contents - Physical Education and Sports Faculty Galati

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ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATI
FASCICLE XV ISSN – 1454 – 9832 - 2012
CONTENTS
STUDY REGARDING THE PRACTICE OF AIR SPORTS IN THE COUNTIES OF
MOLDAVIA .....................................................................................................................................7
Radu ABABEI, Dorel URSU
CORRELATION BETWEEN STRESS LEVEL AND PHYSICAL ACTIVITY INDEX............15
Dana BADAU, Adela BADAU
COMPARATIVE STUDY ON THE EFFECTIVENESS OF THE PLAYERS IN WORLD
LEAGUE MEN'S VOLLEYBALL FINAL ...................................................................................19
Florian BENEDEK
COMPARATIVE STUDY REGARDING THE DEVELOPMENT OF MOTOR SKILLS FOR
SEVENTH GRADE STUDENTS FROM COUNTRYSIDE AND URBAN AREAS ...................24
Florian BENEDEK
IDENTIFICATION THROUGH VIDEO ANALYSIS OF TECHNICAL ERRORS
SPECIALIZED FOR THE TWO HANDS CHEST THROW PROCEDURE .............................28
Dana LucicaCIOCOIU, Julien LeonardFLEANCU, Cătălin CIOCAN
COMPARATIVE STUDY REGARDING THE TESTING OF MOVEMENT AND BALANCE
MIXING CAPACITY OF 3RD GRADE STUDENTS FROM RURAL AND URBAN
ENVIRONMENT THROUGH SPECIFIC MEANS OF BASKETBALL GAME .......................32
Dana LucicaCIOCOIU, Cătălin AurelianŞTEFĂNESCU
ASPECTS CONCERNING THE ANALYSIS OF THE FUNCTIONAL PARAMETERS AT
F.C.M. DUNAREA GALATI TEAM.............................................................................................39
Aurelian DRĂGAN
THE PROMOTION OF THE TALENTS IN FOOTBALL ..........................................................43
Aurelian DRĂGAN
AUTISM – A STILL OUTSTANDING PROBLEM .....................................................................51
Paul ICHIM, Mircea DRAGU
MULTISYSTEMIC WATER THERAPY - A SOLUTION IN THE RECOVERY OF
AUTISTIC CHILDREN.................................................................................................................56
Mircea DRAGU, Paul ICHIM
IMPROVING THE PREPARATION DRIVING THE HOCKEY BEGINNERS, USING
MOVEMENT GAMES...................................................................................................................63
Gabriel GHEORGHIU
THE OPTIMISATION OF THE PROCESS CONCERNING THE ACCURATE
ACQUISITION OF ICE-SKATING SPECIFIC MOVEMENTS THROUGH MOTRIC GAMES
.........................................................................................................................................................65
Gabriel GHEORGHIU
METHODICAL ASPECTS FOR DEVELOPMENT OF COORDINATION ABILITIES IN
CHILDREN 8 – 10 YEARS, THROUGH SPECIFIC TRAINING MEANS OF THE SOCCER
GAME .............................................................................................................................................68
Bogdan-Marius GROSU
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FASCICLE XV ISSN – 1454 – 9832 - 2012
PHYSICAL THERAPEUTIC INTERVENTION POSSIBILITIES REGARDING PHYSICAL
DEFICIENCY IN TEENAGERS ...................................................................................................74
Anca IACOB
STUDENT CUP 2012 – FROM UNIVERSITY COMPETITION TO SPORTING EVENT.......78
Teodora Mihaela ICONOMESCU
CONTRIBUTION REGARDING HANDBALL SELECTION USING GRAPHICAL
ANALYSIS METHOD ...................................................................................................................82
Ileana JURAVLE
STUDY ON THE EFFICIENCY OF THE TEAMS PARTICIPATING IN THE MEN'S
HANDBALL EUROPEAN CHAMPIONSHIP .............................................................................88
Florin-Valentin LEUCIUC
STUDY ON INFLUENCE MEANS OF AEROBIC GYMNASTICS ON ADULT WOMEN
FITNESS .........................................................................................................................................93
Florin-Valentin LEUCIUC, Jacek SOBON
THE ROLE OF REFEREES INSTRUCTOR IN KNOWING THE LAW OF THE FOOTBALL
GAME .............................................................................................................................................97
Gabriel Marian MANOLACHE, Veronica POPESCU
CONSIDEARTIONS FOR UNDERSTANDING THE TECHNICAL AND TACTICAL
CONCEPT OF FOOTBAL THE EUROPEAN CHAMPIONSHIP 2012 FROM POLAND AND
UKRAINE.....................................................................................................................................100
Gabriel Marian MANOLACHE, Beatrice ABALASEI
INVERSE DYNAMIC ANALYSIS OF THE HUMAN LOWER LIMBS DURING GAIT.......102
Daniel GANEA, Marian Sorin TUDORAN, Elena MEREUŢĂ, Claudiu MEREUŢĂ
KINEMATIC ANALYSIS OF THE LOWER LIMB DURING GAIT.......................................106
Daniel GANEA, Marian Sorin TUDORAN, Elena MEREUŢĂ, Claudiu MEREUŢĂ
METHOD FOR ASSESSING THE TRAINING OF ELITE FOOTBALL PLAYERS .............109
Claudiu MEREUŢĂ, Elena MEREUŢĂ
THE COMPLEMENTARY ENERGETIC PARAMETERS USED TO ESTIMATE THE
TRAINING STAGE OF ELITE FOOTBALL PLAYERS..........................................................114
Claudiu MEREUŢĂ, Elena MEREUŢĂ
A SOCIOLOGICAL ANALYSIS ON THE ROLE AND IMPORTANCE OF PHYSICAL
EDUCATION FOR THE STUDENTS OF THE FACULTY OF AUTOMATION,
COMPUTERS, ELECTRICAL ENGINEERING AND ELECTRONICS (PART 1) ................118
George Danut MOCANU, Liliana NANU
A SOCIOLOGICAL ANALYSIS ON THE ROLE AND IMPORTANCE OF PHYSICAL
EDUCATION FOR THE STUDENTS OF THE FACULTY OF AUTOMATION,
COMPUTERS, ELECTRICAL ENGINEERING AND ELECTRONICS (PART 2) ................122
George Danut MOCANU
DEVELOPING COORDINATIVE CAPACITIES BY MEANS OF MOTOR SKILLS AND/OR
ABILITIES IN PRIMARY SCHOOL PUPILS...........................................................................127
Petronel MOISESCU, Ali GURBUZ
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FASCICLE XV ISSN – 1454 – 9832 - 2012
SPORTSMEN SELECTION AND PROMOTION IN SWIMMING ANATOMICAL,
BIOLOGICAL AND PSYCHOLOGICAL CRITERIA..............................................................130
Ioan ONEŢ
STUDY IN PROGRAMMING THE TECHNICAL TRAINING FOR BEGINNING FEMALE
VOLLEYBALLERS BY INTRODUCING SUPPORTING DEVICES......................................133
Carmen PÂRVU
LEVEL ARCHITECTURE AND COMPUTERISED SYSTEM COMPONENTS FOR
ASSESSMENT IN VOLLEYBALL .............................................................................................135
Carmen PÂRVU, Răzvan T. ROŞCULEŢ
METHOD DISTRIBUTION IN DEVELOPING STRENGTH ABILITIES OF MIDDLEDISTANCERACE FEMALE RUNNERS....................................................................................139
Paula IVAN
STUDY REGARDING THE DESIGN OF THE PHYSICAL AND TECHNICAL TRAINING
OF JUNIOR PLAYERS ACTING IN THE GOAL AREA IN THE SOCCER GAME (UNDER
19)..................................................................................................................................................143
Vasile Catalin SAVU, Constantin PLOESTEANU
THE INFLUENCE OF THE GAMES IN THE SQUARE MEANT TO INCREASE THE
PHYSICAL AND TECHNICAL TRAINING LEVEL OF ,,C” JUNIOR PLAYERS(13-14
YEARS OLD )...............................................................................................................................150
Constantin PLOESTEANU, Vasile Catalin SAVU
THE OPTIMIZATION OF THE PERFORMANCE CAPACITY FROM THE PERSPECTIVE
OF THE IDENTIFICATION OF THE RESTRICTIVE FACTORS FOR JUNIOR PLAYERS
UNDER 17 AT SOCCER .............................................................................................................153
Constantin PLOEŞTEANU, Vasile Catalin SAVU
APPROACHES TO THE STUDY MOTIVATIONAL FACTORS THE STUDENTS FOR
SPORTS BASKETBALL GAME ................................................................................................161
Carmen RĂCHITĂ, Elena DRĂGĂNESCU
ALTERNATIVE EXERCISE IN FIGHTING OBESITY...........................................................167
Elena RAŢĂ, Daniela HAVRIŞ
BILATERAL COORDINATION TRAINING IN THE CHEERLEADING TEAM OF THE
UNIVERSITY SUCEAVA............................................................................................................171
Mărioara SALUP
EXAMINING THE HIERARCHICAL MODEL OF LEISURE CONSTRAINTS AMONG
WOMEN IN TEHRAN REGARDING SPORTS PARTICIPATION ........................................176
Sara KESHKAR, Mohammad EHSANI, Hashem KOOZECHIAN, Hamid GHASEMI, Sardar
MOHAMMADI
A STUDY ABOUT THE INCIDENCE OF INADEQUATE LIFESTYLE ON EXCESS
WEIGHT IN URBAN AREA PUBERTAL SCHOOLCHILDREN ...........................................186
Corneliu SCURT, Madalina SCURT
THE ROLE OF PHYSICAL EXERCISES IN THE TREATMENT OF THE OBESITY AT
CHILDREN ..................................................................................................................................191
Ana-Maria SIMIONESCU
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CORPORATE GOVERNANCE –THE SET OF RULES GOVERNING THE ROMANIAN
FEDERATION OF AUTOMOBILE SPORTS............................................................................196
Mihaela-CristinaONICA, Laurenţiu-Gabriel TALAGHIR, Florin COJANU
THEORETICAL AND PRACTICAL PREMISES FOR CONSTITUING THE DOMAIN OF
SPORTIVE MANAGING PREPARATION IN SPORTING ORGANIZATIONS....................200
Lazar TIPA
EXPERIMENTAL RESEARCH REGARDING MUSCLES ACTIVITY .................................202
Marian TUDORAN, Daniel GANEA, Elena MEREUŢĂ, Claudiu MEREUŢĂ
A MODEL FOR STUDYING THE HUMAN UPPER LIMB KINEMATICS ...........................206
Marian TUDORAN, Daniel GANEA, Elena MEREUŢĂ, Claudiu MEREUŢĂ
MODERNISM AND QUALITY IN VOLLEYBALL GAME THE II-LINE ATTACK ............212
Florin ŢURCANU
A STUDY ON THE IMPORTANCE OF PROFESSIONA LANGUAGE IN TEACHING
PHYSICAL EDUCATION AND SPORT CLASSES ..................................................................215
Liliana NANU, George MOCANU
A STUDY ON THE INFLUENCE OF PHYSICAL EDUCATION ON SHAPING THE
PERSONALITY OF MIDDLE SCHOOL PUPILS.....................................................................218
Petronel MOISESCU, Liliana NANU
A STUDY ON THE LEVEL OF PHYSICAL AND TECHNICAL TRAINING OF 8 TO 10
YEARS OLD CHILDREN IN DANCE SPORT..........................................................................221
Liliana NANU
DIFFERENCES BETWEEN SPEED RUNNING IN POLE VAULTING COMPARE
BETWEEN TOP POLE VAULTERS AND ROMANIAN NATIONAL TOP VAULTERS......224
Cristian GRAUR, Barna SZABO
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FASCICLE XV ISSN – 1454 – 9832 - 2012
STUDY REGARDING THE PRACTICE OF AIR SPORTS IN THE
COUNTIES OF MOLDAVIA
Radu ABABEI, Dorel URSU
„Vasile Alecsandri” University of Bacău
95th Air Fleet, Bacău
raduababei@ub.ro
Abstract
The main aim of this study is to highlight the correlation between the means of flight currently existing
in the counties of Moldavia, and the desire to practice air sports expressed by the young people in these
counties.
The goals were to: know the pupils' opinion in regards to the practice of air sports in their leisure time;
know the pupils' opinion in regards to the practice of these sports in relation to other sports that are more
present in the media; determine the objective and subjective causes regarding the necessary equipment for
practicing the air sports. We believe that the investments made for the practice of these sports can help increase
the number of practitioners, and, why not, make them go from "leisure" to professional.
Key words: practice, air sports, Moldavia
INTRODUCTION
Icarus' dream belongs to every person, no
matter where they are from, or what age.
By choosing this theme, we set out to bring to the
readers' attention the beginnings and the practice of
air sports. In most cases, the young people are fans
of soccer, handball, volleyball, or any other sport
that is highly present in the media.
There are, however, persons who love
adrenaline, and who want to test and educate their
courage, attention, dexterity, endurance, quick
problem-solving skills, and, not in the least, their
strength, by practicing air sports. They are the ones
we see at the flight demonstrations, and not only,
trying to fly small airplanes or the hot air balloon,
sky-diving, experimenting a bird's free flight using
sailplanes, or paragliders. For them, flying is not
anymore fighting against the forces of nature, but
playing with them, having a dialog that is directly
mediated by the air.
If in the past such sports were practiced
mostly by men, today they are joined by brave
women, who are willing to experience new
sensations. The number of air sports fans has grown
significantly lately, no matter whether the ones who
perform them do it only once, or constantly, no
matter if training is needed or not. Flight can be a
recreational and relaxing activity, beneficial for the
body, for the mind, and for one's social life, being a
great way to communicate, and to meet new friends
among the people who share the same passion.
More than that, this activity can be performed by
friends and family, together.
The collaboration of the school with the family
must be focused naturally on the quality of
education, but also on the efficient organization of
the pupils' leisure time
The research was conducted between October 2011
- March 2012 at the:
1. "PETRU RARES" NATIONAL COLLEGE SUCEAVA
2. DARABANI HIGH-SCHOOL - BOTOSANI
3. "CALISTRAT HOGAS" NATIONAL
COLLEGE - NEAMT
4. "COSTACHE NEGRUZZI" NATIONAL
COLLEGE - IASI
5. "VASILE ALECSANDRI" NATIONAL
COLLEGE - BACAU
6. "MIHAIL KOGALNICEANU" THEORETICAL
HIGH-SCHOOL - VASLUI
7.
"DUNAREA"
THEORETICAL
HIGHSCHOOL - GALATI
We set out to know the pupils' opinions in regards
to the practice of the main air sports: parachuting;
gliding; paragliding; hang gliding; powered
paragliding; powered hang gliding; hot air
ballooning; aviation; ultralight aviation.
RESEARCH HYPOTHESES
In conducting our research, we established
the following hypotheses:
a. Whether the pupils like these sports or not;
b. Whether the pupils have the time and means
necessary to practice air sports, and whether they
prefer them in place of other sports;
c. Whether there is an infrastructure and means
necessary for the practice of these sports.
Through testing, and observing the real conditions,
these hypotheses can be confirmed or not.
The research methodology was focused on
the sociological inquiry method (the questionnaire),
the group interview, the case study, the observation
MATERIAL AND METHODS
The school, the teachers, and the family
are the pillars of education, and between them and
the extracurricular or extra-familial environment is
the pupil, the object and subject of education.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
and the starbursting method, the statisticalmathematical method, and the graphical
representation method.
The subjects of this research consisted of a
representative group of 220 pupils, 121 boys, and
99 girls, in their senior years of high-school, of the
7 counties of Moldavia. To them we have applied
the following questionnaire:
1. What is your gender?
2. Do you live in an urban or rural area?
3. What do you mean when you say "leisure time"?
4. What significations do you give to leisure time?
5. Do you think there is a link between stress, low
productivity, and an insufficiency of leisure time?
6. Do you think there is a link between school
productivity, and the necessity for the existence of
leisure time?
7. Do you like to go to parties, clubbing, or
practice a sport?
8. What are your favorite hobbies that you practice
in your leisure time?
9. Do you think that sports and hobbies are a waste
of time?
10. Do you think that these activities could
contribute to the education of the personality?
11. What is your main flaw?
12. What is your main trait?
13. What do you cherish the most in your friends?
14. What are your favorite real-life heroes?
15. What do you cherish the most in your
colleagues?
16. Do you like to compare yourself to your other
colleagues?
17. What contributes the most to build self-esteem?
18. Are you interested in other colleagues' opinion?
19. Do you feel liked by the majority of your
colleagues?
20. Do you worry about what impression are you
making in front of the others?
21. Do you think dreams play a role in a person's
life?
22. Have you ever dreamed you were flying?
23. What is your favorite bird?
24. Do you have time for sports?
25. How much spare time do you have in a week?
26. How often do you practice a sport?
27. Do you think sports are important in the
development of young people?
28. Are you or were you ever a member of a
sports team?
29. What is the main reason why you practice
sports?
30. What sports do you practice?
31. Do you watch sports activities on TV?
32. Have you ever been to a sports game, or an
athletic competition?
33. Were you influenced by your friends in
practicing a certain sport?
34. Do you prefer individual, or team sports?
35. Do sports make you feel better?
36. Do you practice sports to control your weight?
37. Are the athletic activities important in
maintaining your health?
38. Do you like air sports?
39. Would you like to participate in such activities?
40. If you had to choose between an activity that
you like, and one you don't like, but which brings
you money and fame, do you choose the first one?
41. Did you ever fly? With what?
42. Which one of the following sports can be a
leisure time hobby?
43. When you find yourself in a difficult situation,
how do you react, do you remain calm, and keep
your ability to think clearly, or do you act on
impulse?
44. Would you like to enroll in a pilot training
course?
45. Grade, on a scale from 1 to 10, the air sports,
taking into account the opportunities you have to
practice them
ANALYSIS AND INTERPRETATION
OF THE DATA
The questionnaire applied to the senior
year pupils tried to capture their openness regarding
the air sports that can be performed in air clubs and
pilot schools that exist in the Moldavia area.
At question 8, one can see that the young people,
regardless of their gender, have as main hobby their
computer, and only a small percentage, 21.5%,
have a sport as hobby.
8. What are your favorite hobbies that you practice in your leisure time?
No. of pupils
Percentage
Computer
90
40.9%
Reading
26
11.8%
Sports
47
21.3%
Activities with friends
34
15.4%
Others
23
10.6%
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Fig. 1 The percentage of activities conducted in their leisure time
9. Do you think that sports and hobbies are a waste of time?
No. of questioned subjects
Yes
No
220
37
183
17%
83%
Fig. 2 83% of the total questioned subjects think that sports and hobbies are not a waste of time
Only 26.5% would rather practice a sport, most of them preferring to go clubbing.
7. Do you like to go to parties, clubbing, or practice a sport, in your leisure time?
Parties
145
65.9%
Clubbing
167
80%
Practice a sport
54
26.5%
Fig.3 The young people's preferences regarding their leisure time
Only 28.5% practice sports every day, 11.5% twice a week, and, what is more serious, 41% never practice any
sports.
26. How often do you practice a sport?
Every day
Once/twice a week
47
28.5%
25
11.5%
Several times per
month
23
10.5%
9
Very rarely
Never
15
6.8%
90
40.9%
FASCICLE XV ISSN – 1454 – 9832 - 2012
Fig.4 Graphical representation of the periodicity of sports practicing
27. Do you think sports are important in the development of young people?
Very important
Important enough
Not very important
70
90
40
35.9%
43.9%
20%
Fig. 4 The importance of sports for the young people
I am a member
of a team
25
11.5%
28. Are you or were you ever a member of a sports team?
I was a member
Just during
I do not practice a team
of a team
sports classes
sport
60
196
5
27.5%
90%
2.1%
Fig.5 Percentage of the pupils who practice a team sport
I want to keep in
shape
120
29. What is the main reason why you practice sports?
I want to lose
I want to win as many medals as
I want to have fun
weight
possible
50
30
18
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Fig.6 Reasons for which the pupils practice a sport
39
17.7%
24
10.9%
20
9%
Martial
arts
21
9.5%
Aerobics
26
11.8 %
Gymnastic
s
15
6.8%
Swimming
Volleyball
11
5%
Soccer
Tennis
5
2.2%
Handball
Cycling
35
15.9%
Basketball
Jogging
30. What sports do you practice?
3
1.3%
21
9.5%
Fig.7 Sports practiced by the questioned subjects
Over 61% of the young people who were questioned prefer team sports.
34. Do you prefer individual, or team sports?
Individual sports
Team sports
85
135
39%
61%
Fig. 8 The pupils' preferences for team sports
Although they do not practice a sport in their leisure time, over 84% of the subjects love the air sports.
38. Do you like air sports?
Yes
No
I don't know
185
20
15
84%
0.9%
6.8%
Fig.9 The pupils' preferences for the air sports
After expressing their options for air sports, over 88.6% of the subjects would be interested in performing them.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Yes
195
88.6%
39. Would you like to participate in such activities?
No
15
6.8%
I don't know
10
4.5%
Fig.10 Percentage of the subjects willing to participate in such activities
After presenting the air sports and the
means used for their practice, it turned out that
27.9% of the subjects would prefer the paraglider,
11.8% the sailplane, 22.7% the hang glider, 4.5%
the hot air balloon, and 11.8% the parachute.
Paraglider
Sailplane
Hang glider
Hot air
balloon
Parachute
Others
42. Which one of the following sports can be a leisure time hobby?
60
27.9%
25
11.8%
50
22.7%
10
4.5%
29
13.8%
25
11%
Fig.11 Air sports that can become a hobby
From the discussions we had with the
questioned subjects, we found out that they are
caught in many school activities, but also in
studying, being close to their final graduation
examination, so there was little time for them to
practice these sports that aroused their interest.
The practice of air sports
Fig.13 The subjects' preference for the air sports
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FASCICLE XV ISSN – 1454 – 9832 - 2012
From the answers recorded for question 44, we found out that 16.8% of the girls, and 33.2% of the boys
would like to enroll in a pilot training course.
44. Would you like to enroll in a pilot training course?
Yes
No
girls
37
62
boys
73
48
Fig.14 Percentage of the subjects who want to take a pilot training course
Over 45.9% of the subjects gave grades of 10 to paragliding, and 24.4% gave a grade of 9 to parachuting.
45. Grade, on a scale from 1 to 10, the air sports, taking into account the opportunities you have to
practice them
Air sports
Grades
Parachuting
54 grades - 9
Gliding
3 grades - 2
Hang gliding
18 grades - 7
Ultralight aviation
36 grades - 8
Powered hang gliding
2 grades - 5
Powered paragliding
1 grade - 4
Paragliding
101 grade - 10
Hot air ballooning
5 grades - 2
Fig.15 Graph regarding the grades given to air sports
Starbursting
The aim of this method is to obtain as many
answers to the questions, and to make as many
connections between concepts as possible.
Who?
Where?
- young people;
- to air shows;
people
who
love
flight;
- to aviation competitions;
-
people passionate about extreme sports;
- in air clubs and pilot schools.
- people who want to experience strong sensations;
- people who want more diversity and new things in
their lives.
Why?
When?
- because I love flying;
- in my leisure time;
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FASCICLE XV ISSN – 1454 – 9832 - 2012
-
because
I
am fascinated
- on vacations
- because I love strong sensations.
by
the
What?
- parachuting;
- paragliding;
gliding;
- hang gliding; - powered hang gliding;
ultralight aviation.
The salvation of the air sports can come
only from private investors, flying passionates who
have financial means. An argument for this can be
the large number of paragliders bought by private
individuals, and the ultralight aircrafts increasing
their number with 28% over the last decade.
A top 10 of the most popular air sports, in
the opinion of the young people who have
participated in this study, shows that paragliding
and hang gliding are in first places, being preferred
due to their low costs and because the equipment
and instruments can be procured relatively easy, but
also because these sports are relatively accessible.
The results of the study allow us to say
that air sports are in full ascension in the counties
of Moldavia, despite the economic crisis.
The hypotheses were confirmed.
Of the group of subjects that participated
in the research, over 45% of the boys, and 18% of
the girls are tempted to practice air sports. A great
part of the pupils focus their attention on air sports
because they have family or friends who are tied to
these sports.
We believe that the investments made for
the practice of these sports can help increase the
number of practitioners, and, why not, make them
go from "leisure" to professional.
sky;
-
CONCLUSIONS
The attraction of flight, the people's desire
to overcome their limitations, to compete with
themselves, and to test their limits in an
unconventional way were just a few of the
particularities of certain activities that involve a
high degree of risk. The specialized trainers, the
rules, and the equipment have made these sports to
be less and less dangerous. Today, the air sports
have an increasing number of fans, becoming even
quite a trend. Unlike the traditional sports, they
focus more on our ability to concentrate, to react
in tight situations, and, why not, to anticipate.
When you practice such a sport, you compete with
your own limitations, trying to model your mind,
while you strengthen your body.
Promoting and practicing these sports
comes as a reaction to the development of society,
the development of modern life, of the courage to
approach other sports than the popular ones, the
desire to try something new, to test your courage
and quench your thirst for adrenaline, feelings
usually felt by young people. Many of these young
people have focused their attention on the air
sports, due to the fact that these sports combine the
skills and techniques that were learned with
physical abilities and concentration required in tight
situations.
However, the air sports amateurs must
recognize the physical limitations of their
equipment. The participants must have a minimal
knowledge and experience in any air sports activity
in order to know what to do in case of an
emergency.
Some of the air sports that can be a little
extreme are: paragliding, hang gliding, parachuting,
and ultralight aviation. Some of the air sports
combine the techniques and physical abilities from
two or more extreme sports.
There is no doubt that they model the
temperament, the adaptability to stress conditions,
and increase the ability to analyze, and focus. The
technical equipment of flight clubs in the
researched area is insufficient, and, for the most
part, worn-out; the air sports that can be available
to the public are limited, despite the fact that the
theoretical-practical training should be statefunded.
REFERENCES
1. ABABEI, R., Metodologia cercetării activităţilor
corporale, Editura PIM, Iaşi, 2006
2. AVRAM, V., Istoria Aeronauticii Militare
Române 1910-1916, Editura Tiparg, Piteşti, 2003
3. AVRAM, V., GUŞĂ, M., SANDACHI P.,
Contribuţii româneşti în aeronautică la începutul
secolului al XX-lea, Editura Europa Nova,
Bucureşti, 2000
4. BALOTESCU, N., ZGÂVÂRDICI, C., Istoria
Aviaţiei
Române,
Editura
Ştiinţifică
şi
Enciclopedică, Bucureşti, 1984
4. BAŞTAN, G., Istoria paraşutismului militar din
România, Editura Porto- Franco, Galaţi, 1997
5. BOCOŞ, M., Teoria şi practica cercetării
pedagogice, Editura. C.C.Şt., Cluj Napoca, 2003
6. CHELCEA, S., Metodologia cercetării
sociologice. Metode cantitative şi calitative, Editura
Economică, Bucureşti, 2004
7. CUCOŞ, C., Pedagogie, Editura Polirom, Iaşi,
1998
8. PANGICĂ, N., Vulturii cerului – din istoricul
paraşutismului sportiv în România, Editura Sport
Turism, Bucureşti, 1984
9. POPESCU GOGAN, P., Personalităţi româneşti
ale ştiintelor naturii şi tehnicii, Editura Ştiinţifică şi
Enciclopedică, Bucureşti, 1982
10.http://www.ipedia.ro/istoria-avionului
11http://www.scribd.com/doc/
12http://www.scientia.ro/biografii/41-biog
13http://aeroclubul-iasi.ro/parasutism.html
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FASCICLE XV ISSN – 1454 – 9832 - 2012
CORRELATION BETWEEN STRESS LEVEL AND PHYSICAL
ACTIVITY INDEX
Dana BADAU, Adela BADAU
University of Medicine and Pharmacy, Târgu Mureș, Romania
Abstract
The purpose of the study is to investigate the correlation between stress level and physical activity index
at students aged 19 to 26.
Methods: the study enclosed a sample of 90 students from the Faculty of Medicine and Pharmacy in
Targu-Mures and aimed to evaluate, based on two questionnaires, the stress level and physical activity level.
The study results show that stress level is indirectly proportional to physical activity level, which can
have multiple negative influences on the subjects’ physical and intellectual performances.
Conclusions: systematic practicing of physical activities has to be an essential and constant
preoccupation in combating multiple stress factors, which the young student generation is confronted with, this
influencing the psychic, intellectual and physical aspects of life, directly and negatively.
Key words: stress, physical exercise, physical activity, quality of life.
INTRODUCTION
People’s mental and physical health is
constantly undergoing specific aggressions, like
sedentariness and stress, which have the largest
negative impact. Identifying and quantifying the
aggressive potential of these factors, madethe
researchers to identify and put the scientific basis of
the antidote – physical exercise; physical activity
can combat and decrease the effects of
sedentariness and stress, if used properly and
constantly.
Theoretical background
Romania reached alarming values in which the
sedentaryaggression level and stress are concerned,
especially among children and young people. Along
with obesity incidence increasing, heart diseases
and mental sickness are estimated to augmentin
future decades.
Unfortunately, concerning realities and present
gloomy perspectives are based on o state of
insensibility regarding the prevention of risk
factorsaggression and promoting health through
physical activity, especially on young population.
Given the circumstances of a permanent
dynamic living, it is impossible to eliminate stress,
but by optimal organization of life and systematic
practice of physical activities, an efficient stress
management can be carried out in order to maintain
mental health and to improve cognitive activities.
The valences of physical sportive and
recreational activities, specific to sport for all, are
numerous and can become a viable solution to
improve and maintain health, to shape up biometric
capacity and positive thinking, to increase the
quality of life and educational level, to integrate
moral values and to act as social factor with
maximum impact.
Recent research showed that systematic
practicing of physical activities can reduce the
influence of stressful factors with 40%.
Eustress and distress can equally influence the
quality of life, the effects on health are seen
according to the length and intensity of exposure to
stressful factors, and the methods of combating
stress have to be directly correlated.
Exterior, objective requirements and selfexigencies (aspirations, wish to excel) form a set of
stressful factors that put under pressure the whole
psycho-behavioral system.
Students’ activity has a great emotional
liability, which can bring the psycho-behavioral
system to limit. From the multitude of factors
determining this state, more relevant are the
following:
•
External factors: cold, heat, time zone
differences
•
Internal factors: high intellectual and muscular
motion efforts;
•
Psychic-intellectual-affective-volitive factors:
decisions taken under uncertain conditions and lack
of time, reactions to failure or success, maximal
volunteer effort;
•
Psychosocial factors: critics, opinions of
family and close people, colleagues and teachers
appreciation;
•
Excessive intrinsic and extrinsic motivations.
All these factors generate psychic tensions, mostly
expressed emotionally, that reflect themselves on
the individual’s psychic system both on awareness
as well as on subconscious level, determining
adaptive and defensive reactions that a proper
scientific preparation organizes them, centered on
efficient behavior.
AIMS AND HYPOTHESIS
The purpose of the study is to evaluate the
correlation between stress level and physical
activity index on students from faculties not in the
field.
15
FASCICLE XV ISSN – 1454 – 9832 - 2012
To set the hypothesis of the research, we
started from the assumption that physical activity
index depends on stress level.
Subjects and duration
The research was carried out in the first
semester of 2011-2012 and targeted 90 female
students from the Faculty of Medicine and
Pharmacy, with ages between 19 and 26 years.
The questionnaire for PAI evaluation targets the
following parameters (Dumitru Gh., 1997):
The first parameter – INTENSITY
5. Physical activity leading to significant
respiratory acceleration (gasping) and relatively
abundant transpiration.
4. Effort leading occasionally to gasping and
transpiration, for example: tennis, etc
3. Slightly easy effort, for example: recreational
sports – cyclo tourism
2. Moderate efforts, for example: volleyball
1. Easy efforts, for example: fishing, walking
The second parameter - DURATION
4. Over 30 minutes
3. 20-30 minutes
2. 10-20 minutes
1. Under 10 minutes
Third parameter – FREQUENCY
5. Daily or almost daily
4. Three to five times per week
3. One to two times per week
2. Several times a month
1. Less than once a month
PAI is calculated by multiplying the scores
obtained for each of the three parameters: intensity,
duration, frequency, using the formula:
PAI=IxDxF
Depending on the results, the physical
condition category is set and therefore the effort
capacity.
RESEARCH
METHODS
AND
PROCEDURES
The used methods: study of field literature,
questionnaire method, statistics and mathematics
method, and the method of graphic representation.
The calculated statistic indexes were: physical
activity index (PAI), average (X), percent (%) and
Pearson correlation index (r).
The subjects were given two questionnaires,
one with a set of 10 questions to determine stress
level and another one to determine the physical
activity index.
The length of research: the study comprised
two testings: initial testing (TI) at the beginning of
the first semester, in October 2011 and the final
testing (TF) during the winter exam session,
February 2012.
Applied questionnaires for the study
Physical activity index (PAI) represents an
important indicator for the level of physical
exercise and allows obtaining information
regarding aerobe effort capacity.
Table no.1 PAI value is estimated according to grid (Dumitru Gh., 1997)
Score
Physical condition
Characterization
category
80-100
Superior
Very active lifestyle
60-80
Very good
Healthy, active person
40-60
Reasonable
Acceptable
20-40
Weak
Insufficiently active/relative sedentary
1-20
Very weak
Sedentary
The sample of people involved in research
was applied the following questionnaire to
evaluate the stress level:
Stress evaluation questionnaire (CICR)(after
Petru Derevenco /Dr Doc. Member of the Academy
of Medical Sciences)
Age………………, Sex…………….
1. I have difficulties in falling asleep (have
insomnia): never, sometimes, frequently
2. I feel tensed, irritated, nervous: never ,
sometimes , frequently 
3. The slightest noise makes me startle: never ,
4. I’m on alert when faced with dangers: never ,
5. I keep friends/collegues at distance and try to
avoid them: never , sometimes , frequently 
6. My work is not interesting and I feel my future
lacks perspective: never , sometimes ,
frequently 
7. I am physically and/or mentally tired: never ,
8. I get dizzy, have frequent transpiration and
palpitations, especially when I remember
something bad: never , sometimes , frequently

9. I think I am overexcited, act irrationally and
take too many chances: never , sometimes ,
frequently 
10. I revisualise bad things from the past, in my
dreams or as nightmares: never , sometimes ,
frequently 
Stress level evaluation criteria:
• Between 10-12, light stress condition;
16
FASCICLE XV ISSN – 1454 – 9832 - 2012
• Between 13-15, light to moderate stress
condition;
• Between 16-18, moderate stress condition;
• Between 19-21, moderate stress condition with
rare major stress accents;
• Between 22-24, moderate stress condition with
frequent major stress accents;
• Between 25 and 30, very stressful condition,
should look for help.
RESULTS
PAI levels
Indicators
No. subiects
% subjects
X PAI
10-20
PAi levels
Indicators
No. subjects
% subjects
X PAI
0-20
Stress level
Indicators
No. Subjects
% subjects
X Stress level
Stress level
Indicators
No. Subjects
% subjects
X Stress level
6
6
6.67
32
36
11,8
Table no.2 Initial testing of PAI (October 2011)
20-40
40-60
60-80
80-100
21
24
23.3
48
54
53.3
12
13
63.3
3
3
88,6
Table no.3 Final testing of PAI (February 2012)
20-40
40-60
60-80
80-100
32
36
24,4
20
22
38,6
5
5
67,4
1
1
82,5
Table no.4 Initial testing of stress level (October 2011)
10-12
13-15
16-18
19-21
22-24
3
3
11,3
24
27
13,6
42
47
16,8
18
20
20,5
3
3
23,6
Table no.5 Final testing of stress level (February 2012)
10-12
13-15
16-18
19-21
22-24
2
2
12
5
5
14,4
18
20
17,1
47
43
20,1
18
20
22,9
Graphic no. 1 Correlation between the number of subjects and PAI level
Graphic no.2 Correlation between the number of subjects and stress level
17
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table no.6 – Centralized results of the two questionnaires
Statistic indicators
X
PAI
PAI evaluation criterion
TI
TF
Difference
45,71
26,10
19,61
Acceptable
-
X
Stress level
Stress evaluation criterion
14,06
Not active enough/
relative sedentary
19,56
Light to moderate
stress condition
Moderate stress condition
with major stress accents
Correlation index– r
0,59
0,023
Initial testing results reveal the fact that
minimum and maximum stress limits are
experienced by a small number of students, the
main share of female students being situated
between medium limits of stress level. The same
phenomenon can be observed for PAI also,
therefore a very small number of studentsshow
minimum or maximum values, the majority being
situated between these values.
5,50
-
Final testing shows a more increased stress
level and a decreased PAI level, as compared to
initial testing. The main share of students registered
high stress values, and only for a reduced number it
was situated at the inferior limit. Final testing
shows that the large share of students present high
stress values, but at the same time, the superior
values of PAI were registered by a small number of
students.
Graphic no.3 – Centralized results
18
FASCICLE XV ISSN – 1454 – 9832 - 2012
PAI at initial testing had an average value of
45.71, and at final testing registered 26.1, the
average difference between testings being of 19.61,
and in what stress level is concerned this was lower
at initial testing, only 14.06, increasing relatively
with 5.5 at final testing.
At the beginning of the test, subjects registered
an acceptable level of PAI and a light to moderate
stress level; during the exam session PAI decreased
considerably, being situated within insufficient
active/relative sedentary category, while stress level
increased, becoming moderate with rare accents of
major stress.
All these data demonstrate that the level of
physical activity is indirectly connected to stress
level and vice versa.
At the initial testing, the bilateral correlation
index had the value r=0.059, with a significance
level p<0.01, which denotes positive correlation.
At the final testing, the bilateral correlation
index had the value r=0,003, with a significance
level p<0.01, which denotes positive correlation,
but was much more decreased than initial testing.
CONCLUSIONS
Study results confirm the hypothesis, the
superior and inferior limits of stress level show
reduced physical activity, which is reflected by the
obtained values, and these values situated between
limits show a dependence relation, indirectly
proportional, therefore, the higher the stress level,
the smaller the physical activity index level,
thisleading to a small degree of awareness about
negative effects of stress factors.
The study reflects an increased stress level for
the questioned people, which can lead to a lower
quality of life and limitedindividual performances.
Results show significant opposition of
individual to reduce stress parameters because of
limited awareness about these effects and the
methods to combat them.
Physical activity index is too low for this age
category, indicating gloomy perspectives regarding
health and psychic condition of adult population.
We consider that the decrease of physical
activity index correlated with stress level increase
results from more factors, among which: defective
time and stress management, organization of
learning activity, reduced awareness about negative
stress effects on individual performances and about
the fact that these can be combated or faded away,
especially through various physical and recreational
activities.
REFERENCES
1. Boros-Balint I., Tache S – “Psychological and
physiological peculiarities of the individual, stress
and exercise”, publishing in journal “Palestrica
Mileniului III, Civilizatiesi sport”, Issue VIII, Nr. 2
(28), iulie 2007
2. Badau D. – Motor and somato-functional
evaluation”, Publish House Transilvania University
of Brasov, 2010
3. Mavritsakis M., Freundlich G, Bocu T – “Physical
effort in the elderly” publishing in journal
“Palestrica Mileniului III, Civilizatie si sport”,Issue
IX, Nr. 3 (35), July 2008
4. Dumitru Gh. – “Health through sport can
understand each”, Romanian Federation Sport for
all, Bucharest, 1997
5. Emire Ozakatarkaya, Sanal Mustafa - “The
investigation of stress and aggression levels in
hearing – impaired sportmen age between 18-25
years old”, Ovidius Univeristy Analles, Series
Physical Education and Spor? Science Movement
and Health, vol. II, Issue 2, 2011, Romania, pp 166171
6. Hamer M, Stamatakis E, Steptoe A. “Doseresponse relationship between physical activity and
mental health: the Scottish Health Survey”.Br J
Sports Med 2008; Apr 10
7. Derevenco P – “Stress in health and disease”,
Publish House Dacia, 1992 (Stress assessment
questionnaire (CICR)
COMPARATIVE STUDY ON THE EFFECTIVENESS OF THE
PLAYERS IN WORLD LEAGUE MEN'S VOLLEYBALL FINAL
Florian BENEDEK
University "Stefan cel Mare", Suceava
florianb@usv.ro
Abstract
In modern volleyball game like the one practiced today worldwide, the defense becomes more and more
aggressive, especially the blocking actions. This issue has led to new ways to address the attack phase, to study
the smallest details of the opponent that is how it approaches the game in certain situations, which can also be
decisive in how a volleyball game is performed.
In the final games of volleyball World League 2012, Poland won the first World League title after
beating America with the score of 3-0 in the finals of the Armeec Arena in Sofia, Bulgaria.
19
FASCICLE XV ISSN – 1454 – 9832 - 2012
In this study, we started from the hypothesis that to win a game, the defense is essential.
Keywords: World League, efficiency, actions, volleyball.
INTRODUCTION
At present times the volleyball game is an
Olympic sport, with more than 220 countries
affiliated to the FIVB, and is in perpetual
development. The main problem currently is
organizational, as well as attracting a large number
of investors, for a good performance of the
activities. Priority is the development of children
and youth volleyball, aiming and the discovery of
the talents as early as possible.
Due to continuous dynamics that it
characterizes and the large number of practitioners
(over 200 million), the volleyball, can be
considered one of the most popular games on the
planet.
In modern volleyball game like the one
practiced today worldwide, the defense action
becomes more aggressive, especially the blocking
actions. This has led to new ways to address the
attack phase, to study the smallest details of the
opponent that is how it approaches the game in
certain situations, which can also be decisive in
how volleyball game is performed.
The strategic idea of the involvement in
the game is the maximum efficiency of each
component of the team. It is possible to recognize
technical and tactical behavior patterns for each
player, and the models of collaboration between
players.
The specialization of the players on
positions and most effective areas of attack,
blockade or takeover, attack on a broad background
of training in specialization, dominant game actions
being perfected at high performance as action and
efficiency.
Current volleyball raises a very important
issue, the developing of the new methods of
training, in order to extend the functional
possibilities of the body. This is manifested by:
• Creativity in the game development
• New strategies and systems modeling of training
and competitions
•The emergence of new motor actions in the game
in actions
Modern volleyball priorities are:
Speed and variety of game
High point of hitting the ball over the net
Improvement action game
Mental and social status
Appropriate competitive requirement
As mentioned news in sports training:
• Component management team: coaches, doctor,
massage therapist, psychologist, cameraman,
informatics specialist, etc.
• Increase the quality of training.
• Motor learning as a bio-psycho-motor process
The effort in volleyball performance is
strictly related to the conduct or actions of each
phase of the game. The reason is that, in the
volleyball game every mistake is charged with the
loss of a point, which can lead to the loss of a set or
a match.
The complexity of modern volleyball
effort is studied by means of video or computer
having as basis the specific psychomotor
performance of the volleyball, so being able to
reach a very objective decision.
Through the game model of a team, it may
understand how their game will be performed at a
given moment, in a competition. It must be taken
into account the qualities and the skills of the
players to fully use their skills as players, but it
must also be very well calculated and presented to
players on objectives and specifically how these
will be achieved.
A model of game is required to submit the
specific role of each player in the field on the six
positions and how they have to win a point or the
service.
The center player role during the attack is
mostly the disorganization of the blockage, it is the
one running the attack from "climbing", and is
essential for it to perform faultlessly this attack,
because on its basis are made the most of the
combinations. The most important role of the center
player is on the phase of defense, he being forced to
defend all the three areas of attack and in zone 3 it
running most of the individual blockages. It is very
important to note that, a center player in a game
normally runs at least three times as many attacks
as blockages, this thing being the main task at the
net. It should be noted that this is met mostly at
professional level (first division, national), because
at the amateur level are very few experienced
players, that can anticipate the center player attack,
and if this one fulfils his work properly.
MATERIALS AND METHODS
Study hypothesis
In this study, we started from the
hypothesis, that to win a match the defense is
essential. As the defense of a team is more
effective, so the opportunities to win are bigger.
At this tournament the 6 teams were
divided into 2 groups, each group of 3 teams. After
the games of 4-6 July, the two leading teams in
each group advanced to semifinals. In the final of
the four from 7-8 July, the winners of each category
have faced those from the adverse-group in the
cross semifinals. The winners of the two semifinals
played for the title of FIVB Volleyball League
2012.
20
FASCICLE XV ISSN – 1454 – 9832 - 2012
The results of the two teams in this stage
are presented in the following context.
A preliminary analysis of the results of the
groups is presented in the number 1 table which
underlines with a slight superiority regarding the
number of sets and winning points, the team of
Poland defeated SUA.
Tabel number 1 The Standings
Pool E
Results Details
Sets
Played
Won
Lost
3-0 3-1 3-2 2-3 1-3 0-3
Won Lost Ratio Won Lost
Ratio
4
2
1
1
1
5
3
1.667 180
161
1.118
BUL Bulgaria
3
2
1
1
3
4
0.750 159
168
0.946
GER Germany
2
2
1
1
4
5
0.800 200
210
0.952
Played
Won
Lost
Rk Code Team
Points
1
USA USA
2
3
Matches
1
1
1
1
1
Points
Pool F
Matches
Rk Code Team
Points
1
POL
5
2
2
2
CUB Cuba
3
2
1
3
BRA Brazil
1
2
Poland
1
Results Details
Sets
3-0 3-1 3-2 2-3 1-3 0-3
Won Lost Ratio Won Lost
Ratio
1
6
2
3.000 186
166
1.120
1
3
3
1.000 142
140
1.014
1
2
6
0.333 165
187
0.882
1
1
2
No
Date
Teams
Set
103
104
07-Jul
07-Jul
POL-BUL 3-0
USA-CUB 3-0
No
Date
Teams
Set
105
106
08-Jul
08-Jul
CUB-BUL 3-2
POL-USA 3-0
1
Tabel number 2 The Semifinals
Result per set (points)
1
2
3
4
25-23
25-23
25-20
25-22
25-18
25-23
Tabel number 3 The Finals
Result per set (points)
1
2
3
4
25-18
25-17
19-25
26-24
5
23-25
25-20
In tables 2 and 3 are presented the
outcomes of the two mentioned teams in the
semifinals and finals.
As a conclusion, the superiority of Poland
is clearly visible for both sets and points that have
been won during the tour.
5
25-23
15-12
Points
Total
Points
Time Audience
75-61
75-68
1:26 11'000
1:33 4'000
Total
Points
Time Audience
107-103
76-61
2:15 7'000
1:29 4'000
what effects have on the others. From these data it
result meanings, new explanations or hypotheses
that will be modified through experiment.
The method of the observation, along with
other complex methods can not miss out a scientific
research.
The arithmetic mean(x), often called simply
average, is the indicator that is used most often to
characterize central tendency. It is the value that
replacing all terms of a series, do not change their
totalized level, and therefore it is calculated as the
sum of the reported values. Its meaning is clear: the
individual levels X1, X2..., Xn of the variable X it
manifests under the incidence of a large number of
essential and nonessential factors, systemic and
casual; the arithmetic mean is the value that would
be recorded if all these factors acted consistently to
all units.
Methods and means of recording used in
the study.
In this study we used the method of
observation and basic statistical processing methods
namely: arithmetic average and percentage
calculations.
In terms of methods of recording, the
observation method is a process of recording or
written record of what was visualized, heard or felt.
For this study I watched most of the games, and I
took notes on the two finalists-teams, namely
Poland and USA.
Observation is a process that applies to a
field whose data, documents or events that the
researcher wants to know, to describe, to organize,
to classify, to quantify, to characterize them, to
determine what is significant in them, who arouse
them, what is the relationship between them and
x
=
n
x i
∑
i = 1
n
(1.1)
We calculate an arithmetical average using
the formula (1.1)
∑– the sum
21
FASCICLE XV ISSN – 1454 – 9832 - 2012
Xi – individual value
n – number of cases
As a statistical method depends on the study
of mass, connections and correlations, significance
of the results obtained on the subjects also the
anticipation of the evolution of some of the
parameters of those. At the base of the statistical
processing of data there is the mathematical theory
of the possibilities.
Percentage calculation was done by a; simple
rule of three:
Exemple:
10 actions...................100%
5 actions....................x%
RESULTS AND DISCUSSION
After observing the two teams during the
tournament players have been effective in the tables
below.
X=5*100/10=50%
Statistical method
Table 4 Efficiency of the main players of both teams attacking and blocking
Poland
USA
Name
Total
Successful
Name
Total
Successful
Surname
actions
percentage
Surname
actions
percentage
Attack
B. Z.
102
52.94 (3.78 / set)
A. M.
102
48.04 (3.43 / set)
W. M.
61
45.90 (3.27 / set)
S. C.
106
46.23 (3.30 / set)
K. B.
112
43.28 (3.09 / set)
R. S.
67
43.28 (3.09 / set)
Arithmetic average
47.37 (3.38 / set)
45.85 (3.27 / set)
Blockage
M. M.
51
0,86/set
H. R.
42
0,57/set
N. P.
40
0,57/set
L. D.
49
0,57/set
W. M.
22
0,48/set
A. M.
19
0,43/set
K. B.
31
0,43/set
P. W.
15
0,36/set
B. Z.
20
0,21/set
S. C.
34
0,29/set
K. G.
21
0,21/set
R. S.
17
0,29/set
Z. P.
12
0,14/set
S. D.
43
0,29/set
Z. L.
15
0,14/set
SD
31
0,14/set
Arithmetic average
0,38/set
0,36/set
Element
Name
Surname
Total
actions
Z. P.
135
Z. L.
167
Arithmetic average
Name
Surname
I. K.
Total
actions
152
Table 5 Efficiency of the setters of the two teams
Poland
Name
Surname
Successful
Total
percentage
actions
36.38
S. D.
300
46.77
T. B.
9
41.57 (2.96 / set)
USA
Successful
percentage
56.71
14.28
35.49 (2.54 / set)
Table 6 Efficiency of Libero for the two teams
Poland
Name
Surname
Successful
Total
percentage
actions
4.21/set
L. R.
97
USA
Successful
percentage
3.20/set
Service AS
Good service
Wrong service
Table 7 Efficiency of the service
Poland
USA
16
17
257
271
59
47
The data in the table above were
interpreted graphically obtaining the following
results for the main technical elements of the game
of volleyball:
Following the results obtained and
interpreted in graphs 1 and 2 it can be said that
Poland's national team is above the U.S. national
team in most technical elements.
22
FASCICLE XV ISSN – 1454 – 9832 - 2012
Figure 1 The arithmetic average of the effectiveness of attack, of the setters, blockage and libero of the
two teams reported on set
Figure 2 arithmetic mean of the two teams on service efficiency set
The arithmetic mean of the attack on set of
the Poland team is of 3.38, while for the U.S.A.
team is 3.27, a difference of 0.11.
Arithmetic mean of the Polish team
blockage is 0.38, while for the U.S. team is 0.34, a
difference of 0.04, in favor of the Polish team.
The arithmetic average of the set of
successful actions Polish libero is 4.21, and the
American libero is 3.20, a difference of 1.01 in
favor of the Polish libero.
Polish team at this tournament was
superior in terms of the efficiency of the setters.
The polish setters had an arithmetic average of 2.96
per set while Americans setters had arithmetic
average of 2.54, a difference of 0.42 in favor of the
Polish team.
The efficiency of U.S. team during the
tournament was less than of the Poland team. At the
direct service point (service AS) Poland had a total
of 16 services, and the Americans had 17 services
being in advantage of a service for the U.S. team,
the same thing happens and with over the net past
services, the American team with a number of 271
services, while the Polish team served just 257
times, the advantage being of 14 services in the
favor of American team.
Regarding wrong services, the Poland
team had done that by 59 times, and the U.S. team
had only 47 times during the tournament.
CONCLUSIONS
Following the study that was done we can
say that the hypothesis has been verified. From the
actions of both teams it notes that statistically, the
Polish team was above the U.S. team, in terms of
defense, both at the net and in the second line.
A superiority of the Polish team in this
final tournament is clearly observed in dealing
attack, where the results are above of those of the
U.S. team.
In terms of efficiency of the setters of the
two teams, statistically, the Polish team was above
the U.S. team. It is noted, that the Polish team,
during the tournament had used two setters and the
American team, had used only a setter, the second
one being introduced only a few times during the
tournament, to pause the game.
The service was the only chapter in which
the U.S. team dominated. The U.S. team has a
slight superiority in terms of service efficiency by
creating a more direct point of service than the
Polish team. The Polish team made mistakes per
23
FASCICLE XV ISSN – 1454 – 9832 - 2012
2. Ţâţan E., s.a. –Bazele statisticii. Ed. Meteora
Press, Bucureşti 2001.
3. Hostiuc N. Tehnici de măsurare şi evaluare în
educaţie fizică şi sport Ed. Fundaţiei Universitare
„Dunărea de Jos”- Galaţi 2000.
4. www. Fivb.world league
total on tournament, with 12 services more than
U.S. team.
BIBLIOGRAPHY
1. Păcuraru Alexandru-Volei tehnică şi tactică
Ed. Fundaţiei Universitare „Dunărea de Jos”-Galaţi
2002.
COMPARATIVE STUDY REGARDING THE DEVELOPMENT OF
MOTOR SKILLS FOR SEVENTH GRADE STUDENTS FROM
COUNTRYSIDE AND URBAN AREAS
Florian BENEDEK
University "Stefan cel Mare", Suceava
florianb@usv.ro
Physical education aims health strengthening, harmonious body development and work capacity,
improvement of motor skills, physical and psychological qualities recovery, inner development and is a good
factor of relaxation. In our modern times the physical exercise is replaced by the static activities. Currently due
to computer games and social internet sites, the lives of the children have radically changed, especially of those
who live in the city Lately, this social phenomenon began to affect children’s lives in the countryside, which
makes physical activity instead of benefits for maintaining optimal health, to be partially or completely removed.
Keywords: motor skills, students, urban, countryside
1 INTRODUCTION
The physical education is an essential
component of education that aims normal and
harmonious
development
of
the
body,
strengthening of health cultivating physical
qualities for work and sports activities. Physical
education shall be responsible for ensuring optimal
conditions to enable timely the maturation of
natural functions and also the optimal development
of human personality [Quote from Professor John
Nicola, "Treaty of Pedagogy" EDP, Bucharest] (C.
C. Balan-Fundamentals of Pedagogy. Curriculum
Theory and Methodology, Material Support, page
53)
The physical education aims mainly health
strengthening, harmonious body development,
development of work capacities, motor skills
improvement, moral, psychological and physical
forces.
It is known that there are differences
between physical education in rural and urban
areas, regarding the conditions of education in rural
areas compared to urban areas.
The integration of an individual into a new
community means communication, socialization,
active involvement in social life. Surprisingly it
was revealed that most of the teachers commute, so
their involvement in extracurricular programs is
low, and during holidays the schools are closed and
the
computers
are
not
in
use.
(Http://dilemaveche.ro/sectiune/temasaptamanii/articol/copiii-de-la-% C8% 9Bara)
It is known that due to very poor material
conditions many young parents of the children in
the country are working abroad. Of course their
departure often is done when the children are under
seven, affecting them and having serious impact on
their primary education, the “seven years of
home’’.
To accurately understand the limits of
normal physical development I will present further
data in the synoptic tables, presented in "Collection
of studies and methodology and documentationThe
hygiene problems of the child and of the
adolescent. [Scarlat cited Sca rlat E. AND M.]
Currently due to the computer games and
social internet sites the lives of children have
changed, especially of those living in the city.
Lately this social phenomenon began to affect
children's lives in the countryside, which makes
physical activity instead of beneficial for
maintaining optimal health, to be partially or
completely removed.
Childhood games from years ago, that
cheered the children, like "hide-and-seek,"
"leapsha" and other games, brought joy and
physical activity, have been replaced with computer
games, which in addition not require physical
activity, but affects both analyzers and psyche.
24
FASCICLE XV ISSN – 1454 – 9832 - 2012
In the following tables are found levels of
years ages.
physical development of children between 13-15
Table I. 1 Levels of physical development of boys and girls of 13-15 years in urban and rural
areas
Level of physical development of boys 13-15 years in urban areas
Age (years)
Weight (kg)
13
38.1 ± 6.6
14
15
13
14
15
13
14
15
13
14
15
Height (cm)
148.6
8.2
Chest perimeter (cm)
69.9
4.8
43.3 ± 8.0
155.9 ± 9.0
73.7 ± 5.6
49.4 8.6
162.1 9.1
77.5 5.9
Level of physical development of girls of 13-15 years in urban areas
40.8 7.3
150.5 7.3
71.4 5.6
4 5,4 7.1
155.0 7.5
74.6 5.3
48.6 6.8
157.4 5.8
76.7 5.0
Level of physical development of boys 4-18 years in rural areas
36.2 6.2
144.9 7.3
68.6 4.0
40.9 6.6
149.8 6.9
72.0 5.2
44.8 6.8
152.8 6.5
74.9 5.3
Level of physical development of girls from 4-18 years in rural areas
34.6 5.2
143.3 7.2
68.3 4.0
38, 3 6.2
148.8 8.0
70.8 4.7
42.6 7.5
153.2 8.7
73.9 5.2
Of course nowadays, due to the influence
of computer and sedentary life, a high percentage of
children no longer fit within the parameters of the
above tables. In this situation, physical education
teacher role becomes more important. In this study,
I suggested assessing the motor development of
students having same age, from rural and urban
areas.
Observation is the oldest method of
knowledge.
The experimental method
Compared to observation, the experiment
is a superior method of research. It includes selfobservation, raising it to a higher level that creates
the possibility of analyzing dynamic, complex
phenomena, in multilevel conditioning relations.
Statistical and mathematical methods,
This method gives us a more complete
picture, more rigorous about the studied
phenomena. We used this method to better observe
the relationship between variables, subject to
research and study the dynamics of the phenomena
investigated.
For testing the subjects we used as follow:
Throwing the rounders ball,
Speed running on 50 m,
Overall strength tests (from standing long
jump and abdominal exercises)
Subjects were tested twice: initial testingwhich took place in early October and final testing at the end of May 2012.
2 MATERIAL AND METHODS
In this study I started from the assumption
that students aged 13-15 years in rural areas have a
higher index of motor development compared with
urban students of the same age group, and also have
better acquired the basic motor skills.
The essential elements that influence the
instructive-educational activities is always the
material basis, that the school has on the one hand,
and on the other side of presence of the human
factor in that unit.
Through this study, I want to emphasize
that motor development of the students is
influenced by the level of knowledge of the
physical education teacher, but largely and by the
existence of material basis, both in urban and rural
areas.
I will also raise the problem of education
in rural areas. The methods used will be by direct
observation and experimental method. Later, I will
compare the results obtained from testing the
subjects, using statistical and mathematical
indicators.
The main methods used in thisstudy were:
Observation method
3 RESULTS AND DISCUSSION
As I mentioned, I tested two classes of
students of class VII: of the classes belonging to
urban area and the other one belonging to rural
area.
In the following, I will present data
obtained from initial tests (throwing the rounders
ball, speed running at 50 m, abdominal exercises on
30 ", I get the following data held for the two
classes, both girls and boys.
25
FASCICLE XV ISSN – 1454 – 9832 - 2012
In the summary tables below are listed
arithmetic averages and standard deviation of the
initial and final test trials of the two classes chosen
for the study.
Table III.5 The rounders ball throw for boys (m) and girls (f)
Students from urban areas (B)
I. t.
Arithmetic
27.9
average
Standard
3.90
deviation
Students from urban areas (F)
Arithmetic
21.9
average
Standard
deviation
3.40
Students from rural areas (B)
F. t.
29.1
3.95
23.4
3.93
I. t.
F. t.
Arithmetic
30.6
average
Standard
4.31
deviation
Students from rural areas (F)
Arithmetic
17.8
average
Standard
deviation
3.42
31.9
5.21
19.2
3.12
Speed running 50 m - Boys and girls (f) (sec
I. t.
Arithmetic
9 "35
average
Standard
0.430
deviation
Arithmetic
average
Standard
deviation
F. t.
9 "14
0.486
9 '5
9 "27
0.470
0.460
I. t.
Arithmetic
8 "57
average
Standard
0.997
deviation
Arithmetic
average
Standard
deviation
Tf
8 "34
1.06
8 "67
8 "44
0.998
1.08
Table III.9 Raising the trunk from lying face down on 30 " – Boys and girls (f)
I. t.
Arithmetic
23.6
Average
Standard
1.58
deviation
Arithmetic
average
21.5
Standard
deviation
1.42
F. t.
25.1
1.37
I. t.
Arithmetic
23.7
average
Standard
1.98
deviation
Arithmetic
Average
23.1
21.9
Standard
1.45
Deviation
Table From standing- long jump - Boys (m) and women (f)
1.30
I. t.
Arithmetic
1.89
average
Standard
0.185
deviation
0.177
25.3
1.80
23.6
1.12
F. t.
2.03
F. t.
I. t.
Arithmetic
1.78
average
Standard
0.281
Deviation
26
F.t.
1.89
0.309
FASCICLE XV ISSN – 1454 – 9832 - 2012
Arithmetic
average
Standard
deviation
1.62
1.68
0.112
0.108
Arithmetic
average
Standard
Deviation
1.53
1.60
0.118
0.110
The results of the two groups in this stage are presented in the following context.
Fig.1. The initial and final testing for the two boys classes
Fig.2. The initial and final testing for the two girls classes
Following the initial and final data
processing, there is an increase in student
performance in both classes. The results show that
the influence of the working methods used by the
class teacher is major. Also, the results are directly
proportional with the time spent exercising.
27
FASCICLE XV ISSN – 1454 – 9832 - 2012
Fig.3 The progression of girls and boys realized by the two classes
The results obtained in the first test
(throwing the rounders ball) and about we can say
that it is also a force test for rural boys they
achieved a progression of 1.5, while those from the
urban area were very close to a progression of 1.4.
The progression in girls is higher in urban area.
This is because the teacher focused on acquiring
throwing technique.
The other three tests, as can be seen from
the graphs, the good results of the students from the
country, compared to the urban students activities,
we consider the fact that the students from the
countryside are involved in farms and household
activities from early ages, and these things can
positively influence the general strength
development for both girls and boys.
A greater progression in urban than in
rural areas it is observed only in the test # 2 (speed
running-50 m), where we have a progression of 3.9
urban versus 2.3 rural areas.
resources, particularly in rural areas, and urban only
locally.
Modern, sedentary life of the children
from the urban areas influences their development
physically illustrated in the graphs above.
Although in rural area, there was a
superficial concern for the class of physical
education, more the concern was from the teacher
side, however the students are physically better
developed and due to participation in household
activities that require physical activity.
REFERENCES
1. Badiu T. și alții - Teoria și metodica educației
fizice și sportului - Culegere de teste, Editura
Evrika Brăila, Galați, 1998
2. Cârstea, Gh. - Teoria și metodica educației
fizice și sportului, Editura An-Da, București, 2000
3. Epuran, M. - Metodologia cercetării știinţifice,
vol I și II, A.N.E.F.S. București, 1991
4. Gagea A., (1999) Metodologia cercetării
ştiinţifice în educaţie fizică şi sport Edit. Fundaţiei
„România de mâine” Bucureşti
5. Scarlat E., ş.a – Educaţie fizică şi sport, Editura
didactică şi pedagogică Bucureşti 2002
CONCLUSIONS
In this article I pointed out that the current
Romanian education is lacking in terms of material
IDENTIFICATION THROUGH VIDEO ANALYSIS OF TECHNICAL
ERRORS SPECIALIZED FOR THE TWO HANDS CHEST THROW
PROCEDURE
Dana LucicaCIOCOIU1, Julien LeonardFLEANCU2, Cătălin CIOCAN 3
ciocoiulucica@yahoo.com
“Dunarea de Jos” University of Galati1,
University of Piteşti2
University “Vasile Alecsandri” Bacău3
Abstract
The article underlines the importance of video analysis programs in the objective detection of technical
errors for the two hands chest pass procedure, inside the basic course at basketball subject. This was based on
the data of an ample experimental study, regarding the technical optimization under an educational and
biomechanical aspect of the technical procedures with a ball, which are fundamental in the basketball game.
The experimental study subjects were the students from The Physical Education and Sports Faculty in Galati,
who got through the subject “Basketball” basic course.
Key words: video analysis, spatial parameters (the segments trajectory), two hands pass from the chest
technical training.
INTRODUCTION
correction of technical errors in due time to avoid
The reform of the higher education level in
wrong assimilation of technical procedures.
Romania, caused changes in the syllabuses and in
Classification concerns the causes
the basketball subject, as well, its content being
mistakes and technical sports games were made by
merged due to the reduced numbers of hours. Thus
a number of specialists, a fact which shows their
it was necessary finding a modern learning
importance in training. sportive (A. Popescu, 1954;
methodology, fast anchorage of techniques. This
V.V. Belinovici, 1959, A. Hrişcă, C.Negulescu,
short training period for the basketball games also
D.Colibaba-Evuleţ,1977;
R.W.Christina,
needs an evaluation, an objective tracing and
D.M.Corcos, 1999; A.Păcuraru, 2002; C. Hânsa,
2003; A. Păcuraru, L.Călin, G. Prisecaru, 2004; A.
28
FASCICLE XV ISSN – 1454 – 9832 - 2012
METHODS
The methods and techniques of scientific
research in the present article are as follows:
bibliographic
documentation,
pedagogical
observation, video analysis, biomechanical analysis
of spatial parameters (trajectory of the movement of
segment articulation), the experimental study,
mathematical statistics, graphics and tables.
The specialised video analysis of the two
hands chest pass procedure was performed by the
“Physics ToolKitt” - version 6.0 programme, and
focused on the trajectory of the segment
articulations in 5 movement points (ankle, knee,
hip, shoulder and fist).
The research activity took place in the
Faculty of Sports and Physical Education and the
Phoenix Sports HighSchool Club in Galati. The
subjects were 10 students of the Faculty of Sports
and Physical Education, selected on the basis of the
average grades between 7.40-7.84 obtained in
testing the technical procedures, and 3 high
performance athletes of the Phoenix Club, Galati.
Păcuraru, P. Ghervan, A. Acsinte, 2006, C. Ciorbă,
I. Comarniţchi, 2007; L.D, Ciocoiu, C., Ciorbă,
2009, C., Preda ,2010, etc.).
The specialized program of video analysis
was used in other technical programs specific to the
basketball game and other sport disciplines (I.
