
power, of the reaction, execution and repetition
time or of the muscular endurance which improved
the outcome of the coordination tests. A constant
concern to improve those deficient components of
the coordination skills is recommended for both
groups. This goal can be achieved through:
constantly learning new movements, trying to
practice other sports branches so as to acquire new
techniques, changing and alternating exercises,
making familiar movements more difficult by
including them in complex structures, introducing
some restrictions in the regulation of sports games,
exercising with the non-active segment so as to
develop ambidexterity, adding supplementary tasks
to increase the effort necessary for the execution,
114
FASCICLE XV ISSN – 1454 – 9832 - 2013
AN IN-DEPTH STUDY ON THE EFFECT OF STRETCHING
EXERCISES ON THE BODY SCULPTING OF TEENAGE GIRLS OF 11
– 12 YEARS OLD
Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU
Abstract
This paper starts from the premises that flexibility (range of motion and muscle elasticity) can be improved by
using stretching type exercises, also contributing to enhancing the movement of individuals.
Through the chosen theme, the paper proposes the following objectives: improving muscle elasticity and joint
mobility acts to increase driving efficiency and enhanced flexibility, in all joints and muscle groups and also the
prevention and correction of postural deficiencies (poor attitudes).
Keywords: flexibility, mobility, stretching, physical education lesson
increasing the degree of flexibility, increasing and
maintaining high flexibility, reduce muscle tension,
improving the segmental coordination, increased
efficiency of motor acts, reducing the risk of injury
while performing motor acts, developing the
capacity of awareness and coordination of their
body, preventing and correcting postural
deficiencies, improving the capacity of mental and
physical relaxation etc.
INTRODUCTION
People’s concern for improving their physical
appearance has always been manifested and has
grown with the development of modern society.
The general physical development of the human
body, as part of optimal health status of man, is
evidenced by the development of motor skills. The
entire range of motor actions performed by an
individual in terms of daily or sporting activity is
done correctly and consistently nad it is directly
related to the degree of development of motor
skills. There are numerous concepts, methods and
tools for developing motor skills and these
eventually lead to achieving physical and mental
harmony and hence an optimal state of health. One
of the most commonly used methods to create this
stae of "well-being" is "stretching", which can be
practiced anywhere and anytime because it does not
require special equipment or sophisticated
equipment - it is extremely easy to learn and the
results are beginning to show after only a few
lessons.
The benefits of stretching exercises largely overlap
with the benefits of any sport, inducing the general
state of „well-being”, physical and mental
relaxation, reducing pain and muscle tension, for
both sedentary and sporting people (Dobrescu,
2008 ).
Stretching-type exercises also present a number of
special qualities: they improve tissue flexibility,
increase the ability to learn or to perform various
movements, reduce the risk of musculoskeletal
injuries and causes a higher level of awareness of
one's body (Anderson, 2007).
HYPOTHESIS
In the formulation of the hypothesis, it is assumed
that if during the physical education lessons, the
sports hours or the independent activity of 11-12
year-old schoolgirls proper stretching type exercises
are used, this improves the flexibility of
individuals, and better results can be obtained in the
acquisition and development of different specific
motor acts and this contributes to the prevention
and correction of postural deficiencies.
a. Research protocol
The research was conducted at the No. 33
Secondary School of Galati, between 16.01.2012
and 3.06.2012 (6 months), in the gym for two hours
a week, each of 50 minutes.
b. Subjects
The work sample was represented by 16 pupils
(girls) in the fifth grade, aged between 11 and 12
years.
c. Groups
The experimental group (EG) and control group
(GC) consisted each of 8 students from grades 5A
and 5B. Both groups beneficiated from the same
conditions during the lessons, and the same basic
material.
d. Assessment tests
The mobility indicators that were tested were as
follows:
OBJECTIVES
Using stretching exercises type in physical
education classes for 11-12 year-old girls, and also
during sporting activities or independent activity of
schoolgirls, contributes to the following objectives:
115
FASCICLE XV ISSN – 1454 – 9832 - 2013
to the bottom of the pubis is measured in cm and
taken into consideration) - (SL);
∗
Coccyx - femoral mobility in the
sagittal plan (the left leg string is performed) - (SS);
∗
sagittal plan (the right leg string is performed) (SD).
e. Types of complexes of exercises
After the analysis of the initial test results recorded
for GE it has been developed and implemented an
experimental training program with stretching type
exercises for developing suppleness children of 1112 years of secondary school, tracking also the
overall physical development and the selective
influence of the locomotor apparatus.
The experimental training program for developing
the female students’ suppleness was divided into
three complexes of stretching type exercises
staggered over three months (4 weekly cycles - 8
lessons) 10 exercises being executed by in each
complex, about 10 minutes / lesson.
No.1 complex of exercises was proposed between
February 13th and March 11th, 2012 and included
stretching type exercises of low-difficulty in order
to initiate individuals - Table I.
∗
previous plan (the gym bench was used, and also a
ruler graded in centimeters - the point 0 is the
surface of the bench, and above and below the gym
bench there are gradations from 1 to 50 cm). The
performer is in a sitting position with the trunk bent
on the gym bench, and their fingertips sliding along
the graded ruler – they maintain the position for 2-3
seconds for the data to be recorded. The records
above the 0 level are calculated with "-" (minus),
while the records below the 0 level are calculated
with "+" (plus) - (MA);
∗
The mobility of the spine in a sideway
plan (a graded ruler was used – the performer has
their body bended in a sideway plan with the palm
sliding along the ruler – they maintain the position
for 2-3 seconds - the number of inches above the 0
level are taken into consideration) - (ML);
∗
The mobility of the spine in a back
plan (the performer makes the gymnasts’ bridge
from the floor - the distance between the supporting
legs and palms is measured and taken into account)
- (P);
∗
Coccyx - femoral mobility in the front
plan (the gymnastics exercise known as the lateral
string is performed - the distance from the ground
Table I Types of low-difficulty stretching exercises
No. 1 Complex of Exercises
Description of exercise
P.I. Standing slightly apart
Action and final position - twisting the torso to the right, and
simultaneously raising backwards the right arm, with the opposite arm
bent forward at the level of the right shoulder - fig. 1
P.I. Standing slightly apart
Action and final position - bending the head to the left simultaneously
with the left arm bent, hand on the crown with pressure - fig. 2
116
Dosing
- maintaing 8”
x 3 repeats
with 8” of
relaxation
- the action is
repeated also
in the opposite
way
- maintaing 8”
x 3 repeats
with 8” of
relaxation
- the action is
repeated also
in the opposite
way
FASCI
FASCICLE
XV ISSN – 1454 – 9832 - 2013
P.I. Placed on knees and heels
Action and final position - right/ left arm stretched to the left / right,
parallel to the ground, and the other arm bent at the level of the elbow
of the opposite arm - pressure in the stretched arm - fig. 3
- maintaing 8”
x 3 repeats
with 8” of
relaxation
- the action is
repeated also
by changing
the arms’
position
No. 2 complex of exercises ran from March 12th to
April 8th, 2012, and the exercises used had an
average degree of difficulty - Table II.
Table II Types of medium-difficulty stretching exercises
1.
2.
3.
P.I. Standing slightly apart, with the left / right arm bent over,
and the right / left arm bent underneath, fingers crossed at the
back.
Final action and posture - back extension with the arms bent
backwards and with the hands caught by the fingers – fig. 4
P.I. Standing with the back on a fixed scale, arms up and crossed
over the head
Action and final position - High lunge forward with the left / right
foot, simultaneously with the extension of the back - maintaining
the position 8 seconds, 3 reps, pause 8 seconds - fig. 5
P.I. Standing with the right / left shoulder towards a fixed scale,
with the arm opposite the fixed ladder up, grabbed by an
overhead stage, and the other arm, bent backwards.
Action and final position - bending of the trunk in the lateral
plane, on the fixed ladder side, with the bottom side out in the
lateral plane - fig. 6
- maintaing 8”
x 3 repeats with
8” of relaxation
- the action is
repeated also
by changing the
arms’ position
- maintaing 8”
x 3 repeats with
8” of relaxation
- the action is
repeated also
with the
opposite leg
- maintaing 8”
x 3 repeats with
8” of relaxation
- the action is
repeated also
on the opposite
side
Between April 9th and May 6th no. 3 complex was applied, with stretching exercises of high difficulty - Table
III.
Table III Types of high-difficulty
high
stretching exercises
117
FASCICLE XV ISSN – 1454 – 9832 - 2013
- maintaing 8”
x 3 repeats with
8” of relaxation
- the action is
repeated also
with the
opposite leg
P.I. Standing on one knee, with the other leg stretched forward
Action and final position - bending of the trunk on the leg
stretched forward, and the palms provide support on the ground
on both sides of the stretched leg - fig. 7
1.
- maintaing 8”
x 3 repeats with
8” of relaxation
- the action is
repeated also
with the
opposite leg
P.I. Sitting with the right leg stretched up
Action and final position - traction and maintaining the upstretched leg towards the trunk with palms resting at the level of
the knee on the back side - fig. 8
2.
- maintaing 8”
x 3 repeats with
8” of relaxation
P.I. Sitting with the arms up
Action and final position – bending the trunk forward and
grabbing the ankles from the side – fig. 9
3.
values relatively low for both GE and the GC, after
applying experimental programme in order to
develop joint mobility and muscle flexibility, GE
results are superior to those recorded by the GC,
and there is also a significant progress between the
two tests of the same group (Tables IV, V, VI).
f. Statistical methods used
The statistical processing of the results achieved
was made by using the Microsoft Office Excel 2007
programme.
RESULTS
If the initial test on the development of suppleness
of 11-12 year-old children recorded some average
Proba
Subiect
Ind.stat
1.
2.
3.
4.
5.
6.
7.
8.
∑
x
σ
±m
m2
Cv%
t
p
Table IV Mean values and significance of the mean difference of TI and TF at GE
Mobility indicators (GE)
MA (cm)
ML (cm)
P (cm)
SL (cm)
SS (cm)
T.I.
T.F
T.I.
T.F.
T.I.
T.F.
T.I.
T.F.
T.I.
T.F.
SD (cm)
T.I.
T.F.
-10
-10
-10
-7
-10
-5
-10
-13
-75
-9,3
2,38
0,84
0,71
25
27
20
14
38
30
26
37
217
27,1
8,04
2,85
8,12
-4
-5
-4
0
-2
+2
-2
-5
-20
-2,5
2,50
0,88
0,78
25,4
100
5,62
<0,05
47
33
46
38
38
44
36
47
329
41,1
5,51
1,95
3,81
33
20
25
22
20
27
28
24
199
24,8
4,42
1,56
2,45
13,39 17,76
6,49
<0,05
49
69
61
40
68
50
70
63
470
58,7
11,1
3,93
15,49
35
50
48
28
52
39
50
44
346
43,2
8,53
3,02
9,14
18,89
19,72
3,12
<0,05
118
34
28
26
27
32
20
35
38
240
30
5,83
2,06
4,27
30
22
22
23
25
14
25
26
187
23,3
4,59
1,62
2,64
19,4
19,63
2,52
<0,05
22
12
24
11
17
10
11
8
35
23
27
11
23
8
34
16
193
99
24,1
12,3
8,04
4,98
2,85
1,76
8,12
3,11
33,3
2
40,24
3,50
<0,05
13
15
8
7
25
20
15
22
125
15,6
6,41
2,27
5,16
29,64 41,02
3,15
<0,05
FASCICLE XV ISSN – 1454 – 9832 - 2013
Table V Mean values and significance of the mean differenc of TI and TF at GC
Mobility indicators (GC)
MA (cm)
ML (cm)
P (cm)
SL (cm)
SS (cm)
T.I.
T.F.
T.I.
T.F
T.I.
T.F.
T.I.
T.F.
T.I.
T.F.
Proba
Subiect
Ind.stat
1.
2.
3.
4.
5.
6.
7.
8.
∑
x
σ
±m
m2
Cv%
t
p
-14
-12
-19
-18
-10
-12
-5
-5
-10
-9
-10
-10
-15
-13
-8
-8
-91
-87
-11,3
-10,8
4,89
3,87
1,73
1,37
3,01
1,88
43,07
35,58
0,22
>0,05
Proba
Subiect
Ind.stat
1.
2.
3.
4.
5.
6.
7.
8.
x
t1
p
Table VI Mean values and significance of the mean differenc the TF of GE and GC
Mobility indicators
MA (cm)
ML (cm)
P (cm)
SL (cm)
SS (cm)
T.F.
T.F.
T.F
T.F
T.F.
T.F.
T.F
T.F.
T.F.
T.F.
GE
GC
GE
GC
GE
GC
GE
GC
GE
GC
-4
-12
33
48
35
TF
30
38
12
24
-5
-18
20
41
50
60
22
24
11
13
-4
-12
25
39
48
45
22
38
10
29
0
-5
22
48
28
68
23
33
8
25
-2
-9
20
40
52
69
25
25
23
18
+2
-10
27
41
39
30
14
35
11
17
-2
-13
28
44
50
55
25
33
8
28
-5
-8
24
40
44
65
26
35
16
32
-2,5
-10,8
24,8 42,6
43,2
68
23,3
32,6
12,3
23,2
5,13
8,76
2,47
3,68
3,70
<0,05
<0,05
<0,05
<0,05
<0,05
50
48
41
41
40
39
50
48
45
40
41
41
46
44
44
40
357
341
44,6 42,6
3,92 3,62
1,39 1,28
1,93 1,64
8,78 8,49
1,05
>0,05
64
60
46
45
71
68
69
69
32
30
60
55
68
65
70
68
480
460
60
57,5
13,94
13,8
4,943
4,89
24,43
23,9
23,23
24
0,35
>0,05
40
38
24
24
39
38
33
33
26
25
35
35
36
33
37
35
270
261
33,7
32,6
5,84
5,37
2,07
1,90
4,28
3,62
17,30
16,4
0,39
>0,05
25
15
29
27
16
20
30
34
196
24,5
6,86
2,43
5,91
28
24
13
29
25
18
17
28
32
186
23,2
6,62
2,34
5,51
28,47
0,36
>0,05
SD (cm)
T.I.
T.F.
28
27
18
18
32
30
30
30
20
20
23
20
35
33
37
35
223
213
27,8
26,6
6,95
6,50
2,46
2,30
6,07
5,31
24,93
24,41
0,37
>0,05
SD (cm)
T.F.
T.F.
GE
GC
13
27
15
18
8
30
7
30
25
20
20
20
15
33
22
35
15,6
26,6
3,39
<0,05
ML 13.39, P 18.89, SL 19.40 - to EG and to SL
17,30 to CG and lack of uniformity to the other
values recorded.
During the final testing, of the indicators analysis
concerning the uniformity of results, it can be
observed that both EG and CG present low
variability, but the lack of uniformity, except the
CG results regarding ML (8.49 - high
homogeneity).
P = 2.36 (the significance level) for n = 8 Fisher's
table.
EG has a "t" value in all samples tested, above the
significance level (p <0.05) - diagram 1. GC values
between 0.22 and 1.05 present the variable "t"
above the significance level (p <0.05) in all samples
and tests applied - diagram 2.
DISCUSSIONS
It should be mentioned that, if during the initial
tests, the two groups showed similar average values
(MA: EG -9,3 cm, CG -11,3; ML: EG 41,1cm, CG
44,6 cm; SD: GE 27,1 cm, CG 27,8 cm) during the
final testing, EG has an improved average result of
MA improved by 6 cm, ML, P, SL by 14 cm, and the
average SS is improved by 10 cm, while the average
SD is improved by 12 cm.
In the final tests, CG shows a slight increase in the
amount of the 6 complexes applied, the average is 2
cm, the largest increase - 4 cm was recorded in P.
For the complexes listed above, the statistical
indicators regarding the uniformity of results for
both groups were also calculated. In initial testing,
the results show high homogeneity testing only for
the the ML of CG (8.78%), average homogeneity 119
FASCICLE XV ISSN – 1454 – 9832 - 2013
7
2,5
6,49
6
5,62
2
5
1,5
4
3,5
3,12
3
3,15
t
t
1,05
1
2,52
2
0,5
1
0,39
0,35
0,22
0
0,37
0,36
0
Pr1
Pr2
Pr3
Pr4
Pr5
Pr6
Pr1
Diagram1 Evolution of materiality "t"
for the EG
Pr2
Pr3
Pr4
Pr5
Pr6
Diagram 2 Evolution of materiality "t"
for the CG
The analysis of mean values and significance testing mean difference between the two groups investigated final
results above threshold indicate significant (p <0.05), diagram 3 - in all 6 samples tested.
10
9
8,766
8
7
6
5,131
5
t
4
3,689
3,7057
3,399
3
2,479
2
1
0
1
2
3
4
5
6
Diagram 3 Evolution of materiality "t1"for final testing of the two groups
CONCLUSIONS
1.
After processing and interpretation of the
data drawn from comparing the two groups of
children aged between 11 and 12 years, the
hypothesis that flexibility can be developed at this
age if used type appropriate stretching exercises is
confirmed.
Stretching helps to increase coxo-femoral
2.
joints, scapula, humerus and spine mobility.
By using stretching type exercises, the
3.
time allocated to the selective influence of the
locomotor apparatus is reduced, as part of physical
education lessons.
Stretching helps to relax muscle groups
4.
and joints to which stretching type exercises were
applied.
Stretching type exercises help to maintain
5.
and improve the amplitude of segmental
movements and reduce the risk of injury.
6.
By using stretching exercises, the health
of individuals is improved, and they have a
significant role in correcting some deficient
attitudes or deficiencies caused by poor or incorrect
body posture.
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Anderson, B., Stretching anywhere, anytime,
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Brick, LG, Fitness Aerobics, Human Kinetics
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Damian, Ş., Stretching flexibility secrets,
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Dobrescu, T., Aerobics - Strategies for optimizing
fitness, Pim Publishing House, Iaşi, 2008
Macovei, S., Sleekness, ANEFS Publishing,
Bucharest, 1999
Macovei, S., Visan, A., Aerobics maintenance guide specialist, CPS Publishing, Bucharest, 2003
Nanu, L., Dragan, TM, Manual gymnasium,
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Nanu, L., Bodily expressiveness and movement
through the use of rhythmic gymnastics, Publisher
GUP, GalaŃi, 2010
Popescu, G., Sport Aerobics, Sports Academy,
Bucharest, 2003
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Ungureanu, OD, mobility development method
gymnastics Publisher National Council for Physical
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Zbenghe, T., Kinesiology. Movement Science,
Medical Publishing House, Bucharest, 2002
STUDY REGARDING THE INFLUENCES OF AEROBICS
MAINTENANCE EXERCISES ON TEENAGE GIRLS OF 14-16 YEARS
Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU
Abstract
This paper assumes that the constant and regular practice of aerobic gymnastics of maintenance can help
decrease body excess of teenage girls while improving their confidence and self-esteem.
By choosing this topic, the paper proposes the following objectives: the development of effort capacity, the
formation of optimal foundations of physical training, a harmonious physical development, the formation of a
properly kept and aesthetic figure, improving muscle elasticity and joint mobility and removing the excess body
fat in adolescent girls.
Keywords: overweight, experimental programs, aerobics gymnastics exercises of maintenance
resulted from any kind of physical activity (long
walks, jogging, sports, cycling, swimming, aerobics
gymnastics exercises of maintenance etc.) and a
controlled diet with reduced calorie meals can
ensure a long and healthy life of individuals
regardless of age, sex, level of education or work.
Aerobics gymnastics exercises of maintenance is a
form of movement that is attracting more and more
people, due to the diversification of exercises, their
inter-twinning with dance steps and elements of
ballet, tae bo, stretching and others indispensable
made with an appropriate musical background,
determine an increasing number of individuals who
step into specially designated spaces for such
physical activities that lead to a harmonious
physical development, in order to form a properly
kept and aesthetic figure, and not infrequently to
eliminate excess body fat, but also to create a state
of good mood and also increased confidence and
self-esteem.
INTRODUCTION
The everyday life of the contemporary man is
dominated by the explosion of scientific technical
and informational progress, and this is what creates
better living and working conditions, but also
generates changes in the sphere of biological,
physical and mental development of individuals. If
some of the changes mentioned above influence
positively the health of individuals and bring an
important contribution to the socio-economic
progress, others negatively affect the optimal
functioning of the body from both a somatic and
psychic points of view.
Sedentariness is the most important factor that
generates negative effects on the health of the
modern man and is the root of most diseases that
shorten the human life nowadays. It is the natural
consequence of comfort civilization against the
amount of daily exercise, the volume and intensity
of exercise reducing the potential human energy,
which is indispensable in order to counteract stress
factors from the external environment. The most
common disorders caused by inactivity that can be
mentioned are: the poor functional capacity of
respiratory
and
cardiovascular
apparatus,
degenerative disorders of the osseous and joints
systems, the phenomenon of increased irritability,
overweight etc. It is alarming that in Romania more
than 30% of the school population are obese
according to statistics from the Ministry of Health,
and within the European Union the number of
overweight schoolchildren grows by about 400,000
per year, with about 200 million overweight or
obese adults.
Many authors (Brick, LG, 1996 Dobrescu, T., 2008,
Nanu, L., 2010) concluded that physical exercise
OBJECTIVES
Maintenance exercises of aerobics gymnastics help
to develop the effort capacity, a harmonious
physical development, the formation of a properly
kept and aesthetic figure, improves muscle
elasticity and joint mobility in order to eliminate
excess body fat in adolescents, improves the
capacity of physical and mental relaxation, and also
leads to increased confidence and personal respect.
HYPOTHESIS
In the formulation of the working hypothesis it is
assumed that if adolescent girls of 14-16 years that
execute maintenance exercises of aerobic
gymnastics in special centers under the guidance of
121
FASCICLE XV ISSN – 1454 – 9832 - 2013
specialized personnel can have a harmonious
physical development, aesthetic postures and also
can eliminate the excessive weight.
•
Arm perimeter (metric tape - the
bulky dimensions of the segment muscle - muscle
relaxation) (PB right).
Driving test indicators tested:
•
The abdominal muscle strength 30”
(lying on the back, legs departed and bent, arms
folded with hands behind your head - trunk lifts for
30 seconds - the number of repetitions) (A30”);
•
The strength of the back muscles
30” (lying on the front, arms bent, hands behind
your head - extensions of the body for 30 seconds the number of repetitions) (E30”);
•
The strength of the leg muscles 30”
(standing with the legs outlying, arms bent, hands
behind your head - squats in 30 seconds - number
of repetitions) (G30”);
•
The strength of the arm muscles 30”
(sitting on the front with support on your knees and
with your ankles in the air - push-ups - number of
repetitions) (F30”).
After the analysis of the initial test results recorded,
there have been developed and applied 3
experimental training programs aerobics with
means of aerobics exercises of maintenance of
different levels of difficulty for GE which consisted
of teenage girls of 14-16 years old, in order to
obtain a harmonious physical development and
eliminate excess weight.
The experimental training programs have been
structured over 6 months (by 8 weekly cycles of 2
lessons), being executed 30 exercises during each
complex, with each lesson of 40 minutes - Table I.
The research was conducted at the "Gym Club"
Center in Galati over a period of 6 months (October
2012 - March 2013) in the aerobics gym, 2 times
per week, each session of 40 minutes.
b. Subjects
The work sample was represented by 16 girls, aged
between 14 and 16 years old.
c. Groups
The experimental group (EG) and the control group
(GC) were established each consisting of 8 girls of
14-16 years old, who benefitted from the same
conditions during the lessons, and the same basic
material.
d. Assessment tests
Somatic indicators tested:
•
Height (taliometer - dimensions in
cm between the vertex and the plane plants).
Subject standing with joints in extension so that the
vertical rod of the taliometer can reach the heels,
the inter - buttock ditch and the backbone at the
level of scapulae (H);
•
Weight (weighing people scale – the
weight in kilograms and hundreds of grams to one
decimal) (G);
•
Abdominal perimeter (metric tape dimensions in cm midway between the ribs and
iliac crests) (PA);
•
Thigh perimeter (metric tape - the
bulky dimensions of the segment muscle - muscle
relaxation) (PC right);
Table I Patterns of aerobics exercises of low-difficulty level
Program no. 1
1.
P.I. Standing slightly apart – arms sideways:
Action – high sideways lunge simultaneously raising
the arm on the same side with the lunge, and the other
arm goes downwards in the front - return - fig. 1
2
x
repetitions
- the same
action is
repeated on
the opposite
leg
2.
P.I. Standing slightly apart, with the right arm bent,
the hand on the hip, and the left arm up:
Action – leaning the torso to the right – return – fig.2
2
x
8
repetitions
- the action is
repeated in the
opposite way
122
8
FASCICLE XV ISSN – 1454 – 9832 - 2013
3.
P.I. with the torso bent, the arms forward:
Action - bending the arms forward in a right angle –
fig. 3
-2x8
repetitions
The second training program ran from December 2012 until January 2013, and the exercises used had an
average degree of difficulty - Table II.
Table II Patterns of aerobics exercises of medium level of difficulty
Program no. 2
1.
P.I. Standing slightly apart in semi-flexion, the
arms bent and the hands behind your head:
Action – the alternate leaning of the torso
in a sideways plan to the right/left – fig. 4
-3x8
repetitions
2.
P.I. Standing apart, with the arms up and the
hands held together:
Action – bending the knees and lowering the bottom – fig. 5
-3x8
repetitions
3.
P.I. Standing apart in the anterior – posterior plan:
Action – low lunge towards the front and putting
the palms on the floor – fig. 6
-2x8
repetitions
- the action is
repeated with the
opposite leg
During February and March 2013, the experimental training program no. 3 was applied with aerobics exercises
of high difficulty - Table III.
Table III Patterns of aerobics exercises with high difficulty
Program no. 3
123
FASCICLE XV ISSN – 1454 – 9832 - 2013
1.
P.I. Standing on one knee, with the other leg
stretched sideways, and the arms bent with the
hands behind your head:
Action – leaning the torso in a sideway plan, on the
side with the stretched leg - return – fig. 7
-2x8
repetitions
- the action is
repeated with
the opposite leg
2.
P.I. Lying in a square position, with support on the
fore-arms:
Action – moving the stretched legs up and down
within an angle of 450 - fig. 8
-2x8
repetitions
3.
P.I. Lying on the back with one leg bent and
supported with the foot on the floor, the other leg
bent and maintained forwards in a right angle:
Action – lifting the torso and the bottom from the
floor – return - fig. 9
The statistical processing of the results achieved
was done by using the Microsoft Office Excel 2007
application.
RESULTS
Following the application of experimental training
program with means of aerobics exercises of
maintenance
for
a
harmonious
physical
development and disposal of overweight in
adolescent girls 14 to 16 years, the GE results are
superior to the results achieved by GC, with
significant progress between the two testing of the
same group (Tables IV, V).
124
-2x8
repetitions
- the action is
repeated with
the maintenance
of the opposite
leg
Table I Mean and mean difference somatic indicators of TI and TF GE and GC
Î (cm)
Proba
Grupa
Testări
TI
1.
157
2.
3.
4.
5.
6.
7.
8.
x
±m
GE
GC
TF
TI
TF
16
0
166
16
6
170
17
1
157
16
0
167
16
7
166
16
6
157
16
0
170
17
1
163
16
,7
5,1
+1,4
16
8
15
9
17
6
16
8
15
5
16
6
15
3
16
8
16
4,1
16
8
16
0
17
7
16
8
15
5
16
8
15
5
16
8
16
4,8
+0,7
DYNAMICS OF SOMATIC INDICATORS - ADOLESCENTS 14 TO 16 YEARS
G (kg)
PA (cm)
PC dr. (cm)
GE
GC
GE
GC
GE
GC
TI
TF
TI
TF
TI
TF
TI
TF
TI
TF
TI
TF
TI
68
62
65
63
76
72
78
77
65
63
57
56
36
PB dr. (cm)
GC
T
TI
TF
F
35
28
27
86
78
73
69
110
104
76
76
68
65
63
62
38
35
28
28
79
73
60
58
78
75
67
68
68
66
50
50
36
35
26
25
65
60
52
49
74
72
69
67
62
61
57
57
32
31
22
22
65
60
65
60
75
72
74
75
57
56
62
61
28
27
28
28
70
64
80
75
68
64
78
76
53
52
70
70
29
28
36
35
52
47
51
50
68
65
65
66
56
55
53
52
24
23
20
20
79
71
70
65
78
72
78
75
68
65
63
63
36
33
28
28
70,
5
64,3
78,3
74,5
73,1
72,5
62,
1
60,3
59,3
58,8
32,3
30
,8
27
26,6
64,
65,
5
1
+ 0,6
- 6,2
- 3,8
- 0,6
- 1,8
GE
- 0,5
- 1,5
- 0,4
Table V Mean and mean difference driving indicators of TI and TF GE and GC
DYNAMICS OF DRIVING INDICATORS - ADOLESCENTS 14 TO 16 YEARS
Proba
A30”
Grupa
E30”
GE
GC
G30”
GE
GC
F30”
GE
GC
GE
GC
Testări
TI
TF
TI
TF
TI
TF
TI
TF
TI
TF
TI
TF
TI
TF
TI
TF
1.
16
20
16
19
14
17
19
20
16
22
22
20
7
12
2
5
2.
21
28
19
20
20
26
24
24
20
28
23
24
8
16
6
8
3.
17
21
16
20
20
24
17
19
20
25
18
19
10
14
6
8
4.
16
21
14
18
18
21
17
19
18
24
20
20
4
10
4
5
5.
21
27
17
20
20
25
16
20
21
26
20
21
7
15
10
12
6.
18
23
18
22
19
23
18
20
17
24
24
25
5
9
8
10
7.
19
23
14
19
17
20
16
18
18
26
19
20
9
16
10
13
8.
22
30
15
20
20
25
18
20
19
26
23
23
8
18
12
14
x
18,7
24,1
16,1
19,7
18,5
22,6
18,1
20
18,6
25,1
21,1
21,5
7,2
13,7
7,2
9,3
±m
+ 5,4
+ 3,6
+ 4,1
+ 1,9
+ 6,5
+ 0,4
+ 6,5
+ 2,1
Regarding the somatic indicators of the final testing,
the experimental group showed an average height of
1.4 cm and a teen average weight loss of 6, 2 kg
compared with the results of the control group which
showed an increase in height of 0, 7 cm and an
average weight loss of 0.6 kg. The average
abdominal perimeter of teenagers from the
experiment group showed a lower value of 3.8 cm at
the final testing, compared with the results of the
DISCUSSIONS
Following the application of experimental training
program with means of aerobics exercises of
maintenance, it was revealed that both groups
showed better results than during the initial tests,
even if the results of the experiment group were
significantly higher than the final results of the
control group during both the initial and final tests.
125
control group of an average score of 0.6 cm lower
than the initial testing.
At the final testing of driving indicators, the progress
was obvious for the experimental group showing
higher average values between tests with: 5.4
repetitions to test abdominal strength, 4.1 repetitions
to test back strength, 6.5 repetitions to test the
strength of lower limbs, and 6.5 repetitions to test the
strength of arms.
The progress of the experiment group was evident
both between the two tests of the same group, and
compared with the results in the tests of the control
group.
4.
By using aerobics exercises, it improves
the health of individuals and it has a significant role
in correcting poor attitudes or deficiencies caused by
incorrect body posture.
REFERENCES
Anderson, B., Stretching anywhere, anytime,
Niculescu Publishing House, Bucharest, 2007
Brick, LG, Fitness Aerobics, Human Kinetics
Publishers,
Hong
Kong,
1996
Damian, Ş., Stretching flexibility secrets, Publishing
Corinth,
Bucharest
2003
Dobrescu, T., Aerobics - Strategies for optimizing
fitness, Pim Publishing House, Iaşi, 2008
Macovei, S., Sleekness, ANEFS Publishing,
Bucharest,
1999
Macovei, S., Visan, A., Aerobics maintenance - guide
specialist, CPS Publishing, Bucharest, 2003
Nanu, L., Dragan, TM, Manual gymnasium,
Publisher
GUP,
GalaŃi,
2010
Nanu, L., bodily expressiveness and movement
through the use of rhythmic gymnastics, Publisher
GUP,
GalaŃi,
2010
Popescu, G., Sport Aerobics, Sports Academy,
Bucharest,
2003
Popescu, G., Impact Aerobic Elisavaros Publishing,
Bucharest,
2005
Raisin, L., Stretching all, Teora Publishing House,
Bucharest,
2001
Stoenescu, G., Aerobics and aerobic sport, ISPE
CONCLUSIONS
1.
After processing and interpreting the data
drawn from comparing the two groups of teenage
girls of 14-16 years old, the hypothesis is confirmed
that maintenance aerobics exercises have a major role
in obtaining a harmonious physical development,
contribute to the formation and development of the
motor skills baggage, and reduce and eliminate
excess body fat.
2.
Maintenance aerobics exercises help to
correct the posture and harmonious formation, and it
can be practiced at any age depending on the level of
training of individuals.
3.
Aerobics exercises have also a significant
role in building relaxation capacity of muscles and
mind, creating good mood for individuals, and also
ensuring confidence and self-esteem.
ON THE INFLUENCE OF AEROBIC GYMNASTICS EXERCISES IN
STRESS PREVENTION IN ADOLESCENCE (17 – 18 YEARS OLD
STUDENTS)
Liliana NANU, Constantin PLOEŞTEANU
University “Dunărea de Jos” of GalaŃi, Romania
Abstract
The present paper starts from the assertion that using methods and means specific to aerobic gymnastics in the
education process for young students of 17-18 years of age might accentuate the positive influences on their
balanced physical and aesthetic development and, at the same time, will help in the development of personality by
increasing self-confidence and stimulating self-awareness. In turn, these may lead to increases in school
performance through eradication or limitation of the stress factors specific to adolescence.
Keywords: aerobic gymnastics, adolescents, high school, prevention, stress
availability of the human body, which determines
psychic stress. From this perspective, one may
mention day-by-day stress, environmental stress,
INTRODUCTION
The increase in the rhythm of society evolution, the
volume of tasks and accelerated dynamics of social
environment claim more and more adaptation
126
stress generated by family, school, job, etc. (Zeană,
D.C, 1998.)
School stress can be defined as the most damaging
physical and psychic response that occurs when
school requirements do not suit the student’s
resources, capabilities or needs. According to a
number of scholars (Băban, A., Alexa, L.,
Derevenco, P., 1988), its causes may be systematised
as follows: type 1 causes: recent events in school
(major timetable changes or changes in the
requirements for certain subject, overloaded
schedule, etc.); type 2: recent events outside the
school (social life restrictions, severe diseases or the
death of a beloved person, etc.); type 3: day-by-day
school circumstances (too many assignments in short
time, conflicts between classmates and teachers,
confusing responsibilities, etc.); type 4: day-by-day
circumstances outside the school (apprehension and
concern for personal stability, anxiety provoked by
information overload, etc.).
feminine gender is predominant– 69.6%, the males
group representing only 30.4%.
c. Groups (grades)
All the five classes of the senior year have been
included in the experiment, irrespective whether their
students were specialising in humanities or sciences:
Mathematics-Computer Science (bilingual), Natural
Science, Philology (bilingual, German and English)
and Philology (bilingual, French and English). The
students have had access to similar learning
conditions and equipment.
d. Evaluation tests
The burnout syndrome assessment questionnaire
(25 questions with 5 predetermined choices). The
students could only opt for one choice, in relation to
the importance they grant to the issues tackled and
their personal opinion.
The questionnaire has aimed at assessing the
teenagers’ behaviour through three different
dimensions: the first set of 9 questions focused on
determining the level of emotional exhaustion; the
next 6 questions concerned the depersonalisation
level of the interviewee (lack of confidence and selfesteem, degradation of relationships or dependence
on others); the last 10 questions assessed the selfassessment of personal accomplishment (tendency of
negative self-assessment of abilities and professional
capabilities).
The assessment and interpretation of the answers
provided has been made as follows:
• For the questions 1, 2, 3, 4, 5, 6, 9, 11, 12, 14,
15, 16, 17, 18, 22, 24, 25, the points have been
granted in direct ratio to the choice made, thus:
choice a=1 point, choice b=2 points, choice c=3
points, etc.
• For the questions 7, 8, 10, 13, 19, 20, 21, 23, the
number of points granted has been in inverse ratio to
the position of the choice in the grid, thus: for choice
a=5 points, for choice b=4 points, for choice c=3
points, etc.
The recorded points total represents the sum of the
points scored for each dimension, which amounts to a
total that has been interpreted in accordance with the
values depicted in table 1.
OBJECTIVES
Using exercises of aerobic gymnastics during
physical education classes for students aged 17-18, as
well as during their independent activities, helps
attain the following objectives: balanced physical
growth, correct posture, improvement in the level of
segment coordination, increase in the efficiency of
motor acts, formation of the ability to aesthetically
perform movements and, last but not least,
inducement of good spirits, improvement of the
ability to relax – both physically and psychically –
and elimination of stress.
ASSUMPTION
The grounds for the working hypothesis are as
follows: using methods and means specific to sports
and physical education, carefully selected in
accordance with physical, psychic and motor
development peculiarities of 17-18 years old students
may positively influence their school performance by
reducing or eliminating the stress factors specific to
adolescence.
The research has been conducted in the classrooms
and the gym hall of “Al. I. Cuza” High School,
GalaŃi, during 15.09.2012-15.03.2013 (a 6-month
period), one class per week/ 50 minutes each.
b. Subjects
The sampling consists of 128 students (89 girls and
39 boys) in the 12th grade, aged between 17 and 18
years. Considering the gender distribution, the
127
Table 1
LEVELS OF PROFESSIONAL EXHAUSTION ON DIMENSIONS
Emotional exhaustion
9 – 18 points
19 -27 points
28 – 45 points
low level
medium level
high level
Depersonalisation
6 – 12 points
13 -18 points
19 – 30 points
low level
medium level
high level
Decrease in personal accomplishment
10 -20 points
21 – 30 points
31 -50 points
low level
medium level
high level
total: 25 -50 points (low level), 51 – 75 points (medium level), 76 – 125 points (high level)
The choices that the students made have provided a
significant amount of information concerning their
No.
1.
2.
3.
opinions on situations and factors that trigger stress
in adolescence - table 2.
Table 2 Models of questions for assessing the stress degree in adolescents (17-18 years old
Determining the level of emotional exhaustion
Question
Choices
Choice
T.I.
Percentage
T.F.
Percentage
value
No. of
%
No. of
%
answers
answers
Do you feel
a. infrequently
1
5.4
14.0
7
18
emotionally
b. seldom
2
12.5
48.4
16
62
exhausted?
c. sometimes
3
42.1
24.2
54
31
d. often
4
37.5
11.7
48
15
e. very often
5
2.3
1.5
3
2
At the end of the a. infrequently
1
3.9
14.8
5
19
day, do you feel
b. seldom
2
13.2
45.3
17
58
like a boiled
c. sometimes
3
58.5
21.0
75
27
rag?
20.3
14.0
d. often
4
26
18
e. very often
5
3.9
4.6
5
6
Do you feel tired a. infrequently
7.8
25.7
1
10
33
in the morning
b. seldom
2
18.7
37.5
24
48
when you wake
c. sometimes
3
45.3
22.6
58
29
up and have to
d. often
4
22.6
11.7
29
15
go to school?
e. very often
5
5.4
2.3
7
3
Determining the depersonalisation level
1.
2.
3.
Do you
communicate
with your
classmates as if
you
communicated
with inanimate
objects?
Have you
become tougher
in the
relationships
with the others
lately?
Are those you
a. infrequently
1
18
14.0
23
17.9
b. seldom
2
43
33.5
59
46.0
c. sometimes
3
37
28.9
27
21.0
d. often
4
24
18.7
17
13.2
e. very often
a. infrequently
b. seldom
c. sometimes
d. often
5
1
2
3
4
6
5
17
57
31
4.6
3.9
13.2
44.5
24.2
2
14
43
40
23
1.5
10.9
33.5
31.2
17.9
e. very often
a. infrequently
5
1
18
22
14.0
17.1
8
33
6.2
25.7
128
come across
with in school
uninteresting
people?
1.
2.
3.
25.7
b. seldom
2
33
c. sometimes
3
28.9
37
d. often
4
22.6
29
e. very often
5
5.4
7
Determining the level of decrease in personal accomplishment
13
Do you have
a. infrequently
1
16
periods when
20
b. seldom
2
25
you feel out of
c. sometimes
3
30
39
your depths?
d. often
4
33
42
e. very often
5
4.7
6
14
Nothing happens a. infrequently
1
18
as you wish?
b. seldom
2
19
24
c. sometimes
3
34
43
d. often
4
20
26
e. very often
5
13
17
Can you find the a. infrequently
5
6.3
8
correct solution
b. seldom
4
15
19
in conflict
c. sometimes
3
36
46
situations?
d. often
2
32
41
e. very often
1
11
14
If at the beginning of the study, the answers in this
questionnaire had indicated an average of the
emotional exhaustion level towards the margin of
the general mean value (27.23 out of 28), after
applying the experimental curriculum of training
with methods of aerobic gymnastics, a significant
increase in the prevention and elimination of stress
was recorded, the final mean value being of 22.99
points, an ideal value for emotional involvement in
day-by-day activities.
After applying the experimental curriculum of
training with methods of aerobic gymnastics for
adolescents (17-18 years old), the results obtained
from the choices made for the first 6 questions for
determining the depersonalisation level have
indicated a slight improvement in this segment;
nevertheless, more effort must be put in this
education dimension (fig. 1).
48
29
15
3
37.5
22.6
11.7
2.3
23
36
33
31
5
26
34
39
21
8
5
13
38
54
18
18
28
26
24
4
20
27
30
16
6
4
10
30
42
14
For the questions asked in order to determine the
level of decrease in personal accomplishment, the
students’ choices in the initial target have indicated
an acute lack of confidence, as well as a blurred
vision on their options and chances of personal
accomplishment.
If the results recorded in the initial testing had
placed the group close to the highest level of the
mean value (28.77, the mean value =30 points),
after applying the experimental curriculum of
training with means specific to aerobic gymnastics,
in the final testing the mean value decreased to
24.60 points, which indicates confidence in what
future accomplishments are concerned, as well as a
significant improvement in their vision of future
accomplishments (fig. 2).
Nivelul de depersonalizare
18,5
18
35
18
17,5
30
30
17,24
28.77
24.6
25
17
16,5
20
16,19
15
16
10
15,5
5
15
nivel mediu T.I.
1 T.F.
Fig. 1. Comparative chart of the mean value
of adolescents’ depersonalisation level
0
nivel mediu 30 1 T.I.
T.F.
Fig. 2. Comparative chart of the mean value of the
level of decrease in personal accomplishment
129
e. Complex exercises modelsFollowing the analysis
of the results recorded in the initial testing, an
experimental curriculum has been drafted and
implemented. It consists in physical exercise of
aerobic gymnastics in view of acquiring balanced
physical growth, an aesthetic and correct posture,
for losing weight, but especially for avoiding or
removing the state of stress in adolescents (17-18
years of age).
The experimental training programme with means
and methods of aerobic gymnastics has been
structured in three exercise sets carried out for a 6month period (8 weekly cycles/ 8 classes for each
set, 30 exercises/ each set, 50 minutes, various
difficulty degrees – as shown in Table 3).
Table 3 Models of aerobic gymnastics exercises
Aerobic gymnastics programme no.1 – low difficulty
Ankle flexion, standing, with:
outwards raised arms scissors, down, back down and combined, 2x8 times;
outwards raised arms scissors, 2x8 times;
raised arms scissors, 2x8 times;
raising arms lateral at shoulders level, 2 x 8 times;
Running, lifted knees, 2x8 times;
Running with outwards stretched legs scissors, 2x8 times;
P.I. Straddle, bent arms, hands on hips :
head flexion and extension, 2x8 times ;
head curling to the right and to the left, 2x8 times ;
head rotation to the right and to the left, 2x8 times;
P.I. Sitting, palms backwards, legs raised at 45o:
scissors jumps in sagittal/ lateral plane, 2x2x8 times
Aerobic gymnastics programme no.2 – medium difficulty
1. Ankle flexion with:
•
gradually lifting arms outwards 2 x 8 times;
•
simultaneously lifting arms upwards, 2x8 times;
•
gradually lifting arms lateral - upwards, 2x8 times;
•
arms extensions lateral, 2x8 times;
•
arms extensions upwards, 2x8 times;
2. Running swinging legs backwards, 2x8 times
3. P.I. Straddle, raised arms:
•
alternative lateral body bending simultaneously with lifting arm on the bent side, up, lateral, opposite arm, downwards, 2x8 times;
4. P.I. On knees, palms on the floor :
•
alternative balancing legs with the knee bent outwards and extended backwards, 2x8 times
5. P.I. Lying with face down, lifted arms:
Body extension lowering the arms, lateral, 2x8 times
1.
•
•
•
•
2.
3.
4.
•
•
•
5.
•
Aerobic gymnastics programme no.3 – high difficulty
1. Ankles flexion, arms extended outwards:
•
outwards small arms rotations, interior/exterior, 2x8 times;
•
outwards short arms scissors in sagittal plane (upwards-downwards), 2x8 times ;
•
outwards wide arms scissors in sagittal plane, 2x8 times;
•
short arms rotations exterior/ interior, 2x8 times ;
•
large arms rotations exterior/ interior, 2x8 times;
2. Lateral jumps from standing to straddle, with bending and outwards stretching arms, 2x8 times ;
3. P.I. Straddle, bent arms, hands on the backhead:
•
lateral plane body bending, right/left bending knees, 2x8 times;
•
outwards body bending, stretching arms, lateral plane, 2x8 times;
4. P.I. On the knees, palms outwards on the floor:
•
alternative bent legs rotation in lateral, 3x8 times;
•
alternative legs rotation in lateral, 3x8 times;
•
outwards-backwards alternative bent legs rotation, 2x2x8 times;
•
backwards - lateral alternative balancing of the extended legs, 2x2x8 times
5. P.I. Lying with face down, lifted arms:
•
back extension with alternative lifting opposite leg and arm, 2x8 times
School curricula are overloaded, and the
2.
graduation exams and higher education admission
exams take place in a very short period of time.
3.
After processing and interpreting the data
recorded, the assumption that stress can be
prevented by using aerobic gymnastics has been
proven valid.
The stressful states and situations can be
4.
controlled and positively influenced through
CONCLUSIONS
1.
The study of the literature in the field on the
issue of stress has revealed that the experts’ interest
in this question is limited when it comes to stress
prevention in adolescence, irrespective whether
they are teachers, educators, psychologists or
physicians.
130
physical exercise, with regard to age peculiarities in
the case of adolescents (17-18 years of age).
The comparative analysis of the results
5.
recorded when applying the initial testing and those
recorded in the final testing have emphasised the
positive influence of physical exercise, as means of
improving
communication
among
youths
(socialising) through their massive and constant and
wilful participation in same sports activities. This
situation has led to the development of relationships
which positively influence the day-by-day activity
at and outside the school.
Bota, A., ExerciŃii fizice pentru viaŃa activă,
Bucharest: Cartea Universitară, 2006
Deverenco, P. Anghel, I., Baban, A., Stresul în
sănătate şi boala, Cluj-Napoca: Dacia, 1992
Gheorghe, D., Sănătate prin sport pe înŃelesul
fiecăruia, FRSPT, Bucharest, 1997
Goliszek, A., ÎnvingeŃi stresul, Bucharest: Teora
Publishing, 1999
Nanu, L., Expresivitate corporală şi motrică prin
utilizarea mijloacelor gimnasticii ritmice, GalaŃi:
GUP, 2010
Nanu, L., Drăgan T. M., Gimnastica aerobică de
întreŃinere, GalaŃi: GUP, 2012
Şchiopu U., Verza E., Psihologia Vârstelor:
ciclurile vieŃii, Bucharest: EDP, 1997
Thurnell – Read, J., Stresul teluric, Bucharest:
Teora Publishing, 1997
Zeană, D.C., Sănătate şi comportament, Bucharest:
Editura Enciclopedică, 1998
REFERENCES
Băban, A., Alexa, L., Derevenco, P., Criterii
psihofiziologice de evaluare a stresului si a
factorilor de risc în contextul muncii, National
Hygiene Congress, Bucharest, 1988
STUDY ON THE ACTION OF TACTILE AND STRENGTH SENSORS
IN DETERMINING THE BALL FORCE ON THE VOLLEYBALLERS’
FOREARMS
Carmen PÂRVU
Abstract
In the previous issues of the magazine we described the computerised apparatus for the acquisition and
assessment of the two-handed pass from below in volleyball, stressing the typology and efficiency of the sensors
that constitute the hardware of the apparatus.
The present paper aims at analysing the strength sensor, evincing its utility in executing the pass and in the
takeover from attack and service.
To develop the project ”Computerised apparatus for the acquisition and assessment of the two-handed pass
from below”, efforts were made to detect and measure the ball force exercised on the player’s forearms in
executing the takeover from attack and service. Thus, it may be assessed if the forces are equal on both forearms
at the moment the ball is hit.
Key words: Sensors, force, voleyball, forearms.
the subject’s technical level, as well as the
execution errors, constituting a real reference point
for the examiner (Larionescu, 2012).
Thus, technically speaking, the most important
issue is to eliminate errors, their causes being
complex and varied. They may be differentiated
according to the action sequences, being all caused
by the subject(s) generating the errors.
The most important moment in executing the twohanded takeover from below from attack or service
is the movement when the ball meets the hands and
the post-hit follow-up. The requirements for these
are: high availability, extended arms with the
formation of a plane surface, advancement towards
the ball, and hit amortization. At the same time, the
place of contact is of utmost importance, most
INTRODUCTION
In the early stages of acquisition of a new technical
procedure, the formation of the psycho-motor
representation is accompanied
by major
biomechanic deviations from the model. It is the
topic of a lot of research trying to prevent and
eliminate the most serious deviations which prove
harmful by denaturing the form and the content of
the motor form.
CONTENT
The analysis of specialised literature in the field
(Larionescu, 2012) led to the conclusion that a
thorough examination of a technical procedure
means dividing it into its components, to be
analysed separately. Similarly, these stages or
sequences within the same procedure may illustrate
131
erroneous takeovers
ers being caused by a contact
place on the forearms other than the cuff.
In this movement, the upper limbs act as fully
extended levers, and mobilisation takes place only
on the scapulo-humeral joints.
For ball takeover, the players stop, lower limbs
spread
ead apart, in order to increase their support
basis, and the upper limbs free in their front, to be
able to best execute the procedure.
Inn the biomechanic models of volleyball, the ball
speed after the hit may be regulated by players
according to their necessities,
essities, by paramet
parameters, the
palm translation speed (the
the hand rotation speed)
and the restitution coefficient k which is known by
experience (Niculescu, 2006).
Fig. 1. Biomechanic model of ball takeover from below from attack or service (Niculescu, 2006)
The figure above shows that “ball 1 of mass m and
radius r performs a translation movement ₁ and
makes contact in point M on forearm 2, whose
angle with the horizontal is 0. It is considered that
the immobile forearm ( ₂)) is hit by the ball under
angle which is in fact the incidence angle to the
normal Oz”.(Niculescu, 2006)
The author (Niculesc
The data are stored in the computer after each pass,
being subsequently analysed in order to perform an
over-all
all assessment for each player’s training.
All thee sensors transform the physical dimensions
measured into electrical
trical ones, either analogical (the
ball hitting force or the ball position on the
forearm), or logical (the presence of the palm hit,
bent elbow, over-shoulder
shoulder arm position, inaccurate
grip).
time statistics provided by the
By analysing the real-time
soft of the computerised apparatus, it was noticed
that most subjects under study do not show strength
balance on both arms at the moment of the hit.
Thus, some put more strength on the right forearm,
while others on the left.
The data corresponding to the accurate pass have
the value 1 except for balance which is accepted as
accurate if it is higher than 0.5. Lower values are
considered as errors and are underlined in black.
Our area of interest is only the determination of
strength ratio on the two forearms, which has to be
as close to 1 as possible, i.e. F1/F2 ≈ 1.
One should note that
hat the resistive force sensors
(SFR) operate on the principle of modifying the
electric resistance of a material under
und the influence
of a mechanic force exercised on a normal direction
on the sensor surface.
(the tangent produced
by the sliding friction). After hitting, the ball’s
displacement has the following parameters:
translation speed ₁, rotation speed
d ώ and angle β
to the normal Oz.
The clash between the ball and the player’s
forearms, taking into account the friction (ball(ball
forearms), is analysed by means of the
computerised apparatus for the correction and
assessment of the two-handed
handed pass from below.
below
The system is based on the acquisition of data
collected from the various sensors applied on the
player’s body.
The data collected are sent to a distance by wireless
radio to a computer. The computer performs the
real-time
time data analysis and sends back to
t the player
a response of the vocal message type (the system’s
feedback as an audio stimulus).
132
Fig. 1. The application window- Testing session- The strength balance ratio on both arms
Immediately after the execution the apparatus sends
the message: “Hit the ball with both hands!”.
One should note that SFR does not have an electric
linear characteristic, but a logarithmic one.
Moreover, in a free state, i.e. when the force
applied is 0, the resistance of the sensor is infinite.
The analysis of the application window shows that
execution 6 grants the player maximum score for
palm (1), the ball position on the forearm (1), the
player also had extended elbows during the
execution (1) and did not raise the fist above the
shoulder level (1), but the balance ratio on the arms
was marked with 0, which means that the player hit
the ball more with an arm and less with the other.
The tactile resistive
sensor
The strength
resistive sensor
Fig. 3 Position of the resistive and tactile sensor on the cuff of the computerised apparatus for the acquisition
and correction of the two-handed pass from below
methodological requirements have been met.
Although the subject had an accurate grip, made
contact in the cuff area, did not bend the elbows or
raise the fists, s/he could not score the maximum
value as the ball force was not equal on the
forearms.
The unified analogical signals have the following
characteristics: Vmin = 0V; Vmax = VDD .the logical
signals have the levels VLO = 0÷0,3V; VHI = VDD0,3V÷VDD
This imbalance between the arms may direct the
pass in an imprecise area, even if the other
133
The tactile-resistive
sensor
Fig. 1.Application session- Testing session- Ball position on the player’s forearms
By comparing the first execution to the others in the
testing session, it is to be remarked that the grip
was accurate (1), the elbows were perfectly aligned
thus scoring high (0.9), the same as the aboveshoulder level (1) and balance (0.8), but the ball
position (contact) on the forearm was wrong (0). In
this case the apparatus sends the vocal message:
“Use the arms’ third part!”.
under research do not show balance on both arms at
the moment they hit the ball. Thus, some players
rely more on the right arm, while others favour the
left.
This arm imbalance leads to passing in an
imprecise area, even if the other methodological
requirements have been met.
In point of the statistics of the working stage called
arm work (execution 6 in Fig. 2), it may be
CONCLUSIONS
By analysing the real-time statistic data provided by
the apparatus, it may be said that most subjects
said that besides the hitting force and the friction,
the unequal joint mobility of the player’s arms may
be a cause of the different force ratio on the
player’s forearms.
for assessment volleyball, The Annals Of The
University” Dunărea de Jos” GALAłI , p-135,
Fascicle XV, Physical Education and Sport
Management No.2 -2012, ISSN 1454-9832.
http://www.efms.ugal.ro/index.php/archiva/2012/10
4-anale-efsm-2012-nr2
Iorga,S., I.( 2002), Mecanică fizică , note de curs,
The Pitesti University Publishing House, p 36.
Reeser JC, Fleisig GS, Bolt B, & Ruan M.,(2010),
Upper limb biomechanics during the volleyball
serve and spike. Sports Health. 2010 Sep;2(5):36874. [PubMed] Free PMC Article
Vařeková R, Vařeka I, Janura M, Svoboda Z, &
Elfmark M., (2011) Evaluation of postural
asymmetry and gross joint mobility in elite female
volleyball athletes. J Hum Kinet. 2011 Sep;29:5-13.
doi: 10.2478/v10078-011-0034-9. Epub 2011 Oct
4. PMID: 23486553 [PubMed] Free PMC Article
REFERENCES
Niculescu, I.,(2006), Psihomotricitatea în jocul de
volei. Universitaria Publishing House, Craiova, pp.
120-122.
Larionescu- Moroşan, V., (2012), Pregătirea
tehnică a studenŃilor facultăŃilor de educaŃie fizică
şi sport în cadrul disciplinei volei, prin folosirea
aparatelor ajutătoare – PhD thesis, pp. 57-64.
Preda, C., (2010)- PhD Thesis- Technique
Optimisation in Volleyball regarding Learning and
Error Correction through Helping Devices, 174180.
Pârvu (Preda) C.,& Rosculet Razvan, Level
architecture and computerised system components
CULTIVATING GENERAL STRENGTH TO JUNIOR 12-13 YEAR-OLD
SOCCER PLAYERS
Constantin PLOEŞTEANU, Vasile Cătălin SAVU
Abstract
Strength is the basis of all other motric capacities.The aspects presented in the literature of specialty emphasize
the fact that the muscular development at early ages requires special attention in conceiving the exercises. In
this respect, through our experiment, we have conceived a training programme meant to develop the general
134
strength of the 12-13 year-old soccer players.We have considered specific requirements, depending on the
characteristic features of the body in full growing up process.
Keywords: cultivate, general strength, children, soccer
INTRODUCTION
According to the opinion of various experts, (Bosco
C.-1985, Cometti G.-1988, Iaric S.-1985, Firea E.1984, Verhoshanski L.V.- 1987), quoted by
Niculescu M., Malusaris G., Mateescu A., in 2008
strength was and continues to be the main motor
quality that allows the improvement of the indices
of other qualities and can be developed in simple
conditions, without great expenses.
Strength is defined as,, the ability to overcome the
external resistance or to resist it with the help of the
muscular effort”( Novicov A.D.-1980). Weineck J.
sees strength asthe ability to achieve overcoming,
maintenance or give in efforts of external or
internal resistance, through the contraction of one
or several muscle groups.Tudor Bompa in 2002
points out the importance of this quality in
executing movement defining it as ,, the
neuromuscular capacity to overcome an external or
internal resistance” or in simple terms, strength is
the capacity to apply strength.The literature of
specialty presents a series of definitions that are not
essentially different, but in the synthesis papers the
emphasis is on the muscle effort meant to overcome
resistance. The authors who have approached this
motor skill, depending on their profession –
physicists, physiologists, experts in Physical
Education and Sports Methodology, biochemists,
biomechanists discuss and present a series of
manifestations of strength.According to the degree
of generality and the performed activity, one can
speak about general and specific strength.
General strength, the subject of our study,
represents the body’s overall capacity to overcome
various resistances, based on the contraction of the
main muscle groups ( Rata G., Rata B.C., 2006),
quoted by Niculescu M., Siman I., Mateescu A., in
2008. According to Dragnea A., 2006, general force
is usually required by the individual’s daily
activity.Zatiorski(1968), quoted by Bompa Tudor in
2001, considers that the size of the strength is a
function determined by three factors: intermuscular
coordination, intramuscular coordinationand the
strengthof the muscle response to the nerve
impulse.
According to Bompa T., Carrera M., (2006)any
strength training programmemust use the 6 training
fundamental laws in order to ensure adaptation and
to avoid injury. This fact is particularly important
for the young athletes; - develop joint mobility; develop ligament and tendon strength; - develop
middle body strength; - develop stabilizer muscles;
- train movements not muscles; - focus on what is
necessary, not new.
PROBLEM STATEMENT
Most of those who are against the practice of
strength exercises by children imagine tens of
kilograms ofweight pressing on children’s
articulations and bones, that are in full growing
process at this age, causing serious disturbances to
their bodies. It is true that the use of big weights
produces damage to a child’s body, but it is also
true that the use of small weights, combined with
mobility games and exercises help the development
of the general strength. According to Corobcov
(1962), quoted by Niculescu M., Malusaris G.,
Mateescu A., in 2008, the increase in muscle
strength up to the age of 11 is rather insignificant.
Starting with the age of 12, the rhythm of muscle
strength development increases, reaching its highest
intensity at 18 years of age. The same author proves
that the functional potentialities of man’s various
muscle groups develop differently.Some muscles
develop considerably at the age of 10-13 , others at
15, and the maximum muscle strength increases
from 13 to 14 up until16-17 years of age.