Dospineanu, G. Nenciu, V. Potop, M.Creţu, 2005;
M.Creţu, 2006; D.L.Ciocoiu, M.Creţu, 2007;
D.L.Ciocoiu, C.Ciorbă, 2008, D.L.Ciocoiu,
2009;D.L.Ciocoiu, L.J.Fleancu,C. Ciocan, 2010,
2011; G L. Ionete, E Mereuţă, C. Mereuţă,
M.S.Tudoran, D.Ganea, 2011; C. Preda, 2012, etc.)
RESEARCH HYPOTHESIS
Using the specialized video analysis
during the basic course at basketball subject will
efficient the methodical step initiation – learning –
consolidation – evaluation of the technical
procedure two hands chest pass procedure, by
knowledge of movement components and objective
detection of technical errors.
PURPOSE
Detection of technical mistakes for the two
hands chest pass procedure,in the basic course in
basketball by applying video analysis.
Research objectives
1. Analysis and generalisation of data in
specialised literature.
2. Identification of the main moments in
the execution, and common technical mistakes for
the given procedure.
3. Ascertaining the efficiency of the video
method in technique analysis and mistake detection
for the given procedure in teaching basketball.
RESULTS
The presentation and interpretation of data
provided by the specialised program of video
analysis, which confirmed the research hypothesis,
will be exemplified in the execution of a student,
randomly selected out of the 10 participants.
Determining the trajectory of the
movement of segment articulation in executing the
procedure of two hands chest pass for the
executing student is shown in Figures 1-2 and
Table 1, providing the possibility to observe the
position indicator on the horizontal (Xm) and
vertical (Ym) axis.
Fig 1. Movement points at the level of the fist and
shoulder articulations student execution
Fig.2. Movement points at the level of the the hip and
knee articulations –student execution
Table 1 Data and coordinates during student evolution
a) for the fist
b) for the shoulder
29
FASCICLE XV ISSN – 1454 – 9832 - 2012
c) for the hip
d) for the knee
e) for the ankle
The graphical representation of segment trajectory
in the 5 essential points of the student’s movement
allowed the inclusion of the global execution into a
synthetic, easily observable form (Figure 3).
The movement moments analyzed by a
methodical point of view were: M1- the initial
position; M2- holding the ball; M3- amplitude
motion; M4- movement coordination; M5releasing the ball pass.
Figure 3. Graphical representation of segment
trajectory in the 5 points of the given technical
For the objective detection of technical
mistakes, the student’s execution was compared to
the execution of a high performance athlete, taken
as a model. The comparative analysis of the
execution of the procedure under study was made
by superposing the two initial positions (student
and athlete) where from the segment displacement
was effected during the execution (Figure 4).
Figure 4. Comparative analysis of the evolution of segment
trajectory in the given procedure - student execution
30
FASCICLE XV ISSN – 1454 – 9832 - 2012
procedure - student execution
The common technical mistakes seen during the acquisition of the sequential stages of the technical
procedure were synthetised in figure 5.
Fig. 5 Frequent mistakes of technical execution two hands from chest pass
• The specialized software of biomechanical
analysis of spatial parameters (segments trajectory)
has also allowed the observation of body segments
which are differently involved (as percentage) in
the procedure of two- handed ball chest pass.
CONCLUSIONS
• The program has contributed to evincing the
main moments in performance and the detection of
technical mistakes improving the progress of the
technical training of the student in this two- handed
ball chest pass procedure.
• The combined use of video and traditional
methods was a safe way to effectiveness in the
methodological path of learning-consolidation
assessment- detection-prevention-correction,
providing objective solutions for the teacher and
also for the students in the given procedure.
• The video analysis method has assured
interactivity during the lessons and the students’
motivation.
• The program’s possibility of analysing some
spatial parameters (the segments trajectory), has
contributed in highlighting the execution and
finding the technical errors which improved the
process of students’ training from a technical point
of view.
REFERENCES
1.
Belinovici V.V.- Procesul învăţării în
educaţia fizică – Tineretului Cultură Fizică şi Sport
, 1959, p. 260-264.
2.
Christina R.W, Corcos D.M. Coaches
guide to teaching sport skills-1998 (traducere)//
Manualul antrenorului pentru instruirea sportivilor
–Bucureşti: C.C.P.S., 1999.-nr.5-trim. III-IV.,
P.123
3.
Ciorbă C., Comarniţchi I. Testarea
obiectivă a nivelului însuşirii procedeelor tehnice
din jocul de baschet la nivelul treptei gimnaziale
//Revistă ştiinţifico- metodică –nr.4(9) 2007,
Chişinău, p. 18-21
4.
Ciocoiu D. L., Fleancu J. L., Ciocan C.
The biomechanic analysis of the articulation
trajectory fist and shoulder in the technical
execution of throwing “two- handed chest pass”The
Annals of the University “Dunărea de Jos” Galati,
31
FASCICLE XV ISSN – 1454 – 9832 - 2012
12. Hânsa C. Pregătirea profesională a
studenţilor facultăţilor de educaţie fizică şi sport în
baza principiului concentric modular în cadrul
disciplinei “Baschet”// Autoreferat teză doctorat –
Chişinău: I.N.E.F.S., 2003, 27 p.
13. Hrişcă A., Negulescu C., Colibaba - Evuleţ
D. Curs de baschet. Tehnica şi tactica individuală Bucureşti: Ministerul Educaţiei şi Învăţământului Institutul de Educaţie Fizică şi Sport, 1977, p. 7179; p. 317-339.
14. Ionete Gabriela L., Mereuţă E., Mereuţă
C,.Tudoran M. S., Ganea D. Linear kinematic
analysis of gyaku-tsuki karate technique The
Annals of the University “Dunărea de Jos” Galati,
Fascicula XV- Physical Education and Sport
Management, No. 1, 2011, p. 99-102.
15. Păcuraru A., Călin L., Prisecaru G.
Metodica baschetului şi voleiului şcolar –Galaţi:
Fundaţiei Universitare “Dunărea de Jos”, 2004, p.
21; p.81-125.
16. Păcuraru A., Ghervan P., Acsinte A. The
tehnique and technical mistakes in the sporting
games-Fascicle XV –Physical Education and Sport
Management //The Anals of “Dunărea de
jos”Galaţi: Universitatea “Dunărea de Jos”, 2006,
p. 60-63.
17. Popescu A. Baschet. Tactică şi antrenament
- Bucureşti: Cultura Fizică şi Sport, 1954, p. 223225;
18.
Preda C. Study on technique errors
identification in volleyball’s two-handed pass from
below by video analysis The Annals of the
University “Dunărea de Jos” Galati, Fascicula XVPhysical Education and Sport Management, No. 2,
2012, p. 152-155.
19. Preda C. Optimizarea tehnicii în jocul de
volei vizând învăţarea respectiv corectarea
greşelilor prin intermediul aparatelor ajutătoareTeză doctorat, Piteşti, 2010.
20. ****http://www.physicstoolkit.com/
Fascicula XV- Physical Education and Sport
Management, No. 2, 2011, p. 21-24.
5.
Ciocoiu D. L., Fleancu J. L., Ciocan C.
The biomechanic analysis of the articulation
trajectory ankle, knee and haunch in the technical
execution of throwing „two- handed chest pass”,
The Annals of the University “Dunărea de Jos”
Galati, Fascicula XV- Physical Education and
Sport Management, No. 2, 2010, p. 11-13
6.
Ciocoiu D. L. The technical training of the
students at Sport and Physical Education Faculty at
Basketball basic course applying the video analysis,
Doctoral disertation, USEFS, Chişinau, 2009.
7.
Ciocoiu D.L., Ciorbă C. Aplicarea analizei
biomecanice a parametrilor spaţiali pentru
procedeul de aruncare la coş din dribling în cadrul
disciplinei “Baschet” curs de bază, Analele
Universităţii “Dunărea de Jos” Galati, Fascicula
XY- Educaţie Fizică şi Management Sportiv, 2008,
p. 22-25.
8.
Ciocoiu D.L., Ciorbă C. The biomechanics
analysis of the articulation trajectory fist and
shoulder in the technical procedure “throwing to the
basket from jump”, Materialele Conferinţei
Ştiinţifice Internaţionale, Zigotto Publishing HouseGalaţi, 29-30 mai, 2009, p. 191-194.
9.
Ciocoiu D.L., Creţu M. Traiectoria mişcării
articulaţiei pumnului şi cotului la execuţia
procedeului de aruncare la coş de pe loc în jocul de
baschet//Interdisciplinaritatea,
fundament
al
cercetării în Educaţie Fizică şi Sport. Materialele
Conferinţei Ştiinţifice Internaţionale, Academica,
Galaţi, 25-26 mai, 2007, p.157-162.
10. Creţu, M. Metodologia perfecţionării
tehnice în gimnastica aristică feminină- Piteşti
:Universităţii din Piteşti, 2006 p-146-148
11. Dospineanu I., Nenciu G., Potop V., Creţu
M. Studiul unor indicatori biomecanici specifici
efortului fizic din canotaj Performanţa sportivă de
vârf - între ipoteze şi confirmări-Ediţia a XIV-a, 2728 octombrie : Bucureşti, 2005, p. 120-128.
COMPARATIVE STUDY REGARDING THE TESTING OF
MOVEMENT AND BALANCE MIXING CAPACITY OF 3RD GRADE
STUDENTS FROM RURAL AND URBAN ENVIRONMENT THROUGH
SPECIFIC MEANS OF BASKETBALL GAME
Dana LucicaCIOCOIU1, Cătălin AurelianŞTEFĂNESCU2
ciocoiulucica@yahoo.com
“Dunarea de Jos” University of Galati1,
School “Nicolae Iorga” Tulcea2
Abstract
The present paper is based on an ample comparative study in which five tests were elaborated. These
are made of specific means for the basketball game and have been used to evaluate different coordinative
32
FASCICLE XV ISSN – 1454 – 9832 - 2012
capacities for 3rd grade students in the rural and urban environment. The article presents the first two tests to
assess capability of combining movements and balance in which the students are the subjects.
Key words: tests of coordinative capacity (mixing movement capacity, balance capacity), students,
basketball, rural and urban environment.
INTRODUCTION
Conditions determine the manifestation of
social progress and human qualities and the ability
to act quickly under varying conditions.
A. Dragnea, A. Bota (1999) consider the
coordinative abilities as “a complex of psychomotor skills involving the ability of quickly
learning new movements, fast and efficient
adaptation to various conditions, specific to
different types of activities by restructuration the
actual motor fund.” Thus we emphasize the
importance of relationships between coordination
capabilities and other motor skills by applying
varied content of the basketball game. Particular
attention should be given to the development of
coordinative capacity in
primary grades
(A.Păcuraru, C. Preda, L. Ciocoiu, 2010;
P.Moisescu 2010; A. Paşcan, 2011).
Approaching the concept of coordinative
capacity is an issue of inters in special practice and
theory. (A. Dragnea, A. Bota , 1999; A.Dragnea, S.
Mate-Teodorescu, 2002; V. Chicu, 2007; G. Raţă,
2008; M. Finichiu, 2009;E. Moldovan, R. Enoiu,
2011, etc).
Balance body ensures adaptability to
changing environmental conditions, allows
preservation and restoration of complex movements
in terms of execution. This involves maintaining
stable positions, prepares the body for movement,
aims the development of movement and ensures its
completion.
The ability to combine movements (this is based on
coordinative
components
of
kinaesthetic
differentiation ability, the spatial orientation
the game if used specific means of basketball
games for the 3rd grade students, regardless of the
training environment (rural or urban).
Purpose
It is represented by the coordinative
abilities (mixing movements and balance abilities)
of 3rd grade students from the rural and urban
environment through specific means of basketball
game.
Stage I - Study of the special literature
concerning the theme, choosing the working
samples, analysing the research methods.
Stage II- Testing the rural and urban
students through tests
Stage III- Tests elaboration to determine
the coordinative abilities (mixing movements and
balance abilities), testing the students through
specific tests for basketball game.
Stage IV-Recording, summarization and
interpretation of data, showing the conclusions.
RESEARCH METHODS
The methods and techniques of scientific
research in the present article are as follows:
bibliographic
documentation,
pedagogical
observation, testing method, mathematical statistics
(http://www.usablestats.com/calcs/2samplet),
graphics and tables.
ORGANIZATION AND CONDUCT
OF THE STUDY
This study was made at “Nicolae Iorga”
School, Grindu district, Tulcea City and at “I. L.
Caragiale” no. 3 School in Galati. The sample
structure was of 36 children, boys and girls (18 in
the rural areas and 18 in urban) with ages between
8 and 9.
During this research general and specific tests
have been given. We mention the general tests have
been applied only in the initial testing, in a purpose
fund to establish the general level of the students.
Each sample was evaluated according to scales
established by us. As scoring system, was used the
specific qualification for primary grades (table 1.1 1.2).
ability, the balance ability) also includes the
segmental coordinative of arms (ambidextrous) –
legs – trunk.
RESEARCH HYPOTHESIS
Taking as reference the importance of
coordinative abilities in physical education lessons
and the availability for education at this age, some
believe that testing (mixing movements ability and
balance ability) provides objective information
about the level of development and ownership of
A. General trials
1. Speed running – 25 m standing start girls/boys
Table 1.1 -1.2 Scales on the granting qualifications at speed running / 25 m standing start
a) girls
b) boys
33
FASCICLE XV ISSN – 1454 – 9832 - 2012
2. Standing long jump
Table 1.3 -1.4 Scales on the granting qualifications at standing long jump:
a) girls
b) boys
3. Length running (2’45’’-G, 3’-B) – established route (including cones, balls on the basketball court).
Qualifications presented in tables 1.5 – 1.6
a) girls
Table 1.5– 1.6 Scales on the granting qualifications at length running
b) boys
RESULTS
To analyze and interpret the data statistically we used the Statistical Usable tutorial coordinated by Jeff
Sauro (http://www.usablestats.com/calcs/2samplet) we give exemples of speed running – 25 m (table 1.7)
Table 1.7 Introducing the values of statistical indicators for the speed running – 25 m
standing start
Key: -rural group – students in the rural areas
- urban group – students in the urban areas
Observed difference (Sample 1 - Sample 2): -0.357
Standard Deviation of Difference : 0.1714
Unequal Variances
DF : 33
95% Confidence Interval for the Difference ( 0.7057 , -0.0083 )
T-Value -2.0828
Population 1 ≠ Population 2: P-Value = 0.045
Population 1 < Population 2: P-Value = 0.9775
Population 1 > Population 2: P-Value = 0.0225
Equal Variances
Pooled Standard Deviation: 0.5143
Pooled DF: 34
95% Confidence Interval for the Difference ( -
34
FASCICLE XV ISSN – 1454 – 9832 - 2012
0.7053 , -0.0087 )
T-Value -2.0824
For the standing long jump and lenght
running the data is sinthetisied in table 1.8 – 1.9.
Table 1.8 Introducing the values of statistical indicators for the standing long jump
Key:
- rural group – students in the rural areas
- urban group – students in the urban areas
Table 1.9 Introducing the values of statistical indicators for the length running
Key: - rural group – students in the rural
arithmetical means in the students’ favor from the
urban area (for the speed running t=2,08 p<0,05).
At standing long jump sample the difference is 2,72
in the students’ favor from the rural area (t=0,41;
p>0,05). The difference at length running is 0,25
for the students in the rural area (t=1,31; p>0,05).
Comparison between rural and urban
students in general samples.
areas
- urban group – students in the
urban areas
The data which shows the mean notes
obtained by research samples can be found in
Figure 1.1. This shows the training level of the 2
groups. We can notice a difference of 0,35 in the
Fig. 1.1 Dynamic arithmetic mean of results from evaluating the overall sample of rural and urban
students
B. TESTING THE COORDINATIVE
ABILITIES – PROPOSED TESTS
To check the proposed hypothesis we
developed two (2) tests to assess the ability to
combine movement and balance using specific
means of basketball game. We proposed standards
for both tests. Scoring was done by the granting of
qualifications (tables 1.10 – 1.11).
Table 1.10- 1.11 Scales on the granting qualifications at test 1 for girls and boys
a) Test 1
b) Test 2
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FASCICLE XV ISSN – 1454 – 9832 - 2012
1.
TESTING THE MIXING MOVEMENTS ABILITY – “Simultaneous dribbling with two basket
balls” (Figure 1.2)
Figure 1.2 Test graphics
Used materials: basket balls
Evaluation: Performances will include
correct consecutive balls without losing control and
Place: basketball field
without dribbling off.
Description:
The student performs dribbling in place 30
". The exercise will run 30 "or if the student loses
possession of one of the balls, stops the dribbling.
Fig. 1.3 Dynamic arithmetic mean of results from testing the ability of combining movements from rural
and urban students
Noting averages chart comparison between
to the urban that was – Sufficient (16,06 correct
urban and rural areas (Figure 1.3), we find that the
executions). The Student Test reflects an
assay results are better for the rural students than
insignificant value of the two differences. (t=0,88;
for the urban ones. This data emphasizes that rural
p>0,05)
students have a better ability to combine
Descriptive
Statistics
TEST
1
movements. At test 1 the arithmetic mean for rural
RURAL/URBAN (Table 1.12)
was – Good (20,33 correct executions), compared
Table 1.12 Introducing the values of statistical indicators to test the ability of combining movements
36
FASCICLE XV ISSN – 1454 – 9832 - 2012
Equal Variances
Pooled DF: 34
95% Confidence Interval for the Difference ( 5.5771 , 14.1311 )
T-Value 0.882
2.
TESTING THE BALANCE ABILITY –
“passing the ball in balance conditions
areas
urban areas
Observed difference (Sample 1 - Sample 2): 4.277
Unequal Variances
DF : 28
T-Value 0.882
Figure 1.4 Graphic presentation of test 2
Used materials: basket balls, gymnastics
teacher. Passing the ball to the teacher will be done
with two hands from the chest. The teacher passes
the first 3 balls to the student’s chest direction. To
increase the difficulty of the fourth performance,
the teacher easily passes the ball alternatively to the
left and to the right (the student is forced to keep
his balance on the bench)- Figure. 1.4.
bench
Place: basketball field
Description:
Student, from sitting position on the
narrow side of gymnastics bench will receive the
ball as a result of execution passing with earth from
Fig. 1.4 Dynamic arithmetic mean of the results for testing balanced ability of students from rural and
urban areas
Evaluation will be done by counting the
unbalanced and touches the ground or after 10
passes correctly executed by the student. The
passes (Table 1.13).
exercise ends when the student becomes
Table 1.13 Introducing the values of statistical indicators to test the ability of balance
37
FASCICLE XV ISSN – 1454 – 9832 - 2012
T-Value 0.4954
The test data analysis showed that both
environments (rural and urban) have similar values
and both were given the qualification sufficient.
The mean difference of 0,45 reflects in the values
of 4,11 correct executions of rural students and 3,66
for the urban students. The
Student
Test
shows an insignificant value of the differences
between the two final means (t=0,549; p>0,05). The
insignificant values of the T test is explained by the
fact that it wasn’t aimed to evaluate training,
focused on working programs
for the two
coordinative abilities to none of the samples.
Processing of the arithmetic average of
the final testing capacity coordination of research
between the two samples is shown in Figure 1.5
areas
urban areas
Observed difference (Sample 1 - Sample 2): 0.45
Unequal Variances
DF : 32
T-Value 0.4954
Equal Variances
Pooled DF: 34
Fig. 1.5 Dynamic comparative results between students in rural and urban areas combined testing
capabilities and capacity balancing movements.
CONCLUSIONS AND PRACTICAL –
METHODICAL RECOMMENDATIONS
o Using developed tests for assessment of
coordination, demonstrated that can be applied to
the third grade students regardless of where
they conducted the training (rural or urban).
o Content tests provide objective information
about the level of development, were base on
specific means for the basketball game
o The two tests can be used in physical education
lessons in the evaluation stage, even if during the
school year the pupils attend another game.
o Arithmetic average results obtained in final
testing for the two samples shows that rural
students have achieved better results qualitatively
and quantitatively at the proposed tests, compared
to students from urban areas.
o The study is interesting because school
basketball game practiced at a very early age is
news, teachers being retained in planning specific
content themes for the basketball game.
o Developed tests may be a selection criterion
for screening children and their future inclusion in
the professional sports echelon.
REFERENCES
1. Dragnea A., Mate-Teodorescu S. Teoria
Sportului- Bucureşti: Fest, 2002, p. 347-355.
2. Chicu
V.,
Dezvoltarea
capacităţilor
coordinative ale elevilor claselor gimnaziale
prin aplicarea jocurilor de mişcare la lecţiile de
educaţie fizică, Autoreferatul tezei de doctor,
USEFS Chişinău, Republica Moldova, 2007.
38
FASCICLE XV ISSN – 1454 – 9832 - 2012
3.
4.
5.
6.
Dragnea A., Bota A. Teoria activităţilor
motrice-Bucureşti: Didactică şi Pedagogică
R.A, 1999, p. 242-246.
Finichiu M., Educarea şi dezvoltarea
capacităţilor coordinative în lecţia de educaţie
fizică,
Marathon,
Vol1,
Nr2,
2009.
http://www.marathon.ase.ro/pdf/10%20Finichi
u.pdf
Moisescu P., Dezvoltarea capacităţilor
coordinative
şi
influenţa
lor
asupra
performanţei motrice la elevii din treapta
învăţământului primar, Autoreferatul tezei de
doctor, USEFS Chişinău, Republica Moldova,
2010, P 3
Moldovan E., Enoiu R., Study regarding
psychomotricity and its role in the sporting
prepartion process of basketball player, Buletin
of the Transilvania University of Brasov,Series
VIII Vol.4 (53), No2, 2011, pp 138-146.
7. Paşcan A., Formarea şi dezvoltarea aptitudiilor
psihomotrice la elevii de gimnaziu prin
exerciţii creative specifice baschetului şcolar.
Rezumatul tezei de doctor. Facultatea de
Psihologie şi Ştiinţe ale Educaţiei, ClujNapoca, 2011, P6, P12.
8. Păcuraru A., Preda C., Ciocoiu L.,
Comparative study on the coordinative ability
oh primary school (second grade) Buletin of
the Transilvania University of Brasov, Vol.3
(52) Series VIII-Art-Sport, 2010 Transilvania
University Press, ISSN – 2066-7728, pp 125129.
9. Raţă G., Didactica educaţiei fizice şi sportului Editura Pim, Iaşi, 2008, P 127-133.
10. *** http://www.usablestats.com/calcs/2samplet
ASPECTS CONCERNING THE ANALYSIS OF THE FUNCTIONAL
PARAMETERS AT F.C.M. DUNAREA GALATI TEAM
Aurelian DRĂGAN
„Dunărea de Jos” University of Galaţi
aureldragan62@yahoo.com
Abstract: In this research we used series of tests designed to determine the physical skills of the
footballers and to assess the functional capacity of the organs involved in the performance of this sport. This
paper reflectes the values concerning the blood pressure, the respiratory rate, the vital capacity, Lorentz index,
Ruffier test and Sargent test.
Key words: Ruffier test, Sargent test, Lorentz index.
INTRODUCTION
vital capacity;
This paper reflects the assessing of the
Lorentz index;
functional parameters concerning the footballers of
heart rate;
F.C.M. Dunarea Galati team (17 to 18 years of
Ruffier test;
age).
Sargent test.
In assessing the cardiovascular system, it
is subjected to simple exercise tests, Ruffier test
RESEARCH RESULTS
which involves performing a 30-extensions leg
If we look in the table no. 1, we observe:
curls in 45 seconds. These tests allow to observe
- "Blood pressure - down" has a final
variations in heart rate and blood pressure. Ruffier
average for maximum of 115 and 55 for minimum,
test is called fitness assessment test.
lower than the initial average for maximum of 120
Sargent test or jump-test is a classic test
and 60 for minimum. The reduction was 5 for
for assessing anaerobic power developed in the case
maximum and 5 for minimum Initially, each
of the effort made with the muscles of the inferior
footballer it deviates with ± 12,47, respectively
limbs.
with ± 6,97 compared to initial average for
maximum, respectively for minimum, and finally
each footballer it departs with ± 10,73,
In the aim of the achievement concerning
respectively ± 6,77 compared to the final average
this paper we used the next research methods: the
for maximum, respectively for minimum.
scientifical documentation, the statistical method,
The final variation of 9,33 % for maximum
the observation method.
and 12,31 % for minimum is lower, respectively
In this research, we presented the next
higher than the initial variation of 10,39 % for
functional parameters concerning the footballers
maximum and 11,61 % for minimum.
(17 to 18 years of age) of F.C.M. Dunarea team:
The calculation of the significant
blood pressure;
difference between the final and initial average of
respiratory rate;
the maximum, respectively minimum it expresses
39
FASCICLE XV ISSN – 1454 – 9832 - 2012
by
The final coefficient of variation has the
value of 6.52 % for maximum and 7,89 % for
minimum. He is lower than the initially coefficient
of variation which has the value of 8.98 % for
maximum and 10,22 % for minimum. So, we
observe an increase concerning the homogeneity of
the team.
If we calculate the significance of the
the maximum, respectively minimum, we obtain
tcalculated = −1,25 = 1,25 < ttabelated = t 0,05;34 = 2,03
, respectively
tcalculated = − 2,12 = 2,12 > ttabelated = t0,05;34 = 2,03
. We observe that, between the final average and
initial average for maximum is not a significant
difference, and between the final and initial average
for minimum there is a significant difference.
- "Blood pressure - after standard
exercise" has a final average for maximum of 135
and 65 for minimum, lower than the initial average
for maximum of 140 and 70 for minimum 70. The
decrease was 5 for maximum and 5 for minimum.
Initially, each player it deviates with ± 12,58,
respectively with ± 7,16 compared to the initial
average for maximum, respectively for minimum,
and finally each player it diverges by ±
8,81,respectively ± 5,13 compared to the final
average for maximum, respectively for minimum.
Table no.1
tcalculated = −1,34 = 1,34 < ttabelated = t0,05;34 = 2,03
,
respectively
tcalculated = − 2,34 = 2,34 > ttabelated = t0,05;34 = 2,03.
Thus, we observe that, between the final average
and initial average, concerning the maximum, is not
a significant difference, while between the final
average and initial average for minimum there is a
significant
difference.
INITIAL
FINAL
Statistical indicator
Indicators tested
BLOOD PRESSURE
down
max
min.
after
standard
exercise
max
min.
down
max
min.
HEART RATE
RESPIR
A-TORY
RATE
VITAL
CAPACI
TY
LOREN
TZ
INDEX
(CV/T)
(resp/min)
3
(cm )
P1 = pulse
before effort on
15 seconds
P2 = pulse after
30 squats on the
first 15 seconds
Arithmetical
average
Standard
deviation
Coefficient
of variation
Arithmetical
average
Standard
deviation
x 1 ± EM 1
σ1
v1 (%)
x 2 ± EM 2 σ 2
120 ± 2,94
12,47
10,39 %
114,72 ≈ 115
58,05 ≈ 60
6,97
t
p
Coefficie
nt of
variation
v 2 (%)
10,73
9,33 %
-1,25
0,05
6,77
12,31%
-2,12
0,05
8,81
6,52 %
-1,34
0,05
5,13
7,89 %
-2,34
0,05
9,64
7,71 %
-1,30
0,05
5,27
8,78 %
-2,22
0,05
0,71
4,50 %
-3,05
0,05
53,07
1,05 %
19,2
2
0,05
± 2,53
11,61 %
57,5 ≈ 55
± 1,64
140 ± 2,96
12,58
8,98 %
68,05 ≈ 70
7,16
10,22 %
± 1,68
130 ± 2,96
12,58
9,67 %
62,77 ≈ 65
7,63
11,73 %
± 1,79
16,61 ± 0,21
0,89
5,35 %
± 2,27
62,77 ≈ 60
± 1,24
15,77 ± 0,16
4669,44
53,07
1,13 %
5019,44
± 12,51
± 1,59
134,44 ≈ 135
± 2,07
67,5 ≈ 65
± 1,21
123 ≈ 125
± 12,51
26,28 ± 0,08
0,35
1,33 %
27,83 ± 0,07
0,31
1,11 %
13,4
8
0,05
20,22 ± 0,28
1,22
6,03 %
19,33 ± 0,24
1,05
5,43 %
-2,34
0,05
30,22 ± 0,28
1,22
4,03 %
29,22 ± 0,28
1,22
4,17 %
-2,44
0,05
40
FASCICLE XV ISSN – 1454 – 9832 - 2012
P3 = pulse after
28,22 ± 0,28
1,22
4,32 %
27,22 ± 0,28
1,22
4,48 %
-2,44
0,05
RUFFIER TEST
-2,13 ± 0,08
0,37
-3,05 %
-2,42 ± 0,08
0,34
-2,74 %
-2,41
0,05
SERGENT TEST
128 ± 1,88
8
6,25 %
142,7 ± 1,68
7,16
5,01 %
5,64
0,05
30 seconds from
p2 on the first
15 seconds
- "Blood pressure - down" has a final
average for maximum of 125 and 60 for minimum,
lower than the initial average for maximum of 130
and 65 for minimum. The reduction was 5 for
maximum and 5 for minimum.
Initially, each footballer it deviates with
± 12,58, respectively ± 7,63, compared to the
final average for maximum, respectively for
minimum, while finally each player it deviates with
± 9,64, respectively ± 5,27, compared to the
final for maximum, respectively for minimum.
The final coefficient of variation for
maximum has the value of 7,71 % and 8,78 % for
minimum. He is lower than the initially coefficient
of variation which has the value of 9,67 % for
maximum and 11,73 % for minimum. In this case,
we observe an increase concerning the
homogeneity of the team.
Concerning the significance of the
the maximum, respectively minimum, we
obtain
.
The difference between the final average and
initial average is significant.
- "Vital capacity" has a final average of
5019,44 cm3 higher than the initial average of
4669.44 cm3, the growth being with 350 cm3. Each
player deviates with ± 53.07 cm3 compared to the
initial average and final average concerning the
vital capacity.
The final coefficient of variation of 1.05 %
is lower than the initial coefficient of variation of
1,13%, which means an increase in homogeneity
for F.C.M. Dunarea team.
difference between the final and initial average for
the
vital
capacity,
we
observe
that
,
which it is expresses that the difference between
the final average and initial average is significant.
- "Lorentz index" has a final average of
27,83 cm3/cm higher than the initial average of
26.28 cm3/cm, the growth being with 1,55 cm3/cm,
and according to the grid with values over 25 it is
considered "very good." Initially, each player
deviates with ± 0,35 cm3/cm from the initial
average of Lorentz index, and finally it deviates
with ± 0.31 cm3/cm face to the final average of
Lorentz index.
Final coefficient of variation of 1,11% is
lower than the initial coefficient of variation of
1.13%, which it expresses an increase of the
homogeneity for F.C.M. Dunarea Galati team.
The
calculation
concerning
the
significance of the difference between the final
average and initial average for Lorentz index it is
expresses
through
tcalculated = −1,30 = 1,30 < ttabelated = t0,05;34 = 2,03
,
respectively
. So, we observe that, between the final average and
initial average, concerning the maximum, is not a
significant difference, while between the final
average and initial average for minimum there is a
significant difference.
- "Respiratory rate" has a final average of
15,77 resp / min., lower than the initial average of
16,61 resp / min., the reduction being 0,84 resp /
min.
± 0,89 face of the initial average of the respiratory
rate. Finally, each player deviates by ± 0,71
compared to the final average of the respiratory
rate.
The final coefficient of variation of 4,5 %
5,35 %, which means an increase in homogeneity
for F.C.M. Dunarea Galati team.
The calculation concerning the significance of the
difference between the final average and initial
average for the respiratory rate is expressed by
tcalculated = 13,48 = 13,48> ttabelated = t0,05;34 = 2,03
. So, between final average and initial average of
Lorentz index there is a significant difference.
- "Heart rate - P1 = pulse before effort on
15 seconds" has a final average of 19,33 heart beats
/15 seconds lower than the initial average of 20,22
heart beats/15 sec. The decrease was with 0,89
heart beats/15 sec.
Initially, every footballer deviates with ±
1.22 heart beats/15 seconds from the initial average
of the pulse, while finally it deviates with ± 1.05
heart beats/15 seconds from the final average of the
pulse.
41
FASCICLE XV ISSN – 1454 – 9832 - 2012
The final coefficient of variation of 5,43 %
6,03 %, which it expresses an increase of the
homogeneity for F.C.M. Dunarea Galati team.
The calculation of the significance
concerning the difference between the final and
initial average for heart rate is expresses
through t calculated
deviates with ± 0,34 from the final average of the
test.
The final coefficient final variation of 2,74% is higher face of the initial coefficient of
variation of 3,05%, which it expresses an increase
of the heterogeneity of F.C.M. Dunarea team.
The calculation of the significance
concerning the difference between the final and
initial average of the test is expressed through
= − 2,34 = 2,34
> t tabelated = t 0,05;34 = 2,03 . Thus, the difference
tcalculat = − 2,41 = 2,41> t tabelat = t 0,05;34 = 2,03,
between the final average and initial average is
significant.
- "Heart rate - P2 = pulse after 30 squats
on the first 15 seconds" has a final average of 29,22
heart beats/15 seconds lower than the initial
average initial of 30,22 heart beats/15 seconds. The
reduction was with 1 heart beat/15 seconds.
Each player deviates with ± 1,22 heart
beats/15 seconds from the initial average and final
average of the pulse. The final coefficient of
variation has the value of 4,17 % higher than the
initial coefficient of variation of 4,03%, which it
means an increase of the heterogeneity concerning
F.C.M. Dunarea Galati team.
difference between the final average and initial
average concerning the heart rate, we observe that
the difference between the final average and initial
average of the test is significant.
"Sergeant test" has a final average of
142,7 higher than the initial of 128, the increase
being of 14,7, and according to the grid he has
values between 113 and 149. So, the footballers of
F.C.M. Dunarea team have a maximum anaerobic
power which is satisfactory (Dragan A., 2009).
± 8 from the initial test, while finally it diverges
± 7,16 face of the final average of the test.
with
The final coefficient of variation of 5,01%
is lower face of the initial coefficient of variation
with value of 6.25%, which it expresses an
increased concerning the homogeneity of F.C.M.
Dunarea team.
difference between the final average final and
initial average of the test, we observe that
tcalculated = − 2,44 = 2,44> ttabelated= t0,05;34 = 2,03.
So, between the final average and initial average
there is a significant difference.
t calculat = 5,64 = 5,64 > t tabelat = t 0,05;34 = 2,03 ,
-
"Heart rate - P3 = pulse after 30
seconds from P2, on the first 15 seconds" has a
final average of 27,22 heart beats/15 seconds lower
than the initial average of 28,22 heart beats/15
seconds. The decrease was with 1 heart beat/15
seconds.
Each footballer it deviates with ± 1,22
heart beats/15 seconds from the initial and final
average of the pulse. The final coefficient of
variation of 4,48% is higher than the initial
coefficient of variation of 4,32%, which it
expresses an increase of the heterogeneity for
F.C.M. Dunarea Galati team.
The
calculation
concerning
the
significance of the difference between the final and
initial average of the heart rate it expresses through
which it reflects that the difference between the
final average and initial average is significant.
CONCLUSIONS
- According to Ruffier test, the footballers of
F.C.M. Dunarea team have a very good capacity of
effort
- If we observe the values of Seargeant test, the
footballers of F.C.M. Dunarea team have a
maximum anaerobic power which is satisfactory.
REFERENCES
1. Bompa T.,O. –“Periodisation – the theory and
the methodology of the training”, Publishing House
EX PONTO, C.N.F.P.A., Bucharest, 2002..
2. Dragan, A. –„Football for youngers”, Publishing
House Valinex, Chişinău, 2002.
3. Dragan, A. –„Football – conceptions, methods
and means”, Publishing House Mongabit, Galaţi,
2002.
4. Dragan, A. – „Interdisciplinar broaches in
football”, Publishing House Academica, Galaţi,
2007.
5. Dragan, A.-„The optimization of the lesson of
training at the football discipline”, Publishing
House Galati University Press, Galaţi, 2009.
6. Giacomini, M.- „The technical guide for the
schools of football”, Italia, 2009.
tcalculated = − 2,44 = 2,44> ttabelated = t0,05;34 = 2,03.
So, the difference between the final average and
initial average is significant.
- "Ruffier test" has a final average of 12,42 and -12,13 initial average, the change being
with 0,29 and according to the grid, because he has
negative values the footballers of F.C.M. Dunarea
Galati team have a capacity of effort "very good".
Initially, every footballer deviates with
± 0,37 face of the initial test, while finally
42
FASCICLE XV ISSN – 1454 – 9832 - 2012
7. Radulescu M., Cojocaru, V., Dragan, A. –„The
guid of the coach of football at children and
youngers, Publishing H. Axis-Mundi, Bucharest,
2003..
8. Stanculescu, G.-„Football specialisation”,
Publishing House Ovidius University Press,
Constanţa, 2003.
THE PROMOTION OF THE TALENTS IN FOOTBALL
Aurelian DRĂGAN
„Dunărea de Jos” University of Galaţi
aureldragan62@yahoo.com
Abstract
The children who express some aptitudes for football can to have a genetical substance which is
favourable (hereditary factors), as and a certain experience, even if this is minimum (factors of medium). The
purpose of this paper consists in to reflect the factors which influence the coachs for to identify the young talents
in football. The methods used have at the base the predictions concerning the ability of the players to touch
superior level of performance.
Key words: sporting talent; hereditary factors; technical qualities, tactical qualities; co-ordinated qualities.
INTRODUCTION
The qualities of the young players are
tested on the distance covered of the activity, while
the continuous participation at the trainings it’s the
most important external condition to identify the
sporting aptitudes. In this sense, we will reflect the
factors which influence the process of
identyfycation of young talents in football.
RESEARCH RESULTS
The term of selection provoked disputes
through divers persons who defend the cause of the
football which has a big popularity and who whish
to attract all the possible talents from the
footballistical domain. On the other side from this
opening which has right purpose the choice of the
little sportives who have different aptitudes face to
others, it’s necessary to know the mode in which
can be identify the footballers which have need
from a method or a specific preparation. This thing
is necessary for to raise the level of the natural
aptitudes of the footballers.
If we simplify, we can to define the
footballistical talent right a special condition
psycho-physics and right an activity which cross a
certain evolution, in this way for to excel the
average. According to the international literature, a
child who manifest some aptitudes for football, at
the first sporting preparation, cans to have a
genetical substance which is favourable (hereditary
factors), as and a certain experience, even if this is
minimum (factors of medium).
It’s very clear if we can not to make
nothing for to influence the first category of factors,
there are many things which we can to do for to
learning the specific elements, according to the next
scheme (Giacomini, M., 2009):
The sporting aptitudes of the footballers
have on the base the formulation of valid
predictions with view at the ability of the young
player for to achieve with success the process of
training for the children, in the sporting speaciality
who is choice, for to can to cross other stages of
training in the view of the touching of superior
levels for performance.
The problems joined by the sporting talent
represent subjects of interest for all the implicated
persons in the football for the children and juniors.
It’s a general opinion accepted that it’s usefully to
establish at the moment who represent the technical
maturity of the subject, if this has a future from the
point of sporting view. From divers motive, this
thing is important for the trainer, for the divers
categories of technical personal of the club, as and
other clubs who intend to invest in certain young
players, through to use the personal infrastructure.
Hereditary factors
They define the maxim performance which is
Young player
actors of medium
On a staircase of theoretycal possibilities, the
factors of
possible for the genetical specific constelation
medium determine the level which was really
touched
Activity in football
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FASCICLE XV ISSN – 1454 – 9832 - 2012
For example, it’s probably as the son of a
footballer to have the same qualities of the muscles
as and the father. If certain characteristics is not
required from time through the trainings and
specific programms of development, his potential
cans remain partially undiscovered.
But, the model of the sporting performance
is more complex. This statement is justified not
only through the perspective of the great number of
practicants and of the difficulty of analyse, but also
from the perspective of the fact as it’s not always
possible to identify concerning at the age, the best
significant indicators of activity, at a certain
moment.
The evidence of the talent cans to depend
by the informations, methods and procedures used
in combination with the individuals characteristics.
This thing cans to enlarge the possibility of
touching of the maximum level which is possible,
with a frequency as more big.
The control of the development in time of
the parametres involved is difficult, from the cause
of the insufficient corelation (objective estimate), in
the view of the formulation for a prevision
concerning at the evolution.
Thus problems, although not unpassed,
hold of the fact as in football, face to the individual
sports, the sportivs must to have technical and coordinated qualities, as and organic-muscles
qualities and, especially, cognitiv qualities
(individual and group tactical).
Consequently, a frequent answer is:
„which category of age must to have offered a big
attention for to identify the potential talents and
which factor is more significant?".
From happiness, the majority of the coachs
and observers has the necessary experience for to
prevision, on the base of the empirical
informations, but not more little underlined, the
future of the young footballer.
According to the opinions expressed by
Massimo Giacomini in „The technical guide for the
schools of football”, the next parametres can be
used for the estimate of a young player of football
(Giacomini, M., 2009):
- skills of game:
• the tactical sense: in the possession of the
ball; without ball;
• integration in collective;
• rapidity and efficiency: for anticipation;
perception; for processing the informations;
decisional:
• for creativity; for movement and action; for
adaptation at the unforeseen situations ;
• technical performance: technical and tactical
skills which are manifested;
• the total performance in the time of the
game in the simple and complex contexts;
• the total performance in the time of the tour;
• the capacity for to play on the more posts;
• psychologycal characteristics.
Also, I consider the viability of the
aplication in the valuation of the footballers and a
next complex model of selection and control (the
systematic model of the conduct aptitudes of the
sportives which make evident the wide implication
of the psychic factors and of the all parametres of
the sporting performance), in the following way:
- the total sportive psycho – conduct
sportive aptitudes (the sporting intelligence, the
capacity of the mobilization of the energetics
resources, the capacity of the improvement after
success, insuccess, effort);
- the driving aptitudes (the speed, the
force, the resistance, the ability, the elasticity or the
supplece);
- the psycho-driving aptitudes (the
kinestezy, the ideo-driving, the sensorial – driving
co-ordination, the speed of anticipation, the scheme
of the body, the equilibrium);
- the regulate adaptation aptitudes for
cognitive type (attention, the sensorial and
perceptive capacities, the capacity of thinking in the
interpretation of the situations, the imagination and
the creativity); for affective type (the affective
equilibrum, the capacity for the psychic recovery,
the capacity of possession, the resistance at the
stress factors, attachment to club, the patriotisme,
the responsability, the love of work);
- the attitudinal and temperamental
aptitudes (the collaboration, the subordination of
the individual interests face to the collective
interests, the spirit of team, the capacity of easy
adaptation).
With all these, in the process for to perfect
the aptitudes, if it’s identified an different indicator,
which is insufficient known at the respective
moment, this can to constitute a great contribution
in domain.
An other important aspect, it’s the fact as
for to identify a potential talent, it’s necessary to
analyse not only the activity of ensemble (the
efficiency), but and the intrisec factors of the
performance.
In the same conditions of activity
(measured with the help of the subjective
proceduri) and at the same age, the subjects with a
biological age more great, more mani ages of
training and factors of activity consolidated
(antropometricals, physicals, technicals, tacticals)
have an more reduced potential of development in
comparison with the more intimate subjects by the
average of the group of age ore who manifest a
delay from the point of view of certain
characteristics.
This assertion, logical from the point of
view of the definition, but often ignores, has at the
base the fact as the persoans who touch at a certain
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FASCICLE XV ISSN – 1454 – 9832 - 2012
certain age, which throught a correct prognoze of
the biological development and an process of
rational training, conducted and leaded in a
scientifical mode, the youth of today to touch the
performer of tomorrow.
But what represents in matter this talent ?
It’s sufficient really this talent for to build
a professional footballer ?
Today there are in the world of the
specialists from football some quasiunanimous
points of view.
So, a firts point of view, an authotized
opinion is who identify the talent for football with a
optimal profile from morphological and functional
point of view, with a different psyhodriving, who
it’s gone from common, on a familial field for
football from all the point of view, with a
motivation for football who goes until at
“fanaticity.
Also, if we answer at the second question,
we can make the specification that this talent,
gifting of exception on all the plans, it’s not
sufficient for to become a big professional.
In the firt row, this talent musts to be
identified from a great mass of youths and prepared
in accordance with the life, for society and then for
footbaal.
Who has this decisive moment from the
life of thw footballer ?
In the first raw, of the teacher for physical
education and of the coach and not in the last raw,
of the parents and of the family.
The teacher of physical education has the
noble mission as in a organized frame to assure the
psycho-physical preparation of the youths and to
identify the best youths, which can be promoted in
a centre of children and juniors.
After this selecţion (primary selection), the
child musts to efectuaccomplish a stage of psychodriving preparation, of 1-2 years, all in the school
when he learn or at a school where there are
optimal conditions from technico-organizational
point of view, and then, after this stage he musts to
begin the sportive instruction structly speaking,
consequently to apply the primary selection who is
specifically to the football.
Only now, it begin a specilized process of
training, adequatly to the football, without to
neglect not even that until at puberty this
preparation it makes or musts to makes in a
complete harmony with the physical preparation
for the forming of the youth which is developed in
a harmoniously mode, with the school preparation
and of work for life, for society.
So, the good talent which is guided by
school, family, sporting collective, with an optimal
process of training, with a perfect health and a
motivation of exception, look the principal factors,
not all of the performance.
bilogical age and at a more advanced level of the
technics more in advance, remain them a marge
more little for the perfection.
The evolution of these persons cans to be
slow down in time and it cans to appear in certain
cases the total compromision of the performance.
In change, the footballers who play enough
of good in the back-ground of the different
competitions, in the spite of the fact as they are
under the necessary threshold concerning at the
morphologycal and functional development, have
more many chances for to perfect the specific
preparation and for to succeed in future.
A next evolution of these factors will
conduct at the growth of level of performance,
which is already satifactory, in comparison with
other players considered good.
The experience shows us as sometimes,
indifferent if the young players were selectated on
the base of the hereditary elements or on the base of
the elements obtained and indifferent if the next
promotion of these (distinct preparation in the background of the teams of big level) had place
according to the best modern methods of
preparation, certain potential talents not obtain the
results planed initial.
This thing means as, probably, were
certain errors of interpretation of the distinct
indicators used for the evaluation of the talents or
the indicators used not hade enough stability in
time.
Another
possibility
is
as
the
psychologycal, motivational and social factors hade
an negativ impact over the technic distance covered
of the sportive.
With all these, it was recorded and the
opus situation, namely certain players not were
selected as talents, at a little age, but evoluated and
touched in the profesional categories.
This thing means as it’s an x factor, who
not was still discovered or as the identifycation of
the talents not is a absolute science.
The constant participation at trainings it’s
the most important external condition to identify
the sportive aptitudes in football.
We can to put the question, what are the
sportive aptitudes ?
The sportive aptitudes in football mean the
ability of the young player for to finish with success
the process of training for children, in this way to
can to cross all the stage of training in the view of
the touching of the high levels of performance.
If we simplify, we can to define the
footballistical talent as a special psycho-physics
activity and straight an activity who crosses a
certain evolition, in this way it outshines the
average.
In present, in the football of hight
performance it puts the problems to identify the
talents, to attract on the most talented youths at a
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FASCICLE XV ISSN – 1454 – 9832 - 2012
-
We understand thus that, the guided selection
in football represents a complex system who it
apply both to the children and to the youths – after
the model of the school and university selection –
and if we operate with objective indicators:
- socio-economical;
- cultural;
- biological;
- technico-educational;
- methodical
who follows to reflect that complex potential which
under the influence of a scientifical training to
conduct at the great performance in the conditions
of the negative unnterferation of the growth, of the
school instruction and of the sanogenesys.
We understand from this trial of definition
given of the leade selection in football, how much
of responsible it’s this action for the teacher –
coach, for doctor or psycholog.
In continuation, we try to prest the
principal indicators with who we operate today in
selection.
The genetical factor cans be emphasized in
a ceratin measure from the medico-sporting
anamneza, who includes both the heredo-colateral
antecedents of the child or of the youth which is
submited of the selection, and of the parents:
- the morphologycal configuration;
- the cultural level;
- the educational level;
- the atitude face to sport;
- the sporting antecedents who belongs to the
family.
represents curent possibilities who are
accessible in this selection.
If we put in evidence the sexual cromatin
(Barr corpuscul), we obtain the diagnostic of sex
from genetical point of view.
Look a series of eredytal factories, who
represent the qualities of the youth footballers and
who must be observed very attentive and required
from time through trainings and programme of
specifical development:
- the muscular fibre;
- the maximum muscular force;
- the maximum capacities of aerobycal
resistance;
- the jump in height;
- the running of resistance;
- the maximum volume of oxygen;
- the capacity of aerobycal resistance;
- the capacity of anaerobycal resistance;
- the measure of the ante-arm (contracted);
- the scapulo-humeral mobility;
- the height;
- the maximum consume oxygen;
- the weight of the body;
- the height of the trunk in the position of
standed;
- the time of the reaction;
We can to sythesize in this way the two
questions: only the talent - meaning in the spirit of
the ideas described by us – without the second
element (the footballistical preparation of exception
in the context of the physical and spiritual
preparation) it not leads at hight performance, after
how a scientifical preparation without talent,
biological gifte, cans not you lead on the summits
of the sporting fame, than in a exceptional mode,
and/or conjunctural mode.
So, the medical and biological selection
appears as a component of the performance,
through her role in the precociuos identyfication of
the talents for the components of the selecţion,
where the biological needs musts be always
prioritary.
These objective needs of selection
represents the effect of the statistical processings of
the numerous objective dates, where in them
middle there is “the biological model” of the
footballer of elite of today and of tomorrow.
The life shows us with clearness as this
biological model fluctuates the little from at a
decade at another, such as it fluctuates and the
methodical of the training or oneself the biology of
the footballer.
Thus, in correct approach, with application
of the selection we must to give proof of much
mobility, clearvision and in the same time, of o
rigorous prevision, with so much the more, so how
oneself the scientifical dates evolve in a accelerated
rhythm.
Look an example wich belongs with certitude
of the last years. It knows of long time as in th
composition of the muscular fibres at mans there
are:
so-called white fibres, “fast fibers”, who
are rapidly, with an enzimatycal equipment who is
favourable of the explosival efforts, of force-speed;
and red fibres, “slow fibers”, tonic and
slow fibres, with an enzimatycal equipment who is
favourable of the slow efforts, more little
explosival, but of great time, and in the following
way these knowledges will be apply in selection
especially on the base of the opinion than the
number of these fibres it’s conditioned in a
genetical mode and it’s can not to modify in a sense
or in the another.
In the last years, numerous mans of science
bringed evident proofs – muscular biopsy at
footballers – through who they proved that owed of
the certain type of training it’s possible as a procent
from these fibres, present at selection, to be
transformated in the other profile as following of
the efficiency of the process of training at the
muscular skeleton level.
Thus the concepts concerning the number of
neurons seem to them develop and also, them
regeneration, the regeneration of the hepatical cells
and the cells of the kidney.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
transforme an youth which is harmoniuosly
developed in a patological case patologic (obesity).
Also, the morphological biotype means and a
favourable constitution for the efforts of:
- force (android type, musculos type);
- resistance (the average type, underweight
type, hypotrof from point of muscular view);
- explosival speed-force (longelynes with long
inferior train, with efylate musculature) or from the
sporting games (complet athletycal type) and
another.
We don’t must forget that a process of
scientifical training cans and musts guide in some
years of systematical activity at the achievement of
the somatycal type; contrary we can appreciate the
unsuccessful of the training from biological point of
view.
The functional indicators of the capacity
for psychophysical effort reflect more much the
consequence of the process of training than the role
played by the objectiv factor, genetical
conditionated in great part, such how it
considerated until long time ago.
Consequently, we operate with this
indicator in selection at the level of height
performance for the appreciation of the degree of
training and of the sporting form.
If we speak about these indicators, we
have in view some functional indexes:
- cardiovascular;
- respirator;
- neuropsychical;
- neuromuscular;
- endocrinom-tabolyc
as well as the indicators of the aeobycal capacity
and anaerobycal capacity of effort.
The driving indicators (speed, force,
resistance, mobility) belong to the coach and to the
teacher, while the doctor double these indicators
with the physiological base who is obiectivisated.
Usually, the coach uses the cronometre,
“the eye”, the metre, accomplishes a preselection,
after who the doctor consolidates her, confirms her
through the application of the complex battery for
tests.
In the seeking of the talents, the estimate
of one player of football it can to achieve by means
of the next parametres:
*skills of play:
- the tactical sense in the possession of the
ball and without ball;
- the integration in collective;
- the creativity;
- the technical performance;
- the global performance in time of the game;
- the global performance in the time of the
tour;
- the capacity for to play on many posts;
- psychologycal characteristics.
*rapidity anf effectiveness:
-
the running on the distance of 60 metres;
the mobility of the vertebral pillar;
the maximum anaerobycal capacitaty;
the running on the distance of 30 metres;
the breadth of the shoulders;
the learning speed of the movements.
Because there are insufficient corelations,
the controle of the evolution in time of the involved
parametres it’s difficult in the view of the exprssion
of the prognose concerning the evolution.
So, in football, face to the individual
sports, the sportives must to have technical and
coordinating qualities, as and the organicalmuscular qualities and, especially, cognitiv
qualities (individual tactics and tactics of group).
The state of health represents the indicator
with the more great stability in the frame of the
divers stage of selection.
All the specialists agree with the saying of
base musts to be: “to choose on the healthy
footballers from healthies”, while the healthy
indicator musts be debate upon with maximum
severity, especially initial.
We understand in this context as illness of
the:
cardiology system;
congenital anomalies;
endocrinal illness;
- illness of the nervous system with troubles
of behaviour;
- hepato-renal affections;
- illness of blood;
- defects of the visual organ
must be excluded from the sporting selection.
In this way, the feelings musts be gived up,
while the child must be guide to the terapy through
on sports and eventual on this way he cans arrive at
the initial selection ever, in mode with exceptional
all, through the corrections of the deficiences more
little grave.
The
morphological
criterium,
the
constitutional biotype represents an another
indicator with who both the biologists operate and
the coachs in selection.
Undoubtedly, there is today the
morphological biotype which is favourable of the
respective trial and wchihc goes even at details:
- the plamare circumference;
- the anvergure;
- the alonje;
- the length of the inferior members;
- the plantare sizes;
but some principals must be respected and from
these we present the next:
- the prognoze of the growth for bones
(through radiologycal methods);
- to respect the lows of growth for the body;
- to abstaub from at the forced subtraction in
weight trhough artificial methods or the forced
growth in weight, because all these can to
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FASCICLE XV ISSN – 1454 – 9832 - 2012
- of anticipation;
- perceptiv;
- of processing of the informations;
- decisional;
- of movement and action;
- technical and tactical skills manifested in the
simple and complex contexts;
- adaptation at unexpected situations.
On the other side, the subjects with a
biological age more great, more many years of
training and factors of activity who are consolidated
(antropometrical, physical, technical, tactical) have
an potential of development more reduced in
comparison with the subjects more near of the
average of the group of age or who manifest a delay
from the point of view of certain characteristics.
Thus, the persons which arrive at a certain
bilogical age and at a level more advanced of the
technical more soon, have a marge more little of
perfectionation. The evolution of these cans be
slowly in time and it cans to touch in some cases
until at the total compromising of the performanc.
Very important it’s the fact as, the
posibilities of development for the players will
depend of:
- the ratio between the biological age and the
level of preparation;
- the value of the parametres of performance.
Also, there is the posibility as certain
potential talents to not obtain the foreseed results.
This it can be owed of the appearance of certain
errors of interpretation of the distinct indicators
used for the estimation of the talents or that the
indicators used don’t have sufficient stability in
time.
Another possibility is as the psychological,
motivational and social factors to have an negativ
impact over the technical road of the sportive. The
conclusion is that the identifycation of the talents is
not an absolute science.
On the road of the preparation for a youth
player of football, from childhood, until at maturity,
it musts to add no less than ten years, in who the
youth player to receive stimuls and informations,
while at beginning he cans to have a forme more
much or more little generalizated, who it
specializes step by step. Consequently, there is the
posibility as certain skills to be observed at the age
of 7-8 years.
„The promises" can be accomplished more
easy, if the general table of the factors who define
the sporting activity present an significant potential
of perfection. Thus, in the view of the promotion of
the talents it’s important to select a method of
adequated prognoze.
In this sense, the cronological, biological
and technical development, of the future talents
from football, supposes the road of the next stages
(Dragan, A., 2009):
- the stage 6-12 years:
* polyfunctional driving activity;
* many-valent sporting activity;
* general training of the driving.
* sporting orientation;
* to define the skills;
* to identify the skills;
* the proof of the talent;
* the selection of the talent;
* on the base of the objectives and of the
model of reference, the accomplishment of the
analyses of the performance and of the analyses of
the parametres of performance.
* the promotion of the talent and the ensuring of
the specific preparation in professional clubs;
* to establish the performance and of the
factors of prognose;
* the pursuit of the evolution for the
talents;
* to establish the foreseed results and of
the unforeseed results.
In the frame of the selection in football,
practical we apply two concepts and methods good
differenced: the undirect approach and direct
approach. The first means as, the youth aarrive at
this sports who presents interes for him through a
supplementary phase, in time what through the
direct approach we must understand the immediate
initiation in football. Also, the selection in football
has a permanent character. The efficacy forme of
initial selection (screening) is a system of
competitions who must to involve all the levels,
from at local competitions, until at the national
meeting.
The science of the football considers as
importants a series of qualities who can be
considered right components who drive at
successful.
These are:
the speed of running 30 metres;
the speed of running 60 metres;
the resitance (time or distance);
the driving coordination;
the capacity of play;
multilaterality;
antropometrical dates.
So, the individual record card of the future
professional in football, musts to contain the next:
Table no. 1 The individual record card of the future professional in football
The composition in fibres of the muscle
Time of ebbing progress
The maximum muscular force
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The maximum capacity of aerobycal resistance
The jump on vertical
The running of resistance
The maximum consume of oxygen
The capacity of aerobycal resistance
The capacity of anaerobycal resistance
The circumference of the antearm (contracted)
The mobility of the scapulo-humeral articulation
The stature
The maximum consume of oxygen
The weight of the body
The height from sited down
Time of reaction
The running 60 metres
The mobility of the vertebral pillar
The maximum anaerobycal capacity
The running 30 metres
The breadth of the shoulder
The speed of the driving learning
The parents, the teachers and the coachs
have an active role very important in the direction
of the children towards the football.
Also, F.R.F., as well as the sporting clubs
conceive and organize the process of identifycation
of the talents, and define the sporting specifical
qualities/capacities which must tested and establish
the standards/norms for each test.
In the table no. 2 we can observe an
orientativ guide for the establish the sectors who
must testated in football.
No.
crt.
1.
2.
3.
4.
5.
6.
7.
The
importance
of
the
sectors
recomandated in the view of the testing has an
disstinct character in function of the category of
age.
The next observations are of very general
invoice, but still important:
The antropometrycal measures: the stature
and the weight don’t represent an key factor in the
prepubertary and pubertary periods (at girls, 10-13
years; at boys, 12-14 years).
Table no. 2 Model proposed for the utility in the testing of the fundamental skills in football
Testated qualities
The groups of age/ performance
6-7
8–9
10-13
14-15
16-18
Antropometry-cal dates:
- weigjht
- height
Driving qualities:
- speed
- power
- flexibility
- resistance
- coordination
Skillsi:
- technical
- tactical
Pasion for playc
Psychological qualities:
- concentration
- motivation
- combativity
- autoexceeding
- others
Estimation doctor
Others
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FASCICLE XV ISSN – 1454 – 9832 - 2012
If we keep the registered dates at the
combativity is appreciated from the long sporting
measure of the height and the for the sportives,
career of a player.
even from a little age, we can show the instalment
The same thing is valid and for the
of growth, especially in the time of the puseums of
capacity of to make face of the stress at trainings,
increase.
before and in time of the games.
Physical qualities: In the phase of the
If these qualities are doubled by speed,
testing, at the age 6-9 years, sporting
force and resistance, the coach „puted the hand” on
qualities/capacities, as speed, mobilitaty are more
a ideal player.
important than the technico-tactical skills.
The medical control and the estimation of
A good coordonation cans to represent an
the state of health for the sportive must to be made
essential quality for obtain the skill: with how much
by doctor, for to have thesafety that all the players
the child has a more good coordonation, with so
are healthy individuals. Any anatomycal and
more great it’s the probability for to obtain the fine
physiological problems must be identified al time,
skills, even perfect.
and the doctor must to decide over the modality of
The mobility/flexibility it trains more good
to remedy of these.
in the first years of trening and it keeps up if we
The football is a very complex play of
begin from the postpubertary period.
team, the qualities and the talent is essential for the
In exchange, a more good development of
success of the player. In this sense, the next table
the force and of the resistance it achieve in the
reflects the distinct qualities who are necessary in
postpubertary period, and she touchs the maximum
football. For to help the coach whic identify the
in the last period of the adolescence.
talents, we recomande the utility of the grids of
The skills must be permanent testated for
estimation, with the scores who are ofdfered for
to reflect and the technical and tactical progresses.
each quality and who reflect them importance for
The forme and the clear of the skills must be
the player of success.
always testated with consequency.
So, the eleven’s qualities enumerated in
The passion for play: the pleasure of play,
this table can be put anytime in discussion and each
the enthusiasm, the satisfaction for to practice the
coach can to come with his personal versusrespective sports, it represents the evident qualities
example.
for the player involved in a sports.
If we observe each from the enumerated
Because the passion for game can not be
qualities, there is the temptation for to offer a single
objectiv testated, she is not an element concrete for
point for each.
to measure, the person which is the more adjusted
For to achieve the corresponding score at
for to make a estimation in this respect, it’s just the
each quality, we must to establish the importance
coach. We offer a score from at 1 to 5 for each
and the role of this quality in the final performance
sportive, 1 will be the value the more good.
who there is in football.
The
psychological
tests
as
the
By example, the height is so fare for to
concentration at trainings and games are very
constitute a determinant factor in football, but she is
important.
very important in basket or volleyball. It’s really
The sportivs which can not concentrated
ideal as all the players of football to be heights,
on a period more great period of time, they can not
strongs, rapids, with a good coordonation and a
improve the skills than more slowly or, sometimes,
good aerobycal and anerobycal resistance? With
they don’t participate at game („come out” from
certitude! But, if we look at the more good players
game), and they become the inactive participants.
from the world or from our country, we can observe
The combativity, named often the power
as more excellent players have only 1,70 metres,
of combat, represents a superior quality both for the
sometimes
they
can
be
more
short.
offensiv players, and for the defensiv player. The
Table no. 3 The necessary qualities in to practice of the football
No. crt.
QUALITIES
1.
Height
2.
Weight
3.
Agility / rapidity
4.
Speed / time of reaction
5.
Power: leg; arm
6.
Anaerobycal power
7.
Aerobycal andurance
8.
Coordonating
9.
Concentration / the time of the attention
10.
Autocontrol / discipline
11.
Combativity
The source: (Bompa, T., 2002)
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The weight of the player is essential for the
position of the post for lateral founde in football.
Also, the time of reaction, the speed/rapidity and
force are determinant for each player.
The anaerobycal resistance has an
importance very great, while the aerobycal
resistance musts be corresponding trained, because
her importance don’t registered only in the time of
the game, but also in the process of recovery
between the clubs of trening and after the games.
If the aerobycal resistance is more great,
the recovery will be more rapidly in the trace of the
tiredness who is generated by coach and games.
Concerning at the other qualities/capacities
enumerated, the coordination must to be
considerated a previous need for to learn and to
perfect the skills.
A footballer with a higt level of the
coordination will be always a player of great
sporting art.
A single observation yet, concerning at
combativity. This it musts be looked as power of
intention, aggressivity in game, poer of combat,
especially in conditions of great tiredness.
The player with a score of 1 at
combativity, will not renounce never to fight for
victory and he will put permanent in difficulty the
opponent in attack and in defence.
It’s the player the more active and more
energycal. It’s a real blessing for a coach to have a
team maded up from thus players.
And however, the combativity is, in great
measure a inherited quality. Can will be she really
improved?
With
certitude!
Through
the
development of the anaerobycal power and,
especially of the aerbobycal power. If the capacity
of resistance is more great, it’s more easy to put in
difficulty the opponent on field. Attention at the
specific aerobycal training!
CONCLUSIONS
Identifycation of the talents represents the
process of identifycation of the young players
which are endowed for to obtain the more good
future results, and which will be trained on long
time, gradually and good organized.
A distinct mode of action means to make
place to the hazard in the approach to the training,
often with consequences, preferably, of avoided.
The distance covered for a footballer, from
childhood, until at maturity, musts to represent
minimum ten years, in which the young player will
get stimuls and informations, and at beginning her
shape will be more much or more little generally
and step by step she will be specialized.
REFERENCES
1. Bompa T.O. –“Periodisation – the theory and
the methodology of the training”, Publishing House
EX PONTO, C.N.F.P.A., Bucharest, 2002..
2. Dragan, A. –„Football for youngers”, Publishing
House Valinex, Chişinău, 2002.
3. Dragan, A. – „Interdisciplinar broaches in
football”, Publishing House Academica, Galaţi,
2007.
4. Dragan, A.-„The optimization of the lesson of
training at the football discipline”, Publishing
House Galati University Press, Galaţi, 2009.
5. Giacomini, M.- „The technical guide for the
6. Radulescu M., Cojocaru, V., Dragan, A. –„The
guid of the coach of football at children and
youngers, Publishing H. Axis-Mundi, Bucharest,
2003..
AUTISM – A STILL OUTSTANDING PROBLEM
Paul ICHIM, Mircea DRAGU
“Dunărea de Jos” University of Galati
paulichim@yahoo.com
Abstract
What we need to understand is that people with autism live in our world, a world they do not fully
understand, they are different and therefore we should adopt different approaches to help them turn their
weaknesses into their strengths and try to adapt the environment to them rather than expect them to adapt to our
environment and for their better integration within society. In order to do this, at the beginning they should be
prepared in a protected environment and we should accept autism the way it is. The autistic syndrome is
described as the most severe manifestation of the entire spectrum, known as "autism spectrum disorder", which
shares the same conditions, but varies in severity and age of start. It is a current problem, not only for our
society but also for those around the world, due to its alarming increase in the incidence and prevalence. The
purpose of this study is to demonstrate the important role that water plays in multisystemic therapy in the
multidisciplinary rehabilitation and integration of children with autism into society.