One of the main targets of our training programme
for children and junior players is the development
of a strong anatomical basis. Nevertheless, the
literature of specialty recommends methods that
have not always reached their goal, and the content
of the strength training in the school curiculum
does not lead to the best results, and thus,
generations of players remain deficient thereat.
PURPOSE OF STUDY
The purpose of the study is to design a
programme specific for the development of general
muscle strength to children involved in
performance activities, soccer, 12-13 years old.
Hypotheses of the study :
1.To what extent the muscle development exercises
have influencedthe motor quality conditioned by
strength.
2.
Whether
the
proposed
working
programmecontributes to the cultivation of general
strength to 12-13 year-old players.
METHODS
In order to fulfill the purpose and reach the aims of
the study, we have used the following research
methods :
The
Scientific
Documentation
(bibliographic) including a wide range of
information, tackling special studies from the
country and abroad, scientifically substantiating the
topic addressed in the study.
- The Pedagogical Observation. Observation must
be objective, continuous and systematic. The
acquired data are recorded, classified, processed
135
and conclusions are drawn. The data collection has
been helpful for a preliminary analysis in choosing
the appropriate means for the experiment
achievement.
- The Testing and Measuring Method. The
measuring and testing were intended to point out
the evolution of the proposed experiment. The two
groups of players were subjected to a number of 4
tests targeting the determination of the general
strength development. They are the following :
1.Pull-ups
MATERIAL: fixed bar or a similar object
EXECUTION:The player is hanging on the bar,
palms facing away, he flexes his arms, pulling
himself up until his chin is above the bar, then
returns to his
initial position,
ARMS
UPSTRETCHED !
PRACTICAL ADVICE: In order to avoid
balancing that can be produced during the exercise,
it is advisable to have a partner placed laterally,
stretching his arms on both sides of the legs !
EVALUATION:The coach (or partner) counts how
many times the player has succeeded to raise his
chin above the bar.
PENALTIES: No point is granted if :
-the movement is partially executed (bent elbows at
the beginning, chin under the bar);
-the body remains immobile during execution (no
balance, no leg pushing).
ATTEMPTS:one
2.Long jump without momentum
MATERIAL: tape measure
INSTALATIONS: Atape measure is fixed on less
hard ground (gymnasium, turf, running track
etc).The startingline must me marked by a line
(e.g..: the end line of a field –inside or outside).
This line must be perpendicular to the tape and
must not be touched by players, neither before, nor
during the jump. The „zero” point of the tape is
fixed on theedge of the line that is closest to the
player.
EXECUTION: The player must jump, holding feet
together, as far as possible, without momentum.
EVALUATION: The leap is measured by
centimeters, from the outer edge of the starting line
to the most backward point of the landing place.
PENALTIES: The jump is null if :- the player
executes one or more standing jumps before the
leap;-the player steps on the starting line.
ATTEMPTS: 3, the best is recorded
3.Throwing a rounders ball from a standing
position
MATERIALS:the starting line for the throw, traced
by the teacher, a rounders ball, tape measure.
EXECUTION:The player is standing behind a
traced line, from the standing position, legs apart,
the foot opposite to the throwing arm placed
forward, he throws the rounders ball as far as
possible.
EVALUATION:The coach shall record the best
result in meters.
ATTEMPTS:The player can try 2 times
4.Flexions of the body without prop or aid
MATERIAL: 1 stopwatch
EXECUTION:Starting position: supine position,
legs stretched, hands on the back of the neck.
On command, the player flexes his trunk forward
and touches his right knee with his left elbow,
which has also been flexed, the left foot being kept
stretched on the ground. When reverting to the
supine position, the hands on the back of the neck
must come into contact with the ground, the right
leg reverts to its stretched position, on the ground.
The pelvis remains against the ground.The player
combines alternatively left elbow–right knee, right
elbow –left knee.
ATTENTION: the sole of the flexed leg must be
against the ground when the opposite elbow
touches its knee.
EVALUATION: We count one every time an
elbow comes into contact with a knee for 30
seconds.
PENALTIES:NO POINT IS SCORED:
-if movements are executed partially or completely
incorrect,
-if the pelvis is off the ground,
-if the elbow does not touch the opposite knee,
-if the sole of the flexed leg is not on the ground
during the elbow-knee contact moment,
-if the attempt is interrupted (pause greater than 3
seconds).
ATTEMPTS: one
-The Pedagogical Experiment was based on the
confirmation of the working hypotheses concerning
the cultivation of general strength to 12-13 year-old
soccer players
The groups involved in the study are the following :
- Experimental group: F.C.M.Dunărea GalaŃi –D
junior players, 28 in number
- Control group: Otelul GalaŃi –D junior players,
28 in number
Organisation of the study :
This study toook place during a competition
(August 2012- December 2012) and it included:
-Organisation and deployment of tests.Periodisation
of the tests included in the study:
1- initial testing – during1-5 August 2012, in order
to identify the initial values of the studied
parameters;
2- final testing – during16-20 December2012.
The experimental programme
The experimental group worked on a weekly
schedule,
2 days per week: on Tuesday
andThursday, from 18.00 to 19.00 hrs at the gym of
the FCM Dunarea Galati club.
Among the means of developing the muscles to the
12-13 year-old players in the control group we can
mention: work with a partner, without a directed
136
content, at the beginning and the final part of the
training session.
Muscle-building exercises for different goups of
muscles working alternatively.The circuit shall
be repeated twice.4 minute breaks between the
series of exercises.
Exercise no. 1
From the standing position, keeping his chest
straight, the player goes up and down, in four
strokes, on a 30- 40 cm tall bench,carrying a light 1
kg dumbbell in each hand, 12-14times. 30 sec
break.
Exercise no. 2.
From supported prone position, one pushup, then
pass to squatting position, hands on the ground,
then revert to the initial position. Practice for 8-10
times. 30 sec break.
Exercise no. 3.
From supine position trunk and legs are flexed
simultaneously, grabbing the knees with the hands
(grouped sitting position). Revert to initial position.
Practicefor 10-12times. 30 sec break.
Exercise nr. 4.
Standing jumps are performed, using the rope, and
advancing slightly, 30 s. 45 sec break.
Exercise no. 5.
Stretched standing position, inward arm rotations,
with light dumbbells (1kg). in each hand.Practice
for 12-14 times. 30 sec break.
Exercise no. 6.
From prone position, arms up, carrying a soccer
ball in one s hands, trunk extension. Practice for
12-14 times. 30 sec break.
Exercise no. 7.
Standing on an inclined plane, carrying a light 1kg
dumbbell in each hand, the player bends his knees
until he touches the inclined plane with his
buttocks, then reverts to the initial position.Practice
for 10-12 times. 30 sec break.
Exercise no. 8.
From supported supine position, hands on the gym
bench, bend and stretch arms. Practice for 1012times. 30 sec break.
Exercise no. 9.
From supine position, simltaneously lift legs close
together, and then bring them in the initial position.
Practice for 10-12 times. 30 sec break.
-The Mathematical and Statistical Method .Data
were collected according to the established purpose
and then they were processed, so that the
information attesting the veracity of the experiment
was obtained in an appropriate statistical form. The
statistical processing of the registered results has
been achieved by the use of Microsoft Office Excel
2007.
-The Comparative Method was used to compare
the assessments regarding the selection of the most
effective exercises and their verification for a
correct practicability
-The Graphical Methodt hat emphasizes the
evolution of the results of the studied period, the
progressor regress of the subjects and of the team.
After having designed and applied the
experimental training curricula, in order to
cultivate general strength to 12-13 year-old soccer
players, the results demonstrate the provision of
muscle building to 12-13 year-old soccer players,
too. We have identified means used in
implementing the muscle development under the
influence of the controlled experiment.
The differences between the experimental group
and the control group in terms of performance have
been tested using the t test for two independent
groups.
Initially, there has been no significant performance
difference (p>0.05); this was, in fact, one of the
prerequisites for the achievement of the experiment.
Nevertheless, at the final testing, there have been
significant differences between the two groups,
statistically speaking (p <0.05).
For the pull-up test, the average performance of the
experimental group athletes (6executions) has been
significantly better than the average performance of
the control group athletes (4,6 executions), and the
coefficient of variation evinces homogeneity,
compared to the control group.
For the long jump without momentum test, the
average performance of the experimental group
athletes (1.74cm) has been significantly better than
the average performance of the control group
athletes (1.67cm).
For the rounders ball throwing test, the average
performance of the experimental group athletes
(29.57m) has been significantly better than the
average performance of the control group athletes
(25.07m), and the coefficient of variation of the
experimental
group
evinces
homogeneity,
For the body flexion test, the average performance
of the experimental group athletes (23executions)
has been significantly better than the average
performance of the control group athletes
(19executions), and the coefficient of variation of
the experimental group evinces homogeneity,
The discussed results are illustrated in the summary
table of the statistical tests and the charts of the
averages that are hereinafter presented.
137
Table 1 Summarizing table of the results evolution for the two groups included in the study
Grupa
Test
Sum ∑
I
Experiment
F
82
Arithmetical
average
Standard
deviation
Coeff.of
variation%
average
error m
Control
168
I
F
I
84
130
45
Experiment
F
Control
I
F
I
49
45
47
574
Experiment
F
Control
I
F
I
828
571
702
420
Experiment
F
644
Control
I
F
420
532
2,928
6
3
4,642
1,601
1,7407
1,617
1,677
20,5
29,571
20,39
25,071
15
23
15
19
0,813
0,816
0,816
0,731
0,072
0,071
0,077
0,063
1,5752
0,92
0,916
1,653
1,21
1,217
1,217
1,586
27,769
13,608
27,21
15,74
4,501
4,124
4,805
3,78
7,684
3,111
4,494
6,596
8,11
5,292
8,114
8,35255
0,153
0,154
0,154
0,138
0,013
0,013
0,014
0,011
0,297
0,173
0,173
0,312
0,23
0,23
0,23
0,3
0,023
0,023
0,0238
0,019
0,00019
0,0001
0,0002
0,0001
0,088
0,03
0,03
0,097
0,052
0,052
0,052
0,09
m2
Testt signif.
T
Test
14,099
Pull-ups
7,93
7,26108
Long jump
3,145
26,304
13,089
Trowing a rounders ball
24,58
Flexions of the body
25
20
15
Gr. Exp
10
Gr. Control
5
0
Pull-ups
Long jump
Throwing a .Flexions of the
rounders ball
body
Fig.1 Diagram on the arithmetic mean of the initial test results of the two study groups
30
25
20
Gr. Exp
15
Gr. Control
10
5
0
Pull-ups
Long jump
Throwing a
rounders ball
.Flexions of the
body
Fig.2 Diagram on the arithmetic mean of the final test results of the two study groups
standardized, all these a spects lead to a significant
development
opment of the motor capacity, fact whichis the
main target of the sports training.It has been found
that a soccer player needs a certain specific
strength, but this could not be developed if the
player does not acquire general strength first, which
is the one that engages all muscles of the body.
Consequently,the strength training is one of the
most important ingredients in the athletes’
development programme.
Recommendations for the practical activity,
following the experiment and the gained results:
-exercises
ercises must be simple and accessible.
The conducted study confirms the hypotheses of
the research, emphasizing through the
th recorded
values, the level of development of the general
muscle strength to the soccerplayers in the
experimental group, compared to those in the
control group.
The sports training must permanently ensure a
harmonious
physical
developmentthrough
developmentthrou
continuous increase in the motor capacity,
capacit
especially under the conditions of intense school
activities that requiree greater efforts every year.
When the used methods and means are easy to
execute, attractive, optimally distributed
distribute
and
138
10,58
-select a great number of exercises (8-12), that
engage the main muscle groups
- exercisesmust alternate between limbs and muscle
groups to ensure a good recurrence.
- the relaxation exercises, like shaking legs, arms
and shoulders, quicken the recurrence between
series.
8. Niculescu M., Siman I., Mateescu A.(2008)
Muscle training in special condirions. Craiova:
Universitaria, pp.16- 20.
9. Petrea J., Miron A.(2005) Corpus of Exercises
for a Harmonious Physical Development. Galati:
Pax Aura Mundi.
C.(2009).
Theoretical
and
10. Ploesteanu
Methodological Basis of the Physical Sports
Training, Galati:Europlus, pp.255-265.
11. Ploesteanu C.(2007). Concept of fitness in
football training,Iasi, Cermi, pp.106-110.
12. Radulescu M., Cojocaru V., Jurca C., Dragan
A., Antohi N., Manolache G., Ciolca S., Comanita
P.(2003). Soccer coach guide- children and junior
players. Bucharest: Axis Mundi, pp.97-98, 139-149.
13. Rovida A.(2007). Teoria e metodologia
dell’allenamento.FIGCComitato
Regionale
Lombardo,pp.64-84.
14. Stanculescu V.(1999).Guide of the Professional
Soccer Coach for 364 Days of a Competitive Year.
Brasov:Transilvania Expres, pp.228-229.
Damian.
(2006).
Superfit.
15. Serban
Bucuresti:Runa, pp.70-87.
REFERENCES
1. Apolzan D. (1999). Soccer 2010, Bucharest:
Under the aegis of FRF, pp.318-319,360-362.
2. Bompa T., Carrera M.(2006) .Periodization of
the sports training,Bucharest:Tana, pp. 53-87.
3. Bompa T.(2001). Theory and Methodology of
Training, CNFPA, Bucharest:Tana, pp269-297.
4. Cojocaru V.(2002). Football of 6 to 18.
Methodology of training.Bucharest, pp.50-54.
5. Hostiuc N.(2001). Sports training theory, Iasi:
Altius Academy, pp.39-48,61-65.
6. Lambertin
F.(2000).Footbal-Preparation
physique.Paris:Amphora, pp.94-96.
7. Niculescu M., Malusaris G., Mateescu A.(2008)
Elements of Applied Muscle Training. Craiova:
Universitaria, pp.7-31,50-59.
EXPERIMENTAL STUDY ON THE DEVELOPMENT OF
COORDINATION CAPACITY OF FOOTBALL PLAYER S BY MEANS
OF DANCE
Constantin PLOEŞTEANU, Liliana NANU, Vasile Cătălin SAVU
University „Dunarea de Jos” of GalaŃi
Abstract
Coordination represents a major complex capacity, decisive in achieving and improving technique and tactics,
as well as in applying them under unusual conditions. Many consider that coordination is an inherited trait, that
can nevertheless be considerably developed, especially if the training for this purpose starts during childhood.
A successful programme for the coordination development must be based on acquiring a great variety of skills.
New activities have been experimented in this respect, in our case skills of the samba dance.
Keywords: soccer game, junior players, coordination capacity, samba dance
2003; Nanu L., 2010) consider that, by limiting the
influence of the physical training indices strictly to
the acquisition of technical and tactical actions for
the sport involved, we accept mediocre results.
Tudor Virgil (1999) considers the general
coordination capacity is the result of a „polyvalent
motor learning”. With respect to the coordination
capacity, he states that it is one of the motor
qualities which designate collection of skills,
mainly psychomotor, that involve a rapid and
effective adaptation to various conditions, specific
to the various types of activities, through the
reorganization of the existing motor background.
The reorganization of the existent motor skills of
the 8-10 year-old players may also be achieved by
including dance methods in the general physical
training, determining a general increase of the
INTRODUCTION
Practical activity proves that the best results, for
any type of sport or any sports test, cannot be
obtained only by using their specific means, as the
features of the multilateral physical training are
borrowed from other sports and adapted to what we
intend to do, in order to increase sports
performances.
In training the soccer players, particularly the
young aged, methods from other sports are used
(athletics, gymnastics, weightlifting, ice-skating,
swimming, dancing etc.) methods that can
contribute to an increase of the technicity indices of
exercises, to an improvement of the motor qualities
and an extension of the athletes’ motor, functional
and movement abilities. Many authors (Dragnea,
A., Mate-Teodorescu, S., 2002; Ploeşteanu C.,
139
performers’ motility, and particularly an increase of
their coordination capacity. The coordination
capacities can be cultivated mainly by the repeated
practice of the motor skills, under various
conditions, combinations and demands. The bigger
and more various the players’ motor basis is, the
more coordinated and effective movements they
shall have (M. Epuran, 2005).
Being a spontaneous activity, dance does not have a
well determined beginning throughout history, but
it is sure that it contributed to the development of
the human species. As a type of nonverbal
communication, between the personal ego and the
other identities, dance involves the implication of
the conscious and the subcounscious, in real life
situations, created by the rhythm of the music and
the social convention.
Dance entails a playing state, a state of free access
to the land of imagination where everything is
possible through improvisation, where stereotypes
and barriers are lost in the variety of possibilities,
where problems dissapear and the conventional
barriers are shattered.
Samba or „the happy bouncing”, as it is translated
into Bantu (the Angolans’ language), is considered
the dance which celebrates joy, fulfillement and
enthusiasm. The energy of the samba is given by
the variety of the steps and moves rapidly executed
with a provocative hip undulation or with the
stunning balance of the torso, where all slow
movements alternate with alert movements,
elaborate movements, pirouettes and other
acrobatic elements further added.
Samba involves each part of the dancer’s body
through the action of the legs manifested by
bending in different positions, through the transfer
of the body weight from top to heel, where the
center of gravity is easily projected forward,
through movements of the pelvis combined with
free swings of the arms. The body part that makes
the greatest effort is represented by the scapulas,
which execute extensive movements forward,
backwards, up and down.
The songs used for the samba dance must be in 2/4
time or 4/4 time, at a tempo of 50-52 beats/ minute,
in syncopated melody lines,
especially on
percussion instruments and guitar.
HYPOTHESIS
The working hypothesis is based on the idea that if
methods of the samba dance are used for the
general physical training of 8-10 year-old soccer
players, under the guidance of experts, the
coordination capacity and the technical and tactical
actions of the children are improved.
a. The study protocol
The research has been carried out at FCM Dunarea
Galati, on the „Portul Roşu” Stadium in GalaŃi
during a 6 month-period (October 2012 – March
2013) in the gym of the Faculty of Physical
Education and Sports in GalaŃi, twice a week, in 40
minutes sessions.
b. Subjects
The work group was represented by 32 children,
aged between 8 and 10.
c. Groups
Experimental group (EG) and control group (CG)
consisted of 16 children each, aged 8-10, who had
the same training conditions, sharing the same
equipment.
d. Assessment Tests
Pratice process:
START - behind the start line – from a split squat
position with the back towards the heading
direction:
1. 1800
turn – in order to face the heading
direction;
2. running: type of movement between stops – 3
m;
3. balance walking: on a gym bench – 3m;
4. successive jumps on both legs: inside 3 cercles,
1m diameter each, placed one after the other – 3
m;
5. running - 3 m;
6. driving the ball through 5 cones – a soccer ball
is skilfully led by foot through 5 cons situated at a
1m distance one from the other – 5m;
7. shot on a fixed spot – it is executed from the
line drawn on the ground - the fixed spot (a 1m
diameter circle) is situated in the middle of the
gymnastic box, upwards from its base– 3m;
8. 1800 turn – to go in the heading direction;
9. speed running and crossing over the FINISH
line – 17m.
The athletes shall go through the entire application
track twice - 37m (2x17m+3m), having to pass
through all the elements in the established order.
The athletes are assessed according to their
personal results (points and seconds) obtained
according to the tasks:
•
For the first lap through the
application track, the performing technique of the
established skills for each stop shall be assessed –
evaluation by points – the points shall be granted
only if the skills are performed properly - table 1
OBJECTIVES
In the training of 8-10 year-old soccer players,
samba contributes to the development of exercise
capacity, to a harmonious physical development, to
the formation of a good and aesthetic posture, to the
improvement of muscle elasticity and joint
mobility, to the development of coordination, to the
improvement of the ability to relax, physically and
mentally, as well as to an increase of the selfconfidence and self-esteem.
140
No.
1.
2.
3.
4.
5.
6.
Table 1
Evaluation grid for the skills technique (TPA)
Skill
1800 turn– without unbalancing
running – feet-ground contact on the half-sole
Balance walking– without falling or stepping laterally right /left beyond the bench
successive jumps – without stepping outside the circles
Driving the ball throgh cones – without losing the ball
Shot on a fixed spot - inside the circle
Total:
action, from the START line and it shall be
stopped on the moment the athlete has passed the
FINISH line - table 2.
•
For the second lap through the
application track the speed of task solving shall be
assessed – assessment against the clock – the timer
shall be started on the moment of the athlete’s first
Table 2
Evaluation grid for the performance against the clock (VPA)
No.
Performance (seconds)
Points
30.0
10
1.
31.0
9.00
2.
32.0
8.00
3.
33.0
7.00
4.
34.0
6.00
5.
35.0
5.00
6.
36.0
4.00
7.
37.0
3.00
8.
38.0
2.00
9.
39.0
1.00
10.
c) formation: column of 2; musical
background: 2/4 time songs; I.P.: walking cadence
emphasized on left foot pace, accompanied by palm
percussion on the emphasized time.
d) formation: column of 2; musical
background: 2/4 time lively songs; I.P.: jogging
with 1800 or 3600 turns executing 2 steps on each
musical time.
e) formation: circle; musical
background: 2/4 time songs, at a moderate tempo;
I.P.: standing, holding the ball into the right hand;
execution: active kicks of the ball for each musical
time; assessment: points are given for correct
rendition of musical times and for the greatest
number of repetitions without losing the ball –
actions are performed with the other hand,too –
standing actions / actions in movement.
f)
formation:
circle;
musical
background: 2/4 time songs, at a moderate tempo;
I.P.: standing; action: T1 – jump with legs spread
and simultaneously place arms in a big V and clap
hands; T2 – standing jump and simultaneously
lower arms laterally and clap hands on the thighs.
g) formation: column of one; musical
background: 2/4 time songs with tempo changes
once in 16 musical measures; action: gradual
e. Types of exercises
After the analysis of the initial testing results, an
experimental training programme has been
designed and applied for the EG group. The
programme uses samba methods of various degrees
of difficulty, adapted to the age features of 8-10
year-old children practising soccer.
The experimental training program has been
designed
for
a
6
month-duration,
40
minutes/session.
Among the types of exercises used for the
develoment of the coordination capacity through
the samba dance we mention :
•
Exercises used to educate rhythm – rhythm
games:
a) formation: lined up on 2 rows;
musical background: songs 2/4 time; I.P.(initial
position): standing, arms bent, palms ready for
percussion; execution: percussions on every time
simultaneously emphasized on each time, counting
both times – standing actions /actions in movement.
b) formation: lined up on 2 rows;
musical background: 2/4 time lively songs; I.P.:
standing, arms bent, palms ready for percussion;
execution: counted percussions on each musical
note – standing actions/actions in movement.
141
Points
1
1
2
2
2
2
10
shifting the body weight on the right foot and
stretching it at the same time.
d) formation: lined up on 2 rows; I.P. standing;
action: T1 – lateral right step with the right foot and
simultaneous body tilt oppositely; T2 – 1800 turn to
the right on the right foot and the body in vertical
position – arms swing freely on the sides; T3 – T4 –
idem T1 – T2; T5 – T5 idem T1 – T4 oppositely.
•
The build up of samba dance steps shall
be achieved through multiple repetitions, after the
steps have been learned separately, without musical
background in the beginning, and then with a
moderate tempo music.
•
The improvement of samba shall be
achieved through combinations of steps executed
on various rhythms.
The statistical processing of the registered results
has been achieved by the use of Microsoft Office
Excel 2007.
change of the types of movement from one tempo
to the other.
h) formation: one behind the other column; musical background: 2/4 time songs with
tempo changes; action: moving on marching steps,
one step for each time with a gradual acceleration
of the marching rhythm until they start running and
vice versa, according to the features of the given
tempo.
•
Basic steps to learning samba:
a) formation: lined up on 2 rows; I.P. standing;
action: T1 – slow step forward with the left foot; T2
– rapid lateral step with the right foot; T3 – bring
rapidly the left foot close to the right foot; T4 –
slow step back with the right foot; T5 – rapid lateral
step with the left foot; T6 – bring rapidly the right
foot close to the left foot.
b) the same steps on T1, T2, T4 and T5 but on T3
and T6 a 1800 turn and get feet close
simultaneously.
c) formation: lined up on 2 rows; I.P. standing;
action: T1 – step forward on the left foot in demi
plie (semiflexion); T2 – right foot sliding and
touching the ground with the toes, laterally towards
the right; T3 – left foot gets close to right foot
followed by shifting body weight on the left foot
and stretching the leg at the same time; T4 – step
forward with the right foot in demi-plie
(semiflexion); T5 – left foot sliding and touching
the ground with the toes, laterally towards the left;
T6 – right foot gets close to left foot followed by
RESULTS
After having designed and applied the
experimental training curriculum with samba
specific methods in order to increase the general
physical preparation indices and the coordination
indices, particularly to 8-10 year-old soccer players,
the results achieved by the EG were incontestably
superior to the results achieved by the CG; there
were significant differences between the two tests
of the same group – table 3.
Table 3 Averages and the difference between the motor indice averages of TI and TF for EG and CG
Dynamics of motor indices 8 – 10 year-old soccer players
No.
Technique in the application track (TPA)
Speed in the application track (VPA)
Group
GE
GC
GE
GC
Tests
I.T.
F.T.
I.T.
F.T.
I.T.
F.T.
I.T.
F.T.
5
7
6
6
7
9
6
6
1.
6
8
6
6
8
9
6
6
2.
4
8
4
5
6
8
7
7
3.
3
8
4
6
6
8
7
6
4.
5
6
4
5
7
8
7
6
5.
7
9
5
6
7
8
8
7
6.
6
8
6
6
8
9
6
7
7.
6
8
6
6
6
8
5
6
8.
6
7
5
5
6
8
5
6
9.
4
7
5
5
5
8
4
6
10.
5
6
7
7
4
7
5
6
11.
7
8
7
7
5
8
8
8
12.
4
7
6
7
5
8
3
7
13.
5
7
6
6
5
8
4
6
14.
5
8
5
6
6
8
5
6
15.
5
8
5
6
7
9
5
6
16.
x
5,18
7,50
5,43
5,93
6,12
8,18
5,68
6,37
±m
+ 2,32
+0,5
+ 2,06
+ 0,69
142
felt by the intensity of the physical effort through
the use of music as background for dance;
4.
The use of dance methods determines
the improvement of the children’s state of health
and significantly increases motivation during
training sessions, ensuring the self-trust and the
self- esteem;
Whatever the type of dance used, the
5.
physical and mental results for children are
substantial.
DISCUSSIONS
After having applied the physical training program
by using samba dance methods it has been noticed
that the two groups achieved better results than at
the inital tests, even if the results of the
experimental group were undoubtedly superior
compared both to the initial tests and to the final
results of the control group.
At the final testing for the motor indices the
progress was obvious for the experimental group,
which achieved higher average results between the
tests. The registered progress was 2.32 points for
the experimental group at the skills execution
techniques assessment in the application track,
compared to the 0.5 points progress achieved by the
control group.
At the evaluation of the second lap in the
application track, against the clock, the
experimental group achieved significant progress.
If at the final testing the final average of grades was
6.12 points, the average of the points gained was
8.18, therefore a 2.06 points difference, compared
to the control groups, who registered a 0.69 point
progress between the two tests.
The progress achieved by the experimental group
was obvious, both between the two testings but also
when compared to the control group.
REFERENCES
1. Bompa, T., Development of Biomotric Qualities,
Ex Ponto Publishing House, Bucharest, 2001
2. Cîrstea, G., Theory and Methodology of Physical
Education and Sports, AN-DA Publishing House,
Bucharest, 2000
3. Dragnea, A., Mate-Teodorescu, S., Coaching
Theory, FEST Publishing House, Bucharest, 2002
4. Drăgan, I., Medical and Sports Selection and
Orientation, Didactică şi Pedagogică Publishing
House, Bucharest, 1996
5. Epuran, M, Methodology of the Body Activities
Research – Physical Exercise - Sports - Fitness,
FEST Publishing House, EdiŃia 2, Bucharest, 2005
6. Horghidan, V., Psychomotor Issue, Globus
7. Nanu, L., Drăgan, T.M., Gymnastics Handbook,
GUP Publishing House, GalaŃi, 2010
8. Nanu, L., Body and Motor Expresiveness by the
Use of Rhythmic Gymnastics Methods, GUP
Publishing House, GalaŃi, 2010
9. Năstase, V. D., Ballroom Dance for Beginners,
Paralela 45 Publishing House, Bucharest, 2002
10. Ploeşteanu, C., Soccer – basic course, „Lower
Danube” University Foundation Publishing House
GalaŃi, 2003
11. Tudor, V., Conditional, coordination and
intermediary capacities – components of the motor
capacity, RAI Publishing House, Imprimeria
Coresi, Bucharest, 1999
12. Szoke, I., Role of the Dance in the Universe of
Stage Fictions, Târgu Mureş, 2008
13. Vasilescu, T.,Come to Dance, Tineretului
14. Verza, E., Psychogenetic and Psychodynamic
Landmarks to Know and Evaluate Children, Pro
Humanitate Publishing House, Bucharest, 2000
15. Zbenghe, T., Kinesiology. The Science of
Movement, Medical Publishing House, Bucharest,
2002
CONCLUSIONS
1.
After processing and interpreting the
data resulted from the comparison of the two
groups of children, 8 to10 years old, the hypothesis
stating that the samba specific methods may
contribute and influence positively the development
of the coordination capacities of junior 8-10 yearold soccer players has been confirmed ;
The samba specific methods may be
2.
successfully used for the general physical training
of children, having an important role in their
harmonious physical development, in the
performers’ muscle toning, in the improvement of
their biomotric potential, in the mastery of a wide
range of specific movement skills and abilities, but
also in the improvement of the execution technique
of soccer specific elements;
With respect to the physical training of
3.
the 8-10 year-old soccer players, the samba dance
helps forming the capacity to relax muscles and
mind, eliminating stress and fatigue states by
creating players’ a good mood, diminishing effects
143
IMPLICATIONS OF THE MORAL–VOLITIONAL TRAINING IN THE
TRAINING OF PERFORMANCE ATHLETES
Veronica POPESCU
University, “Alexandru Ioan Cuza” of Iasi, Romania
Abstract
The research focused on the implications of moral–volitional training in the training of performance athletes
and it had an exploratory character. We have begun the research by collecting information on the elaboration of
the questionnaire that focuses on analyzing the importance of moral–volitional training for the athletes. The
questionnaire was applied on 40 athletes.
We have analyzed and interpreted the results using the specialized psychological statistics software SPSS 11.0
for Windows. We have applied Pearson’s bivariate correlation between the moral values and self-determination
variables.
The struggle with the self and the self-control are the determining factors in the education of an athlete’s will
and morality. This aspect becomes obvious in the behaviour of the subjects questioned; the conclusion is that
self-control and the observance of the referee’s decision are dominant in sports behaviour.
Keywords: Morality - Will – Sports performance
Generally, will is the action of satisfying the needs,
for which the main stimulus is the obstacle – the
“psychological barrier”. In the sports activity, there
is always an obstacle to overcome in order to reach
great performance – the previous performance, the
adversary, a moment of the game, etc. The qualities
of the will have a primordial role in the structure of
the athlete’s personality compared to the nonathlete population. In case of athletes, there are
more frequent expressions of the capacity to
dominate, of the fighting spirit, the perseverance,
the courage, the confidence in one’s own forces.
Research has underlined that, in case on athletes
above the average, there are expressions of tenacity,
responsibility, stability in attitude, and ambition.
Below the average level, among the psychological
expressions we mention a narrow set of realistic,
practical, and formal concerns. Sports activity is a
heterogeneous
group
with
differentiated
expressions, whose objective is the tendency to
achieve great performance. Voluntary activity
involves an objective, a purpose, as the athlete
needs to have an image of what he has to achieve.
Will is not seen as the science to overcome hard
times and difficulties, but as one meant to find
solutions to solve them, a rational program to defeat
them, to find adequate solutions to the situation
created. In sport, will is a talent, an indispensable
individual quality for performance athletes.
INTRODUCTION
The moral–volitional training of the athlete is
reflected in his behaviour during training and
competitions, and, through the behavioural
expressions within his training (practices,
competitions, and social life), it reflects his level of
education / moral–volitional training5. We refer
here to the moral component occurring in the
athlete’s fair-play spirit, in the perception and
application of this concept, covered and supported
by all the corresponding organs. The volitional
component is reflected in the results obtained /in
high-level competitions, by activating the efforts of
the will in limit–situations (overcoming the
physiological obstacles, accepting the referee’s
decisions, injuries, etc).
E. Scarlat – citing M. Epuran and I. Holdevici –
says that “will is one of man’s basic psychic
processes, without which no activity is possible; it
is not present only in all affective actions, but also
in orienting the psychic processes of knowledge
and activity, expressed at the level of memory,
attention, thinking, or handling states of
consciously formulated purposes and overcoming
obstacles, through effort”. (2003, p. 59)
In school physical education and mostly in
performance sport, the will is a quality encountered
in each stage of the student’s formation. The
qualities of the will are expressed in several ways:
determination, perseverance, courage, self-control,
spirit of discipline (expressed through punctuality,
civilized behaviour, observance of the regulation
imposed by the specific sport; the wish to excel
oneself, tenacity, confidence in one’s own forces)
(Scarlat, E., 2002, p. 59).
RESEARCH METHODOLOGY
The research has focused on the implications of
moral–volitional training in the training of
performance athletes and it had an exploratory
character. The research began with the collection of
information related to the elaboration of the
144
questionnaire that analyzes the importance of
athletes’
moral–volitional
training.
This
questionnaire was applied to 40 athletes.
The purpose of the research was to
underline the involvement of moral–volitional
training in athletes’ training, manifested in the fairplay attitudes and behaviours of athletes in training
and competitions.
The research objective was to stress the importance
of volitional and moral training for performance
athletes. We have started from the idea that, in
order to practice high-level sports, athletes have to
benefit not only from a necessary sports training,
but also from a volitional and moral one.
The hypothesis is that performance athletes realize
the importance of moral–volitional training in the
acquisition of moral attitudes and values.
For the analysis and interpretation of results, we
have used the specialized psychological statistics
software SPSS 11.0 for Windows.
The research sample included 40 performance
athletes and it can be characterized by the following
demographic reference points:
•
By the gender variable, the sample
includes 17 female subjects and 23 male subjects;
•
By age, the sample has a balanced
distribution, including subjects aged between 17
and 35;
•
By the sports branch practiced, the sample
includes 3 athletics sportsmen, 10 basketball
players, 3 boaters, 10 handball players, and 14
volleyball players;
•
By the number of years they practiced
performance sport, the sample includes subjects
engaged in high-level sports training from 4 to 20
years;
•
By the level of sports performance, the
sample comprises 24 players in Division A, one in
Division B, 9 participants in the National League,
one member of the National Team and five
members of the Olympic Team.
In order to investigate the opinions of performance
and high-performance athletes regarding moral
training, we have elaborated the questionnaire on
athletes’ self-assessment regarding the personal
level of moral–volitional training (PMV).
The questionnaire comprises 14 items, qualitative
for the most part, and 2 scalar items. For the
qualitative items such as “In your opinion, the
regulation of the sports branch you practice is
observed because of the following factors”, the
answer possibilities vary depending on the subjects’
perception on the phenomenon presented. This
category includes the following items: 1, 2, 3, 4, 5,
6, 7, 10, 11, 12, 14.
For the scalar items such as “Have you ever had to
interrupt a game / o race / a sports contest because
the referee made a bad decision?”, the answer
possibility is “yes”, “sometimes”, “often”, “no, I
just control myself and go on”. This category
includes the following items: 8, 9, 13. The
statistical analysis was done for each item.
RESULTS AND INTERPRETATIONS
For the analysis and interpretation of results, we
have used the specialized psychological statistics
software SPSS 11.0 for Windows.
In order to analyze the hypothesis, we will interpret
the items comprising the questionnaire:
Item 1 – What do you understand by “morality” (in
general)?
Graph 1. Graphic illustration of the results for item 1
I1
respectarea unor dec
10,0%
respectarea unor pri
respectarea unor reg
52,5%
37,5%
For item 1, 52.5% crossed “observing personal
principles” – which indicates that athletes see
morality as an acquired personal characteristic –
37.5% chose “observing certain rules imposed by
the society / community”, while 10.0% crossed the
option “observing certain decisions taken by
others”.
Item 2 – What do you understand by morality in
performance sport?
145
I2
Imposing rules
7.5%
all
Respecting the adversary
5.0%
5.0%
Observing the regulation
82.5%
For item 2, 82.5% crossed “observing the
regulation imposed by the sports branch”, which
indicates that the subjects have a sports behaviour
due to the regulation imposed by the sports branch,
while 7.5% chose “imposing individual rules”; 5%
crossed “respecting the adversary” and the option
“all of them”, respectively.
Item 3 – What do you understand by will (in
general)?
I3
Being better than the other
7.5%
Managing to accomplish
37.5%
Excelling oneself
45.0%
Being the best at all costs
10.0%
For item 3, 45% crossed “to excel oneself”, 37.50%
chose “managing to accomplish your dreams”, 10%
crossed “being the best at all costs”, while 7.50%
crossed “being better than the other”.
Item 4 – What do you understand by will in the
sport you practice?
I4
all
2.5%
Defeating the adversary
27.5%
Overtaking the other
17.5%
Excelling oneself
52.5%
For item 4, 52.5% crossed “excelling oneself”,
which indicates that half of the respondents believe
that the struggle occurs within the athlete in order
to reach the objectives set; 27.5% crossed
“defeating the adversary at all costs and by all
means”, 17.5% chose “overtaking the other”, while
the rest of 2.5% crossed “all of them”.
Item 5 – In your opinion, the regulation of the
sports branch you practice is observed because of
the following factors:
146
I5
all
12.5%
referees
25.0%
fair-play spirit
32.5%
Athlete’s conscience
30.0%
For item 5, 32.5% believe that it is due to the fairplay spirit, as 30% of the athletes believe that it is
due to the athletes’ conscience, while 25% of the
subjects believe that referees are the cause of this,
while only 12.5% of the subjects crossed “all of
them”. All of these aspects lead to observing the
regulation of the sports branch practiced.
Item 6 – How do you believe that the athlete’s
morality is educated?
I6
Overcoming conflict situations
45.0%
teamwork
25.0%
Sharing the joy
30.0%
For item 6, 45% of the respondents believe that
morality is educated by “overcoming conflict
situations through self-control”; 30% believe that
this is possible by “sharing the joy with the close
ones / respecting the adversary”, and 25% of the
subjects believe that “teamwork” favours the
education of morality.
Item 7 – How do you believe an athlete’s will is
educated?
I7
Other aspects
2.5%
Struggling with the self in the great efforts
20.0%
all
25.0%
Overcoming critical situations
Struggling with the self during the hard times of competitions
32.5%
20.0%
leads to the education of the will; for the same
aspect, 25% chose “all of them”, while 20% opted
For item 7, 32.50% believe that “struggling with
oneself during the hard times of competitions”
147
for “struggling with oneself in the great efforts
Item 8 – Did you ever have to interrupt a game / a
during practices” and “overcoming critical
race / a sports contest because you could not find
situations (injuries, depressions)”, respectively.
the physical and psychic force to go on?
Only 2.5% crossed “other aspects” as being
involved in the education of the will.
I8
never
35.0%
sometimes
42.5%
Very often
12.5%
often
10.0%
For item 8, 42.50% crossed “sometimes”, 35% of
the athletes crossed “never”, 12.50% chose “very
often”, and 10% crossed “often”. This means that
most athletes benefit from a mental force capable of
helping them overcome the milestones during
competitions.
Item 9 – Have you ever had to interrupt a game / a
race / a sports contest because the referee made a
bad decision?
I9
yes
22.5%
No, I control myself and go on
sometimes
50.0%
17.5%
often
10.0%
For item 9, 50% crossed “no, I just control myself
and go on”, 22.5% of the respondents crossed
“yes”, 17.5% crossed “sometimes”, and 10%
crossed “often”. This means that most athletes
benefit from a mental force capable of making them
overcome the controversial decisions of certain
referees.
Item 10 – When the referee makes a bad decision
that affects me, I do the following:
I10
I get mad
25.0%
I want to punch him
5.0%
II control myself and I respect his decision
70.0%
148
For item 10, 70% chose “I control myself and I
that 30% of the subject chose to get mad or even to
respect his decision”, 25% of the athletes crossed “I
want to punch the referee. This does suggest that a
get mad”, while 5% chose “I want to punch him”.
better intellectual and moral education of athletes
We conclude that most respondents respect the
could lead to a decrease in the percentage of
referee’s decision because he is the decision factor
athletes who could end up doing these things.
Item 11 – When I win a game / race, etc, I treat the
during competitions and in the sports life of the
adversary
athlete involved. However, we should not forget
I11
I tell him that I am better
7.5%
I ignore him
2.5%
civilized
90.0%
For item 11, 90% of the athletes crossed
respondents concerning this segment of the
“civilized”, 7.50% crossed “I tell him I am better”,
athletes’ behaviour in competitions.
Item 12 – When I lose a game / race, etc, I treat the
and 2.50% crossed “I ignore him”. We conclude
adversary
that there is a high fair-play spirit among the
I12
I do not talk to anybody
10.0%
I am very mad and I show it
7.5%
I congratulate him
82.5%
For item 12, 82.50% of the subjects crossed “I
congratulate him” – which proves the presence of
fair-play spirit in the education of athletes – 10%
crossed “I do not talk to anybody”, while 7.50%
crossed “I am very mad and I show it”. The
answers to this item consolidate the conclusions to
the previous item, meaning the fair-play is highly
present among performance athletes.
Item 13 – To what extent do you believe that the
coach influences the team regarding the moral–
volitional aspect (behaviour in competitions,
practices, various situations, and the will to excel
oneself)?
I13
25%
7.5%
100%
27.5%
50%
27.5%
75%
37.5%
149
For item 13, 37.5% crossed “75%”, 27.5% crossed
“50%”, while another 27.5% opted for “100%”. We
conclude that athletes are persuaded that,
concerning the moral–volitional training, both the
coach and the athlete are involved.
Item 14 – In your opinion, how does one educate
morality and the athlete’s will?
I14
By other aspects
2,5%
By creating
All of them
12,5%
15,0%
By imposing to overcome
By being aware
27,5%
20,0%
By knowing the life principles
By knowing the life principles
10,0%
12,5%
adversary when winning or losing a game, when
receiving favourable or unfavourable decisions.
The struggle with the self and the self-control
represent the determining factors in the education
of the athlete’s will and morality. This is underlined
from the perspective of the respondents’ behaviour,
as we have concluded that self-control and
acceptance of the referee’s decision are
predominant in sports behaviour.
The analysis allowed us to understand that athletes
are aware of the need for moral training and of the
coach’s involvement in this sense. This way, the
realization of the sports activity leads to the
construction of the athlete’s deep personality, by
educating morality and will, given that motivation
is important in athletes’ training, in their need of
self-assertion / self-accomplishment.
From the preliminary research, our hypothesis is
confirmed, as the statistical results obtained show
the importance of intellectual and moral–volitional
education in the training of performance athletes.
For item 14, 27.50% believe that morality and will
are educated “by imposing to overcome obstacles in
performance”, 20% believe that it is educated “by
being aware of the activity one is undergoing”,
while 15% think that “all” the elements that we
have mentioned contribute to this process. Other
subjects, 12.50%, believe that “creating problem–
situations in training”, or “knowing the life
principles” (10%) and “knowing the competition
regulation” (2.50%) are involved in educating
morality and will.
CONCLUSIONS
Moral training pays an important role in shaping up
the personality structure of the athlete, because it
determines the development and valorisation of his
capacities through its orienting and preparatory
functions.
After completing the research on the selfassessment of the moral training level, we conclude
that athletes, through their aspirations, are in the
higher compartment of the pyramid of needs
elaborated by A. H. Maslow; the will represented
by excelling oneself and the morality represented
by self-control are among the characteristics of the
respondents.
From the perspective of morality, we conclude that
the respondents guide themselves by personal
principles, but, in sports competitions, their
behaviour is determined by the observance of the
sports branch regulation; however, we do mention
the need for a more consistent and better organized
moral–volitional education.
We note that the sports regulation is respected not
only because of the rules imposed by competition,
as the fair-play spirit is highly developed within
moral–volitional training; it is expressed in the
athlete’s behaviour towards the referee and the
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morale. Teorii şi practici ale dezvoltării
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USING THE MEANS OF TRAINING HAPPEN WITH DIFFERENT
PREDOMINANT INFLUENCE COMPARED WITH NARROW
SPECIALIZATION IN THE PREPARATION OF 14-15 YEARS OLD
MIDDLE-DISTANCE RACE RUNNERS
Lucica SAVA
Abstract
The results obtained from the runners included in the experiment demonstrates the superiority of the workout
with influence mainly different compared with narrow specialization in preparation of the 14-15 years old
middle-distance race runners along a competitive year. Best results obtained by the Group experiment is due to
higher volume and work assigned to multilateral means of physical training compared to those of narrow
specialization. Statistical calculation showed that the differences obtained at the experimental group level and
between the control groups and experiment are significant, appropriate some thresholds of significance (p<
0,05; p<0,01; p<0,001).
Keywords: the physical effort, the physical training, the sports training, the strength training.
preparation is necessary to achieve the performance
in these tests, needs to target the specific
physiological needs and, nevertheless, they are still
inadequate,are used methods and means of training
in bodybuilding and weightlifting.
Scientific researches [Atanasiu C.L. 1998/ Bompa
T.O. 2002/ Pandele L. 1969] shows the fact that
educating the workforce in various working
regimens is not harmful to children of 8 to 9 years,
age at which can begin the preparing for its
development.
The fastest growing workforce it produces using of
explosive methods of solicitation,eccentric or
pliometric with high load peaks, through
recruitment-optimization get quick improvement of
neuromuscular performance without hypertrophy
[Niculescu M. ş.a. 2008]. Usually, these methods
are used in "blocks training" for three weeks.
Many
researchers
have
experimentally
demonstrated that the development of speedstrength qualities and power-speed is appropriate
since childhood or adolescence [Filin V.P. 1971/
Filin V.P., Maslovschi E.A. 1971/ Filin V.P. 1987/
Gagea A. 2006/ Thompson J.R. 1993/ Winckler G.
O 1993]. Conducting strength training in different
regimes of force, from the age of 8-9 years,
enforces to respect some methodical rules: at 11-13
INTRODUCTION
Physical preparation is, from the perspective of
sports training, the necessary support of
manifestation of all components of the training
[Ardelean T. 1990/ Bompa T. 2001/ Dragnea A.,
Teodorescu S.M..2002, Gagea A. 2006/ Pradet M.
2000]. The high level of performance in sport is
due, to a large extent, increased the complexity of
the methodology of training, in particular through
greater efficiency of the design and planning of
teaching [11, Bompa T. 2001/ Barbu C. 1998].
Physical preparation is, from the perspective of
sports training,the necessary support of the
manifestation of all components of the training
[Gârleanu D. 1991/ Ivan P. 2012]. The high level of
performance in sport is due, to a large extent,
increased the complexity of the methodology of
training, in particular through greater efficiency of
the design and planning of teaching [Colibaba
EvuleŃ D. ş.a. 1998].
Taking into account current outcomes in tests of
middle-distance race we realize that training for
these tests were split off from the training for
background tests,the
middle-distance race
becoming more and more a "prolonged sprint"
[Mihăilescu L. (2010)].
The majority of specialists in sports training
appreciate that programmes for the strength
151
references in developing the training process, the
level of physical training of 14-15 years old runners
easing more the achievement of experimental
program by selecting suitable methods; teaching
observation: measuring and testing method. It was
applied a set of tests which could reflect the level of
force training of 14-15 years old runners The
indicators of force training: pushups, stand in
hanging, lifting the body from lying dorsal position
against time, lifting the legs from lying dorsal
position against time, lifting the body from lying
face position against time, long jump off place,
détente , pentajump.
The teaching experiment: every and each
experiment presupposes the creation of a new
situation by implementing some changes at the
level of a factor (which represents the object of
study), the other factors (conditions) remaining
unchanged (as in the case of standard activity- the
witness group). In this way, it is underlined the
action (the influence of the modified factor over the
results of the full process. The first phase
(ascertaining experiment) was done over the young
team of thirty runners (14-15 years old) from C.S.S.
Galati and from C.S. Ceahlaul Piatra Neamt for
testing the athletes regarding physical resistance.
All results permitted the selection the most efficient
in terms of force training. The second phase was
over the basic experiment which permitted the
evaluation of efficiency of proposed training
program with different preponderant influence in
comparison with those specialized of narrow
training of 14-15 years old runners.
Statistical and mathematical methods of calculation
and interpretation of results: It was realized the
statistic processing and interpreting of results using
Microsoft Office Excel 2007, using the Student test
for independent sample and interpreting the
recorded information.
Develop experimental program
In developing experimental program, it was taken
into account the determination of training which
was structured using the competitive calendar.
Thus, the training was structured into two periods
of time, autumn-winter, spring-summer, after precompetitive period (winter-summer) and a
transitive period (winter-spring). The general
program of developing force was planned in the
same period of time with the start of training
period, autumn-winter, and to develop compact
during 12 weeks. The first four weeks was realized
the habituation of the body, and the rest of 8 weeks
they worked constantly for developing the force.
years old will work with loads of up to 30%;
between 13-14 years old with loads of up to 70%
and only after this age more than its own weight. In
the opinion of [Bompa T.O. 2002], the sports
performance is improving only through constant
physiological adaptation, through increased training
volume of training. Quantitative changes applied to
the volume of the workout, depends on the level of
training of the athlete, as well as their performance
increase.
PROBLEM STATEMENT
The scientific statement consists in inadequate use
of some varied methods and varied training forms
in the sportive training process which permits
noticing improvements of force training indicators
of 14-15 years old runners.
The study object is represented by training planned
process of force, the optimization technology of
acting regarding force training process of 14-15
years old runners materialized in the objectives and
the curriculum of experimental program, during
yearly cycle of training.
PURPOSE OF STUDY
The purpose of study consists in scientific
improvement and argument of efficiency of force
training process for 14-15 years old runners by
using the training methods with different
preponderance influence in comparison with those
of narrow specialization in preparing 14-15 years
old runners during yearly cycle of training. From
the results obtained after the used experiment it is
possible to notice the weak and strength points
from forced training of runners and on which
should make changes for obtaining the competitive
results for contemporary performance.
The hypothesis of study: The start point is the
premise of force training process of 14-15 years old
runners, it would contribute at improving the effort
capacity and the level of general physical preparing
during the started competitive year, but which
represents the base of obtaining high performance
in the following years.
METHODS
The analyze of scientific methods in the study; the
cross-examine based on questionnaire and
interview: in the study was used this method for
obtaining in a short time a lot of information
regarding the coaches` opinions from Organized
Sportive Clubs from the country, about the level of
forced training of 14-15 years old runners. The
received answers permit to understand the concrete
Nr.
crt.
Means of
preparation
1
2
PFG (ore)
S.S.A.A. (ore)
The months of anual cycle
10
6
3
11
7
3
12
4
6
1
2
1
2
2
3
5
5
152
4
6
5
5
2
4
Total
anual
6
1
4
7
1
4
8
2
1
9
-
36
38
3
4
5
6
7
8
Descent running
(ore)
Long jumps
(km)
Short jumps
Running on
varied field
Abdomens (nr)
Total time
reserved to the
strength
preparation and
speedpreparation
-
4
7
-
-
-
7
12
-
-
4
-
35
-
3
6
-
-
-
5
5
-
-
2
-
21
70
60
60
200
-
100
-
70
30
30
150
-
100
-
80
-
20
-
650
320
1200
18
1200
20
1200
16
800
6
1200
6
1200
17
800
25
1200
17
7
1000
8
9
2
9800
159
Analyzing the data in the table results in the
following: preparation of General Physics
predominates in the macrocycle of autumn in
higher percentage than in the macrocycle of springsummer of half-year. In macrocycle of autumnwinter force in the regime resistance will grow in
general physical training phase (PFG) after which it
will follow to maintain maximum force in the
special physical training phase. In winter the
competitional stage aims to increase strength in
regime of speed, also to maintain the force in
regime of resistance. In macrocycle of springsummer both maximum strength and strength in
regime of strength are increasing in the stage of
basic preparation. In precompetitional stage it aims
to maintain maximum strength and to increase the
strength in regime of resistance and speed. In the
development phase of the sport procedure and the
preparation for sports competitions it will insist on
maintaining the values obtained for maximum
strength,for the strength in regime of speed and
also for strength in regime of resistance.
Methodical requirements that i kept in mind in
selecting the preparation methods are the following:
the technical analysis of the various elements of the
step launched by middle-distance race and launched
the start and launch at start-up, the determination of
kinematic chains involved in the contest and use of
exercises which require kinematic chains involved
in the test of the contest. The selected exercises on
the reminded criteria were: the specific arms
movements as in the running of the stand, pushups,
hiperextensions-extensions of the body from lying
down,raising the feet from lying down, squats,
pushing the legs backwards, squats, the exercises
with jumpings on place, the special exercises. The
exercises were performed with and without to
weight in normal conditions or to weight. The
recovery of the interval strength training kept in
mind the energy source required of training and the
ability of recovery of the athlete. Strength training
has been planned according to the technique and
tactics training.
programme, accompanied by student test values
and significant thresholds for student. In the case of
the initial tests, the differences between the average
values of obtained performances of the two batches
are insignificant (values of t corresponds to
thresholds of significance P > 0.05 for all tests
used). These results confirm that the initial stages
of preparation of the two lots at the beginning of
the experiment are perceptible equal, as are not
major differences of physical training among the
samples, which can affect the argument of the final
results. For the final tests, at the entire set of tests,
the experimental group achieved higher average
values of witness group, with significant
differences (values of t corresponding to thresholds
of significance P < 0,05).
At the evaluating of strength in regime of resistance
of upper limb through the pushups the witness
group obtains a final value of 6,73±0.68 lower than
the average value of the experiment group of 8.85 ±
0,60 resulting in a difference of 2.08 repetitions.
The significance of the difference is expressed by t
= 2.08 value > 2,048, the difference being
significant (P < 0.05). At the maintained test in
hung the witness group get at the final test of a
medium value of 13,61±1,81 lower average value
of experiment group of 20,48±1.94 resulting in a
difference of 6.87 sec. The significance of the
difference is expressed by t = 2.11 value > 2,048,
the difference being significant (P < 0.05). At the
test of raising the body from the dorsal lying the
witness group get a final value of 19,53±0.66
lower average value of the experiment group of
22,67 ± 0,56, resulting in a difference of 3,14
repetitions. The significance of the difference is
expressed by t = 2,06 value > 2,048, the difference
being significant (P < 0.05). At the legs lifting test
from dorsal lying the witness group get a final
value of 11,56±0,44 lower average value of the
experiment group of 12,98 ± 0,38, resulting in a
difference of 1,42 repetitions. The significance of
the difference is expressed by t = 2,10 value >
2,048, the difference being significant (P < 0.05).
At the raising of trunk from facial lying the witness
group get a final value of 27,20±1.99 lower average
value of the experiment group of 35,99 ± 1,73,
resulting in a difference of 8,79 repetitions. The
The table below express the results recorded after
the
implementation
of
the
experimental
153
significance of the difference is expressed by t =
2.12 value > 2,048,the difference being significant
(P < 0,05). At the long jump on place the witness
group get a final value of 187,50±1,58 lower
average value of the experiment group of 193,97 ±
1.44, resulting in a difference of 6,47 cm. The
significance of the difference is expressed by t =
2.13 value > 2,048, the difference being significant
(P < 0.05). For détente,the witness group get a final
value of 38,66±0.96 lower average value of the
experiment group of 42,24±0,91, resulting a
difference of 0,8 cm. The significance of the
difference is expressed by t = 2.09 value > 2,048,
the difference being significant (P < 0,05). For
pentajump, the witness group get an average final
value of 898,33±12,81 lower average value of the
experiment group of 946,08 ± 12,14, resulting in a
difference of 10,09 cm. The significance of the
difference is expressed by t = 2,14 value > 2,048,
the difference being significant (P < 0,05).
Table 1. The significance of the difference between the initial and final tests between experiment group and
control group
Nr
crt.
Witness
group
n=15
Test name
t
X ±m
1
2
3
5
6
7
8
Initial test
Experiment
group
n=15
Pushups (nr.rep.)
Witness
group
n=15
Initial test
Experiment
group
n=15
X ±m
X ±m
P
X ±m
t
P
6,66±0,66
6,73±0,68
0,07
> 0,05
7,02±0,65
8,85±0,60
2,08
<0,05
19,26±1,98
13,61±1,81
0,08
> 0,05
20,70±1,97
20,48±1,94
2,11
<0,05
Raised trunk from dorsal lying (nr.
rep.)
19,73±0,62
19,53±0,66
0,22
> 0,05
20,98±0,60
22,67±0,56
2,06
<0,05
Raised legs from dorsal lying (nr.
rep.)
10,80±0,47
11,56±0,44
1,19
> 0,05
11,74±0,45
12,98±0,38
2,10
<0,05
Raised trunk from facial lying (nr.
rep.)
26,53±1,98
27,20±1,99
0,24
> 0,05
30,52±1,91
35,99±1,73
2,12
<0,05
187,50±1,58
187,50±1,58
0,07
> 0,05
189,47±1,55
193,97±1,44
2,13
<0,05
38,60±0,98
38,66±0,96
0,04
> 0,05
39,46±0,97
42,24±0,91
2,09
<0,05
897,20±12,78
898,33±12,81
0,06
> 0,05
908,42±12,75
946,08±12,1
4
2,14
<0,05
Maintained in hung (sec.)
Long jump on the place (cm)
Détente (cm)
Pentajump (cm)
n – 15, f – 28: P - 0,05; 0,01; 0,001.
t - 2,048 2,763 3,674
Pushups
8.85
10
6.66
6.73
7.02
8
6
4
2
0
TI witness
TI experiment1
TF witness
154
TF experiment
Maintained in hung
25
19.26
19.26
20
20.7
13.61
15
10
5
0
TI witness
1
TI experiment
TF witness
TF experiment
Raised trunk from dorsal lying
22.67
23
20.98
22
21
19.73
19.53
20
19
18
17
1
TI witness TI experiment
TF witness TF experiment
Raised trunk from facial lying
35.99
40
35
30
25
30.52
26.53
27.2
20
15
10
5
0
TI witness
1
TI experiment
155
TF witness
TF experiment
Raised legs from dorsal lying
Long jump on the place
12.98
14
11.56
Pentajump
10.8
12
TI witness
194
946.08
10
950
940
8
930
6
920
4
910
900
2
890
0
880
TI witness
870
193.97
11.74
192
190
897.2
908.42
898.33
189.47
187.5 187.66
188
186
184
1
TI experiment
TF witness
TF experiment
TF witness
TF experiment
1
TI witness TI experiment TF witness TF experiment
TI experiment 1
6. Colibaba EvuleŃ D. ş.a. (1998) Sports games.
Theory and methodology. Bucureşti: Aldin. p. 116144.
7. Dragnea A., Teodorescu S.M..( 2002 ).The sport
theory. Bucureşti. 610 p.
8. Epuran M. (1994) The shaping of the
psychological preparation in sport. A.N.E.F.S.
Bucureşti. 64 p.
9. Gagea A. (2006) The Biomechanic analysis. S.N.,
167 p.
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age of victories, the Athletics yesterday, today and
tomorrow. Bucureşti: C.N.E.F.S., C.C.E.F.S. p. 3541.
11. Filin V.P., Maslovschi E.A., (1971) The
Experimental research on the interrelations
between the motric qualities of the speed force and
the motric skill at juniors athlets, What we know
about speed. Bucureşti: C.N.E.F.S., C.C.E.F.S p.
79-88.
12. Filin V.P. (1987) The Theory and methodology
of training at juniors. Bucureşti: M.T.S.
C.N.E.F.S.-C.C.P.S, p.15-48.
13. Gagea A. (2006) The Biomechanic analysis
.S.N. 167 p.