Keywords: autism, behaviour, disorder, spectrum
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FASCICLE XV ISSN – 1454 – 9832 - 2012
at the time of the diagnosis, and it may have not a
single cause. Children with autism may have
deficiencies in terms of:
muscle strength, coordination, balance, static
and dynamic balance;
acquiring basic motor and utilitarian skills;
senso-motor functions
fine motor skills and the ability to relax
Motor activities are an important part of the
educational programs, movement helping the child
not only in terms of moving power but also
emotionally and socially. Their well being can be
increased if the foundations in all areas of early
childhood are laid. A comprehensive physical
therapy program will help these children both
through the exercises they have and through the
relationship sustained by the therapist's attitude,
meant to help them know better their own body, to
integrate into the environment and to relate better
with the other people.
Autistic disorder, also known as infantile
autism is the best known pervasive developmental
disorder. Several synonyms ar eused to refer to it,
such as:
infantile autism,
Kanner syndrome,
infantile psychosis.
Throughout the time, many authors have tried
to find a more complex definition of infantile
autism. Thus, Graham (1999) states that "infantile
autism is characterized by the early onset (before 3
years old) of the disorders and deviations that are of
interest for at least three areas of study
Consequently, there is an inability to initiate
and develop social relationships, to express interest
and emotions. There is also an inability to use
language and communication (verbal and
nonverbal) and there is a stereotypical behavior,
including a restrictive and repetitive behavioral
pattern.
"(Romanian Journal of Psychiatry, No. 3-4
2003)
A definition that tries to incorporate all the
features of this disorder is that of St.Milea (1986)
who states that "autism is a complex syndrome,
with symptoms of varied etiology, specific to infant
mental pathology. The name is attributed to autism,
the central symptom around which a sum of events
are grouped, among which the most important are
considered to be the language disorders and the
stereotypes associated with a particular and bizarre
mixture of primitive and vicious forms and means
of expression of mental functions with more
developed skills, isolated islands of abilities and
resources, sometimes well preserved, other times
monstrously developed.
"(Romanian Journal of Psychiatry, No. 3-4
2003)
Another definition states that autism is a
disease characterized by an impaired brain
Autism is a word that often gives us creeps,
given the fact that it defines a serious and incurable
disorder. According to international research, the
incidence of disorders regarding autism is of 1 child
to 166. There are about 67 million people with
autism in the world, 4 out of 5 being boys.
According to a recent study, Romania has a total of
30000 people with autism, 3900 officially
registered.
An alarmingly increasing incidence and
prevalence of autism, as well as the impossibility to
prevent this disorder, without knowing its causes,
the diversity of symptoms, the poor social inclusion
and the multitude of unproductive therapies, are the
key elements that determined me to conduct this
research. Firstly, I wanted to understand the
characteristics of autistic children, because their
own way of interacting with the surrounding world
is very different. Therefore, I decided to research
more about these issues and I focussed especially
on motility and psychomotor problems.
We need to understand that people with autism
live in our world, a world that they do not fully
understand, that they are different and therefore
they should have a different approach, that in order
to help them, we have to turn their weaknesses into
their strengths and to try to adapt the environment
to their needs, rather than expect them to adapt to
our environment and that, for their better
integration within society, at first they should be
prepared in a protected area and that we should
accept autism as it is. Autistic syndrome is
described as the most severe manifestation of the
entire spectrum, known as "autism spectrum
disorder", with which shares the same conditions,
but it varies in severity and age of first appearance.
It is a current problem, not only a problem of our
society, but also shared by the societies around the
world, due to the alarming increase in the incidence
and prevalence of this disorder.
The purpose of this study is to demonstrate the
importance of the role that multisystemic water
therapy plays in the multidisciplinary process of
rehabilitation and integration of children with
autism into society. It is known that people with
autism have severe difficulties in the social
interaction,
expressive
and
receptive
communication and they show repetitive and
stereotyped patterns of behavior, and restricted
interests and activities. Over the time, researchers
theories took into account various factors: genetic,
hereditary, neuropsychology, medical problems, in
order to determine a cause of autism, but precise
cause has been established with certainty so far. It
is a generally accepted fact that autism is caused by
abnormalities in brain function and structure, but it
is still unclear what exactly in the function and
structure of the brain is the cause of this disorder.
What is clearly specified is that autism is not
caused by the education the child is provided with
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FASCICLE XV ISSN – 1454 – 9832 - 2012
person said), a particular, monotonous, abrupt
prosody, a reversal of pronouns (the use of the
pronoun "you" to refer to themselves), a poor,
delayed syntax, the expression of emotions (joy,
excitement, surprise, anger) is most frequently
absent. Although the level of understanding
language is usually one higher than the one of
expression, there are anomalies can be noticed,
though:
the child particularly understands simple
orders,
concrete words,
commands to perform a simple task.
Bizarre reaction and restriction of interests,
reactions of anxiety, aggression or apparent anger
can occur with environmental changes (changing
the usual route, the absence of a toy) or surprises
(unexpected noise or the arrival of a stranger).
These manifestations of anger, anxiety or despair
can also occur in response to frustration,
prohibition or a persistent attempt of the adult to get
in touch. Habits or rituals, apparently devoid of
symbolic significance dominates the everyday life,
requiring a framework of immutable and robotic
life. The main interests are restricted and
stereotyped, limited to motor habits or strange
objects:
stereotyped and repetitive motor minierism
(beats and twisting of hands, swinging, walking on
the tips of the feet, spins, complex body
movements)
use of certain objects (stones, wire, toys)
unusually changed use of objects (a car wheel
endlessly spinning)
interest in a limited aspect/use of objects (e.g
the smell associated with an associative behavior,
the attraction for vibration or noise that they
endlessly reproduce).
Regarding the sensory and motor modulation,
there is a hypo or hyper reaction to sensory stimuli:
they allow objects to fall down
they swing
they clap
they make noise while spinning, they suck
their tongue, hold an object in their mouth.
There is a frequent indifference to the world of
sound, especially to the social noises (the child does
not respond when called) and a particular interest in
the particular sounds and sonorities, they are
attracted to certain noises (vacuuming, water flow,
music, rustling paper). Some noises may, in
exchange, cause reactions of fear, panic, anger,
especially when they surprise the autistic child. The
same peculiarity may exist in taste (they have food
mannerisms, they like exclusive tastes, often
unusual, like vinegar), or visual (they may be
attracted to a certain color, brightness, shape,
reflex). Motility may be limited, the child giving
the impression of stiffness, being inert, without
motor initiative, or on the contrary, they may
development. Thus, autism seriously affects a
person’s mental, emotional and communication
abilities. Children with autism may be placed
anywhere on the large "spectrum" of autism. At the
upper end, the children may appear quite normal
and may feature only a few autistic traits. They
could, for example, be quiet, with a few friends or
none and with a few strange habits. They may not
even be diagnosed as autistic until much later in
life. At the lower end of the spectrum, the children
could be described as less functional, their speech
and language abilities may be defective and need
more intensive therapy. An important question that
arises regarding autism is whether this disease is a
psychosis or a developmental disorder. The fact
that autism has long been unjustly considered a
form of childhood schizophrenia is today an
excluded hypothesis. However, considering the fact
that in the earliest forms of infantile schizophrenia,
very rarely with an outbreak before puberty, the
social and speech development are not qualitatively
affected in early childhood, it can be asserted that,
psychosis is not the appropriate word for autism, as
children does not distort reality as a consequence of
their own representation, as they have not even
built such reality. It is true that some oddities
related to the reassurance behavior sometimes give
the impression of delirium, while in reality they do
not mean anything.
Grouped under the term of "pervasive
developmental disorders", infantile psychosis is
characterized by an alteration of global
communication
capacity,
disruptions
in
relationships with others, restricted and repetitive
activities, often stereotyped. In terms of
psychopathology,
childhood
psychosis
is
characterized by a deterioration of the progressive
organization of the personality with the capacity of
adjusting to reality, which is variable depending on
the of the social exigencies and the level of child
anxiety.
Autism is progressive during the second year
of life and becomes evident at the age of 2 and 3. It
is then, when the observed alterations in social
interactions, which lead to isolation. The child
manifests refusal or avoids eye contact, there is no
facial expression and no gestures modulation
according to the situation, as long as no tonicpostural dialogue. The autistic child does not seek
to make contact, to draw attention, to look straight
into the eye, they do not imitate others. They do not
express pleasure, nor do they share interests, their
look seems empty and distant.
The ability to speak does not occur at a certain
age and the absence of it is not replaced by any
attempt of gesture or mimic communication. When
there is any sign of speech, some features can be
noticed, such as: in addition to the delayed ability
to speech there is immediate or delayed echolalia
(the repetition, like an echo of what the other
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FASCICLE XV ISSN – 1454 – 9832 - 2012
intellectual capacity to acknowledge the disorder
may become depressed, in response to the severity
of their condition.
The basic symptoms include:
difficulty in communication – the ability to
speak usually develops slowly or at all, words are
often used inappropriately; the affected person is
possible to use more gestures than words (or other
forms of non-verbal communication); there is, also,
the tendency of the subject to repeat words and
phrases (for example, some of them may repeat
unmistakably the news heard on TV) and there is
also their inability to focus and be coherent;
lack of sociability - a person with autism is not
usually very interested in having relationships with
others; the person may not willingly answer others’
requests and may refuse eye contact; they spend a
lot of time by themselves and make little effort to
make friends (some subjects are isolated, refusing
to change their environment);
lessened or overdeveloped - some subjects
with autism hardly respond to the stimuli of the
main analyses (for example, a child with autism
may not complain if hurt), others may have highly
developed senses (for example, an individual with
autism may hear a sound and then cover their ears
for long); it is possible that a child with autism is
not interested in playing the games with others
(they avoid children and even animals) or may not
be able to enter an imagination game;
behavioral excesses - the person with autism
may have exaggerated reactions or can be
extremely passive and can go from one extreme to
another; some people show an obsessive interest in
one thing or activity (looking through a book or
magazine); others repeatedly make body
movements such as clapping, rocking back and
forth, head (stereotypes); these children can be
aggressive to themselves and / or to the others and
may even have seizures (epilepsy, in some cases)
and depression.
Atypical characteristic behavior of children
with autism is based on the following main
features:
lack of communication or very difficult and
rare communication;
absence of vowels in pronunciation;
echolalia - mechanically repeated words heard
from others (this may also occur in the form of later
echolalia, when children repeat the words just heard
from others)
lack of eye contact;
lack of attention and responsiveness,
manifested by lack of response to the questions of
others;
tendency to consider others as mere objects;
the preference to tiptoe;
violent reactions to certain sounds that they
dislike;
refusal to touch certain textures;
appear restless, moving ceaselessly, with unusual or
bizarre motor posts and regularities (with jerky,
mechanical allure). They do not stand or show very
little acceptance for playing game and symbolic
play of social imitation.
Regarding intellectual functioning, it can be
said that despite the "intelligent expression"
reported by Kanner, these children often have low
levels of overall performance, with heterogeneous
profiles. Their visual, spatial and memorising
performances are better than the information
generating reasoning capabilities. Most of these
children have a non-verbal intellectual coefficient
below 70 and an overall one which is below 55,
although there are some autistic children with a
normal level. There is frequent and constant
difference in favour of non-verbal tests. It is
important to note that without any therapy or
intervention, a child with autism will absorb far less
information and less knowledge about the
environment than a non-autistic child. Healthy
children start talking when aged between 1.5 and 2,
almost without any help from parents or siblings.
They learn around 6 new words a day and have a
vocabulary of over 10,000 words before reaching
the age of 6. A child with autism may get to talk
much later and has poor knowledge of the language
and reduced social skills, unless they benefit from
appropriate treatment program. Autistic children
can not be put in the position of healthy children,
they have difficulties in taking action (because the
planning and implementation of any actions are
disrupted) and they also have problems of sense
perception (as they prove to be either hyper or
hyposensitive in some areas of perception and
sometimes they only use one sense).
Symptoms
Autism can occur with different levels of
intensity, from mild to more severe symptoms that
can affect the whole life of the individual. In fact,
autism spectrum may include a variety of events
distributed between two extremes; thus, at one end,
a child may seem almost normal and have few
autistic traits only (they could, for example, be
quiet kid, with few friends or none, and a few
strange habits or they could not even be diagnosed
as autistic until much later in life).
At the other end, a child may present a marked
form of autistic symptoms, having great difficulty
in relating and communicating with others. Also,
some people may have symptoms that others do not
have, and some of these symptoms may have
different intensities for the same individual.
Individuals with autistic disorder may have a wide
range of behavioral symptoms including
hyperactivity, reduced level of attention,
impulsivity, aggression, self-destructive behaviors
and tantrums, especially with young children.
Throughout adolescence or early adulthood,
individuals with autistic disorder who have the
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FASCICLE XV ISSN – 1454 – 9832 - 2012
In terms of sound, he better senses certain repetitive
rhythmic arrangements. Sounds occur standardized,
filtered by phonetic and rhythmic characteristics
and not by their significance. They prefer gentle
touch stimuli or rhythmic pressures, as well as
constant temperature or the temperature close to the
body. The autistic child presents an enormous
difficulty to learn through others and they can not
imitate anyone. Also, they demonstrates skills of
being careful, but they vary significantly,
depending on their interests. For example, they are
very attentive to what is interesting or "makes
sense" to them and they show very little attention to
listening in group activities. Another essential
feature of autism is the difficulty to understand and
engage in social interaction. Small children having
this this disorder may cling mechanically to a
person or treat adults as interchangeable.
Throughout development, the child can engage in a
passive social interaction and often they expects
from others to respond in certain ways to some
requirements, because they do not have the feeling
of other persons’ limits and desires. The autistic
child does not know how to use non-verbal
behaviors such as:
looking ahead
verbal expression
postures and body gestures, in order to
adjust interaction or social communication
On the other hand, the autistic children have
difficulty both in communicating their wishes and
in sharing their attention and experiences with
others. Therefore, they do not seek to
spontaneously share their joy, interests and
achievements to others. For example, they do not
show, does not bring, or does not specify the items
they find interesting.
Children with autism do not generally know
the rules of the social game and do not know how
to engage in social play with other partners. Also,
they do not play social imitation games. There are
several types of interactions in a game, therefore, an
autistic child can play with other children, but
without interfering in their game, or they seem
indifferent to the presence of others and only use
the same playground or materials as any other
children, without interacting with them. They also
have difficulties in engaging in an appropriate
activity playing with toys. As with the game,
several categories of skills playing with toys can be
noticed. Thus, the child does not show any interest
in achieving keeping toys or holding them in their
hands, but stare at it or keeps it close to their
mouth, waving, shaking or beating them. Therefore,
their game is not a functional one. Individuals with
autistic disorders have patterns of behavior,
interests and restricted, repetitive and stereotyped
activities. They may also insist on uniformity and
show resistance or distress to minor changes (for
example, a child may have a catastrophic reaction
refusal to be touched;
extremely lazy or extremely nervous behavior;
inconvenience to certain foods violently
manifested;
aggressive behavior to others;
disregard for any type of toy;
desire to imitate the behavioral patterns that
they have seen;
desire to keep things in a certain pattern;
repetitive behavior and self-flagellation
tendency;
developing extraordinary skill areas: drawing,
music, memory, mathematical skills;
The essential elements of the autistic disorder
is the presence of abnormal or damaged
development
in
social
interaction
and
communication and a considerably restricted
repertoire of activities and concerns. In Romanian
specialised literature, Emil Verza described autism
and autistic disorders and he showed that these
disorders refer to:
perceptual and relational deficiencies
acting and behavioral disorders
failure of the mental processes,
characteristics and functions
language and communication difficulties
discontinuity in development and learning
(Psihopedagogie Speciala –Manual pentru
scolile normale, cls XIII-a Verza, E., 1997, pag,
129)
During the first 6 months of life, oddities are
usullly a few, but the positive signs social
development of the child are missing. Therefore,
the little autist does not respond to breastfeeding,
rocking, the heat of a bath, does not go crawling, is
intolerant to touch and does not respond to
affection, refuses food and has difficulty in
sleeping.
Furthermore, the autistic baby does not vibrate
to the "human tuning fork", his is not enchanted by
the new world around him and does not resonate
emotionally with his mother because he can not
analyze social information given by the facial
gestures. The eyes and eyebrows are carrying no
message for him, but, on the contrary, it causes an
adverse reaction to him. Therefore, he can not use
the human partner as reference for the look,
attitude, facial expressions, face intonation and can
not use it to filter the relevant information that is
received. Thus, he receives plenty of internal and
external stimuli, which activates his sensitive
channels, and he is attacked by these stimuli he
does not know how to interpret, organize and
prioritize and often oscillates between total
inhibition in sensation reception and absolute
opening. For example he can stare at a strong light
source without seeming to be embarrassed, but he
can not stand the intensity of somebody’s eyes
without eye protection. Visually, he is more
attracted to contrasts, contours and regular shapes.
55
FASCICLE XV ISSN – 1454 – 9832 - 2012
to a minor change in the environment, such as a
new set of curtains, or changing the seat at the
table). The autistic child often clings to
"stereotypes" throughout his entire life. Stereotyped
body movements involve hands (hand clapping,
fluttering fingers) or their whole body (rocking,
leaning and balancing). Thus, they sway back and
forth or have endless episodes of jumping on the
mat or spinning movements around the body axis,
which stir them as a drug and create a vacuum.
There is also a concern for nonfunctional routines
or rituals and irrational insistence to follow routines
(for example, to walk the exact same way every
day).
Autistic children can be attached to some
inanimate objects (for exampale, a piece of string, a
rubber band, a sponge or a piece of paper).
Nonverbal skills are usually developed with an
autistic child. Their intellectual and social
deficiencies stand out later, with the establishment
of reciprocal social relations and verbal abstract
mental operations. Their intelligence is rigid, right
beyond passions. In most cases, there is an
associated diagnosis of mental retardation,
generally moderate, QI 35 to 50. About 75% of the
children with autistic disorder are diagnosed
retarded. Also there may be abnormalities in the
development of cognitive skills. The profile of
cognitive skills is usually uneven, regardless of the
general level of intelligence. For many children
with autistic disorder who work at a high level, the
receptive
language
level
(ie
language
comprehension) is less than that of expressive
language (for example, vocabulary). In autistic
disorder there may also be various nonspecific
symptoms and neurological signs (for example,
primitive reflexes, delayed development of manual
dominance). The autistic child, especially when
hypertonic, is presented as a lively child,
independent and voluntary particularly in the first
year of life. Autistic symptoms can last throughout
the whole life, but they can often be relieved by
proper intervention and treatment.
BIBLIOGRAPHY:
7.
1. Abrahams BS, Geschwind DH - "Advances in
autism genetics: on the threshold of a new
neurobiology". Nat Rev Genet 9 (5): 341–55, 2008.
2. Rutter M - "Incidence of autism spectrum
disorders: changes over time and their meaning".
Acta Paediatr 94 (1): 2–15, 2005.
3. Newschaffer CJ, Croen LA, Daniels J et al. "The epidemiology of autism spectrum disorders".
Annu Rev Public Health 28: 235–58, 2007.
4. Shattuck PT, Durkin M, Maenner M et al. Timing of identification among children with an
autism spectrum disorder: findings from a
population-based surveillance study. J Am Acad
Child Adolesc Psychiatry. 2009; 48(5):474–83.
5. Williams JHG. - Self–other relations in social
development and autism: multiple roles for mirror
neurons and other brain bases. Autism Res.
2008;1(2):73–90.
6. Verza, E., - Psihopedagogie Specială –Manual
pentru şcolile normale, cls XIII-a, 1997
xxx - Revista Română de psihiatrie, nr 3-4, 2003
MULTISYSTEMIC WATER THERAPY - A SOLUTION IN THE
RECOVERY OF AUTISTIC CHILDREN
Mircea DRAGU, Paul ICHIM
“Dunărea de Jos” University of Galati
mdragu50@gmail.com
Abstract:
An alarmingly increase in the incidence and prevalence of autism aa well as the inability to prevent this
disorder, without knowing the causes, the diversity of symptoms, the poor social inclusion and the uneffective
many therapies, are the key elements that made me conduct this research. Firstly, I wanted to understand the
characteristics of a child with autism, because the way in which they react to the surrounding world is very
different. Therefore, I decided to find out more about these issues and I particularly studied the motility and
psychomotor problems.
Keywords: autism, recovery, behavior, motility, multisytemic therapy.
restricted activities. Over the time, researchers’
theories have considered various factors:
It is known that people with autism have severe
genetic
difficulties in terms of social interaction, expressive
hereditary,
and receptive comunication, they show repetitive
neuropsychological
patterns of behavior, stereotyped interests and
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FASCICLE XV ISSN – 1454 – 9832 - 2012
infantile autism,
Kanner syndrome,
infantile psychosis.
medical problems, in order to identify a
cause of autism, but so this precise cause far has not
been established with certainty.
It is a generally accepted fact that autism is
caused by abnormalities in the brain functioning
and structure, but it is still unclear what exactly in
the functioning and structure of the brain is the real
cause of this disorder. It gas been certainly
specified that autism is not caused by the education
child was provided until the time of diagnosis, and
may not have a single cause only. Children with
autism may have deficiencies in terms of:
muscle strength, coordination, static and
dynamic balance;
acquiring basic motor skills;
senso-motor functions;
fine motor skills and the ability to relax
The motor activities are an important part of
the educational programs, movements helping the
child not only to be mobile but also from an
emotional and socialpoint of view. Their well-being
can be enhanced if the foundations in all areas of
early childhood are laid. A comprehensive physical
therapy program will help these children both
through the exercises done and through sustained
relationship with the therapist's attitude, in order to
help them know their own body better, to integrate
and to relate better with other people.
CLINICAL DESCRIPTION
The disease progressively appears during the
second year of life and becomes evident at 2-3
years of age. It is then when alterations in social
interactions leading to isolation can be noticed. The
child manifests refusal or avoids eye contact, there
is no facial expression and no gestures modulation
according to the situation, as long as no tonicpostural dialogue. The autistic child does not seek
to make contact, to draw attention, to look straight
into the eye, they do not imitate others. They do not
express pleasure, nor do they share interests, their
look seems empty and distant. The ability to speak
does not occur at a certain age and the absence of it
is not replaced by any attempt of gesture or mimic
communication. When there is any sign of speech,
some features can be noticed, such as: in addition to
the delayed ability to speech there is immediate or
delayed echolalia (the repetition, like an echo of
what the other person said), a particular,
monotonous, abrupt prosody, a reversal of
pronouns (the use of the pronoun "you" to refer to
themselves), a poor, delayed syntax, the expression
of emotions (joy, excitement, surprise, anger) is
most frequently absent. Although the level of
understanding language is usually one higher than
the one of expression, there are anomalies can be
noticed, though:
the child particularly understands simple
orders,
concrete words,
commands to perform a simple task.
Bizarre reaction and restriction of interests,
reactions of anxiety, aggression or apparent anger
can occur with environmental changes (changing
the usual route, the absence of a toy) or surprises
(unexpected noise or the arrival of a stranger).
These manifestations of anger, anxiety or despair
can also occur in response to frustration,
prohibition or a persistent attempt of the adult to get
in touch. Habits or rituals, apparently devoid of
symbolic significance dominates the everyday life,
requiring a framework of immutable and robotic
life. The main interests are restricted and
stereotyped, limited to motor habits or strange
objects:
stereotyped
and
repetitive
motor
minierism (beats and twisting of hands, swinging,
walking on the tips of the feet, spins, complex body
movements)
use of certain objects (stones, wire, toys)
unusually changed use of objects (a car
wheel endlessly spinning)
interest in a limited aspect/use of objects
(e.g the smell associated with an associative
HYPOTHESIS
Autism is the ultimate expression of failure in
the early development of a complex network of
cortex and subcortex connections. The assumption
behind this work is that it is possible that this
failure can be partly altered through intervention,
especially an early and definite intervention.
The overall objective of this research refers to
the recovery and normal development of people
with autism using the physical therapy method.
Starting from the idea that exercise improves the
condition of the subject both physically and
mentally, we seek a long-term social integration of
the subject and gaining autonomy.
Objectives of the research:
a current qualitative study based on
scientific data;
studying subject related literature;
knowledge and assessment of the
subject;
identification
of
dysfunctions
characteristic of this disorder and the possibility of
recovery through physiotherapy;
choosing and adapting the physical
program to the kinetic needs and capabilities of the
subject;
constant evaluation of the subject and
result interpretation.
The autistic disorder, also known as infantile
autism, is the best known pervasive developmental
disorder. Several synonyms are used for it, such as:
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Atypical characteristic behavior of children
with autism is based on the following main
features:
lack of communication or very difficult
and rare communication;
absence of vowels in pronunciation;
echolalia - mechanically repeated words
heard from others (this may also occur in the form
of later echolalia, when children repeat the words
just heard from others)
lack of eye contact;
lack of attention and responsiveness,
manifested by lack of response to the questions of
others;
tendency to consider others as mere
objects;
the preference to tiptoe;
violent reactions to certain sounds that
they dislike;
refusal to touch certain textures;
refusal to be touched;
extremely lazy or extremely nervous
behavior;
inconvenience to certain foods violently
manifested;
aggressive behavior to others;
disregard for any type of toy;
desire to imitate the behavioral patterns
that they have seen;
desire to keep things in a certain pattern;
repetitive behavior and self-flagellation
tendency;
developing extraordinary skill areas:
drawing, music, memory, mathematical skills;
The essential elements of the autistic disorder
is the presence of abnormal damaged development
in the social interaction and communication and a
considerably restricted repertoire of activities and
concerns.
behavior, the attraction for vibration or noise that
they endlessly reproduce).
Regarding the sensory and motor modulation,
there is a hypo or hyper reaction to sensory stimuli:
they allow objects to fall down
they swing
they clap
they make noise while spinning, they suck
their tongue, hold an object in their mouth.
SYMPTOMS
Individuals with autistic disorder may have a
wide range of behavioral symptoms including
hyperactivity, reduced level of attention,
impulsivity, aggression, self-destructive behaviors
and tantrums, especially with young children.
Throughout adolescence or early adulthood,
individuals with autistic disorder who have the
intellectual capacity to acknowledge the disorder
may become depressed, in response to the severity
of their condition.
The basic symptoms include:
difficulty in communication – the ability to
speak usually develops slowly or at all, words are
often used inappropriately; the affected person is
possible to use more gestures than words (or other
forms of non-verbal communication); there is, also,
the tendency of the subject to repeat words and
phrases (for example, some of them may repeat
unmistakably the news heard on TV) and there is
also their inability to focus and be coherent;
lack of sociability - a person with autism is
not usually very interested in having relationships
with others; the person may not willingly answer
others’ requests and may refuse eye contact; they
spend a lot of time by themselves and make little
effort to make friends (some subjects are isolated,
refusing to change their environment);
lessened or overdeveloped - some subjects
with autism hardly respond to the stimuli of the
main analyses (for example, a child with autism
may not complain if hurt), others may have highly
developed senses (for example, an individual with
autism may hear a sound and then cover their ears
for long); it is possible that a child with autism is
not interested in playing the games with others
(they avoid children and even animals) or may not
be able to enter an imagination game;
behavioral excesses - the person with
autism may have exaggerated reactions or can be
extremely passive and can go from one extreme to
another; some people show an obsessive interest in
one thing or activity (looking through a book or
magazine); others repeatedly make body
movements such as clapping, rocking back and
forth, head (stereotypes); these children can be
aggressive to
themselves and / or to the others and may
even have seizures (epilepsy, in some cases ) and
depression.
DIAGNOSIS DATA
Regarding diagnosis, parents are the first to
observe different behavior of their child. It is the
mother who frequently complains that "the child is
not normal", or "not like the others", when
compared with the elder siblings or other children
of the same age. When evaluating, a physician can
give immediate indications about abnormal
development if the child does not babble or lacks
mimics or gestures by 12 months of age, if they do
not use simple words (1 single word) by the age of
16 months, they do not spontaneously associate 2
words (which is not echolalia), or do not use simple
sentences (formed of subject and predicate) by the
age of 24 months, if the speech development in any
language proves regression or stagnation at any
age, and they lose social skills at any age.
Diagnosis is based, on the one hand on a
clinical observation of sufficient length, which is
possibly repeated to record difficulties and
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FASCICLE XV ISSN – 1454 – 9832 - 2012
capabilities, and a psychological exam, on the other
hand, meant to determine the socio-intellectual and
adaptive profile. In this case it is useful to use the
Vineland scale, to assess the adaptive capacities
and PEP-R, in order to describe a development
profile. An examination of language and
communication is advisable to be made, in order to
assess formal, pragmati aspects. LECSP and
Whetherly grid are recommended to describe a
profile of communication when the child speaks
less as well as a motor and psychomotor exam, to
determine motility and sensory integration.
Therefore, symptoms are carefully and clinically
identified, frequently involved developmental lines
are assessed and supplementary exams ate taken,
when one of the clinical signs requires further
exploration. Therefore, the following tools are
used:
the ortophonic balance for assessing hearing
in relational cases and the level of language in its
phonological,
lexical,
syntactic,
semantic,
pragmatic, prozodic aspects,
the audiofonologic balance with Auditory
Evoked Potentials in the hypothesis of associated
deafness
the
genetic
balance
for
specific
malformations,
the psychomotor balance to assess possible
retardation, equilibrium and kinetic features of
tonic-postural kinetics(strange posture, abnormal
movements, dyspraxia)
the neurology and pediatric balance
researching discrete neurological manifestations,
especially related epileptic syndromes.
Rimland Scale, the autistic behavior scale:
SCA Barthélemy and Lelord, Infant autistic
behavior Scale, SCA-S Sauvage are also useful in
setting the diagnosis. According to DSM-IV
(Diagnostic and Statistical Manual of Mental
Disorder), in order to establish a diagnosis of
autism, the patient must show:
decreased social interaction manifested in
the form of at least two of the following aspects:
outstanding impediments in using some
forms of nonverbal behavior, such as staring, facial
expressions, postures, the lack of certain gestures
commonly used in social interaction;
deficiencies in developing human relations
close to the level of mental development;
lack of spontaneity in expressing joy,
interest or sharing achievements with other people;
lack of social or emotional reciprocity
experiences;
a decrease in communication as manifested
by at least one of the following:
• delay or total lack of verbal language;
• for individuals with appropriate language
there is an impediment to the ability to initiate or
sustain a conversation with others;
• stereotypical and repetitive language;
• lack of understanding and practice of
imitative social games or varied and spontaneous
games of any abstract terms;
limited, repetitive and stereotyped behavior,
interests and activities, manifested in the form of at
least one of the following aspects:
reduced, abnormal interest in intensity or
focus:
• apparently inflexible adherence for a
specific, dysfunctional ritual and unnatural concern
for one or more stereotypical activities and a few in
number, as well as unnatural focus on a subject that
does not require this effort;
• stereotypical, repetitive manners;
• persistent concern for some parts of the
objects;
delays or abnormal functioning in the
following areas:
• social interaction;
• language similar to that of social
communication;
• abstract, symbolic or imaginative play;
Symptoms appeared before the age of 3: autism
symptoms can last throughout the whole life, but
they can often be relieved by appropriate
intervention and treatment. A patient with autism
symptoms should be examined by a team of
specialists, which should consist of a a child
psychiatrist, a psychologist, a neurologist, a speech
therapist and a specialist in education problems.
Further tests are required, such as:
•
blood tests,
•
CT scan (computer tomography) of the
brain,
•
MRI scan (nuclear mangnetic resonance)
of the brain,
•
Electro - encephalogram.
Multisystemic water therapy is a therapy that
uses water in a structured environmental area
(pool), according to a theoretical reference model
and a methodology organized in phases, which are
in interdependence with cognitive, behavioral,
relational and senso - motor techniques. It has been
conceived mainly as a therapy for children with
pervasive developmental disorders currently
adapted and adjusted for other disorders too. The
fear and pleasure to sit in water are reactions that
the child experience and come as emotional and
relational activators used to accomplish the
proposed objectives.
The goal of this therapy is not the one of
learning water skills and swimming. The game
comes as an instrument for promoting the abilitu to
make friends and and a better management of
emotions and beyond. The child who has learned to
move in water, while doing this, may establish a
special relationship with the therapist and
consequently with other children. Having reached a
certain autonomy, the subject who, at first showed
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FASCICLE XV ISSN – 1454 – 9832 - 2012
withdrawal, avoidance and indifference, gaining
some independence, can then show a higher degree
of relationship with the therapist and possibly those
around him. Using these new capabilities, the
patient will gain self-esteem and a level of
sustained efficacy constantly undertaken and
improved by the family therapist. Multisystemic
water therapy does not require any specified
selection of patients based on swimming
competencies or skills. There is no side effect on
prescribing this activity because the activity is
individualized and take into account the interests,
the habits and the subject abilities.
The approach as a therapy
TMA is defined as a therapy as long as it
functions using an individualized and interperdonal "planning", in order to influence the
pervasive developmental disorders through
psychological verbal and nonverbal means, with a
view to creating a developed objective that can lead
to reduced symptoms, improvement in language
and relational abilities. In order to achieve all these,
methodologies and technical and experimental
procedures are used, build on acknowledged
theoretical directions. This methodology is based
on human relationships and leads to alteration of
communicative, emotional and social ineraction
schemes. Therapy acts or may act on ameliorating
symptoms, positively changing the communicativerelational process, inducing significant internal
changes in terms of communication and social
interaction. The therapy advances a plan designed
to take into account short-term, medium or longterm goals. The objectives stem from the observed
and recorded empirical results. Those mainly aimed
at our therapeutic approach are:
• improving body postures, and gestures to
regulate social interaction;
• cooperation in games;
• recognition and representation of emotional
expressions (acknowledging anger, joy, shame, fear
and happiness);
• looking for and recognizing people they
know (intentionally seeking a therapist, the ability
to make the difference between the therapist and
others);
• improve social reciprocity (collaborative
social rules, recognition of the group they belong
to)
• reducing problem behaviors (self-and
hetero-aggressive behaviour);
• improving imitative ability;
• improving self-esteem
• improving
verbal
and
non-verbal
communication;
• knowledge of the body;
• improving personal autonomy;
• reducing stereotypes
• stimulating psycho-motor skills
The results obtained throughout the time
belong to communicative, relational, senso-motor,
cognitive and behavioral aspects. The therapeutic
approach validity is ensured by the constant
presence of a specialy trained psychologist and
supervising therapists. Regular meetings, their
duration and the choice of some suitably aquatic
spaces meant to help the child’s integratiom, are
essential elements in the child’s treatment and
development.
The importance of the multi-systemic water
approach
Multisystemic water therapy assesses and
adjusts the child's various functional systems such
as the relational, the cognitive, behavioral,
emotional, senso-motor and motivational. The
relational system is activated primarily by this
water therapy consistently following other systems.
The therapist assesses how closelt to interact with
the child by observing postures, how they interact
with the environment and with others and the
avoidance of eye contact. Water is the "relational
activator" that pushes the child to first seek contact
with the therapist. When in the water, the child
instinctively clings to the therapist, who knows to
turn this dependence into a positive one, full of
relational meanings. The therapist becomes a
reference figure and a successively safe base for the
child from which yjhe child goes to explore the
world, relying on their own knowledge, and to
which they returns in difficult and dangerous times.
Adaptability to environment, stimulated by therapy,
involve cognitive activation. When in the pool, the
children prove important memory and attention
skills showing interest and preference for certain
activities and objects, they are cooperative with the
kinetotherapist requirements and manage to
perform simple tasks or exercises even through
verbal requirements. For example, some children
prepare their own swimming bag and an remember
where the equipment is, thus showing motivational
aspects related to the pleasure of going to the pool.
Moreover, the children remember where thei left
the objects they used, as well as their function, the
reference person (the therapist), they are
cooperative in simple games and activities already
done by imitating the therapist and even the whole
group in various activities. Multisystemic water
therapy, among other things, has a positiveeffect
over the behavioral aspect, as it activates a set of
behaviors which, with the help of the
kinetotherapist, are gradually becoming appropriate
to the context, enabling attenuation of possible
"behavioral problems".
The senso-motor system is also activated by
water and the stimuli that the therapist can face the
subject with in order to:
• learn to move in the new environment in a
continuous relationship with the therapist,
• facilitate coordination capabilities;
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FASCICLE XV ISSN – 1454 – 9832 - 2012
physical contact, increases the autistic child’s
potential and desire of experiencing emotional and
non aggressive exchanges. Yet, I want to stress the
fact that water activates those intense emotions that
range from joy to fear and motivate the child to
establish a meaningful relationship and push them
to seek support. The answer to the question "why to
adopt water multisystemic therapy?" the following
can be synthesized:
• it results in being an environment rich in
various stimuli, able to generate intense emotions,
such as joy, fear or anger;
• facilitate the process of maintaining
attention;
• facilitates the management of emotional
and communicative aspects (modeling emotional
responses and emotional content);
• facilitates the management of behavioral
disorders (aggression, stereotypes);
• increases eye contact;
• improves quality of sound;
• stimulates the desire to explore;
• favours social integration;
• stimulates
verbal
and
body
communication;
• improves the ability to feel and use their
own bodies;
• facilitates the recovery perceptive and
motor potential;
• facilitates rules understanding;
• stimulates the motor coordination ability;
• promotes increased self esteem when
autonomous aquired.
• motor and relational games; water
temperature which no other environment can
provide
According to Piaget, cognitive activities result
from interorization of the motor schemes: it is in in
water where the child can act on what Piaget called
"motor intelligence", characterized by the direct
action the child manifests on objects and which
becoming handled and known as a limited reality in
time and space. The first phase of motor
intelligence is dominated by a motor reflex activity,
an assimilation of the external reality sceme,
already naturally possessed, which creates the
transition from a purely biological to a primitive
psychological activity.
• in the second phase the child creates a
coordination of more perceptive and motor
schemes,
• in the third phase the child moves to get a
result and starts being intent to
• in the fourth stage the child uses the
known schemes and applies them in new contexts,
• in the fifth phase the child manages to
invent new solutions anticipating a still
imperceptible situation, which means that he is able
to represent himself in various situations.
The child passing all these stages reaches what
Piaget called "motor intelligence".
The importance of the water environment
The importance of the environment in
therapeutic
schemes
have
been
amply
demonstrated: a rich environment in many and
different stimuli represents an important recovery
means.
Water therapy develops in a natural
environment that takes the advantage of a constant
possibility of full social integration of children with
pervasive developmental disorders. A public
swimming pool enables recovery of the subject in a
natural context. Usually the autistic children
undergoing the early stages of therapy can and
should remain in the same environment and be
immediately integrated into a swimming school.
This allows us to check on the child, as well as on
the relational and cognitive capacites, represented
by other reference figures, in different contexts. It
is known that remedial treatment to children, by
providing them a cheer, playful atmosphere, bears
many important advantages. The family realizes the
child’s abilities and potential, noticing that in that
context the child is able to do, to understand, and to
be in the center of a relationship. The natural
environment provides motivational resources,
highly stimulating socially and relaţionally. Among
other things, the pool is by far a playful place: it is
much easier to play a game through interpersonal,
body and relational exchanges.
Water is easier to maintain and promote a
physical and emotional interaction: the ability to
appropriately relate to the therapist, even through
CONCLUSIONS
It can thus be said that using a well structured
kinetic program in a playful environment and
respecting the peculiarities of people with autism,
all these can lead to symptoms improvement and
degree of manifestation, but it should also be noted
that it should be a long term approach, developed
early. Returning to the issue of autism, we can say
that now we only know general things about
autism, but this does not mean that we can not do
anything to improve the lives of people affected by
this disorder. Indeed, we know that infantile autism
is a disorder with an early start, characterized by the
inability to initiate and develop social relationships,
to express interest and emotions, to use language
and communication and it is also associated with
the presence of stereotyped behavior, including a
restrictive and repetitive behavioral repertoire.
Children with autism have difficulty in
simplifying systems, forms, charts, scripts,
categories and they can not segment the
information units that carry meaning, for example,
they do not recognize the words in a sentence.
Therefore, they do not have enough knowledge to
organize ans perceive the environment, which is
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FASCICLE XV ISSN – 1454 – 9832 - 2012
relevant, socially speaking. Thus, the autistic child
survives, lost within the environment, with no
control over events, adapting with great difficult,
clinging as far as possible to soothing, repetitive
sensations, marking here and there tactile and
visual rhythms.
Regarding stereotypes (rocking back and forth,
jumping, spinning movements around the body
axis), these voluntary and foreseeable selfstimulations, are preferable to children because they
are calming and challenge their interests, they
reduce brain activity and avoid overloading.
Imitation is a critical skill in the development
of autistic children, which needs to be developed
since lifetime learning is based on the ability to
imitate. The ability to mimic has an effect on
learning inevery field, including social and
communication skills.
Therefore, in terms of diagnosis, it is good for
parents to take the child to the physician and this,
after examining the child, should immediately find
impairments in the development, if the child does
not babble, shows no facial expressions or gestures
by the age of 12 months, does not use simple words
(one word) up to the age of 16 months, if, by the
age of 18 months abnormalities in eye contact
occur, if there are problems in focusing attention,
imagination, play, nonverbal communication, if the
child does not spontaneously associate 2 words or if
social skills are lost at any age.
In conclusion, although there are various tests
and scales for the diagnosis, currently there is no
additional examination that allows making
conclusive diagnosis of infantile autism. No clinical
or laboratory examination proved evidence of the
characteristic signs of autism. It is obvious that the
diagnosis of autism has an impact on the whole life
and it is very difficult to determine which will be
the future skills of a child with autism.
These children's skills and adaptation to adult
life depend on the the child’s intelligence
coefficient, on the severity of symptoms, the age at
which specific educational programs start and the
consistency of these educational programs. Autism
treatment relies primarily on education. It must be
adapted to each person according to symptoms and
needs. It is generally accepted that autism treatment
usually lasts a lifetime. Therapeutic actions
themselves are numerous and diverse. In all cases it
is a prolonged treatment during a good part of
childhood and sometimes adolescence. If well
planned and implemented early in childhood, these
programs are effective in the long run. They will
help children aquire independent functioning skills,
the children will benefit from in all aspects of their
life. Autistic children who benefit from such
programs, later will need less intensive support.
BIBLIOGRAPHY
1. Hans Asperger: „Das psychisch abnorme
Kind“. In: Wiener Klinische Wochenzeitschrift. Jg.
51, 1938,
2. Hans
Asperger:
„Die
'Autistischen
Psychopathen' im Kindesalter“. In: Archiv für
Psychiatrie und Nervenkrankheiten. Bd. 117, 1944,.
3. Tony Attwood: Ein ganzes Leben mit dem
Asperger-Syndrom. Alle Fragen - alle Antworten.
TRIAS, Stuttgart 2008,
4. Sebastian Dern und Nicole Schuster:
Unterschätzte Außenseiter. În: Gehirn und Geist 78/2007.
5. Valerie L. Gaus: Cognitive-Behavioral
Therapy for Adult Asperger Syndrome (Guides to
Individual Evidence Base Treatment), 2007, (Für
Therapeuten
geschrieben,
aber
allgemeinverständlich)
Frith:
Autismus.
Ein
6. Uta
kognitionspsychologisches
Puzzle. Spektrum,
Heidelberg u.a. 1992,
7. Eric
Fombonne
u.a.:
„Pervasive
Developmental Disorders in Montreal, Quebec,
Canada:
Prevalence
and
Links
With
Immunizations“. În: Pediatrics. Vol. 118, Nr. 1,
8. Ole Sylvester Jørgensen: Asperger. Syndrom
zwischen Autismus und Normalität. Diagnostik und
Heilungschancen. Beltz, Weinheim und Basel
2002.
9. Leo Kanner: „Autistic Disturbances of
Affective Contact“. În: The Nervous Child, Vol. 2,
1943
10. Lorna Wing: „Asperger's syndrome. A clinical
account“. In: Psychological Medicine. Vol. 11,
1981, S. 115–129.
11. David Kirby: Evidence Of Harm, Mercury in
Vaccines And The Autism Epidemic: A Medical
Controversy, St. Martin's Press, New York, 2005.
12. Geir Bjørklund: Poster presented at the
conference "Evidence Based Assessment and
Intervention in Autism and Comorbid Disorders".
Cluj-Napoca:
Universitatea
Babes-Bolyai,
November 12-14, 2009.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
IMPROVING THE PREPARATION DRIVING THE HOCKEY
BEGINNERS, USING MOVEMENT GAMES
Gabriel GHEORGHIU
“Dunarea de Jos” University of Galati
Summary
Analysis of the results obtained hockey beginners to driving tests in ascertaining the experiment, showed
that in addition to evidence of the abdomen, held on 30 sec., Where subjects have investigated a number of
minor increases of 0.68 repetitions, to the proposed rates of FRHG, all other physical evidence indicates the
lowest results both from the national average and to the federal special rates. These results confirm the need for
a methodical intervention on specific physical aspect of hockey training beginners.
Key words: motility training, movement games, ice hockey.
INTRODUCTION
The experiment pedagogic base, were
tested a number of six samples of motility, who
finally were compared between the two groups,
experimental and control, or between initial testing
and final testing for every group in part, for the
analysis increases adjustments of main statistical
indicators used in this experiment.
- The training carried out on land or ice sports will
have
their
games
on
the
move;
- Training will have a well-defined structure,
obtained from the analysis of literary sources of
sociological inquiry and experience.
Week training cycle was structured sports
training factors
Such movement in the share game lesson
training will depend on the type of lesson.
1. Learning Lesson 10-20%.
2. Lesson of repeat-building 40-50%.
3. Lesson 50-60% improvement.
The six samples which have been driving
data contained in both groups have been the same
experiment for initial testing and final testing: jump
in length from the place, running speed of the 50
meters flat, choosing stroke of the place, abdominal
strength (flexi and extensive cramps up in the 30
seconds), mobility coxo- femural in the previous
plan sitting position, running the resistance flat
rolling up the lengths 600
Line unit is more detailed methodology for
the junior and senior. In the beginners there are
concrete ways of achieving goals, there is a
selection of specific means physical or technical
training conducted on land or ice. Finally there is at
this level, method or methods of preparing the
children start.
To this end we proposed an experimental
program in basic educational experiment shows:
- Application in sports training games of
movement, selected according to previous
classifications previous subsection;
Table indicators statistics for evidence driving
63
FASCICLE XV ISSN – 1454 – 9832 - 2012
Grupa
martor
T.I
x
S
m
Cv%
T.F
x
S
m
Cv %
t
p(0,05)=2.064
Grupa
experimentală
T.I
x
m
S
Cv%
Slpl
cm
161.36
9.669
1.934
5.992
162.8
9.469
1.893
5.816
0.532
>0.05
Slpl
cm
163.16
2.279
11.396
Vit 50m
secunde
9.075
0.788
0.157
8.680
8.9796
0.776
0.155
8.647
0.4322
>0.05
Vit 50m
secunde
8.941
0.114
0.570
Oina
metri
23.6
5.780
1.156
24.49
25.12
5.480
1.096
21.813
0.954
>0.05
Oina
metri
24.84
0.679
3.399
Abdomen
repetări
20.96
3.061
0.612
14.607
21.88
2.920
0.584
13.345
1.09
>0.05
Abdomen
repetări
22.12
0.545
2.728
Mobilit
cm
53.2
2.415
0.483
4.540
54.44
2.122
0.424
3.899
1.928
>0.05
Mobilit
cm
54.2
0.611
3.055
Rezist
secunde
140.92
4.873
0.974
3.458
139.64
4.545
0.909
3.254
0.960
>0.05
Rezist
secunde
142.72
3.867
19.335
6.9851
6.3766
13.685
12.333
5.636
13.548
x
170,8
8.63
25.9
23.9
56,4
139.5
S
9,29
0.51
2.25
1.98
3,208
14.11
m
Cv %
1,86
5.44
2.604
0.102
5.91
2.023
0.45
8.69
1.30
0.395
8.27
2.672
0,64
5,69
2,48
2.821
10.11
0.672
p(0.05)=2,064
<0.05
3.018
<0.05
=0.05
1.881
>0.05
>0.05
0.658
>0.05
<0.05
2.865
<0.05
<0.05
2.56
<0.05
>0.05
0.047
>0.05
T.F
t
t1
p(0.05)=2,064
Legend
“t” - It has been calculated between original and final indicators of each group
“t1” - It has been calculated between groups of customer’s indicators blank and experiment
"p"-is that of Fisher table to reach the significance of 0.05 in accordance with the sample investigated;
They calculated the indices and "t" "t1", to
present a detailed analysis of the results recorded in
determine the significance increases adjustments
samples testing of the six to appreciation level of
between the two groups or between the two tests.
physical training beginners hockey employed in the
The threshold of significance of 0.05 was taken
pedagogic experiment basis.
from his table and Fisher is 2,064 Still we will
Evolution coefficient of significance t and t1, driving in tests
64
FASCICLE XV ISSN – 1454 – 9832 - 2012
FINAL CONCLUSION on driving
samples show generally increases adjustments to
both groups participating in experiment, larger for
experimental group. The trials of experimental
group likewise indicates increases value greater
than group witness, values the most significant
infrastructure group them experiment to test
samples of the length of the jump seat, speed 50 flat
rolling up the lengths, mobility coxo- femural and
the test of strength abdominal carried out in 30
seconds.
The results will be explained by the fact
that these qualities driving, with a significant
growth I, as opinions specialists: Cârstea G.,
(1993), Dumitru Colibaba Evuleţ şi Ioan Bota,
(1998), BompaT.O., (2001), Dragnea A.C ,MateTeodorescu S., (2002), the most for the
development of their at the age of 9-11 years.
On the test of strength and detenta (force
speed) for arms, he knows that time is opportune
for their development around age of 13-14.
Games to move applied years within the
pedagogic experiment basis, showed a positive
impact significant physical samples tested for the
majority.
Such games can be concluded that the movement
used, with specific content or on the ice, can be
applied with success in the sports training
conducted by land or on the ice, the level of
incepatorilor age 9 to 11 years.
Regarding the results indicate the driving of
the two groups obtained in the basic educational
experiment, we see increases higher values for the
experimental group, both in initial testing and final
testing and compared with the control group at final
testing (p < 0.05). Outcomes are due to positive
transfer phenomenon driving qualities in the
application of movement in preparation hockey
games beginning in the experimental group.
REFERENCES
1. BELMONTE V. - Dynamics of Tactical
Components- Canada, Ltd, 1994.
2. BUKAC L., SAFARIK K. - Obrana v lednim
hokeji.- Olympia.- Praha, 1971
3. HORSCHY L. - Trenink ledniho hokeje. –
Ed.Olimpia.-Praha, 1977.
4. KOSTKA V., WOHL P., KOLECTIV A. Treninkmladych hokejistu, - Ed. Olimpia - Praha,
CSTV, 1979.
5. CRIHAN V. Hochei pe gheaţă. – Editura
Sport-Turism.- Bucureşti, 1982
6. CRIHAN V. - Hochei pregătirea copiilor şi
juniorilor.- Editura Sport-Turism.- Bucureşti,1977.
THE OPTIMISATION OF THE PROCESS CONCERNING THE
ACCURATE ACQUISITION OF ICE-SKATING SPECIFIC
MOVEMENTS THROUGH MOTRIC GAMES
Gabriel GHEORGHIU
Summary
If sportsmen assume a correct execution of specific ice-skating movements used in hockey, this will
allow further development and improvement regarding this sport. The greatness and technical skill in hockey
are, in the end, subject to speed, skill and safety when slipping on ice. Success in learning and perfecting this
sport resides in performing a large number of exercises and repetitions.
Keywords: the coach’s role, amateur ice-skating, motric games
INTRODUCTION
All training activity is closely related to
the correlation between effort and rest, through
which it is acted on the child's body, prompting the
pace in progress.
For training lessons to be effective, the
volume of effort must influence positively the
child’s physical development, from both a
physiological and anatomical point of view.
Training lessons whose effort volume is not
appropriate, does not contribute to the formation or
strengthening both the motor skills and physical
qualities, therefore it does not reach their goal. For
making a certain amount of effort, certain energy
consumption is required, and the body’s recovery is
achieved by rest. Fatigue is a normal physiological
phenomenon. Rest is equally important for children
as effort, it is the condition needed to restore the
exercising capacity.
A correct assessment of the relationship
between effort and rest, together with a good
distribution of effort both during lessons and after
their completion, and during a whole series of
lessons, is a major problem of the coach’s work
with children.
The elements on which the adjustment of
effort is made during the lesson are primarily the
volume and the intensity of effort.
The beginners’ training lessons take
volume as a basic element in order to adjust effort.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Intensity plays a greater role in this adjustment
period in order to improve motor skills, technique,
when one urgently needs to increase the exercising
capacity in a specific regime. During this period the
relationship between intensity and volume is in
favor of intensity.
Modern methodology requires that the
developmental stages of psychic quality are to be
taken into account when it comes to training, and
the means that are to be used will be adapted to the
several of their stages (Epuran M. 1982). Training
lessons at a young age will be characterized by
simplicity, variety, and attractiveness. In this sense,
they are not to be loaded with too many exercises
and new elements. Games will be held after simple
rules, and must always be accessible in order to
attract children to move.
The coach must act with pedagogical tact,
to be understanding, and to permanently encourage
beginners to leave aside their shyness (common at
this age), their fear of action (caused by any failure
on the ice, by a hit with the puck or the stick, or as
a result of incorrect executions).
Some important features of the training
lessons are: showing understanding, honesty,
optimism and good humor. "Children will be
treated with love, without making concessions to
them, in order not to diminish the authority of the
coach and affect work discipline. By increasing the
requirement level of coaches, they educate the
children’s self-control and devotement regarding
training lessons", a statement that was made by
Virgil Crihan (1977).
The training curriculum for beginners
requires a systematic learning process of the
fundamental elements in the ice-skating school.
A good organization of lessons, an
efficient and attractive use of resources, together
with strong teaching and training principles, all
these ensure achieving the desired results. The
training and education of children involves a
complex, systematic, continuous and also creative
activity, which is therefore able to provide technical
and tactical knowledge necessary in sports, as well
as the acquisition of high moral qualities and will.
In this process the role of the coach ought to be
stressed, since it is crucial regarding the future
performance of young ice hockey players. The
results of the coaches’ work with children and
youth collectives depend primarily on how they
intend to organize their own work of screening,
selection and then attract children towards that
sport. Experience has shown that for this purpose
the coach or teacher must be prepared to be selfsustained with patience and professional and
pedagogical skills.
The training and education methods used
in preparing children will then be chosen to match
the physical and intellectual capacities of the group
in training and permanent development. The
pedagogical skills and abilities of the coach mean
also to act promptly and effectively in different
situations, combining exigency with understanding.
When organizing the training lessons, the
coach must not forget that the child’s thinking
ability does not develop independently from their
emotions, feelings, desires, movements and actions.
Also, the rate of accumulation of knowledge,
training concepts, skills and driving habits vary
from one child to another, and this aspect requires
an individualized tracking of the evolution of the
complex development of the child.
The formation and consolidation of motor
skills is achieved by multiple simple exercises, with
and without object of game, in pairs and in groups,
a fact actually recorded by many authors.
Communication and the motivation of actions are
essential in working with beginners.
Children are generally interested in what
they are instructed to do. They can be asked about
the main points of exposure, to keep their attention
awake and to reinforce the words previously
uttered. The indications given must be precise, they
must be exposed practically and fast, so as not to
affect the execution time.
Resolving disagreements between children
contributes to strengthening discipline and increase
attention. Repeating advice to children is
sometimes necessary. With disobedient means of
admonition can be used. Correct proof is also
required. Explanation will always be accompanied
by demonstration. Execution errors must be
corrected immediately. If one or two children need
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FASCICLE XV ISSN – 1454 – 9832 - 2012
special corrections, it is better that they be made
separately (individually). Children that execute
correctly the exercise or the game dislike
interruption, and they are therefore tempted to
despise the weak. Individual observations are made
quickly, then those children are back in training.
Performing the explained exercises is mandatory.
Children tend to run on the light exercises,
neglecting the more difficult ones.
The repetition of exercises is crucial in
order to strengthen the learning process. A varied
repetition of the exercise avoids boredom.
Exercises as a game have the highest efficiency in
training. When children are asked to form teams,
the coach will interfere in order to create a balance
of the values required for the game to be attractive.
The exercises performed in the same place should
be permanently changed with those that are of
movement.
When it comes to physical training,
children and teenagers differ among themselves by
the type of nerve activity, by nature, by the
specifics of their physical constitution, and by the
development of different skills. All these determine
their different evolution in the course of organized
hockey activity.
As it was observed by the specialists in the
field, from all the factors of training, physical
training is what leads to the development of
physical skills in children and teenagers, increasing
their ability to work and leading to a harmonious
coordination of activities of all body systems and
equipment that are necessary in order to reach high
indices of speed, skill, strength and endurance.
Physical training is the basis on which the
technical skills of hockey players are developed.
During the game, the players that are stronger,
faster, more skilled, more resistant and, of course,
those that prove both technical and psychological
training are the ones that will win. The physical
qualities of the hockey players always triggers the
content of actions in a game, where the form is
given by the technique of the game that includes
those processes that express certain physical skills.
Effort during a training lesson and, of
course, that of an entire process of training will
change by varying the number of repetitions, the
execution rate, by increasing or shortening rest
breaks, and also by the degree of difficulty.
For groups of young age, 8-12 years, as a
means of physical training recommended by: Koski
V., (1975), Crihan V., (1982), Верхошанский IV
(1988), Никонов IV (2001), the following
exercises will be used:
∗
exercises without equipment and with
gymnastics machines (gymnastics bar, fixed bar,
goat, box, medicine ball exercises);
∗
combined obstacle courses of different
difficulty;
∗
speed runs, forward and backward, over
distances of 30 m, 40 m, 60 m;
∗
medium-distance runs - 400 m;
∗
crosses up to 800 m, on varied terrain;
∗
jumping with and without impetus (pent salt);
∗
squats, pushups, tractions;
∗
Relays and movement and preparation games,
taking into account that the element of competition
mobilizes children.
At this age great efforts are not
recommended, as they lead to the fatigue of the
nervous system, the reduction of the capacity of
effort and to overload, with detrimental effects on
the health and future development of the sportsman.
Basic elements of gymnastics and
acrobatics will be used from complementary sports
like athletics, swimming, football, rugby, with
hockey rules (using body-check) etc.
Specific physical preparation occupies an
important place in the multilateral training of
hockey players and aims to improve motor qualities
as required by the specialization. Specific physical
preparation is done to improve the technique and
tactics of the hockey game, developing speed,
agility, stamina and strength in the forms in which
they manifest themselves in the game. The coach
will try to develop the speed of movement, of
responsiveness and of execution, the endurance in a
speed regime, the strength and skill specific to the
ice hockey game according to departments and
positions.
As a general recommendation, we mention
the need to alternate strength exercises with the
flexibility and relaxation ones. In terms of physical
training on land there will be also used technical
elements of the game of hockey.
It should be emphasized that throughout
the learning and improving process, the physical
qualities overlap, thus the development of one of
them contributing to the development of the other,
and giving to each of them the importance it
deserves.
Highlighting the role and importance of
technical training on ice, skating is the support of
all technical properties and elements.
CONCLUSIONS
For an accurate learning of ice-skating,
one should start practicing this sport from an early
age, and from 8 years old onwards they can even
move along and learn the first elements of ice
hockey. The ice-skating specific to the hockey
game must be learned appropriately with the
hockey stick in hand according to the age of the
player, so as not to create bad habits. When
explaining and demonstrating each movement the
basic mechanism of each step should be
emphasized, in order to be well understood by the
player, according to Virgil Crihan (1982). During
the execution of various skating exercises, we can
67
FASCICLE XV ISSN – 1454 – 9832 - 2012
notice differences in performance, some players
showing very good executions, while others
performing with mistakes. Mistakes can be primary
and secondary. The main ones change the structure
of the basic movement, so they should be removed
carefully, while the secondary ones, although they
do not modify the exercises, they are still negative.
During training both primary and secondary
mistakes should be corrected, but firstly the major
ones, and during training we should also establish
the causes of the primary mistakes in order to be
permanently and efficiently removed.
1.
BELMONTE V. - Dynamics of Tactical
Components.- Canada ,Ltd, 1994.
2.
BUKAC L., SAFARIK K. - Obrana v
lednim hokeji.- Olympia.- Praha, 1971
3.
HORSCHY L. - Trenink ledniho hokeje. –
Ed.Olimpia.-Praha, 1977.
4.
KOSTKA V., WOHL P., KOLECTIV A. Treninkmladych hokejistu, - Ed. Olimpia.- Praha,
CSTV, 1979.
5.
CRIHAN V. Hochei pe gheaţă. – Editura
Sport-Turism.- Bucureşti, 1982
6.
CRIHAN V. - Hochei pregătirea copiilor şi
juniorilor.- Editura Sport-Turism.- Bucureşti,1977.
BIBLIOGRAPHY
METHODICAL ASPECTS FOR DEVELOPMENT OF COORDINATION
ABILITIES IN CHILDREN 8 – 10 YEARS, THROUGH SPECIFIC
TRAINING MEANS OF THE SOCCER GAME
Bogdan-Marius GROSU
University “Ştefan Cel Mare” Suceava
bogdang@usv.ro
Coordination abilities including the entire range of possibilities for expression of coordination, but also
for flexibility in the execution process of natural movements. They are conditioned by the ability to lead, to take
and develop motile skills based on the efficiency of the nervous system and muscular system. It manifests in all
movements and all levels of sports practice. The manifestation of the coordination skills is conditioned by
perceptual system ability to process, analyze and take decisions and to convey the nervous impulses to the
motility acting effectors and the capacity to realize the movements with more economy and harmony. They are
conditioned by the capacity to lead and to process data from the analyzers involved in movement and the
development of motile responses.
Keywords: coordination abilities, soccer, training
INTRODUCTION
The special literature of our country has no
recent research that reflects the importance of
coordination abilities education, as a support for
learning the game of soccer technique in children.
In our country, nor specialized federation,
nor private clubs (schools, academies for soccer)
nor in the educational institutions (LPS, CSS),
present programs with operational structures
designed to develop coordination abilities (general
coordination, segmentation, static and dynamic
balance, side orientation, ambidexterity, spacetemporal orientation, kinesiology, reaction speed,
repetition, anticipation, etc.), the optimal time for
their
development
and
psycho-intellectual,
emotional or cognitive (attention, thought,
imagination, memory) qualities, which can improve
athletic performance and beyond.
Coordination capabilities means a generic
and psycho-motor complex of skills involving
mainly the ability to quickly learn new moves, a
quick and efficient adaptation in various conditions,
specific to various types of activities, sometimes
restructuring the existing motile fundamentals.
The special literature of soccer game, and
of the other sport games, considers the capacities of
coordination as consisting of: learning capacity,
management and leading capacity and control of
movement and ability to adapt and transform the
motion.
MATERIAL - METHOD: in the
realization of the present research, the hypothesis
from which we started is the next one: the
characteristic coordination capacities of the soccer
game can be improved or developed by specific
training means.
The aim is to find and implement in the
training process these specific means leading to
improvement and coordination capacity.
In the view of probation of the hypothesis
from which it started to realize the present research,
coordinative capacities, characteristics of the soccer
game, an experiment was initiated following those
steps:
Choice of subject research subjects;
68
FASCICLE XV ISSN – 1454 – 9832 - 2012
Formation of experimental groups and a control
group;
Implementation process of training of the
experimental group, of some means, exercises,
which aims to develop coordination skills;
Selection and establishment of evaluation
methods and means;
Recording, analysis and interpretation of the
results obtained from the conducted research.
2
2
3
4
The research was conducted for 12 weeks,
from January 25 to April 27, 2012. The
experimental group benefited at each 20 minutes
training session, in which the proposed exercises
were practiced in the experiment process.
In this context, the research tries to find,
prove and to propose a way to test and assess the
coordination capacities.
Test no. Combination of jumps, landings, turns.
6
7
8
10
11
12
6
9
13
14
13
5
1. - Starting position, standing;
- Jump with the legs apart;
- Jump with twisting 90 degrees to the left and then
landing on the right foot;
4. - Backward jump and landing on the left leg;
- Backward jump and landing on both feet;
6. - Jump with the legs apart with twisting 90
degrees to the right side;
7. - Jump and coming back 180 degrees and landing
on both feet;
8. - Jump and landing on the left foot;
9. - Jump and landing on the right foot;
10. - Forward jump and landing on the right foot;
11. - Forward jump and landing on the left foot;
12. – Jump with twisting 90 degrees to the left side,
and miming hitting the ball with the head;
13. - Jump with twisting 90 degrees and landing to
the right side, with the legs apart;
14. - Forward jump and landing on both feet.
Performance evaluation route will be as follows:
10 points → correct execution of all the 14
movements;
9 points → correct execution of 13 movements;
7 points correct execution of 9 movements;
2 points correct execution of 6 movements;
- 1 point → the execution of 5 correct movements
or less.
Test no. - Juggling of the ball respecting
the following rule: the ball can be hit by any
modality, but not more than two consecutive times
with the same body part. For example, the ball
cannot be hit three times with shoe lace of the foot,
it can be hit twice with the shoe lace and then with
the outside of the foot, the inside of the foot or the
heel of the same foot or after two repeated head
blows, the process of hitting the ball must be
changed. It will account for the correct number of
the touches which were made.
Test no. Walking in balance on a bar with
a diameter of 10 centimeters and 20 meters long;
eachmeters traveled are equivalent to 1 point, so the
player who goes through all 20 meters, will
accumulate 10 points and will get noted with10.
Test no. Leading the ball as follows:
1 -Leading the ball with the shoe lace of
the right foot;
2 - Avoiding the pole with the outside of
the left foot;
3 – Leading the ball with the shoe lace of
the left foot;
4 - Bypassing the pole with the outside of
the right foot;
5 - Keeping the ball between the feet three short jumps;
6 – Leading the ball with the plantar side
of the right foot;
7 – Leading the ball with the plantar side
of the left foot;
8 – Leading the ball among the four poles;
9 - Stopping the ball;
10 - Shot to goal.
Test is performed against the clock, but the
emphasis is on accurate technical execution of each
technique, the time course under pressure flow. Of
course, the failure of a technical process means
repeating of the test. The timer starts at the first
movement of the player and the execution is
stopped when he shots on goal. It is unrated with
one second the shot which did not went in the goal
area.