14. Gârleanu D. (1991) ş.a. The Athletics.
Bucureşti: F.R.A. 120 p.
15. Ivan P. (2012) The Workforce development
methodology/muscle power to runners of 800 m, in
the stage of higher sports science. În: The science
of physical culture, nr. 4/2, Chişinău, p. 24-32.
16. Mihăilescu L. (2010) The Theory of physical
education and sport. Lecture notes. Piteşti:
Universitatea din Piteşti. 32 p.
17. Niculescu M. ş.a. (2008) The Muscle training in
special conditions. Craiova: Universitaria Craiova.
195 p.
The set of tests used was very diverse to capture as
many forms of its manifestation and combinations:
static strength, dynamic strength, strength for
endurance and strength for speed. The development
and the application of the experimental programme
has resulted in getting the best results from the
experimental group in terms of preparing the force
of the 14-15 years old middle-distance race runners.
The increasing values of the indexes manifestation
of the force is put in evidence through the use of the
"Student's t ' criterion tested at the beginning and
the end of the experiment, which demonstrates that
it is significant at all tests.
The application of strength training on cumulative
blocks which tracks the anatomical adaptation as
well as several groups of muscles involved in
motric actions specific to the middle-distance race
had positive effects on the results of the tests of
force applied in the experiment.
REFERENCES
1. Ardelean T. (1990). The peculiarities of the
development of motric skills in athletics. Bucureşti:
A.N.E.F.S. 105 p.
2. Atanasiu C.L. (1998). Some issues on the
development of motric skills in children and
juniors. Bucureşti: EducaŃie fizică şi sport, p. 8-11.
3. Barbu C. (1998) The preparation and
participation of performance runners in major
competitions, Bucureşti: Atlantis.140 p.
4. BompaT. (2001). The development of biomotric
qualities./ National school of coaches. / Constanta:
Ex Ponto, pp.105-273
5. Bompa T.O. (2002) The Theory and methodology
of training. Periodizarea. Bucureşti: C.N.F.P.A.
435 p.
156
18. Pradet M. (2000) Physical preparation/
Performance sport nr. 426-428, Bucureşti: M.T.S.
C.C.P.S., 252 p
19. Pandele L. (1969) Athletics at children and
juniors. Bucureşti: C.N.E.F.S. 248 p.
20. Thompson J.R. (1993) Introduction to the
theory of training. Bucureşti: M.T.S., CCPS.222 p.
21. Winckler G. O (1993) A look at the endurance
of speed. Bucureşti: C.C.P.S. p. 26 – 36.
SCIENTIFIC ARGUMENTS IN SUPPORT OF THE AEROBIC
GYMNASTICS AS A MEANS TO FIGHT STRESS
NeluŃa SMÎDU
Academy of Economic Studies, Bucharest, Romania
Abstract
In a studio created at Arizona State University, it has been shown that aerobic exercise is the most appropriate
to fight depression and anxiety. It seems that physical exercise acts in the same way as the antidepressant
medication, increasing the levels of the neurotransmitters: serotonin, dopamine and nor-epinephrine. Moreover,
these two states can negatively influence the quality of sleep, self confidence, interrelation, but also the mental
health of the practicing individuals.
The purpose of the research is that of finding out the degree of stress of the female economics students, in the
conditions in which their activity has an accentuated intellectual character, being well known that the
accumulation of an increasingly bigger volume of theoretic knowledge is required in the educational process.
We started from the premise that the degree of stress will decrease by practicing aerobic gymnastics during the
physical education and sport class.
Keywords: Aerobic gymnastics, stress, students;
accompaniment, by the fact that it utilizes steps
from classic ballet school or dancesport, by
aesthetics itself, grace and beauty of the
movements.
- many benefits on psycho-social plan, adhering to
a group, developing collaboration feelings,
selflessness, fair-play and the wish of selfimprovement.
It can be stated that aerobic gymnatics, through the
benefits it is bringing, it directly contribuites to the
process of transforming and modelling students’
personality and their integration to the modern
world.
The purpose of the research is that of finding out
the degree of stress of the female economics
students, in the conditions in which their activity
has an accentuated intellectual character, being well
known that the accumulation of an increasingly
bigger volume of theoretic knowledge is required in
the educational process. We started from the
premise that the degree of stress will decrease by
practicing aerobic gymnastics during the physical
education and sport class.
INTRODUCTION
Aerobic gymnastics (maintenance) is accessible to
anyone, no matter the sex, age, physical condition
because it contains exercises from all body
activities, from exercises and various steps from
classic ballet, medical exercises, stretching
exercises, yoga exercises to combination of
influences from street dance, hip-hop, jazz, afro
dance, lation, etc. That is why it is a discipline that
attracts a large number of female students, and even
male students, in practicing this type of movement.
While female students’ has a proficient intellectual
character, being known that in the process of
education it is required an increasingly volume of
theoretical knowledge, aerobic gymnatics is fit to
remove the stress.
Our duty, the teachers’, is to explain why, what for
and how to practice these forms of actioning,
starting with understanding the immediate benefits
and late ones.
Systematic practicing of aerobic gymnastics leads
to:
- balancing nervous system, by inducing those
“wellness” moods, amusemend and well being,
necessary to relaxing students after having focused
on lectures and even fighting depression moods,
tense moods and stress in general.
- educating the artistic and aesthetic, by the fact that
aerobic gymnatics is executed by musical
RESEARCH METHODS
Bibliographic information study method; pedagogic
observation
method;
investigation
method;
experimental method; statistic- mathematical
method.
157
IcCOHEN
–WILLIAMSON
questionnaireexplores the subjective feeling of
stress felt by each student. The questionnaire is
formed by 14 items and it is a self report instrument
with 5 scales of answers. It is not a diagnosis
instrument, but it is successfuly to comparing leves
of stress perceived to the subjects from a given
sample. The scoring can fluctuate from 0 to 70,
where high scores represent a high level of stress.
The students were required to answer the following
questions, following what happend on the previous
month. They marked with an „X” their answer,
answering as spontaneously as possible and
choosing between the following answers:
A)
never; B) hardly ever; C) sometimes;
D) quite often; E) often;
In the previous month, how many times:
Table no.1 COHEN –WILLIAMSON questionnaire
Questions
A
B
C
D
E
1. Were you troubled by an unpreddicted event?
2. It seemed difficult to control important things in your life?
3. Felt nervous or stressed?
4. Got angry due to small problems and daily inconvenience?
5.Have you felt that you would deal efficiently with the important changes that should appear in your life?
6. Have you felt confident in your capability to assume personal issues?
7. Have you felt that things are going your way?
8. Have you felt that you cannot assume the whole things you were supposed to do?
9. Were you capable of controlling your anger?
10. Have you felt that you were controlling the situation?
11. Have you felt irritated by the for the events that got out of your control?
12. Have you noticed questioning yourselves about the things you should have done well?
13. Were you capable of controlling the way you spend your time?
14. Have you felt that difficulties have gathered so much, going out of your control?
-for items 1, 2, 3, 8, 11, 12, 14 A) 1 point; B) 2
points; C) 3 p; D) 4 points; E) 5 points.
-for items 4, 5, 6, 7, 9, 10, 13 - A) 5 points; B) 4
points; C) 3 p.; D) 2 points; E) 1 point.
The total points of the boxes is calculated. If the
score is below 25, the level of stress is low.
Meanwhile, a score higher that 50 is proof of high
level of stress.
Quotation of the answers:
•
a score lower than 25 - low level of stress
•
between 25- 50 - medium level of stress
•
a score higher than 50 - high level of stress
COHEN- WILLIAMSON QUESTIONNAIRE
Initial – Final
test
Initial-final testi
Results (Points)
Initial t. Final t.
Arithmetic
37.60
36.53
37.00
36.00
Median
mean
Standard deviation
6.06
6.12
Maximal value
53.00
53.00
Minimal value
29.00
25.00
Amplitude
24.00
28.00
16.8%
Variation coefficient (%) 16.1%
Mean difference
-1.08
Effect size (Cohen)
0.09
ANOVA TEST
STATISTICAL
INDICATORS
Fixed confidence threshold α α = 0,05
Null hypothesisH0
m1 - m2 = 0
H1
Alternative hypothesis
m1 - m2 # 0
(value from tables)
F critical
3.96
Freedom degree between groupsdf1
1
Freedom degree between groupsdf2
78
Number of subjects
80
Calculated
F
P
ANOVA TEST RESULTS
0.62 > 0.05
Table no.2 Initial- Final TestCOHEN- WILLIAMSON
level of stress for both groups. It is noticeable that
the mean of the group at the final testing is lower
by 1.08 points, at the initial testing the group is
relatively homogenous and relatively homogenous
is the group after the final testing. Cohen’s effect
INTERPRETATION OF RESULTS
The measurements for characteristics of CohenWilliamson questionnaire were done on the
subjects of the two groups. The arithmetic mean
was 37.60 and 36.53 points, representing a medium
158
size indicators shows that the differences between
the two means are very low. The statistical
hypotesis check was made by ANOVA test,
embossing a unsignificant difference between the
means, P > 0.05. Nule hypotesis is being accepted
and the research hypotesis (alternative) is
rejected.
Grafic no.1
COHEN- WILLIAMSON Questionnaire
55
50
45
40
e
tcn
uP
37.60
36.53
1.07
35
30
25
INITIAL TEST
FINAL TEST
REFERENCES
Dobrescu, Tatiana, (2008)Gimnastica aerobică- o
alternativă pentru un stil de viaŃă al
adolescentelor, Editura Pim, Iaşi
Drăgănescu, Elena,(2005) Efectele sanogenetice
ale exerciŃiului fizic, Editura Bren, Bucureşti, (pp
34-45)
Macovei, Sabina, Vişan Alice, (2003) Gimnastica
aerobică de întreŃinere, Ghidul specialistului,
FRST, Bucureşti
Niculescu, Marian, (2003) Metodologia cercetării
ştiinŃifice în educaŃie fizică şi sport,volumulII,
Bucureşti, Editura Bren, capitolul 10, (pp415-424)
Smîdu, NeluŃa, (2010) ,,Gimnastica aerobică –
mijloc de optimizare a condiŃiei fizice în
învăŃămîntul superior de neprofil (evoluŃie şi
orientări)”,Raportul 1 de cercetare ştiinŃifică,
IOSUD Bucureşti (pp 14 -23)
CONCLUSIONS
After data gathering it can be appreciated that, as a
whole, the level of stress gathered is lower at the
final testing (36.53 points) rather than the initial
testing (37.30 points), representing a medium level
of stress for both of the groups.
Taking into consideration that the Physical
Education class from superior education is taken
once a week, I consider the result satisfying. For
satisfying results, practicing physical exercises, a
few times a week, for a long period of time, is
recommended.
Our duty, the teachers’, is to explain why, what for
and how to practice these forms of actioning,
starting with understanding the immediate benefits
and late ones.
DEVELOPMENT EFFECTIVENESS SPECIFIC RESISTANCE
EXERCISES ON THE OPTIMIZATION OF TECHNICAL FACTORS
FROM JUNIOR FOOTBALLERS 17-18 YEARS
Gabriel SIMION
University Transilvania of Braşov, Romania
Abstract
In his research the author started from the premise that the development of specific resistance will lead to
optimize the competitive players. The material presented deals with the influence of applying the proposed
training program for the development of specific resistance in the experimental group on indices of technical
training.
159
The analysis indicates technical training of junior footballers 17-18 years found at the end of the pedagogical
experiment have been significant advances in the experimental group compared to the control group if they had
evidence besides the technical component and the "resistance", Drible the ball 5x30 m and Complex sample, the
statistically average difference between the two groups ultimately proved to be reliable (P<0.01 or P<0.001).
Data from the present research confirms the hypothesis that the use of methods and exercises for developing
specific resistance leads to optimization of technical training to juniors 17-18 years. The exercises used in
training players experimental group were conducted in conditions of play, technical elements are practiced in
soccer specific effort regime. We can not take tests used in research as the most relevant, but the results of this
study can be a starting point for further research.
Key Words: training, tehnical training, specific resistance, soccer, juniors 17-18 years.
experimental group, or CSS Brasov - control group.
Note that the control group had similar conditions
in the experimental group training: a land of grass,
licensed coach, without conditions and means of
recovery, sports equipment, same old players.
The research was conducted in three phases, as
follows:
1. In the first phase, from January 2009 - May
2010, making analysis of literary sources on sports
training in general and especially the juniors 17-18
years, we have established research direction. We
organized research experiment ascertaining
physical parameters and techniques nationwide to
juniors of 17-18 years.
2. The second phase, from May 2010 - April 2011
addressed prior experiment which aimed to assess
the level of physical and technical training junior
football teams belonging experiment, witnesses and
other teams in the same echelon as compared to
scales set by Romanian Football Federation U18
category. In this phase shift was made initial
control samples and standards and evaluating
performance junior footballers undergo initial
research in official games. Also, this stage of the
research program aimed at establishing basic
pedagogical experiment.
3. The third stage was the completion of the
experiment by passing tests and final control rules
and competitive performance evaluation in the last
official games. Basic pedagogical experiment was
conducted according to the research compiled
during the period February 2011 - May 2012.
Subsequently, we processed and interpreted the
data obtained in the course of research, we made
the final conclusions and proposals aimed at
optimizing game performance by developing
specific resistance of 17-18 juniors.
Research was started from the assumption that the
development of specific resistance training junior
footballers 17-18 years will help optimize game
performance. In this respect the experiment was
oriented in two directions:
- check the efficiency of application exercises to
develop specific resistance in optimizing physical
and technical factor;
- check the efficiency of application exercises to
develop specific resistance on competitive
performance enhancer.
INTRODUCTION
In the literature, in terms of terminology, some
authors (Dragnea and Mate-Teodorescu, 2002;
Dumitrescu, 2006; Oancea, 2004) uses the term
technical training, other authors (Motroc, 1994;
Motroc, 1996; Nicu, 1993) uses the term technical
factors, and other professionals (Colibaba and Bota,
1996; Manno, 1998) use technical term game,
giving the following synonyms: tehnomotricity,
technical-motor behavior, conduct technical,
technical capacity or driving technique. Technical
training are all activities for learning, strengthening
and improving the playing technique.
Experts in the field (Colibaba and Bota, 1996;
Constantinescu, Honceriu and Enache, 2004;
Dragnea and Mate-Teodorescu, 2002; Manno,
1998; Motroc, 1994; Nicu, 1993; Oancea, 2004)
believes that modern technology is characterized by
the following features:
- Requires speed of thought and execution,
technical skill speed mode;
- Spectacular, difficult, technical masked;
- It often takes on space and time is running low;
- All the techniques is performed tactical purposes;
- The variety and diversity of techniques;
- Effectiveness, usefulness and practicality
executions;
- Precision, suppleness and smoothness executions;
- Subtlety, spontaneity and ease of execution of
techniques;
- Perfection game developed sense without the ball
and the ball.
In actual football, there is a tendency to simplify the
technical actions, both in attack and in defense,
effectively achieving a fluency in both phases of the
game, combination of technical elements as high
level of automation. In the game of football,
priority technical influence tactics addressing
situations under conditions of adversity and energy
saving.
Acquiring a bag of skills and abilities to move and
drive on the ball causes a higher demand sensory
system (comparing internal and external
information and reporting to the reports), which
promotes learning and economic fair play football
technique (Motroc, 1994).
METHODS
The research took place in two teams of juniors 1718 years of Brasov, FC Brasov which formed the
160
Note that the initial and final tests in both groups
were subjected to experiments performed under
similar conditions on the ground, equipment and
weather conditions. Outcomes from initial testing
and final testing were processed with SPSS 15.0.1
(Statistical Product and Service Solutions).
In the initial testing for determining the level of
technical training in both groups footballers can say
that between groups were not significant
differences in the results obtained, where "t" test
varies between 0.73 and 1.967 and materiality is
than 5% (P>0.05). This allows us to see that
between research groups included in the technical
preparation parameters are not accurate statistical
differences in this respect both groups are
homogeneous.
The following is a comparative analysis of the
initial and final results of the experimental group
and control group in tests of technical training.
The experiment started in February 2011 by passing
tests and initial control rules. We used samples and
control rules (tests) for assessing the physical and
technical training subject research teams. Note that
these tests were established by the Romanian
Football Federation.
RESULTS
In this paper we analyze the dynamics of technical
indicators registered in the experimental group and
control group at initial testing and final testing of
our research. Thus, Table 1 shows the comparative
analysis of test results technical preparation of
athletes of control group and experimental group at
the beginning and end of the experiment teaching.
Technical test that both components were subjected
to the experimental group and the control group
were: Drible the ball on 30 m, Drible the ball 5x30
m, Transmission distance ball and Complex sample.
Table 1. Comparative results for technical training in the experimental group and control group at initial testing
and final testing
Probe control
Drible the ball
30 m
t; P
Drible the ball
5x30 m
t; P
Transmission
ball at distance
(m)
t; P
Complex sample
(sec)
t; P
Group of
subjects
EG
(n=20)
CG
(n=20)
Initial testing
M ± SD
S
CV%
Final testing
M ± SD
S
CV%
4,94±0,035
0,15
3,04%
4,84±0,037
0,16
5,03±0,034
0,15
2,98%
5,02±0,04
EG-CG
1,967; P>0,05
EG
27,13±0,18
0,82
3,02%
CG
27,58±0,17
0,75
2,72%
EG-CG
1,827; P>0,05
EG
67,46±1,31
5,88
8,71%
CG
66,31±0,85
3,8
5,73%
EG-CG
0,73; P>0,05
EG
7,18±0,042
0,21
2,92%
CG
7,3±0,057
0,25
3,42%
EG-CG
1,33; P>0,05
t
P
3,38%
1,99
P>0,05
0,18
3,52%
0,78
P>0,05
26,1±0,17
0,79
3,03%
4,03
P<0,001
27,7±0,19
0,85
3,07%
0,46
P>0,05
69,09±1,22
5,47
7,92%
0,9
P>0,05
67,48±0,95
5,25
7,78%
0,92
P>0,05
6,91±0,042
0,19
2,75%
3,79
P<0,01
7,18±0,057
0,25
3,48%
1,45
P>0,05
3,55; P<0,001
6,14; P<0,001
1,036; P>0,05
3,794; P<0,01
EG=experimental group, CG=control group, M=average, SD=standard deviation, S=standard error mean
CV%=coefficient of variation, t=test Student, P=significance level, n=number of subjects, m=meters,
sec=seconds
Note:
P
t
n=20
n=40
0,05
2,086
2,021
0,01
2,845
2,704
0,001
3,850
3,551
161
calculated (t = 1.967, P>0.05) in initial testing
shows that this sample is not statistically significant
differences between the two groups, which are
homogeneous (Table 1, Figure 1). Comparing the
results obtained from initial testing to final testing,
we found that both the experimental group and the
control group no significant differences (P> 0.05).
DISCUTIONS
Analyzing test results recorded in Drible the ball on
30 meters, it is observed that the experimental
group showed average values of the original 4"94,
and the control group showed average values
obtained in the initial tests 5"03. Variable "t"
5,05
5
4,95
4,9
4,85
4,8
4,75
4,7
Experimental group
Contol group
Initial testing
4,94
5,03
Final testing
4,84
5,02
Figure 1. Graphical representation of the results achieved in sample Dribling the ball on 30 m
Regarding progress in this test, the experimental
group there is an improvement on the average by
0.1 seconds, 0.01 seconds respectively in control
group. Low rates of progress shows that the ball on
the 30 m sample management, where the main
components are focused on technical execution
speed under proposed program and applied to the
experimental group to develop specific resistance
did not lead to significant results.
Proven Drible teh ball 5x30 m players had to go in
as soon as 30 m in distance running with successive
blows applied to ball (have won at least 3 taps)
players have gone five times the route, with a break
of 25 seconds between repetitions during which
they had to return to home, were recorded and the
results recorded was the sum of the individual
player.
If initial testing averaged values of the two groups
under investigation were similar, i.e. 27.13 seconds
and 27.58 seconds in the experimental group to the
control group (P>0.05), the average final testing in
the experimental group (26.1 seconds) was better
than the final average control group (27.7 seconds,
the value increased by 0.12 seconds from initial
testing). The difference between the average final
test in the experimental group and the control group
is highly statistically significant (P <0.001) (Table
1, Figure 2).
28
27,5
27
26,5
26
25,5
25
Experimental group
Control group
Initial testing
27,13
27,58
Final testing
26,1
27,7
Figure 2. Graphical representation of the results achieved in sample Drible the ball 5 x 30 m
162
The experimental group is highlighted progress by
improving the average value recorded at final
testing 1.03 seconds from baseline, while the
control group saw a decline of 0.12 seconds. We
can say that the experimental progress in this test is
the effect of applying the proposed program of new
pedagogical experiment. Among drives for
resistance development within their curriculum are
found ball exercises are practiced and technical
elements specific football game, thus driving the
ball under high intensity.
At sample Transmission ball at distance it appears
that the final average results of the experimental
group components - 67.46 m is greater than the
final average results of the players included in the
control group - 66.31 m, the difference between
groups was not significant (P>0.05) note
homogeneity of groups. Final testing is found slight
improvements in both groups under investigation,
but there were no significant differences
statistically.
Statistical
and
mathematical
calculating and comparing the results obtained from
the experimental group and the control group at
final testing from baseline, argue these significant
differences (P>0.05) (Table 1, Figure 3).
70
69
68
67
66
65
64
Experimental group
Control group
67,46
Initial testing
69,09
Final testing
66,31
67,48
Figure 3. Graphical representation of the results achieved in sample Transmission ball at distance
6.91 seconds, and the control group showed
average values obtained in final testing 7.18
seconds. Variable "t" shows significant increases in
values, being above the threshold of significance (t
= 3.79, P<0.01) for the experimental group and
below the materiality threshold (t = 1.455, P>0.05)
for control group.
Transmission ball at distance test sample degree of
assimilation of techniques hit the ball with full lace
and force-speed capability of the lower limbs,
indices are not correlated with the development of
specific resistance of 17-18 juniors.
Comparing progress to Complex sample arithmetic
mean in Table 1 and Figure 4 is observed that the
experimental group made final average values of
7,3
7,2
7,1
7
6,9
6,8
6,7
Experimental group
Control group
Initial testing
7,18
7,3
Final testing
6,91
7,18
Figure 4. Graphical representation of the results achieved in Complex sample
163
technical elements are practiced in soccer specific
effort regime. Data from the present research
confirms the hypothesis that the use of methods and
exercises for developing specific resistance leads to
optimization of technical training to juniors 17-18
years.
Progress on this test, the experimental group there
is an improvement in the average level of 0.27
seconds, 0.12 seconds in the control group
respectively. The rate of progress in the
experimental group, two times higher than the
control group performed, show that this test, in
which the main components are focused on driving
the ball through cones, pulled at the gate fast return
at home and resumption path another 5 times with
breaks of 10 seconds between repetitions, all made
in speed and insufficient time for full recovery to
resume the effort, the results are relevant and
demonstrate the effectiveness of the proposed
program and applied sports training to junior
footballers of 17-18 years undergoing research.
REFERENCES
1. Colibaba EvuleŃ D., Bota I., Jocuri Sportive.
Teorie şi Metodică, Bucureşti: Aldin, 1998, 320 p.
2. Constantinescu D., Honceriu C., Enache P.,
Fotbal. Teoria jocului, Iani: Cantes, 2004, p. 5053, 141 p.
3. Dragnea, A., Mate-Teodorescu, S., Teoria
sportului, Bucureşti: FEST, 2002, p.155, 610 p.
4. Dumitrescu Gh., Fotbal. Tehnica jocului.
Pregătirea tehnică, Oradea: Ed. Universitănii din
Oradea, 2006, p. 168-173, 254 p.
5. Manno R., Pregătirea sportivă la copii şi
adolescenŃi, Bucureşti: Sportul de performanŃă,
nr.102 (1), C.C.P.S., 1996, p.60.
6. Motroc I., Fotbalul la copii şi juniori,
Bucureşti: Ed. Didactică şi Pedagogică, 1996, 286
p.
7. Motroc I., Fotbal de la teorie la practică,
Bucureşti: Ed. Rodos, 1994, 186 p.
8. Nicu A., Antrenamentul sportiv modern,
Bucureşti: Ed. Editis, 1993, 531 p.
9. Oancea V., Fotbal - Aspecte teoretice, Braşov:
Ed. Universitănii Transilvania, 2004, p. 70-76, 89
p.
10. Simion G., Aprecierea nivelului pregătirii
tehnice a fotbaliştilor juniori 17-18 ani. În: Cultura
Fizică: Probleme ştiinŃifice ale învăŃământului şi
sportului. Materialele ConferinŃei ştiinŃifice
internaŃionale a doctoranzilor. EdiŃia a VII-a,
Chişinău:
USEFS,
2012
p.160-167.
CONCLUSIONS
In conclusion, the analysis indicates technical
training of junior footballers 17-18 years found at
the end of the pedagogical experiment have been
significant advances in the experimental group
compared to the control group if they had evidence
besides the technical component and the
"resistance". Technical evidence that there are
significant differences ball 5x30 m and sample
management complex, the statistically average
difference between the two groups ultimately
proved to be reliable (P<0.01 or P<0.001).
Comparing the differences between environments
with proven results 17-18 junior footballers from
control group and the experimental group, it
highlights the best progress in the experimental
group, especially in technical tests that determine
the quality of driving resistance development due to
the proposed methodology and applied in athletic
training components of the experimental group.
The exercises used in training players experimental
group were conducted in conditions of play,
AUXILIARY EQUIPMENT FOR PREPARING SKILLED RUGBY
PLAYERS
Vasile TABIRTA
State University of Physical Education and Sports, Republic of Moldova
Abstract
Physical Preparation rugby game is sporting decisive factor dispute a match or sporting confrontations. A
relatively new trend in physical training, including sports games, is the application of devices supporting that in
recent years increasingly used at all stages of sports training. This paper presents the results of the physical
performance of rugby players in the supporting apparatus applying their training.
Key words: rugby, players, equipment.
One of the key moments in training of rugby
players of any level, is the application of the correct
methodological means all specific to increase their
level of sports training [Badea D., 2003; Constantin
V., 2002; Joubert R., Groenewald B., 1998; MC
Gratli D, 1995; Холодов Ж.К., Варакин Б.А.
Петренчук В.К., 1984].
The motric exercises in any sport trial, including
sports games, is the decisive sports factor in a
played match or sporting confrontations. This refers
164
at rugby too, which in recently has become one of
the most popular games among the youth. This
sports trial is in the experts' sight and is expected to
be included in the largest international forum
program such as the Olympic Sports.
A relatively new direction in preparing for motric
exercises, including sports games, is applying the
auxiliary equipment, which in recent years are more
often used in all stages of sports training.
[Larionescu V., 2002; Гынку Г.К. 1986; Капацина
Г.А., 199]. This also refers to the game of rugby,
which has found widely national and international
amateurs at all levels.
In this case, a pedagogical experiment was
organized at the standard of the Senior
Championship of Moldova team, where an
experimental methodology was applied using
auxiliary equipment in the training of RC "Blue
marine" team and it is called "the experimental
team". UTM team (Technical University) was taken
as a "blank team", which has the same level and
similar conditions of training.
Based on the proposed experimental program, the
athletes of the experimental team (RC Blumarine)
applied in the sports training the auxiliary
equipment presented in chapter two of this study.
These were applied differently depending on the
role of athlete's game play and his physical
preparation.
After a year of training, the athletes from
the "experimental team", as well as those from the
"blank team" were trialed at the beginning and end
of the annual training cycle for more quality
exercise such as: speed run 100 m; endurance race 3
minutes; weight pushing from a prone position
(kg); fixed bar pull ups (amount); squats (kg);
Australian trial (m) (Table 1 and 2).
Trial results were statistically processed and
compared between the blank and experimental
teams, as well as depending on the role played, like
striker and defender. They are presented in section
given below in tables and figures.
Table 1. Results of motric exercises of rugby players, participants in the pedagogical experiment
(strikers; UTM: n=12; Blumarine: n=12)
Statistics
Nr.
Initial indices
Final Indices
Trials
teams
X ±m
X ±m
crt.
t
P
E
13,60±0,11
13,1910,08
4,77
< 0,001
Speed Run 100 m (s)
M
13,65±0,11
13,47+0,10
2,00
>0,05
1.
t
0,33
2,15
P
>0,05
<0,05
E
834,50+13,47 786,8519,93
4,52
< 0,001
M
842,02±13,25 818,35111,43
2,21
<0,05
2.
Endurance 3000 m (s)
t
0,40
2,08
P
>0,05
<0,05
E
105,20±2,21
112,87+1,87
4,31
< 0,01
Weight pushing from a prone
M
104,80±2,22
106,5212,18
0,91
>0,05
3.
position (kg)
t
0,13
2,21
P
>0,05
<0,05
E
7,90+0,30
9,1610,24
5,25
< 0,001
M
7,81±0,29
8,35+0,28
2,25
<0,05
Fixed bar pull ups
4.
t
0,21
2,19
P
>0,05
<0,05
E
139,60±3,54
153,4213,03
4,85
< 0,001
semi squats with weights
M
140,0013,55
143,4713,55
1,14
>0,05
5 (kg)
t
0,08
2,13
P
>0,05
<0,05
E
657,30+7,07
689,0316,24
5,51
< 0,001
M
656,00±7,09
669,5316,80
2,27
<0,05
Australian trial (m)
6
t
0,13
2,11
P
>0,05
<0,05
Note: E – experimental team (Blumarin);
M - blank team (UTM)
165
Table 2. Results of motric exercises for rugby players, participants in the pedagogical experiment (3/4;
UTM: n=12; Blumarin: n=12).
teams
Statistics
Nr.
Initial indices
Final Indices
Trials
And
X ±m
X ±m
crt.
P
T
statistics
1.