Test no. - Sprint followed by performing a
pass or a shot to goal as follows: the ball is placed
perpendicular on the goal, to the line of 9 meters.
The player makes a sprint 10 meters and performs
the pass or shot at the teacher command, as follows:
If the teacher calls out: RED, the player
performs a pass to a fixed point, with the left foot to
the right side;
If the teacher calls out: BLUE, the player
performs a shot to goal;
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The students should walk and be attentive to the
coach who tells them what color should hit. The
same exercise but against the wall; trying to hit the
inside of the circle and the color told by coach.
Working in pairs:
Throw the ball and catching the ball in pairs (range
7-8 m).
Throw the ball from a player to another, and catch
of the ball (distance 7-8 m).
The move of the players in different directions, and
hitting the ball on the ground with the palm.
Two opposite lateral displacement by step added
By twos, facing each other, in lateral
displacement, with added steps and running the
entire length of the field passing the ball.
By twos, facing each other, two steps away with
running cross court passing the ball the full length.
Jogging with a partner (one behind the other, the
other one is with the back toward the direction) passing and catching the ball with one hand
(change places).
The student is facing the wall 2 m away. The
teacher, behind him, throws the ball to the wall and
rise the hand with which must caught the ball, then
kicked with the foot.
By fours, one behind the other with the legs
apart: the first child has two balls in the hand throw a ball over the head, the second one catches
the ball and passes through the third, who throw it
over the head, and then the fourth catches the ball.
On the same route the second ball reaches from the
first child. Last child gained two balls. At the clap
of the palms performs a jump with a come back of
180 degrees. The fourth is the first. With the two
balls in the hands of the first student who provides
a twist to the right side, the second – twisting to the
left side, the third – twisting to the left side, passing
to the fourth; the fourth is taking now performing a
twist of 180 degrees to the right side (and
backward).
Jumping and maintaining the dynamic equilibrium
at the elastic net jumps.
Jump with the feet apart in the air, and return.
Jump with the feet apart forward and backward
in the air, and return.
Jump with the knees to chest and return.
Vertically jumps from the elastic net jump, with
two balls in hand.
Vertically jumps from the elastic net jumps,
sending up the balls, catching and landing in the
elastic net jumps.
Vertically jump from the elastic net jumps,
sending the balls from the right side and the left
side in the drawn circles on the training wall.
Vertically jumps with twist and landing on the
elastic net jumps with two balls, one in the right
hand and one in the left hand.
Vertically jumps on the elastic net jumps and
hitting a bigger sponge ball with the right hand and
the left hand to the coach direction.
If the teacher calls out: YELLOW, the player
performs a pass to a fixed point with the right foot
to the left side.
The teacher gives the command when the
player comes close to the ball. Each player will run
the test three times. Will be given one point for
each correct execution and will gather points made
by each player individually.
METHODS AND MEANS USED IN THE
TRAINING
PROCESS
OF
THE
EXPERIMENTAL GROUP
In the process of training of the experimental
group will be included the following exercises:
Beat the ball on the ground with the right hand and
with the left hand.
Keeping the ball on the palm and on the dorsal side
of the hand (double);
Beating the ball on the floor with the palm and
with the dorsal side of the hand (standing and
walking);
Pass the ball under the foot and grip with the left
foot. Runs and vice versa.
Draw lines walking with two balls on the palm (on
one side and on the other side).
The same exercise is carried out and jogging (used
to fix the reference points of the field).
Throw the ball with the right hand, vertically, at a
distance of 2 to 3 meters height, and catching with
the same hand. The same exercise with the left
hand.
Launch the ball vertically, with the left hand and
the right hand grip (walking and then running).
Launch the ball vertically with the left hand,
making a pirouette and catch the ball with the right
hand.
Running with the back forward direction, stop
throwing the ball vertically - pirouette and catch
with the other hand.
Throw the ball to the fixed point at a distance of 78 m from the target.
Movement of the athletes in different directions
and hitting the ball on the ground with the palm
(this exercise can be done, and at the sonic or
auditory signals).
Facing the wall at a distance of 2 meters:
-launches with the right hand and grip with the right
hand;
-5 launches with the left hand and grip with the left
hand;
-5 launches with the right hand and grip with the
left hand;
-5 launches with the left hand and grip with the
right hand;
The same exercise but with a partner using one or
two balls:
Facing the wall at a distance of 2 meters: on
the wall surface are drawn circles of different colors
(targets), and students must hit with a ball the
inside of the circle and so they accumulate points.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
must sprint to the left side, the player from the right
side must touch the one on the left side. The
direction to be followed may be indicated in several
ways – sound signal, audible signal, to attempt
confusing (teacher calls the left side, but shows the
hand toward the right side, in an effort to confuse
the players);
Facing each other, at a distance of 3-4 meters,
passing the ball in the air, from two, three or four
obligatory touches.
Facing each other, jumping on the same spot;
one of the players leads the game, indicating the
change of the jumping rule; the other player must
immediately adapt to the required change.
Facing each other, at a distance of 10 meters,
passing the ball, the ball thrown by teammate
through a procedure named by the one who throws
the ball (with the flat, the head, with the lace, with
the head from a plunge, with the outside, etc..).
passing down the ball, but before passing the player
must perform a feint.
Facing each other at a distance of 20 meters,
passing down the ball, taking over and passing the
ball by performing with the clumsy foot, or taking
over the ball, with the handy foot, passing with the
clumsy foot;
passing down the ball, to shorten the time between
takings over and passes;
Passes in two, while moving and shooting the
ball at the goal at the audible signal; after the
audible signal the ball must immediately be shot on
goal, and in any position, the players are not
allowed to perform more than one touch.
Team games:
Three teams; the winner stays on the field; the
teams pass the ball with the hand and to win must
perform15 consecutive passes without the opponent
to touch the ball; the player who keep the ball is not
allowed to run with the ball in hand, he only can
take three steps, before passing. Indications: the
players should be encouraged to use different
methods of passing the ball but at the same time
they must be careful not to mistake the pass, and
the same exercise can be played by the rules of the
soccer game.
Bilateral game, at two goals; over the entire
surface of the field there are medicinal balls of
different sizes, players will have to be careful while
running, the lanes that they pass, to adapt the used
techniques, and to predict the development of the
game actions.
Bilateral game, at two goals; the teacher
indicates to each player a maximum number of
touches that they can make during the game (a
single touch, two, three or four touches).
Bilateral game, at two goals; the players are
allowed to use only the clumsy foot.
With two tennis balls in hands (one on the right
hand, another on the left hand), the child performs a
jump in the elastic net jumps, and at landing he/she
sends the balls, one by one, in the drawn circles on
the training wall.
Athletes must hit (jumping in the elastic net
jumps) the drawn target on the wall training (the
ball is sent to the target with each hand, then with
both hands).
Jumps at the elastic net jumps maintaining and
making doubles.
Jump from the elastic net jumps and hitting of
the ball which was sent by the coach (from the right
side and from the left side).
Juggling the ball on the following models:
Juggling the ball only with the right foot / left;
Juggling the ball with both feet alternately;
Juggling the ball including the hitting of the ball
with the outside, the inside or the heel foot;
Juggling the ball on this route: the foot, the head,
the thigh and taking back
Juggling the ball in limited and noisy spaces.
Applied technical routes, individually performed
by the following models:
Running, alternative jumps on the left side –
right side on both feet, rolling forward from the
squat position in the squat position, walking on the
upside down gym bench;
Walking backwards, turning and running with
the added step in the direction indicated by the
teacher when turning back;
Running, jumping to the left – to the right, on
one or both legs in circles placed at different
distances on the ground, use of the imagination to
travel as quickly as possible the route;
Walking with the arms outstretched above the
head, 180 degrees jump back, carrying a medicine
ball and went on the gym bench upside down,
throwing the medicine ball in the direction
indicated by the teacher by sound or visual signals,
turning back and running backwards.
Exercises performed in pairs:
Standing facing each other, the performing of
movements in the mirror, at first slowly, then ever
faster;
A player leads the ball slowly, across the land,
and the partner must follow standing very close
behind him; at the signal the player who leads the
ball suddenly, increases the rhythm, and for 15
seconds trying to escape from the back side partner
through the changes of rhythm, changes of
direction, feints; after 15 seconds switch roles.
Note: the exercise is very tiring; it should not be
repeated more than twice consecutively.
The players run side by side (the distance
between them is about one meter) while jumping
over a barrier (a little fence) at which moment the
teacher was in front of them, to indicate the
direction to the left side or to the right side. If the
teacher has indicated the left side, both players
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Test no. 1 – At the initial testing, the
arithmetic mean of the control group was 6.75
points and the arithmetic mean of the results of
experimental group was 6.37 points. At the
intermediate testing the arithmetic mean of the
results achieved by the entire control group was
6.75 points, and the arithmetic mean of the
experimental group was 7.37 points. The progress
achieved by the control group is 0.25 points, and
the progress achieved by the experimental group is
2.5 points. The difference in progress between the
two groups is 2.25, which is illustrated in the chart
below. It is premature to conclude, however, test
results show the effectiveness of methods and the
used means in the experimental group training.
Bilateral game, on a reduced playing field or at
the smaller goals than their normal dimensions.
“Miuţa” in the gym, barefoot, the game takes
place on the mattresses; (“Miuta”- is a Romanian
name for a kind of mini-soccer game, which takes
place on a reduced surface, and a smaller goals;
there is a lot of entertaining because of the speed of
the game)
Bilateral game in numerical inferiority or
superiority;
Bilateral game with other than a soccer ball
(handball ball, sponge ball, ball of foot-sall, etc.).
DATA
ANALYSIS
INTERPRETATION
AND
Test no. 2 –At the initial testing, the
points, and the arithmetic mean of the results of
experimental group was 20.62 points. At
intermediate testing the arithmetic mean of the
results achieved by the control group was still 21,
and the arithmetic mean of the experimental group
was 21.25 points. The progress achieved by the
control group is 1.12 points, and the progress of the
experimental group is 4.13 points. The difference in
progress between the two groups is 3.01 points,
which is illustrated in the chart below. The results
show an improvement in both groups, and the
players' progress is visibly higher in the
experimental group. In this case we can say that the
methods and means used in preparing the
experimental group achieved their goal. The charts
also show the results to the three tests:
Test no. 3 - At the initial testing, the
points, and the arithmetic mean of the results of
experimental group was 6.62 points. At
intermediate test results achieved by the arithmetic
mean of control group was 6.87 points and the
arithmetic mean of the experimental group was
7.75 points. The progress achieved by the control
group is 0.37 points. In the case of the experimental
group it was revealed a greater improvement in the
intermediate testing, which makes us believe that
the result may be accidental. Also, the proposed test
is not specific to the soccer game. It is true that
tests the balance of the players, so may be included
under coordinative qualities, but considers that this
test might be more adapted to the characteristics of
the soccer game.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Test no. 4 – The test in made against the
clock, but the accent is on the accuracy of the
technical executive of each technical process, of
couse under the pressure of the leakage time. So,
the failure of a technical procedure leads to the
retake of the test. The timer starts at the player's
first move and it is stopped at the moment of
sending the ball to the gate.
At the initial testing, the arithmetic mean
of the control group was 28,5″, and the arithmetic
mean of the results of experimental group was
28,25″. At intermediate test results achieved by the
arithmetic mean of control group was also 28,37″,
and the arithmetic mean of the experimental group
was 27,12″. The progress achieved by the control
group is 0,25″, and the progress achieved by the
experimental group is 2,13″. The difference of
progress between the two groups is 1,88″, fact
illustrated in the bellow graphic. The progress of
the experimental group is constantly, this showing
the effectiveness of the proposed and methods and
means implemented in the training process of the
experimental group.
Test no. 5 – At the initial testing, the
arithmetic mean of the control group was 1,5
puncte, and the arithmetic mean of the results of
experimental group was 1,37 points. At
intermediate test results achieved by the arithmetic
mean of control group was also 1,5 points, and the
arithmetic mean of the experimental group was
1,87 points. The progress achieved by the control
group is 0,12 points, and the final progress recorded
by the experimental group is 1,13 points. The
difference of progress between the two groups is
1,01 puncte, fact illustrated in the bellow graphic:
As a result of the research and of the
partial made experiment, we can conclude:
Looking at the term coordinative abilities
and its definition, the literature is poor and the
authors and the specialists did not reach a common
point of view on this thing. It is a sure thing that the
term is used on plural and it includes the following
aspects:
The ability to combine movements allows
the establisment of the connections between the
automated motric skills, among the elements and
the technical processes that are specific to the
football game.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The ability to combine movements
includes also the segmental coordination,
particularly the coordonation arms – feet – trunk
and ambidextrous.
The ability of spatio-temporal orientation
allows the change of position and body movement
in space and time, in any particular field of action.
The ability of orientation plays an important role in
sportive games, in which the sportive has to adapt
permanently his executions depending on the
teammates and opponents.
The ability of kinesthetic differentiation
allows a fine control, differentiated of the dynamic,
temporal and spatial parameters of the movement.
The ability of balance assumes mentaining
of the body in a certain stable possition and its
rebalancing after displacements and stress - strokes.
In maintaining balance, the vestibular analyzer’s
role is critical.
The ability of reaction requires rapid
motric answers to various stimuli. There are: simple
forms – of reaction to the provided and known
signals; complex forms – where the stimuli are
unknown and the range of possible responses is
very wide.
The ability of transforming movements
allows that the main program of an action can be
adapted or changed, according to the unexpected
and completely unforeseen transformations of the
situation, and may even require an interruption of
the movement, thing that happens in dodging case.
It is closely related to the orientation and response
abilities.
As a result of the made experiment and of
the results’analysis, we can say that the paper’s
hypothesis, the coordinative abilities, specific to the
football game, can be improved or developed
through specific training, was partially confirmed.
The methods and means that were
implemented in the training process of the
experimental group were proved to be effective. We
consider that these methods and means can be
enriched and improved. Also, we consider that is
necessary their introduction in the training process
of children of 8-10 years, the benefic effects, that
they might cause in time being, probably,
significant.
BIBLIOGRAPHY
1. http://www.sportscience.ro/.../articole_conf_200
5_-_2.html
2. http://www.soccertrainer.fr/Guide_entrainement
_logiciel_football_organisation_seance_questce.ht
ml
3. http://www.soccertrainer.fr/Types_exercices_logiciel_football.html
4. http://www.soccertrainer.fr/Captures_logiciel_football_captures_sean
ce.html
5. http://www.soccertrainer.fr/Exemples_exercices
_logiciel_football_echauffement_exercices.html
6. http://www.settoretecnico.figc.it/documenti.asp
x?c=49
7. http://www.trainingwissen.dfb.de/index.php?id=509591
8. http://www.edamphora.fr/fr/products/detail/id/1817.html
PHYSICAL THERAPEUTIC INTERVENTION POSSIBILITIES
REGARDING PHYSICAL DEFICIENCY IN TEENAGERS
Anca IACOB
”Ștefan cel Mare” University of Suceava
anca.iacob@usv.ro
Abstract
With the implementation of the project: "Assessment of somatic, functional and movement potential of
the school population in Romania”, I collaborated with teachers from „Stefan cel Mare” National College in
order to perform somatoscopic examination of the students by filling in the registration on the state of overall
attitude of the body from project’s methodological guide. Analysing the obtained data, we proposed the
hypothesis that by introducing simple exercises to correct kyphosis in the links of the lesson, we can achieve a
decrease in vicious attitudes of students enrolled in the study. Thus, one of the three evaluated classes of ninth
was the experimental group of 31 students, while other students initially evaluated in number of 64 students, of
the other classes formed the control group. The experimental group followed a modified physical education
lesson plan, while control group followed the normal lesson plan. At the end of the semester, the results
demonstrated the effectiveness of the sports lesson plan adapted to physical deficiencies existing among students.
Keywords: physical deficiency, vicious attitude, exercise, physical education lesson
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FASCICLE XV ISSN – 1454 – 9832 - 2012
1. INTRODUCTION
Lately there can be seen an intense
concern for the prevention and correction of
existing physical deficiencies in children both from
parents and from physical therapists and even from
physical education teachers. The high frequency of
vicious attitudes among teenagers, and the large
number of people with a disharmonious body
development, prompted us to analyze this problem.
“Physical deficiencies are defined as
deviations from normal, in the form and functions
of the body, which disturb normal growth and
harmonious development of the body, changing
appearance, reducing skills and adaptation to
physical effort, reducing work capacity” (3).
Somatoscopic and anthropometric examination are
the starting point for detecting these physical
deficiencies and the level of physical growth in
children.
A modern physical education teacher must
know the differentiating characteristics of physical
deficiencies most common among students to take
the most appropriate conduct for these children. It’s
true that in most cases the physical education
teacher is overwhelmed, so some physical
deficiencies are either too complex or too
accentuated for the teacher to intervene in the
physical education lesson, but even in this situation,
the teacher must be able to differentiate between a
physical deficiency that he could be able to correct
in time with physical education and physical
deficiency that requires specialized consultation.
The knowledge of the physical
deficiencies characteristics by the physical
education teacher is very important as noticed in
due time, both vicious attitudes, and light and
medium deficiencies can be corrected and repaired
even during physical education lesson by doing
simple exercises. Ignoring these deficiencies
inevitably leads to their progression and
aggravation until it reaches the stage where
therapeutic conduct will be more complicated,
lengthy, and non-recoverable 100%.
The favoring causes for physical
deficiencies start from wrong eating, sleeping on
soft mattresses and in wrong postures, carrying out
daily activities, sports or other in inappropriate
conditions and so on. School also favors the
installation of vicious attitudes with the effort that
the student is being put through, especially students
medical exempted from physical education class,
causing fatigue and implicitly by adopting
involuntary relaxation positions (1). The large
number of physical deficiencies found in the
No.
1
2
3
school, as we shall see, is explained by a number of
medical exemptions, but also because during
physical education class the work is not being done
differentiated with students who need it.
During the 2011-2012 school’s year a
project of the Ministry of Education, Youth and
Sports was held in partnership with the National
University of Physical Education and Sports
Bucharest. The title of the project is "The
evaluation of somatic, functional and movement
potential of the school population in Romania",
aimed at "characterizing the somatic, functional and
movement potential of the school population and to
identify / establish the level of manifestation of the
components and interrelationships between them, in
different development cycles” (4). The focus was
on achieving a proper assessment of biometric
potential in the school population, and among
project’s targets were included: a national study on
the issue of motility and somatic-functional
potential
of
students,
the
creation
of
interdisciplinary research teams whose composition
includes university and preuniversity specialists,
creating a national database of information on
motility of the school population and creating a
necessary database for selection and orientation
required for professional sports (2). However,
although it wasn’t one of the main objectives of this
project, by assessing the global attitudes we were
able to record information on the physical
development of students and any possible
deficiencies or deficits attitudes of locomotors
system.
2.
For this study I worked in collaboration with
physical education teachers from the "Stefan cel
Mare" National College in Suceava. With the
implementation of the project: "Assessment of
somatic, functional and movement potential of the
school population in Romania”, I collaborated with
them in order to achieve somatoscopic examination
of the students by filling in the registration on the
state of overall attitude of the body from project’s
methodological guide. The study was conducted
between January and June 2012 on one fifth-grade
class and three ninth grade classes, on a total of 95
students, including 18 students from fifth grade and
77 ninth grade students. Students included in the
study were 45 girls and 50 boys.
Following the somatoscopic evaluation of the
students from these four classes, we obtained the
following data:
Table 1 Data presentation from initial somatoscopic assessment
Physical deficiency
5th grade
9th grade
Kyphosis
44,44%
32,46%
Lordosis
50%
23,37%
Scoliosis
33,33%
48,05%
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FASCICLE XV ISSN – 1454 – 9832 - 2012
4
5
6
7
Other deficiencies
No deficiency
Just one deficiency
More than one deficiency
38,88%
11,11%
44,44%
44,44%
44,15%
10%
46,75%
42,85%
Table 2 Statistic data after a survey in 1972 (3)
No.
Physical deficiency
Results in
percentage
1
No physical deficiency
15-25%
2
At least one physical deficiency
85-75%
3
Low grade deficiency
55-65%
4
Medium grade deficiency
10-15%
5
High grade deficiency
2-5%
If we compare the data presented in the
small steps but precise, so that from a percentage of
two tables above, we can see that in 4 decades
15 -25% of healthy and normally developed
instead of correcting the physical deficiencies
students in 1972, we reached at only 10-11% in
problem among students, it was emphasized, with
2012.
Graphic no.1 Presentation of data from 5th grade following initial somatoscopic assessment
Graphic no.2 Presentation of data from 9th grade following initial somatoscopic assessment
Table 3 Physical deficiencies presentation by gender
Gender
Students with at least one physical deficiency
9th grade
5th grade
Female
86,48%
100%
Male
90%
80%
Grafic no.3 Distribution in percentage of physical deficiencies by student gender
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Analysing the obtained data and de
physical education curriculum, we proposed the
hypothesis that by introducing simple exercises to
correct kyphosis in the links of the lesson, we can
achieve a decrease in vicious attitudes of students
enrolled in the study. Thus, one of the three
evaluated classes of ninth was the experimental
group of 31 students, while other students initially
evaluated in number of 64 students, of the other
classes formed the control group. The experimental
group performed physical education classes as
planned at the beginning of the school year, of
which were removed / reduced kyphotic attitude
favouring exercises such as rotating the arms
forward in the warming part or push-ups in the
development of strength quality, and were
introduced / emphasized kyphosis correction
exercises, focusing on back muscle tone, the upper
portion. Links on which there have been changes
were link third, the selective influence of
locomotors apparatus, link fourth, speed and
coordination development, and particularly sixth
link, force and resistance development. The
students in the experimental group were further
divided into two groups, the group with kyphotic
attitude, on which was applied the modified lesson
plan, and the group with no deficiency or other
physical deficiencies who have followed the plan
normal physical education classes plan as well as
the control group included in the experiment. The
aim was to demonstrate that we can work
individualized in physical education class according
to the needs of every type of student, as long as we
know very well the objectives pursued.
3. RESULTS AND DISCUSSIONS
At the end of the second semester we
reviewed the same students, both control group and
experimental group to compare results.
Table 4 The results in the experiment group
Students with kyphosis
Initial evaluation
41,93%
Final evaluation
9,67%
After applying corrective exercises in physical
education lesson, we have seen a significant
improvement in the experimental group regarding
kyphotic attitude of students, so at the beginning of
the second semester there were 13 students with
kyphosis, while in the end of the semester only 3
students of 31 showed signs of kyphosis.
Grafic no.4 Number of students with kyphosis expresses as a percentage in experiment group
Tabel 5 The results in control group
Students with Kyphosis
5th grade
9th grade
Initial evaluation
44,44%
26,08%
Final evaluation
44,44%
21,73%
especially in this period when the students have
In control group, in 5th grade, the
become addicted to the computer, thereby
percentages remained the same, which is
emphasizing kyphosis. In the ninth grade was a
concerning on the one hand; on the other hand, it’s
very slight improvement, to the extent that only 2
the proof the physical education lesson applied
of the 12 students who had at the initial assessment
generally, by genre and age group, is not sufficient,
kyphosis were able to correct their body posture.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Grafic no.5 Number of students with kyphosis expresses as a percentage in control group
4. CONCLUSIONS
Following the study conducted, we
observed, primarily, a disturbingly high percentage
in terms of poor physical development among
students of 5 th and 9th grade. Even more disturbing
is that the number of physical deficiencies in school
increased from 40 years ago. With the
modernization of society and the technological
explosion we are witnessing at present, we must
more than ever to focus on exercise.
Physical deficiencies are present in high
percentage both among girls and among boys, so
both sexes are equally affected.
Application of corrective exercise in
physical education lessons had a gratifying success,
10 students from 13 correcting their kyphosis. By
implementing some simple exercises, but the right
ones, we can intervene to correct the vicious
attitudes increasingly seen in young children of 810 years to teenagers of 15-17 years.
Choosing appropriate exercises according
to the objective we aim, we can correct light and
medium deficiencies even in physical education
classes, without changing the structure of the
lesson. Dividing the class into groups based on
present and predominant physical deficiencies, we
can work with each group depending on the
deficiency’s characteristics without interfering with
the physical education lesson plan. Thus students
with a type of deficiency learn from the beginning
what type of exercises to do and what kind of
movements to avoid, making them more conscious
of the vicious attitude they have, and can help to
correct it in their free time, especially through selfcorrection.
BIBLIOGRAPHY
1. Cordun Mariana, ”Postura corporală normală și
patologică”, Editura ANEFS București 1999;
2. Cordun Mariana, ”Kinetologie medicală”,
Editura Axa 1999;
3. Fozza Cristina-Ana, ”Corectarea deficiențelor
fizice ale elevilor – Îndrumar tehnic”, București
1972;
4. Ghid metodologic privind implementarea
proiectului ” Evaluarea potențialului somatic,
funcțional și motric al populației școlare din
România”, 2011;
5. Sbenghe Tudor, ” Kinetologie profilactică
terapeutică şi de recuperare”, Editura Medicală,
Bucureşti 1987;
STUDENT CUP 2012 – FROM UNIVERSITY COMPETITION TO
SPORTING EVENT
Teodora Mihaela ICONOMESCU
‘’Dunarea de Jos’’ University of Galati
ticonomescu@ugal.ro
Abstract
Romanian Student Sport Association (ASSR) organized in 2012 the first university competition of
basketball 3x3, Student Cup 2012, competition that was initially organized locally, then regionally and the finals
turned into a large-scale sporting event, being the co-organizer of Bucharest Streetball Weekend sporting event,
beside FIBA Europe.
In order to outline the differences between organizing a sporting competition and organizing a sporting
event, we made an analysis on competition management.
Key Words: competition, management, sporting event
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FASCICLE XV ISSN – 1454 – 9832 - 2012
d) competition management (organizing and
conducting);
e) taking athletes to a competition;
f) analysing the results (sports, organisational,
financial, etc.).
University Sport
benefits of an
organisation that beginning from professional sport
but which adapted the entire methodological issues
to the field-related specific requirements. Several
organizatorical elements were borrowed to a large
extend and also those form other sports subsystems.
We can mention here the massive import achieved
in the ”sports for everybody” competitive type. The
sporting events held at university level also display
to a large extent a nucleus of sporting events that
are specific to the university domain.
Another classification presents the
hierarchy of university competition types by the
professional sport model. This system with several
small particular-type adaptations meets the
requirements of the classical methodology of
organizing sports performance. According to the
type of organization and conducting a competition,
we can distinguish the following competitive
systems types at university level: elimination
tournament, accumulating points and qualifying by
place and ranking system.
Thus we distinguish the following types of
competition: formative and educative related type
(motivational,
training,
testing,
selecting,
promoting, modelling, trans-disciplinary etc.);
sporting-related
type
(achieving
certain
performance targets at school level); festive or
anniversary related type (being organized to
celebrate certain anniversary, commemorative,
awarding some personalities, events or institutions);
leisure competitions (involving young people in
practicing various sports; getting them used to do
physical exercises in an organized or independent
framework; promoting certain sport disciplines or
non-Olympic sports, both original and those that
enjoy popularity among young people).
Organizing a special sporting event must
be thoroughly elaborated in order to maintain the
interest of the participants, partners and sponsors
throughout its duration. The event should be
captivating, useful and funny so that its potential
participants are motivated to attend, partners are
satisfied with the competition quality and sponsors
are convinced by the promotional and
communicational potential provided by that
sporting event. So far we have explained the
meaning of the ”special event” or ”marketing
event” concept, we have presented the main
reasons for such an approach of sporting
competition and we have introduced the main types
of events.
In the following pages we intend to focus
on the place held by sporting competition compared
with other events and to analyse the way a
INTRODUCTION
Advocating for the statement that was
mentioned in the title requires a quasi exhaustive
understanding of the typological diversity and
dynamics of sports events types. Providing a wide
range of ‘’classical’’ sports activities and creating
sporting special events has turned into a real
challenge.
This is the reason why the scientific article
that tackles such a topic currently requires the
systematisation of the types of sporting
competitions that take place in universities. They
are classified into several main categories by the
common elements that characterize them or by the
principles according to which they are
differentiated. Such an attempt is almost always
subject to certain moral, organizatorical or
evolutive obsolescence. When embarking upon it, a
condensation of realities of university competitive
systems can be achieved, reality which may
undergo various changes in the future. Nevertheless
the systematisation of competitions is justified by
the need of ordering their typological multitude and
diversity at a certain historical time. Subsequent
changes can have as guide mark the past or the
present, thus new forms of organisation or
conducting a sports competition in universities may
emerge, meeting the requirements of the future
tendencies and orientation. It is difficult to settle the
boundaries of all types of sporting competitions.
The competition involves ”three main actors”
[Dragnea, 2000:108]:
• Creators of sports: athletes and coaches;
• consumers – those who do sports in their
free time for maintaining and keeping their body in
good shape; those who watch;
• colportors – former athletes, journalists,
presenters, sports managers.
The complexity and organisational dimension and
the social impact require an interdisciplinary
scientific support for competition.
The
motor
performance
and
sports
performance, sports training methodology and the
competition as the essential form of sports are
individually supported by theories thus ensuring the
multidisciplinary character of the sports science. On
the other hand the sports science and the
competition implicitly has an "integrative and
interdisciplinary" character, taking into account the
use of information from other sciences that are
approached from inside, theoretically and
practically, on the vertical side of the area with own
specialties.
The theory of sporting competition (idem
2000:104) refers to:
a) the essence and functions of competition;
b) competitive systems;
c) types of competitions;
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Sports, by the University and School Sports
Federation, National Authority of Sports and
Youth,
Romanian
Basketball
Federation,
International Basketball Federation Europe,
Romanian Football Federation and local partners.
Due to the support of local representatives,
basketball games were played among the 1486
teams registered on the site, in 23 Romanian
university centres. The best university team
qualified for all regional levels.
In organizing the sporting event, Student Cup
2012 ASSR managed to:
• Reunite 64 universities compared with 2011
when only 54 Romanian universities were reunited
• Involve more than 10.000 students in the
competition
• Enlist 1486 local basketball teams
• Gather more than 27.000 students in the
tribunes
• Enjoy the support of some important mass
media channels: Adevărul Holding, Digi Sport,
GSP, Gazeta Sporturilor, RTV, Realitatea TV,
TVR, PRO TV, KISS FM, Trilulilu
• Achieve a mass media plan of approximately
450.000 euro
• Have approximately 900 mass media
appearances
• Generate more than 1.300 hours of sport
• Gather more than 50 supporters of
championships from various domains
• Reunite for the first time all students
organizations in Romania
• Be supported by specialized federations –
FRB and FRF – and be acknowledged by
international federations – FIBA Europe and UEFA
• Have more than 100 000 page views on their
site with an average visit duration of 3’11’’
• Have on Facebook approximately 800 000
potential reach people
The final Football University National
Championship was organized in Iași – European
City of Sports – between 21 and 24 Mai. The best 8
teams were selected by playing in the zonal games
for the title. There were also present the Golden
Generation representatives who offered to the
public a high class exhibition match, playing
against the former players of Politehnica Iași.
The final Basketball University National
Championship 3x3 was part of the Bucharest
Streetball Weekend sporting event, organized by
Student Sport, Romanian Basketball Federation and
FIBA Europe. Those who love basketball joined
competitions such as Baby Tournament, High
school Tournament and Open Tournament, and the
organizers prepared the Press Cup, Companies Cup,
Women Cup, exhibition matches of celebrities
against professional players, contests, prizes and
entertainment.
university sporting competition can be organized as
an event that is challenged and controlled and
which are its pursued objectives or benefits as a
result of such an approach.
Romanian Student Sport Association
(ASSR)
Romanian Student Sport Association is a
non-profit, non-political organisation, that emerged
from the civil society and that aims at revitalizing
the university sports movement. It was created out
of the students’ wish to find an alternative to the
current unhealthy and sedentary lifestyle.
Student Sport indents to be:
• Mission – Student Sport aims at future
stimulating the universities to determine their
students to take an active part in the civil society by
attracting them to a tempting sporting experience.
• Vision – Student Sport – A better world
through sport!
• Values - People – we believe in ourselves,
we respect our partners and acknowledge the
importance of those who joined the project. We like
to be surrounded by people who are determined and
who have a positive impact on the society, people
that have plenty to share. Dedication – dreams
come true when we are passionate and invest in
those who believe in us. Responsibility – the
fundamental quality of every action we take.
Thus Student Sport was created, the association
that organized Universitas Football University
Championship in 2011. Why football? Because it is
the most popular sport in all Romanian universities
and the most appropriate sport to generate a
students’ movement. The positive feedback made
them believe even more in the project that
expanded and included this year the Basketball
Interuniversity National Championship - Student
Cup 2012.
The general view in organizing Student Cup
2012 sporting event of ASSR for the new
generation is to revitalize students mass movement,
sports development and attracting young people in
practicing a sports for its implicit benefits – health,
education, spirit of competition as opposed to other
dangers specific to their age – sedentary lifestyle,
alcohol, smoking, drugs.
The positive feedback of the first project, –
Universitas
2011
–
Football
University
Championship, had led a year later to the extension
of the competitive area by organizing two
championships at the same time, namely the
Basketball University National Championship 3x3
and Football University Championship. Moreover
Student Sport became the co-organizer of the
Bucharest Streetball Weekend sporting event beside
FIBA Europe and the Romanian Basketball
Federation.
The championships are organized nationally by
the Student Sport association in partnership with
the Minister of Education, Research, Youth and
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FASCICLE XV ISSN – 1454 – 9832 - 2012
ASSESSING THE MANAGEMENT OF
SPORTS COMPETITION - STUDENT CUP
2012
The sporting event due to its triggered
emotional potential and thanks to the possibility of
achieving some pursued objectives, has led to the
transformation of a sport competition into a major
sporting event. In order to evaluate this
transformation we took into account the assessment
of this sporting competition based on a SWOT
analysis.
The assessment of the management of sports
competition is achieved by analysing the degree of
objectives attainment, development and comparing
performance of athletes, coaches, all those involved
in this activity.
In order to assess the management of sports
competition Student Cup 2012 we used the SWOT
analysis. SWOT is an acronym for Strengths,
Weaknesses, Opportunities and Threats. The first
two refer to the organizing club (ASSR) and show
its position whereas the other two refer to the
environment and reveal its impact upon the
organizing club’s activity.
Strengths:
- elaborating the strategy for organizing the
Student Cup 2012 sporting event;
- controlling activities conducted for the Student
Cup 2012 sporting event;
- coordination of staff involved in o Student
Cup 2012 sporting event;
- ensuring the necessary budget for Student Cup
2012 sporting event;
- the audience interested in attaining such a
sporting event.
Weaknesses:
- rented rooms for conducting the sporting
event;
- insufficiently - equipped with material
resources;
- insufficient number of sponsors interested in
funding;
- lack of volunteers in conducting the sporting
event;
- imposing a certain number of athletes.
Opportunities:
- organizing exhibition shows for a better
promotion;
- involving local authorities (town hall) in
organizing the sporting event;
- involving mass media in promoting the
sporting event;
- promoting the major sporting disciplines football and basketball;
- involving professional athletes in organizing
and conducting the sporting event.
Threats:
- tendency of the professional athletes not to
participate in the sporting event, fear of injuries or
pressure from the club they activate in;
- the sporting event and the national sports
calendar may overlap;
- insufficient promotion in towns where the
local competition takes place.
- insufficient ASSR staff involved in organizing
and conducting the sporting event.
The management of a large-scale sports
competition like the one organized in Bucharest Student Cup 2012 contributes to the enhancement
of pursued objectives due to promoting the
competition, promoting certain sporting disciplines,
sprucing up the image of the organizing institutions
and of economic partners. A great emphasis was
laid on the arsenal of promoting techniques and
instruments provided by the intelligence of sporting
management which is rather generous. Considering
these aspects from the perspective of the emotional
identification potential which is sport-specific, we
can say that this sports competition ranked above
all the other promoted activities. Inducing the
public-desired reaction is a hard work that requires
significant skill and sensitivity. Technical
virtuosity, sporting competition, equipment, playful
character, background sounds, sporting and
organizing stages were used and combined in a
balanced way. The image valuing was supported
by organizing measures adapted to the original and
eye-catching specific-character of the sporting
competition. This aspect was achieved through
artistic programmes during breaks, scenography,
projecting specific images on huge screens by the
clever manipulation of the audience due to stage
direction and choreography, thus dividing the
desired level of emotional intensity.
The only issue that was negatively evaluated
within this sporting event was to ensure that all
imposed requirements for each and every discipline
were met. This aspect was made possibility through
the impartiality of the coaches involved in the
sporting event, who sometimes were not fair
favouring one side or the other. That is way we
suggest that in the future to involve in organizing
sporting events like Student Cup 2012, coaches
who are volunteers, who do not belong to any
organizing university or those who are involved in
professional sports.
The administration of mega or small-scale,
recreational or competitive sports programme in
every society requires human and material
resources. One of the challenges facing the
administration and development of sports at any
level and society is inadequate personnel or
manpower. The inadequacy of personnel needed for
any event or programme can be augmented through
the use of volunteers. Volunteers have become a
vital part of ensuring the efficiency of events
(Schuyler, 2008 quoted by Ifeanyichukwu Elendu,
Ogujiofor, 2012).
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FASCICLE XV ISSN – 1454 – 9832 - 2012
REFERENCES
Dragnea A., coordonator, Teoria educaţiei
fizice şi sportului.(ediţia I), Ed. Cartea Scolii,
Bucuresti, 2000.
2. Gratton, C., Taylor, P., Economics of Sport
and Recreation, E & FN Spon, London, 2000.
3. Mastermann G., Strategic Sports Event
Management, ButterWorth - Heinemann, Great
Britain, 2001.
4. Mihăilescu N., Management, marketing,
legislaţie în activitatea sportivă. Editura
Universităţii, Piteşti, 2006.
5. Moise, Z., Marketingul prin intermediul
târgurilor şi expoziţiilor, Editura All
Educaţional, Bucureşti, 1997.
6. Schäfer-Mehdi St., Organizarea evenimentelor,
Editura All, Bucureşti, 2008.
7. Vlăsceanu M., Organizaţiile şi cultura
organizării, Editura Trei, Bucureşti, 1999
8. Dumitru I., De la competiţie şcolară la
eveniment sportiv Universitatea „Al.I.Cuza”
Iaşi, http://www.scribd.com/doc/77391115/Dela-competi%C5%A3ie%C5%9Fcolar%C4%83-la-eveniment-sportiv
9. Dr. Ifeanyichukwu C. Elendu, Mr. Michael
Ogujiofor, Sport volunteerism as a tool for
effective
sports
administration
and
development in Nigeria, Academic Research
International, ISSN-L: 2223-9553, ISSN:
2223-9944, Vol. 2, No. 2, March 2012,
www.savap.org.pk, p393-399
10. http://studentsport.ro/
CONCLUSIONS
There is a continuing obligation, at least
moral to motivate students to practice physical
exercises regardless of their type. Most students are
amateur athletes and their main problem is the lack
of motivation due to the inaccessibility of winning
any sports title. In order to maintain their keen
interest and to be able to offer satisfactions on
personal level, the sports officials in schools should
see beyond the ”schoolyard”. In order to involve an
increasingly number of students in sporting life
they should take advantage of what the society can
offer concerning sports, and to turn these occasions
into sporting opportunities to improve those whose
character still undergoes changes as well as their
personal identity. Equally important, sporting
organizations beside MECTS, FSSU and ASSR
should develop original sporting programmes to
improve the relationships with potential financial
backers, aspect required by the chronic
underfunding of this sector. This new approach of
university sports from the action-event perspective
provides the possibility of inducing students a prosport behaviour, offering at the same time enough
space for displaying their creative and competitive
spirit. Organizing a competitive event in the abovementioned manner draws on additional funds for
staging original and attractive sports projects,
promoting less-known sporting disciplines and
achieving some organizing objectives regarding the
sport system.
1.
CONTRIBUTION REGARDING HANDBALL SELECTION USING
GRAPHICAL ANALYSIS METHOD
Ileana JURAVLE
‘’Stefan cel Mare’’ University of Suceava
ileanaj@usv.ro
Abstract
This paper highlights the evolution of sports performance that identifies through increasing motor
activities that are performed in new conditions and through athletes anticipation and reaction speed according
to game situations. In this study, we brought several important contributions in male handball athletes’ selection
process, applying graphical analysis for several test results assessing general and specific physical development.
Keywords: graphical analysis method, handball, selection process, junior III
INTRODUCTION
Sport is considered one of the most
dynamic social activities that has as its major
objective the improvement of the human being.
Regarding this aspect, different researchers
conducted permanent analysis and prognosis to
highlight its evolution trends (Dragnea, A.,
Teodorescu, S., M., 2002). Nowadays the
orientation and the initial selection process are very
important. A differential importance is given to
proper selection which is achieved according to
formative and performance models demands
(Colibaba, E., D., Bota, I., 1998).
As Balint mentioned in his paper, selection
is a systematic organized process that detects
children’s or juniors’ innate readiness, using a
complex system of criteria for practice and for
children’s further specialization in a sportive
discipline (Balint, E., 2006).
82
FASCICLE XV ISSN – 1454 – 9832 - 2012
subject’s mental and motor skills which is directed
by coaches’ competence, objectivity and judgment
(Orţănescu, C., 2002).
The active and continuous character of the
selection process is given by two different
directions: on the horizontal and on the vertical.
Vertical selection represents the evolution and
promotion from a batch to another, up to the top,
this process can be done in exigent and objectives
conditions. Horizontal selection aims to find
children with skills and qualities for a particular
sport.
Children’s and juniors handball selection
process represents an important factor in obtaining
high level of performance. Combined with other
important factors such as practical application of
science sports training, scientifically leadership for
the training process, existence of a competitive
timetable and also with a proper equipment base,
the selection process contribute to the increasing of
the national and international handball performance
(Balint, E., 2006).
Selection process is a continuous,
dynamic, active and evolutionary process related to
somatic and functional development of the
Fig. 1 Horizontal and vertical subject’s selection system (Balint, E., 2006)
Regarding the handball juniors III athletes
selection process, this is still horizontally
performed aimed primarily to continuous
improvement (quantitatively and qualitatively) of
the group composition. Juniors III vertical selection
is based on the selections principles and rules, the
process is carried out more rigorous, control
samples and promotion criteria being developed by
RHF (Romanian Handball Federation) and by
coaches. The inclusion of a player in this group is
made only if the player fulfills all requirements.
The aim of this study is to bring important
contribution regarding the optimization of selection
process for handball players using several tests that
are elaborated by the RHF. Those tests were
applied to a group of junior III male handball
players, the results being analyzed using the
graphical analysis method.
Graphic analysis method has two status
indicators: the group position comparing to the
group average and to the RHF data.
Based on some experimental results, this
study aims to determine the junior III handball
players motor development stage, taking into
consideration the parameters developed by RHF
regarding the application of several control tests.
Furthermore, applying graphical analysis of
players’ performance in the initial testing we want
to optimize the handball players’ selection process.
We assume that through graphical method
of results analysis we will solve some aspects of
handball players’ selection process and will bring
important contributions to its optimization.
This study involved 30 players, aged
between 12 and 14 years old, students of Sports
High School from Suceava, Romania. For the
subjects initial testing were applied a series of tests
developed by the RHF: speed running 30 meters,
fixed bar pull-ups, standing long jump, sit-ups in 30
seconds, the Cooper test, 5x30 flat, dribbling
through cones – 30 meters, shifting triangle,
handball throwing distance and tenfold jump.
These tests assess subjects’ general and
specific physical training.
MATERIAL AND METHOD
The methods included in this study are:
study literature, teaching observation, testing
method, statistical and mathematical method,
graphical representation method and graphical
method of analysis. The latter one includes two
status indicators of players’ performance: the group
position towards the group average and to RHF
standard data, indicators that divide the obtained
graph into four sections:
In the upper left quadrant will be
represented children results situated above group
average, but not enough for RHF standards;
Upper right quadrant represent children
results situated above group average and also equal
to RHF standards;
In the lower left quadrant will be
represented children results situated immediately
below the group average who failed to obtain the
RHF standards;
Lower right quadrant will represent
children results who failed to achieve the group
average any optimal outcome in any RHF given
test.
83
FASCICLE XV ISSN – 1454 – 9832 - 2012
Figure 2. Graphical analysis model (Raţă, E., 2007)
The table below represents players’ results for the 10 samples mentioned above.
Table 1. Results obtained after the tests were performed
Nr.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Name
Surename
P.G.
C.R.
M.A.
T.S.
G.A.
B.I.
T.O.
A.M.
J.I.
T.E.
C.C.
I.A.
P.A.
A.I.
U.C.
T.S.
R.O.
M.A.
S.A.
A.R.
M.M.
G.R.
P.O.
M.E.
O.I.
T.A.
R.C.
B.A.
C.D.
S.I.
AVERAGE
30m
(sec)
4”65
4”59
4”69
4”79
4”84
4”58
4”77
5”00
4”95
4”60
4”92
4”62
4”58
4”65
4”78
4”60
4”59
4”86
4”94
4”88
4”60
4”97
4”66
4”58
5”02
4”99
5”02
4”59
4”60
5”11
Pull - ups
(nr.)
8
9
7
7
6
9
7
4
6
9
5
8
9
8
7
8
9
7
7
6
9
5
7
9
4
8
4
9
9
4
SLJ
(cm)
200
210
195
198
193
210
194
168
187
210
185
193
210
195
193
210
210
180
184
179
210
176
183
210
170
198
167
210
210
166
UPS
30”
18
18
17
16
16
18
17
15
16
18
15
18
18
15
16
18
17
16
16
17
18
16
15
18
14
16
15
17
18
14
Cooper
Test
1953
2175
1995
1956
1965
2150
1970
1830
1991
2165
1903
1990
2180
1988
1960
2010
2075
1953
1910
1998
2110
1895
1989
2090
1800
1875
1802
2135
1950
1810
5X30m
(sec)
4”82
4”73
4”84
4”88
4”80
4”76
4”87
4,86
5”12
4”75
4”93
4”81
4”78
4”81
4”99
4”79
4”84
4”91
5”10
4”93
4”72
5”03
4”89
4”74
5”22
5”09
5”17
4”76
4”73
5”19
CD
(sec)
7”15
6”88
7”15
7”19
7”10
6”93
7”21
7”38
7”25
6”89
7”18
7”35
6”95
7”32
7”20
6”90
6”95
7”19
7”34
7”55
6”87
7”33
7”50
6”91
7”55
7”40
7”58
6”89
6”92
7”50
ST
(sec)
21”82
21”00
21”48
21”83
21”39
21”40
21”38
21”35
21”60
21”00
21”84
22”10
21”70
21”84
21”71
20”99
21”00
22”00
21”40
21”49
20”98
21”88
21”30
21”01
21”91
21”39
22”01
20”99
21”28
22”02
HTD
(m)
32,30
33,00
31,13
32,15
32,50
33,03
30,25
32,30
30,80
33,02
31,55
32,60
33,03
31,20
32,40
33,07
33,05
32,20
32,60
32,50
33,00
32,53
31,50
33,01
30,80
33,01
30,95
33,02
33,06
31,30
TJ
(m)
19,63
20,29
19,50
18,56
19,68
20,25
19,45
18,69
18,71
20,33
19,20
18,64
20,12
20,10
19,56
20,15
20,20
19,27
19,49
19,56
20,37
19,56
19,67
20,30
18,52
19,56
18,54
20,03
21,10
18,57
4,77
7,13
193
16,53
1985,77
4,90
7,19
21,54
32,23
19,55
1,31
110,21
0,15
0,24
0,40
0,86
0,63
18
20002200
4,7–
4,8
6,90
21
33
20 22
STDEV
0,17
1,74
15,0
1
RHF standards
4,60
9
210
Note: * 30m = Speed running 30 meters; Pull – ups = fixed bar pull-ups; SLJ = standing long jump; UPS = sit-ups
in 30 seconds; 5X30m = 5x30meters flat; CD = dribbling through cones - 30meters; ST = shifting triangle; HTD =
handball throwing distance; TJ = tenfold jump.
Given graphics representation we can
make an analysis of results obtained from initial
subjects’ tests, in order to classify future athletes as
it follows:
- Athletes who have achieved results above
group average and equal to RHF recommended
standards are placed in the upper right quadrant.
Those children are recommended for sport
performance.
- Upper left quadrant represent the athletes
that obtained results above group average but failed
to obtain the results given by RHF. Those athletes
will be tested in a further evaluation after a training
period to see if the sports performance is increased.
- The lower left quadrant represent athletes
who obtain lower results than the group average
value. We will follow their evolution during their
training period.
84
FASCICLE XV ISSN – 1454 – 9832 - 2012
- In the lower right quadrant are represented
athletes who failed to achieve results for sports
access. For these children we recommend the sport,
but not handball sport performance.
Figure 3. Graphical representation of Speed runing for 30 meters test
For the first test which is speed running for
results above group average, 33.3% had results just
30 meters, 33.3% of participants achieved the
below the group average and 4% obtained much
recommended values by FRH, 20% have achieved
lower
values
than
group
average
.
Figure 4. Graphical representation of Fixed bar pull-ups test
For the second test, 30% of subjects
obtained values immediately below group average
achieved the RHF recommended standards, 40%
and 13.4% have obtained very low results
have achieved results above group average, 16.6%
compared to the group average.
Figure 5. Graphical representation of Standing long jump test
33.3% of tested subjects achieved the
average, 26.7% obtained values below the group
recommended values by RHF for the standing long
average and 10% have obtained much lower values
jump test, 30% have achieved results above group
than the group average.
Figure 6. Graphical representation for Sit-ups in 30 seconds test
For sit-ups in 30 seconds test, 33.3% of
16.6% got close to the group average, and 6.7%
athletes have achieved the recommended values by
obtained very low results compared to group
FRH, 43.4% achieved results above group average,
average.
85
FASCICLE XV ISSN – 1454 – 9832 - 2012
Figure 7. Graphical representation of Cooper Test
For the 5th test (Cooper test), 10% of the
below the group average, and 20% have achieved
tested subjects achieved the RHF recommended
very low values compared to the group average and
values, 20% recorded values above the group
to the RHF indicated values.
average, 26.7% have obtained values immediately
Figure 8. Graphical representation of 5x30meters flat
For this test 30% of the subjects were
situated under the group average and the rest of
classified in the RHF indicated amount, 33.3%
13.4% achieved very low values.
achieved results above group average, 23.3% were
Figure 9. Graphical representation Dribbling through cones – 30meters test
For test no.7, only 16.7 percent of the
average, 30% were situated under the group
tested subjects were able to obtain the RHF
average and 16.7% registered very low values in
required values, 36.6% achieved above the group
comparison to the group average.
Figure 10. Graphical representation of Shifting triangle test
For Shifting triangle test, 20% of athletes
the group average. To this sample 16.6% of
achieved RHF indicated values, 36.7% achieved
subjects achieved very low results.
values above the group average and 26.7% under
86
FASCICLE XV ISSN – 1454 – 9832 - 2012
Figure 11. Graphical representation for Handball throwing distance test
For test no.9, 36.6% of the participants
group average and very low values were obtained
obtained RHF specified values, 26.7% achieved
for a percentage of 13.4 of subjects.
results above group average, 23.3% below the
Figure 12. Graphical representation for Tenfold jump test
performed the vertical selection. Also, this method
can be used to highlight the handball players
For the last applied test 36.6% of the
progress in order to select elite athletes, but also to
tested athletes obtained results indicated by FRH,
rank the subjects according to their performance on
23.4% achieved values higher than the group
a given sports test.
average, 16.6% were located immediately below
the group average and a rate of 23, 4 have achieved
very low values.
REFERENCES
1. Balint, E., (2006) – Bazele teoreticoCONCLUSIONS
metodice ale antrenamentului în jocul de handbal,
The above graphics highlights the results
Editura Universităţii Transilvania din Braşov;
achieved by each athlete for the proposed tests,
2. Balint, E., (2006) – Instruirea copiilor şi
according to the RHF standards, which reveal the
juniorilor în conţinutul jocului de handbal, Editura
general and specific physical training level for male
Universităţii Transilvania din Braşov;
handball players for the junior III category in order
3. Colibaba, E., D., Bota, I., (1998) – Jocurile
to achieve sports performance.
sportive – teorie şi metodică, Editura Aladin,
Through the graphical method of analysis
Bucureşti;
we identified athletes who fall into the RHF
4. Dragnea, A., Teodorescu, S., M., (2002),
standards, those who are close to them, but also
Teoria sportului, Editura FEST, Bucureşti;
those who must turn to other sports and work
5. Orţănescu, C., (2002) – Handbalul la copii,
harder to achieve performance.
Editura Universitaria Craiova;
This method can be repeated after a
6. Raţă, E., (2007), Prognozarea pregătirii
training period in order to highlight each athlete
psihomotrice a sportivelor de 14 -16 ani
progress and to give them the opportunity to enter
specializate în proba de 50m craul prin aplicarea
into the performance groups, in this way being
modelării matematice,Teză de doctorat, Chişinău.
87
FASCICLE XV ISSN – 1454 – 9832 - 2012
STUDY ON THE EFFICIENCY OF THE TEAMS PARTICIPATING IN
THE MEN'S HANDBALL EUROPEAN CHAMPIONSHIP
Florin-Valentin LEUCIUC
„Ştefan cel Mare” University of Suceava
florinl@usv.ro
Abstract
Studying the handball game efficiency is topical, this standig at the basis of an effective sports training
that ensures training and competition goals. The aim of the study is to determine the efficiency of teams
participating in European Men's Handball Championship in Serbia 2012. In analyzing the efficiency of the
handball teams in the 2012 Men’s European Championship there were used the observation method (direct
observation method by simply watching the matches) and the statistical-mathematical method, having as support
statistics provided by the organizers through websites of the competition. Based on these benchmarks I wanted to
see the evolution of these parameters during the last continental competition for national teams. In the study I
analyzed the following parameters: attack efficiency, shots efficiency and goalkeepers efficiency for teams
participating in the competition. As a result of this study we have outlined a few conclusions can be even trends
in the evolution of modern handball game: high speed game with a great number of quick actions, increasing
number of attacks by the teams, short attack times of the teams.
Keywords: efficiency, handball, male, European Championship
INTRODUCTION
Studying the handball game efficiency is
topical, this standig at the basis of an effective
sports training that ensures training and competition
goals.
The aim of the study is to determine the
efficiency of teams participating in European Men's
Handball Championship in Serbia 2012.
The data obtained can constitute indicators
outlining the evolution of the handball game and
the minimal criteria for attendance at a tournament
or getting a medal position, depending on each
team’s objective.
The competition was held from 15 to 29 of
January 2012 in four cities (Belgrade, Nis, Novi
Sad and Vrsac), there were played 47 matches
which set the final ranking tournament: Denmark,
Serbia, Croatia, Spain, FYR Macedonia, Slovenia,
Germany, Hungary, Poland, Iceland, France,
Sweden, Norway, Czech Republic, Russia,
Slovakia.
-
Efficiency of the whole team in attack: 60%
Backcourt: 40 – 45%
Wing: 55 – 60%
Central part of 6 m line: 60 – 65%
Counterattack: 70 – 75%
7 m shots: 75 – 80%
Attacks without shots: 15 – 20%
Goalkeepers: 35 – 40%
Based on these benchmarks I wanted to
see the evolution of these parameters during the last
continental competition for national teams.
In the study I analyzed the following
parameters: attack efficiency, shots efficiency and
goalkeepers efficiency for teams participating in the
competition.
Because the competition was attended by
16 teams, the statistical analysis was performed as
follows: places 1-4 (Denmark, Serbia, Croatia,
Spain), places 5-8 (FYR Macedonia, Slovenia,
Germany, Hungary), places 9-16 (Poland, Iceland,
France, Sweden, Norway, Czech Republic, Russia,
Slovakia), places 1-16.
The analysis of the attack efficiency was
made through the following indicators: the
efficiency in majority attack, the efficiency in
minority attack, the efficiency in positional attack,
fastbreak efficiency (individually and collectively),
the overall efficiency of the attack.
I mention that the first 4ranked teams
played each 8 matches, those ranked on 5th and 6th
positions played each 7 matches, teams ranked 7 –
12 played each 6 matches and the last 4 ranked
teams played each 3 matches.
The overall effectiveness of the attack for
all participating teams is 50% and the variations are
minimal, teams ranked 9-16 have an efficiency of
MATERIAL METHOD
In analyzing the efficiency of the handball
teams in the 2012 Men’s European Championship
there were used the observation method (direct
observation method by simply watching the
matches) and the statistical-mathematical method,
having as support statistics provided by the
organizers through websites of the competition
(http://www.ehf-euro.com/) and of the European
Handball Federation (www.eurohandball.com).
RESULTS AND DISCUSSIONS
Previous study mentioned in the special
literature presents data regarding the minimum
shots’efficiency (Taborsky F., 2001):
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FASCICLE XV ISSN – 1454 – 9832 - 2012
In positional attack there were completed
with goal 48% of the attacks, the teams ranked 9-16
(46%) having a lower efficiency.
The fastbreak efficiency was 65%; the
teams ranked 5-8 - 67% recorded an above –
average performance. In the case of the individual
counterattacks the efficiency was higher (76%) than
the collective ones (63%). About 12% of actions
(604 of 5054) were conducted on the fastbreak and
there were scored 394 goals of the 2508, almost
16% of the total scored goals (table 1).
49%. For other categories (places 1-4, places 5-8)
the efficiency is 50%.
In the case of the majority attack the
average efficiency for all participating teams is
60%. Teams ranked 1-4 had an efficiency of 60%,
those on 5-8 places of 56%, while for the places 916 the efficiency was of 63% (table 1).
For the minority attack the general
efficiency was 40%; for the first 4 ranked teams
this was 36%, for places 5-8 - 50%, and for the
teams ranked 9-16 - 41%.
Attacks
Place Team MP
1
2
3
DEN
SRB
CRO
8
8
8
G /
Att.
Minority
Fastbreak Individual
Team
Position Att.
Att.
Att.
FB
Fastbreak
G /
G /
G / Att. %
% G / Att. % G / Att. %
% G / Att. %
Att.
Att.
32/46
70
32/51 63 14/35 40 178/367 49 38/55 69 6/9 67
14/25
56
27/47 57 12/33 36 160/360 44 16/28 57 2/3 67
31/54
57
30/52 58 14/35 40 178/360 49 38/62 61 7/8 88
27/41
66
33/55 60 4/19 21 190/385 49 34/50 68 7/9 78
61
14/33
42
159/317
50
26/39
67
69
17/26
65
43/70
9/13
26/42
62
28/41 68 28/67 42 176/350 50 31/48 65 5/6 83
7/12
58
13/30 43 19/46 41 135/295 46 21/28 75 14/16 88
15/25
60
23/48 48 15/35 43 135/287 47 21/32 66 6/7 86
41/59
69
28/49 57 16/36 44 125/268 47 48/68 71 7/9 78
28/46
61
28/39 72 15/27 56 145/277 52 32/51 63 4/5 80
19/42
45
29/46 63 6/19 32 126/276 46 30/54 56 11/12 92
9/15
60
28/42 67 17/42 40 139/313 44 18/26 69 9/11 82
8/10
80
7/8
88
11/26 42 12/21 57 72/160 45
1/2 50
1/2
50
17/23 74 4/14 29 64/142 45 13/18 72 12/16 75
9/12
75
13/17 76 6/20 30 67/144 47 15/21 71 6/9 67
5/14
36
0
5/11
45
14/23 61 5/17 29 65/149 44
0/3
Minority
Team
Majority Att.
Position Att.
Att.
Att.
FB
Fastbreak
G /
G /
% G / Att. % G / Att. %
% G / Att. %
G / Att. %
Att.
Att.
Majority Att.
%
216/422 51
176/388 45
216/422 51
4
ESP
8
224/435 51
5
MKD
7
185/356 52
6
SLO
7
207/398 52
7
GER
6
156/323 48
8
HUN
6
156/319 49
9
POL
6
173/336 51
10
ISL
6
177/328 54
11
FRA
6
156/330 47
12
SWE
6
157/339 46
13
NOR
3
80/170
47
14
CZE
3
77/160
48
15
RUS
3
82/165
50
16
SVK
3
70/163
43
Attacks
Attack efficiency
G / Att. %
Places 1-4
Places 5-8
Places 9-16
832/1667 50 122/205 60 44/122 36 706/1472 48 126/195
704/1396 50 107/190 56 76/181 50 605/1249 48 99/147
972/1991 49 168/265 63 81/196 41 803/1729 46 169/262
Places 1-16
2508/5054 50
65
67
65
22/29
34/42
50/67
76
81
75
397/659 60 201/499 40 2114/4450 48 394/604 65 106/138 77
Table 1 Attack efficiency
In shots efficiency analysis, only the
attacks completed by shot are accounted, and this
underlines the share of the attacks missed by not
throwing. Tabels 1 and 2 show that there were 5054
attacks and only 4385 shots, which means that 669
attacks (13%) were lost without throwing to ball
towards the gate.
In achieving the shots efficiency analysis,
the procedure was as it follows: 6m centre shots,
wing shots, 9m shots, 7m penalty shots, fastbreaks
and overall efficiency.
The efficiency of 6m centre shots for all
teams was 67%, with significant differences: the
first 4 ranked teams had a shots efficiency of 61%,
104/166
65/105
119/195
63
62
61
288/466
62
those of places 5-8 - 67% and the 9 -16 places 73%.
For wing shots the overall efficiency was
59% and the teams ranked 1-4 and 5-8 had a
successful percentage of 60%, the teams placed 916 - 58%.
For 9m shots the overall average was 39%,
the best percentage taken by teams ranked 9-16,
and the worst taken by places 1-4.
In the case of the 7m shots the efficiency
was 74%, ranging from 63% (positions 5-8) and
76% (positions 1-4).
On the fastbreak there were scored 394
goals of 529 throws, the successful rate is 79%, the
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FASCICLE XV ISSN – 1454 – 9832 - 2012
hierarchy are close: places 1-4 - 56%, places 5-8 59%, places 9-16 - 57% (table 2).
The performed analysis shows the low
efficiency of the 9 m line with a percentage below
40%.
best percentage taken by teams ranked 5-8 (80%),
while the worst taken by teams on positions 1-4
(72%).
The overall efficiency of the shots was
57%, being marked 2508 goals of 4385 shots, the
percentage values obtained from the competition
Place Team MP
6m Centre
7m Penalty
Fast
Wing Shots 9m Shots
Shots
Shots
Breaks
G / S % G / S % G / S % G / S % G / S %
Break
throughs
G / S %
Total
G / S
%
DEN
8
44/72
61
39/75
52
54/138
39
20/27
74
38/52
73
21/34
62
216/398
54
2
SRB
8
43/79
54
35/55
64
43/147
29
17/22
77
16/21
76
22/30
73
176/354
50
3
CRO
8
26/41
63
40/64
63
48/125
38
26/29
90
38/58
66
38/42
90
216/359
60
4
ESP
8
39/57
68
53/85
62
46/111
41
34/49
69
34/44
77
18/23
78
224/369
61
5
MKD
7
49/68
72
30/46
65
45/120
38
24/29
83
26/33
79
11/15
73
185/311
59
6
SLO
7
35/46
76
40/65
62
27/70
39
27/41
66
31/39
79
47/51
92
207/312
66
7
GER
6
33/54
61
30/55
55
46/123
37
15/20
75
21/25
84
11/15
73
156/292
53
8
HUN
6
17/32
53
24/41
59
59/136
43
18/23
78
21/27
78
17/23
74
156/282
55
9
POL
6
40/56
71
21/36
58
44/108
41
9/15
60
48/63
76
11/17
65
173/295
59
10
ISL
6
28/39
72
28/47
60
50/113
44
19/24
79
32/46
70
20/23
87
177/292
61
11
FRA
6
21/30
70
26/52
50
49/132
37
19/24
79
30/39
77
11/14
79
156/291
54
12
SWE
6
32/44
73
30/46
65
55/126
44
10/18
56
18/23
78
12/19
63
157/276
57
13
NOR
3
19/25
76
10/22
45
30/77
39
5/6
83
8/10
80
8/8
100
80/148
54
14
CZE
3
10/13
77
20/26
77
25/68
37
4/8
50
13/18
72
5/5
100
77/138
56
15
RUS
3
13/14
93
22/38
58
19/52
37
4/4
100
15/22
68
9/9
100
82/139
59
16
SVK
3
22/31
71
15/28
54
15/42
36
7/10
70
5/9
56
6/9
67
70/129
54
1
Fast
6m Centre
7m Penalty
Wing Shots 9m Shots
Shots
Breaks
Shots
G / S % G / S % G / S % G / S % G / S %
Break
throughs
G / S %
Places 1-4
152/249
61 167/279
60
191/521
37
97/127
76 126/175 72
99/129
Places 5-8
134/200
67 124/207
60
177/449
39
84/133
63
86/104
Places 9-16
185/252
73 172/295
58
287/718
40
77/109
71 169/230 73
79/104
76
972/1708
57
Places 1-16
471/701
67 463/781
59
655/1688
39 258/349 74 394/529 74
267/337
79
2508/4385
57
Shots efficiency
99/124
80
Total
G / S
%
77
832/1480
56
83
704/1194
59
Table 2 Shots efficiency
In terms of defensive efficiency I analyzed
the performance of goalkeepers as it follows: 6m
centre shots, wing shots, 9m shots, 7m penalty
shots, fastbreaks and overall efficiency.
On average, goalkeepers were able to
defend 27% of the shots from 6m centre (170
defended ball of 641 shots); the best goalkeepers
efficiency had the teams ranked in the first 4 places
(29%), and the lowest the goalkeepers of the teams
ranked 5-8 (23%).
On wing shots the average efficiency was
of 33%, the goalkeepers of teams ranked 1-4 had a
successful percentage of 38%, those of the teams in
places 5-8 - 35% and the efficiency for places 9-16
was 27%.
In the case of 9 m shots the average
efficiency was 45% and the goalkeepers of the
teams ranked in the first 4 places, and places 5-8
had an efficiency of 46%, and those of the teams
ranked 9-16 defended 45% of the total shots.
23% was the average efficiency of
goalkeepers for the 7 m shots, those of teams
ranked 1-4 defended 24% of shots, for places 5-8
the goalkeepers efficiency was 20% and 9-16
places - 23%.
On the fastbreak, the goalkeepers managed
to defend 20% of shots, the lowest efficiency was
for goalkeepers of the teams ranked 1-4 (15%) and
9-16 (16%) and the best goalkeepers were those of
the teams ranked on 5-8 places (22%).
The overall average efficiency of
goalkeepers of the teams participating in the
European Men's Handball Championship in Serbia
2012 was 32%: places 1-4 - 34%, places 5-8 - 33%,
places 9-16 - 30% (table 3).
The data presented in goalkeepers
efficiency analysis indicate their important role in
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FASCICLE XV ISSN – 1454 – 9832 - 2012
(45%), but the best goalkeepers evolutions were
decisive in getting the 2nd place at the end of the
competition.
obtaining performance in competitions. This is
evident in Serbian team where goalkeepers
managed to defend 39% of shots, while the attack
efficiency of the team was well below average
Place
Team
MP
6m Centre
Shots
Wing
Shots
9m Shots
S / S % S / S % S / S %
1
7m Penalty
Shots
S / S
Fast
Breaks
Break
throughs
Total
% S / S % S / S %
S / S
%
7/26
27
9/31
29
5/23
22
109/310
35
DEN
8
24/94
26
13/39
33
51/97
53
2
SRB
8
21/54
39
21/48
44
45/96
47
7/26
27
7/32
22
5/18
28
106/274
39
3
CRO
8
16/46
35
17/50
34
41/99
41
11/42
26
6/29
21
1/27
4
92/293
31
4
ESP
8
13/60
22
23/56
41
33/80
41
3/25
12
13/47
28
4/34
12
89/302
29
5
MKD
7
14/55
25
17/43
40
38/88
43
6/19
32
11/31
35
8/33
24
94/269
35
6
SLO
7
6/40
15
32/83
39
50/106
47
3/23
13
6/40
15
2/19
11
99/311
32
7
GER
6
14/51
27
8/34
24
40/90
44
3/15
20
5/29
17
4/11
36
74/230
32
8
HUN
6
6/29
21
13/40
33
38/80
48
3/19
16
8/41
20
6/26
23
74/235
31
9
POL
6
7/47
15
15/55
27
37/73
51
5/17
29
1/23
4
3/13
23
68/228
30
10
ISL
6
10/34
29
10/50
20
33/89
37
9/28
32
3/20
15
1/23
4
66/244
27
11
FRA
6
12/35
34
13/44
30
31/65
48
2/16
13
9/41
22
5/34
15
72/235
31
12
SWE
6
11/32
34
15/54
28
40/87
46
6/23
26
7/40
18
5/16
31
84/252
33
13
NOR
3
3/13
23
10/25
40
24/37
65
3/18
17
5/23
22
1/17
6
46/133
35
14
CZE
3
1/11
9
4/21
19
13/38
34
3/11
27
4/17
24
3/14
21
28/112
25
15
RUS
3
6/18
33
7/25
28
12/38
32
2/15
13
3/19
16
0/4
0
30/119
25
16
SVK
3
6/22
27
6/20
30
20/38
53
2/10
20
4/32
13
3/11
27
41/133
31
6m Centre
Wing Shots 9m Shots
Shots
S / S % S / S % S / S %
7m Penalty
Fast
Breakthrou
Shots
Breaks
ghs
S / S % S / S %S / S %
Places 1-4
74/254
29
74/193
38 170/372 46
28/119
24
35/139
25
15/102
15
396/1179
34
Places 5-8
40/175
23
70/200
35 166/364 46
15/76
20
30/141
21
20/89
22
341/1045
33
Places 9-16
56/212
26
80/294
27 210/465 45
32/138
23
36/215
17
21/132
16
435/1456
30
Places 1-16
170/641
27 224/687 33 546/1201 45
75/333
23 101/495 20
56/323
17 1172/3680 32
Goalkeepers
efficiency
Total
S / S
%
Table 3 Goalkeepers efficiency
Analysing the data, it can be built (shape)
a model of efficiency that a team must perform to
attend the European Championship, respectively
one for teams competing for the title.
Attack
efficiency
Shots efficiency
Attacks
48%
6m Centre
Shots
67%
Goalkeepers
efficiency
6m Centre
Shots
27%
In the case of teams which aim at attending
the European Championship, they must perform the
following efficiency indicators (table 4):
Minority
Position Att.
Att.
Att.
FB
56%
37%
46%
62%
75%
7m Penalty
Break
Wing Shots 9m Shots
Fast Breaks
Shots
throughs
Majority Att.
59%
39%
74%
Wing Shots 9m Shots
7m Penalty
Shots
23%
74%
Fast Breaks
79
Break
throughs
17%
Team
Fastbreak
60%
Total
57%
Total
33%
45%
20%
32%
Attacks without
13%
shots
Table 4 Minimum efficiency indicators for participation at European Championship
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FASCICLE XV ISSN – 1454 – 9832 - 2012
For teams that aim at winning the competition the efficiency must be more effective to meet the settled
objective (table 5):
Minority
Team
Attacks
Majority Att.
Position Att.
Attack
Att.
Att.
FB
Fastbreak
efficiency
52%
60%
40%
48%
65%
80%
62%
Shots efficiency
6m Centre
Shots
70%
Goalkeepers
efficiency
6m Centre
Shots
30%
Wing Shots 9m Shots
60%
42%
Wing Shots 9m Shots
37%
47%
7m Penalty
Shots
Fast Breaks
78%
Break
throughs
Total
80%
81%
60%
7m Penalty
Shots
Fast Breaks
Break
throughs
Total
25%
25%
20%
35%
Attacks without
11%
shots
Table 5 Minimum efficiency indicators for winning the European Championship
- After an unfinished fast break, teams
tried to play by using tactical combinations without
stopping the attack.
- Effective saves in 1 to 1 situations for
goalkeepers.
- Increased cooperation goalkeepersdefense.
- Goalkeeper’s efficiency had an effect
on the team performance.
- Decreasing number of attacks without
shot.
The positive aspect resulting from this
study are that goalkeepers have an important
contribution to achieve the victory and there is a
decrease in the number of attacks that do not end
with shot towards the gate.
CONCLUSIONS
As a result of this study we have outlined a
few conclusions can be even trends in the evolution
of modern handball game:
- Increased individual techniques of the
players.
- Advanced individual defense abilities
enabling flexible play and defense strategies.
- High speed game with a great number
of quick actions.
- Increasing number of attacks by the
teams (55 to 60 attacks per game for each team).
- Short attack times of the teams (less
than 20 seconds).
- Small number of passes before an
attempt at goal.
- Simple fast breaks with a single (long)
pass have a great efficiency (around 80%).
- Improved tactics to prevent a fast break
with immediate return to defense to prevent fast
breaks.
- Attack oriented to distract as many
defense players as possible by using the 1 to 1
relation.
REFERENCES
1. Pollany, W., (2012), 10th European
Championship for men Serbia 2012 qualitative
trend analysis, European Handball Federation, 70 p
2. Sevim, Y., (2006), Last trends in world
handball,
European
Handball
Federation,
Eurohandball Periodical, Vienna, 20 p
3. Taborsky, F., (2001), Game performance in
handball,
European
Handball
Federation,
Eurohandball Periodical, nr. 2, Vienna, p. 26
4. http://www.ehf-euro.com/Men-s-EHF-EURO2012.2281.0.html# / accesat 14.02.2012
5. http://activities.eurohandball.com/analyses
accesat 22.09.2012
6. http://home.eurohandball.com/ehf_files/specifi
cHBI/ECh_Analyses/2012/SRB/2/4/TOPTEAM.pd
f accesat 22.09.2012
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STUDY ON INFLUENCE MEANS OF AEROBIC GYMNASTICS ON
ADULT WOMEN FITNESS
Florin-Valentin LEUCIUC1, Jacek SOBON2
University „Ştefan cel Mare” of Suceava1
Opole University of Technology2
florinl@usv.ro
Abstract
Aerobics includes exercises which are linked (built) in a special way, complementing each other (the
end of an exercise is the beginning of the next one), so as to give a continuous appearance, ensuring the flow of
the program, performed to music of different rhythms and executed with high oxygen consumption. For this
study we started from the hypothesis: if in the aerobic sessions with female persons we apply methods and means
requiring an optimal body, then it is possible to obtain an improvement of their fitness. The main aim of this
research is to determine the optimal content of means, used in aerobics sessions with females, means aiming at
improving their fitness. In conducting my research, I used the following research methods: studying the
bibliographic material, observation, experiment, measurement and processing statistical – mathematical data,
graphical method. Research subjects are 12 women practicing aerobics for less than 3 months, aged between 24
and 33 years. The results indicate a fitness improvement of the research participants, but in order to maintain
the obtained results, the workout must be continued also after the research ends.
Keywords: aerobic gymnastics, fitness, women
INTRODUCTION
Aerobics gymnastics is a form of
maintenance with which it aims at maintaining and
developping the body exercise capacity by using an
aerobic exercise regime. Aerobics includes
exercises which are linked (built) in a special way,
complementing each other (the end of an exercise is
the beginning of the next one), so as to give a
continuous appearance, ensuring the flow of the
program, performed to music of different rhythms
and executed with high oxygen consumption.
It is addressed to those persons, who,
regardless of their age, sex, not having special
physical skills to practice a sports competition, they
orient themselves to gym in order to develop a
systematic, continuous (sometimes for the first
time) activity, ending variously as: being in a good
shape or just for the pleasure of moving.
It was found that to obtain favorable
influences on the body it would be good to carry at
least 2-3 sessions per week for beginners and 3-4
sessions per week for advanced, each session
lasting one hour.
Individual physical training is one to
which fitness depends when someone starts
practicing aerobics. Therefore splitting the
participants into groups takes in consideration this
aspect. Thus we have both beginners and advanced
for the same age group. The effort session will be
adapted to the physical development level of each
group paying particular attention to the working
tempo, the work rate, the breaks length and the
exercises complexity.
Due to aerobics, you get a trainned, elastic,
slender, stronger, healthier body and why not a
state of complacecy, satisfaction, joy. Aerobics
favors also the socialization process, because young
and adult people of both sexes and different socio –
professional categories train together, become
friends, thus helping to maintain their own health
and fitness.
The term of fitness in special literature is
presented and analyzed in two aspects: health
fitness and sports fitness.
Health fitness aims at providing individual
ability to perform daily tasks and reducing the
incidence of certain diseases. Sports fitness
components are: aerobic endurance, local muscle
endurance, local muscle strength and power,
flexibility, body composition, mental health.
Fitness sports is also called specific fitness
for performance, the effort parameters are
consistent with specific practiced sports, and the
energy systems have different influences to achieve
specific tasks. Sports fitness components are:
movement speed, agility, balance, reaction time,
aerobic endurance, local muscle endurance, muscle
strength and power, flexibility.
Force training strengthens and gives a
good musculoskeletal condition, increasing tone
and stamina. Physiologically this kind of training
leads to increasing the volume of their muscles,
strength and tone, and also the strength of their
tendons, ligaments and bones. It was also noticed
an improvement of their mental health, enhancing
their self – esteem, confidence and secure.
Scientific evidence shows that the physical
activity of moderate intensity provides significant
benefits for health body. Therefore, every
individual should perform one regular physical
activity.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
MATERIAL-METHOD
For this study we started from the
hypothesis: if in the aerobic sessions with female
persons we apply methods and means requiring an
optimal body, then it is possible to obtain an
improvement of their fitness.
The main aim of this research is to
determine the optimal content of means, used in
aerobics sessions with females, means aiming at
improving their fitness.
In conducting my research, I used the
following research methods: studying the
bibliographic material, observation, experiment,
measurement and processing statistical –
mathematical data, graphical method.
The stages of the research were the
following:
1. literature study of the subject in
question – November 2011-February 2012
2. determining that sample to apply the
tests for assesing fitness and achieving initial
testing-February 2012
3. implementation of the work settled
program – February-May 2012
4. achieve final testing – May 2012
5. data analysis and establishment of
research findings – June 2012
Research subjects are 12 women practicing
aerobics for less than 3 months, aged between 24
and 33 years.
The research was conducted in Suceava
City from February to June 2012. The research
participants performed three weekly aerobics
sessions. At the beginning and at the end of the
research there were conducted the initial and final
tests.
To assess objectively the fitness evolution
of the participants, there were used the following
control samples: Fitness Index (FI), Ruffier Test,
Harvard Step Test.
For fitness index (FI) the formula is:
Women:
FI=
304(min*8,5+sec*0,14+FC*0,32+1,1*G/Î2)-V*0,4
FI or capacity index (it is the
cardiorespiratory capacity) is an indicator of body
behavior to the effort of resistance for individuals
of the same range of age.
To know if FI is good or not, we will
pursue its value on the following scale:
• FI under 70= much below average
• FI between 71 şi 89 = slightly below average
• FI between 90 şi 110 = average
• FI between 111-130 = slightly above average
• FI above 130 = well above average
Ruffier Test, called by the author, "fitness
assessment test "(fitness) is based on heart rate
response (HR) at rest (sitting position), after
exercise (30 squats in 45 seconds) and return to a
sitting position. The test consists of climbing stairs
of 30/50 cm height in a 30 steps/minute tempo, this
An active life does not meanstrictly
controlled program, intensive exercise, but physical
activity to reduce the risk of chronic disease and
improving life quality. Exercise is an important part
of a healthy lifestyle and fitness is a way to achieve
this.
Exercise reduces the risk of developing
cardiovascular diseases, cancer, obesity, diabetes.
By regularly practicing physical exercises, it is
eliminated the possibility of developing these
diseases, the physical exercise contributing to
building the muscles mass, reducing the body fat
mass and strengthening the bones.
Health is the fundamental benefit of
practicing leisure physical activity. Researches
reinforce the idea that daily exercises and a
balanced diet are the basis of a healthy life.
In order to be effective, a motric activity
program should have a positive impact on one’s
health and improve one’s fitness and also meet
several conditions related to the effort parameters:
volume, length, frequency, intensity and
complexity.
To see the effectiveness of a motrical
activity, it must be done at least 3 times per week,
with medium length and intensity. Carrying out
physical activities with long intensive efforts are
not beneficial for the body of those who practice
leisure physical activities.
In health sports and leisure activities it is
recommended to measure the exercise length both
in minutes (as in professional sports), as well in
calories. Those who burn by physical exercise more
than 2,000 calories per week are people with a
significant decrease of heart desease risk.
The minimum length of training sessions
should be 40-45 minutes in order to see positive
effects over time.
Experts consider that setting as target
maintaining a good physical condition is not
desirable without performing weekly at least three
sessions of motrical activity.
The effectiveness of a motrical program is
visible when the physcical effort has a certain
intensity. Many researches have concluded that
efforts involving a caloric consumption higher than
7.5 per minute significantly reduce the development
of diseases.
The ideal workout intensity can be
determined by using the heart rate training zone
(HRTZ).
The heart rate training zone has two axes:
vertical for the heart rate and horizontal th age. For
each age it is presented the optimal maximum heart
rate and the optimal heart rate range (between 68%
and 85% of maximum heart rate) that leads to
improving one’s fitness.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Before starting the research there were
applied three control samples to see the fitness level
of the subjects. The data obtained were processed
by three statistical parameters: arithmetic mean,
standard deviation, variation coefficient.
lasting 5 minutes, the pulse is evaluated for 30
seconds after the first minute of recovery. STH
index (short value) is expressed in conventional
units.
RESULTS AND DISCUSSIONS
Statistical parameter
Control sample
Arithmetic mean
Standard deviation
Variation coefficient
Fitness
Index
82.58
10.00
6.87
3.10
8.32
31.00
Table 1 The results obtained from initial testing
The same samples were applied at the end
of the research, after four months, to see the
Statistical parameter
Control sample
Arithmetic mean
Standard deviation
Variation coefficient
Ruffier Test
Harvard Step Test
52.50
8.59
16.36
progress after implementig the selected work
programs.
Fitness
Index
Ruffier Test
85.92
7.83
8.14
3.04
9.47
38.81
Table 2 The results obtained from final testing
Data from control samples were processed
using the statistical and mathematical method, and
for each sample applied to the subjects, there was
made the interpretation of the results.
Fitness Index
Interpreting data from this test is done
after a scalar table, and the result obtained is of
Harvard Step Test
55.08
8.65
15.70
82.58 average points indicating a slightly below
average, and at the final test there is an
improvement of 3.34 points (85.92) – result which
also falls within the below average (figure 1).
The coefficient of variation values indicate
greater homogeneity of the group for the two
evaluations (8.32%, 9.47%) (table 1 and 2).
Figure 1 The results obtained from initial and final testing for Fitness Index
Ruffier Test
The average result obtained is of 10 points
indicating a poor exercise capacity, and in the final
test there was obtained an improvement of their
fitness, the average value being of 7.83 points
indicating a medium fitness level (figure 2). At this
sample were recorded the highest values of the
variation coefficient(table 1 and 2).
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Figure 2 The results obtained from initial and final testing for Ruffier test
Harvard Step Test
The test assesses the subjects’fitness,
lasting 5 minutes, the pulse is evaluated once at 1
minute after ending the exercise. The values
obtained at this test (initial testing – 52.50 units,
final testing – 55.08 units) indicate a medium
performance (figure 3).
The standard deviation values were quite
high so that the coefficient of variance showed
homogeneous group average (table 1 and 2).
Figure 3 The results obtained from initial and final testing for Harvard Step Test
CONCLUSIONS
Established research findings from data
analysis are:
−
The samples used in this research
aimed at highlighting the fitness of the participants.
−
The specific means of the aerobics
were applied from February to June 2012.
−
The fitness evaluation was performed
at the beginning (February 2012) and the end of the
study (May 2012).
−
For fitness tests that were applied
(Fitness Index, Ruffier Test, Harvard StepTest), the
results show a low level in the initial testing and a
medium performance in the final testing.
−
I mention that the research
participants performed three weekly aerobics
sessions, each session lasting between 45 and 55
minutes.
−
For three control samples, the values
of the variation coefficient indicate a medium
homogeneity (values between 8% and 38%).
−
The effects obtained reinforce the
idea that aerobic gymnastics can be used as means
to optimize fitness.
−
Use of aerobic gymnastics is
beneficial for strength and resistance development.
−
The results indicate a fitness
improvement of the research participants, but in
order to maintain the obtained results, the workout
must be continued also after the research ends.
As consequences of this research there are
some suggestions for work practice:
−
The effort dosage should be guided
by the potential of the practitioners.
−
The aerobic gymnastics may be an
alternative for force resistance development as well
as for aerobic capacity.
−
I recommend avoiding high impact
exercises and excessive use of jumps, which may
have some adverse effects on the joints and spine.
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REFERENCES
1. Cârstea G., (2000), Teoria şi metodica
educaţiei fizice şi sportului, Editura AN-DA,
Bucureşti
2. Damian M., (2005), Gimnastica aerobică
pentru studenţi, Editura Ovidius University Press,
Constanţa
3. Dragnea A., Bota A., (1999), Teoria
Activitãþilor Motrice, Editura Didacticã ºi
Pedagogicã, Bucureºti
4. Kirk, D., Cooke, C., Flintoff, A., McKenna, J.,
(2008), Key concepts in sport &exercise sciences,
Sage Publications, London
5. Leuciuc F.V., (2010) Musculaţie, Editura
Universităţii „Ştefan cel Mare”, Suceava
6. Luca A., (1998), Gimnastica în şcoală, editura
Universităţii „AL.I.Cuza”, Iaşi
7. Luca A., (2002), Gimnastică aerobică, Editura
Universităţii “AL. I. Cuza”, Iaşi
8. Popescu G., (2003), Sport aerobic – ghid
tehnic, Editura ANEFS, Bucureşti
9. Popescu G., (2005), Impact aerobic, Editura
Elisavaros, Bucureşti
10. Raţă G., Raţă B.C., (2006), Aptitudinile în
activitatea motrică, Editura EduSoft, Bacău
11. Stoenescu, G., (2000), Gimnastica aerobică şi
sportul aerobic, Editura ISPE, Bucureşti
THE ROLE OF REFEREES INSTRUCTOR IN KNOWING THE LAW
OF THE FOOTBALL GAME
Gabriel Marian MANOLACHE1, Veronica POPESCU2
“Dunarea de Jos” University of Galati1
University “Alex.I.Cuza” Iasi2
Abstract
The members of the Referees Committee and the FIFA referee instructors met all of the participating
teams prior to the start of the tournament to brief them on technical matters. The players and technical staff
showed great interest and took an active part in the preparations. These meetings were the continuation of other
meetings held in South Africa with representatives of the participating teams, at which multimedia materials
were distributed containing information pertaining to the interpretation of the Law of the Game. These, had
intended to remove all non fair-play attitudes between players, between players and referees, between
supporters and players, at a big competition, World Cup 2010.
Keywords: referee instructor, interpretation of the law of the game, technical staff, technical matters, in
real time.
The instruction and monitoring of these
During the practical training, a virtual
officials began in 2007 with the FIFA preparation
refereeing programmer enabled the referees and
programmer for referees and assistant referees for
assistant referees to analyses their decisions
the 2010 FIFA World Cup South Africa, which
immediately after they had taken them on the field
included a team of FIFA instructors with expertise
of play by viewing them on a monitor providing
in a range of areas. All of these referees and
replays at different speeds.
assistant referees had taken part in the regular
The experts on technical matters, fitness,
preparation and monitoring workshops, as well as
psychology, energy and medicine prepared
FIFA competitions. Furthermore, a virtual platform
extensive theoretical and practical preparation
was
launched
that
enabled
permanent
programmers. The training session took place with
communication to take place with the referees, as
the assistance of a team of footballers in order to
well as continuous control and monitoring.
carry out exercises using match situations.
In addition to the technical, physical and
After the matches, meetings were held to
psychological activities, a through medical
analyses the major incidents. Al the matches were
examination was carried out to five month ago.
recorder and the instructors selected all the
Upon their arrival in South Africa, all the
incidents that were to be analysed with the referees.
referees and assistant referees took part in various
The aim was to analyse these situations with a view
theoretical and practical activities on a daily basis,
to improving performance in the next matches.
which had been developed with a high level of
Other scientific studies were carried out
professionalism and the latest technology.
during the World Cup matches, including a detailed
A virtual platform enables the 64 matches to
biomechanical study in which the referees’
be recorded and incidents to be selected and
positions on the field of play and their decisions
immediately analyses by instructors and viewed by
were analysed, as well as the distances run by the
the referees.
referees and assistant referees at different speeds.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
exactly what the players wants and “desires, which
are his needs, and also to have an intuition with
regard to what the players is trying to” say” with
game and to efficiently adapt to the game to those
certain situations.
The regulations have been constant for a
long time, but the refereeing manner should
permanently adjust to the new orientations of the
game, in order to keep a dialectic relation between
the development and orientations of football. The
debates of referee only about regulation problems,
neglecting the assimilation and comprehension of
the new tendencies that constantly appear in the
game course and dynamics.
The new trend is to increase it’s technical
and tactical virtuosity, under conditions of higher
adversity and playing speed, the progress and
development of current soccer have caused an
increase of level of appreciation, interpretation and
assessment of other factors. The World Cup 2010
demonstration a game speed is much higher than
before and requires the referee has a tremendous
role.
The World Cup progress represents by the
number of game actions in a time unit and
especially the number of those that take place in the
penalty area to covering very large spaces by
players. The increased speeds of the game
moments, the speedy attack of the goal are
conquests of the modern game.
As a result, the game of World Cup 2010 has
more rapid and direct to goals, this allowing
superstar players to emerge. In keeping with these
facts, a modern referee should meet a couple of
requirements that will be presented, on the referee
that covering of 10 to 15 km in a game of good
technical level, the frequent changes of rhythm and
direction during the attack actions which have
duration of 5 to 12 seconds, specific to rapid attacks
and counterattacks, and 20 to 60 seconds for
positional actions, make the referee constantly
combine the speed on the fields with the endurance
to mixed-type actions.
The increase of the high-speed game actions
between the penalty areas, with a frequency of 85
to 120, requires very high endurance indices, in
speed regime, as well as a good concentration to be
maintained all along the game, in situations of
continuous change that require prompt decisions,
adapted to the game circumstances. The tactical
value attributed to the fixed moments-are teams to
World Cup becoming increasingly conscious of
need to avoid giving away free-kicks in danger
areas, the statistics on the total number of free-kicks
awarded for fouls confirmed the downward trend.
During the 2006 World Cup-which produced the
lowest number of goals in recent times-the average
was a 35 per match, in 2010 set a new benchmark
in that, for the first time, none of the participating
teams committed more than 20 fouls per game.
Other highly valuable scientific data from a
physical and medical standpoint was gathered,
which, once analysed, will enable the control and
training systems for referees to be improved and
the findings to be shared worldwide, all of which
will benefit refereeing.
The interest for a game, typical for 18-21
ages, is the source of game. A game overflows a
young personality. A game is the field where
personality and interest are the forces of its
activation.
The referee age –between 18-21 age –which
is the final period of first school, degree diploma,
following junior school or another school,
represents the second part of an individual’s life in
football competition, small competition, the
transition to maturity and to becoming part of
football” society”.
The members of F.I.F.A , the formators to
referee, through the position held in ensemble of
factors which contribute to the development of the
referee personality, prepare to 18/20 age for the
great competition, for the future, firstly as a
members of society and secondly as a members of a
performing sports organization.
Important in development to the young
referee is the position and influence to members of
the F.I.F.A he owns, contributes decisively to the
formation and shaping of a referee system of
values. Actually, there are a few situations in which
a player who reached maturity makes public the
names of their merits for achieving their personal
success. It all goes down to the interest and the art
shown by each coach to referee.
The fundamental type of activity is still
teaching and instruction, in theory and in practice,
including the preparation for the right
accomplishment of a productive professional
activity. Relationships gradually get complicated as
a young man is becoming more and more a part of
his generation to referee. Atitudes are being
developed along with beliefs on what world and life
are about-manifestations of creativity are outlined,
implicitly, along with powerfully energized
motivational structures.
Every coach or formators to refer, teacher or
instructors must know that they can decisively
contribute to the formation and development of a
young as a future referee and that in order to do that
they must possess certain essential psychological
features. The important of these are:
Authority-they must raise in a young the
spirit of respect through what they do, charismathey must make themselves pleasant and make
themselves heard, they should have general
knowledge of football, but especially be acquainted
with being a game, spectators and players,
empathy-is the emotional understanding, the
capacity to admit, perceive and sense the feelings of
another players or team, the refere must know
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On the other hand, the World Cup 2006,
championship Italy registred an average of 2,46
yellow cards per game in their title-winning
campaign, whereas the 2010 winners, Spain,
average 1,16.
The number of dismissals also dropped
marginally compared with the previous season.
Among the recipients of direct red cards, USA
team, Gomes was the only goalkeeper to be
dismissed for bringing down an opponent on the
field of play. Of the 24 outfielders who were sent to
the dressing room, 10 were midfielders, 8 were
attackers. Among the nine outfielders who were
shown a direct red card, five were defenders. No
fewer than 15 of the 24 dismissed players were
from teams who progressed beyond the group
stage.
Members of the FIFA Referees Committee,
the FIFA Refereeing Department and the
instructors carefully monitored the performances of
the referees at the venues.
Despite the demands of modern football, the
number of matches held, the travel and the weather
conditions, the referees’ physical performance was
excellent.
The good disciplinary control, among other
factors, proved decisive in ensuring that the number
of injured players was much lower than at other
FIFA competitions, for example the 2006 FIFA
World Cup.
The team of World Cup 2010, eliminated the
“fouls committed” chart, accounting for seven of
the top ten positions. The three games involving
Italy were the onest most interrupted by “referees’
whistles-at an average of 35 times per match.
Fixtures involving the two finalists produced
significantly fewer interruptions, with Spain
avelange 24 and Holland 27. The final at World
Cup produced 21 fouls. In the case of the
champions, for every two fouls for which Del
Bosque side were penalized, three were commited
against them. In numerical terms, Xavi was the
World Cup 2010 most foulded player, though his
average of 2,5 per match was on a par with Sneijder
and well below Cassano of Italy, who was awarded
four free-kicks per match. Although, in individual
terms, Germany, screening midfielder Ozil headed
the “fouls commited” chart with 24 in 540’minutes,
there was, once again, a significant number of
attackers also among the chart toppers.
In comparison with the previous season,
there was a noticeable improvement in that only 16
team ended with an average of 2 or more yellow
cards, per match. In 206 there were 16, 10 of whom
were eliminated during the group stage. In 2010,
eight of dozen teams who reached the two-caution
average progressed into the knock out rounds and
two of them-Germany and Uruguay-were semifinalists.
Card obtained in games
4,8
5
3,82
4
3
2
0,44
1
0,27
0
1
2
World Cup 1 2006/2 2010
It should also be mentioned that despite the
tremendous difficulty experienced, the vast
majority of the decisions taken in the 64 matches
were correct.
Of the 145 goals awarded, 142 were
correctly given. Furthermore, 13 goals were
correctly disallowed for offside (100% accuracy)
and two more goals should have been allowed,
meaning that 96,88% of the decision were correct
overall.
Of the 663 shots at goal, only five were goalline incidents. Of these, four were correctly judged
and one incorrectly.
The were 65 incidents inside the penalty area
in the 64 matches.. In 45 of them, it was correctly
decided not to award a penalty and in five of them a
penalty would have been the correct decision; 15
penalties were given, all of them correct decisions
(100% accuracy).
The number of yellow (3,82 per match) and
red (0,27 per match) cards was lower than at the
2006 FIFA World Cup Germany.
The shots to the goal are taken from at
distance, so the scoring danger may appear from the
limits of offside. The goal is scored at the limit
between the allowed and disallowed making it
harder and harder for a referee to take the right
decision. As far as the play system is concerned, if
the 90s was the period of four quarterbacks and an
athletic, forceful football, very spectacular because
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FASCICLE XV ISSN – 1454 – 9832 - 2012
talent at this competition, who officiated some very
difficult matches.
This is the fruit of the FIFA programme for
preparing World Cup referees. For example, the
young Uzbek referee (N.Irmatov) did a brilliant job
I the opening match, surprising many, but not
FIFA, as he began his training with us in 2003.
Several other officials from various parts of
the world further demonstrated the effectiveness of
these preparation programmes for the referees
taking part in the World Cup.
of the total commitment, the new orientations have
turned towards strengthening the middlefield posts,
either by withdrawing in attacker, or by forwarding
a quarterback in this area, both having a great
technical value. As a results of increasing the
number of players at the middle of the field, of the
game leader with two or three very technical
players, fine dribbles who are able to produce
number superiority, freeing players for the final
scoring and thus increasing the spectacular side of
collective game constitutes one of the innovations
of modern game.
The complete model of the referee should
offer a strong balanced temperament, authoritative
character, an imposing somatic type, an age
compatible with obtaining and excellent vision and
perhaps the memory of an extended football career,
the comprehension of the essence of modern game.
It is clear that errors-some of them seriousdid occur in the hundreds of often very difficult
decisions taken over the 64 matches. These errors
are neither covered up nor justified but are
meticulously analysed to learn from them and
improve future training plans. The challenge is to
work towards improvements.
Another cause for satisfaction from a
refereeing standpoint was the emergence of young
References
1. Giacomini M.-“The technical guids for
the schools of football”, Italia ,2009;
2. Radulescu M.,Damian M.-“Fotbal-proGhidul antrenorului profesionist”,Ed.Didactica si
Pedagogica, Bucuresti 2009;
3. Dates and analyses of game to UCL
2011;
4. Dates and statistics report-U.E.F.A,
2012;
5. Dragu M.,”The relation between present
day football and the training needs of the referee”,
The Annals of “Dunarea de Jos”Galati, Fascicle
IISN-145-9832-2003
6. www.uefa.com/www.fifa.com.
CONSIDEARTIONS FOR UNDERSTANDING THE TECHNICAL AND
TACTICAL CONCEPT OF FOOTBAL THE EUROPEAN
CHAMPIONSHIP 2012 FROM POLAND AND UKRAINE
Gabriel Marian MANOLACHE1, Beatrice ABALASEI 2
University “Alex.I.Cuza”Iasi2
Abstract
The 2012 U.E.F.A Championship showed that nearly all teams now play with a compact defence and
are able to put even the strongest opponents under pressure. The most successful teams were flexible and able to
adapt their style of play to the math situation. It was this flexibility, together with the teams’ healthy aggression
and players’ excellent technique that paved the way to success. The European Champinship also showed that
excessive combination play can lead to a lack of aggression.
Keywords: compact defense, able to adapt, match situation, quick transition, the first goal, under
pressure.
The most successful teams also boasted
fast, tricky attackers who were dangerous in front
of goal. Italy, for example, were the perfect
example of a solid team that performed well and
enjoyed success. In Balloteli and Pirlo, they had a
strikerforce that posed a threat to every defence.
Portugal-Cr. Ronaldo and H.Almeida, Spain-Villa
and Torres, Germany- Klose and Muller all had
attacking players who were capable of winning
match on their own.
Individual pieces of skill could also turn
matches in ather ways, however. In modern
football. it is difficult to get in behind the
opposition defence as teams are often very compact
at the back with eight or nine players behind the
ball. That is why teams now need outstanding
individual players who can make their mark in oneon-one situations down the centre of the pitch, but
particularly down the wings, where they can drive
as far as the opponents’ goal to create space that
often does not exist down the centre of the pitch.
Once they have reached the goal line,
these players do not always look to cross the ball
high into the penalty area, but instead they often
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FASCICLE XV ISSN – 1454 – 9832 - 2012
was regarded as part of the midfield, then the Dutch
also operated in a form of 4-3-3.
Germany also only had one man up front:
Klose or Mario Gomes. This formation left
Podolsky and Muller, two players who usually play
in a more central attacking position for their clubs,
to exploit the space down the wings. Ozil
completed the German attack by operating as an
attacking centre midfielder, but he too pushed
forward to join attacks or drifted out to the wings.
Spain payed Xavi and Iniesta out wide,
even though they too are generally known as centre
midfielders, but they were also given the freedom
to express themselves when going forward and
often swapped positions. In Spain’s first few
matches, David Silva pushed on from an attacking
midfield position to join the main striker, Torres. In
the semi-final and once again in the final, D.Silva
operated in a more traditional centre-forward role,
mainly because Pedro had replaced Torres for both
of these matches.
The 4-2-3-1 formation is always based
around two defensive central midfielders who
provide stability for the defence and are also to
support their own team’s attacks.
The opening group matches were
characterized by cautious play. No team wanted to
lose and put themselves in a dangerous position in
the group, ans as result, goals were few and
between. Only Germany, Italy and Spain started the
tournament with the necessary self-confidence,
which led comfortable opening victories. This
caution prevailed throughout the rest of group
stage, and it was one of the reasons why only 56
goals were scored by the end of the group stage.
The following factors can shape or have a
major effects, wether positive or negative, on a
team’s performance in a tournament:
•
Menthal and physical fitness-how “fresh”
were the players at this Championship? Did those
players who had been playing in domestic league
championships and continental competitions have
enough time to recover and prepare for the
European Championship? In contrast, players who
are usually substitutes at their clubs were able to
show their ability and shine at this tournament.
•
Weight of expectation-how did teams cope
with the weight of expectation, especially when
there were high or over-optimistic levels of
expectation? There was a great deal of pressure on
the Greece hosts and quite understandably they
found it difficult to live up to these expectations.
Other teams had a similar problem. Even more
“established” football nations such as Italy, France,
England and even Germany had to deal with high
levels of expectation.
•
Shocks and surprises-the early exits of
Russia, Sweden were the major shocks of
tournament.
look to cut the ball back along the ground for onruhing team-mates.
As mentioned above, the succesfull teams
were built around a well-drilled tactical system. In
additional, they all had a well-organised defence
that still gave the players the freedom the express
themselves and use their own strengths while
pushing forward. The team played with a back,
with the exception of Russia, Holland and Croatia,
who had three-man defences.
The team had a traditional starding
formation of 4-4-2 with two banks of four behind
two strikers, with one of these strikers often playing
in a more withdrawn role. England, Grecce and
Portugal were good examples of this. It should be
noted , however, that these teams were also able to
make changes and adjustements depending on the
match situation or to take advantage of their
players’ individual qualities.
Grecce’s 4-4-2 formation had a four-man
diamond in midfield, whereas Portugal fielded two
defensive midfielders and two wingers who came
inside when possible to make room for their
advancing full-backs. Croatia, meanwhile, played
with two men in front of the defence as well as
with three midfielders to help out in both attack and
defence.
Another tactical formation was 4-3-3,
which was used by teams such as Spain, Germany
and Netherlands. In this formation, a defensive
midfielder played in front of the back four and was
flanked on either side by another midfielder, with
three striker up front.
As soon as the team lost possession, the
wide strikers dropped back to form a nine-man
defensive block with the midfield and defence to
try and prevent the opponents from building
attacks. When their team was attacking, they tried
to exploit the space down the wings as quickly as
possible.
Of the four semi-finalists, only Italy
played in a formation that resembled 4-4-2 (1-1),
althought the position occupied by Pirlo or Cassano
merits further examination. Although they was in
principal a second striker, he mostly played in a
advanced midfield position behind the team’s main
striker, Balloteli. In effect, Pirlo had a free role and
was always looking to keep play moving before
driving forward.
The Netherlands, Germany and Spain all
used a 4-2-3-1 formation, but even so they all
interpreted this system in their own way.
The Dutch, for example, fielded an
attacking trio behind their lone striker, Van Persie.
Robben and Kuyt played on the wings, but they
were always looking to push forward to create a
three-man attack with Van persie,, Robben and
Kuyt often rotated and swappeped positions during
matches. If the other attacking midfielder, Sneijder,
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opportunities. Teams who used this latter tactic
needed good dribblers who were able to get to the
goal line before cutting the ball back for advancing
team-mates. Congested penalty areas meant that
traditional, high crosses were less successful. Long
diagonal passes were another option for pulling
opposition defences out of position.
Successful teams were also able to switch quickly
between defence and attack. Counter-attacks were
successful if teams could bypass the midfield
quickly and make accurate, well-timed final passes.
Teams such as Germany, Spain, the Netherlands
were all specialists in this regard. These teams
passesd the ball around quickly, trying to take as
few passes as possible before taking out the
opposition defence. If they lost the ball, they put
immediate pressure on the man in possession. By
doing so, they hopped to force their opponents into
losing possession, which they could then exploit as
the opponents would still be on the front foot. It
was interesting to note that in the second and third
phases of tournament, far more goals were scored
on the counter-attack, which was due to the teams
being more attack-minded.
•
Strategies- teams were successful if they
started a game with a set strategy but were able to
adapt during the match. It was interesting to see
Poland or Ukraine, an experienced and well-drilled
team, lose their focus after Croatia or Sweden.
•
Goalkeepers-it is fair to say that goalkeepers
in this year’s European Championship were not
very consistent, as excellent performances were
followed by inexplicable errors. They not only
struggled to boss their penalty area and
communicate with their team-mates but also
experienced difficulties with shots from long range.
Many of these errors led directly to goals.
It was also interesting to note that the best
teams conceded very few fouls-if any- around their
own penalty area to avoid giving away free kiks in
dangerous position.
There were two tactics to gain or regain
possession.
a) Teams such as Poland, Portugal, Italy lay in
wait in their own half of the pitch before launching
quick counter-attacks to catch opponents off guard.
Some teams defended too deep, however, which
meant that their defenders could be outpaced.
b) Other teams such as Spain, Germany
aggressively tried to win the ball back in the
opponent’s half of the pitch or close to the halfway
line at the latest. This tactic prevented opponents
from building attacks as they were not given time to
construct moves.
Balls played in behind the defence from the centre
created a significant number of goals (19) and
chances, mainly because the “weaker” teams did
not stagger their defence, which meant that they
were easier to bypass. Creative wing play was
another way to create space and goalscoring
REFERENCES
1. Radulescu M, Cojocaru V.,Manolache G.”Ghidul antrenorului de fotbal la copii si juniori”,
Ed. Axis-Mundi, Bucuresti, 2003
2. Giacomini M.-“The technical guids for the
3. Radulescu M. Damian M.-“Fotbal-pro-Ghidul
antrenorului profesionist” Ed. Didactica si
Pedagogica, Bucuresti 2009.
4. Dates and statistics report-U.E.F.A, 2012.
INVERSE DYNAMIC ANALYSIS OF THE HUMAN LOWER LIMBS
DURING GAIT
Daniel GANEA, Marian Sorin TUDORAN, Elena MEREUȚĂ, Claudiu MEREUȚĂ
”Dunarea de Jos” University of Galati, Romania
Abstract
The simulation of musculoskeletal models of the human’s body provides critical information about the
locomotion mechanism. This information can be used to predict abnormalities and to provide mechanical
solution at different levels of human body bio-mechanical structure: muscle system, joint system, bone system
etc.
The aim of this paper is to analyze a Multibody system representing the musculoskeletal system of the
lower limb in order to determine forces and moments of forces. To achieve this, we have applied an inverse
dynamic analysis to an open source kinematic model from OpenSim aiming to calculate the joint’s reaction
during gait.
Keywords: biomechanics, inverse dynamics, Multibody System, kinematics, sport, lower limb, gait
analyze, OpenSim
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FASCICLE XV ISSN – 1454 – 9832 - 2012
1. INTRODUCTION
Human gait is the action performed by
musculoskeletal locomotion system. This action
can be defined by an alternate sinuous movement of
different kinematic elements resulting bipedal
forward propulsion of the human center of mass.
The gait action [1] is characterized by differences in
limb movement patterns, overall velocity, forces,
kinetic and potential energy cycles, and changes in
the contact with the surface [3].
The simulations of musculoskeletal models
are becoming an important part in analyzing the
biomechanics of the human body over a wide range
of activities: running, sports, walking, orthostatic
position and having an important role in
understanding the mechanical principles [6] and
determining some possible abnormalities [5].
These simulations have also the role of
estimating the parameters that are difficult or
impossible to measure in vivo, such as joint and
tissue loadings, muscle fiber and/or tendon forces
and power generation, and elastic energy storage
and return in tendons [4].
2. METHOD
In order to perform this study we have
used a model with 7 degrees of freedom, which
characterizes the kinematics of the lower limbs of
the human body. The proposed model consists of
the following kinematic parts: pelvis, femur, tibia,
patella, talus, calcaneus, and toe.
In order to estimate the ground reaction in
the joints, first we have made an inverse dynamic
analysis. The inverse dynamic analyze is a method
for determining the forces and moment of forces
based on the kinematics (generalized positions,
velocities, and accelerations) [2] of a body (fig. 1,
2, 3, 4) and the body's inertial properties [8] (table
1).
Fig. 1 Hip biomechanics
Fig. 2 Ankle biomechanics
Figure 4 Knee biomechanics
Fig. 3 Foot biomechanics
Kinematic
element
Pelvis
Femur
Tibia
Patella
Talus
Calcaneus
Toe
Table 1 Inertial properties
Moments of inertia
Mass
xx
yy
zz
11.777
0.1028
0.0871
0.0579
93.014
0.1339
0.0351
0.1412
37.075
0.0504
0.0051
0.0511
0.0862
0.00000287 0.00001311 0.00001311
0.1000
0.0010
0.0010
0.0010
1.250
0.0014
0.0039
0.0041
0.2166
0.0001
0.0002
0.0010
In order to calculate the classical equation
of motion (1) for a model, we have used the inverse
dynamic tool from OpenSim (fig. 5) for a known
motion (fig. 1, 2, 3, 4).
The classical equation of motion [10] can
be expressed as follows:
M (q )q&& + C (q, q& ) + G (q ) = τ
(1)
where:
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FASCICLE XV ISSN – 1454 – 9832 - 2012
q, q& , q&& ∈ R N is the vectors of generalized position,
Fm0 is the maximum isometric force;
velocities and accelerations;
lm is the length;
M (q ) ∈ R NxN is the system mass matrix;
C (q, q& ) ∈ R N is the vector of Coriolis and
v m is the velocity;
(
f Fmo , lm , v m
G(q ) ∈ R N is the vector of gravitational forces;
τ ∈ R N is the vector of generalized forces;
N is the degree of freedom (DOF).
τ j is the generalized force acting about the j joint
axis [9].
Furthermore we have optimized the
kinematic model using the Static Optimization Tool
provided by OpenSim software. This tool uses the
input motion for the unknown generalized forces
(e.g., joint torques, joint reaction forces) (fig. 6, 7,
8) ubjected to one of the following muscle
activation conditions (2) or (3).
a) Constrained by force – length- velocity
properties
nm
∑ [a f (F
m
0
m
)]
, lm , v m rm , j = τ j
3. RESULTS
The ground reaction forces on the hip
joint, knee joint, and ankle joint generated during
waking are shown in fig. 6, 7 and 8. The inverse
dynamic analyze and the static optimization has
been applied on a open source model with a input
known motion (fig. 5).
Associating the 7 phases (fig. 5) captured
during the motion of the kinematic model with the
joint reaction data, we were able to observe how the
ground reacts to the human gait, in the lower limbs.
In order to estimate the ground reaction forces, we
have conducted a parallel study between the left
and right lower limb. This way we can notice that
for a given time the joint reaction components (xyz)
are alternating.
(2)
m =1
Or
b) Ideal force generators
nm
∑ (a
m
)
, Fm0 rm , j = τ j
)
is the force, length,
velocity surface;
is the moment arm about the j joint axis;
rm , j
centrifugal forces;
(3)
m =1
Nm is the number of muscles in the model;
am is the activation level of muscle m at a discrete
time step;
Fig. 5 Gait model phases
Fig. 6 The hip joint reaction force
In fig.6, the ground reaction forces are as follows:
(1) The X component of the ground reaction force between the hip and the right femur;
(2)The X component of the ground reaction force between the left hip and the left femur;
(3)The Y component of the ground reaction force between the right hip and the right femur;
(4) The Y component of the ground reaction force between the left hip and the left femur;
(5)The Z component of the ground reaction force between the right hip and the right femur;
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FASCICLE XV ISSN – 1454 – 9832 - 2012
(6)The Z component of the ground reaction force between the left hip and the left femur.
Fig. 7 The knee joint reaction force
(1) The X componentof the ground reaction force between the right knee and the right tibia;
(2)The X component of the ground reaction force between the left knee and the left tibia;
(3)The Y component of the ground reaction force between the right knee and the right tibia;
(4) The Y component of the ground reaction force between the left knee and the left tibia;
(5)The Z component of the ground reaction force between the right knee and the right tibia;
(6)The Z component of the ground reaction force between the left knee and the left tibia
Fig. 8 The ankle joint reaction force
(1) The X component of the ground reaction force between the ankle knee and the right talus;
(2)The X component of the ground reaction force between the ankle knee and the left talus;
(3)The Y component of the ground reaction force between the ankle knee and the right talus;
(4) The Y component of the ground reaction force between the ankle knee and the left talus;
(5)The Z component of the ground reaction force between the ankle knee and the right talus;
(6)The Z component of the ground reaction force between the ankle knee and the left talus.
4. CONCLUSION
The musculoskeletal models simulation of
the body, based on numerical data collected from
video captured system, are able to provide critical
information that can’t be measured in vivo (joint
and tissue loading, muscle fibre and/or tendon force
and power generation, and elastic energy storage
and return in tendons) about the human body
dynamics.
In this paper we have emphasized a
method for determining these characteristics using
an open source program computer software and
using a model of the human gait.
REFERENCES
[1] Arnold, E., Ward, S., Lieber, R., Delp, S., 2010
“A model of the lower limb for analysis of human
movement”. Annals of Biomedical Engineering 38,
269–279.
[2] Daniel GANEA, Marian Sorin TUDORAN,
Claudiu MEREUTA, Elena MEREUTA, “Using
the kinect sensor to study the kinematics of the
human body”, Ministry Of Education, Research,
Youth and Sports The Annals of the University
Dunărea de Jos of Galați Fascicle XV ISSN. 1454.
9832 2012.
[3] Daniel GANEA, Claudiu MEREUTA, Marian
Sorin
TUDORAN,
Elena
MEREUTA,
“Experimental method for determing the ground
reaction and the orthostatic position”, Ministry Of
Education, Research, Youth and Sports The Annals
of the University Dunărea de Jos of Galați Fascicle
XV ISSN. 1454. 9832 2012.
Acknowledgments
This study has been supported by the
POSDRU Projects: 1.88/1.5/S/61445 EFICIENT
and 107/1.5/S/76822 TOP ACADEMIC.
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walking. Part I: Introduction to concepts, power
transfer, dynamics and simulations.” Gait Posture.
2002; 16(3):215Y32.
[7] http://opensim.stanford.edu/
[8] http://simtkconfluence.stanford.edu:8080/display/OpenSim/Lo
wer+Limb+Model+2010
[9] http://simtkconfluence.stanford.edu:8080/displ
ay/OpenSim/How+Static+Optimization+Works
[10] http://simtkconfluence.stanford.edu:8080/displ
ay/OpenSim24/How+Inverse+Dynamics+Works
[4] Richard R. Neptune, Craig P. McGowan, and
Steven A. Kautz „Forward Dynamics Simulations
Provide Insight into Muscle Mechanical Work
during Human Locomotion”, American College of
Sport Medicine 2009.
[5] Thelen DG, Chumanov ES, Sherry MA,
Heiderscheit BC. “Neuromusculoskeletal models
provide insights into the mechanisms and
rehabilitation of hamstring strains.” Exerc. Sport
Sci. Rev. 2006; 34(3): 135Y41.
[6] Zajac FE, Neptune RR, Kautz SA.
“Biomechanics and muscle coordination of human
KINEMATIC ANALYSIS OF THE LOWER LIMB DURING GAIT
Daniel GANEA, Marian Sorin TUDORAN, Elena MEREUȚĂ, Claudiu MEREUȚĂ
”Dunarea de Jos” University of Galati, Romania
Abstract
The aim of this paper is to describe the relationship between acceleration and position of the kinematic
elements of lower limb model during gait. The linear kinematic analysis of the human lower limb during gait has
been studied using an open source kinematic model from OpenSim.
Keywords: gait, kinematic analysis, acceleration, position, lower limb
1. INTRODUCTION
The human gait can be defined theoretical
by an alternate sinuous movement of different
kinematic elements of the locomotors system.
Injuries or abnormalities of the locomotion system
can cause gait asymmetry. Human gait performed
by a healthy subject is nearby symmetrical with
insignificant deviation [4].
The effects of this deviation can be caused
by differences in gait phases, stance time and swing
time [5], differences in ground reaction [1], [2] and
differences in the range of motion [6], [7].
Therefore for estimating this deviation
researchers have used musculoskeletal models of
the human’s body based on numerical data from
motion captured systems [3], in order to calculate
position, trajectories, velocities, accelerations, and
data which are impossible to measure in vivo, such
as: muscle fiber power generation and tendon force,
joint loadings, elastic energy storage and return in
tendons, etc.
lower limb. This model comprises the following
kinematic elements: pelvis, femur, tibia, fibula,
talus, calcaneus, and toe bone.
The inertial properties and the masses of
the kinematic elements are listed in table 1. The
following joints connect the elements of the biomechanical structure:
• The hip joint is a ball and socket joint with 3
degrees of freedom:
1. A flexion with a range of 900 (fig.
1.d)/extension with a range of -200 (fig. 1.c), in the
sagittal plane (xoy);
2. An adduction with a range of 100 (fig.
1.b)/abduction with a range of -400 (fig. 1.a), in the
frontal plane (yoz);
3. An internal rotation with a range of 400(fig. 1.f)
and external rotation with a range of -400 (fig. 1.e),
in the transversal plane (xoz);
• The knee joint is a hinge joint with 1 degree of
freedom: extension (fig. 1.g)/flexion (fig. 1.h), in
the sagittal plane (xoy);
• The ankle joint is modeled as a revolute joint
between the tibia and the talus, and is has 1 degree
of freedom: dorsi-flexion (fig. 1.i) and plantar
flexion (fig. 1.j), in the sagittal plane (xoy).
2. METHODS
In order to conduct the kinematic analyze
we have used an open source kinematic model
provided by OpenSim, which represents the human
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Fig. 1 Possible movements executed by the kinematic model
(a) Hip abduction; (b) Hip adduction; (c) Hip extension; (d) Hip flexion; (e) Hip external rotation; (f) Hip
internal rotation; (g) Knee extension; (h) Knee flexion; (i) Ankle dorsi-flexion; (j) Ankle plantar flexion.
[9];
Table 2 Inertial properties
Kinematic
Mass
Moments of inertia
element
xx
yy
zz
Pelvis
11.777
0.1028
0.0871
0.0579
Femur
93.014
0.1339
0.0351
0.1412
Tibia
37.075
0.0504
0.0051
0.0511
Patella
0.0862 0.00000287 0.00001311
0.00001311
Talus
0.1000
0.0010
0.0010
0.0010
Calcaneus
1.250
0.0014
0.0039
0.0041
Toe
0.2166
0.0001
0.0002
0.0010
Fig. 2 Gait model phases [10]
3. RESULTS
The position of the right lower limb model
We have focused our study on the
can be described at the initial moment as follows:
kinematics of a model provided by OpenSim which
time 0.400 s: hip flexion= 200, hip adduction= -2.90
represents the right lower limb. Therefore, we have
and hip rotation= -6.90; knee extension = 550; =2.50.
studied the positions and accelerations of the lower
limb model with respect to the global system.
Table 2 Input positions
Time
Hip flexion Hip adduction Hip rotation
Knee extension
Ankle
[s]
[o]
[o ]
[o]
[o]
[o ]
0.4
20
-2.9
-6.9
55
2.5
The hip angle of flexion has reached a
minimum value of -20.5570 (extension) at the
maximum angle of 21.1150 at the moment 0.717 s.
moment 1.317 s.
That increasing phase is followed by a decreasing
For the hip rotation and adduction the
phase of the angle of flexion which has reached a
range of angles variation is smaller. Thus, the hip
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of 65.7580. The ankle joint varies from the initial
position ± 30.
The variations of the acceleration
components and position components during the
cycle described above are shown in the figures
from 3 to 10.
rotation angle rate is ± 20 and for the hip adduction
angle rate is ± 3.500.
For the knee joint the range of angle
variation is bigger than for the other joints. First we
were able to notice an extension of 550, followed by
a 20flexion and then a maximum angle of extension
Fig. 3 Acceleration of pelvis with respect to the global
system (1) Pelvis Ox; (2) Pelvis Oy; (3) Pelvis Oz
Fig. 4 Position of pelvis with respect to the global
system (1) Pelvis Ox; (2) Pelvis Oy; (3) Pelvis Oz
Fig. 5 Acceleration of Femur with respect to the
global system (1) Femur Ox; (2) Femur Oy; (3)
Femur Oz
Fig. 6 Position of femur with respect to the global
system (1) Femur Ox; (2) Femur Oy; (3) Femur Oz
Fig. 7 Acceleration of tibia with respect to the global
system (1) Tibia Ox; (2) Tibia Oy; (3) Tibia Oz
Fig. 8 Position of tibia with respect to the global
system (1) Tibia Ox; (2) Tibia Oy; (3) Tibia Oz
Fig. 9 Acceleration of calcaneus with respect to the
global system (1) Calcaneus Ox; (2) Calcaneus Oy;
(3) Calcaneus Oz
Fig. 10 Position of calcaneus with respect to the
global system (1) Calcaneus Ox; (2) Calcaneus Oy;
(3) Calcaneus Oz
4. CONCLUSION
Nowadays, the need to study the
biomechanics of the human body, even if is in
sports or daily activities, is constantly increasing
because this is a condition for maintaining a healthy
body. Even if the human movements are fairly
symmetrical, using motion capture system and
simulation programs we can study the deviations
and we can act where the asymmetries exceed the
normality.
The numerical and graphical results
obtained from the assessment of human body
kinematics can be used in rehabilitation and
ergonomics.
ACKNOWLEDGMENTS
This study has been supported by the
POSDRU Projects: 1.88/1.5/S/61445 EFICIENT
and 107/1.5/S/76822 TOP ACADEMIC.
REFERENCES
[1] C.M. Kim, J.J. Eng. Symmetrical in vertical
ground reaction force is accompanied by symmetry
in temporal but not distance variables of gait in
108
FASCICLE XV ISSN – 1454 – 9832 - 2012
Biomechanics Volume 44, Issue 5, 15 March 2011,
Pages 972–978.
[5] M.E. Dewar, G. Judge, Temporal asymmetry
as a gait quality indicatorMedical and Biological
Engineering and Computing, 18 (1980), pp. 689–
693.
[6] K.K. Patterson, W.H. Gage, D. Brooks, S.E.
Black, W.E. McIlroy Evaluation of gait symmetry
after stroke: a comparison of current methods and
recommendations for standardization Gait and
Posture., 31 (2010), pp. 241–246.
[7] K.A. Shorter, J.D. Polk, K.S. Rosengren, E.T.
Hsiao-Wecksler A new approach to detecting
asymmetries in gait Clinical Biomechanics, 23
(2008), pp. 459–467
[8] http://simtkconfluence.stanford.edu:8080/display/OpenSim/Lo
wer+Limb+Model+2010
[9] Sobota software;
[10] http://opensim.stanford.edu/
persons with stroke Gait & Posture, 18 (2003), pp.
23–28
[2] Daniel GANEA, Claudiu MEREUTA, Marian
Sorin
TUDORAN,
Elena
MEREUTA,
“Experimental method for determing the ground
reaction and the orthostatic position”, Ministry Of
Education, Research, Youth and Sports the Annals
of the University Dunărea de Jos of Galați,Fascicle
XV ISSN. 1454. 9832 2012.
[3] Daniel GANEA, Marian Sorin TUDORAN,
Claudiu MEREUTA, Elena MEREUTA, “Using
the kinect sensor to study the kinematics of the
human body”, Ministry Of Education, Research,
Youth and Sports the Annals of the University
Dunărea de Jos of Galați Fascicle XV ISSN. 1454.
9832 2012.
[4] Darwin
Gouwanda,
S.M.N.
Arosha
Senanayake "Identifying gait asymmetry using
gyroscopes—A cross-correlation and Normalized
Symmetry
Index
approach"
Journal
of
METHOD FOR ASSESSING THE TRAINING OF ELITE FOOTBALL
PLAYERS
Claudiu MEREUȚĂ, Elena MEREUȚĂ
”Dunarea de Jos” University of Galati
Abstract:
In order to conduct scientific sports training, it is necessary to use appropriate methods that highlight
the energetic parameters. The experimental method developed by Miron Georgescu originates from the test for
determining the anaerobic capacity of effort in a force - velocity maximal effort test. The paper presents the
energetic parameters of the football players of the team that has lead the national championship, together with
the data analysis accordingly. The paper presents the estimation of football players’ physical preparation using
the energetic parameters experimentally established.
Key-words: average unit power, average flying height, repetition rate
1. INTRODUCTION
Sports competition is the engine of sports
development and also offers the opportunity to
check the athletes’ status of training. During the
competition, the athletes prove the quality of their
training, value the previous training stage, enrich
their experience. The trainers must conceive such a
physical preparation that takes into account the
competition, as a method to reach the maximum
preparation stage.
That is why, it is very important to
determine the energetic parameters for the football
players, at different stages of training, before the
championship, at the middle at the end of the
championship.
The
proposed
experimental
study
emphasizes the general energetic resources of a
football player, considering that the muscle tissue
has, besides motor qualities, elasticity and viscosity
(Almeida, Hong, Corcos, and Gottlieb - 1995).
2. EXPERIMENTAL METHOD
The proposed experimental method is
called the MGM-15 test (Mereuta & Mereuta –
2010, MGM test description) and consists of a
series of 15 vertical jumps. The human
performance is evaluated using a series of repeated
vertical jumps, on a special carpet, connected to a
computer, by measuring the time of ground contact,
respectively, the flying time. The data are processed
mathematically or statistically according to
necessities, considering that the mean of the ground
contact time (170-180 ms.) during the jump on both
legs is smaller than the reaction time measured
during jumping on one leg (300 ms.).
The test protocol requires 3 series of 15
vertical jumps, on both legs, on right leg and on left
leg. The program removes five of vertical jumps,
considering for further analysis only ten of them.
The energetic parameters involved in this
experiment are: average unit power (AUP), the
109
FASCICLE XV ISSN – 1454 – 9832 - 2012
processes of nerve cells and the relaxation and
contraction processes in muscles.
RR can be determined using the formula:
average flying height (AFH), and the repetition rate
(RR).
2.1. The average unit power (AUP)
AUP is the energetic parameter that
provides information on the force-velocity ratio and
on the conditional training of football players. AUP
can be determined using the formula:
g 10 2
⋅ ∑ Ta
8 i=1 i
AUP =
10
∑ Ta + Ts
i
i=1 i
(
RR =
(3)
Tsi is the ground contact time for the jump
“i”. The values of this parameter reveal the velocity
during effort. Thus, the data from literature range
the velocity as follows:
RR ∈ 160, 165 ms - very good;
)
(1)
[
]
RR ∈ [170, 180]ms
Tai is the flying time for the jump “i”
Tsi is the ground contact time for the jump
2.2.
The
10
where:
where:
“i”.
10
∑ Ts
i=1 i
average
flying
- medium (normal);
RR ≥ 200 ms - very low.
height
3. RESULTS
For the experimental phase a group of 25
football players from the former leader of the
Romanian Championship volunteered to participate
in the study. All procedures had the prior approval
of University's Ethics Committee. After the general
purpose of the investigation was explained, sport
managers, trainers and all participants gave their
consent to conduct the study. They were tested
using MGM-15 test. For each of the participants,
the test provides the ground contact time and the
flying time when they performed vertical jumps on
both legs, on right and on left leg. The measured
data are revealed in table 1, only for five of them.
Their energetic parameters are discussed
and analyzed, with the respect to the standard
values from literature.
(AFH)
AFH provides information mainly on the
force and we highlight that this parameter is
different from the detent, which is measured
directly from the hand to the ground. AFH can be
determined using the formula:
g 10 2
⋅ ∑ Ta
8 i=1 i
AFH =
10
(2)
where:
Tai is the flying time for the jump “i”
2.3.
The repetition rate (RR)
RR is an energetic parameter that
represents, in fact, the average contact ground time
and provides information mainly on the velocity,
distinguishing the excitation and inhibition
Table 1 – Experimentally data - extract
S1 Both Ground 0.243 0.161 0.17 0.167 0.183 0.163 0.17
legs
Air 0.555
0.5
0.525 0.524 0.563 0.537 0.546
Right Ground 0.297 0.303 0.271 0.255 0.289 0.249 0.247
leg
Air 0.355 0.389 0.366
0.4
0.366 0.417 0.39
Left
Ground 0.354 0.271 0.237 0.269 0.277 0.259 0.248
leg
Air 0.356 0.402 0.406 0.409 0.448 0.354 0.405
S2 Both Ground 0.235 0.196 0.189
0.2
0.184 0.18 0.217
legs
Air 0.558 0.563 0.573 0.567 0.609 0.573 0.559
Right Ground 0.327
0.3
0.256 0.258 0.255 0.255 0.267
leg
Air 0.444 0.459 0.465 0.44 0.492 0.445 0.46
Left
Ground 0.285 0.273 0.303 0.266 0.272 0.283 0.269
leg
Air 0.449 0.465 0.393 0.472 0.456 0.472 0.447
S3 Both Ground 0.209 0.228 0.221 0.238 0.185 0.247 0.201
legs
Air
0.594 0.562 0.577 0.549 0.578 0.58 0.581
Right Ground 0.362 0.355 0.339 0.352 0.345 0.327 0.353
leg
Air
0.426 0.456 0.452 0.432 0.427 0.428 0.47
Left
Ground 0.359 0.335 0.39 0.337 0.288 0.31 0.331
leg
Air
0.439 0.442 0.451 0.457 0.439 0.452 0.445
S4 Both Ground 0.274 0.202 0.209 0.213
0.2
0.176 0.163
legs
Air
0.593
0.6
0.593 0.606 0.597 0.604 0.583
Right Ground 0.283 0.285 0.245 0.287 0.252 0.273 0.307
leg
Air
0.475 0.444 0.467 0.494 0.451 0.479 0.488
110
0.201
0.543
0.252
0.402
0.238
0.411
0.185
0.608
0.261
0.487
0.25
0.454
0.21
0.566
0.343
0.423
0.338
0.454
0.176
0.594
0.296
0.474
0.211
0.542
0.26
0.415
0.262
0.402
0.179
0.569
0.23
0.463
0.27
0.509
0.226
0.575
0.315
0.406
0.411
0.407
0.22
0.612
0.311
0.43
0.174
0.572
0.262
0.383
0.243
0.408
0.339
0.426
0.253
0.462
0.254
0.453
0.223
0.583
0.329
0.441
0.32
0.433
0.207
0.599
0.271
0.501
FASCICLE XV ISSN – 1454 – 9832 - 2012
S5
Left
leg
Both
legs
Right
leg
Left
leg
Ground
Air
Ground
Air
Ground
Air
Ground
Air
0.319
0.486
0.229
0.504
0.291
0.442
0.292
0.444
0.285
0.496
0.22
0.505
0.302
0.427
0.326
0.412
0.305
0.441
0.218
0.521
0.298
0.434
0.272
0.41
0.285
0.459
0.212
0.506
0.324
0.427
0.31
0.445
0.311
0.525
0.2
0.54
0.306
0.405
0.285
0.471
0.277
0.512
0.213
0.518
0.281
0.379
0.261
0.434
0.339
0.49
0.212
0.529
0.281
0.364
0.263
0.419
0.285
0.478
0.2
0.541
0.297
0.414
0.293
0.404
0.281
0.505
0.235
0.527
0.327
0.398
0.308
0.442
0.276
0.477
0.199
0.547
0.282
0.404
0.293
0.451
Based on these data, the energetic parameters are computed and the results are shown in table 2 and
fig.1
Table 2 Energetic parameters
Vertical jump on both
Vertical jump on
legs
right leg
AUP AFH RR
AUP AFH RR
4.85
0.35
0.18 2.77 0.18 0.27
4.93
0.38
0.21 3.52 0.26 0.27
5
0.4
0.22 2.94 0.23 0.34
5.36
0.43
0.2 3.55 0.27 0.28
4.47
0.33
0.21 2.85
0.2
0.3
5.33
0.44
0.22 3.16 0.25 0.33
5.66
0.47
0.21 3.38 0.27 0.32
5.19
0.39
0.18 3.38 0.27 0.32
5.31
0.43
0.21 3.22 0.23 0.28
4.83
0.37
0.22 3.61 0.27 0.28
5.72
0.46
0.18 3.81 0.29 0.27
5.53
0.43
0.18 3.66 0.26 0.25
4.84
0.36
0.2 2.97 0.21 0.29
5.07
0.44
0.26 3.26 0.27 0.35
5.14
0.41
0.22 3.09 0.23 0.31
5.53
0.42
0.17 3.81 0.27 0.24
5.11
0.39
0.19 3.02 0.22
0.3
5.57
0.44
0.19 3.64 0.27 0.27
5.35
0.4
0.18 3.61 0.27 0.27
5.16
0.41
0.21 3.26 0.24
0.3
5.11
0.41
0.22 3.54 0.27 0.29
5.75
0.46
0.19 4.42 0.35 0.25
4.63
0.32
0.18 2.74 0.16 0.23
5.25
0.43
0.23 3.26 0.26 0.33
4.24
0.31
0.23 2.51 0.17 0.31
Participants
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
Vertical jump on
left leg
AUP AFH RR
2.9 0.19 0.27
3.45 0.25 0.27
3 0.23 0.34
3.65 0.29
0.3
3.12 0.23 0.29
3.66 0.29
0.3
3.77 0.31 0.33
3.64 0.27 0.26
3.28 0.25
0.3
3.23 0.24
0.3
4.25 0.33 0.26
3.86 0.29 0.26
3.26 0.23 0.27
3.27 0.26 0.33
3.27 0.25 0.31
4.07 0.31 0.25
2.83 0.22 0.35
3.45 0.26
0.3
3.47 0.27
0.3
3.42 0.25 0.28
3.5 0.26 0.29
2.53 0.23 0.47
2.68 0.16 0.23
3.78
0.3 0.29
3.05 0.24 0.34
Energetic parameters
18
16
14
12
10
8
6
4
2
0
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S1 5
S16
S17
S18
S19
S20
S21
Vertical jump on both legs AUP
Vertical jump on both legs A FH
Vertical jump on both legs RR
Vertical jump on right leg AUP
Vertical jump on right leg AFH
Vertical jump on right leg RR
Vertical jump on left leg AUP
Vertical jump on left leg AFH
Vertical jump on left leg RR
Fig.1 Energetic parameters of participants
111
S22
S23
S24
S2 5
FASCICLE XV ISSN – 1454 – 9832 - 2012
4. DISCUSSIONS
For each participant in the MGM-15 test
we can analyze the energetic parameters, as
follows:
Participant 1 develops an average unit
power which is 91.7% from the maximum possible
power on vertical jump on both legs, 90.5% on the
right leg and 87.5% on the left leg. The maximum
developed power is 99.6% from the maximum
possible power on vertical jump on both legs,
96.1% on the right leg and 96.5% on the left leg.