E
13,51+0,10
13,17±0,08
4,25
<0,01
Speed Run 100 m (s)
M
13,58±0,11
13,45±0,10
1,44
>0,05
t
0,77
2,15
P
>0,05
<0,05
2
E
844,00±13,51
792,28±10,16
4,88
< 0,001
Endurance 3000 m (s)
M
851,15±13,60
826,64±11,88
2,22
>0,05
3
Weight pushing from a
prone position (kg)
4
Fixed bar pull ups
5
t
P
E
M
t
P
E
M
t
P
E
semi squats with weights
M
(kg)
t
P
6
E
M
Australian trial (m)
t
P
Note: E - experimental team (Blumarin);
0,37
>0,05
103,25±2,23
101,80±2,24
0,46
>0,05
7,85±0,31
7,77+0,30
0,19
>0,05
2,17
<0,05
112,30±2,06
106,00±2,20
2,09
<0,05
8,91±026
8,08±0,29
2,13
<0,05
114,10±3,88
127,65±3,15
113,90±3,72
117,61±3,60
0,04
2,10
>0,05
<0,05
657,20±7,08
681,26±6,51
653,80±7,10
660,58±7,09
0,34
2,15
>0,05
<0,05
M - blank team (UTM).
4,89
2,21
< 0,001
<0,05
4,24
1,24
<0,01
>0,05
-
4,38
1,18
4,11
1,13
-
<0,01
>0,05
<0,01
>0,05
-
Analyzing strikers' Endurance (3000m) trial results
of both teams to observe a similarity between the
blank and experimental teams for the beginning of
the pedagogical experiment, with the results of 834,
50s for the experimental team and 842, 02s for the
blank team.
The same similarity is observed for (¾) players at
the start of the experiment, being 844, 00s for the
experimental team and 851.15s for the blank team.
Thereby, at the end of the experiment, the following
results for strikers at Endurance (3000m) trial 786.85s for the experimental team and 818.64s for
the blank team. An insignificant increase was
noticed in both teams, experimental team p<0,001,
blank team p<0,005.
The same insignificant increase was noticed for
players (¾) of both teams. According to the
statistical calculations we observe the following
results: for experimental team -792,28s, p<0,001,
and for blank team -826,64s, p<0,005. This is
caused by applying the same methods and means
for both teams to increase endurance.
Regarding the physical trial, Weight pushing from
a prone position, there is a similarity of initial
indices of both teams of the experiment, the results
being: 105,20 kg for experimental team; 104,80 kg
As a result at the first trial: speed run 100 m at the
start of the pedagogical experiment the average of
the attackers were mostly equal ranging between
13,60s and 13,65s, so at the end of the experiment
grew to 13,19s for the experimental team and
13,47s for the blank team. According to statistical
calculations a significant increase was applied only
for the experimental team (p<0,001), as for the
blank team the results improved, but they
statistically have an insignificant viewpoint
(p>0,05).
With about the same tendency, but with
other results have demonstrated the defenders (3/4),
as strikers at the beginning of the experiment, the
results of the both teams (blank and experimental)
were almost equal - 13,5s for the experimental team
and 13,58s and for the blank team, so at the end of
the experiment they reach values of 13,17s for the
experimental team, 13,45s for the blank team.
Thereby both teams improved, but the improvement
rate was more pronounced for the athletes in the
experimental team, demonstrated fact and through
statistical calculations, rate being of (p < 0,01), as
for the blank team - (p > 0,05). This is quite clearly
noticed in the results in the figure form.
166
Thereby, at the end of the experiment, results
reached values of: 127,65 kg for the experimental
team; 117.61 kg for the blank team, despite both
teams and improved final results, the growth was
pronounced for athletes in the experimental team.
Statistically, this increase was significant only in
case of the experimental team (P<0,001), as for the
blank team, although the results improved, they
carry an insignificant value (P>0,05).
For the Australian trial, at the beginning of the
experiment the average of strikers' was about equal,
varying between 657,30 m - experimental team and
656,00 m - blank team. According to the statistical
calculations, we observe an increase at the end of
the experiment in both teams, but the results of the
experimental team were more pronounced ( 689,03
m) compared with the blank team averages,
although in both cases the statistical calculations
showed significant increases (P<0,05).
In case of the defenders (3/4), at the beginning of
the experiment was recorded the same similarity for
both teams, their results are approximately equal,
which covered 657,20 m for the experimental team
and for the blank team - 653,80 m. At the end of the
experiment also we observe an increase of average
results for the experimental team - 681,26 m and
blank team - 660,58 m.
Based on the statistical calculations significant
improvements are recorded only for the
experimental team (P<0,001), as for the blank team,
although the results have increased, they carry an
insignificant character in terms of statistical
calculations (P>0,05).
Thus, analyzing results of the rugby players'
participating in the National Championship related
to motric exercises preparation, a clear trend of
improvement in all contingent trials indicated in the
research subject. At the same time there is a
noticeable performance difference in this respect
when it comes to role played by the athletes.
Stickers’ recorded better results in trials related to
the qualities of strength exercises (weight pushing
from a prone position , semi squats with weights),
while defenders (¾) were higher in samples related
to speed (speed run at 100 m), arm strength (Fixed
bar pull ups), endurance (endurance run 3000m and
the Australian trial). This is mainly due to stickers’
are the players with a higher weight class compared
to defenders (¾), which is not possible to achieve
high results in the speed and strength trials. At the
same time, defenders (¾) are those players who,
after their body type to attain relatively large
distances through high speed, also demonstrating
all the special strength qualities.
An impressive difference of results is seen among
the averages for players in the experimental team
and in the blank team, where the first was obviously
higher due to the implementation of the proposed
experimental research methodology at the
beginning of the experiment, this is mainly about
for blank team. As for this trial, we observe an
increase of final indices in both teams.
So at the end of the experiment the average results
for the experimental team increased up to 112,87 kg
and for the blank team up to the 106,52 kg.
According to the statistical calculations a
significant increase was only for the experimental
team (p<0,001), in the case of the blank team,
although results improved, it's statistically
insignificant (p>0,05).
In this trial for players (¾) the average results at the
beginning of the experiment was approximately
ranging between 103,25 kg and 101,80 kg, but at
the end of the experiment there is an increase of the
indices in both teams up to 112.30 kg experimental
team and 106 kg blank team. According to statistics
there has been a slight increase in both the
experimental team (p<0,001) as well as in the blank
team (p<0,05).
Regarding the physical trial, Fixed bar pull ups,
we also observe a similarity between teams, the
initial results of the strikers of the experimental
team - 7, 90 times and 7, 81 times for the blank
team. According to statistical calculations we
observe an increased results at the end of the
experiment for both teams, but of the negative
significance. So the experimental team recorded an
average of 9,16 times, p<0,001 and the blank team
an average of 8,35 times where p<0,05.
As well was noted a similarity for at the beginning
of the experiment for players(¾)with the following
average results for the experimental team of 7,85
times and 7,77 times for the blank one. What
affects the average results of the pedagogical
experiment at the end of the experiment, we notice
an improvement for both teams based on the
statistical calculations.
Such a significant increase was recorded only for
the experimental team, having the results of 8,91
times, where p<0,01, and for the blank team,
although the results have improved, they carry a
character statistically insignificant having the
average result of 8,08 times, where p>0,05.
For the physical trial, semi squats with weights,
from strikers, the average at the beginning of the
pedagogical experiment is about equal, ranging
between 139,60 kg for the experimental team and
140,00 kg for the blank team, as for the end of the
experiment they grew up to 153,42 kg for the
experimental team; 139,47 kg for the blank team.
According to statistical calculations the increase is
only
significant
for
the
experimental
team(p<0,001), as for the blank team even thought
it has improved results, it carries a statistically
insignificant character (p>0,05).
About the same we notice for defenders, (¾),
whereas at the beginning of the experiment average
results in both teams were about equal: for the
experimental team -114,10 kg and 113,90 for the
blank team.
167
the application of auxiliary equipment in the
training of rugby players of the experimental team.
This once again demonstrated the effectiveness of
the proposed methodology in attaining athletic
performances, in our case rugby players'
performance.
•
Холодов Ж.К., Варакин Б.А. Петренчук
В.К. Основы подготовки регбистов.- М.: ФиС,
1984. - 188 с.
•
Larionescu V. Aparate ajutătoare în volei.
Suceava, Revista de inventică, 2002 vol. VII, nr.36,
p. 4 - 6.
•
Гынку
Г.К.
Совершенствование
технической подготовленности волейболистов
путем применения нетрадиционных средств
тренировки: Автореф. Дис…канд. пед. Наук.
Минск,1986, -154 с.
•
Капацина Г.А. Начальная подготовка
гандбалистов 10-11 лет с применением
тренажорных устройств в обучении и
тренировке. Автореф. Дис. …канд. пед. Наук.
Киев, 1991,
REFERENCES
• Badea D. Rugby,strategia formativă a
jucătorului. Bucureşti: Editura FEST,2003. 164 p.
• Constantin V. Rugby,specializarea posturilor.
Bucureşti: Editura FEST,2002.
•
Joubert R., Groenewald B. Principles for
Successful Coaching, NTRU Rugby-Akademie,
1998. -210 p.
• Mc Gratli D, 101 Rugby Training Drills.
London: Ed. Life Sports Ltd,. 1995.
IDENTIFICATION OF SOME TECHNICAL PARTICULARITIES IN
WEIGHTLIFTING ATHLETES
Marian Daniel TEODORU, Daniel Constantin MURĂREłU
National University of Physical Education and Sport, Bucharest, Romania
Abstract
Among the most important elements of the barbell lifting technique, we can mention the positioning of athletes’
soles on the competition platform. This technical element is called the initial or starting position and represents
the first element of the barbell lifting algorithm. In this research, we shall try to identify (through
measurements), in performance (world class) athletes, the position and the stability of their soles on the support
surface, in relation to sports performance.
Keywords: identification, technical particularities, weightlifters
experience of some top performance athletes and,
on the other hand, some observations made by the
authors of this study. Thus, through this paper, we
shall try to identify some correlations between the
sole position and stability on the support surface
and the sports performance.
INTRODUCTION
The technique joins together the procedures and the
means that assure the materialization of each
weightlifter’s potentialities [1]. It is well-known
that in weightlifting there are two styles for the
barbell lift, namely the snatch and the clean and
jerk. Each style is characterized by structures and,
respectively, movements through which the
proposed objectives can be efficiently fulfilled. On
the one hand, the succession of phases composing
the style structure and, on the other hand, anything
that accompanies this structure (the biological,
psychic, biomechanical and physiological aspects)
contributes to the achievement of the expected
results [2], [3].
Among the most important technical elements of
the barbell lift, we can mention: the starting
position, the bar pulling, the lunge, the body rising
upward after lunge, the bar holding overhead, the
bar lowering etc. [4]. In exchange, their
objectivization remains a constant preoccupation in
the activity of any specialist in the field [5]. The
present paper valorizes, on the one hand, the
RESEARCH DESIGN
Purpose
In this research, we shall try to identify (through
measurements), in performance (world class)
athletes, the position and the stability of their soles
on the support surface, in correlation with sports
performance (regarded from the sports class point
of view).
Methods
In order to conduct our research, we selected 4
athletes (boys), performers, class: master of sports.
The athletes were aged 26 to 34 years old and had a
sports experience comprised between 13 and 26
years. All of them were weightlifters belonging to
the Steaua Sports Club of Bucharest.
The research was developed on many stages:
subject selection; athletes’ participation in a
168
program of instruction, measurement and
evaluation of the sole position characteristics;
athletes’ participation in a program of instruction,
measurement and evaluation of the barbell position
characteristics, in relation to the sole position.
We mention that our research is an intermediate
phase, in which we evaluate the sole position
characteristics.
We underline the fact that all the measurements and
evaluations were performed for two successive
positions: the sole fixation under barbell, in the
initial or starting position (the moment preceding
the barbell lift) and the position fixation (the
moment when the barbell is held overhead).
In order to fulfill our objectives, we used some
materials (cardboard sheets, tools for the length
measurement: ruler, compasses, square rule) that
allowed us to identify the sole position on platform
and, respectively, to measure the sole
characteristics (distance between the sole centers,
distance between the tip toes, distance between the
heels, differences between the positions of the soles
in relation to their centers etc.).
RESULTS AND INTERPRETATIONS
Crt. no.
1.
2.
3.
4.
Crt. no.
1.
2.
3.
4.
Surname
and name
A.M.
O.S.
B.T.
P.V.
Surname
and name
A.M.
O.S.
B.T.
P.V.
Year of birth
1979
1981
1987
1985
Table 1. Subjects of the research
Sports classification
Height
Master of sports
Master of sports
Master of sports
Master of sports
1.
2.
3.
4.
Crt. no.
1.
2.
3.
4.
Surname
and name
A.M.
O.S.
B.T.
P.V.
Surname
and name
A.M.
O.S.
B.T.
P.V.
Sports experience
105 kg
62 kg
79 kg
77 kg
22 years
19 years
17 years
13 years
1.75 m
1.65 m
1.70 m
1.76 m
Table 2. Distances between the sole centers
Initial or starting position
Final or fixation position
515
330
425
390
570
457
500
510
The subjects of our research position their soles
(one in relation to the other) so that the distances
between the center of each one correspond to the
initial or starting position, namely between 330 and
Crt. no.
Weight class
Difference between the
initial and final positions
55
127
75
120
515 mm, while for the fixation position they are
between 457 and 570 mm. Thus, the difference
between the initial position and the final position is
comprised between 55 and 120 mm.
Table 3. Distance between the tip toes
610
374
535
447
410
290
315
335
Table 4. Distance between the heels
720
424
665
595
420
390
345
435
The support polygon, made up of the two soles, is
trapezoidal, with the short side at the heels and the
long side at the tip toes. This situation generates
Difference between the initial
and final positions
200
84
220
112
Difference between the initial
and final positions
300
34
320
160
different distances between the tip toes and the
heels.
169
As to the distances between the tip toes, we
mention that they correspond to the initial or
starting position, namely between 374 and 610 mm,
while for the fixation position they are between 290
and 410 mm. Thus, the difference between the
Crt. no.
Surname
and name
1.
2.
3.
4.
A.M.
O.S.
B.T.
P.V.
initial position and the final position is comprised
between 84 and 200 mm.
The distance between the heels is 296 mm and the
differences are between 424 and 720 mm. Thus, the
difference between the initial position and the final
position is comprised between 34 and 300 mm.
Table 5. Sole deviations in the frontal and sagittal planes
Sole deviations for the two positions (in
Sole deviations for the two positions (in
relation to their center), in the frontal
relation to their center), in the sagittal
plane (initial or starting position)
plane (fixation position)
Left sole
Right sole
Left sole
Right sole
23
30
60
13
75
55
0.2
0.2
35
40
13
25
55
57
30
65
The sole deviations for the two positions (the initial
and final ones) and, respectively, the two planes,
are different. Thus, in the frontal plane, all the
subjects have different deviations (the left sole as
compared to the right sole). In the sagittal plane,
except for one subject (O.S.), all the other subjects
have different deviations for both of the soles.
The greatest differences between the two soles (in
the frontal plane) are comprised between 75 and 55
mm, while the smallest differences between the two
soles are comprised between 55 and 57 mm.
The greatest differences between the two soles (in
the sagittal plane) are comprised between 60 and 13
mm, while the smallest differences between the two
soles (except for those which are identical - subject
O.S.) are comprised between 25 and 13 mm.
deviations for both of the soles, with reference to
the sagittal and frontal planes.
Although the athletes’ values are close, we think
that their dimensional values for both of the soles
should be relatively identical after the passage to
the fixation position.
This inconstancy seized in the fixation position (in
the frontal and sagittal planes) may generate major
unbalance moments in the final position holding.
We consider that further studies focused on other
technical parameters specific to weightlifting would
be necessary.
REFERENCES
[1] Ajan, T. şi Baroga, L. (1988). Weightlifting.
Fitness for all sports. Budapest, International
Weigthlifting Federation, p. 58-61.
[2] Дворкин Л.С. (2005). Тяжелая атлетика.
Учебник для вузов. Издательство: Советский
спорт, 240-245 c.
[3] Hiskia, G. (1997). Biomechanical Analysis on
Performance for World and Olympic Champion. In:
Proceedings of Weightlifting Symposium. Ancient
Olympia, Greece, p. 137-163.
[4] Potop, V., (2007). Biomecanica aprofundării
pregătirii tehnice. În: Reglarea conduitei motrice în
gimnastica artistică feminină prin studiul
biomecanic al tehnicii. Editura Bren, Bucureşti, p.
138-150.
[5] Urso, A., (2011). Weightlifting. Sport for all
sports. Rome, Calzetti & Mariucci Editori: EWF, p.
22-37.
There are differences among the tested subjects in
relation to the support polygon dimensions (in both
the initial position and the fixation position), for all
the investigated parameters.
Generally speaking, the more the athlete has a
superior height and weight, the greater the support
polygon dimensions, and conversely.
We can notice important deviations in the frontal
plane, but also in the sagittal plane as to the
difference between the two positions (initial and
fixation positions).
Except for a single weightlifter (O.S., in the sagittal
plane), all the other athletes have different
170
OBSERVATIONAL ANALYSIS OF THE TYPES OF CEREBRAL
DOMINANCE ON HANDBALL PLAYERS H.C. PLOIESTI
Dragoş Ioan TOHĂNEAN
University “Transilvania” of Brasov, Romania
Abstract
This study aims to identify the level of functional dominant brain hemispheres handball players, in this respect
being tested using specific psychological tests such as male athletes. The purpose was to highlight the
psychological configuration of the two dominant profiles and their percentages. Also, for more extensive
research were used tests to identify the level of creative attitudes and nonverbal intelligence in order to see if
there are correlations with the level of cerebral dominance.
The general conclusion of this analysis drew attention to the fact that the majority of athletes have a dominant
left hemisphere, something that has meaning adapted for sporting activities.
Keywords: athletes, test, hemispherical, profile, meanings;
convergent thinking, algorithmic and analytical.
Characteristic of the subjects of this category is
convergent thinking abilities include the type: the
ability to compress a number of varied brands and
semantic structures in a relatively limited, the
ability to form concepts based on attributes of
objects and phenomena, the ability to restrain and
correct name classes, relationships, the ability to
discover and restore order logic in a multitude of
words.
The right hemisphere is the seat of thought without
language, understanding of nonverbal, recognition
of forms, spatial perception. She is responsible for
the tone and voice intonations, the rhythm, music,
imagination, sense of color dreaming. This
activation causes the person to solve the problem
situations with the "help" of imagination and
intuition. Thinks the overall picture, ignores the
details and rules, perceive the whole. The person
judge things depending on the context,
undifferentiated, prefer to make as many analogies
in addressing scheme of the universe, synthesizing
and expressing knowledge results in images. Is
predisposed to artistic activities, inclined towards
spirituality, it has many passions and ideas.
Characteristic of the subjects of this category is
shown in probing divergent thinking by topic
capacities such as generating ability as many
products, the ability of combining elements to get
as many variants of exploration and activation of
many verbal structure .
Specialists in the field [4, 6] believe that the means
of hemispheric knowledge are:
- Traditional surgical Extreme is a way that can
only be used for people who have suffered a stroke,
being in a position to use only parts of the cerebral
hemispheres.
- Electroencephalogram (EEG). Unlike the above
method, allows the study of EEG in normal subjects
by placing electrodes around the head and measure
INTRODUCTION
Special results are obtained in sports games in the
world shows that this outstanding performance are
not accessible to any individual, as well as the
preparation and organized independently of the
methods used in the training. At present,
professional sports are practiced near the limit of
human possibilities, making this level of demand to
be inaccessible to those who are not sufficiently
equipped and trained to do so. Athletes training
requires significant efforts and financial human
nature, so that preparation involves both aspects as
potential aptitude and psychological self-becoming.
Referring to the last, it may be said generally aimed
at psychological preparation for sport performance
improvement due to the peculiarities of individual
psychic proper knowledge of the subjects, adapting
and adopting proper training and competition,
disturbance and removal of potential limiting
factors in achieving desired sport and proper
management of failures and victories.
The concept of dominance functional of the
cerebral hemispheres indicate the specialization of
these structures, meaning that under certain
conditions a hemisphere may be more active in
achieving a function than the other. In one synthetic
approach to the concrete and the particular mode of
operation of the two hemispheres can display the
following characteristics [4, 6, 8, 9]:
The left hemisphere is the seat of language, speech,
involves linguistic aspects of writing, is the seat of
the calculation logic, numbers, reasoning, analysis
and abstraction capacity. Through it, any perception
translates into logical representation, semantics and
phonetics. Communication with the outside is based
on a logical-analytical code oriented to name
objects and classes, preoccupied with details, the
logical facts. Does preference relations and causeeffect analysis, has the art of sentence structure. It
also seeks to have explanations for everything, is
171
hand (handy) - left eye dominant - dominant right
hemisphere offers several advantages tennis
players, baseball and shooting accuracy in terms of
movements and reaction time, which can add a
trend towards ambidextrous among sports
practitioners
compared
to
subjects
"unsportsmanlike".
the electrical activity of the hemispheres. Alpha
waves indicate a degree of rest is in register 8 to 13
hertz, and brain activity requires activation at
around 40 hertz. It is known that you can not
measure all outputs from the limbic system because
it is located in depth.
- Electrooculogram consists of recording the
electrical activity of eye movements during the
completion of activities.
- Inventories & questionnaires have become reliable
tools for understanding hemispheric after
correlating responses from a questionnaire results
from EEG. The questionnaire may only finding
hemispheric dominance.
In the literature, the activity of the cerebral
hemispheres in sports performance is an issue
relatively less studied, most references being
oriented on analysis of laterality and less for
individual hemispheric type. Of great interest in this
respect are the works of Beilock S. and his
colleagues [1], who have shown that movement
experience has the effect of significant changes in
the scope of behavioral changes occurring in the
neuronal processes. Experience of motor skills and
watching sports activities result in improvement in
the area of language (understanding) through a
particular configuration of neural networks. The
latter include active brain areas that are responsible
for the realization of sport specific movements.
Without such experience performance uninitiated
(or beginners) in sport are not able to process the
information correctly (internal language) about the
execution of a motric act, which are active only at
lower levels sensory-motor.
Other authors [2, 3, 5] divide individual sports into
several categories according to the laterality
influences. In the first class are found disciplines:
karate, judo, wrestling, boxing and laterality effects
exercised on the dosage strength, precision strike
and alternate defense systems. Another category
includes sports: tennis, table tennis, fencing,
badminton which influences aimed at placing the
individual in space, high-speed handling of objects,
precision execution. Groups that include athletics
and swimming sports or the use of a means of
transportation (biking, boating, motorcycling,
racing cars) do not seem to influence laterality due
to their symmetrical on one hand, and on the other
hand because it depends exclusively human
potential. In light of the same criteria are analyzed
and collective sports (handball, volleyball, rugby,
basketball, water polo, soccer), where refers to the
influence of the specific game rules, the type and
shape of the balls used, the limited space of the
game.
Still referring [7] to laterality is also a know it is
revealed that it consisted of a right hemispheric
dominance for sports where executions are carried
out generally in smaller spaces, configuration right
MATERIAL AND METHODS
This research is a descriptive and ascertaining study
about the level of cerebral dominance identified to
the senior handball players (men) from the HC team
Ploiesti. Athletes were interviewed were 16, aged
between 18-32 years.
Battery of psychological tests included two
questionnaires used to identify the level of
hemispheric dominance and two specific tests
necessary to have a more thorough psychological
configuration of the athletes, as follows:
A Test to determine the level of functional cerebral
hemispheres;
B.Test hemispherical personal preference;
C.Questionnaire creative attitudes;
D. Raven Progressive Matrices Test.
Description of the tests:
Test to determine the level of functional
1.
cerebral hemispheres contains 50 items. Items
grouped in odd numbers refer only current left
hemisphere, and those numbers appear to the right
hemisphere. Response options are on the range 1-5,
where 1 is disagree or agree very low, and 5 total
agreement item.
2.
Test hemispherical personal preference
(Richi Lindsman) consists of 36 items, each with 3
possible answers a, b or ab. Allegations type a is
corresponding to the left hemispheric predominance
and b - the right hemisphere. The two relevant
meetings preferably mixed responses.
3.
Questionnaire creative attitudes contains
50 items that measure 16 attitudes: energy,
concentration,
orientation
to
new
ideas
argumentation, independence, nonconformity, selfconfidence, moral values, orientation towards a
future as distant completion risk preference attraction to trouble difficult, diversity of interests,
values, spiritual, practical values, the scale of lies.
Each response is scored with points from 1
(completely untrue) to 5 (completely true). All
attitudes presented (except lies scale) are objectified
of 3 items each.
Raven Progressive Matrices Test contains
4.
60 items or incremental. Each item consists of an
abstract design, often in a block of figures
("matrix") which lacks a part (an element). After
examining the matrix subject must decide which
single figure (of 6 or 8 provided on the same board
as matrix) suitable for "completion" matrix
correction. Simple samples are grouped into sets of
12 matrices, the series is rated from "A" to "E".
Each series develops a different theme ("A" - the
172
stability of the structure matrix of relationships
continue, "B" - analogies between pairs of figures
of matrix "C" - gradual changes in Figures matrix,
"D" - permutations, ie groups figures within the
matrix, "E" - decomposition matrix elements of the
figures). Test m.p. (s) though comprising a single
type of task, the variety of its themes can highlight,
closely related to general intelligence, ability
restructuring (mobility - mental rigidity) and
transfer as the subject to practice their technique in
solving the par ¬ flow samples. Each sample begins
with an easy task (whose resolution seems "self"),
followed by 11 problems increasing difficulty.
Some research shows, however, that the order of
difficulty of the items is not thoroughly progressive
and propose reordering of items in the test. Series in
order of increasing difficulty succeed degrees,
which fosters real learning over the problems.
Each sample begins with an easy task (whose
resolution seems "self"), followed by 11 problems
increasing difficulty. Some research shows,
however, that the order of difficulty of the items is
not thoroughly progressive and propose reordering
of items in the test. Series in order of increasing
difficulty succeed degrees, which fosters real
learning over the problems.The average time
required to resolve the 60 items is 40-50 minutes of
activity rhythm of the subject can be considered
normal up to the maximum of 60 minutes. It is
known that in 30 years the pace is much faster
solving test, the average being 30-35 minutes.
RESULTS
Dominant
right
hemisphere
Dominant
left 21%
hemisphere
79%
Figure 1. The share of the players on the two hemispheric dominance profiles
Tabel 1. The activation level of creative attitudes on the two profiles of cerebral dominance
Values for
LEFT
dominant profile
Creative Attitudes
Values for
RIGHT dominant
profile
Energy
9
8
6
10
7
9
8
8
7
7
9
6
8
8
11
8
129
Concentration
Orientation for new
Rationale ideas
Independence
Nonconformity
Confidence in their own forces
Moral values
Orientation to distant future
Shooting
Risk
Attraction for difficult problems
The diversity of interests
Spiritual values
Practical values
Scale lies
← ∑ sum of creative attitudes →
∆ = 28
173
10
11
8
10
13
7
11
10
8
12
9
9
10
11
9
9
157
Left dominant profile
60
Right Dominant profile
54.3 48.7
50
38.6
40
42.1
30
20
10
7.1
9.2
0
Superior Intelligence
Above average Intelligence
Mid-level
level Intelligence
Figure 2. The nonverbal intelligence on the two profiles hemispheric dominance
may delay at the training session, can be very upset
when losing a match or very exuberant to victory.
3.
Creative attitudes that are more
pronounced in athletes with dominant right profile,
give them more pronounced predisposition for
innovation, an increased capacity to associate and
combine items in finding solutions to problematic
situations. The difference between the amounts of
the two sections is 28, and comparative differences
in each creative attitude enroll between 1 and 5.
5
4.
Although the purpose of this study
was not primarily aimed at identifying the level of
intelligence, however the distribution of scores on
the two profiles draw attention to the fact that
athletes are more superior intelligence level for the
dominant right and more with above average
intelligence for the left profile. Also, mid-level
intelligence is most significant in the dominant
right profile. For each of their respective levels of
intelligence found in the same order of IQ scores
between 120-140, 110-119, 100-109
109. Comparing
the two profiles athletes on the basis of nonverbal
intelligence, it can be said that the dominant left
with a homogeneous level of development on this
component.
Knowing the characteristics of
5.
cerebral dominance is an advantage for coaches as
he can accommodate the demands of training and
playing better to individual peculiarities of the
athletes and to improve communication and
existing relationships between players,
players or coachathletes.
It
is
indicated
that
this
6.
psychological testing to be performed by a
competent specialist in this regard, in collaboration
with sports coach. After collecting data and
understanding
erstanding of the significance of the results
obtained will take those decisions that lead
optimization sports training and finally getting
notable sports performance.
Knowledge of specialized nature
7.
and the way of functioning synergistically
From the analysis of Figure 1, it can be seen that
79% of the team's players have a dominant left
hemisphere and 21% right dominant.
Observing Table 1 it is found that the dominant
right-athletes have higher values on the dimension
of creativity, which objectified by higher scores in
investigating creative attitudes.
The values shown in Figure 2 indicates the
percentage distribution of the level of superior
nonverbal intelligence, above average and average.
CONCLUSIONS AND DISSCUSION
1.
Adapting the general characteristics
of cerebral dominance in sport correlated with the
value of 79% for left dominant profile,
profile it can be
said that most of this team handball players are
meant to prolonged effort, addressing training and
competition seriously, are disciplined,, meticulous
in preparation and game solving tasks,
tasks generally
use algorithms, works on the principle of ""all is
solved step by step, stage by stage." These athletes
are well suited for typical tasks (tactical
combinations, in the prior establishment of a
tactical plan), do not resonate with an hostile
audience or wrong decision of the arbitrator.
arbitrator In
general, all their actions are planned, designed,
prefer to communicate with coach,, peers,
peers always
ask details and may have difficulty when they do
not understand why they have to perform a certain
task of the game.
21% dominant right profile reveals
2.
that almost a quarter of the players investigated,
investigated it
focuses very well on the field, it demarcate easy,
"feel" and often anticipate the correct location and
movement of teammates and opponents.
opponents They are
not very concerned with respecting spoil a tactical
level, perception matters a whole relies heavily on
imagination and intuition. Are generally
genera
those
players who find solutions to solve unique and
surprising game situations, are created and
dedicated to a goal. Not very well percept time,
174
hemispheres, is a very relevant step for a more
objective prediction of how the individual's
particular mental operation. Action anticipation of
human behavior takes on a great importance,
especially when you want to obtain great results in
a field, where the stakes, the desire for success and
prevent the existence of variable costs that can not
be controlled. Since the statement aimed especially
athletic activity, the need to improve knowledge
and this component becomes more acute as the
global performance level is increasingly high, and
finding and applying the psychological benefits of
data is a secondary concern to practitioners in
Romania (training is directed primarily focus on the
physical, technical and tactical).