The ratio force – velocity (-1.93) reveals an
unbalanced training, with excessive force and lack
of velocity (37.8%). As for the energetic
asymmetry, that participant has almost the same
qualities for the right and left leg (0.94%). The
second energetic parameter, that characterizes the
force during the effort, reveal the fact that this
football player develops 86%-89% of the force
during vertical jumps. The third energetic
parameter reveals the speed during the effort which
is very small for all vertical jumps.
96.2% on the right leg and 97% on the left leg. The
ratio force – velocity (-2.04) reveals an unbalanced
training, with excessive force and lack of velocity
(41%). As for the energetic asymmetry, that
participant has better qualities for the right leg
(>2.01%). For the second energetic parameter that
characterizes the force during the effort, this
football player develops 78%-86% of the force
during vertical jumps. The third energetic
parameter reveals the speed during the effort which
is very small for all vertical jumps.
possible power on vertical jump on both legs, 95%
on the right leg and 95.5% on the left leg. The ratio
force – velocity (-0.94) reveals a small unbalanced
training, with excessive velocity and lack of force
(18.74%). As for the energetic asymmetry, that
participant has better qualities for the left leg
(>1.86%). For the second energetic parameter, that
characterizes the force during the effort, we
conclude that this football player develops 85%93% of the force during vertical jumps. The third
energetic parameter reveals the speed during the
effort which is very small for all vertical jumps.
asymmetry, that participant has better qualities for
the left leg (>2.84%). For the second energetic
parameter, that characterizes the force during the
effort, we conclude that this football player
develops 85%-93% of the force during vertical
jumps. The third energetic parameter reveals the
speed during the effort which is very small for all
vertical jumps.
asymmetry, that participant has better qualities for
the right leg (>9.5%). The second energetic
parameter, that characterizes the force during the
effort, reveals that this football player develops
83%-89% of the force during vertical jumps. The
third energetic parameter reveals the speed during
the effort which is very small for all vertical jumps.
The same analysis can be performed for all
participants at the test, revealing their individual
characteristics.
Comparing their results with the average
of the team we can see that for the average unit
power (fig.3) computed on the vertical jump on
both legs, 52% of participants develop unit power
greater than the mean (5.157). The biggest value of
power unit (5.75 – participant 22) is 11.49% greater
than the team’s average, while the smaller value of
power unit (4.24 – participant 25) is 17.78% lower
than the team’s average.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
6
AFH - average flying height
0,4 8
AUP - average unit power
5,8
0,47
0 ,46
5,75
5,72
0,46
0,4 6
5,66
5,6
5,53
5,57
5,53
0,44
0,44
0,43
5,36
5,4
5,33
0,43
0,4 3
0,42
0,4 2
5,2 5
5,19
5,16
5,11
5,14
5
5
0,43
5,3 5
5,31
5,2
0,44
0,4 4
0,41
0,41 0,41
5,11
0,4
5,07
0,4
0,4
0,39
0,39
4,93
0,38
4 ,85
4,83
4,84
0,3 8
0,37
4,8
0,36
4 ,63
0,3 6
0,35
4,6
4,47
0,3 4
4,4
0,33
4,24
0 ,32
0,3 2
4,2
0,31
0,3
4
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10 P 11
P12 P13
P14 P15
P16
P17
P18
P19
P20
P21
P22 P23
P24
P1
P25
Fig.3 Average unit power
For the average flying height (fig.4)
computed on the vertical jump on both legs, 56% of
participants develop values of the energetic
parameter greater than the mean (0.403). The
biggest value of the parameter (0.47 – participant 7)
is 16.56% greater than the team’s average, while
the smaller value (0.31 – participant 25) is 23.11%
lower than the team’s average.
The repetition ratio (fig.5) computed on
the vertical jump on both legs, reveals the fact that
52% of participants develop values of the energetic
parameter greater than the mean (0.203). The
biggest value of the parameter (0.26 – participant
P2
P3
P4
P5
P6
P7
P8
P9
P10 P11
P12 P13
P 14 P15
P16
P17
P18
P19 P20
P21
P22
P23
P24
P25
Fig.4 Average flying height
14) is 27.7% greater than the team’s average, while
the smaller value (0.17 – participant 16) is 16.5%
lower than the team’s average. For this energetic
parameter, the interpretation of the results reveal
the fact that participant 16 (which value of RR is
the smallest) has the best performance in velocity
effort from the whole team, even though the value
ranks him in the group of athletes with normal
speed. Seven participants meet the same condition
for normal speed effort and shall be considered the
best trained football players in speed effort of the
team.
RR - repetition rate
0,2 7
0,26
0,2 5
0,2 3 0,23
0,2 3
0,22
0,22
0,21
0,21
0,22
0,21
0,22
0,22
0,21
0,21
0,2 1
0,2
0,2
0,19 0,19
0,19
0,1 9
0,18
0,18
0 ,18 0,18
0,18
0 ,18
0,17
0,1 7
0,1 5
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10 P11
P12 P13
P 14 P15
P16
P17
P18
P19 P20
P21
P22
P23
P24
P25
Fig.5 Repetition rate
5. CONCLUSIONS
The energetic parameters are important for
the trainer that must act accordingly to the results,
ensuring an optimum ratio force –velocity for the
athletes which show unbalances. The values of that
parameter, together with the values of the
differential power and the skewness must provide
to the trainer, information on the new approaches in
training program, in order the get the optimum of
the ratio force-velocity.
A well oriented trainer must prepare
individual programs for each football player in
order to correct the lack of force, velocity and the
force-velocity ratio.
It is also important to measure again the
energetic parameters after the training stage, in
order to reveal that the training program was
efficient, accordingly to the required demands.
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Comparison of the Wingate and Bosco anaerobic
tests. J Strength Cond Res. Nov; 18(4):810-5.
15. Viitasalo,
J.T.,
Bosco,
C.,
(1982):
Electromechanical behavior of human muscles in
vertical jumps. European journal of applied
physiology and occupational physiology 48(2):25361.
5. Buckley, J. & Eston, R.G. (2007) Sport and
Exercise Physiology Testing: Guidelines. Volume
1: Sport Testing. In: Winter, E.M., Jones, A.M.,
Davison, R.R.C., Bromley, P.D. & Mercer, T.H.
(eds) British Association of Sport and Exercise
Sciences Guide. London: Routledge.
6. Dick, F.W. (2003) Sports Training Principles.
London: A & C Black (4th ed.)
7. Hong, D., Corcos, D. M., and Gottlieb, G. L.
(1994) Task dependent patterns of muscle
activation at the shoulder and elbow for
unconstrained arm movements. Journal of
Neurophysiology, 71(3), 1261-1265.
8. Nielsen, J., Nagaoka, M., Kagamihara, Y.,
Kakuda, N., Tanaka R., (1994) Discharge of muscle
afferents during voluntary co-contraction of
antagonistic ankle muscles in man. In Neuroscience
Letters
9. JURCA I., TIRON C., (1996) Echipament
electronic pentru aprecierea puterii maxime
anaerobe. In: Revista Stiinta sportului. Bucuresti,
nr. 3
10. Mereuţă, C., Mereuţă, E., (2010) Study on unit
power energetical parameter provided by MGM
THE COMPLEMENTARY ENERGETIC PARAMETERS USED TO
ESTIMATE THE TRAINING STAGE OF ELITE FOOTBALL PLAYERS
Claudiu MEREUȚĂ, Elena MEREUȚĂ
Abstract
The paper presents the importance of some other energetic parameters, called complementary
parameters achieved while performing a MGM experimental test. The experimental method originates from the
test for determining the anaerobic capacity of effort in a force - velocity maximal effort test. A comparison
between the complementary parameters of some football players and the values of the entire group is made. A
regression analysis will reveal if some anthropometric parameters are influencing the data collected from the
experiment.
Key-words: maximum vertical height, the maximum unit power, the possible maximum unit power
1. INTRODUCTION
Sports competition is the engine of sports
development and also offers the opportunity to
check the athletes’ status of training. During the
competition, the athletes prove the quality of their
training, value the previous training stage, enrich
their experience. The trainers must conceive such a
physical preparation that takes into account the
competition, as a method to reach the maximum
preparation stage.
That is why, it is very important to
determine the energetic parameters for the football
players, at different stages of training, before the
championship, at the middle at the end of the
championship.
Based on the results of the experimental
study (Dick - 2003), the team trainers must
optimize the training program in order to get a
special physical preparation, to improve the
insufficient developed physical qualities (such
velocity, force and endurance) and to assume
peculiar training methods for each football player.
The
proposed
experimental
study
emphasizes the general energetic resources of a
football player, considering that the muscle tissue
has, besides motor qualities, elasticity and viscosity
(Almeida, Hong, Corcos, and Gottlieb - 1995).
2. EXPERIMENTAL METHOD
In order to estimate the anaerobe capacity
of effort, it was obvious that tests like Bosco’s
(Bosco, Colli, Bonomi, von Duvillard – 2000,
Bosco at al. – 1983, Bosco, Luhtanen, Komi, 1983), step test (Buckley & Eston - 2007) are not
114
FASCICLE XV ISSN – 1454 – 9832 - 2012
proper when we have to separate the energy
consumption during the muscular contraction from
the recovered energy during the elastic action of
muscles.
The experiment is based on a maximal
force - velocity effort test (Perrine - 1978) which is
appropriate for estimating the energetic parameters
and removes the subjective assessment of the effort
stage.
The effort during the experimental test is
performed by large muscular groups of the lower
limbs of the football player.
The test protocol requires 3 series of 15
vertical jumps, on both legs, on right leg and on left
leg. The program removes five of vertical jumps,
considering for further analysis only ten of them.
University's Ethics Committee and the participant
in the study gave their consent.
Together with the energetic parameters,
some other variables can be computed, as the
maximum vertical height (Hmax), the maximum
unit power (MUP) and the possible maximum unit
power (PMUP), using the following formulas:
g ⋅T 2
a
H max =
8
g2 ⋅T 2
a
MUP =

8 ⋅  T + T 
 s a
g2 ⋅T 2
a max
PMUP =
3. RESULTS
For the experimental phase a group of 25
football players volunteered to participate in the
study. They were tested using MGM-15 test. For
each of the participants, the test provides the
ground contact time and the flying time when they
performed vertical jumps on both legs, on right and
on left leg. All procedures had the prior approval of
Participants
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
(1)
(2)

8 ⋅  T
+T
 s min a max 
(3)
The computed variables above are shown
in table 1 and fig.1.
Table 1 – Complementary energetic variables
Vertical jump on both legs
Vertical jump on right leg
Vertical jump on left leg
Hmax
MUP
PMUP
Hmax
MUP
PMUP
Hmax
MUP
PMUP
0.4
5.28
5.39
0.21
3.14
3.16
0.25
3.33
3.54
0.46
5.63
5.68
0.3
3.9
4.05
0.32
4
4.12
0.43
5.29
5.47
0.27
3.23
3.4
0.26
3.23
3.38
0.46
5.63
5.83
0.31
3.91
4.06
0.34
4
4.15
0.37
4.83
4.84
0.24
3.21
3.26
0.27
3.53
3.66
0.49
5.8
5.82
0.3
3.64
3.78
0.32
3.95
3.99
0.51
5.85
5.97
0.33
3.87
3.9
0.54
6.06
6.08
0.44
5.42
5.63
0.33
3.87
3.9
0.31
3.95
4.15
0.48
5.64
5.78
0.27
3.53
3.61
0.28
3.56
3.63
0.42
5.18
5.27
0.3
3.88
3.92
0.29
3.66
3.72
0.49
5.96
6.01
0.34
4.27
4.36
0.36
4.46
4.53
0.5
6.01
6.06
0.29
3.86
3.95
0.33
4.19
4.29
0.41
5.24
5.31
0.23
3.15
3.24
0.27
3.55
3.74
0.5
5.52
5.55
0.31
3.54
3.69
0.28
3.49
3.52
0.45
5.39
5.52
0.27
3.38
3.51
0.28
3.63
3.64
0.47
5.8
5.95
0.31
4.16
4.25
0.36
4.5
4.57
0.41
5.32
5.39
0.26
3.49
3.52
0.24
3.05
3.08
0.52
6.18
6.28
0.31
3.93
4.05
0.3
3.81
3.91
0.46
5.8
5.84
0.31
3.95
4.01
0.32
3.92
4.06
0.47
5.79
5.81
0.29
3.58
3.73
0.28
3.61
3.74
0.46
5.55
5.57
0.31
3.76
3.91
0.3
3.86
4
0.52
6.11
6.26
0.4
4.76
4.92
0.29
3.71
3.74
0.35
4.93
4.96
0.19
2.94
3.14
0.2
3.11
3.23
0.48
5.66
5.81
0.33
3.93
4.1
0.35
4.09
4.25
0.36
4.83
4.84
0.2
2.71
2.89
0.27
3.36
3.49
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Energetic variables
7
6
5
4
3
2
1
0
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
Vertical jump on both legs Hmax
Vertical jump on both legs MUP
Vertical jump on both legs PMUP
Vertical jump on right leg Hmax
Vertical jump on right leg MUP
Vertical jump on right leg PMUP
Vertical jump on left leg Hmax
Vertical jump on left leg MUP
Vertical jump on left leg PMUP
S23
S24
S25
Fig.1 Complementary energetic variables
4. DISCUSSIONS
For the maximum vertical height, 60%
participants present values over the mean of the
group (0.452), participants 18 and 22 being the best
(fig.2). The biggest value of the parameter (0.52) is
0,55
14.94% greater than the team’s average, while the
smaller value (0.35 – participant 23) is 22.63%
lower than the team’s average.
MUP - maximum unit power
6,3
Hmax
6,18
0,52
6,11
0,52
6,1
0,51
6,01
0,5
0,5
0,49
5 ,96
0,5
0,49
5,9
0,48
5,85
5,8
0,4 8
0,47
0,46
0,47
0,46
5,8
5,8
5,79
0,46
0,4 6
5,7
5,63
5,6 6
5,64
5,63
0,45
0,45
5,55
5,52
0,44
0,43
5,5
5,42
5,39
0,42
5,32
0,41
0,41
5,3
0,4
5,29
5,28
5,24
5,18
0,4
5,1
0,37
0,36
0 ,35
4 ,93
4,9
4,83
0,35
4,83
4,7
0,3
4,5
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10 P 11
P12 P13
P14 P15
P16
P17
P18
P19
P20
P21
P22 P23
P24
P25
P1
P2
Fig.2 Maximum vertical height
P3
P4
P5
P6
P7
P8
P9
P10 P11
P12 P13
P 14 P15
P16
P17
P18
P19 P20
P21
P22
P23
P24
P25
Fig.3 Maximum unit power
For the maximum unit power, 52%
participants develop values over the mean of the
group (5.545), participant 18 being the best (fig.3).
The biggest value of the parameter (6.18) is 11.43%
greater than the mean of the group, while the
smaller value (4.83 – participants 5 and 23) is
12.9% lower than that.
For the maximum possible unit power,
56% of the participants present values over the
mean of the group (5.633), participants 22 being the
best (fig.4). The biggest value of the parameter
(6.28) is 11.47% greater than the team’s average,
while the smaller value (4.84 – participants 5 and
25) is 14.08% lower than the team’s average.
PMUP - maximum possible unit power
6,5
6,28
6,3
6,26
6,06
6,1
6 ,01
5,97
5,95
5,83
5,9
5,84
5,82
5,78
5,81
5,8 1
5,68
5,7
5,63
5,55
5,57
5,52
5,47
5,5
5,39
5,39
5,31
5,27
5,3
5,1
4 ,96
4,9
4,84
4,84
4,7
4,5
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10 P11
P12 P13
P 14 P15
P16
P17
P18
P19 P20
P21
P22
P23
P24
P25
Fig.4 Maximum possible unit power
A regression analysis aiming to reveal the
influence of two independent parameters (weight
and height) prove that only 32.29% of the average
vertical height on left leg is influenced by these
parameters, while all the other energetic variables
have evolutions which are less dependent to the
116
FASCICLE XV ISSN – 1454 – 9832 - 2012
influence on their evolution, proves that these
parameters are dependent only to the training
process and for their improvement, the coach must
act accordingly.
considered independent parameters (fig.9). The
weight and the height have almost no influence on
the repetition rate, which measure the response of
the neural processes to stimuli.
As for the other energetic parameters, the
fact that the anthropometrical parameters have no
35%
32.29%
Vertical jump on both legs
Vertical jump on left leg
Vertical jump on right leg
30%
27.45%
25%
26.87%
23.72%
22.92%
23.06%
18.82%
20%
18.05%
17.64%
15% 13.82%
16.72%
14.19%
12.40%
11.09%
11.36%
10%
5%
1.30%
2.35%
0.20%
0%
AUP
AFH
RR
Hmax
MUP
PMUP
Fig.9 Regression analysis
5. CONCLUSIONS
6. Dick, F.W. (2003) Sports Training Principles.
In order the get the optimum of the ratio
London: A & C Black (4th ed.)
force-velocity, the trainer must act accordingly to
7. Hong, D., Corcos, D. M., and Gottlieb, G. L.
the results provided by energetic tests, ensuring an
(1994) Task dependent patterns of muscle activation
optimum ratio force –velocity for the athletes which
at the shoulder and elbow for unconstrained arm
show unbalances. New approaches in the training
movements. Journal of Neurophysiology, 71(3), 1261programs must be based on the values energetic
1265.
parameter, on the values of the differential power
8. Nielsen, J., Nagaoka, M., Kagamihara, Y.,
and the skewness.
Kakuda, N., Tanaka R., (1994) Discharge of muscle
Once the lack of force or velocity is
afferents during voluntary co-contraction of
ascertained, the trainer must prepare individual
antagonistic ankle muscles in man. In Neuroscience
programs for each football player. Further studies,
Letters
will reveal some training protocols that must
9. JURCA I., TIRON C., (1996) Echipament
improve unbalances depicted by this experimental
electronic pentru aprecierea puterii maxime anaerobe.
method.
In: Revista Stiinta sportului. Bucuresti, nr. 3
REFERENCES
10. Mereuţă, C., Mereuţă, E., (2010) Study on unit
1.
Almeida, G. L., Hong, D. H., Corcos, D. M.
power energetical parameter provided by MGM test.
and Gottlieb, G. L. (1995) Organizing principles for
The Annals of Dunarea de Jos University Galati,
voluntary movement: Extending single joint rules.
Fascicle XV, ISSN – 1454 – 9832 – 2010 - 2, p. 36
Journal of Neurophysiology, 74(4), 1374-1381.
11. MGM test description;
2. Bosco, C., Colli, R., Bonomi, R., von Duvillard
12. Moss, B.M., Refsnes, P.E., Abildgaard, A.,
S P; Viru, A., (2000) Monitoring strength training:
Nicolaysen, K., Jensen, J., (1996) Effects of maximal
neuromuscular and hormonal profile. Medicine and
effort strength training with different loads on
science in sports and exercise; 32(1):202-8.
dynamic strength, cross-sectional area, load-power
3. Bosco, C., Komi, P.V., Tihanyi, J., Fekete, G.,
and load-velocity relationships, European Journal Of
Apor, P., (1983) Mechanical power test and fiber
Applied Physiology And Occupational Physiology,
composition of human leg extensor muscles.
Volume 75, Number 3, 193-199.
European journal of applied physiology and
13. Perrine, J.J., (1978) Muscle force-velocity and
occupational physiology; 51(1):129-35.
power-velocity relationships under isokinetic loading.
4. Bosco, C., Luhtanen, P., Komi, P.V., (1983) A
Medicine & Science in Sports
simple method for measurement of mechanical power
14. Sands, W.A., McNeal, J.R., Ochi, M.T.,
in jumping. European Journal of Applied Physiology
Urbanek T.L., Jemni, M., Stone, M.H., (2004)
50:273-282.
Comparison of the Wingate and Bosco anaerobic
5. Buckley, J. & Eston, R.G. (2007) Sport and
tests. J Strength Cond Res. Nov; 18(4):810-5.
Exercise Physiology Testing: Guidelines. Volume 1:
15. Viitasalo,
J.T.,
Bosco,
C.,
(1982):
Sport Testing. In: Winter, E.M., Jones, A.M.,
Electromechanical behavior of human muscles in
Davison, R.R.C., Bromley, P.D. & Mercer, T.H. (eds)
vertical jumps. European journal of applied
British Association of Sport and Exercise Sciences
physiology and occupational physiology 48(2):253Guide. London: Routledge.
117
FASCICLE XV ISSN – 1454 – 9832 - 2012
A SOCIOLOGICAL ANALYSIS ON THE ROLE AND IMPORTANCE
OF PHYSICAL EDUCATION FOR THE STUDENTS OF THE
FACULTY OF AUTOMATION, COMPUTERS, ELECTRICAL
ENGINEERING AND ELECTRONICS (PART 1)
George Danut MOCANU, Liliana NANU
gmocanu7@yahoo.com
Abstract
The continuous changes that have been taking place in the higher educational system in Romania
require a new prioritization of the disciplines included in the curriculum, in order to create the socioprofessional competences necessary for a better integration of the graduates. Taking into consideration that the
labour market is characterised by an extremely dynamic and sometimes unpredictable evolution, it is important
the way in which each discipline contributes to the professional development of the graduates, as well as the
opinions students have formed about each discipline. The hereby study reflects the way in which students
appreciate nowadays the importance that physical education has on the various levels of their professional and
personal evolution.
Key words: questionnaire-based investigation, physical education, motivations, physical effort,
educational
values,
motricity.
INTRODUCTION
Beginning studies in the higher
educational system involves new requirements,
influenced by the academic specialization (most
often intellectual requirements), that students have
to cope with. Considered an instructional
educational process, physical education allows
scheduling some systematic requirements that have
strong influences on the motrical and physical
development. The processes of growth and
development are still present, but at a slower pace,
as the youths reach adulthood from a psychological,
motrical and functional somatic point of view.
Physical education provides, due to its compulsory
character, a harmonization and even a
compensation of all the effects that students
experience from the other studied disciplines. The
questionnaire-based investigation is included in the
descriptive research and has the disadvantage of
being made of information gathered and processed
out of the personal opinions of those interrogated,
which indicates a low level of objectivity.
Nevertheless, due to the variety of centralized
questions and answers, new directions of improving
the educational process can be identified, student's
expectations towards physical education can be
easily noticed and the real cause of rejecting or
ignoring physical activity can be revealed.
Working hypothesis and research organisation:
We left from the supposition that using the
questionnaire method will help us get a more
realistic image of the importance and value of
physical education for students. The following
research methods have been used: the theoretical
analysis and the generalisation of the literature, the
questionnaire-based investigation, the statisticalmathematical methods, and the graphical and
tabular representation of data. The research has
been organized in the first semester of the academic
year 2011-2012, on a sample of 140 students from
the Faculty of Automation, Computers, Electrical
Engineering and Electronics - 1st and 2nd year of
study, a representative sample for data validation.
All the required stages for organizing and
progressing a scientifically-based research have
been met: setting up clear objectives, choosing the
sample, editing the questionnaire, pilot-testing the
questionnaire and correcting it, administering the
proper questionnaire, centralizing, analysing and
processing the data, interpreting the results,
graphically representing the data and drawing
conclusions.
ANALYSING AND INTERPRETING
THE RESULTS
The questionnaire has 18 accessible
questions, with various ways of answering: closed
answers, multiple choice and open answers.
Because of length reasons, the research presents
only the first 9 questions of the study results:
1. What do you think about the discipline physical
education, included in the educational curriculum
plan of your faculty?
2. What is the ideal number of hours of physical
education that students should attend on a weekly
basis?
3. Do you do any sports in your spare time - are you
doing it for relaxing or for officially competing
against sport clubs?
4. What favourite sports do you practice in your
spare time and which one would you like to
practice during your physical education classes?
5. Do you consider that physical education plays an
important role in your professional development, if
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FASCICLE XV ISSN – 1454 – 9832 - 2012
you take into consideration the specialization you
have chosen?
6. Do material supplies in the university help
students practice different sports properly and do
they satisfy their need for training?
7. What would you like to do exactly during
physical education classes in faculty?
8. Do you think that physical education classes
from your previous level of education (especially
high-school) has helped you practice different
sports at a intermediate or at an advanced level, or
do you consider that all the former experience has
not been sufficient?
9. What should be taken into consideration when
graded for physical education?
To the question: "What do you think about
the discipline physical education included in the
educational curriculum plan of your faculty?”,
students have given the following answers: 72%
consider it important, 24% consider it less
important and only 4% consider it irrelevant. (Fig.
1)
Regarding the number of hours that should
be assigned to physical education on a weekly
basis, 27% consider that 1 hour is enough, 55% that
2 hours would be necessary and 18% that a higher
number of hours should be assigned to it, from 3-4
hours to even 6 hours. (Fig.2)
Doing sports is a constant activity only for
21% of those questioned, 57% play sports only
occasionally and 22% do not have any such
interest. (Fig.3)
Favourite sports that students would like to
practice during their physical education classes are:
sport games- 65%, athleticism -12%, gymnastics6%, martial arts, body building, swimming, tennis -
25%, others (cycling) -2% The percentages have
been established as a result of answering to
multiple choice questions. (Fig.4)
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FASCICLE XV ISSN – 1454 – 9832 - 2012
35% of students consider that physical
education has no direct impact on their professional
development, 51% think that its influence is
insignificant, only 14% consider it plays a role -
improving their physical condition, health, team
spirit, discipline and personality traits, help them to
have better results, to relax and reduces the stress
level.
The material supplies completely meet the
requirements for 21% of the responders, only
partially for 51% and to a small degree for 24%.
Only 4% consider that more fields, game sports
gyms, swimming pools, fitness rooms and grass
courts are needed. (Fig.6)
The autonomy students have when
practising sports is considered important by 93% of
students, who prefer to do 1 to 2 sports selected by
them, whereas only 7% consider that the activity
should be managed exclusively by a teacher. (Fig.7)
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FASCICLE XV ISSN – 1454 – 9832 - 2012
sport at an advanced level - 9%, at an intermediate
level - 63% and 28% state that they do not practice
any sport. (Fig. 8)
Students think that physical education
classes in high-school have helped them practice a
Regarding the
think that the motrical
important, 10% that the
practised, 35% consider
evaluation criteria, 11%
performance is the most
level at which a sport is
important the number of
classes attended, 37% the degree of involvement
during the class, 23% all the above presented
criteria (Fig. 9) - multiple choice answers
spend their spare time practising any sports at all,
which is bigger than those constantly involved in
such activities.
- There is no surprise in the high percentage of
those who prefer sport games rather than other
sports such as athleticism or gymnastics, less
attractive to students, whereas there is a visible
preference for body building, swimming, martial
arts, tennis, which have been gaining popularity.
- It is worth mentioning the inability of those
interrogated to observe the direct benefits that
organized physical activity can have on their body
at different levels, such as improving their
professional results, no matter the academic
specialization. Also, a significant percentage has
given concrete examples of improving the material
supplies, although it is first of all lacking quality.
CONCLUSIONS
- Interpreting the gathered research data has created
a closer to reality picture regarding the place of the
academic physical education subject in the
educational and professional development of
students. Because the main disadvantage of
administering the questionnaire is the degree of
sincerity of the answer, we believe that the normal
tendency of those interrogated is to offer an image
slightly improved from the reality, thus affecting
the objectivity of the gathered and proposed data.
- The majority of students would like to have two
or more physical education hours per week,
compared to the actual curriculum, which has only
one hour per week planned. A matter of concern is
represented by the number of those who do not
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5. Epuran M., The Methodology of Investigating
Body Activities during Physical Education and
Sport, Bucharest: Foundation România de mâine,
1995, page 494.
6. Gagea A., The Methodology of Scientific
Research during Physical Education and Sport,
Bucharest: Foundation România de mâine, 1999,
pages 15-342.
7. Ivan C., Joggin, Bucharest: Discobolul, 2010,
page 111.
8. Nicola I., Dissertation on Educational Pedagogy,
Bucharest: Didactică şi pedagogică, 1996, page
323.
9. Rata G., The Methodology of Physical
Education, Bacău: Alma Mater, 2004, page 234.
10. Rotariu T., Ilut P., Sociological Investigation
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Polirom, 1997, pages 44-90, 153-205.
11. Simion G., Amzar L., The Science of Human
Motion Analysis, Pitesti: EUP, 2009, page 263.
12. Tudor V. Ciolca C., The Methodology of
Physical Education – extra-curricular activities,
Bucharest: Discobolul, 2010., page 100.
- It is normal for students to ask for autonomy
during the class, depending on their preferences. It
is alarming to notice the percentage of those who
do not practice any sport, which questions thus the
number of hours that students should attend during
their former level of education, the existing
material base and the quality of teaching.
- It is interesting to notice the high percentage of
those who consider that attending and participating
in class is more important than performing well
during the check tests, which allows however a
higher motivation and a favourable grading of those
less trained.
BIBILOGRAPHY
1 Albu V., The Theory of Physical Education and
Sports, Constanţa: Exponto, 1999, page 274.
2 Badiu T., The Methodology of Scholar Physical
Education, Galaţi: Mongabit, 2002, page 152.
3. Bota A., Motrical Activity during Spare Time,
Bucharest: Discobolul, 2010, page 85.
4. Bota A., Teodorescu S., Physical Education - a
Discipline in the Curriculum Plan, Bucharest:
Discobolul, 2010, page 96.
A SOCIOLOGICAL ANALYSIS ON THE ROLE AND IMPORTANCE
OF PHYSICAL EDUCATION FOR THE STUDENTS OF THE
FACULTY OF AUTOMATION, COMPUTERS, ELECTRICAL
ENGINEERING AND ELECTRONICS (PART 2)
George Danut MOCANU
gmocanu7@yahoo.com
Abstrac
Academic physical education classes aim at having multiple effects on its beneficiaries, by working on
many plans: involving students in practising sports in an organized and systematic manner, strengthening health
and helping to shape a harmonious figure, improving general motricity, compensating stress effects caused by
the requirements of the chosen academic specialization, getting the theoretical know-how and enriching the
sport knowledge, changing the attitude towards physical activity and sports in general. By administering the
questionnaire to the students mentioned in the above academic specialization, a consistent number of answers
have been gathered, which lead to a better identification of the expectations that students have of physical
education in its double role (as an institutionalized educational process and as an independent activity) and of
the methods that help to continuously improve the educational process.
Key words: questionnaire-based investigation, physical education, motivations, physical effort,
educational values, motricity.
INTRODUCTION
Entering the higher educational system
involves new requirements, influenced by the
academic specialization (most often intellectual
requirements), that students have to cope with.
Considered an instructional educational process,
physical education allows scheduling some
systematic requirements that have strong influences
on the motrical and physical development. The
processes of growth and development are still
present, but at a slower pace, as the youths reach
adulthood from a psychological, motrical and
functional somatic point of view. Physical
education provides, due to its compulsory
character, a harmonization and even a limitation of
all the effects that students experience from the
other studied disciplines. The questionnaire-based
investigation is included in the descriptive research
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10. What motivates you to get involved in physical
education classes during faculty or in physical
activities during your spare time?
11. Do you think physical education plays an
important role in preventing and fighting against
some of the frequently encountered diseases in the
younger generation (obesity, cardiovascular
diseases, diabetes, etc)?
12. Which one of the sports you are practising or
you are familiar with do you think has the strongest
impact on improving your health condition and on
helping you acquire a harmonious figure?
13. What do you think that are the effects-impact of
practising physical exercises on your body?
14. Do you think that physical education classes in
faculty could help creating a routine and gain the
competences necessary for practising any form of
sport independently, even after graduating?
15. Do you consider that teacher-student
relationship during physical education classes
should be totally different from teacher-student
relationship in high-school?
16. Do you think that attending theoretical classes
of sportive education will provide you with a better
understanding of this subject's particularities and
will help you plan your personal physical activity
according to scientific principles?
17. Can you list some methods and physical
exercises that improve muscular strength and
general resistance?
18. Do you consider it useful to include physical
education classes in your last year of academic
education (3rd and 4th year)?
Regarding the motivating factors that determine to
get involved in physical activity, 18% are
motivated by a higher grade, 10% by the
compulsory character of the subject, 24% by the
routine of doing physical activity, 35% by the
pleasure of competing, 5% by the desire of being
noticed, 36% by the relaxing benefits. The
percentages have been established as a result of
answering to multiple choice questions. (Fig.10)
and has the disadvantage of being made of
information gathered and processed out of the
personal opinions of those interrogated, which
indicates a low level of objectivity. Nevertheless,
due to the variety of centralized questions and
answers, new directions of improving the
educational process can be identified, student's
expectations towards physical education can be
easily noticed and the real cause of rejecting or
ignoring physical activity can be revealed.
WORKING
HYPOTHESIS
AND
ORGANISATION OF RESEARCH
We left from the supposition that using the
questionnaire method will help us get a more
realistic image of the importance and value of
physical education for students. The following
research methods have been used: the theoretical
analysis and the generalisation of the literature, the
questionnaire-based investigation, the statisticalmathematical methods and the graphical and
tabular representation of data. The research has
been organized in the first semester of the academic
year 2011-2012, on a sample of 140 students from
the Faculty of Automation, Computers, Electrical
Engineering and Electronics - 1st and 2nd year of
study, a representative sample for data validation.
All the required stages for organizing and
progressing a scientifically-based research have
been met: setting up clear objectives, choosing the
sample, editing the questionnaire, pilot testing the
questionnaire and correcting it, administering the
proper questionnaire, centralizing, analysing and
processing the data, interpreting the results,
graphical representation of the data and drawing
conclusions.
ANALYSING AND INTERPRETING
THE RESULTS
The questionnaire has 18 accessible
questions, with various ways of answering: closed
answers, multiple choice and open answers.
Because of length reasons, the research presents
only the last 9 questions of the study results:
86% of students think that physical activity
has a strong positive impact on their health, 11%
that medication is more important in preventing and
fighting diseases and 3% that the impact of physical
activity is insignificant. (Fig.11)
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FASCICLE XV ISSN – 1454 – 9832 - 2012
tennis- 7%, martial arts-8%, athleticism- 21%,
gymnastics -9%, body building- 13%. This question
too had a multiple choice answer. (Fig.12)
Those sports that have the strongest impact
on health condition and on shaping a harmonious
figure are: game sports- 52%, swimming- 21%,
The main effects that practising physical
activities have on the body are: reducing stress49%, increasing physical resistance-42%, fighting
against physical deficiency- 20%, improving health
condition -43%, other effects- 0%.
Multiple
choices (Fig. 13)
Physical education classes help acquiring
the competences necessary for independently
practising any form of sport- 56%, only to a certain
degree- 25%, not enough - 18%. (Fig. 14)
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FASCICLE XV ISSN – 1454 – 9832 - 2012
should be different: the student should have more
freedom, there should be more communication,
collaboration, more attention to the student's needs,
more authority given to the student. (Fig. 15)
Concerning
the
teacher-student
relationship, 96% of students believe it should not
be a lot different than teacher-pupil relationship in
high-school, 4% consider that the relationship
29% believe that attending special
theoretical classes of sportive education will offer a
better understanding of this subject's particularities
and will help planning the personal physical
activity according to scientific principles, 46%
consider that this will have only a small influence,
25% that it will have no effect. (Fig. 16)
A reduced number of students managed to
list some methods and physical exercises that
improve muscular strength and general resistance -
9%, 38% are familiar with physical exercises only
and 53% are gave no answer. (Fig. 17)
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The suggestion of including physical
education classes in the last year of academic
education has been agreed by 58% of students, 20%
consider this proposal pointless, 22% have no
opinion. (Fig. 18)
CONCLUSIONS
- The various reasons that determine students to do
physical activities- from grades to the desire to
compete or relax- should be taken into
consideration in order to prevent the attitude of
rejection towards physical education and in order to
create a strong interest for doing physical activity in
an organized way.
- The majority of those questioned are aware of the
benefits physical education have on their body
because it is preventing diseases and strengthening
health condition, reduces stress, improves general
resistance, fights against mistakes in body posture
etc.
-Games sports are the leader in disciplines that help
keeping a good health condition and contributing
significantly to getting a harmonious figure,
followed by swimming, athleticism, body building
and other disciplines. The answers prove that many
students do not understand the concept of
harmoniously building muscle groups, games sports
usually offering an exaggerated growing of the
muscles involved in the specific effort, affecting
thus the other groups of muscles, if no
compensatory effort is put in there as well.
- Only a few know that the educational system is
focused on students and answering to his/her needs,
on permanently improving the process of
communication, thus the majority of students prefer
the teacher-student relationship built in the former
level of education.
- The opinions are relatively similar concerning the
necessity of attending theoretical classes of sportive
education, most of the students being undecided,
which proves that usually individual training
programs during spare time have no scientific
fundamental but only empirical character. This
conclusion is confirmed by the majority's
incapacity to list training methods for physical
activity- motrical aptitude, by the permanent
confusion between method and exercise and by the
high number of null answers to this question.
- More than half of those questioned agree with
introducing physical education classed in the last
academic years, which confirms the awareness of
the plus value physical education can bring to the
personality in all its aspects.
BIBILOGRAPHY:
1 Albu V., The Theory of Physical Education and
Sports, Constanţa: Exponto, 1999, page 274.
2 Badiu T., The Methodology of Scholar Physical
Education, Galaţi: Mongabit, 2002, page 152.
3. Bota A., Motrical Activity during Spare Time,
4. Bota A., Teodorescu S., Physical Education - a
Discipline in the Curriculum Plan, Bucharest:
Discobolul, 2010, page 96.
5. Epuran M., The Methodology of Investigating
Body Activities during Physical Education and
Sport, Bucharest: Foundation România de mâine,
1995, page 494.
6. Gagea A., The Methodology of Scientific
Research during Physical Education and Sport,
Bucharest: Foundation România de mâine, 1999,
pages 15-342.
7. Ivan C., Jogging, Bucharest: Discobolul, 2010,
page 111.
8. Nicola I., Dissertation on Educational Pedagogy,
Bucharest: Didactică şi pedagogică, 1996, page
323.
9. Rata G., The Methodology of Physical
Education, Bacău: Alma Mater, 2004, page 234.
10. Rotariu T., Ilut P., Sociological Investigation
and Opinion Poll Theory and Practice. Iaşi:
Polirom, 1997, pages 44-90, 153-205.
11. Simion G., Amzar L., The Science of Human
Motion Analysis, Pitesti: EUP, 2009, page 263.
12. Tudor V. Ciolca C., The Methodology of
Physical Education – extra-curricular activities,
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DEVELOPING COORDINATIVE CAPACITIES BY MEANS OF
MOTOR SKILLS AND/OR ABILITIES IN PRIMARY SCHOOL PUPILS
Petronel MOISESCU`1, Ali GURBUZ2
“Dunarea de Jos” University of Galati, ROMANIA1
Mimar Sinan Fine Arts University, TURKEY2
Summary
Supporting the development of motor skills requires a safe open space, where children of similar ages may
interact under the supervision of a specialised teacher. The support of developing coordinative capacities is
more complex. Helping a child develop his coordinative capacities requires time, planning and various didactic
materials. At a young age, children have sufficiently developed coordinative capacities and are able to ride a
tricycle or bicycle, climb stairs, tip toe, jump over an obstacle, catch and throw a ball, dress themselves, use the
scissors and draw or paint a figure. Physical activity has a key role in the physical, cognitive and socialemotional development of the child.
Key words: coordinative capacities, motor skills and/or abilities, pupils, dosage, complexity, difficulty,
motor
experience.
INTRODUCTION
So far the field of physical education theory
and practice has gathered a rich experimental
material attesting huge possibilities to develop the
motor capacities, especially the coordinative ones
in elementary school pupils. All the experts in the
field of sports and physical education agree that
exercises based on coordination have to be
introduced at ages prior to adolescence as
adolescence itself is not the most suitable time to
start elements of coordination training (Dragnea A.
1999, p. 136). At the same time, the influence of
coordination capacities on the general motor skill of
young elementary pupils has not been studied
enough.
The science of physical education is a part
of pedagogy with its general and specific links,
determining the content and structural forms of the
physical education as a pedagogical process,
organically included in the general system of
human formation.
By applying the appropriate technologies
the objectives of general education may be attained,
whereby physical education is treated as a unitary
process of developing and improving children in
point of motor skills, stimulating their intellectual
activity, influencing their affective processes,
developing their interpersonal relationships,
dynamising their mental processes: motor memory,
tactical thinking, kinaesthetic sensations, forming
skills and abilities in daily activity (Crăciun G.,
2001, p. 88).
Performing motor acts, general or
specialised in character, differ from a person to
another, being dependent on the level of mastering
the motor skills which are part of the act’s structure
and the development indices of each individual on
the motor line. In school physical education, it is
not a matter of appropriating techniques, but of
developing the general qualities resulting in the
physical acts of professional life and spare time
becoming more efficient and agreeable (Cîrstea G,
2000, p. 79).
Elementary school includes pupils aged 7 11, an age group representing an essential moment
in the child’s life due to the changes that occur.
Small children (pre-puberty 6 – 11 year-old girls
and up to 12 year-old boys), characterised by the
beginning of school and an impetuous gestural
behaviour, display an overt attraction towards sport
and sporting competitions. This age (as children are
small and light) may be considered a highly
favourable stage in learning for the basic technical
training (Prescorniţă A., 2004, p. 143).
Training coordination, according to Rată G.
(2008, p. 133) should be introduced when the
plasticity of the nervous system is high, and motor
habits have not yet become permanent. The scope
of coordination training changes in adolescence,
when the physical development alters the motor
habits already formed (Thomas R., 1995, p. 21).
During this stage, the refining of motion should be
more important than acquiring new motor skills. In
the post-adolescence stage, coordination traini8ng
may be brought again to a new higher level (Călin
R., 2009 p. 126).
In order to obtain higher development
indices for motor skills it is necessary to work hard,
subjecting the pupils’ body to adequate efforts, the
main condition to develop motor skills.
To maintain and develop a high level of the
parameters of motor skills, training should be
consistent. Repeating the acting means within the
lessons provides the necessary conditions to
improve brain activity, consolidating the
conditioned and unconditioned connections,
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is important when the effort is repeated. According
to many researchers, there are three possible
opinions on this issue:
- if the effort is repeated after the effect of
overcompensation after the previous effort is over,
there is no improvement in training;
- if the effort is repeated before the recovery
process after effort has reached the initial level ,
instead of an improvement of the bodily functions
there occurs exhaustion;
- if the effort is repeated in the period of
overcompensation, the maximum effect is obtained
and the progress aimed at by the teacher is attained,
i.e. the progressive increase of the functional
capacity of the pupil’s motor skills;
These data show that in the conditions of
the physical education lesson at the level of pupils
in the prepubescent stage, importance should be
given not only to effort, but also to the subsequent
rest which has to correspond to the fatigue
phenomena determined by effort.
The effort intensity and duration has to be
taken into account in the training of the pupils, as
well as its biological peculiarities. It has been
asserted that during the successive growth periods,
the development of the various body parts is not
parallel or in the same proportion. That is why there
occur disparities between the various parts of the
same system, and as a result it is necessary to adapt
the exercises to the peculiarities and real potential
of the body at different ages (Alexe N., 1993, p.
374).
Subjects learning to master elements
associated to a good coordination (balance, rhythm,
spatial orientation, response, etc.) are much more
advanced than those who are not exposed to this
type of stimulation through exercise up to older
ages (Nanu L., 2010, p. 33). The capacity to
develop an optimal coordination ends around 16. It
accounts for the fact that total , early exposure is
the key to good coordination.
simultaneously
improving
the
vegetative
coordination of the bodily functions, thus
increasing the functional efficiency of various
organs and systems.
Similarly, in order to develop the school
curricula drawn up and approved by the Ministry of
Education and Research mention under the learning
contents for the first two grades only the
coordination of motor actions performed
individually, and for grades 3 and 4 the
coordination of body segments in actions of
increasing complexity, the coordination of actions
in relation with a partner, object handling. All these
learning contents are subjected to the main
objective ”the extension of the own background of
basic motor skills, which are utilitarian applicative
and elementary, and the development of the related
motor qualities”. These main objectives are
compulsory, together with the reference objectives,
and the standards of curricular performance. The
reference objectives are disseminated along the 4
years of school , aiming at acquiring the capacity of
performing motor activities with the fastness
indices, promptly and appropriately responding to
visual, auditory and tactile stimuli; performing
motor tasks with progressively increasing degrees
of complexity, body handling (running, jumps,
climbs, crawls, tractions, pushes, etc.) only by the
force of the muscles; performing and bearing
uniform and variable efforts of prolonged duration.
The theory and curricula of physical
education and sports divide the physical education
lesson into 8 moments. Thus, in the lesson of
physical education, the moment destined to
developing motor skills should be placed after the
preparation of the body for effort and the analytical
processing of the locomotive apparatus, for speed
or coordination. It is due to the fact that at this
moment the attention and plasticity of the cortex as
well as the functional parameters of the circulatory
and respiratory apparatuses are prone to effort
characterised by coordination or speed. The motor
skills of strength or endurance belong to the 6th
moment of the lesson, before the recovery of the
body for effort, i.e. towards the end of the lesson,
when the pupils’ body resents a certain degree of
fatigue.
One should also stress the importance of
rest periods, pauses necessary for the recovery of
the body. In order to increase the level of the bodily
functions, of the motor skill parameters, the effort
has to be repeated in such a manner so that the
overcompensation periods resulting after the effort
and the proper pause should provide an ever higher
functional level (Bompa T., 2001, p. 256). This aim
may be achieved by a consistent training process, in
which the effort and the rest periods should
alternate regularly.
The deep study of the processes of recovery
and overcompensation of the body revealed that it
PERSPECTIVES
An aspect worth noticing in point of
coordination is the major role played by genetic
predisposition. Less coordinated children will
probably never exhibit the tendencies of naturally
coordinated children, no matter how much exercise
they may take. Of course, it does not mean that
there is not room for improvement — on the
contrary.
As in any other field, a significant issue in
developing coordination is offering specific (i.e.
appropriate) stimuli to the individual. Prescribing
drills which are too easy or too difficult will lead to
less than optimal results.
It is important to mention that coordination
development is a process comprising years of
exposure based on diversity and adaptability. The
subjects cannot be limited to specific stimuli at an
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4. Motor skills and /or abilities pertaining to
individual sports branches or events executed in
competition conditions, which create the premises
for superior skill education. The thrill of the
competition and the desire to get good results
considerably alter the consolidation conditions of
the various technical procedures, requiring subjects
to adapt and correct their movements.
5. Motor skills and/or abilities specific to
certain sports games and the sport game in its
entirety are among the main categories of methods
with a positive impact on coordination
development. The application conditions of the
technical and tactical procedures in sports games
are always new and unpredictable, imposing the
grasp on situations, choice of solutions, in-progress
execution correction, change of plan and initial
actions, synchronisation with the partners (thus
leading to a high degree of coordination).
young age if they are expected to later become top
athletes.
Like in any other case, an important aspect
in point of coordination development is to provide
specific, i.e. accurate, stimuli to the individual.
Prescribing drills which are too easy or too difficult
yields results below the optimum level.
Also, the optimum development of
coordinative abilities at a young age in school may
be achieved by the following methodological
procedures:
1. Effecting acts and/or methodological
actions in relatively constant conditions represents
a methodological procedure which operates in
educating coordination as long as the movement
structures are situated in the initiation stage of the
motor education; the arguments at the foundation of
this procedure in the context mentioned above are:
the acquisition of new motor acts which determine
the increase of the motor load which constitutes the
basic factor in conditioning the value of
coordinative abilities; the quality of executions is
favoured, facilitating the subjects’ passage to action
by triggering activities reflected at the level of the
central nervous system, linked to the previous
personal motor experience of each individual. Once
the motor acts and actions have been fixed and
consolidated, their execution is achieved
automatically to a greater extent, and the influence
upon coordination development is noticeably
decreased.
2. Effecting motor acts and/or actions in
more difficult conditions (the procedure is achieved
by the gradual increase of the difficulty of
execution and movement structures). Out of the
increased difficulty elements, the most common
are: modification of the initial execution positions;
changing the execution sequence of the various
motor skills; changing the execution pace;
executing physical drills on music; diminishing the
dimensions of the working space; increasing the
number of executions on the same space; including
supplementary working tasks; effecting certain
motor skills in the presence of a partner or in
cooperation with several teammates; effecting
certain motor acts in the presence of passive, semiactive, active opponents; effecting certain timeconditioned motor acts or actions.
3. Effecting motor acts or actions in variable
applicability conditions (the process is based on the
idea that in physical education or sports activity, the
more or less automated motor skills are not used in
isolation or in identical internal or external
applicability conditions). As a result, these
conditions permanently compel subjects to apply
complex adaptation processes or corrections of the
movements within the motor acts occurring at a
certain given moment, which determines superior
demands on the coordinative ability.
CONCLUSIONS
In order to effectively apply the specific
methodological procedures, the following should be
observed:
- the stress in the training process should lay
on the constant increase of the motor experience of
the subjects;
- the motor structure of the exercise acting
on coordination development should have as high a
difficulty degree as possible, the main parameter of
the effort involved being its complexity;
- in case the motor acts or activities
predominantly contain elements of natural
movement (walking, running, jumping, throwing),
the exercise has to be performed globally.
Fragmenting the learning in this situation according
to the rule”From simple to complex” cannot
positively influence coordination;
- in the sports training lesson as well as in
the physical education lesson the topics planned for
coordination approach will be taken up
immediately after the warm-up part , when the body
is in an optimal state for specific physical and
mental efforts;
- the rest intervals between the repetition of
the exercises conceived for coordination
development should be long enough to allow the
recovery of the body after the effort and be active in
order to maintain the central nervous system in a
state of excitability.
BIBLIOGRAPHY
1. Alexe N. şi colab. - Antrenamentul sportiv
modern Editura Editis, Bucureşti, 1993.
2. Bompa T. O. - Periodizarea - Dezvoltarea
calităţilor biomotrice, Editura EX PONTO,
Constanţa, 2001.
3. Cârstea Gh. - Teoria şi metodica educaţiei
fizice şi sportului, Editura ANDA, Bucureşti, 2000.
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8. Prescorniţă A., (2004) Capacitatea motrică şi
capacităţile coordinative, Editura Transilvania,
Braşov.
9. Raţă G. - Didactica educaţiei fizice şi
sportului, Editura „Alma Mater”, Bacău, 2004.
10. Roman C., (2008) Aptitudini motrice, Editura
Universitaţii din Oradea, Oradea.
11. Thomas R., Eclache J. P., Keller J. Aptitudinile motrice. Structură şi evaluare, C.C.P.S.
- Bucureşti, 1995.
4. Crăciun Gr. - Dezvoltarea capacităţilor de
coordonare în pregătirea tehnică a debutanţilor în
tenisul de masă (vârsta 7-10 ani). - / Teză pentru
obţinerea titlului ştiinţific de doctor în ştiinţe
pedagogice / - Chişinău, 2001.
5. Dragnea A., Bota A. - Teoria activităţilor
motrice, Editura Didactică şi Pedagogică,
Bucureşti, 1999.
6. Epuran M. - Psihologia educaţiei fizice,
Editura Sport-Turism, Bucureşti, 1976.
7. Nanu L., Drăgan TM., Manual de gimnastică,
Galaţi 2010, Editura GUP.
SPORTSMEN SELECTION AND PROMOTION IN SWIMMING
ANATOMICAL, BIOLOGICAL AND PSYCHOLOGICAL CRITERIA
Ioan ONEȚ
„Dunărea de Jos” University of Galați
Summary
Present paper aims to establish which are the most important selection criteria for 5th grade sportsmen of
the LPS Braila. These criteria can help the specialists in the field to perform a thorough selection, based on
concrete experimental data. Also, the paper highlights a variety of factual data that specialist in this field can
use in the ongoing process of selection.
Keywords: selection, promotion, anatomical criteria, biological criteria, psychological criteria
Selection concept was originally used into
a socio-economic action, scientifically fundamented
in the earliest twentieth century for precoucious
diagnosis of the professional skills and the
orientation of the talented ones towards a
profession or another, based on tests and methods
meant to reveal manual dexterity skills, accurately
and fast reception and learning of motive schemes.
By extension, the selection concept was
assumed by sport activity in the third decade of the
twentieth century, to designate a similar action, of
detection motive abilities for performance in sport.
Being a indefinite concept, selection suggested only
the beginning of sport training action which, over
the years, knew various expressions recorded in the
specialty literature.
The most frequently used expression was
early specialization, which expressed the concern
for child orientation towards a test or sport's branch
since early age. Later, in the 60's, precoucious
initiation expresion show up, which represent the
sport specialization orientation towards a
preliminary and preparatory process of the future
consecration from an early age. Afterwards was
used (and the expression was mantained) primary
selection, which represents the moment of the child
entrance – based on certain criteria – in specialized
sport establishments.
But, when the The national system for
selection and training was elaborated, another
expression, more appropiate, was established. First
of all, the selection act isn't isolated and doesn't
represent, in any case, a purpose in itself because,
once completed, causes a preparation process that
leads to another step of the selection. So, the
selection is a process carried on until the upper
limits of performance are reached.
THE IMPORTANCE AND NOVELTY
RATE OF THE THEME
The swimming favorable impact on the
body is underlined in great majority of speciality
literature. Some authors which tried to compile a
classification of the physical exercises depending
on effort, frequently poses swimming on the first
place.
Changes occurred on the organism of
those who practice swimming shows at the level of
organs or systems isolated viewed, but also over the
general process of growth, hardening and
strengthening the body resistance, of increasing the
general effort capacity.
RESEARCH
GOAL,
WORK
HYPOTHESIS
Structure and content of sport training
lessons in swimming should provide technical
posibilities of work regarding participation at
competitive activities.
Instruction process within training lessons
it is mostly set up regarding sportsmen participation
in competitive activities. But it has several aspects
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FASCICLE XV ISSN – 1454 – 9832 - 2012
that precede, among them being the selection
activity of most talented ones, aspects that depends
on coach's and others assistants posibilities and
theoretical and technical speciality knowledges,
such as the permanent improvement tendency of the
sportsmen team with qualities and knowledges,
abilities and motive disponibilities which will lead
to activities with high level results in competitions.
Pointedly, the leading sportsmen team it is
established on value criterion, from the all of the
components, the basic group being a team of so
called „peaks”.
This fact requires the application of
principle of permanent correlation of selection
criteria with the one of sport efficaciousness and
determins the conclusion that the swimming
sportsmen training could be organized into groups,
but only on the value criterion. Periodically, at the
beginning, during and at the end of every
competitional cycle, based on sustaining some
control tests, and other criteria which will be
approached in this study, sportsmen will be
evaluated as objectively as possible.
In conclusion, the goal of this paper is to
take notice of the most important aspects regarding
the selection criteria for swimmers evaluation in the
matter of their promotion and to remarq those
criteria that are most adequate with age and level of
training of sportsmen from this branch.
Starting trom these considerations, the
hypothesis of this paper are:
1. From all the selection criteria that exists it
could be choosed those which, at the value level
which we refer, could present the real abilities of
childrens more conclusive.
2. If global estimations (through selection
criteria corrobation) reflects the health status,
anthropometric parameters for this age, general
motive potential and the one which is specific for
swimming, psychic potential of aimed sportsmen,
reflected by the obtained results at established tests
and measurements, then the results of these tests,
maybe, will lead to the idea that selection action
was well thought and selection criteria was
eloquent and well chosen.
We agreed with the coach-teacher that
research activity to be carried on in the two classes
of children in fifth grade.
For a most accurate appreciation of
children potential there were applied five selection
criteria: anthropometrical measurements, motive
tests, specific swimming tests, functional tests and
psychological tests.
When the research activity started (middle
of October), we collected data regarding initial
testing of pupils from their teachers records.
The five selection criteria included the
following tests:
A. Anthropometrical measurements:
Height, weight, arms lenght, palm length,
foot plant length
B. Motive tests:
20 meters speed running, standing long jump, 10 x
5 meters to and for running, resistance running
C. Specific swimming tests:
15 meters back float with feet stroke, 50 meters free
style, 50 meters breaststroke, 50 meters backstroke,
50 meters butterfly and 200 meters medley
D. Functional tests:
Vital capacity and „Ruffier” test
E. Psychological tests:
„Porteus” labirinth and „Bourdon” test
Initial anthropometrical measurements
were made at the beginning of the school year,
between 15th and 22th September 2011, so the data
was gavered from the teachers's record notebooks.
Motive tests had been covered in June
2011, as result of the graduation „exam” in 5th
grade. The exams had been appreciated with marks,
according with The Ministry of Education and
Research and Romanian Swimming Federation
rules.
Following my request, pupils sustained at
the end of October 2011, at school medical cabinet,
two functional tests, in order to establish their
degree of adaptability at effort of the two major
body functions: respiration (through vital capacity
measurement) and circulation (through „Ruffier”
test application).
For the initial psychological testing of
children we appealed to a psychologist from Braila
County Center of Resources and Educational
Assistance, which applied two tests (between 1th
and 5th October 2011): one for determining the
level of attention concentration capacity („Porteus”
labirinth) and other for checking fatique resistance
(„Bourdon” test).
Final tests took place between 18th and 25th
May 2012, pupils going through the same tests in
order to establish their rank in the hierarchy. Action
was carried for establish which are the pupils with
future posibilities, to what tests they could compete
in future and to which would get good results. Also,
were taken into account the results of other
SUBJECTS AND RESEARCH
ORGANIZING
The research was conducted at the
swimming complex L.P.S. Brăila, during one year.
The working conditions were good, the pool having
25 m in length, well equiped gym, with all the
necesary devices to conduct a training lesson;
medical office, were the massage after training is
done, has all that it needs. It must be mentioned that
Sport Program Highschool from Brăila has, in each
year, from 15th May to 1th September, the outdoor
swimming pool of olympic size.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
6. The five selection criteria used in research
(anthropometric measurement, motive tests,
specific tests, functional tests and psyhological
tests) were relevant for checking the paper
hypothesis.
7. Measurements (anthropometric criteria) have
highlighted that there are children in the two groups
that fit the requested parameters of swimming
specific activity that is with a proper development
for this sport discipline.
8. Motive tests have shown the avalabilities of
some of them, which are necessary for the further
practicing of swimming. The tests have targeted the
following motive qualities: speed, strenght in speed
mode and endurance.
9. The specific tests shared children on the five
different swimming contests, as in a future
specialization; so it could be done a clear hierarchy
of their performances and their early guidance for
certain tests.
10. Functional tests have highlighted the children's
availability to practice performance swimming.
11. Psychological testing has targeted the ability to
focus attention („Porteus” labirinth) and physical
fatique resistance („Bourdon” test), so necessary to
little swimmers.
children, who are considered with „perspective”,
taking into account the applied selection criteria.
CONCLUSIONS
1. Selection is an organized and repeated process
for the early detection of child and youth inborn
availability, using a complex system of criteria
(medical, biological, psychological and motive) for
practicing and further specialization in a sport
discipline or test.
2. Selection requires an conceptual and
organizational extensive action of evaluation at
various levels (case history, health diagnosis, the
growth and physical and functional development
level, mental availability etc.) of large collectivities
of children and youth.
3. Therefore, the organizational framework needs
a set of criteria and indicators, namely a operational
model in choosing the gifted ones for a certain type
of sport effort. Number of criteria, their structure
(biological,
motive,
psychological
and
sociological), application sequence, measurement
and unitary interpretation methods of the multiple
number of data arisen from the test subjects
generated a general system as well as custom
subsystems for each sport discipline.
4. First, it must be made clear that both in terms of
teaching as well as operational, biological and
sporting it is recommended the three levels (stages)
selection approach.
− primary level (primary selection) lasts from 4-5
years of age and up to 8-10 years (depending on the
sport discipline or test);
− secondary (secondary selection, pubertal)
between 10-14 years, also with variations
depending on the sport test, but at a 3-5 years
period from the first stage;
− final selection (of national or international
performance), which marks, in fact, the transition
to professional sport, dominated mainly by sporting
value criterion. Inside these steps is taking place the
training process, which determines the following
relationships effect.
5. Secondary selection (10-12 years), that was the
object of our research, took into account the
children who swim for at least 3-4 years and have
learned proper the 4 swimming techniques, having
a smooth and harmonious physical and mental
development;
high or medium to high waist, relatively
overweight;
large scale (5-8 cm more than the hight);
big palmar circumference and foot area;
vital capacity at very good level;
both good and very good aerobic and anaerobic
power for speed contest;
good attention concentration capacity and
mental fatique resistance, Labirinth and Bourdon
tests
PROPOSALS
1. Investigation may increase its sphere by
using other criteria:
length of the both upper and lower limb;
biacromial and bitrohanterian diameter;
the thorax perimeter and the pulmonary
elasticity;
joint mobility, at the level of tibiotarsiana,
scapular-humeral joints;
motive coordination and the dynamic balance
in motive ability;
muscle strenght (lombar, scapular-humeral).
2. Also, the number of tests can be increased
for so many times as it takes in order for the teacher
to have a clearer evidence of his pupils and in order
to be able to begin sportsmen specialization on
certain tests.
BIBLIOGRAPHY
1. Alexe, Nicu – „Antrenamentul sportiv
modern”, Editura „Editis”, Bucureşti, 1994;
2. Cirlã, Luciela; Jivan, Ioan – „Înot. Curs de
bază”, Editura A.N.E.F.S., Bucureşti, 1999;
3. Dragnea, Adrian; Teodorescu-Mate, Silvia –
„Teoria sportului”, Editura „FEST”, Bucureşti,
2002;
4. Dragu Mircea – „Înotul sportiv, tehnica și
metodica procedeelor de inot”, EdituraZigotto,
Galaţi, 2010;
5. Oneţ, Ioan – „Metodica sportului înot”,
Editura Academica, Galaţi, 2008;
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STUDY IN PROGRAMMING THE TECHNICAL TRAINING FOR
BEGINNING FEMALE VOLLEYBALLERS BY INTRODUCING
SUPPORTING DEVICES
Carmen PÂRVU
“Dunarea de Jos” University of Galati,
Abstract
Coaches experience difficulties regarding the appropriation of the proper technique in volleyball for
beginners, and the importance of the use of supporting devices in order to facilitate the learning of the game
would increase performance, thus enhancing the working volume in less time.
Most of the coaches questioned do not use supporting devices in training for various reasons, but
appreciate the need for their introduction in the training process.
Implementing a new methodology based on a modern orientation in training female junior volleyballers by
using supporting devices will lead to improved performance.
The use of supporting devices represents an efficient modality to train and assess players, able to
complement the present-day methodology in high performance volleyball.
Key words: programming, technique, voleyball, supporting devices.
INTRODUCTION
Optimization represents a decisive step
towards performance, being the reason why the
training means and methods should be reoriented,
in order to lead towards accuracy and constance in
execution, as early as the primary phase of learning
the technical element.
RESEARCH STRUCTURE
Research methods used: bibliographical
study, questionnaire, statistical mathematical
method, graphic method.
The questionnaire was drawn up in order
to create the perspective on the manner of
approaching technical training by experts in the
field of volleyball.
The questionnaire consists of ten questions
and it is directly addressed to the coaches involved
in th process of selecting and training junior
voleyballers in female teams.
The questions bore on 3 areas: selection,
training and evaluation of the technical level.
Each question had a clearcut objective,
finally aiming at acquiring genuine data on the
manner of achieving and evaluating the technical
training in female junior volleyballers.
The questionnaire was answered by 30
experts working as coaches, who aided in the
formation of a clear image on the technical level
and evaluation existing in the junior teams.
PURPOSE
The purpose of research is to optimise
technical training by means of supporting devices
in learning the game of volleyball.
OBJECTIVES
The theoretical objective consists in
informing coaches in the field regarding the
optimisation of technical training by introducing in
the training sessions the supporting devices that
may provide an objective evaluation of technique.
The applied objective is to present
supporting devices specific to the training in
volleyball in order to prepare the junior teams.