4.
Herrmann N. (1996), The hole brain
business book, Unloking the power of whole brain
thinking in organizations and individuals (pp.6-19,
58-72).
McGraw-Hill,
New
York,
San
Francisco,Washington D.C., Auckland, Bogota,
Caracs, Lisbon, London, Madrid, Mexico City,
Milan, Montreal, New Delhi, San Juan, Singapore,
Sydney, Tokyo, Toronto..
Platonov V.N. (1988), El entrenamiento
5.
Deportivo, Teoria y Metodologia (pp.24-55).
Barcelona: Paidotrivo.
6.
Roco M. (2004), Creativitate si inteligenŃă
emoŃională (pp.52-66). Iasi: Polirom.
Tobal M.F. (1992), Actividad cerebral y
7.
deporte: un estudio mediante mapas de actividad
electrica cerebral. Tesis doctoral, Universidad
Complutense de Madrid Facultad de Medicina,
Madrid, 270 p.
8.
Tonină
F.
(2003),
Specializarea
funcnională a emisferelor cerebrale ni rolul său în
optimizarea
comunicării
în
sportul
de
performannă, articol conferinnă, sportscience.ro.
(access on 20.07.2010).
http://www.stiri9.
azi.ro/ziare/articol/articol/gandirea-convergentasi-gandirea-divergenta/sumar-articol/118404722/
(access on 23.04.2013).
REFERENCES
Beilock S.L.et al. (2008), Sports experience
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changes the neural processing of action language,
Proceedings of the National Academy of Sciences
of the United States of America (PNAS), September
9, vol.105, no.36, 13269-13273.
2.
Belyaev I. (1984), FuncŃional Asymmetry,
Soviet Sport Review, 22 (1), 49-51.
Gheorghe
D.
(2005),
Teoria
3.
antrenamentului sportiv (pp.25-44). Bucureşti:
FundaŃia România de Mâine.
ECONOMIC EXPEDIENCY OF MARKETING ACTIVITY OF
ORGANIZING COMMITTEES FOR OLYMPIC GAMES (OCOG)
Vasile TRIBOI
State University of Physical Education and Sports, Republic of Moldova
Abstract
Marketing in Olympic Sports represents strategy and tactics of participants’ behavior and, first of all, of
organizational structures of the Olympic Movement within market environment, as well as the totality of
managerial technologies that make it possible to ensure performance of commercial activity taking into account
interests of Olympic Sports.
Features of marketing in Olympic sports derive from the principles of its organization. They include, first of all,
the basic organizational principles of sports marketing with marketing in Olympic sports being one of its
varieties.
Key words: marketing activity, Olympic Games, organizing committee for the Olympic Games, arrangement
and running of competitions.
International Olympic Committee (IOC). At his
time, J.A. Samaranch was explaining this concern
by the IOC dependence on mass-media representing
possible threat for the Games to be transformed into
a TV show instead of to remain an international
holiday of youth. At that moment, all this has
forced the IOC to pay much attention to marketing.
[1,2,6,7,10,14]. Organizational structures of the
Olympic Movement pay more and more attention to
advertising and sponsorship activities considering
them as the most promising direction of business
activity development , which, with due attention,
INTRODUCTION
Olympic Games are the global sports celebration.
Unlike to any other international event, they attract
enormous interest among various layers of the
population all over the world [5]. In modern
conditions, operation and further development of
the Olympic Movement implies the constant search
for additional sources of financing with sponsorship
activity being one of them.
Today, television is still the main source of incomes
during running of the Olympic Games, and this fact
raises concerns within management of the
175
can in the nearest future not only come up by
profitability to cooperation with TV, but get ahead
of it [3,4,5,7].
for the Olympic Games is their important feature
(Figure 1.). As seen from presented diagrams, in the
1990’s of XX century, priority in the marketing
strategy of organizing committees for the Olympic
Games was placed on TV companies. Agreements
concluded with them were providing 34% to 67%
of their income. However, there is no significant
merit of organizing committees in it, since
agreements with TV companies were concluded by
the International Olympic Committee.
PURPOSE OF STUDY.
To identify specific features, structure and ways for
improvement of the OCOG marketing activity.
SOLUTION OF PROBLEM.
Structure of revenues derived from implementation
of marketing programs of organizing committees
XXV Olympic Games (Barcelona, 1992)
А 34%
Б 27%
В 5%
Г 2%
34%
27%
5%
2%
XXVI Olympic Games (Atlanta, 1996)
D 6%
C 17%
B 35%
E 7%
A 35%
ХVII Winter Olympic Games (Lillehammer,
(
1994)
E 3%
C 7% D 4%
B 19%
A 67%
ХVIII Winter Olympic Games (Nagano, 1998)
176
C 7%
D 32%
B 27%
A 34%
А – revenue from sales of rights to TV broadcasting;
B – sponsor funds;
C – revenue from sales of tickets;
D– revenue from licensing;
E– revenue from implementation of other marketing programs
Fig.1. OCOG incomes structure in 1990’s
The beginning of XXI century has not brought
significant changes to the structure of incomes
derived from the Olympic Games (Fig.2).
(Fig. Revenue
from sales of TV rights was still holding leading
position within the OCOG incomes. At the same
time, their share in total revenues decreased slightly
varying from 28%
% to 53%. Share of the revenue
received from sponsors (16 - 37%) did not change
practically. Against this background, incomes
obtained by OCOG’s from other sources became
more stable. For example, 13.5% of revenues of the
Organizing Committee for the XXVIII
XXVII Olympic
Games in Athens (2004) were constituted by state
subsidies, while 10.8% represent the external
financial assistance (Table 1). [8,9,11].
XXVII Olympic Games (Sydney, 2000)
C 19%
D 2%
B 34%
A 45%
XXVIII Olympic Games (Athens, 2004)
D 6%
C 9%
E 31%
B 26%
A 28%
XXIX Olympic Games (Beijing, 2008)
177
C 6%
6%
D 3%
3%
E 31%
B 16%
16%
А 44%
ХIХ Winter Olympic Games (Salt Lake City, 2002)
C 9% D 1%
B 37%
A 53%
А – revenue from sales of rights to TV broadcasting;
B – sponsor funds;
C – revenue from sales of tickets;
D– revenue from licensing;
er marketing programs
E– revenue from implementation of other
Fig.2. OCOG incomes structure in 2000’s
Table 1 Main revenue items of the Athens Organizing Committee
Sum
(millions Euro)
Revenues
%
Sale of rights to TV broadcasting
578.7
27.6
Sponsor funds
536.7
25.6
State subsidies
282.5
13.5
External financial assistance
226.0
10.8
Sale of tickets
194.1
9.2
Licensing services
119.7
5.7
Hotel accommodation services
113.7
5.4
Other revenues
47.0
2.2
Total:
2,098.4
Preparation and holding of the Olympic and Winter
Olympic Games require the set of economic
activities implying significant monetary costs to be
implemented. They consist of two main types:
types
1) capital costs for the creation of sports and social
infrastructure (investments);
2) current costs related directly with the Games
holding.
100.0
Costs of the first type are borne usually by
governments, authorities of the Games host cities,
as well as sponsor companies.. Costs of tthe second
type are borne by organizing committees for the
Games. In this case, OCOG’s have to back up the
financial resources to resolve the significant
number of problems.
178
The idea on composition of costs of
organizing committees for the Games is given in
Table 2 demonstrating expenditures of the
Organizing Committee for the XXIX Olympic
Games (2008) in Beijing [15]. The main
expenditure items are: operating costs, as well as
expenses for the provision of activity of the Main
Press Centre and the International Broadcasting
Centre and for the running of sports events.
In the OCOG budget, only part of the
funds that are necessary for preparation and holding
of the Games is reflected. The total sum of costs is
determined by the number of factors. Main factors
include
availability
of
sports
facilities
corresponding with modern requirements, social
infrastructure, conditions for accommodation of the
Games participants and their provision with all
requisites (food, transport, various services).
Therefore, when the Olympic Games capitals are
located in cities, where necessary conditions are
already available, it is possible to deal with
relatively low expenditures. This is evidenced by
data shown in Table 3.
Table 2 Structure of expenditure budget of the Organizing Committee for the ХХIX Olympic Games
Mount of expenditures
Item
%
million US$
Investments
190
11.69
Sports facilities
102
6.28
Olympic village
105
6.46
Main Press Center and International Broadcasting Center
405
24.92
Video picture library
13
0.80
Operating costs
1,419
87.32
Costs for running of sports events
275
16.92
Ceremonies and programs
100
6.15
Medical services
30
1.85
Supplies
51
3.14
Transport services
70
4.31
Security
50
3.08
Paralympic Games
82
5.05
Advertising and sales
60
3.69
Administrative charges
125
7.69
Pre-Olympic events and coordination
Other costs
Total:
40
101
1,625
For example, costs for preparing and holding of the
XXIII Olympic Games in Los Angeles (1984) were
relatively small - 469 million USD. Organizers of
these Games have confined mainly by
reconstruction of sports facilities then available in
the city, while during construction of new ones, an
intention to save money was noticeable clearly.
Existing student dormitories and similar facilities
were used as the Olympic village.
At the same time, preparation and holding
of some other Olympic Games have required often
Year
1964
1976
1980
1984
1988
1992
1996
1998
2000
2.46
6.22
100.00
more significant material costs. For example,
during preparation and holding of the XVIII
Olympic Games in Tokyo (1964), it was spent
approximately 3 billion USD; the XX Olympic
Games in Munich (1972) has cost to their
organizers 2 billion DM; the XXI Olympic Games
in Montreal (1976) - 1.4 billion USD; the XXIV
Olympic Games in Seoul (1988) - 2.5 billion USD
[8,9,13].
Table 3. Total costs for preparation and holding of the Olympic Games
Site of the Olympic Games
Costs, billion USD
Tokyo
Montreal
Moscow
Los-Angeles
Seoul
Barcelona
Atlanta
Nagano
Sydney
179
3.0
1.4
1.3
0.469
2.5
1.8
1.72
1.14
1.5
2002
2004
2006
2008
2010
Salt Lake City
Athens
Turin
Beijing
Vancouver
1.9
12.0
3.19
44.0
1.8
Currently, many representatives of cities applying
to host the Olympic Games understand already that
the Games mean not only organization of
competitions, which will attract attention of the
whole world, but also the development of these
cities for decades to come. That is why the number
of candidate cities is growing.
Also, amount of expenditures is influenced strongly
by political situation established in the country with
a city authorized to be the capital of the Olympic
Games. High costs of Tokyo (1964), Seoul (1988),
Athens (2004) and Beijing (2008) were conditioned
in significant degree by the fact that governments in
these cases decided not to spare funds for the
Olympic Games and use them maximally in order
to enhance image of their countries on the
international stage, to bring them out of partial
political and economic isolation, etc. [8,9,11].
The XIV Olympic Games in London (1948) - first
once since end of the World War II - were held at a
modest organizational and logistical level, and, due
to this fact, brought a small profit.
Situation has changed in connection with holding of
the XXIII Olympic Games in Los Angeles (1984),
when idea of the private organizing committee for
these Olympic Games has appeared.
In March, 1979 - 1951days prior to the opening day
of the Games, the private organizing committee of
Los Angeles has started its activities without a cent
on current account and with rather weak idea on the
Olympic Games and requirements of the IOC. Peter
Ueberroth, the Chairman of the Organizing
Committee for these Games, remembered that all
activity of the Organizing Committee from the very
first day of preparation for the Olympic Games was
subjected to the only purpose: to hold the Games
being cheapest for the last 25 years and to extract
from them the greatest possible profit.
Analysis of the results of the work on
preparation and holding of the Olympic Games in
Los Angeles has shown that such a work could be
performed only by competent and enterprising
professionals in the field of business being deeply
indifferent to the Olympic traditions and spiritual
values of the Olympism. However, it is the
economic program of the XXIII Olympic Games
that became a good school of the Olympic
marketing and sponsorship for specialists from
different countries being in need of such an
experience.
Along with the sale of rights for the Games
broadcasting, sponsorship activity was considered
as one of the most important funding sources for
the Olympic Games in Los Angeles. Moreover, if
the basic principles are considered, there is a record
on holding of the least commercialized Games for
recent years. The number of sponsor companies
involved in the Olympic Games was the criterion of
correctness of this principle. At the initiative of P.
Ueberroth, their number in Los Angeles was limited
to thirty (as compared with 380, for example, at the
XIII Winter Olympic Games in Lake Placid, 1980).
Only companies that guaranteed donations of at
least 4 million USD were included in the number of
sponsors of the XXIII Olympic Games, whereas the
number of companies acted as official suppliers of
these Games amounted to 50. Purposeful work of
the Los Angeles Organizing Committee with
sponsors has allowed to get from them 140 million
US Dollars.
After all, the "least commercialized» XXIII
Olympic Games in Los Angeles has brought
unprecedented profits. According to the "Sports
Illustrated" magazine, revenues have amounted to
619 million US Dollars, including 239 million from
the sale of the rights to broadcast the Games, 151
million from sale of tickets to competitions, 121
million from sale of goods with the Olympic
symbols, 28 million from the Olympic coins, and
80 million US Dollars from bank interest charges
on capital [8,9].
The costs for the XXIII Olympic Games
holding amounted to 469 million US Dollars,
including salaries of approximately 40,000
employees involved in the Games, 31 million US
Dollars of administrative costs, 91.7 million USD
for the construction of sports facilities, 37 million
USD for preparation of the Olympic facilities, and
30 million USD for preparation of student
dormitories.
As a result, judging by presented data, the
Organizing Committee for these Games has got
profit in amount of 150 million USD, i.e. about 10
times more than scheduled one.
The experience of the XXIII Olympic
Games in Los Angeles (1984) was developed in
Seoul during the preparation and holding of the
XXIV Olympic Games (1984). Directive of leaders
of the Republic of Korea was extremely simple:
when it comes to prestige of the country, the
amount of expenditures does not matter. However,
a well-developed economic program made it
possible to gain total revenue from the holding of
these Games in the amount of 987.5 million US
Dollars, including 332 million from the sale of
rights to broadcast, 175.8 million from sale of
180
tickets and lottery, 199.8 million from sales of
commemorative medals and balls, 118.4 million
from sales of badges and souvenirs, and 161.5 US
Dollars from the sale of apartments in the Olympic
Village after the Games. In addition, the Organizing
Committee for the XXIV Olympic Games in Seoul
has received grants from the patriotic Koreans residents of the Republic of Korea and other
countries of the world - for the total sum of 355.4
million US Dollars. [12,13,15].
Thus, the total income of the Organizing
Committee for these Games has amounted to 1
billion 342.9 million US Dollars. Costs of the
Organizing Committee (excluding subsidies from
the Government of the Republic of Korea) have
amounted to 847.7 million US Dollars.
Consequently, the XXIV Olympic Games
Organizing Committee has received the net profit of
495.2 million US Dollars.
Under budget of the XXV Olympic Games
in Barcelona (1992), revenues of 1.073 billion USD
were provided. This budget was formed in order to
address the dual challenge: to ensure costs related
with holding of these Games to be covered by
revenues obtained from the, on the one hand, and to
make funds invested in these Games to be
contribution to the development of the Barcelona
infrastructure, on the other hand. Costs for holding
of the XXV Olympic Games in Barcelona
amounted to one billion 63 million US Dollars. It
means that expenditures for these Olympic Games
were compensated.
The above data evidence the complexity and labor
intensity of economic programs for organization
and holding of the Olympic Games. Each such
program is implemented for a number of years, and
its preparation begins long before the International
Olympic Committee selects one or another city as a
capital of the next Olympic or Winter Olympic
Games. Fundamentals of economic program are
developed at the moment when city is nominated as
an organizer of the upcoming Games.
There are economic problems that remain
unresolved following completion of the Olympic
Games as well. This is because cumbersome,
complex and expensive sports facilities require high
costs for their maintenance. Therefore, the effective
use of such sports facilities requires the high level
development of sports in the concerned country and
high enough economic potential of society.
There is one more important detail: the analysis of
economic programs of the modern Olympic Games
makes it understandable why they have been never
held on the African continent and why cities of
economically developed countries are the
prospective ones to obtain rights to host the Games.
In order to cover enormous expenditures for
preparation and holding of the Games, their
organizers have to seek appropriate sources of
funding. Taking into account that the funds of the
federal and local authorities are always strictly
limited, the main way to solve financial problems
of the Games is to use possibilities of the private
sector companies [13].
CONCLUSIONS
Analysis of the literature has
1.
demonstrated that preparation and holding of the
Olympic Games is not possible currently without
effective marketing activities of the OCOG’s.
Various aspects of this variety of the Olympic
marketing are reflected in numerous publications.
At the same time, emphasis on practical aspects of
the OCOG marketing prevails in papers of the
majority of authors.
It was established that, during holding
2.
of the Games, television occupies the leading
position by profitability from the very beginning of
implementation of marketing programs with
sponsorship playing supporting roles, being a
wallflower in cooperation with mass-media and
rarely advancing to leading parts.
3.
The study of the OCOG marketing
activities has made it possible to assert that
sponsors have no equal by the importance in
organization of the Games, the development and
implementation of cultural, entertainment and
educational agenda of the Olympic Games.
4.
It was established that fundamentally
different approaches may be used during
organization and holding of the Olympic Games:
commercial and sportive one as during the Games
in Atlanta with main purpose to make profit from
the sale of sponsorship programs; or sportive and
commercial one as in the case of the Sydney
Games, when higher attention in the work with
sponsors was paid to elaboration
and
implementation of programs directed toward
support for athletes, spectators and mass-media.
REFERENCES
1. Boiko А. Commercialization instead of armors
[Marketing in sports] // Physical education and
sports. - 1991. - no.7 - p. 29.
2. Future of the sports marketing // Foreign
sports: Management and marketing: Topical
collection. - M., 1992. - issues 1 - 2. - pp. 44 - 47.
3. Guskov S.I. Olympic sponsorship // Theory and
practice of physical education. - 1996. - no.6 pp.8-11.
4. Guskov S.I. Sponsor and sports. - M., 1995 160 p.
5. Guskov S.I. Sports marketing. - К.: Olympic
literature, 1996- 295 p.
6. Guskov S., Mitchuda Yu. Olympic marketing:
yesterday, today, tomorrow // Science in the
Olympic sports. - 1997 - no.1 - pp. 41-46.
6. Mitchuda Yu.P. Modern sports marketing:
prerequisites for establishment and development //
Topical problems of physical education: Problems
181
of philosophy, sociology and history of physical
education and the Olympic movement. - Rostov-onDon, 1995 - pp. 133 - 137.
7. IOC and the Olympic marketing program //
International sports and Olympic movement. - М.,
1992. - issue 4 - pp. 3-14.
8. The Olympic Games and sponsors //
1989 - issue 5 - pp. 14-15.
9. The Organizing Committee for the Olympic
Games: [the Small Olympic Encyclopedia] // Sports
in school. - 1997 - no.36, September - p. 16.
10. Paund R. Sponsorship and the Olympic Games
// International sports and Olympic movement. - М.,
1989 - issue 9. - pp. 4-6.
11. Paund R. Funding of the Olympic Movement //
1991 - issues 4-5- pp. 13-16.
12. Platonov V. The XXVI Olympic Games in
Atlanta; results, lessons, problems // Science in the
Olympic sports. - 1997 - no.1 - pp. 11-28.
13. Platonov V.N., Guskov S.I. The Olympic sports.
vol.1. - К.: The Olympic literature, 1994 - 496 p. pp. 18-21.
14. Tomashevskiy V. Economic factors influencing
formation of the Olympic Games programs //
Theory and methods of physical education and
sports. - К., 2000 – no.1. – pp. 115-120.
15.
www.beijing-2008.org.
THE OPPORTUNITY OF APPLYING STATISTICAL SOFTWARE
PROGRAMS IN EVIDENCE QUALITY OF THE II LINE ATTACK, IN
VOLLEYBALL GAME
Dana Simona łURCANU, Dan Alexandru SZABO, Florin łURCANU
University of Medicine and Pharmacy, Târgu Mures, Romania
Abstract
The process of teaching represents the educational-instructivePerformance sport has experienced a boom in
recent decades, the results made possible by appealing to the advanced techniques for the investigation of
various aspects of the field. Modern sports training, is today the support of modern technologies, especially
statistical information technologies (hard and soft). It can be asserted, however, that in our country, their
practical use is relatively sporadic, with low incidence, for objective reasons, but also subjective, on the one
hand, generated by financial reasons, and/or the absence of specialized personnel, and on the other hand, the
lack of sufficient benefits and possibilities of their use or the sources where they can be purchased.
Keywords: Software, volleyball, Click and Scout, analysis;
INTRODUCTION
Click and Scout is the new statistic software for
Indoor and Beach Volleyball that allows you to use
touch screen devices at their maximum potential, it
can also be used on PC’s and laptops and runs with
Windows, Windows Tablet and Mac OS [9].
With Click and Scout you simply need to touch the
court on the screen to scout the serve, reception,
attack and block from the first to the last point. If
you don’t have a touch screen device you can do so
by using the mouse. The appealing and user
friendly interface is one of the main points of Click
and Scout as it was developed to us directly on the
bench.
The court dominates the screen of the program, by
clicking on the relevant zone of the player on the
court you can scout the rally [10].
At every point the receiving team will position its
players on the screen according to the usual
standard schemes in order to immediately
reproduce the situation on court. This allows the
scout man to scout regardless of the player’s
number because the direction of the serve
corresponds to the position of the receiver on court.
Needless to say the scouting code can be modified
at all times to stay in line with the complete
versatile philosophy of the company. The
possibility to analyze the match in real time is what
we define the finishing touch to Click and Scout!
You can call a time-out and replay the serve
directions of the other team to your team or you can
focus on the attack directions in a specific rotation.
All in a few seconds and just one click away! [5].
The match file generated by Click and Scout can be
imported into Data Volley Professional, Data Video
Professional or Data Video Essential in order to
create a detailed and in depth analysis of the match
(figure 1).
182
Figure 1. Click and Scout (a)
THEORETICAL
BACKGROUND
OR
PROBLEM STATEMENT
In the literature, especially in the vernacular, these
issues are not studied in detail, the manuals of
volleyball stopping more experience coaches, we
have to admit, it's not negligible but in order to
keep up with the current level of volleyball, it
requires the integration of sport activity of modems,
and cutting-edge technologies must make place
among
concerns
continued
professional
development of coaches in volleyball [2,3].
The difference in value between the international
and the national volleyball, is perhaps one of the
fundamental arguments in this complex, difficult
and necessary upgrading and also the conceptual
and methodological improvement [1].
In the case of sports games in general, and
volleyball, in particular, the analysis of the
effectiveness of the technical and tactical behavior
in competition, the team as a whole, but also of
each player in the hand, is considered to be the
most effective way of:
•
Diagnosis of each factor affecting athletic
performance;
•
Selecting quantization parameters and
quantitative-qualitative weighting;
•
Dynamic-adaptive ranking of priorities to
address the components of the training process;
•
Development of the conception of training
of technical staff;
•
Addressing
strategies
in
official
competitions, in particular.
All of this will end a feedback regulator of the
whole process of sports training, throughout an
annual cycle of training in relation to the specific
characteristics and the level of players, with the
objectives of the proposed performance, with
specific requirements for each phase and the
preparatory period [4].
An integrated component of this field is constant
development of sports training assisted by specific
computer software – statistics, taking into account
their ability to accurately reflect the data of great
importance and, especially, the ability to directly
control the whole process of intervention –
preparation and high performance sports
performance. This involves:
•
Performance criteria and ranked priority;
•
Preparation of differentiated categories of
problems so identified;
•
As appropriate, individualizing interventions
coach, in relation to the results achieved through the
software in question;
•
Influencing effective control system
command ↔ (↔ feedforward feedback), learning
processes within the technical-tactical training;
•
As appropriate, reconfigurări of the
conception of the game;
•
Efficient use of flexible working attitude and
information obtained through statistical records
computer-aided configuration;
•
New actions and interventions, tailored and
appropriate needs and problems, often volatile,
from training and competition.
In this context, the efficient preparation of the team
shall be subject to the development and
implementation of programmes with an appropriate
content in relation to the desiderata contained,
which may be carried out only to the extent that
those in charge of their development have the
necessary information and logistical means, to
make these new information, extrapolate them from
theory in the practice of athletic training.
On these grounds, it can be said that the
performance in training and competition is closely
linked to the introduction, development and
improvement of statistical techniques and
resources, and their inclusion, permanently, in
training programmes.
DISCUSSION
The aim of this discussion consists in using
statistical type of information, which is offered by
Click and Scout software, during a volleyball game,
which may facilitate the provision of technical and
tactical information, about the opposing team and
tactical behaviorof your own team (individually and
collectively), with regard to the settlement in the
court, the layout of the teams in each rotation, the
organization of defense system and the individual
183
directions of attack, so that, they reached in real
time to the head coach, will allow him to conduct
the appropriate tactics of its own team and
effectively counteract adverse game [6].
This assumes the existence of a portable peripherals
(inkjet printer) at the disposal of the coach, operated
in wireless mode, whereby the person who records
the progress of players forward in a timely manner,
even in the middle of the match [7]. To point out
though, that maximize the performance of a team
depends increasingly on how coach (technical staff)
manages to provide an efficient and careful
preparation of the entire educational process, on the
basis of additional information, objectified by the
records assisted software Click and Scout (figure
2).
Figure 2. Click and Scout (b)
Thus, it becomes a component and contributory
factor in the process of sports training,
indispensable in the current context of international
volleyball. Advanced team assisting the preparation
and producing high level performance is
complemented by new hard and soft "components",
human and logistics.
The use of multimedia tools (as we mentioned
above, slow motion or stop-action analysis) in
learning, analysis and systematic assessment of the
technical and tactical actions, individual and
collective, in relation to specific performance
models and functional profile (physical-technicaltactical) of volleyball, optimised to the maximum
level possible of individual potential depending on
the tactical situation (most often unpredictable)is a
priority requirement in preparing the team [8].
In this context should be added two more reference
items of utmost importance, which maintain all of
the assistance and contribution of specialised IT
multimedia, in the process of sports training, as
follows:
•
First, it is the information which may be
obtained in advance, about teams, recorded in
matches with other analytical teams;
•
Secondly, talk of recordings for
competition matches with an international
dimension and high value, which is the standard
models (ideal and operational), both for staff and
for the players, in the context of the theoretical
lessons of technical and tactical analysis.
Thus, it is necessary to develop methods of training
assisted by intuitive means, advanced IT
technologies, computer-based, for checking the
efficiency or inefficacy of the technical-tactical
actions and use of the data obtained in the
performance of the objectives of training and
performance of the team.
In this regard, the improvement of sports training
methodology will need to include additional and
complementary models of physical and technical
training, through the use of modern tools, allowing
a nearly full control of:
•
Content and training methods;
•
Individual level;
•
The driving skills required.
All of these, hypothetically, lead at:
•
Subsequent shortening and streamlining
the learning process (through the reduction of
energy costs of an extensive preparation);
•
Increase the relationships role within the
ball-player-opponent;
•
Increase the role of the individual in the
context of collective bargaining tactic (of teams and
team-player);
•
Increase the personal responsibility of each
technical implementation, within the framework of
their own actions with ball (receive-pass-attack)
and without the ball, move → positioning →
(block, dubbing, assistance, etc.).
It is necessary that all those novelty items to find
their place alongside traditional means, who have
proven its worth over the years, a system of means
of the highest efficiency, as the central focus, goal
that we want to achieve and to apply in the
practical-applicative research (experimental).
Preparing, watching psycho-physical capacity
maximization of sportsmen, team training and
education is carried out in a suitable framework,
specifically, proper training. This should be seen as
a complex, interdisciplinary and transdisciplinary,
performed lately by teams of specialists, with the
elite media and special equipment of last
184
generation, including in the field of statistical
information (figure 3).
The process of preparing specific performance,
sport is a complex system that involves the
existence of a mediator capable of providing a
positive influence of the phenomenon. Through the
concepts, principles, laws and their axioms, the
general theory of systems and Informatics, can
ensure this influence, qualitatively, through an
interdisciplinary approach, by increasing the
information fields, through the improvement of
information systems and information technologies
(software, tailored to specific issues).
Figure 3. Click and Scout (c)
Computerization of the work of the technical staff
of sports teams in the tracking, recording and
storing digital sports gaming performance, it
becomes a necessity in order to obtain precise and
objective information, processing, transmission and
their use, in a manner consistent with the objectives
of sports training, but also with the longitudinal
ones occurring in relation to the conduct of the
competition to be held and to be studied and
prepared properly. Obtaining and manipulating data
in this way in sports games, represents an
advantage of part of the systemic and
interdisciplinary approach to the game, through all
the slides and the operating systems.
Currently the role of Informatics applied to sport
performance, refer to the support for the preparation
and the conduct of competitions. The level of
development of computer and statistical techniques
relate to the following areas in the practice of
athletic training major (figure 4):
•
Introspection and analysis;
•
Design and planning;
•
Organization and implementation;
•
Diagnosis and monitoring;
•
Assessing and adjusting, reconfiguration,
adaptation and the adequacy of the assistance.
Figure 4. Click and Scout (d)
2. Blossier, P. (2002). Le corp en jeu. SOLAL
Publishing, Marseille, 114.
3. Cojocaru, A. (2007). Model ni modelare în
voleiul de performannă. Craiova University
Publishing House, 9, 128.
4. Malousaris, G., Bergeles, N., Barzouka, K.,
Bayios, I., Nassis, G., Koskolou, M. Somatotype,
size and body composition of competitive femalevolleyball players. Journal of Science and Medicine
in Sport, 11(3), 337-344.
Of these, Click and Scout program, take
components that store digital records, evaluate and
provide feedback information, to the technical staff,
in particular, with effects on the behavior of the
team, and sportsman for greater effectiveness, in
terms of tactical and technical efficiency.
REFERENCES
1. Bâc, O. (1999). Volleyball. University of
Oradea Publishing, 98.
185
8. International Federation of Volleyball (FIVB).
Newsletters 2005-2008.
9. http://www.dataproject.com/VolleyBall/ClickA
ndScout.aspx
10. http://www.dataproject.com/VolleyBall/Home
page.aspx
5. Tschhiene, P.O. (2003). O serie de aspecte în
vederea competiniei. Pregătirea pentru concurs
conform unei abordări bazate pe teoria sistemelor.
INCS Publishing, Vol. 54, 20-27.
6. Confederation of European Volleyball (CEV).
Newsletters 2005-2008.
7. Romanian Federation of Volleyball (FRV).
Newsletter 2002-2007, 28-33.
ORIENTATION OF THE HIGH PERFORMANCE HANDBALL
PLAYERS ON OFFENSE
Grigori CAPATINA1, Leonard BIBIRIG2
1
USEFS Chisinau, Moldova, 2University “Stefan cel Mare” of Suceava, România
Abstract
The analysis of the data obtained experimentally allowed us to work out an objective evaluation of the
1.
high performance handball players’ orientation activity
The high performance player’s game model includes all the statistical data of the offensive game
2.
components.
Using the model showed positive results in the Romanian handball championship in the first league.
3.
Key words: performance, player game, orientation.
place, Montenegro – 22nd place out of 24
participants in the final stage.
An almost similar situation can be noticed in the
female handball, too. In the World Championship
in 2012 which took place in Serbia during the
period 4th – 16th of December, the Montenegro
female team wins over Spain in the final with the
score 34-31 and from the countries of the former
Yugoslavia, Serbia takes the 4th place, Croatia
comes 13th and Macedonia 16th.
Here comes the normal question: “What lies behind
the Yugoslavian success?” The answer is rather
difficult, as it is a complex one, but firstly the
genetic element could be taken into account, arisen
during the historical development of these peoples,
which did not have a very happy destiny.
The natural and social conditions which influenced
the religion and the subjects’ body development
and also the countries’ social and economic
condition and their political system, marked their
physical and spiritual strengthening.
From the sports activity point of view, the success
is due to the national physical education and sports
system and especiall the training methods and the
the improvement of the sportsman’ skills, as the
high game pace as well as the intensity of the
physical and psychic actions which need a rather
advanced thinking process and especially an
advanced orientation action.
In handball, the game consists of a quick and
permanent change of confrontations and extreme
emotions, of some conflict situations between the
players, of some spontaneous incidents, of some
minimal time limits to act in order to have results.
High development of world handball reflects the
teams’ special preparation. In the same time the
European handball tends to develop. A telling
example is the Male Handball World Championship
which took place during the period 11th -27th of
January 2013 in the four cities of Spain. Group “A”
in Granollers with the participation of Germany,
Brazil, Argentina, Montenegro, France and Tunis.
Group “B” was located in Seville and the
participants were Macedonia, Chile, Island, Russia,
Denmark and Qatar. In group “C” in Saragossa
took part Serbia, South Korea, Slovenia, Saudi
Arabia, Poland and Belarus and in group “D” from
Madrid the participants were Spain, Alger, Croatia,
Australia, Hungary and Egypt.
Analyzing the finalists’ geography, designated after
the qualification competitions, we can initially
reach the following conclusions:
From the 24 teams in the final part of the
world championship, 14 are from Europe,
distributed in compliance with the Championship
Regulations approved by the Handball World
Federation and only 5 (!) were from the former
Yugoslavia: Montenegro, Macedonia, Serbia,
Slovenia and Croatia. Retrospectively considering
the European Male Championship in 2012, we
emphasized that on first and second place are
Serbia and Croatia and on the fifth and sixth place
are Macedonia and Slovenia, out of 16 finalist
teams.
In the World Male Championship in 2013
Croatia was on the third place, Slovenia on the
fourth and Serbia – on the tenth, Macedonia – 14th
186
In the situations of rivals’ serious confrontations,
when the central nervous system receives a large
quantity of information about a complex of
dynamic objects (ball, partner, rival etc.) the game
procedures must be executed correctly and quickly.
In such game conditions, the orientation capacities
are vital, and in the teams’ special preparation the
most important is the tactical talent. The tactical
actions were tried to be modeled through the start
on offense [2], by using exercises that model the
game situations, by using performance tactical
preparation means. All this had positive results, but
could not solve the most difficult issues of the
specific game preparation.
By theoretically analyzing the handball game, the
tactical activity is devised in three main stages:
sketching the game situation;
analyzing the game situation;
the motive decision of the game situation.
Lately, the specialists have considered the players,
and especially the left back as an operator of the
tactical actions who must correctly and rapidly:
a) range properly the game situations;
b) appreciate in advance the rivals’ game
situations; c) select the most rational decision.
There have been made complete game models [3]
regarding the working volume, the intensity,
activity, diversity and efficiency and we can quote
here the Romanian specialists N. Alexe, 1998, I.
Bota, 2009 etc. who present theoretically and
practically these elements in their works.
The contemporary requirements regarding the high
performance handball players are characterized by a
high intensity reflected in the special preparation.
From a historical point of view, even from 1973 at
the Soviet Union championships and in other less
important competitions, there were introduced
amendments in the game rules regarding the time
limitation in attack, canceled later, but WHF
modified the game rules and returned to the soviet
practice of those times.
The Romanian specialists P. Voicu and I.
Constantinescu (1976) think that the individual
models reflect:
the distance covered by the player during
the game and during his participation to the game;
the quantity of confrontations on offense
and on defense (with and without results)
the number of throws in the final stages of
the game (with and without scoring)
the goals marked from different distances
and from the offense types;
the number of interceptions;
the number of errors in defense;
the number of regulation breaches;
the number of goals marked through
different procedures from different distances
because of the goalkeeper’s fault.
They became a model in creating the tactical
diagrams and in the working out of the complete
game models [1] which have two aspects:
•
on defense – confrontation, attacks in
the game space, interaction, commutation to the
player who has the ball, without the ball, blockage,
screening, assurance, shifting, the number of these
elements,
diversity,
defensive
procedures
efficiency, game rules breaches;
•
on offense – number of attacks, number
of game situations, time of attack and execution of
the game procedures, number of throws from
different distances, the diversity of the attack (flank,
6 meter line, second line), number of errors,
detours, passes, dribbling, the goalkeeper’s
actions).
Emphasizing these aspects helped creating real
possibilities of working out the game models and
the competitions showed which of them have an
orientation action on offense and on defense.
The practical activity in this field allowed us to
structure the orientation actions on offense of the
high performance handball players (diagram 1).
In the practical given succession, the orientation
actions influence the offense, and especially the
team’s shift from defense to offense, the actions
organized on defense or those of rapid attack. It is
important to specify that even in the high
performance players’ game it is not necessary to
ask for a positive result or a victory from the
beginning. It is more correct to execute in a slow
pace all the procedures and game diagrams
announced by the trainer, and then with
intensifications close to those of the game, they
consolidate and in time become stereotypes and
will allow the manifestation of
individual
capacities for reaching the team and group
objectives.
To properly end the game models working out, the
results obtained in the special preparation are
compared to the most successful models in the
world. This is confirmed by the above mentioned
teams from former Yugoslavia.
REFERENCES
1. Игнатьева В. Я. «Гандбол» Учебник М.:
2009, 346 стр.
2. Ивахин Е.И., Хомутов Н. И., Латышкевич
Л.А. Тематический сборник «Гандбол», Киев,
КГИФК 1975, 136 стр.
3. Шестаков М.И. «Тактическая подготовка
гандболистов» М.: 2012, 139 стр.
187
internally
externally
Moving with a screen
without the ball
with the
partner
1:1; 2:2; 3:3;
4:4; 5:5; 6:6
Report striker-defender
in numerical equality
the
goalkeepe
with the
partner
188
Diagram 1 Structure of the orientation actions of the offensive handball player
Creating the numerical majority
Acceleration with a purpose
Moving
In group
The ball’s interception
Actions of the ball’s holder when passing from defense to offense
Occupying a favorable
position
The interaction with
Individually
Throwing the ball
the
goalkeepe
1:0; 2:1; 3:1;
3:2; 4:2; 4:3;
5:3; 5:4; 6:4; 6:5
in numerical majority
Structure of the handball players’ orientation actions on offense
Throw
Detour
Pass
with the ball
the
goalkeepe
The interaction
In team
with the
partner
The ball’s loss
1:2; 1:3; 2:3;
2:4; 3:4; 3:5;
4:5; 4:6; 5:6
in numerical minority
ON THE INFLUENCE OF MOTOR QUALITIES IN SECONDARY
SCHOOL PUPILS’ PERFORMANCE OF GYMNASTICS ACROBATIC
ELEMENTS
University Dunărea de Jos of GalaŃi, Romania
Abstract
The present paper starts from the assumption that introducing activity planning and rational motor structures for the
development of motor qualities in the instruction of secondary school pupils also favours the development of the
motor skills required for the performance of the basic acrobatic elements and increases the quality of the learning
process.
Keywords: motor qualities, acrobatic elements, sports and physical education class
elements increases. At the same time, the performers’
motor ability for performing various tasks also
increases.
INTRODUCTION
Physical education, a compulsory discipline at all
learning levels, is meant to ensure the development of
students’ bio-psycho-motor skills and to form their
ability to act in view of maintaining the best physical
health, of ensuring a balanced development and of
proving motor skills which favour their present and
future social and professional integration.
Physical education provides specific knowledge and
motor skill and abilities, factors that determine the
physical, technical and tactic qualities through the
appropriation of the rules of various sports, methods,
and means and organisation forms of practising
sports.
Acting on the motor qualities development should
start before the process of formation of basic motor
skills, both applicative-utilitarian and specific. It is
one of the most important ends of physical education
in schools, from the point of view of balanced
physical growth, as well as with regard to the control
of the deficient physical attitudes.
The research was conducted in the gym hall of 28
Secondary School, GalaŃi from September 17, 2012 to
March, 22, 2013 (a 6-month period); 2 classes a
week; 50 minutes each.
b. Subjects
The tests were conducted on a sampling of 24
students (12 boys and 12 girls) in the 8th grade, aged
14-15.
c. Groups
The boys group (BG) and the girls group (GG)
consisted of students in the 8th grade, under the same
class circumstances and having access to similar
equipment.
d. Evaluation tests
The motor indices that have been tested were as
follows:
abdominal muscles strength 30” (lying on the
back, bent straddle, bent arms, hands on the
backhead – body lifts for 30 seconds – repeats)
(A30”);
back muscles strength 30” (lying, face down,
bent arms, hands on the backhead - body stretching
for 30 seconds – repeats) (E30”);
arms muscles strength 30” (propped, lying face
down - boys / propped, lying face down, on knees with
raised legs - girls – press-ups in arms – repeats) (F30”);
legs muscles strength 30” (straddle standing,
bent arms, hands on the backhead – squats 30
seconds – repeats) (G30”);
the acrobatic elements structure provisioned
in the secondary school curriculum (SA) – table 1.
OBJECTIVES
•
to select and apply the most efficient means
and methods for the development of motor qualities
during the teaching process;
•
to help secondary school students learn
acrobatic elements;
•
to develop the ability of coordinating their
own bodies in various movements and positions.
ASSUMPTION
The grounds for the working hypothesis are as
follows: considering that rational motor structures for
motor qualities development are used during the
physical education classes in secondary schools, the
possibility for the students to learn basic acrobatic
189
1
2
3
4
4
5
6
7
8
Table 1 Acrobatic elements assessment grid
BOYS
GIRLS
forward squat roll - 0,50 p
1
forward squat roll - 0,50 p
backwards squat roll - 0,50 p
2
backwards squat roll - 0,50 p
forward straddle roll - 1,00 p
3
forward straddle roll - 1,00 p
backwards straddle roll - 1,00 p
4
backwards straddle roll - 1,00 p
hang in balance (forward) - 1,00 p
4
hang in balance (forward)- 1,00 p
shoulder blade standing - 1,00 p
5
shoulder blade standing - 1,00 p
backwards roll with stretched body – cylinder
6
bridge from the floor/from standing - 2,00 p
- 2,00 p
head stand - 1,00 p
7
head stand - 1,00 p
handstand - 2,00 p
8
handstand - 2,00 p
TOTAL:
10 Points
TOTAL:
10 Points
e. Planning and types of exercises
Following the analysis of the results recorded in
initial testing, more systems have been designed and
applied for the development of students’ motor
abilities, aiming, at the same time, at acquiring
balanced physical growth, as well as formation and
improvement of basic motor skills, both applicative
and specific.
The experimental training programme for attaining
the instruction and performance objectives has been
designed for a 6-month period, in 4 weekly cycles, 2
classes a week (see Table 2).
Below, there are a few examples of the algorithms
proposed for acquiring and improving performance in
acrobatic elements by the 14-15 years old students:
squat – forward roll in squat position;
squat – backwards roll in squat position, rolling
back with bent body, shoulder blade standing and back to
squat position;
torrent of 3-6 forward rolls in squat position,
straddle sitting – forward straddle roll, head
standing, forward roll in straddle sitting position;
squat – forward roll in squat position, backwards
roll in squat position, 180 degree spin jump, forward
straddle roll, lying with face down, lateral roll with the
body stretched to the left/ right, backwards straddle roll;
sitting on a leg with the other leg propped,
stretched, arms up – hand standing, roll in squat,
backwards roll, cylinder/ bridge.
f. Statistical method
The results’ statistical processing has been conducted
with the help of Microsoft Office Excel 2007
software.
RESULTS
The results recorded in final testing are superior to the
ones recorded in initial testing. If in initial testing the
boys had recorded an average of 18 repeats in
determining abdominal muscles strength, in final
testing the average was of 23.5 repeats, which
represents an average increase of 5.5 repeats.
Significant progress was recorded in other trials as
well: 9.4 repeats in testing the back muscles strength;
9.3 repeats in testing arms muscles strength; and 5.7
repeats in testing legs muscles strength.
The girls group also recorded improvements, most
significantly in the case of leg muscles strength
testing, the average of the results increasing by 8.2
repeats.
As far as the results’ homogeneity degree is
concerned, one may notice that there is a higher
degree of results homogeneity in testing abdominal,
back and legs muscles strength, both for boys and
girls, and a medium homogeneity in testing arms
muscles strength in the boys group and lack of
homogeneity in the girls group – as shown in Table 3.
190
Motor skills and abilities
specific to various sports
Physical
qualities
Learning units
Speed running
Speed
Handiness
Strength
Stamina
Mobility
Lesson
Week
Semester
Month
Resistance running
Throwing the oina
ball
Acrobatics
Jumps
Football (boys)
Handball (girls)
Motor games
Assessment
Games. Gym. Athleticism.
x
x
x
x
x
x
x
x
Septem
ber
1 247 28
2
1
1
2
+
x x
x x
x x
x x
3 4
1 8
- 5 1
2
x
x
x
x
1
5
1
9
5
x
x
x
x
6
22
26
October
x
x
x
x
7
2
9
2
+
x
x
x
x
8
5
9
191
x
x
x
9
12
16
x
x
x
10
19
23
Semester I
November
x
x
x
2
6
3
0
1
1
x
x
x
1
2
3
7
x
x
x
13
10
14
x
x
x
14
17
21
December
Table 2 6 months schedule for students (14-15 years old)
x
x
x
15
14
18
+
x
x
x
16
21
25
January
x
x
x
1
7
2
8
1
x
x
x
18
4
8
x
x
x
19
11
15
x
x
x
1
8
2
2
2
0
Semester II
February
x
x
x
21
25
1
x
x
x
22
4
8
x
x
x
23
11
15
March
x
+
x
x
24
18
22
Cv%
σ
Trial
Grou
p
Nr.cr
t.
Test
1
2
3
4
5
6
7
8
9
10
11
12
∑
x
±1,8
±2,4
7,8
23,5
18
13,6
FT
23
21
25
25
20
25
22
23
24
26
23
25
282
IT
17
16
22
21
14
20
15
19
18
20
17
17
216
A30”
9,8
±2,4
25,1
IT
26
24
27
27
20
28
24
25
28
24
22
27
302
8,1
±2,8
34,5
FT
38
37
33
36
28
34
34
38
36
35
32
34
415
E30”
IT
22
20
18
20
20
21
19
20
20
18
19
20
237
19,
7
±4,
8
8,4
±3,
6
5,3
FT
28
27
26
29
30
29
30
30
29
28
30
32
348
29
G30”
Boys
43
16,6
±1,7
10,4
4,7
±2,
5
FT
9
11
9
8
11
12
10
12
9
11
9
14
125
IT
3
6
4
2
5
8
4
7
3
6
2
7
57
10,3
±0,7
5,9
IT
5,25
6,00
5,45
5,50
6,25
6,50
6,45
6,35
6,40
5,85
5,75
6,05
71,8
192
11,5
±0,9
8,1
FT
7,50
8,50
8,50
6,70
8,65
9,20
8,40
8,70
8,35
8,50
5,95
8,50
97,4
13,2
±2,4
18,2
IT
17
18
17
19
16
16
17
17
24
22
18
18
219
7,9
±1,7
22
FT
22
23
22
24
20
21
19
22
25
23
20
23
264
12,6
±3,2
25,9
IT
23
20
26
24
24
30
27
24
30
29
30
24
311
7,6
±2,4
32,7
FT
30
29
33
34
33
37
35
30
34
33
35
30
393
Table 3 Initial and final results in motor testing
Dynamics of motor indices for 14-15 years old students
F30”
SA
A30”
E30”
IT
16
20
20
18
21
17
18
19
18
16
17
20
220
18,
3
±6,
8
8,6
FT
22
28
25
24
26
24
26
26
30
28
29
30
318
26,
5
±6,
2
4,6
G30”
Girls
21,7
±1,5
6,9
1,9
±1,
1
58,
6
FT
6
8
5
9
7
8
5
6
8
7
5
9
83
IT
1
3
0
4
2
3
0
1
4
2
0
3
23
F30”
14,0
±1,0
5,9
IT
5,50
5,85
5,50
6,55
5,35
6,55
5,75
5,15
6,65
5,75
5,75
6,60
70,9
SA
10,1
±0,8
8,1
FT
7,85
8,50
6,80
9,35
7,90
8,75
6,80
7,70
9,05
8,45
8,00
9,00
98,1
in which the research has been conducted have
contributed to an increase in the number of motor
skills and abilities transposed in “acquisitions” and
have led to the consolidation of students’ physical
and psychic balance.
As far as the degree of learning the acrobatic
elements is concerned, mention should be made that
in initial testing the boys, as well as the girls,
recorded low results in performing the compulsory
elements, the average being of 5.9 for both groups.
The improvement recorded in the final testing was
significant, both groups attaining an average of 8.1.,
that is, a 2.2 points higher value, with a medium
homogeneity of the results.
REFERENCES
Ardelean, T., ParticularităŃile dezvoltării calităŃilor
motrice în atletism, Centrul de multiplicare
I.E.F.S., 1990
Bota, A., ExerciŃii fizice pentru viaŃa activă,
Bucharest: Cartea Universitară, 2006
Cârstea, G., Metodica educaŃiei fizice. Îndrumar
pentru lucrările practice, A.N.E.F.S., Bucharest,
1995
Dragnea, A. (editor), EducaŃie fizică şi sport –
teorie şi didactică, Bucharest: FEST Publishing,
2006
Grigore, V., Gimnastica. Manual pentru cursul de
bază, Bucharest: Bren Publishing, 2003
Nanu, L., Drăgan, T.M., Manual de gimnastică,
GalaŃi: GalaŃi University Press, 2010
Nanu, L., Expresivitate corporală şi motrică prin
utilizarea mijloacelor gimnasticii ritmice, GalaŃi:
GalaŃi University Press, 2010
Şerbănoiu, S., Metodica educaŃiei fizice, Bucharest:
Cartea Universitară, 2004
*** Programe şcolare. Clasele V –VIII. EducaŃie
fizică, M.E.C., C.N.C., Bucharest, 2009
***Sistemul NaŃional Şcolar de Evaluare la
Disciplina EducaŃie Fizică şi Sport, M.E.N.,
S.N.E.E., 1999
CONCLUSIONS
6.
After processing and interpreting the
data collected from the comparison of the two
groups of 14-15 years old students, the assumption
that motor qualities may influence the performance
of the acrobatic elements provisioned by the
secondary school curriculum has been proven valid.
The motor qualities development also
7.
contributes in the balanced physical growth of the
performers and in the formation and development
of motor skills. At the same time, learning and
performing acrobatic elements help in increasing
the performers’ motor qualities, ensuring easiness
in accomplishing various specific tasks.
Assigning actual motor tasks, in
8.
accordance with students’ age, sex and learning
level, careful activities planning, and using
carefully selected means and acting systems
contribute in acquiring and improving specific
motor skills and in the accomplishment of the
proposed aims.
4. The means of acrobatic gymnastics used in the
technical-material conditions available in the school
A STUDY ON THE LEVEL OF PHYSICAL, TECHNICAL AND
ARTISTIC TRAINING OF JUNIOR GYMNASTS
University Dunărea de Jos of GalaŃi, Romania
Abstract
The present paper aims at finding the opinions of the experts in the field of gymnastics with regard to the level of
physical, technical and artistic training of junior female gymnasts by applying a survey.
Keywords: gymnastics, trainers, technical, artistical, physical level
The group of experts questioned has
consisted in a number of 83 professors and
specialised trainers who carry out their activities in
specialised centres in the country. The gender
distribution is 60% female trainers, 40% male
trainers.
The questionnaire contains 10 questions with
3, 4, 5 or 6 predetermined choices, the respondent
opting for one single choice in relation to the
issue’s relevance and his/her personal opinions with
regard to sport training in gymnastics – see Table 1.
INTRODUCTION
Describing the direction of the feminine
gymnastics evolution, N. Vieru (1997) asserted that
“it develops in the sense of constant increase in the
difficulty of exercises, by introducing a large
amount of difficult and extremely difficult elements,
by increasing amplitude and dynamism in
execution, and by the originality, complexity and
momentousness of the movements” (Vieru N.,
1997).
193
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Question
Choices
Do you consider that the technical training
level of junior women gymnasts in our country
is satisfactory?
Do you think that elaborating a unique
curriculum for training gymnasts in various
classification sports categories is necessary?
Do you think that such a curriculum would
influence the working routine and training
efficiency?
In your opinion, could gymnasts training be
made in the absence of previous careful
planning?
What is, in your opinion, the most rational
ratio of sports training in artistic women’s
gymnastics?
a) yes
b) no
c) other opinion
a) yes
b) no
c) other opinion
a) yes
b) no
c) other opinion
a) yes
b) no
c) other opinion
a) physical training
b) technical training
c) tactical training
d)theoretical training
e) artistic training
f) psychological
training
a) 10 – 12 hours
b) 18 – 20 hours
c) 20 – 30 hours
d) more than 30
hours
a) under 30”
b) 30”
c) 45”
d) 60”
e) more than 90”
a) 5 training sessions
b)7 training sessions
c)10 training
sessions
d) more than 10
training sessions
a) yes
b) no
c) other opinion
a) 375-450
b) 500-850
c) more than 1000
What is, in your opinion, the best workload for
junior women gymnasts during a weekly
cycle?
What is the time that needs to be allotted for
rest between executions?
How many training sessions do you consider
necessary per week in order for the junior
gymnasts to attain the best performance?
Are the requirements of the RGF with regard
to the performance of compulsory technical
elements useful in your opinion?
What is the optimal number of technical
elements that have to be performed by junior
gymnasts during a weekly cycle?
No. of
responses
51
20
12
51
2
41
12
7
75
1
17
40
1
10
8
7
Table 1
Percentage
(%)
62%
24%
14%
98%
2%
73%
27%
8%
91%
1%
20%
49%
1%
12%
10%
8%
4
24
40
15
5%
29%
48%
18%
18
44
10
10
1
19
36
21
7
22%
53%
12%
12%
1%
23%
44%
25%
8%
64
19
24
38
21
77%
23%
27%
43%
25%
gymnasts in various classification sports
categories”, 98% of the respondents have chosen a),
that is to say they considered the elaboration of a
unique curriculum useful, while 2% of the
specialists have opted for b), considering that the
elaboration of a unique curriculum for training
junior women gymnasts is not necessary – fig. 2.
For question 1, concerning the “junior
gymnasts’ technical level of training”, 51 experts
have opted for choice a), considering that the
technical training level is satisfactory, 20 experts
have opted for choice b), considering the technical
training level unsatisfactory, while 12 experts have
chosen c), having other opinions – fig. 1.
With regard to question 2, concerning “the
elaboration of a unique curriculum for training
194
Întrebarea nr. 1
Întrebarea nr. 2
2%0
14%
24%
62%
Fig. 1 Technical training level
a) da
98%
b) nu
c) alte opinii
For question 3,, most of the experts (73%)
consider that a unique curriculum for training on
various classification categories would be
beneficial, while 27% of the respondents consider
that it would not influence their training routine and
the training efficiency (fig. 3).
Question 4 – “whether gymnasts’ training
t
can be realised without previous planning”, 7
Fig. 2 Requirement of a unique curriculum
a) da
b) nu
experts have chosen a), which means that 8% of the
trainers consider that they are able to conduct
training without previous careful planning. 91% of
the specialists consider planning necessary and
have opted for choice b), while 1 expert has a
different opinion – fig. 4.
Întrebarea nr. 3
Întrebarea nr. 4
1%
0
27%
c) alte opinii
8%
73%
91%
working
routine Fig. 4 The influence of planninga) da
in training
Fig. 3 The influence of curriculum
a) da
b) over
nu
c) alte
opinii
b) nu
c) alte opinii
After processing the answers received for
question 5,, concerning the ratio of factors of the
sports training in women’s artistic gymnastics, it
has been observed that the experts’ opinions were
as follows: 40 experts (49%) considered that
technical training
ng is of the essence in acquiring
performance in gymnastics, while physical training
got 8 votes. In 8 experts’ view, artistic training is
the most important, while other 7 consider
psychological training as the most essential in
training women gymnasts. One
ne trainer has chosen
tactical training and other 10, theoretical training –
fig. 5. The choices made for question 6 are very
relevant, as they verified the experts’ opinion with
regard to “the optimal workload during a weekly
cycle” – fig. 6.
Întrebarea nr. 6
Întrebarea nr. 5
8%
10%
5%
18%
20%
12%
29%
49%
48%
1%
Fig. 5 The ratio of training factors
a) p. fizică
b) p. tehnică
c) p. tactică
d) p. teoretică
e) p. artistică
Fig. 6 Number of training hours per week
f) p. psihologică
a) 10 – 12 ore
In order to discover the “optimal time for
resting between repeats”, 18 experts (22%) have
chosen a) for the seventh question,, allotting less
than 30” for the resting time between repeats, 44
experts (53%) have opted for b), considering that
b) 18 – 20 ore
c) 20 – 30 ore
d) peste 30 ore
30’’ should be allotted for resting between repeats,
10 of them (12%) have chosen c) (45’’ rest between
repeats), other 10 (12%) have chosen d),
considering that 60’’ are necessary, and one expert
195
has chosen e), opting for a time of over 90’’ for rest
between repeats (fig. 7).
Concerning the number of training sessions
that need to be conducted per week in order to
acquire performance – question 8 – 19 experts have
opted for choice a), considering that 5 training
sessions per week should suffice, 36 experts have
chosen b), asserting that 7 training sessions are
sufficient for acquiring performance with children;
21 of them have selected c), considering that 10
training sessions should be ideally conducted in
view of acquiring performance, and other 7 have
opted for choicee d), more than 10 training sessions
per week with this purpose – fig. 8.
Întrebarea nr. 8
Întrebarea nr. 7
22%
1%
12%
8%
12%
23%
25%
53%
44%
a) sub 30”
b) 30”
c) 45”
d) 60”
e) peste 90”
Fig. 7 The best period of time between repeats
b)7 antrenam.
c) 10antrenam.
d) peste 10 antren.
Fig. 8 The number of training sessions per week
In reference to the RGF (Romanian
Gymnastics Federation) requirements for the
execution of compulsory technical elements, the
experts have opted for the following choices when
responding to question 9:: 64 of them have selected
a),
), and 19 of them have opted for b), claiming that
the RGF requirements are not useful – fig. 9.
The answers for question 10 show that 41%
of the respondents have opted for choice a),
considering that 175-200
200 elements per week are
necessary, 58% have chosen
en b), which means that
they consider that 300-350
350 elements should be
performed weekly, whilst 1% have chosen c), a
number of 400-600
600 elements per week, as shown in
fig. 10.
Întrebarea nr. 9
23%
a) 5 antrenam.
Întrebarea nr. 10
0
25%
27%
43%
77%
a) da
b) nu
c) alte opinii
a) 375-450
b) 500-850
500
c) peste 1000
To conclude,, after analysing the experts’ opinion, one may notice that most of them consider that drafting
contents for the training curriculum would be
Alexe N. et al., Antrenamentul sportiv modern,
necessary, allotting various percentages to the
Bucharest: EDITIS Publishing, 1993
Bibire M., Dumitru R., Gimnastica artistică,
ar
factors of sports training and arguing that the
Bacău: Bacău University Press, 2001
gymnasts’ trainingg level is not satisfactory at this
Bompa T.O., Teoria şi metodologia
moment.
antrenamentului, Bucharest: Ex Ponto Publishing
With regard to the number of training
2002
sessions and elements that need to be performed
Dragnea
A.,
Antrenamentul
sportiv,
weekly, in accordance with the responses recorded,
Bucharest: EDP, 1996
most of the experts consider that 7 training sessions
Grigore V., Gimnastica de performanŃă,
per week and repeating
ng a number of about 850
Bucharest: Inedit Publishing, 1998
elements/ week would be necessary for increasing
performance in junior women’s artistic gymnastics.
Nanu L., Tehnica şi metodica mişcărilor în
gimnastica ritmică, GalaŃi: Şoimu Publishing, 2006
Vieru N., Manual de gimnastică sportivă,
REFERENCES
Bucharest: Adriada Publishing, 1997
196

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