WORKING HYPOTHESIS
Implementation
of
a
new
working
methodology grounded in a modern orientation in
training female junior volleyballers, by using
supporting
devices
aimed
at
enhancing
performance.
It is considered that during the training
process it is useful to employ a unitary system of
objective indices for the evaluation of the training
level, which may be presented by a program on the
basis of motion analysis, and that the use of
supporting devices represent an efficient means of
player training and evaluation, able to complement
the present-day methodology in high performance
volleyball.
Gathering, analysing and interpreting expert
opinions on approaching the technical training
in junior volleyball
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FASCICLE XV ISSN – 1454 – 9832 - 2012
În your activity, you mostly encounter
difficulties in the component?
Which methods of improving the training level
do you know?
Which do you consider to be the enhancing
skills that should be predominantly focused on
in selection?
How often do you think supporting devices are
used in training lessons?
10%
47%
43%
somatic
aspects
motive skills
psychomotive
aptitudes
How would you assess the techical level of your
team?
8. In your opinion, will the use of supporting
devices contribute to increasing efficiency in
volleyballers’ training?
Do you use supporting devices specific to
volleyball learning in the training lessons?
9. În your opinion, how much time should be
devoted to using supporting devices in the
training lesson?
Do you see as useful the technical training using
specific supporting devices in learning
volleyball in junior teams?
10. Which lesson stage do you consider should
involve supporting devices in learning technique
for beginners in volleybal?
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CONCLUSIONS
• Research through the questionnaire showed the
opinions of the coaches training volleyball teams all
over the country.
• Coaches encounter great difficulty in
appropriating the volleyball technique in the teams
of beginners, and the importance of using
supporting devices in learning the game of
volleyball may enhance performance by providing
an increased working volume in less time.
• Most of the coaches questioned do not use
supporting devices in their training lessons for
various reasons, but consider it a plus in
introducing them in the training process.
• As compared to the work load in beginners’
teams, most coaches opined that supporting devices
should be used in the middle stage of the lesson,
and the time allotted to them should be 10-15
minutes.
• 90% of the coaches questioned considered the
use of supporting devices as an efficient training
and evaluation method for players, able to
complement the present-day methodology in high
performance volleyball.
BIBLIOGRAPHY
1. Dragnea A.,(1996)- Antrenament sportiv,
Edit.Didactică şi Pedagogică R.A. Bucureşti.
2. Dupuis, P.,-(2003)- Instrumentele informatice
în sporturile colective ( traducere)- Sportul de înaltă
performanţă nr 466- Uz intern, Bucureşti ,p 9-13.
3. Frohner, B., (1995)-Tehnologie actuală
asistată de aparatură video şi computer utilizată în
cercetarea sistematică a acţiunilor tehnico-tactice în
volei din perspectivă individuală şi colectivă, SDP
378-379-1996Leistungssport, München, - Analiza
sistematică multimedia în sfera tehnico-tactică a
jocurilor sportive –Bucureşti : MTS, CCPS, p. 3-23.
4. Gambetta,V.,(1990) Noi tendinţe în teoria
antrenamentului, Scuola dello sport, Roma IX.
5. Kotarbinski T.,(1976)- Tratat despre lucrul
bine făcut, Edit. Politică, Bucureşti.
6. Prescorniţă A.,(2008) -Cartea antrenorului de
volei, Edit.Universităţii „Transilvania”.
LEVEL ARCHITECTURE AND COMPUTERISED SYSTEM
COMPONENTS FOR ASSESSMENT IN VOLLEYBALL
Carmen PÂRVU1, Răzvan T. ROŞCULEŢ2
S.R.L Robotec Galaţi2
carmen_preda06@yahoo.com
Abstract
The presence of computers in volleyball has been validated in point of image analysis (in the studies
of movement biomechanics), and the analysis and processing of the data recorded in the game (the analysis of
player efficiency and other game parameters), or in classifying player/teams. The present paper deals with the
computer as a component of the intelligent system of learning, assessing and correcting the two-handed pass
from below in volleyball.
Key words: computerised system, learning, correction, assessment, volleyball
CONTENT
Structurally speaking, the computerised
system used in learning, assessing, and correcting
the pass from below in volleyball has a 7-level
architecture:
Level 1. Psychomotor – is mainly
focussed on controlling the biomechanic acts of
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FASCICLE XV ISSN – 1454 – 9832 - 2012
the athlete during the training process. The athletes’
biomechanic acts are in fact acts performed by the
various segments of the human biomechanic
system, controlled either deliberately or
vegetatively by the superior nervous system as a
result of psychological processes. This level
provides information to the Sensorial-Stimulating
level under the form of physical dimensions
(positions, speed, angles, angular speed, forces, or
torques, etc.). Also, the Psychomotor level receives
stimuli from the Sensorial-Stimulating level on the
feedback path;
Level 2. Sensorial-Stimulating – at this
level two activities take place:
1.
Capturing the important physical
dimensions resulting from the biomechanical acts at
the Psychomotor level and turning them into
electrical dimensions. Thus, the athlete’s body is
fitted with various sensors depending on the
specifics of the training type, which are to transmit
information under the form of electrical dimensions
to the level of Signal formation;
2.
Transmitting stimuli to the athlete
(the system’s feedback) in order to correct his/her
movements. The stimuli may act either on the
superior nervous system through the sense organs
(the analysors), or directly on the muscles.
Generating stimuli may occur by means of two
methods:
•
at a distance, by emitting audio
signals which contain verbal messages that may
accordingly stimulate the athlete, and also video
messages (these have the disadvantage that they are
more expensive, and may even distract the attention
of the athlete — and so they have a negative
impact). This distance stimulation method is the
simplest, as the feedback may be given by skipping
levels 3-6, it is cheaper and easier to implement, but
it can only be applied to individual training
sessions. The method may also be implemented in
the medical applications specific to the patients’
motor recovery;
•
local, by covering all the system
levels in reverse.
•
By this method the stimuli are
generated by the mobile equipment attached to the
athlete’s body. Local stimulation may be performed
via audio by sending verbal messages to the
athlete’s earphones, or by neuro-stimulation. This
method
presupposes
a
more
expensive
implementation, but it has the advantage that it may
also be applied in group or team training sessions.
•
Implementing neuro-stimuli is not
recommended in sports applications, but it may be
applied successfully to medical services specific to
the patients’ motor recovery or for research in view
of manufacturing intelligent prosthetics;
Fig 1. The level 1 and 2 arhitecture of the computerised system of learning, assessing and correcting the pass
from below
The system is based on acquiring the
data resulting from various sensors attached to the
athlete’s body. In the case of the two-handed pass
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FASCICLE XV ISSN – 1454 – 9832 - 2012
from below in volleyball, these data contain
information about:
1. The contact between ball and forearms
2. Forces exerted by ball onto the forearms
3. Level of upper limbs during the pass execution- undershoulder or above-shoulder
4. State of elbow joints – extended or unextended;
5. Presence of grasp determined at the moment of pass
execution
Fig 2. The operation principles of the two levels
The data thus acquired are transmitted at
a distance via wireless radio to a computer. The
computer performs the real-time data analysis and
sends back to the athlete a response of the vocal
message type (the system feedback as an audio
stimulus).
The data being stored in the computer
after each pass may be used later to perform a
general training assessment for each player.
All the sensors transform the physical
dimensions measured into electrical dimensions,
either analogical (the ball hitting force or the ball
position on the forearm), or logical (the presence of
the palm hit, bent elbow, over the shoulder position
of the arm, inaccurate grasp).
The Resistive Force Sensors (SFR) are
bought from robotics specialized shops and have as
an operating principle the modification of a
material’s electrical resistance under the action of a
mechanical force exerted on the sensor surface in a
normal direction.
Fig 3. shows that SFR does not have a
linear electrical characteristic, but rather a
logarithmic one. Moreover, in a free state, i.e. when
the applied force is 0 the sensor’s resistance is
infinite.
Fig 3. - SFR and its electrical characteristics
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FASCICLE XV ISSN – 1454 – 9832 - 2012
and are patented by SpectraSymbol under the name
of SoftPot. They are 10KOhms linear
potentiometers whose pointer gets into position
when they are touched.
The resistive flexion transducers (SFLR)
are also patented by SpectaSymbol, being
especially designed for variable resistances, which
modify their electrical resistance in accordance with
the curvature applied to them. Fig 4. shows the
operating principle of these sensors.
It would be quite difficult to precisely
determine the force exerted by the ball on the
athlete’s forearm; besides, the applied force is
distributed on a larger surface than the sensor’s
surface, which is hard to determine, as it is not
regular. However, our area of interest is confined
to determining the ratio of the two forces on both
forearms, which has to be as close to 1 as possible,
i. e. F1/F2 ≈ 1.
The tactile resistive sensors (STR) are
also to be found in stores specializing in robotics,
Fig 4 – SFLR and the operation principle
These sensors are applied to the joint of
the player’s elbows, to check whether the elbows
are extended during the pass execution.
In order to detect the arms raised above
shoulder level, a pendular type sensor was
conceived. In principle, the pendulum tends to
constantly resume the position at which the
potential energy is at its lowest, i.e. where the
weight center of the pendulum mass and its support
point determine a straight line on a vertical
direction
or plane
towards the earth.
Thus, the pendulum will be in a
permanent vertical position towards the earth,
provided that its articulation prevents its free
oscillations by a friction buffer (fig 5)
Fig 5. The operation principle of the level sensorl
At a given moment (function of the arms
position), the arms movement in the vertical plane
will determine the pendulum in relative movement
towards the arm to block an infrared light fascicle
emitted by a LED to a phototransistor.
The grasp sensor will be manufactured
by taking into account the characteristics of an
accurate grasp (see Fig 6). It consists in applying
electrical contacts on the lower part of the thumbs
and on the upper part of the index fingers
respectively.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Fig 6- The grasp sensor
Although only one contact applied to
index finge is active during the grasp, contacts
applied to both index fingers to give the player
opportunity to change grasp from the left to
right side.
Software Components of the “ALTATHLON”
System in Training and Correcting the two-handed
underarm pass in Volleyball” p116-119. ,The
Annals Of The University” Dunarea de jos”
GALATI, Fascicle XV, Physical Education and
Sport Management No.1-2011.
2. Preda, C., Niculescu M., (2010)- Phd ThesisTechnique Optimisation in Volleyball regarding
Learning and Error Correction through Helping
Devices, 174-180.
3. Preda Carmen, Păcuraru Alexandru, Niculescu
Mugurel, Roşculeţ T. Răzvan,-Implementation of
the ALTATHLON system in the training sessions
focusing on learning the two-handed pass from
below”, The Annals Of The University” Dunărea
de Jos” GALAŢI , p-181-185. Fascicle XV,
Physical Education and Sport Management No.12011.
4. http://www.interlinkelectronics.com
5. http://www.spectrasymbol.com/
6. http://www.prostemcell.ro/57-stiinta-sitehnologie/2764-robotica-biomedicala.html
the
are
the
the
CONCLUSIONS
Information science is promoting new
devices capable of analysing performance in sports,
due to the technological and methodological
progress in the field of physical and sport activity.
Modern technology provides the opportunity of a
new angle approach in sports and physical
education.
The system proposed in the present paper
provides objective data to both coaches and players
who use it in training, and the specialised software
provides complete statistics to monitor the progress
made perà weeks, months, or training cycles.
BIBLIOGRAPHY
1. Preda Carmen, Păcuraru Alexandru, Niculescu
Mugurel, Roşculeţ T. Răzvan -The Hardware and
METHOD DISTRIBUTION IN DEVELOPING STRENGTH ABILITIES
OF MIDDLE-DISTANCERACE FEMALE RUNNERS
Paula IVAN
‘’Spiru-Haret”, University of Bucuresti
Abstract
The purpose of the present paper has been to study the special training programme of middle-distance
professional female runners and the distribution of the methods used in developing their strength abilities.
To this end, a questionnaire has been drawn up containing a number of questions focusing on the distribution of
the methods used by trainers who have achieved results in the training of the most valuable middle-distance race
female runners in Romania.
Key words: strength, timing, distribution, middle-distance, training stages.
The purpose of our research has been to
distribute as efficiently as possible the methods
employed in developing strength, thus leading to
improved performance.
The current state: The latest research has
shown that a proper organization of the training
process, together with a good distribution of the
methods and means of strength development
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FASCICLE XV ISSN – 1454 – 9832 - 2012
contribute to improving the competition results of
• Anaerobic lactic acid and long endurance
middle-distance race female runners.
exercises
As part of the control research we have
• Maximum strength and speed
analysed the opinions of the specialists in the field
• Aerobic force and speed endurance
regarding the issue of the training process in
Based on the Romanian trainer Z.
middle-distance races and the distribution of
Gyongyossy’sgood practice experience, we
strength-developing methods for middle distance
exemplify in Tabel 1 the distribution of the training
female runners.
sessions (means) of educatingdeveloping strength
Thus, in the opinion of the French school,
during the training stages of professional female
the training for the middle distanceraces must be
runners, and during Gabriela Szabo’s training
regarded as a whole and at the same time similar to
sessions respectively, when competing in the
a balance (5 p.76-77). Depending on the evaluation
1500m race. (4 p.78-80).
of the previous activity and the athletes’ goals, it is
As an observation, the trainer in question
recommended never to put everything on a single
projects and uses all throughout the annual training
balance: base speed/ specific speed; power/ strength
cycle contents and objectives for developing
capacity/ elasticity etc., and that no type of effort
strength.
should disappear completely, modifying the ways
Thus,
during the
basic
training
in which intensity appears. It is recommended that
periodthethemes are: “developing inferior limb and
certain types of effort be coupled or brought closer:
posterior superior strength” and “developing
• Anaerobic lactic acid and anaerobic lactic acid
inferior limb muscles flexibility and force” and
• Speed/ strength and endurance
their operationalization is achieved through several
distinct objectives.
• Anaerobic lactic acid and short exercise at the
The high level of performance in sport is
anaerobic threshold. These exercises prepare the
largely due to the increased complexity of training
next ones or help recovery.
methodology, especially through a more efficient
It is also recommended avoiding the next
training projection and planning(3,1,2).
couples, due to the extreme fatigue it induces and
the risks of trauma:
Table 1. The distribution of the training sessions for educating-developing strength in preparation stages
(Gyongyossy, Zoltt,2001)
Preparation
Cycle
Cycle
Cycle
Week cycle
stages
Week 1
Week 2
Week 3
Monday A2Tuesday A4-abdomen,
Monday A1Tuesday A4Basic
abdomen, back, arms back, arms
abdomen, back,
abdomen, back,
(December)
arms
arms
Tuesday A4- thrust
Thursday A7-abdomen,
Friday A8Saturday A10walk 3x30 steps
back, arms
abdomen, back,
5x5x160 m
arms
a.l.p. 25m P
2min a.u.
Thursday - idem A2 Friday A8Sunday A133x5x160m a.l.p. with
abdomen, back,
high amplitude
arms
2x4x160m a.l.p. with
high frequency
Monday A1Monday A2-1x10(150m- Monday A1Pre3x10(120m-80m120m-100-80-150m8x150m
competition
120m-80m….) a.l.p.
120m-80m…)
8x120m
Indoor
120m-distance
high amplitude on long
8x150m
movement amplitude, distances, high frequency
80m-distance
on short distances
movement frequency
Saturday A11Wednesday A6Tuesday A3abdomen, back, arms abdomen, back, arms
3x80m, ex.sp.
with progressive
execution
frequency –
abdomen, back,
arms
Friday A9-abdomen,
Friday A9back, arms
abdomen, back,
arms
140
FASCICLE XV ISSN – 1454 – 9832 - 2012
Basic (April)
Wednesday A6abdomen, back, arms
Thursday A7- 5x60m
a.g.s.
5x30 steps x thrust
walk
6x60m a.c.s.
Saturday A11abdomen, back, arms
Precompetition
Summer
Monday A2abdomen, back,arms
Friday A8- 4x (150130-120-100-150130-120-100m)
a.l.p.amplitude drops
at the same time with
shortening distance
and increasing
frequency
Monday A1- 5x60m
a.g.s.
5x30 steps x thrust walk
6x60m different
ex.sp.(exercitii spate?)
Friday A8- 5x80m
ex.sp.( a.g.s., ps., a.c.s.,
psl)
Monday A1abdomen, back,
arms
arms
Thursday A7abdomen, back,
arms
arms
Friday A9abdomen, back,
arms
Monday A2-abdomen,
back, arms
Friday A8- 3x4x (150130-120-100-150-130120-100m)
a.l.p.amplitude drops at
the same time with
shortening distance and
increasing frequency
Friday A 9-abdomen,
back, arms
By analyzing the answers of the trainers
involved in our research we were able to make an
inventory of the main training means employed in
the physical preparation focused on educating/
No.
1
2
3
4
5
6
7
8
9
10
developing strength, displayed in two distinct
means categories in Table 2, in which only those
used by the majority of the respondents have been
retained.
Table 2. Inventory of the strength developing means used by the trainers interviewed
General physical training means
Specific physical training means
Running on varied ground (duration) Running 80-300m distances on inclined ground (km)
Stair-step exercises (duration)
Multiple jumps with or without swing
Running on stairs upward and
Analytical exercises for different muscular groups, circuit
downward (duration)
execution (number)
Special exercises on flat and inclined Running with weights (vest, sand bags) on distances up to
ground
200m(km)
Running technique exercises
Exercises with weights for the inferior limbs (kg)
Medicineball exercises
Exercises with weights for the superior limbs (kg)
Treadmill exercises
Plyometric drills
Thrust walk with weights (kg)
Tip-toe lift-ups with weights(kg)
Jumps with weights, horizontal and vertical
The weight of the various types of means
of developing specific force, start force,
acceleration power, power resistance, the forms of
force manifestation which influence performance in
middle distance races, has been determined
following the answers of the interviewed trainers
(Table 3).
Table 3. The weight of the types of strength developing means throughout the training
Means used
Trainings stages
General
Preparation PreCompetition Preparation
PreCompetition
Physical
Autumncompetition Indoor
Springcompetition
Outdoor
Training
Winter
Indoor
Summer
Outdoor
means
Specific
85%
65%
33%
68%
35%
25%
141
FASCICLE XV ISSN – 1454 – 9832 - 2012
Physical
Training
means
15%
35%
67%
32%
Upon analyzing the weight of the means of
developing the strength of middle distance female
runners, it can be inferred that the position of the
trainers, which is reflected in the training
methodology of their athletes, is to make large use
to of the general training means, restricting the
65%
75%
specific training during preparation and precompetition stages. This is appropriate for
beginners but at a superior level of training we
consider this approach to be a constraining factor in
achieving
higher
performance.
Table 4 The distribution of the strength developing means throughout the annual macro-cycle
Means
Used
IX
X
XI
Running on varied
ground(duration)
No
xx
Yes
xxx
Yes
xxx
Yes
No
xx
Yes
xx
Yes
xx
Yes
xxx
Yes
xxx
Yes
xxx
Yes
xxxx
Yes
xxxx
Yes
xxx
Yes
xx
Yes
xx
Yes
xx
Yes
xxx
Yes
xxxx
Yes
xxx
Yes
Running 80-300m distances
up-hill (km)
Running 80-300m distances
down-hill(km)
Multiple jumps with and
without swing
(number/metres)
Stair running upwards and
downwards (duration)
Stair-Step exercises
(duration)
Running with weights(vests,
sand bags) on max 200m
distances
Hurdles
Barbell exercises
( load 20-40% of body
mass)
Strength circuit- analytical
exercises
No
No
x
Yes
The volume of the means throughout the annual macro-cycle
XII
I
II
III
IV
V
VI
No
No
No
xx
Yes
x
Yes
No
No
Yes
No
No
Yes
xx
Yes
No
xx
Yes
No
x
Ye
s
No
No
No
No
No
No
xxx
Yes
xx
Yes
xxx
No
xxx
No
xx
Yes
xxx
Yes
xxx
Yes
xxx
Yes
xx
Yes
xx
Yes
xx
Yes
xxx
Yes
xxxx
Yes
xxxx
Yes
xxx
Yes
xxx
Yes
xxx
Yes
xxx
Yes
xxx
Yes
xx
Yes
xxx
Yes
xx Yes
xxx
Yes
xx Yes
xx
Yes
xx Yes
No
No
xx Yes
x Yes
No
No
No
xxx
Yes
xxxx
Yes
xx
Yes
No
xxx
Yes
xxx
Yes
xxx
Yes
xx
Yes
xx
Yes
No
No
xxx
Yes
No
No
No
xxx
Yes
xx
Yes
No
xx
Yes
xxx
No
xxxx
Yes
xxx
No
No
No
No
No
No
xx
Yes
No
No
xx
Yes
No
No
Legend – x-small volume
xx- medium volume
xxx-high volume
xxxx-maximum volume
It can be observed that only 15% of the
trainers use analytical exercises in order to develop
the strength of the muscular chains ( bone structuremuscular groups- articulations-ligaments) involved
in the specific effort: the start and the start launch
(starting force); while running (acceleration power
and power resistance).
VI
II
xxx
Yes
No
xx
Yes
No
VII
xxxx
Yes
xxxx
No
No
No
No
developing means and the middle distance female
runners.
Upon examination of the answers of the
trainers involved in our research we have been able
to make an inventory of the main training methods
use in the physical training focused on educatingdeveloping strength. The majority of trainers use
seven common means of general physical training
and ten specific means of strength training.
By using the method of the investigation
we have been able to identify the opinion of the
Romanian trainers with regard to middle distance
races, in general, and to middle distance female
runners, in particular.
The analysis of the answers in the questionnaire has
revealed that 76% employ two macro-cycles for
developing strength, 20% prefer three macro-cycles
and only 4% use one macro-cycle.
It is obvious from their answers that the
majority of the trainers support the principle of
CONCLUSIONS
A questionnaire has been drawn up for the
research, which was then employed for a number
of 25 trainers who work with the most valuable
female runners in Romania at present, who either
compete in the 800m -1500m races or have
achieved remarkable results in these races
throughout their professional careers.
During the control research we have
examined the opinions of the specialists in the field
on the issues of the training process in middle
distance races, the distribution of the strength
142
FASCICLE XV ISSN – 1454 – 9832 - 2012
2. Bompa T.O. The theory and methodology of
sport training – Timing. Bucharest: C.N.F.P.A.,
2001.273p
3. ColibabaEvulet D et al. Sport Games. Theory
and methodology. Bucharest:Aldin, 1998, p.116144, 327p
4. Gyongyossy Z. Basic ideas:Bucharest:RAO,
2001, p.78-80,127p
5. The federal athletic trainer, 1996, p.76-77.
working in tougher conditions (80%) and only 20%
use weight exercises in order to develop specific
strength.
This confirms the analysed methodological
orientation of the trainers and offers us solid
arguments in promoting these training means with
the experimental group.
BIBLIOGRAPHY
1. Barbu C. The training and participation of the
professional female runners in high level
competitions, Bucharest: Atlantis, 1998. 140p.
STUDY REGARDING THE DESIGN OF THE PHYSICAL AND
TECHNICAL TRAINING OF JUNIOR PLAYERS ACTING IN THE
GOAL AREA IN THE SOCCER GAME (UNDER 19)
Vasile Catalin SAVU, Constantin PLOESTEANU
,,Dunarea de Jos” University of Galati
Abstract:
Many of the problems encountered by the coaches refer to the efficiency, both from the individual point
of view and from the team perspective in general . By recording the games at the physical, technical, tactical
and psychological level we can establish almost exactly the evolutionary curve of the team or of the players
considered separately. This fact could bring new data to the coach and thus he is able to intervene, to design the
physical and technical training at the parameters of the official game.
Keywords:
training,
strikers,
design,
efficiency.
INTRODUCTION
Each player has his own technical and
tactic profile as well as his own characteristics in a
team. Moreover, the bio-motive qualities and their
distinct combinations are unique for each position.
The experts in training understand very
well what differentiate a position from another and
they apply these principles in the daily training
process, developing and implementing programs
specific to the soccer game.
All the technical and tactic sessions have
to use specific sets of exercises according to the
operating area. In other words, the coaches will do
right highlighting the specific adaptations of each
position, planning sets of exercises specific to each
position.
So, under the name of “individualization”,
we can define the adaptations of sport technique
and educational process to the particularities of
each player, according to his main features and to
physical technical and tactic deficits specific to
each position
THE PURPOSE of the research is the
efficient design of the training by using methods
and means that would solve the complex tasks of
the individual and group training, individual or
specific to the target groupof the research.
TASKS OF THE RESEARCH
- To study the literature of specialty related to the
research topic;
- To establish the research methodology and the
work plan;
- To identify and use the training means specific to
the goal area and their elaboration as programmes;
- To experiment the training programmes;
- To assess the efficiency and quality of the
training;
- To elaborate the operational models, mentioning
the aims and the parameters of the effort at ages
under 19, starting from the objective realities of the
competitive match;
- To analyse and interpret the results
RESEARCH HYPOTHESIS
We consider that the design of the
content of the training shall improve the physical
and technical factor and shall lead to an increase in
the performance of the players in the goal area.
METHODS
We have used the following reserch
methods in order to fulfill the aim of the research
and to achieve its objectives:
- scientific documentation (bibliographic);
-. pedagogical observation technique;
- test method;
- pedagogical experiment;
- mathematical and statistical method;
143
FASCICLE XV ISSN – 1454 – 9832 - 2012
This study took place during a competitive
year (September 2011- May 2012) and it involved:
-The organization and deployment of the tests. The
periodization of the research tests:
1- initial testing – during 01 – 05 September
2011, in order to identify the initial values of the
studied parameters;
2- intermediary testing – during 15 – 19
December 2011;
3- final testing – during 26- 31 May 2012.
- Implementation of the training programme based
on completion area specific games.
-Mathematical and statistical analysis and data
interpretation
- comparative method;
- graphical method
CONTENT RESEARCH
The groups involved in the research are:
- Experimental group: F.C.M. Dunărea Galati – A
junior players (striker and attacking midfielders )
- Control group: Otelul Galaţi – A junior players.
(strikers and attacking midfielders)
The location of the experiment:
The
experiment
took
place
on
“Siderurgistul” field in Galati, where the playing
surface is made of artificial turf, so that the training
has not been influenced during the winter period.
The organisation of the research:
Table 1- MODEL OF THE FRF (Romanian Football Federation)- Player qualities
POSITION OF
THE PLAYER ON
PHYSICAL
TECHNICAL
TACTICAL
MENTAL
THE FIELD
Strength(duel)
Completion(shot)
Defensive retreat
,,egoism”
STRIKERS
Speed
Receiving
Permutation
Opportunism
Vivacity
Heading
Call/counter call
Speed
Agility
Dribbling/Feint
Feint
Combativity
Timing
Perseverence
According to the
Receiving and ball
Intelligence
Leader
type of playermastery
Anticipation
Creativity
NO.10
according to the
Pass efficience
Tactical sense
Taking risks
game concept
Dribbling
Timing
Lucidity
Completing-shot
Demarcation
Trust
Final pass
Calm
Starting from the MODEL OF THE FRF
RESULTS
(Romanian Football Federation) - Player
After having put into practice the
qualities/Positions we have selected the following
experimental programme we elaborated, we have
tests:
reached the following conclusions:
Used tests (approved by F.R.F.):
The work hypothesis has been confirmed
- Physical tests: - Speed on a 30m distance;
by the superior results obtained by the players of
- Speed (Agility) – running –
the experimental group when compared to those of
shuttle run (4x10m);
the control group. For the physical tests:
- Strength – vertical expansion;
-Speed - running on a 30m distance, statistically
- Technical tests: - Shot on goal: accuracy;
significant differences (p<0.05) have been obtained
- Hitting the ball with the
at the final test in favour of the experimental group,
head;
compared to the control group;
- Ball driving, dribbling
Table 2 .Speed - 30 m. Testul t for two independent lots from successive test.
results
scor t
p
lot
average
seconds
LE
4,3500 -1,203
0,252
initial testing
LM
4,3700
points
LE
56,43
0,795
0,442
LM
55,00
seconds
LE
4,2700 -2,763
0,017
intermediary
LM
4,3100
testing
points
LE
65,00
2,500
0,028
LM
61,43
seconds
LE
4,1800 -4,141
0 ,003
final testing
LM
4,2500
points
LE
75,00
4,768
0,000
LM
66,43
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FASCICLE XV ISSN – 1454 – 9832 - 2012
4.4
4.3
m
edii (sec
unde)
4.2
LOT
4.1
experimental
martor
4.0
national
initial
intermediar
f inal
testare
Fig1. Evolution of the average (speed - 30 m) between the successive tests (seconds).
Comparison between the two teams
been obtained at the final test in favour of the
-Speed (Agility) – running – shuttle run (4x10m)
experimental group, compared to the control group;
– statistically significant differences (p<0.05) have
Table 3. Speed (Agility) 4 x 10 m. Testul t for two independent lots from successive test.
results
seconds
initial testing
points
seconds
intermediary
testing
points
seconds
final testing
points
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
average
11,25
11,10
27,50
31,25
10,72
10,80
48,75
45,00
10,27
10,70
71,25
50,00
scor t
0,665
p
0,531
-0,461
0,661
-0,469
0,656
0,469
0,656
-2,655
0,038
2,655
0,038
11.4
11.2
11.0
10.8
10.6
m
ed
ii (se
cu
nde
)
10.4
LOT
10.2
experimental
10.0
martor
national
9.8
initial
intermediar
f inal
testare
Fig 2. Evolution of the average (agility 4x10m) between the successive tests (seconds).
-Strength – vertical expansion - statistically
compared to the control group.
145
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 4 Strength – vertical expansion. Testul t for two independent lots from successive test.
results
centimeters
initial testing
points
centimeters
intermediary
testing
points
centimeters
final testing
points
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
scor t
0,000
average
42,00
42,00
24,29
24,29
48,00
46,29
52,14
43,57
54,57
51,57
82,86
70,71
p
1,000
0,000
1,000
1,025
0,325
1,009
0,333
2,210
0,047
2,306
0,040
60
50
medii (executii)
LOT
experimental
martor
40
national
initial
intermediar
final
testare
Fig 3- Evolution of the average (strength – vertical expansion) between the successive tests (centimeters).
Table 5. Total score - physical tests. Testul t for two independent lots (strikers) from successive test.
test
initial testing
intermediary testing
final testing
lot
LE
LM
LE
LM
LE
LM
average
108,22
110,54
165,89
150,00
229,10
187,14
score t
p
-0,271
0,791
1,782
0,100
3,065
0,010
The results under discussion are illustrated in the following average diagram.
Fig.4 - Evolution of the average Total number of points (physical tests) between the successive tests.
146
FASCICLE XV ISSN – 1454 – 9832 - 2012
average; the AT group of the control team had a
lower average, of 187,14 points.
For the technical tests:
- Shot on goal: accuracy - statistically significant
differences (p<0.05) have been obtained at the final
test in favour of the experimental group, compared
to the control group.
Comparison between the two teams .
Comparing the results with those of the
national team, we notice the fact that the results are
gradually getting closer to the national average, that
is 250 points. At the final testing, the average
performance of the AT group in the experimental
team (229,10 points) got quite close to the national
Table 6. Shot on goal: accuracy. Testul t for two independent lots from successive test.
initial testing
final testing
lot
LE
LM
LE
LM
average
29,50
35,75
45,25
44,50
LE
LM
69,25
51,50
scor t
p
-1,769
0,127
0,202
0,847
2,462
0,049
60
50
40
m
edii (puncte)
LOT
30
experimental
martor
national
20
initial
intermediar
f inal
testare
Fig 5- Evolution of the average (shot on goal: accuracy) between the successive tests (points).
- Hitting the ball with the head - statistically
Table 7 Hitting the ball with the head. Testul t for two independent lots from successive test.
results
initial testing
number of
executions
points
intermediary
testing
number of
executions
points
final testing
number of
executions
points
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
147
average
1,50
1,75
15,00
17,50
3,25
3,00
32,50
30,00
5,00
3,75
50,00
37,50
scor t
p
-0,655
0,537
-0,655
0,537
0,397
0,705
0,397
0,705
2,611
0,040
2,611
0,040
FASCICLE XV ISSN – 1454 – 9832 - 2012
7
6
5
m
edii (executii)
4
LOT
3
experimental
2
martor
1
national
initial
intermediar
f inal
testare
Fig 6 - Evolution of the average (hitting the ball with the head) between the successive tests (execution).
- Ball driving, dribbling - statistically significant differences (p<0.05) have been obtained at the final test in
favour of the experimental group, compared to the control group;
Table 8 Ball driving, dribbling. Testul t for two independent lots from successive test.
results
seconds
initial testing
points
seconds
intermediary
testing
points
seconds
final testing
points
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
average
26,00
26,00
27,50
27,50
21,75
22,50
40,00
37,50
17,75
20
65,00
50,00
scor t
p
0,000
1,000
0,000
1,000
-0,832
0,437
1,000
0,391
-2,635
0,039
2,449
0,049
28
26
24
medii (secunde)
22
LOT
20
experimental
18
martor
16
national
initial
intermediar
f inal
testare
Fig.7 Evolution of the average (ball driving, dribbling) between the successive tests (seconds).
148
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 9 Total score - technical tests. Testul t for two independent lots (strikers) from successive test.
score t
p
test
lot
average
initial testing
LE
72
-0,839
0,434
LM
80,75
LE
117,75
1,654
0,149
LM
112
final testing
LE
LM
184,25
139
5,084
0,002
The results under discussion are illustrated in the following average diagram.
Fig.8- Evolution of the average Total number of points (technical tests) between the successive tests.
achieved, and also for the efficiency of the training
(strikers)
programmes, it is necessary to measure
Comparing the results with those of the
permanently the players᾽ performance.
national team, we notice the fact that the results are
gradually getting closer to the national average, that
BIBLIOGRAPHY:
is 195 points. At the final testing, the average
1. BOTA, I. – Modele de joc şi pregătire. Bucureşti:
Sport-Turism, 1984
performance of the Strikers᾽ group in the
experimental team (184,25 points) got quite close
2. CIOLCĂ, S.M. – Modelul de joc şi modelarea
pregătirii juniorilor pentru fotbalul de performanţă,
to the national average; the Strikers᾽ group of the
Editura Cartea Universitară, Bucureşti, 2004;
control team had a lower average, of 139 points.
3. COLIBABA-EVULEŢ, D. şi BOTA, I. – Jocuri
sportive. Teorie şi metodică. Editura Aldin,
CONCLUSIONS
Bucureşti, 1998;
-The training of junior players under 19,
4. ENOIU, R. – Metoda modelării antrenamentului
irrespective of the field area must focus mainly on
la structura jocului de fotbal. Braşov: Editura
the improvement of skills, abilities and technical
Univers, 2001
knowledge, necessary to an organised practice of
5. NETA , GH. – Strategia performanţei în fotbal,
soccer in competitions. In this respect, the first
Editura DACIA, Cluj-Napoca 2008.
aspect we must take into account is not that of
6.RĂDULESCU, M., COJOCARU, V. – Ghidul
forming a team, but that of forming players with
Antrenorului de fotbal - Copii şi juniori. Bucureşti:
real opportunities for progress.
Editura Axis Mundi, 2003.
-It is necessary to approach training within the
7. STĂNCULESCU, V. – Ghidul antrenorului
context of the natioanl and international model.
profesionist de fotbal pentru 364 zile ale unui an
Only in this way can we make progress according
competiţional, Editura Transilvania Expres, Braşov,
to the requirements of the modern soccer.
1999.
- In order to have permanent control over the entire
training programme and to monitor the progress
149
FASCICLE XV ISSN – 1454 – 9832 - 2012
THE INFLUENCE OF THE GAMES IN THE SQUARE MEANT TO
INCREASE THE PHYSICAL AND TECHNICAL TRAINING LEVEL OF
,,C” JUNIOR PLAYERS(13-14 YEARS OLD )
Constantin PLOESTEANU, Vasile Catalin SAVU
,,Dunarea de Jos” University of Galati, ROMANIA
Abstract
The beginning of the initiation and improvement phase of the child gifted for performance at the current
soccer level of development involves both the child and the teacher. Every specialist must become a promoter of
original thinking, an absolute seeker of the new, a fine connoisseur of the childʼs physical, technical and mental
ability, of the way the child reacts to great effort during the training. The modernization of coaching, an
indispensable requirement in order to keep pace with the evolution of the national and world performances, is
highly important and we consider it an acutely contemporary issue, because it can ensure and greatly contribute
effectively and efficiently to the building of the way to performance of the promising children.
Keywords: training, games, efficiency, square.
INTRODUCTION
Regarding the children’s teams coaching,
the first aspect to be emphasized is that children
and junior players’ coaching must not be confused
with senior players’ coaching. This alarm signal is
based on youngsters’ desire to reach the top of the
pyramid very quickly. Soccer coaching must be
started with reduced games, as children do not have
the physical, technical and tactical ability to
organize themselves effectively and rapidly in
11x11 groups. In the square games each player is
permanently engaged, having thus the opportunity
to improve his physical and technical training,
keeping almost permanently the contact with the
ball.
The square games method offers the
opportunity to select and use the most effective
means for the global and specific training for the
game, within a scheme easily-controlled by the
coach. The method has a series of benefits if, the
coach establishes, for each space and group of
players, restrictions and rules that shall lead,
through repetition, to the improvement of the game
relations and to team-specific combinations.
TASKS OF THE RESEARCH
To test the effectiveness of the games in the squares
used for the coaching of a group of subjects.
RESEARCH HYPOTHESIS
1. If the games in the squares contribute to the
efficiency of the physical and technical training in
the coaching process to ,,C” junior players.
2. To what extent the games in the squares
contribute to an increase in the efficiency of the
training in point of physical and technical aspects.
METHODS
In order to fulfill the scope and to accomplish the
aims of the research the following research methods
have been used:
scientific
documentation
(bibliographic),
pedagogical observation technique, test method,
pedagogical experiment,
mathematical and
statistical method, comparative method, graphical
method.
CONTENT RESEARCH
- Experimental group: F.C.M. Dunărea Galati – C
junior players
- Control group: Steaua Dunarii Galaţi – C junior
players.
Both the experimental group and the control group
consist of 18 players.
The location of the experiment:
The experiment took place on “Dunarea 2” and
“Siderurgistul” fields in Galati. We mention that
the playing surfaces are made of artificial turf, so
that the training has not been influenced by the turf
condition.
Organisation of the research:
This study took place during a competitive
tournament (August 2012- November 2012), and it
involved:
-The organization and deployment of the tests. The
THE PURPOSE of the research is to
choose the most effective way of training so as to
improve the passing game to ,,C" junior players in
soccer.
RESEARCH OBJECTIVES
[1] to study the influence of the players in
the square in point of the increase of the physical
and technical level of the training in the soccer
game to ,,C‘’ junior players.
[2] To experiment
the programmes
suggested during a competitive tournament.
[3] To assess the ascertaining experiment
and to argue the results of the research.
150
FASCICLE XV ISSN – 1454 – 9832 - 2012
differently, we can practise the depth playing and
the width playing, depending on the basic fiels
areas of the players in official matches.
-Mathematical and statistical analysis and data
interpretation
Organisation and deployment of the tests:
We have used the following tests:
Functional tests:- Vital capacity- for the
respiratory apparatus ( represents the maximum
amount of air a person can expel from the lungs
after a maximum inhalation. It is measured with a
spirometer ).
Physical tests: - Speed (agility) - running – shuttle
run (4 x 10m)
1- initial testing– 22-26 August 2012, in
order to identify the initial values of the studied
parameters;
2- final testing – during 14-18 November
2012.
-Implementation of the training programme based
on games in the squares.
-The soccer field is made up of a box of 30x30m,
divided into other smaller spaces marked in squares
of 10x10m, where the basis of the training takes
place in small functional groups, from 1x1,
2x1,3x1, 3x2,3x3,4x2, 4x3,4x4. The game surface
and the playing groups are established, starting with
1x1 on 10x10m. Marking the game surface by the
combination of several 10x10m surfaces, oriented
Fig 3- Model of surface planning for the Speed (agility)-running- shuttle run (4 x 10m)
Execution: On the command „on your
marks”, the player stands near the starting line,
without touching it. At the whistle signal he runs to
the other line, takes a wood witness sample, runs
back and puts it down, without throwing it, behind
the starting line, and goes to take the other witness,
and then crosses the finish line.
Technical tests:
- Frequency. Pass – Accuracy
Execution: The player must send the ball (for 30
seconds) in the gym bench, successively with the
broad part of his foot.
Result: The exercise takes 30 sec., while the player
touches the bench for a certain number of times.
Every time he touches the bench he scores 3 points.
Valid result: no. of passes in 30 sec. x 3 pct.
- Effectiveness (number) of the passes within the
squares.
Execution: In a section of 10x10m they
play 4x2 in pairs. The players in the centre must
recover the ball and the ones on the sides must pass
the ball among them as many times as they can.
RESULTS
After having put into practice the experimental
programme, we have reached the following
conclusions:
The work hypotheses have been confirmed by the
superior results obtained by the players of the
experimental group when compared to those of the
control group.
For the functional tests:
The analysis of the results of the functional
tests, for both the experimental group and the
control group, shows remarkable progress, fact
which proves that body adaptation to stress, at the
age of 13-14, can be improved by various means.
For the physical tests:
- Speed (agility) – run – shuttle run (4x10m) –
statistically significant differences (p<0,05) have
been obtained at the final test in favour of the
experimental group, compared to the control group;
Table 1- Speed (Agility) 4 x 10 m. Testul t for two independent lots from successive test.
result
initial testing
final testing
seconds
lot
LE
LM
average
12,10
12,05
seconds
LE
LM
11,24
11,51
For the technical tests:
scor t
p
0,548
0,531
-2,655
0,038
As for the level of the technical training,
our research has confirmed the viability of the
151
FASCICLE XV ISSN – 1454 – 9832 - 2012
Frequency. Pass – accuracy – statistically
significant differences (p<0,05) have been obtained
Table 2 - Frequency. Pass – accuracy. Testul t for two independent lots from successive test.
training programmes, based on games in the sguare,
thus achieving a great progress of the experimental
group compared to the control group.
result
initial testing
execution
final testing
execution
-
lot
LE
LM
LE
LM
- Effectiveness (number) of the passes within the
square- statistically significant differences
(p<0,05) have been obtained at the final test in
average
14,29
14,34
19,00
17,33
scor t
p
-0,322
0,411
1,987
0,040
favour of the experimental group,compared to the
control
group.
Table 3 - Effectiveness ( number) of the passes within the square. Testul t for two independent lots from
successive test.
result
initial testing
execution
final testing
execution
lot
LE
LM
LE
LM
average
6,31
7,23
14,44
10,18
scor t
p
0,306
0,730
2,112
0,049
Fig. 2 Initial testing for two independent lots from succesive tests
Fig. 3 Final testing for two independent lots from succesive tests
152
FASCICLE XV ISSN – 1454 – 9832 - 2012
CONCLUSIONS
-The method of the games in the squares a useful
tool for the training of the players regardless of
their value, the field state or the period of the
competitive year.
-This method is complex and it can be used by any
coach in various forms.
-This method ensures the necessary degree of
effectiveness, because the movement of the entire
team, as well as of the groups of players is very
fast, without losing time and without unnecessary
field movements, ensuring a complex training to all
coaching factors.
of the players᾽ results so that the latter become
more performant and constant.
For an active participation of the players in the
training process it is necessary to use training
methods that restores the children᾽s virtuosity and
their pleasure of playing.
BIBLIOGRAPHY:
1. MARSEILLOU,P.- Futbol. Programacion anual
del entrenamiento de la 12 a 15 anos, Editura
Paidotribo, Badalona,2010
2. NETA, GH. – Strategia performanţei în fotbal,
Editura DACIA, Cluj-Napoca 2008.
3.PLOEŞTEANU, C. –Fotbal. Antrenament /
Competiţie, Editura Europlus, Galaţi, 2007.
4..RIUS,J.S.- 1009 Exercitii si jocuri de fotbal,
Editura Paidotribo, Barcelona, 2007
profesionist de fotbal pentru 364 zile ale unui an
competiţional, Editura Transilvania Expres, Braşov,
1999
RECOMMENDATIONS
AND
PROPOSALS
The coaching process must be focused on forming
the mental-physical virtuosities ” and their use on
the field by practical coaching sessions when the
junior players learn the game, forming skills of
modern soccer playing.
By the implementation of the training programmes
the coach (the specialist) must increase the average
THE OPTIMIZATION OF THE PERFORMANCE CAPACITY FROM
THE PERSPECTIVE OF THE IDENTIFICATION OF THE
RESTRICTIVE FACTORS FOR JUNIOR PLAYERS UNDER 17 AT
SOCCER
Constantin PLOEŞTEANU, Vasile Catalin SAVU
,,Dunarea de Jos” University of Galati, ROMANIA
catalin_savu_1971@yahoo.com
Abstract
The optimization of the performance capacity is the main goal of the sports training, which actually
encompasses not only the activities “in the limelight” – the practice and the competition – but also all the
measures related to their organization, planning, leading, and scientific development carefully arranged in a
vast training strategy. The experts understand that this performance does not rise from an accumulation of facts
and events, but it represents a product of the effects determined by the concentric action of some objective and
subjective factors and they intend to determine the maximal efficiency of these factors establishing their
hierarchic value, their chronological order and the necessity of their intervention in the sports training which is
the most important in the optimization and the development of the performance capacity to junior players under
17.
Keywords: control, restrictive factors, efficiency, training.
INTRODUCTION
Science, The theory of motor activities, The theory
The instability of results and performances
of physical education and sports, Didactics of
as well as their shifting towards the biological and
physical education and sport, Physical Therapy, etc.
psychical limits which still remain unknown to the
Some other disciplines with a fundamental
human being urge to reflection and analysis.
character can be associated to these ones: Biology,
The ideal of accomplishing great
Psycho-pedagogy,
Sociology,
Medicine,
performance in the field of sports may be
Pharmacology,
Physics,
Mathematics,
considered today a great challenge, to which a large
Management, IT, etc.
number of persons contribute (sportsmen, coaches,
All the specialists involved in the
doctors,
pharmacologists,
biochemists,
performance sports activity consider that
psychologists, managers, experts) as well as special
performance is the result of an excellent work led to
disciplines among which we can enumerate: Sports
the physical and psychical limit of each person
153
FASCICLE XV ISSN – 1454 – 9832 - 2012
Before beginning our research an
preliminary study was made. This helped us to find
out the opinion of the experts in the field, which led
us towards the research itself. This study was
conducted through a questionnaire applied to a
sample of 50 subjects, the subjects being experts in
the field, namely coaches of the under 17year old
category.
Experimental group: F.C.M. Dunărea Galati junior players under 17;
Control group: L.P.S. Galati – Junior players
under 17;
Both experiment and control group is
made of 18 players. The keepers, even if they took
part in the trainings, they are not included in the
experiment because they have a special status in
soccer team and a specific training program.
The organisation of the research paper:
The present research took place during a
competitive year (July 2010 – June 2011) and
involved:
- The organization and deploment of the tests. The
[1] The initial test - which took place between 26 –
30 July 2010 was applied in order to discover the
initial values of the studied parameters;
[2] The intermediate test – took place between 15 –
19 December 2010;
[3] The final test – took place between 31 May – 3
June 2011.
- The implementation of the training program based
on simplified games specific to the operating areas.
- The statistical and mathematical analysis and the
data interpretation.
Used tests:
- Anthropometric tests; - Height; Weight; Chest
elasticity
- Functional tests: - Ruffier᾽s test; Vital capacity
- Physical tests: - Speed on a 50 m distance
- Force – length expansion
- Endurance – 12 minute running.
-Technical tests: - Shot on goal: accuracy
- Hitting the ball with the head
- Completion from the lateral
side
- Ball driving, dribbling
being thus multiply determined. It is worth noting
that no one can state with certainty yet which
discipline or factor has the greatest importance in
contriving the great performances.
Thus, the use of such interventions is
sustained by current practical arguments, namely
the professionalization of the entire process of
training performance soccer players.
THE PURPOSE of the present research
is to contribute to the optimization of the
performance efficiency in the soccer game for the
junior players under 17, from the perspective of the
identification of the restrictive factors, through the
development, recovery and confirmation of the
training programs in training and competitions.
RESEARCH OBJECTIVES
[1] Studying the ways of optimizing the
performance efficiency and their adaptation to the
junior players under 17 in the soccer game.
[2] The identification of the restrictive factors of
the performance efficiency for the juniors players
under 17 in the soccer game.
[3] The development of a training program for the
junior players in order to identify and to fight
against the negative effects of the restrictive factors
of the performance efficiency.
[4] The experimentation of the programs suggested
during a competitive year.
[5] The assessment of the experiment and the
argumentation of the research results.
[6] Personal files made for each player according to
the operating area.
RESEARCH HYPOTHESIS
[1] We consider that the identification of those
restrictive factors which influence the performance
in a particular way for the junior players under 17
will finally contribute to the optimization of the
efficiency in the soccer game.
[2] We consider that the implementation of the
program training based on simplified games
specific for the operating area will finally
contribute to the limitation of the damaging action
caused by the restrictive factors of the performance
efficiency and will increase the players’ individual
performances and implicitly those of the team.
METHODS
We have used the following reserch
methods in order to fulfill the aim of the research
and to achieve its objectives: questionnaire survey
method, test method, pedagogical experiment,
mathematical and statistical method, comparative
method, graphical method.
RESULTS
After having put into practice the
experimental programme we elaborated, we have
reached the following conclusions:
1.
The analysis of the dynamics of the
physical development level demonstrated the fact
that the evolution of the anthropometric indices is
within the normal age range and has not been a
restrictive factor in conducting the experimental
research.
CONTENT RESEARCH
The experimental design of the research
paper
154
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 1. The analysis of the results obtained in anthropometric tests
ANTHROPOMETRIC TESTS
Group
Height (cm)
Weight (kg)
Elasticity thorax
(cm)
T1
T2
T3
T1
T2
T3
T1
T2
T3
178.5
180.0
181.5
68
68
69
12
12
11
175.5
177.5
178
65
65
66
11
11
10
174.5
176.0
176.5
72
72.5
71
10
10
10
GROUP EXPERIMENTAL 166.0
168.5
170
54
57
58
8
10
10
F.C.M. DUNĂREA
171.5
174.5
175
71
71
70
9
9
11
GALAŢI
161.0
164.0
166.5
55
58
59
11
12
12
165.5
169.5
172
58
65
66
7
9
10
160.5
163.0
166.5
56
57
58.5
8
9
10
167.0
171.5
172
57
62
61
7
12
13
178.5
180.0
181
65
66
67
9
11
11
164.5
167.5
169
55
57
59
9
11
11
163.5
167.0
167.5
60.5
68
68.5
8
10
11
180.0
182.0
183
62
65
66
8
10
10
172.0
175.0
175
64.5
68
68
7
8
12
164.0
166.5
167.5
55.5
57
57.5
8
11
11
169.0
171.0
171.5
65
69
69
7
10
10
174.5
178.0
179
62
65
66
7
8
9
159.0
160.5
161
56
58
59
7
9
9
Arithmetical average “ x ”
169.16
171.77
172.91
61.19
63.80
64.36
8.5
10.11
Standard deviation “ σ ”
Coefficient of variation “v”
6.48
3.83%
6.22
3.62%
5.94
3.43%
175
161.5
175
171.5
167
166.5
177.5
172
179.5
188
171
182
182.5
163
172
171
170.5
181
179.5
173
179
172.5
169
170
177.5
177.5
182
190
171.5
185
184
164
172.5
174
173
183.5
181.5
174
179.5
173
170.5
172
179.5
180.5
183.5
191
172.5
185
184
167
173
177
174.5
185
5.56
9.09
%
64
53
67
64.5
76
55.5
66
58
63
68
62.5
74
72
60.5
61
59.5
62
61.5
5.12
8.03
%
65
58
69
69
79.5
59.5
67.5
63
67
69.5
67.5
76.5
76
66.5
67
67
64.5
64
4.63
7.19
%
70
59
68
69
77
61
72
65
69
71
66.5
76.5
75
67
66
69
65.5
63
1.53
18.0
7%
11
10
9
6
9
8
8
8
9
7
10
9
8
8
9
8
9
10
1.24
12.28
%
11
12
10
8
10
13
14
9
10
10
10
10
10
10
10
10
11
12
173.69
176.52
177.94
63.77
67.55
68.30
8.66
10.55
Coefficient of variation “v”
6.87
3.95%
6.45
3.65%
6.14
3.45%
5.87
9.20
%
5.32
7.87
%
4.77
6.98
%
1.15
13.3
3%
1.38
13.10
%
GROUP CONTROL
L.P.S. GALAŢI
2.The analysis of the dynamics of the results
obtained in functional tests, both for the
experimental group and for the control group
indicate remarkable progress, fact which proves
10.6
1
1.00
9.49
%
11
12
10
10
10
11
10
12
10
10
10
10
10
9
10
10
10
10
10.2
7
0.73
7.10
%
that the body's adaptation to effort at ages under 17
is perfectible and may be a restrictive factor in the
training optimization.
155
FASCICLE XV ISSN – 1454 – 9832 - 2012
LOT
GROUP
EXPERIMENTAL
F.C.M. DUNĂREA
GALAŢI
Table 2. The analysis of the results obtained in functional tests
FUNCŢIONAL TESTS
TESTS RUFFIER
VITAL CAPACITY ( cm3)
T1
T2
T3
T1
T2
T3
4
4
4
3500
3700
4100
5.8
5.8
3.4
3600
3900
4200
2.2
2.2
4.0
3300
3500
3800
1.6
2.2
2.1
3400
3600
4000
7
7
2.8
3600
3800
4100
1.6
3.4
2.0
3700
3900
4000
7
6.4
6.8
3300
3600
3800
2.2
5.8
3.6
3500
3700
4000
10.0
2.2
2.8
3600
3800
4100
4.6
5.2
5.0
3300
3700
3900
7.6
5.8
5.5
3600
3700
3900
5.8
9.4
6.4
3300
3500
3800
10.0
4.6
4.8
3300
3500
3800
3.4
7.6
4.0
3600
3800
4100
7.0
8.2
7.8
3400
3600
3800
5.8
5.2
6.4
3400
3600
3900
7.6
6.4
6.2
3300
3500
3900
5.2
4.6
6.4
3500
3700
4000
Coefficient of variation
“v”
GROUPCONTROL
L.P.S. GALAŢI
Coefficient of variation
“v”
5.46
2.53
46.45%
5.33
1.99
37.41%
4.66
1.68
36.17%
3455.55
134.25
3.88%
3672.22
128.26
3.49%
3955.55
125.70
3.17%
8.8
5.2
5.8
2.2
2.6
4.6
10.0
10.6
4.6
13.0
9.4
4.6
5.2
4.6
4.6
7.6
8.6
10.8
8.8
2.2
8.8
4.0
2.2
4.6
8.2
7.0
7.0
13.6
4.6
5.8
5.2
5.8
5.8
9.4
8.8
11.8
7.6
3.8
5.8
3.4
3.4
8.8
5.8
6.4
11.2
12.6
4.6
10.6
7.6
5.6
2.8
7.6
7.0
5.2
3300
3500
3300
3600
3600
3300
3400
3500
4300
3400
3700
3600
3400
3500
3500
3400
3500
3800
3600
3700
3500
3800
3800
3500
3600
3700
3500
3600
3900
3700
3500
3600
3800
3500
3700
3700
3900
4000
3800
4100
4000
3800
3800
4000
3700
3900
4100
3900
3700
3800
4100
3700
3900
6.82
3.00
44.09%
6.86
2.95
43.05%
6.65
2.70
40.71%
3533.33
228.52
6.46%
3650
121.33
3.32%
3900
133.33
3.41%
-Speed on a 50m distance, statistically significant
differences (p<0.05) were obtained at the final test
in favour of the experimental group, compared to
the control group;
3. In the case of the dynamics of the level of
physical training the obtained results demonstrate
that solving it by soccer-specific means has led to
remarkable progress, obtaining the following
results :
156
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 3- Speed - 50 m. Testul t for two independent lots from successive test
results
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
seconds
initial testing
points
seconds
intermediary
testing
points
seconds
final testing
points
Force – length expansion - statistically significant
media
7,2214
7,2400
68,57
67,86
7,0900
7,1600
78,57
74,29
6,9414
7,0543
85,00
80,71
scor t
p
-0,754
0,465
0,306
0,765
-2,106
0,049
2,683
0,050
-3,256
0,007
2,121
0,020
Table 4 Force – length expansion. Testul t for two independent lots from successive test
results
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
metre
initial testing
points
metre
intermediary
testing
points
metre
final testing
points
Endurance – 12 minute running – statistically
media
2,0100
2,0100
26,25
26,25
2,1300
2,0850
43,75
37,50
2,2800
2,1950
68,75
55,00
scor t
p
0,000
1,000
0,000
1,000
1,711
0,138
1,555
0,171
2,534
0,044
2,668
0,037
compared
to
the
control
group;
Table 5 Endurance – 12 min. Testul t for two independent lots from successive test
results
Table 6SCORE tests.
for two
metre
initial testing
points
metre
intermediary
testing
points
metre
final testing
points
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
157
average
2360
2385,71
22,86
27,14
2480
2457,14
43,57
38,57
2650
2587,14
70,71
63,57
scor t
p
-2,056
0,062
-2,038
0,064
1,273
0,227
1,578
0,140
4,214
0,001
4,472
0,001
TOTAL
physical
Testul t
FASCICLE XV ISSN – 1454 – 9832 - 2012
independent lots from successive test.
test
initial testing
final testing
lot
LE
LM
LE
LM
LE
LM
average
117,68
121,25
165,89
150,36
224,46
199,28
score t
P
-1,016
0,330
1,746
0,106
4,196
0,001
Fig.1 Evolution of the average Total number of points (physical tests) between the successive tests.
4. In the case of the dynamics of the level of
-Shot on goal: accuracy - statistically significant
technical training our research paper has confirmed
the viability of the training programmes, thus
obtaining a special progress of the experimental
group, compared to the control group.
Table 7. Shot on goal : accuracy. Testul t for two independent lots from successive test.
initial testing
final testing
average
34,14
33,00
43,14
42,29
52,29
48,14
lot
LE
LM
LE
LM
LE
LM
scor t
p
0,416
0,685
0,385
0,707
1,817
0,034
-Hitting the ball with the head - statistically
158
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 8. Hitting the ball with the head. Testul t for two independent lots from successive test.
results
initial testing
number of
executions
points
intermediary
testing
number of
executions
points
final testing
number of
executions
points
lot
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
LE
LM
-Completion from the lateral side - statistically
average
2,00
2,00
20,00
20,00
3,43
3,00
34,29
30,00
4,86
3,86
48,57
38,57
scor t
p
0,000
1,000
0,000
1,000
1,162
0,268
1,162
0,268
2,333
0,038
2,333
0,038
Table 9 Completion from the lateral side. Testul t for two independent lots from successive test.
initial testing
final testing
lot
LE
LM
LE
LM
LE
LM
average
5,71
8,57
18,57
17,14
32,14
22,86
-Ball driving, dribbling - statistically significant
scor t
p
0,346
0,535
0,235
0,620
1,851
0,037
to the control group;
Table 10 Ball driving, dribbling. Testul t for two independent lots from successive test.
results
scor t
p
lot
average
seconds
LE
25,00
-1,758
0,104
LM
26,86
points
LE
28,57
0,722
0,484
initial testing
LM
25,71
seconds
LE
22,29
-0,949
0,361
intermediary
LM
23,14
testing
points
LE
40,00
1,162
0,268
LM
35,71
seconds
LE
19,43
-0,560
0,586
final testing
LM
19,86
points
LE
50,00
1,162
0,268
LM
45,71
Table 11. TOTAL SCORE - technical tests. Testul t for two independent lots from successive test.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
test
initial testing
The
under
final testing
lot
LE
LM
LE
LM
LE
LM
average
130,00
129,71
217,00
203,14
284,14
246,57
score t
0,035
P
0,973
1,742
0,107
4,919
0,000
results
discussion are illustrated in the following average diagram.
Fig.2- Evolution of the average Total number of points (technical tests) between the successive tests.
5. Analyzing all the data resulted from our own
operating area, the literature of specialty provides a
training programmes, we have identified the
very small amount of materials, useful for coaches.
following restrictive factors that influence the
[3] The training programs for the junior players
performance capacity at the level of junior players
under 17 must focus mainly on the formation of a
under 17 in the soccer game:
set of technical-tactical skills and knowledge, that
Development level of the morphofunctional
are necessary for competition soccer practice. In
indices of the players;
this respect, one must not focus firstly on
Development level of the dominant bio-motor
constituting a team, but on forming players with
qualities in the soccer game (I; V; R);
real progress possibilities.
Development level of the bio-motor combined
[4] Carrying out physical training by soccer-game
qualities specific to the soccer game (ÎxV; ÎxR;
specific means must be a priority in the training
ÎxVxR);
process, so that at the end of the junior playing
The level of correct assimilation of the basic
period the player must be prepared to solve the
and the playing technique specific to the operating
game requirements according to the basic and
area;
complementary operating areas.
The influence of the psychological factors
[5] In order to optimize the performance capacity,
under the conditions of physical, technical, tactic
the entire preparation and the whole arsenal
expression when running out of time and space;
included in it must be structured according to the
Development level of the intellectual capacity,
principle of directing and adjusting, according to
contributing to the effective tactic thinking while
the degree of sportsman's body response and
training and playing;
adaptation to the demands of the training.
Dosing the training programme by making
[6] To have permanent control over the entire
effective the methodical aspects contributing to the
training process and to monitor the progress made
biological recovery of the body after effort.
and the efficiency of the training programmes, it is
necessary to measure permanently the players'
CONCLUSIONS
performance.
[1] The optimization of the training process in the
[7] The identification and fighting against the
soccer game and consequently of the performance
factors that generate failure, also named restrictive
capacity represents a priority for the experts in the
factors, depends on the coach's skills and abilities in
field.
the field.
[2] Taking into consideration the fact that at the
above mentioned age we work according to the
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FASCICLE XV ISSN – 1454 – 9832 - 2012
1. APOLZAN, D. – Fotbal 2010, Editura FRF,
Bucureşti, 1999
2. CIOLCĂ, S.M. – Capacitatea de performanţă în
fotbal, Editura Cartea Universitară, Bucureşti,
2005;
3. COJOCARU, V. – Strategia pregătirii juniorilor
pentru fotbalul de înaltă performanţă. Bucureşti:
Editura Axis Mundi, 2000
4. DRAGAN, A. – Optimizarea lecţiei de
antrenament la disciplina fotbal, Editura Galaţi
University Press, Galaţi, 2009;
5. NETA, GH. – Strategia performanţei în fotbal,
Editura DACIA, Cluj-Napoca 2008
6 PLOEŞTEANU C. – Fotbal Antrenament /
Competiţie, Editura Europlus, Galaţi, 2007.
7. ROVIDA, A. – Teoria e metodologia dell'
allenamento, F.I.G.C. 2007.
8. SAVU, V.C. – Contributii cu privire la
optimizarea capacitatii de performanta din
perspectiva identificarii factorilor limitativi la
juniori II in fotbal, Teza de doctorat, FEFS, Pitesti,
2011.
profesionist de fotbal, Editura Transilvania Expres,
Braşov, 1999.
RECOMMENDATIONS AND
PROPOSALS
Thus, after the development of the experiment and
taking into account its results, we can conclude the
following for the practical activity;
- the conception of guidebooks useful for
the professional activity of the coaches working
with junior players under 17;
- the implementation of a training
programme that is specific to the operating area
should be made after having established the
players᾽ level of physical training;
- the assessment system for each area of
the field must emphasize the physical, technical,
tactical valences of the players as well as those of
their functional ability ;
- the necessity of using individualization
on positions and operating areas during the
training ;
- the necessity of preparing planning and
monitoring documents, that include individual files
of the players in order to monitor their evolution in
training process and in competitions.
BIBLIOGRAPHY:
APPROACHES TO THE STUDY MOTIVATIONAL FACTORS THE
STUDENTS FOR SPORTS BASKETBALL GAME
Carmen RĂCHITĂ, Elena DRĂGĂNESCU
University of Medicine and Pharmacy "Carol Davila", Bucharest
carmenrachita@yahoo.com
Abstract:
The purpose of experimental research is to build an overall picture on reporting the sport of
basketball game personality characteristics analyzed in relation to students' motivation for physical education
and sport. Premise. The scientific approach is based on experimental research idea that by checking the
motivational factors of students practicing basketball sport game can be determined and the implications of
personality characteristics. Experiment samples with application to motor sports Basketball game were:
assessing vehicle speed and technique under speed, speed endurance assessment (Little Marathon - 91 m),
assessment of accuracy in free throws, game 5-5 all land. Experiment to test knowledge (self-knowledge) involve
assessing personality structure: temperament, attitudes, skills and self-regulatory regulatory psycho-behavioral
(cognitive, emotional and social). In experimental research students have appreciated the existence and intensity
of mental qualities such as: 1. Combativeness, 2. Will, 3. Aggression, 4. Short-term memory (M.D.S.), 5.
Attention, 6. Creativity, 7. Resistance 8. Discipline. Results: In all cases, t.calc. > T.tab, which shows that the
null hypothesis (Ho) is rejected and the alternative hypothesis is accepted (H1) and that all the samples; finally,
the results were improved students' sports. The physical preparation, technique and tactic works on mental
sphere.
Key words: Physical education, psycho-pedagogy, methodology.
INTRODUCTION
This experimental research aims to improve
understanding of the importance of sports practice
in physical education lesson on modeling
personality characteristics of medical students.
"Basic form, working with classes, groups, teams,
etc.. is the lesson that the organization remains the
most flexible, because it meets the goals of
structural mobility and adaptability to the
requirements of the objectives, material conditions,
levels etc. " (Dragnea Adrian, 1984).
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FASCICLE XV ISSN – 1454 – 9832 - 2012
We consider that the development of this
complex universe called "personality" is especially
physical education and sport continuous acting
through specific means from the simplest form of
exercise, to its most complex form, continuing with
all its forms of practice and reaching specific means
sports game, but the game looked through the
playful character who comes to open new horizons
for his research as an important characteristic of
personality, which human beings express their
feelings and emotions flowing interior to exterior
manifestation of behavioral conduct. "Any game
can be considered as a system (S) hipercomplex
composed of elements (E) or subsystems (SS)
subordinate act synergistically to achieve finality
performanţiale well determined." (Dumitru Evuleț
Colibaba, 1998). "The central issue for any theory
of personality is to clarify the concept of
motivation." (Allport, 1991).
The purpose of experimental research is to
build an overall picture on reporting the sport of
basketball game personality characteristics
analyzed in relation to students' motivation for
physical education and sport.
The scientific approach is based on experimental
research idea that by checking the motivational
factors of students practicing basketball sport game
can be determined and the implications of
personality characteristics.
Preliminary research answers to problems
can only be based on clear and concise formulation
of hypotheses and therefore the statistical
hypothesis test proposed:
• dynamics of motivation factors for determining
medical students practicing sports game of
basketball in university physical education lesson
can be determined by high school sports business
experience.
• the situation of competition time practicing
basketball sport game can create the possibility of
the students desire to excel in intellectual activity,
resulting in mobilization of needs for self
expression,
affirmation
and
professional
performance.
Experimental research objectives seek to
identify and clarify issues for physical education
student motivation, personality characteristics can
change due to sports games and also to justify why
an investigation is justified in this area.
MATERIAL AND METHOD
The methods we used in the present research
work were: method bibliographical documentation,
observation method, survey method, the
experimental method, and statistical and
mathematical methods.
In the first part of the experiment we can say that
the survey achieved its goal. Order of the questions
proved to be well chosen, responses with the
highest degree of interest was placed in the middle,
with an appropriate scaling of the importance and
difficulty.
To link with the previous stage of education
(high school) as a form of conditioning skills
practice exercise, we investigated, processed,
analyzed and interpreted the current participation of
students in physical education and sport activities in
school education, both within compulsory school
and elsewhere as a starting point in determining
student motivation for some sports, especially
watching sports motivation to play basketball.
Table 1. Participation current students lessons in high school physical education and sport
Academic year
Sex
BOYS
I
GIRLS
BOYS
II
GIRLS
BOYS
III - IV
GIRLS
BOYS
TOTAL
GIRLS
OVERALL TOTAL
All students who were
tested
142
Nr.
%
100
171
Nr.
%
100
25
Nr.
%
100
83
Nr.
%
100
27
Nr.
%
100
40
Nr.
%
100
194
Nr.
%
100
294
Nr.
%
100
488
Nr.
%
100
A
85
59,9
125
73,1
13
52
70
84,3
5
18,5
27
67,5
103
53,1
222
75,5
325
66,59
Form of participation
B
C
34
22
23,9
15,5
24
15
14
8
5
7
20
28
4
5
4,8
6
12
10
44,4
37,1
9
3
22,5
7,5
51
39
26,3
20,1
37
23
12,6
7,8
88
62
18,03
12,7
D
1
0,7
7
4,1
4
4,8
1
2,5
1
0,5
12
4,1
13
2,66
It is found that 97.32% of the subjects had participated in various forms, from physical education and
sports activities such as:
various branches of sport within school
A.66, 59% only compulsory physical education
representative teams, sports clubs and other sports
lessons;B.18, 03% participated in both physical
clubs with junior sections;
education classes, but also outside, by practicing
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FASCICLE XV ISSN – 1454 – 9832 - 2012
C.12, 70% participated only in sport outside of
school duties such as basic school representative
teams, sports clubs or sports clubs with junior
sections;
D. Only 2.66% were exempted medical school but
at present participating in physical education
classes in college.
Experiment samples with application to
motor sports Basketball game were: assessing
vehicle speed and technique under speed, speed
endurance assessment (Little Marathon - 91 m),
assessment of accuracy in free throws, game 5-5 all
land. Experiment to test knowledge (selfknowledge) involve assessing personality structure:
temperament, attitudes, skills and autoreglatorii
psychobehavioral reglatorii (cognitive, emotional
and social). In experimental research students have
appreciated the existence and intensity of mental
qualities such as: 1. Combativeness, 2. Will, 3.
Aggression, 4. Short-term memory (M.D.S.), 5.
Attention, 6. Creativity, 7. Resistance 8. Discipline.
They were assessed using a linear scale
descriptive of 5 items. Assessments made on the
characteristics discussed have allowed the
development of profile sheets and a star chart. The
two procedures for assessing psychological traits
we have facilitated the transformation of
immeasurable phenomena (physical characteristics)
in units commensurate with descriptive scaling.
The items have marks (very poor,
satisfactory, good, very good) playing intensity that
manifests itself in every part. Note that based on
these assessments on the characteristics discussed
were developed charts and diagrams stellar profile
as shown in Fig. 44 Colibaba Evuleţ Professor in
his book Sports / Theory and Methods, 1998, p.315
.
Graphic 1. Information document to establish the psychological profile
of a player after Colibaba E. D., Bota I., 1998, p.315)
NR.
1
2
3
4
5
6
7
8
Psychological
collaboration
LEARNING
1
COMBATIVENESS
WILL
AGGRESSIVENESS
MEMORY
CAUTION
CRETIVITY
STRESS RESISTANCE
DISCIPLINE
MARK
VERY POOR
profile of the student sought
among
students,
teamwork,
2
3
4
5
POOR
ENOUGH
WELL
VERY GOOD
communication skills, successful response,
response to failure, group cohesion and motivation
Graphic 2. Psychological profile of student
COLLABORATION BETWEEN
STUDENTS
TEAM SPIRIT
ABILITY TO
COMMUNICATE
REACTION TO SUCCES
REACTION TO
FAILURE
GROUP
MOTIVAT
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Psychological profile of the group of students
followed:
combativeness,
will, aggression,
memory, attention, creativity, resilience to stress.
RESULTS
Pooled T-test on bilateral applied
experimental research evidence relevant technical
basketball.
Table 2. T-Test results bilaterally evidence basketball
Statistical indicators
Name of
test
(sample)
Basketball
Sample 1
Successful
free throws
in 10 attem
Basketball
Sample 2
Technically
complex
The arithmetic
mean
Standard
deviation
Standard error
Q1
Coefficient of
T
T tabular
variation
calculated
Q3
Initial
Final
Initial
Final
Initial
Final
Initial
Final
Initial
Final
Initial
Final
5,58
7,58
2,14
2,28
0,28
0,28
4
5,75
7
10
38,36
38,36
11,56
2
59,4
55,6
6,61
7,19
0,85
0,85
55
51
64,25
62,25
11,12
11,12
13,11
2
In tests conducted on samples of technicalbasketball, there was an improvement in sports
results for group of 60 students from preliminary
research to final testing compared to initial testing,
as indicated by the mean (median) at test 1 and
lower it to test 2 .
In all cases, tcalc> ttab, which shows that
the null hypothesis (Ho) is rejected and allowed
alternaltivă hypothesis (H1) and that all the
samples, finally, students' sports results were
improved from the application program specific
means of sports.
From the average degree of homogeneity
(CV) remained unchanged in final testing from
baseline.
To sample 1, CV> 35.0%, which means that the
results have a low degree of homogeneity and
dispersion is high.
In sample 2, this coefficient is <35.0%,
which means that the results have a high degree of
homogeneity that scattering is small, and that media
is a significant indicator results.
According coefficient of Yulle:
• Proba1 was perfectly symmetrical, so the
initial results and pronounced asymmetric (left) at
the end;
• Sample 2 was moderately asymmetrical to
symmetrical initial results and pronounced the final.
Graphic 3. The psychological profile of a medical student
Graphic 3. The psychological profile of a medical student
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Attention finally showed that students had a better
ability to orient and focus on specific actions and
means of sports. They showed good psychic
guidance on the most important action game or the
most important means to act effectively in the game
of many possible variants. Improved stress
resistance due to the positive influence of sports on
psycho-emotional skills. Discipline had higher
values in the final just because sport generally
stimulates discipline in the working groups of
students.
Improving these psychological traits led to
the development of the personality structure of
students by assessing psycho-behavioral skills,
reglatorii and autoreglatorii (cognitive, emotional,
social), contributing to their future profession
îpentru physician and to better their socioprofessional integration (team sports, group, etc.).
baseline.
In samples 1-3, CV> 35.0%, which means
that the results have a low degree of homogeneity
and dispersion is high. In samples 4-8, the
coefficient is <35.0%, which means that the results
have a high degree of homogeneity that scattering
is small, and that media is a significant indicator
results.
According coefficient of Yulle, most series
have been pronounced asymmetric.
Following the application of psychological tests, it
was found an improvement in psychosocial skills
voluţionare regulators for group of 60 students from
preliminary research to final testing compared to
initial testing, as indicated by the mean (median) in
all tests. In all cases, tcalc> ttab, which shows that
the null hypothesis (Ho) is rejected and allowed
alternaltivă hypothesis (H1) and that all the
samples, finally, students' psychological skills were
improved following the application program
specific means of sports.
Combativeness is a manifestation of
aggressive behavior involving a ruthless, active
sports and persevering struggle carried to the verge
of violence, but it is forbidden to violate the
regulation.
Will was formed by means of specific sports
games, the countless voluntary, required by the
game situation and specific exercises. Gradually,
you will have acquired certain qualities that
characterize the voluntary exercise capacity of
students. The most important are: the power of will,
independence, perseverance, readiness to take the
decision. Will be characterized by other attributes
such as courage, valor, bravery, boldness,
discipline.
Aggressiveness finally showed a general
tendency of students to battle to oppose another
being, to overcome the opponent to overcome
himself. Memory is a psychological process that
was based development of educational work.
Graphic 4. The psychological profile of the group of students
DISCUSSION
DISCUSSION
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FASCICLE XV ISSN – 1454 – 9832 - 2012
the personality structure of students by assessing
psycho-behavioral
skills,
reglatorii
and
autoreglatorii (cognitive, emotional, social),
contributing to shaping strong interpersonal
relationships and the psychological profile of the
group of students.
baseline.
In sample 1 and sample 6, CV> 35.0%, which
means that the results have a low degree of
homogeneity and dispersion is high. In samples 2-5
and 7-9, the coefficient is <35.0%, which means
that the results have a high degree of homogeneity
that scattering is small, and that media is a
significant indicator results.
According Yulle's coefficient, the series was
pronounced asymmetric or symmetric.
Group cohesion and its degree of membership is
one of the qualities that stimulate close cooperation
between students during practice sports games
physical education lessons, which will then lead to
links and outside lessons, subordinating individual
interests of some collective. Student group cohesion
is a process of social modeling, requiring providing
trends and individual intentions and their merging
into a collective emotional atmosphere.
This study aims to highlight the important
work group cohesion in maintaining optimal
psychosocial environment. Group cohesion was
determined by other groups, a group developing
their existence in relation to other groups.
Communication is a key factor in getting sports
game results, links between students team can be
decisive in front of an opponent of same "Value".
Interindividual communication, the role of attitudes
is essential. They regulate climate decisive
influence relational quality of the relationship that
is established between students.
REFERENCES:
1. ALLPORT, G.W. (1991). Structure and
personality development. New York: Didactic and
Pedagogic.
2. ANASTASIDIAS,
Mihailidis
(1995).
Basketball. Theory and Practice, Athens.
3. ATKINSON & Hilgard (2005). Introduction to
psihologie.Ediţia XIV. Bucharest: Technical.
4. BOSE, GERARD, GROS, GEORGE,
BERNARD (1985). L'entraîneur basket-ball.
Connaissances
techniques,
tactiques
et
pedagogiques, 2nd Edition, edit. Vigot, Paris.
5. BRUNO, PAULETTO (1994). Strength
training for basketball. Publishing Human Kinetics
Publishers, USA
6. CHELCEA, S. (2005). Social Psychology.
Bucharest: Publishing House.
7. COLIBABA-EVULEŢ, DUMITRU, BOTA,
John (1998). Sports. Theory and Methodology, Ed
Bold, Bucharest.
8. CREVECOEUR,
GUY.,
LECHIEN,
MARCEL, Redo PIERRE (1988). Basketball,
Amphora Editions, Paris.
9. DRAGNEA, A. (1984). Contributions to
optimize the directions of physical education
lessons in terms of systems theory. Journal
"Physical Education and Sports" No. 3, Bucharest.
10. MASLOW A.H. (2008). Motivation and
personality. Bucharest: Three.
11. SCHULER,
H.,
THORNTON
GC,
FRINTRUP, A. & MUELLER - Hanson, R.
(2004). Achievement Motivation Handbook.
Göttingen: Hogrefe.
CONCLUSIONS
Motivation in sport means that behavioral
acts do not occur freely at their base motives there
are always a number of internal drives activity and
energy support. The reasons why young students
practice many sports are different, but most are
related to the fact that the practice of sports offers
the strongest satisfaction and diverse. Sports games
have largely determined the level of motivation.
When the student has made less complex
activities, return will be great both with a high level
of motivation and the lower one, assuming there are
good and rational learning.
Too much motivation leads to a tension
and an inability to coordinate muscle movements
appropriate. Emotions high motivation related
states can stingherii intellectual processes
associated with complex documents side. Activities
that are less demanding require a moderate level of
motivation.
Responsibility show that students working
groups strictly individual assumes responsibility for
the results of individual products. Students form
teams do not remove that responsibility, but also
exercises a shared responsibility and shared on the
final result. Asserting the need for responsibility
"solidarity" rather falls within a psychosocial
approach more than the organization itself,
referring to the group cohesion.
Improving these psychological traits and
interpersonal cohesion led to the development of
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ALTERNATIVE EXERCISE IN FIGHTING OBESITY
Elena RAŢĂ, Daniela HAVRIŞ
‘’Ştefan cel Mare’’ University of Suceava
elenar@usv.ro
danielacr@usv.ro
Abstract
This paper wants to change the vision of the possibilities for improving associated symptoms present in
obesity. At the same time it wants to offer the possibility for overweight or obese people to lead an active and
healthy life throw practicing the prophylactic exercise in the water and on land. Practicing daily exercise
increases the quality of life recording lower values of blood pressure, an increasing the effort capacity and a
good mental state.
Keywords: obesity, student, physicaltherapy, physical exercise
- If physical therapists programs can improve
mental tonus;
- The resources and the associated physical therapy
can help prevent relapses occurred and to improve
the health.
Given that obesity is one of the major
problems for people, that we feel in the Romanian
country increasingly more, we thought it best to
solid analyze, organize and create a recovery
program.
Physical therapy has the necessary
resources and links to other related fields to treat
obesity.
To determine the degree and the type of
obesity we have used several methods of functional
evaluation and exploration. The application of the
most appropriate methods of measurement provides
a solid theoretical knowledge base, allowing not
only diagnosis but also measuring the evolution
intervention.
It was intended that through exercise
programs patient should significantly reduce
weight. The aim of the study was to provide a
quality of life and learning to form a healthy
lifestyle.
All research was carried out between
January 2012 and July 2012 in the Swimming and
Physical Therapy Complex in Suceava in the
Physical Therapy room and in the swimming pool.
The study was conducted on a patient, the
present with a second degrade obesity, ginoid type.
The patient tests were applied initial and final for
comparison.
The therapist program was conducted over
six months. In the first month we worked exercises
as simple as possible, but effective in the physical
therapy room to increase the body's ability to
exercise. In the next two months we have worked in
the aerobics room, and outdoor and in recent
months the program was held at the swimming
pool. At the end of each session the patient has
been applied cellulite massage completed with a
relaxing massage.
INTRODUCTION
More and more people in the world suffer
from a disease that threatens society with its
economic and psychological impact: obesity.
Romanians people that weigh 100 to 200
Kg are struggling to get rid of the fat or excess
weight by diet, but rarely with physical exercise,
which is a much healthier way.
Maintaining optimal body weight is an
issue for noadays people in which the stress and
strain dominates everyday life.
People facing with this disease are
frightened; this thing is affecting their social,
couple or family life. Because it is a global health
problem we hope to attract more followers to
engage in physical exercise both on land and in
water with prophylactic character and when
necessary to strengthen the body. Beyond aesthetic
and psychological dimension, medically obesity
presents numerous diseases according to body fat
distribution.
There are four types of constitutional
obesity: android obesity, obesity ginoidă, combined
obesity and cellulite obesity.
To combat obesity, physical exercises are
recommended as primary prophylactic applications,
and in turn exercise programs can be divided into:
Static exercise programs using isometric
contractions;
Dynamic exercise programs using isometric
contractions;
Programs that include combinations of static and
dynamic exercises.
Knowing that physical inactivity and
improper diet are the root causes of obesity we
intend to follow:
- If using methodical and systematic prophylactic
resources results can be achieved in terms of weight
loss for overweight people;
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4. Supine with supported on the seat legs, hands on
the neck, will be 5 -10 abs.
5. Back to the trellis to support hands on the third
strip down, arms extended and shoulder-width
apart, torso straight, legs straight and slightly apart,
arms bent runs from the elbow joint until it sat
close to the ground, then arms suddenly stretch and
return to original position. Run 10 repetitions.
6. On the knee with the palm support runs on hip
thigh extension with knee bent at 90 ˚. Repeat 20
times with each member.
Second part
1.
From the trellis hung position, lifting
knees at 90 ˚.
2.
Sitting facing the trellis, palms slats
attached at the hip, leg abduction and adduction are
performed. It will do 20 reps with each member.
3.
From sitting on Bobath ball with your feet
shoulder-width apart and supported by all foot on
the ground, are easy sliding left and right, forward
and backward, arms to the side to maintain balance.
It will perform 10 repetitions.
4.
In the same position, but with the
remained horizontal trunk is performed abs with
hands behind your head. It will perform 10
repetitions.
5.
From lying down with knees bent position,
hands behind your head, leave your knees to
support the mattress (isoprene), the trunk remains
in contact with the ground, tehre are performed
lifting the trunc. It will perform 10 repetitions.
6.
Ergometer bicycle exercise for 15 min.
Part III
1. Standing position, shaking the arms and legs.
2. Stretching.
PHASE II - Physical Therapy program was held in
the swimming pool
Exercises performed in water have several
advantages compared to those performed on land.
- water wave are part of a continuous massage on
the skin, which will reduce cellulite faster;
- in the water you can not work certain muscles, but
muscles work synergistically which leads to a much
higher calorie consumption;
- Exercises in the the water have therapeutic
properties, is indicated for mobility and suppleness
development.
1. From standing position with legs spread, it will
be performed trunk rotation with the volleyball
overhead.
2. Palms on the pool, bringing knees to chest,
simultaneously 15-20 reps and then alternate it will
be executed.
3. In the same position carrying knees to the chest
of skew-side simultaneously will be performed. It
will perform about 15-20 repetitions.
4. From the same position will be performed shear
in the the frontal and lateral plane. It will perform
about 15-20 repetitions.
Below we present recovery program that
includes three stages:
Stage I - recovery program in the Kineoterapie
room,
PHASE I – lipolytic
1. Head and neck exercises from standing position
with hands on hips: bending and extension of the
head, lateral left / right bending, left / right turns,
large circles in both directions.
2. Supeioare limbs exercises from standing
position: extension of the arms with palms at chest
level and then extensions with stretched arm in the
sagittal plane (with one arm up and one down), the
arm circles forward and backwards, side and front
shear.
3. From standing position, with a straight back, lift
both arms at your sides that hold two dumbbells
with small weights. Descends slightly raised arms
straight backwards as much as possible and then
return (keeping them parallel) to a 90 degree angle
with the trunk. It will do 10 repetitions in 3 sets.
4. In the same position it will be lifting the arms
that hold dumbbells, but these times not on your
side, but as you want to draw a circle in the frontal
plane (plane parallel to the shoulders). It will do 10
repetitions of 3 sets.
5. Exercises for trunk from standing position: trunk
flexion with the fingers touching the ground,
extensions with carrying arms up, bending the side
with arched arm carrying to the opposite hip.
6. Exercises for lower limbs: forward lunges with
carrying palms on knees, side lunge with hands on
hips, shoulders pulled backward and look forward,
10 jumps like the ball, jumping with hands on hips
10, 10-15 squats with arms outstretched.
7. Lying down leg carrying to the chest. It will
perform 10 repetitions.
8. Lying on his back, arms along the body, raising
and lowering his left leg, the same with the right
foot, lifting both feet, and lowering both legs. The
exercise will run of 10 repetitions for leg, and then
alternate.
9. From standing position, with spread legs, the
subject will catch the ball by flexion and extension
of the trunc. It will perform 10 repetitions.
10. The same exercise but with trunk rotation. It
will perform 10 repetitions.
11. Vigorous walking for 5 minutes followed by
jogging 10 minutes.
12. Bicycle ergometer exercise for 15 min.
PHASE II - Muscle Growth
Part I
1. Different types walk: running with knees to
chest, heels in a sitting and outstretched legs.
2. Rope exercises jump begins by making usually
jumps to about 15-20 repetitions.
3. The same exercise will only arms crossed in
front while the rope is in the air. It will be executed
for 15-20 jumps.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Firming the abdomen - exercises will be done on
5. From standing position with legs spread, hip
the mat neoprene.
flexion will be performed in the vault with a
1. From lying down position on the neoprene
planting stick float. It will perform about 15-20
mattress hands under the seat it will perform shear
repetitions for each leg.
with lifting legs as above as possible. Shear will be
6. From standing position with legs spread, with
made eight series wich break between each sets.
overhead hands will perform flexion and extension
2. Same position, achieving bike in the air. Shear
with 1 kg dumbbell. It will perform about 15-20
will be made eight series with break between each
repetitions.
set.
7. From lying down with a stick floating on the
3. Same position, it will perform abs achieving the
shoulders will be made flexion thigh. It will
opposite leg. It will do eight sets with a break
perform
5-10
repetitions
each
leg.
between sets.
8. The subject will try to sit bolt upright with a stick
4. Support the elbows, buttocks lift off the mat will
floating in the exile running bike. It will run a
be executed. It will make eight lifts of 3 series with
length
of
the
pool.
a break between sets.
9. Back bras will be performed one length of the
5. From seating position rotations of the trunk will
pool.
be made, legs motionless remain.
10. It will be performed back arms legs butterfly
6. From lying down position, bridge will be
breaststroke. It will run a length of the pool.
performed. Maintain 30 seconds.
11. It will be performed arms breaststroke, butterfly
7. From lying down position, it will be performed
legs. It will run a length of the pool.
candle. Maintain 30 seconds.
12. It will be performed crawl in slip. It will run a
8. From lying down position it will be performed
length of the pool.
turn leg. Maintain 30 seconds.
Stage III - The gym was held in the aerobics
9. From lying down position it will be performed
1. Step- will be going up and down the bench in
turn knee. Maintain 30 seconds.
front, left and right lateral oblique. It will perform
10. From standing position hands grab the ankles.
ascents of 8 in 3 sets.
Maintain 30 seconds.
2. In step length will be climbing lifting bench with
Kangoo Jumps - consists of simple legs movements
knees to the chest. It will perform ascents of 8 in 3
as short aspossible. You can perform exercises with
sets. After three sets it eill perform foot change.
small hand weights.
3. The same exercise but with the carrying ankle in
a sitting. It will perform ascents of 8 in 3 sets. After
RESULTS AND CONCLUSION
three setsit will perform foot change.
Patient R.A. was 106 kg when she came to
4. The same exercise but with the carrying leg
start exercise program. The patient attended three
stretched backwards. It will perform ascents of 8 in
programs undertaken in stages: the first stage being
3 sets. After three series it will perform leg
the easiest to accommodate the body during
changes.
exercise, the second stage took place in the pool
5. From lying down on hand including step for step
wheres she worked all muscle groups, and the third
middle, runs abs with legs at 90 degrees. 8 abs It
step being the most difficult has conducted in a
will be executed in 3 series, with a break between
aerobics room, where she worked hard all muscle
sets.
groups through various programs.
In the first stage the patient R.A. has lost 7
middle, runs duction level-chest legs. It will
kg reaching to 99 kg.
perform eight movements of 3 sets, with a break
In the second stage the patient loss 3 kg
between sets.
reaching to 96 kg.
And in the third stage the patient has lost
middle, runs duction level-chest legs. It will
13 kg reaching to 83 kg.
perform eight movements of 3 sets, with a break
between sets.
Table nr. 1 – The variation between weight and BMI
Initial
January
February
March
April
May
June
Final
testing
testing
Weight
108 kg
106kg
103 kg
99 kg
96 kg
91 kg
86 kg
83kg
BMI
36.7
35.8
34.8
33.5
32.4
30.8
29.1
28.2
169
FASCICLE XV ISSN – 1454 – 9832 - 2012
IMC
VARIATIA GREUTATII
120
108
106
36,7
40
103
99
96
100
35,8
34,8
35
91
86
83
33,5
32,4
30,8
29,1
30
80
25
60
20
28,2
15
40
10
20
5
0
0
Testare
Ianuarie
Februarie
Martie
Aprilie
Mai
Iuni e
initiala
Testare
T estare
fi nală
initiala
Ianuarie
Februarie
Martie
Aprilie
Mai
Iunie
Testare
finală
Diagram nr.1
Diagram nr.2
As can be seen, the patient R.A. went from obese to overweight of second degrade, it must continue its
recovery program to reach normal weight.
Table nr. 3 – Anthropometrical mesurements
Mesurements
Initial mesurements
Midlle mesurements
Final mesurements
Left arm circumference
39 cm
33 cm
27 cm
Right arm circumference
41 cm
32 cm
30 cm
Left fore circumference
31 cm
27 cm
22 cm
Right forearm circumference
32 cm
24 cm
21 cm
waist circumference
103 cm
93 cm
83 cm
hip circumference
131 cm
105 cm
93 cm
Left thigh circumference
74cm
67cm
64 cm
Right thigh circumference
74cm
67 cm
64 cm
Măsurători finale
Măsurători iniţiale
93
100
131
140
83
90
120
103
80
74
80
60
64
70
100
74
50
40
41
39
32
31
40
64
60
30
27
30
22
21
20
20
10
0
0
Perimetru Perimetru
braţ stâng
braţ drept
Perimetru Perimetru
antebraţ
antebraţ
stâng
drept
Perimetru Perimetru
talie
şold
Perimetru Perimetru Perimetru Perimetru Perimetru Perimetru Perimetru Perimetru
Perimetru Perimetru
coapsă
coapsă
stângă
dreaptă
braţ stâng braţ drept
Diagram nr.3
Mesurements
Pectoral S.
Abdominal S.
Anterior and posterior
S.
Triceps S.
Suprailiac S.
Subscapulară S.
Total
Cholesterol
Glucose
antebraţ
antebraţ
stâng
drept
talie
şold
coapsă
coapsă
stângă
dreaptă
Diagramanr.4
Table nr. 4 – Spalsh mesurements
Initial mesurements
Midlle mesurements
22 mm
18,4 mm
41,5 mm
38,4 mm
Ant: 48,5 mm
Ant: 46,4 mm
Final mesurements
16,1 mm
33,5 mm
Ant: 42,5 mm
Post: 46,7 mm
34,3 mm
30,3 mm
32,4 mm
257,42 mm
Post: 40 mm
29,3 mm
26,5 mm
26 mm
214 mm
Post: 43,3 mm
32,5 mm
28,7 mm
28,6 mm
236,3 mm
Tabel nr.5 - Variations in glucose and cholesterol
Initial
Midlle
240 mg/dl
230mg/dl
135 mg/dl
130 mg/dl
170
Final
220 mg/dl
120 mg/dl
FASCICLE XV ISSN – 1454 – 9832 - 2012
Colesterol
Glicemie
245
240
140
240 mg/dl
135
135
235
130
230
125
225
220
220
120
mg/dl
120
115
215
210
110
Iniţială
Finală
Iniţială
Diagram nr.5
Finală
Diagram nr.6
CONCLUSION
The combination and therapist methods
resources with a proper diet determine weight loss,
self-confidence and control over their lives.
Another important aspect is to improve exercise
capacity without causing side effects fatigue, the
mental effort and confidence in performing other
physical activities.
Performing daily exercise are released hormones,
endorphins, leading to a general feeling of wellbeing by reducing tension and anxiety so have been
combatants (stress, overeating and inactivity), those
who favor the emergence of the major issues of
twenty-first century: obesity.
REFERENCES
1. Bakru’s, S., The Complete Handbooks of
Nature’s Cure, 2010;
2. Fiedler, P., Fetescu, S., Înot, Editura
Universităţii „Al.i. Cuza”, Iaşi, 1996.
3. Kirsch’s, D., The ultimate New York Body Plan
(The Breahthrough Diet and Fitness System That
Sheds Pounds and Reshapes Your Body-Fast), Mc
Graw-Hill e Book, 2005
4. McLeod, Ian A., Swimming anatomy, 2010;
5. Vasile, L., Înot pentru sănătate, Colecţia
activităţi motrice formative, Bucureşti, 2007;
BILATERAL COORDINATION TRAINING IN THE CHEERLEADING
TEAM OF THE UNIVERSITY SUCEAVA
Mărioara SALUP
”Ștefan cel Mare” University of Suceava
salupmari@usv.ro
Abstract
This paper focuses on the training of cheerleaders in developing agility and various other skills,
through a significant muscular demand that involves both general and specific coordination skills.
Among the objectives there were: training a group of cheerleaders the ability to handle various objects
with both hands, in different directions, plans and speeds, developing the individual and group coordination in
the execution of various rhythmic movements, selecting operational models and using auxiliary equipment
(batons, balls, small circles) for bilateral coordination training.
Key words: bilateral coordination, cheerleaders, rhythm, movement, dance.
INTRODUCTION
“The coordinative abilities are largely
genetically determined, and their expression is
conditioned by the processes of maturation of the
nervous system and the number of motor skills the
subject masters.” DRAGNEA A., MATE
TEODORESCU S. (2002).
Motor coordination is a fundamental
element for the performance of complex, precise,
fast and under various conditions body movements.
A
structured
training
process
systematical and direct - is necessary in order to
facilitate the maximum development of motor
coordination.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The application of the selected means was
performed in the weekly practices (two workouts
per week), during the six months intended for
training the cheerleaders, along with appropriate
musical accompaniment.
The test called “The Metaphorical Road”
(Drumul figurat) has been applied in standard
conditions to the group of cheerleaders, with the
aim of finding and then highlighting the evolution
of the bilateral coordination training.
The means used in the research were:
a). Cheer baton exercises:
Ex. 1 I.P. Standing
T 1-2 – jumping step on the right foot with
displacement on the right, the left foot being moved
backwards, bended, and the cheer baton being
balanced up and to the front;
T 3-4 – speed front descent of the baton,
performing the same movements as in time 1-2.
Ex. 2 I.P. standing
T 1-2 – jumping step on the right foot while
balancing the baton horizontally, up and to the
front, and a slight extension of the trunk;
T 3-4 – jumping step backwards on the left foot,
front descent of the baton while performing a slight
forward trunk bending;
Ex. 3 I.P. Standing
T 1-2 – balancing two parallel batons to the left
while bending the knees and the trunk opposite to
the balancing of the two batons;
T 3-4 – the same movements are performed to the
right;
Ex. 4 I.P. Standing
T 1-2 – jumping step on the right foot, with a turn
of 180 degrees to the right and by balancing the
baton horizontally and to the front;
T 3-4 - a 180 degrees turn to the left, with a
jumping step on the left foot and with the descent
of the baton.
b). Exercises with balls
Ex. 1 I.P. Standing side lateral raise, with a ball in
the left hand
T 1-2 - lateral step on the right foot and passing of
the ball downwards to the right hand, through
balancing in circle;
T 3-4 - lateral step on the left foot and passing of
the ball upwards to the left hand, through balancing
in circle;
Ex. 2 I.P. Standing side lateral raise, with a ball in
the right hand
T 1-2 – polka step on the left foot and balancing of
the ball with both hands, in circle and horizontally;
T 3-4 – two lateral gallop steps while bringing the
ball to the right hip.
c). Exercises with pom-pons:
Ex. 1 I.P. Standing legs spread, with the pom-pons
held to the front, downwards and with both hands
T 1-2 – lifting on tiptoe with the arms raised;
T 3-4 – return to the initial position;
The cheerleading programs specific skills
require a significant muscular demand in the arms,
with a broad involvement of a general and specific
coordinative ability.
Of all the movement skills, the know-how
and the coordination skills are very important in the
process of “motor skill acquisition” and in the
training and development of motor skills, which
constitute key factors of the motor ability. What
plays an important part in skill and coordination
development is the learning speed and the thorough
training process.
The ability to coordinate one's movements
implies a correlation and an adjustment of the
movements required to perform an action, with
positions, trajectories, dynamic components of the
body parts involved in the movement, as well as the
necessary relations for performing a certain
exercise by using various objects, according to
some authors.
The motor organization requires a
development of relations between the joints of the
body segments, based on the so-called symmetry.
The purpose of this study is to evaluate the
effectiveness of some bilateral coordination training
methods, specific to technical strategies and with
the aim of facilitating learning and improvement of
object-handling technique of the cheerleaders.
The objective of the present work is to
evaluate the effectiveness of some specific
coordination training methods that are applied in
cheerleading.
With training in mind, the technical
strategies used to improve learning and to reduce
the time of assimilation were insisted upon.
During training, the subjects performed
bilateral movements, both simultaneous and
alternative.
The object-handling actions can be
performed by working simultaneously, successively
and in different directions and plans with various
object, with or without displacement and
coordinated with body elements.
RESEARCH
The selection of the cheerleaders took
place in the first semester of the academic year
2011-2012, and the research was conducted from
January 2012 to June 2012. The experiment began
by testing the level of training of first year female
students from the Faculty of Physical Education
and Sport, selected for the cheerleading squad and
for the research. The initial tests were conducted on
a total of 12 students, aged 18 to 21 years-old.
The selected means, methods and activities
considered effective in the basic experiment were
carried into effect in the next step. At the end of the
research we conducted the final tests, and the data
obtained were checked and processed.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
T 3-4 – front hurdle with the right foot while
moving the arms down and to the front, and return
held to the front, horizontally and by their ends
to the initial position;
T 1-4 – descent of the left arm and raise of the right
d) Exercises for rhythmic training:
arm, while waving the pom-pons vertically and
Ex. 1 – Rhythmic themes through percussion – are
around
accompanied by songs in 2/4 time, with moderate
tempos (moderatto);
held to the front and downwards
Ex. 2 – Rhythmic themes through movement – are
T 1-2 – raise your arms above your head while
accompanied by songs in 4/4 time, with moderate
moving backwards the left foot, and return to the
tempos (moderatto);
initial position;
Ex. 3 – Rhythmic themes through percussion and
T 3-4 – raise your arms above your head while
movement – are accompanied by songs in 2/4 and
moving backwards the right foot, and return to the
4/4 time;
initial position.
Ex. 4 – Rhythmic themes through percussion and
Ex. 4 I.P. Standing with the pom-pons held to the
movement – are accompanied by songs in 2/4 and
front and downwards
4/4 time;
T 1-2 – jump with the arms in a high V and the legs
Testing the ability to coordinate the movements
spread apart and return to the initial position;
– Metaphorical Road
T 3-4 – raising the right foot laterally at 90 degrees
Materials: timer, pencil.
and raising the arms simultaneously.
Two parallel lines (5 mm distance between
Ex. 5 I.P. Standing side lateral raise, with the pomthem) are drawn on a sheet of paper, forming a
pons held by their ends
wavy road of 150 cm long. The form of the wavy
T 1-2 – lunge forward on the right foot while
road is chosen freely. The cheerleader has to cover
moving the arms backwards, and return to the
the road with a pencil, without lifting it and without
initial position;
touching the edges. During execution, the student
T 1-2 – lunge forward on the left foot while moving
will sit with her hands suspended. The cheerleader
the arms to the front, and return to the initial
has to finish the exercise in 45 seconds. During the
position;
exercise, someone will inform the cheerleader
Ex. 6 I.P. Standing with the pom-pons forward and
about the time left. The result is determined by the
down
number of mistakes made. Any touch of one of the
T 1-2 – front hurdle with the left foot while moving
two lines is considered a mistake.
the arms up and to the front, and return to the initial
position;
Table 1 Metaphorical Road Test
I.T.
F.T.
No.
Name
Number of mistakes in 45 Number of mistakes in 45
seconds
seconds
Left hand
Right hand
Left hand
Right hand
1
A.C.
5
3
2
2
2
A.F.
4
3
3
2
3
B.M.
3
2
1
1
4
D.D.
6
4
4
1
5
D.A.
3
4
1
2
6
I.P.
4
2
3
1
7
A.R.
6
3
3
2
8
C.R.
4
2
2
0
9
S.L.
3
5
1
3
10 S.V.
5
2
3
1
11 T.A.
4
2
3
2
12 T.S.
2
2
1
1
The initial testing (I.T.) was conducted in
January 2012, and the final testing (F.T.) - in June
2012. Checking the level of the ability to handle
various objects with both hands, in different
directions, plans and speeds, in the training of a
group of cheerleaders, as suggested in the research,
consisted of testing the ability to coordinate the
movements.
After initial and final evaluation I could
make a comparison regarding the progress of
cheerleading squad girls. Thus, following the
metaphorical Road-test, we found an improvement
of coordination in both upper members, by
decreasing the number of mistakes during the test.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Graphic 1 Initial testing of the Metaphorical Road Test – Left Hand
Graphic 2 Initial testing of the Metaphorical Road Test – Right Hand
The table below shows the test results in the form of arithmetic mean:
Table 2 Arithmetic mean of the number of mistakes in Metaphorical Road Test
Arithmetic mean of the number of mistakes
Arithmetic mean of the number of mistakes
for left hand
for right hand
Initial
Final
The difference
Initial
Final
The difference
4,08
2,25
1,83
2,83
1,5
1,33
Graphic 3 The arithmetic mean of the
number of mistakes in Metaphorical Road Test
Graphic 4 The progress expressed in points for both
hands
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FASCICLE XV ISSN – 1454 – 9832 - 2012
the right hand. However, since the initial number of
mistakes on the left side was much higher than the
right, as a percentage progress is higher in the right
hand to the left hand.
In graphic 3 we can see the progress made
by the girls with both left and right member. Also
graphic 4 highlights the fact that with the left
member, at the final testing, the girls have made
fewer mistakes than the initial test, compared with
The progress expressed in percentage
Left Hand
Right Hand
44,85%
46,99%
Table 3 The progress expressed in percentage
Graphic 5 The progress expressed in percentage
CONCLUSIONS
confirming the effectiveness of the means applied
In order to obtain very good results, you
during the study.
need a lot of workload during the training sessions
of the group of cheerleaders, the key-words being
BIBLIOGRAPHY
perseverance and earnestness.
1. Dragnea A. Teoria antrenamentului sportiv,
The proposed models were learned
București: IEFS, 1990
gradually, based on their level of complexity,
2. Dungaciu P. Aspecte ale antrenamentului
starting with simple exercises and ending with
modern în gimnastică, București: Sport-Turism,
difficult and complex ones.
1982
All the cheerleaders performed an equal
3. Abadne H. H. Gimnastica ritmică sportivă,
number of training sessions, in the same conditions
București: Ed. Sport Turism, 1983
(identical tasks, identical pauses). The results were
4. Cârstea Gh. Teoria și metodica educației
recorded at the beginning and the end of the
fizice și sportului, București: Ed. Anda, 2000
research.
5. Dobrescu T. Optimizarea lecției de educație
The elements of the proposed exercises
fizică, Universitatea din Bacău, 1999
were performed with more difficulty at first, then it
6. Luca A. Creșterea eficienței lecției de
became easier, allowing a more specific demand of
educație fizică din învățământul gimnazial prin
the coordination abilities, without the intervention
folosirea muzicii, 1994
of a technical and physical excess.
7. Ulmeanu F. Noțiuni de fiziologie cu aplicații
The data recorded at the end of the
la exercițiile fizice, Ed. Uniunii de Cultură Fizică și
experiment showed signs of improvement, this
Sport, 1996
175
FASCICLE XV ISSN – 1454 – 9832 - 2012
EXAMINING THE HIERARCHICAL MODEL OF LEISURE
CONSTRAINTS AMONG WOMEN IN TEHRAN REGARDING SPORTS
PARTICIPATION
Sara KESHKAR1, Mohammad EHSANI2, Hashem KOOZECHIAN 2, Hamid
GHASEMI3, Sardar MOHAMMADI4
Department of Physical Education and Sport Sciences, Allameh Tabataba'i University,
Tehran, Iran. sarakeshkar@gmail.com1
Department of Physical Education and Sport Sciences, Tarbiat Modares University. Tehran,
Iran.2
Department of Physical Education and Sport Sciences, Payame Noor University. Tehran,
Iran.3
Department of Physical Education and Sport Sciences, University of Kurdistan. Sanandaj,
Iran. sardarmohammadii@gmail.com4
Abstract
The purpose of this research is to examine the constraints that prohibit Iranian women who live in
Tehran to participate in sport activities during their leisure time. The three-dimensional leisure constraints
based on the Jackson, Crawford and Godbey’s [1993] Leisure Constraints Model, was used as the theoretical
frame work for the study. The sample consisted of 1200 women who lived in Tehran city. The instrument of this
research was a questionnaire which was designed to measure three types of constraints to sport participation:
[1] structural, [2] interpersonal and [3] intrapersonal. The validity and reliability of the questionnaire was
approved. The results suggested that the subjects were constrained most by structural factors and this result is
very different from what the original model claimed about the intrapersonal factors as being at the first place in
the hierarchical model.
Keywords: Leisure constraint model; sport participation constraints; sport activity; leisure
INTRODUCTION
Today, sports, as a multidimensional tool
with widespread effects on economy, individuals'
health, leisure time, upbringing and education,
social relations, and prevention of social and moral
depravities, has demonstrated its role and status in
most human communities.
Despite the constructive role of sport in the
lives of different people in the society, women, in
comparison with men, face noticeable limitations in
taking advantage of this social privilege. Such
limitations are enmeshed in various communities
with different degrees of severity. The
aforementioned issue has been confirmed in various
research studies carried out on identification of
constraints and barriers of participation of women
in leisure time and sports activities [Henderson,
Bialeschki, Shaw and Freysinger 1996; Shaw and
Henderson, 2005; Kassim et al. 2009; Kouthouris et
al. 2009; Casper et al. 2010]. In recent years,
research on gender and leisure showed the
relationship between women’s disadvantaged
position in terms of access to leisure and their lack
of power in society in general [Aitcheson, 2001].
The growing body of research on women’s leisure
indicates women’s position in society, their lack of
access to valued resources, and societal
expectations of women’s lives, roles, and
responsibilities reduce their freedom and constrain
their options [Green, Hebron and Woodward, 1990;
Henderson, 1994b; Shaw and de la Durantaye,
1992].
Most studies on women’s leisure have not
used a constraint framework. When a constraint
framework has been adopted, however, the research
has shown women do indeed face more constraints
in their leisure than do men [Jackson and
Henderson, 1995] and these constraints relate to
culturally-based gender role expectations [Jackson,
2005]. In the present study, the researchers used the
hierarchical model of leisure constraint framework,
which is widely accepted and adopted by
researchers [Jackson and Scott, 1999], to study the
constraints of women’s leisure participation to
examine which kinds of constraints are more
effective on the way women may participate in
leisure activities, especially recreational sport
activities.
Moreover, identification of constraints and
barriers of participating in leisure time-related
activities, one of which is sports, researchers'
attitudes toward these factors, and the methods they
use for studying and identifying such factors is very
important.
It should be mentioned that studying of the factors
that limit the participation of women in leisure
time-related activities commenced approximately
twenty years ago. During these years, invaluable
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FASCICLE XV ISSN – 1454 – 9832 - 2012
constraint factors in the hierarchical model of
leisure constraints [Jackson, Crawford and Godbey,
1991].
The questions posed in this research were as
follows:
1. Is the predicted hierarchical ordering of
constraint factors supported, using a sample of
Iranian women?
2. Do women with various individual
characteristics experience constraints differently?
3. Do education, employment, marital status,
being parent, and age play an effective role in the
way Iranian women experience constraints?
Most research activities, performed in North
American states, confirm the order of constraints in
the hierarchical model of leisure constraints as
intrapersonal constraints, interpersonal constraints
and structural constraints. In this study, the order of
these constraints is examined in Iran as a Middle
East country with very specific religious, cultural,
and political conditions.
information has been obtained on the concept of
leisure time coupled with "how people participate
in such activities" and/or "which factors barrier
their participation in sports activities" [Henderson,
Bialeschki, Shaw and Freysinger, 1996; Shaw and
Henderson, 2005; Aminuddin et al. 2007; Kassim et
al. 2009].
The studies show that participation and/or
non-participation of women in leisure-time related
activities, especially recreational sports, is varied
due to various constraints in different countries
with various culture, religion, and climate
conditions. [Floyd and Gramann, 1993; Henderson,
1998; Stodolska and Yi-Kook, 2005; Walker, Deng
and Dieser 2005; Junui, 2000; Khan, 1997; Tirone
and Shaw, 1997; Russel and Stage, 1996].
In Iran, unlike many other countries, few
research activities have been conducted with a
recreational sports approach on the identification of
factors effective on participation of individuals,
especially women, in leisure time-related activities.
In other words, such research activities have been
made occasionally, with inadequate number social,
political and cultural context, makes a special
situation In Iran, the religious atmosphere and the
social and political and cultural context, makes a
special situation towards women’s activities that is
very different from what occurs in the western
countries. In spite of considerable improvements in
scientific areas, Iranian women still encounter some
limitations in using sport facilities.
Indoor facilities are not enough to cover
women’s demands to participate in sports. On the
other hand, using outdoor facilities necessitates
having hijab, which means they should wear
clothes to cover their bodies according to the belief
of a Muslim women; this is the most important
difference between the women in Iran and in the
western countries. Though, in recent years, The
Iranian government designed and built some
women’s parks in different cities, it is still not
enough to meet the needs of women’s sport. Of
course this limitation does not hinder many women
from using outdoor recreation centers, but anyway
it is a very important aspect, while studying the
way, Iranian women choose the activities to spend
their leisure time. Although comparison of Iranian
women leisure involvement with those in the
western countries is not an objective of the current
study, it is important to get familiar with the Iranian
women context of life to understand the results of
this research better.
The present study has been performed with
a hierarchical model of leisure constraints approach
to study and analyze the constraint factors that limit
the participation of women in sport activities based
on various individual characteristics. To this end, a
group of Iranian women were randomly selected
and were asked to fill out questionnaires, which
were formulated based on the classification of
Review of Literature
Studying the constraints that have been
identified by researchers or those constraints
experienced by individuals or assumed to be
present in the country is considered the major
objective of studying leisure constraints. These
constraints cause individuals to adopt preferences
towards various activities and/or cause individuals
to participate in leisure activities and enjoy them
and/or prevent them from participating in such
activities [Jackson, 2005].
It should be mentioned that classification
of constraints will improve understanding of these
factors. Hereunder are regarded the various types of
constraints, which researchers have previously
studied:
1. The internal – external dichotomy,
2. Motivational versus physical barriers,
3. Absolute versus relative barriers,
4. Blocking versus inhabiting barriers and
5. Temporary versus permanent constraints.
Constraints research moved from a narrow
focus on barriers to participation toward a broader
conceptualization of constraints. In addition,
typologies of leisure constraints have been
developed, and the three categories of intrapersonal,
interpersonal, and structural constraints, originally
introduced by Crawford, have become widely
accepted and adopted by researchers [Jackson and
Scott, 1999].
In their research on the development of the scope of
constraints in 1987, Godbey and Crawford studied
a simple model of preferences / constraint /
participation. In this regard, they studied a factor,
which was called, at that time, a preparatory
constraint. Therefore, they introduced three types of
constraints entitled "Intrapersonal Constraints",
"Interpersonal Constraints" and
"Structural
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FASCICLE XV ISSN – 1454 – 9832 - 2012
strictly hinges on constraints. In other words,
absence of constraints is not defined as
participation [although this issue may seem
accurate for some individuals], rather participation
will or will not occur as a result of a negotiation of
these constraints. Such negotiation may change the
form of participation but will not bar it [Jackson,
Godbey, and Crawford, 1993].
The “negotiation thesis,” as it is known, was based
on the idea that despite experiencing constraints,
people do find ways to participate in and enjoy
leisure, even if such participation and enjoyment
may differ from what they would have been in the
absence of constraints [Jackson, 2005]. This
proposition explains that constraints will not always
result in lack of participation; rather constraints
may cause adaptation of participation. As Jackson
and colleagues stated in 1993, participation as a
result of negotiation may differ from the
participation which occurs in absence of structural
constraints. For example, a person who wants to
swim every day, he/she may not carry out this
activity due to shortage of time. At any rate, lack of
time as a constraint may not cause cessation of
participation in an activity rather it may result in
adapted participation. For example, it may cause
one to swim for shorter periods of time.
Constraints". In the following years, the researchers
adopted changes in their original model and a new
model entitled "the hierarchical model of
constraints" was defined and designed [Jackson,
Crawford and Godbey, 1993].
The Hierarchical Model of Leisure
Constraints
In 1991, Jackson, Crawford, and Godbey
offered a hierarchical model of constraint. They
believed that most research activities have
concentrated on structural constraints, which may
have the least importance in shaping leisure
behavior, and less focus has been made on both
intrapersonal and interpersonal constraints. It
should be mentioned that intrapersonal and
interpersonal constraints in participation of leisure
time activities, have a high level of importance
[Jackson, 2005].
They offered a model that put constraints
in a hierarchy of decision-making stages and how
an individual experiences these constraints in a
hierarchy [Alexandris, 1997].
Participation is highlighted by the two
sides of the participating group, that is, individuals,
who either participate or do not participate in
pertinent activities. As long as participation is
considered in the forms of participating or
nonparticipating, constraints apply their effects in a
hierarchical form. Firstly, preference of an
individual's leisure time is formed at the
intrapersonal constraint level; the definition of
intrapersonal constraints, as given by Crawford and
Godbey, suggests that intrapersonal constraints fit
with the definition of the psychological mediators.
This occurs when intrapersonal constraints,
perceived in previous situations, were absent and/or
lost their effectiveness when put against a complex
of human desires and privileges [namely,
intrapersonal constraints lose their effects due to the
existence of a series of human desires and
privileges; at any rate, these intrapersonal
constraints are absent]. At the next stage, an
individual, based on the type of activity, may face
the interpersonal constraints level. This issue may
happen at the time when one individual needs a
companion for participation in one activity. When
individuals can control this type of constraint [if
accorded with the type of activity], then the
structural constraints may influence his/her decision
for participating in leisure activity.
Structural constraints include factors like
time limitation, problems with facilities, and costs
of participating, social and geographical isolation,
lack of skills or abilities, and individual
commitments. In the same direction, participation
and activity emerge, when structural constraints are
absent. If structural constraints show enough
strength, at any rate, the result will be not
participating in activities. At any rate, participation
Constraints and genders
Most studies on women’s leisure have not
used a constraint framework. Rather than looking at
specific types of constraints that reduce levels of
participation in desired activities, the majority of
feminist researchers have directed their attention
toward the linkage between women’s gendered
lives and women’s leisure. Moreover, although the
categories traditional constraints have not typically
been employed by feminist researchers, the findings
from empirical studies of women’s leisure can be
adapted to correspond to these categories, thus
providing some information and understanding
about questions of structural, intrapersonal, and
interpersonal constraints [Shaw, 1994]. This
adaptation suggests linkage do exist between
feminist research and constraints research, but the
linkage have been implicit rather than explicit, in
part because of the separation of the two bodies of
research [Jackson, 2005].
Many of the constraints on women’s
leisure, as revealed through the feminist literature,
can be conceptualized as structural constraints, or
factors that intervene between desire for leisure
activities and levels of actual participation.
Women’s lack of financial resources, and the fact
that they often lack financial independence, can be
seen in this way, and some women , particularly
single mothers and older women living on their
own, are often severely economically deprived.
Women’s financial limitation is associated with
other types of constraints as well, such as lack of
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FASCICLE XV ISSN – 1454 – 9832 - 2012
the age of individuals will play a key role affecting
their participation in sports-related activities. In
most research activities made in this regard, it was
shown that the advancement of age is not a
rationale to quit or cease participating in sportsrelated activities [Alexandris and Carol 1997;
Aghai, Ahacic and Parker, 2006, Bult, Verschuren,
Jongmans, Lindeman, and Ketelaar, 2011 ]. Also,
Australian Social Trend [2007] showed that 37% of
women, who participated in sport activities more
than twice a week, belonged to women over 55
years old. In addition, other studies have shown that
individuals of advanced ages select sports activities
in accordance with their physical and gender
conditions. Generally, increase of age will not
cause hindrance of the participation of individuals
in sports activities; rather the shape and type of
activity is changed. In the same direction, new
activities will be replaced with old and traditional
activities. Some studies demonstrated that the
advancement of age has a contrary relation with the
degree of participating in sports activities
[Matheson, 1991; Kolter et al., 199].
In the same direction, gender is regarded
as one of the individual characteristics, which
causes constructive effect on the way and rate of
participation of individuals in sports activities.
Studies show that women face noticeable
limitations, as compared with men, for participating
in sports and leisure activities [Caldwell, Perkins,
Edubra and Smith, 2002; Deberg, 2000; King,
2000; Green, Hebron and Woodward, 1990; Shaw
and Dorantay, 1992; Aitchison, 2001; Ehsani et al.,
1996; Alexandris and Carol, 1997]. in spite of
women facing limitations more than men but some
studies showed that women participate in leisure
time activities including sports more than men
[Fourie., Slabbert.,Saayman., 2011]
The type of duties and responsibilities of
women in households, as housewives, mothers
and/or spouses, will affect the type and rate of their
activities directly and, on some occasions, the
selection of activities are made based on the
inclinations of other family members and/or based
on shortage of time [Herridge, Shaw and Mannel,
2003; Henderson and colleagues, 1996; Herington,
Dawson and Rodgers, 1997; Hunter and Whitson,
1992]. Having a job outside the home increases the
responsibilities and duties of employed women
compared with housewives, and so causes them to
spend less time in sports and other leisure related
activities [Henderson et al., 1988; Crawford and
Hotsun, 1993].
The studies show that married women,
when compared with single women, face more
limitations to participate in sports and other leisurerelated activities; because the responsibilities of
common life will leave less time for married
women. Due to shortage of time, married women
participate less in sports as leisure time activities
transportation [Deem, 1986; Arab- Moghadam,
Henderson and Sheikholeslami, 2007].
Lack of leisure opportunities and programs
can also be seen as structural constraints on
women’s leisure. Sports and physical activities are
obvious examples. Though these days women can
participate in most sports activities, women are still
more limited in joining the teams and involvement
in sport leagues, compared to men [Robinson and
Godbey, 1999; Theberge, 2000; Perline and Stoldt,
2007].
Time stress and lack of time for self are
major constraints on women’s leisure lives. For
women, it is not only paid work, but unpaid work
and household responsibilities that together leave
little time for personal rest, relaxation, or the
development of personal leisure activities [Green et
al., 1990]. In some studies, women declared that
though they encounter time limitation, it is not very
important to hinder them from participating in sport
activities [Stavropoulou, 2008].
Intrapersonal constraints were examined in
different investigations. Most of them showed that
women’s ethic of care, i.e., the caring behavior the
women feel for their family and relatives
constraints their participation in leisure activities
[Bialeschki and Michener, 1994; Henderson and
Ainsworth, 2001; Herridge, Shaw and Mannel,
2003; Arab- Moghadam, Henderson and
Sheikholeslami; 2007]. In some other research, the
self-esteem, embarrassment, social attitude, and
fear of violence are very important factors that
constraint women's participation in leisure
activities, especially sports [Henderson and King,
1998; Lafrance, Zivian and Myers, 2000; Wiley,
Shaw and Havitz, 2000; Carr, 2000].
Few studies have focused on factors that
could be considered interpersonal constraints on
women’s leisure. This scarcity may be explained by
the tendency of women toward having a greater
number of social relationships than men. Thus, they
less likely lack leisure partners [Henderson and
Ainsworth, 2000].
Anyway, some studies have demonstrated
that other types of interpersonal constraints may
negatively affect women’s leisure. For instance,
social disapproval of activities considered to be
inappropriate may be a type of interpersonal
constraint through friends, family members, or
others making their disapproval evident. Similarly,
the social control of women’s lives by husbands
discourages them or makes it difficult for wives to
participate in desired leisure activities [Glaser,
Evandrou and Tomassini, 2006].
Constraints and Variables of Individual
Characteristics
Age is considered as one of the most
important constraint factors affecting participation
of individuals in sports activities. In other words,
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Mannel, 2001].
[Alexandris and Carol 1997]. The constraint factors
on women holding high academic degree will cause
fewer limitations to participate in leisure sports
activities as compared with other women. In other
words, women with high academic degree face
fewer limitations to perform sports activities, when
compared with other women [Ehsani et al., 1996;
Alexandris and Carol 1997; Coalter et al., 1995]. In
addition, women with high academic and
educational degrees spend more time participating
in sports activities, as compared with other women
[Graton and Tyce, 1991].
Women with children, who have been
tasked with caring and keeping their children,
spend less time participating in sports and other
leisure related activities [Fredrick and Fest, 1999].
Women who have several children spend less time,
as compared with mothers of fewer children,
participating in sports activities, and consequently
they face multiple responsibilities and duties [Arab
Moghaddam and Henderson, 2007]. In general,
mothers with children spend less time for
participating in sports activities.
METHODOLOGY
This study is a survey, in which pertinent
questionnaires were distributed to a statistically
viable sample society. The participants were
selected using a cluster multistage sampling on
women above 18 in Tehran, as the country’s largest
city.
Identification of constraints among
Tehran’s women against participating in sports
activities and other similar activities is the major
objective of the current research. Other objectives
were determining the probable relationship
participation in the sport activities on the one hand,
and age, level of education, marital status,
employment, and the number of children, on the
other hand.
Sample and data collection
Questionnaires were distributed to 1500
women in Tehran. They were asked to explain the
degree of their participation in sports activities, and
also any constraints affecting their participation.
The research participants were randomly selected
from 22 districts of the Tehran municipality. In this
regard, Tehran was divided into five north, south,
east, west, and central districts. In each district, 2-3
regions were randomly selected. Each region
included a number of districts. Considering the
population of that region, 2-5 districts were
randomly selected and 5 to 10 houses, with evennumbered addresses, were selected from each
street. Then, questionnaires were given to the
inhabitants of the houses. The women were asked
to fill out the questionnaires within one hour.
Finally, the filled out questionnaires were returned
to the individuals in charge of distributing the
questionnaires.
Of a total of 1,500 distributed
questionnaires, 1,263 --amounting over 84 percent
of the total number of distributed questionnaires-were gathered and the remaining questionnaires
were excluded from the research process because of
not responding all questions and/or giving
incomplete answers to questions. Of the total
number of women who answered all the questions,
34 percent had academic degrees, while the
remaining had either high school diploma or not. In
this research, approximately 57 percent of the
participants were between 18-30 years old, 24
percent between 31-45 years old, and 18 percent
were above 46 years old. It should be mentioned
that 53 percent of women were single. Of the total
number of women that answered the questions, 61
percent were housewives, and 39 percent were
employed. Moreover, 26 percent of women had no
children, 57 percent had 1 to 4 children, and 17
percent of them had more than five children.
Order and Importance of Constraints
Various investigations in the field of
studying constraints according to the hierarchical
model of leisure constraints, apply the order and
significance of intrapersonal, interpersonal, and
structural constraints based on the aforementioned
model [Jackson, Crawford and Godbey, 1993;
Scott, 1991; Alexandris, 1997].
The results of some experiments indicate
that the order of three-category constraints, that is,
intrapersonal,
interpersonal,
and
structural
constraints, in different countries strictly hinges on
various cultures. It should be mentioned that this
order and sequence is changed in various parts of
the world according to the culture of the society
[Chick and Dung, 2004; Arab Moqaddam and
Henderson, 2007; Aminuddin et al., 2007;
Masmanidis et al., 2009].
In Iran, the few research activities made on
the identification of leisure constraints concentrates
on the importance of structural constraints, which
include income level, time, and existence of
facilities, physical condition, and awareness
[Ehsani et al., 1996; Ehsani, 2003; Arab Moqaddam
and Henderson, 2006]. As mentioned above, the
existence of constraints is not defined as the
cessation of participation in sports activities and/or
engaging leisure time.
The results of research activities show that
individuals, despite facing constraints, take part in
their favorite activities, but the strategies of such
participation undergo some changes in the
strategies; for instance in the type of activity and/or
the frequency of participation in that activity [Scott,
1991; Kay and Jackson, 1991; Jackson and Rakez,
1995; Jackson and Samdel, 1997; Hobard and
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FASCICLE XV ISSN – 1454 – 9832 - 2012
INSTRUMENT
A questionnaire was prepared by the
researchers as the main instrument of the study. The
steps listed below were used in the formulation of
the present questionnaire. Considering the literature
review of the study, the questions were prepared
according to the three types of classifications, i.e.,
intrapersonal,
interpersonal,
and
structural
constraints.
The following steps were taken in
development of the questionnaire:
1- Common factors and information were
determined according to the questionnaires used by
researchers, both inside and outside the country.
2- To improve the validity of the
questionnaire’s items and also the accordance of its
items with the native norms, the instrument was
given to 20 female athletes. These female athletes
were asked to add other items to the list, regarded
as effective constraints affecting the participation of
Tehran women in sports activities.
To evaluate the validity of the questions,
ten experts[panel of expert] in the sports
management were asked to offer their viewpoints
on the questions and the order of the items in the
questionnaire. Finally, a questionnaire was
provided with 44 items according to the following
tables on a five-point Likert scale, in three sections
as personal information, degree of participation,
and constraints, drawn up in triple constraints of the
model that is, intrapersonal, interpersonal and
structural constraints. The devised questionnaire
was randomly piloted among seventy Tehran
women above 18 years old. The reliability of the
questionnaire was determined using alpha
Cronbach. The obtained Cronbach's alpha for all
items of the questionnaire was 93 percent.
RESULTS
The order of the three-category constraints
of the hierarchical model was assessed by drawing
up a list of 44 items and giving the questionnaire to
individuals in the society. Based on the previous
studies carried out in this regard, it was shown that
the order of three-category constraints of the
hierarchical model of leisure constraints has
changed among Iranian women, the results of
which are in favor of structural constraints. In this
study, the results show that the order of constraints
is changed to structural, intrapersonal and
interpersonal constraints.
General
Average
in case of
Elision
Variance in
Case of
Elision
correcte
d
General
Correla
tion
α
Intrapersonal Constraints
----
-----
----
----
Disfiguration
121. 10
1155. 063
0.463
0.925
Being ashamed
121. 71
1168. 756
0.445
0.925
No. of Variable
Activities agreeable to
family
Activities agreeable to
friends
Religious beliefs
Lack of self-confidence
Insecurity
Fear of lack of ability and
expertise
Lack of interest
Impatience and
boringness
Interpersonal Constraints
Lack of companionship
Decision making of
others
Lack of expertise of
friends
Lack of companionship
of family
Disallowance of family
Obligation in
accompanying with
others
Inexistence of righteous
persons in environment
Variance in
Case of
Elision
corrected
General
Correlatio
n
Α
121. 16
1154. 023
0.492
0.924
120. 49
1158. 795
0.503
0.924
120. 84
1154. 553
0.528
0.925
121. 22
1164. 166
0.418
0.925
Program scheduling
120. 41
1173. 671
0.366
0.926
1169. 563
0.403
0.925
Time shortage
120. 31
1182. 799
0.262
0.925
121. 18
121. 23
120. 80
1153. 340
1150. 700
1151. 486
0.502
0.539
0.526
0.924
0.924
0.924
Occupational duties
House-related duties
Obesity
121. 06
120. 94
121. 28
1167. 360
1170. 072
1147. 566
0.382
0.371
0.408
0.925
0.924
0.926
121. 47
1161. 444
0.493
0.924
Health
120. 39
1151. 968
0.497
0.924
121. 20
1166. 167
0.395
0.925
Disability
121. 77
1154. 264
0.501
0.924
120. 80
1185. 405
0.231
0.927
Women's clubs
120. 65
1148. 709
0.560
0.294
---121. 08
---1172. 161
---0.369
---0.925
120. 82
120. 43
1154. 903
1165. 265
0.491
0.430
0.924
0.925
121. 76
1171. 630
0.445
0.925
Lack of publicity
Crowdedness
Faraway distance
places
120. 30
1164. 388
0.428
0.925
121. 62
1167. 540
0.447
0.925
0.924
121. 30
1167. 470
0.415
0.925
121. 45
1152. 386
0.535
0.924
121. 81
1169. 187
0.456
0.925
1149. 337
0.543
0.924
Mocking others
121. 70
1161. 268
0.470
0.924
Fear of inattention to
opposite sex
121. 92
1165. 277
0.466
0.925
Expensiveness of
treatment cost
Low income
Surcharge of tuition fee
of classes
Not having
permanent job
Expensiveness of
appliances
High-charge of
transport fare
General
Average
in case of
Elision
121. 57
121. 03
Structural constraints
No. of variable
-----
----
----
---
120. 78
1152. 729
0.521
0.924
120. 59
1152. 477
0.524
0.924
120. 09
1162. 842
0.470
0.924
Equipment and tools
Unawareness of
programs
Lack of vehicle
Educational
substandard
Inexperienced
trainees
Inattention of
officials
Unawareness of
advantages
Non-observing
environmental health
120. 22
1162. 165
0.438
120. 69
1158. 927
0.482
V924
120. 87
1158. 893
0.451
0.925
120. 43
1157. 028
0.515
0.924
120. 22
1153. 103
0.544
0.924
120. 23
1154. 840
0.518
0.924
120. 29
1163. 665
0.319
0.926
120. 76
1167. 895
0.467
0.925
Table 1: Results of Test behind Combining Three-Category Factors
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FASCICLE XV ISSN – 1454 – 9832 - 2012
Differences of Average
Averages
25.1 = Average of intrapersonal factors
20 = average of interpersonal factors
78.5 = average of structural average
X1 = 25.1
X2 = 20
X3 = 78.5
-----
* 5.1
----
* -53
-58.5
-----
The order of the three-category constraints
model was studied based on intrapersonal variables,
the results of which showed that the order obtained
in each of the intrapersonal variables [age,
education, number of children, employment, and
marriage] is similar. For all these variables,
structural constraints stood at the first rank, and
intrapersonal and interpersonal constraints stood at
the second and third ranks respectively.
The degree of participation of the
participants in sports activities was studied and it
was showed that, despite facing various constraint
factors, they participated in sports activities in
different ways. The results of this research indicate
that 64 percent of women in the society participate
in sports activities in a way that the presence of
constraints has left direct effect on the selection of
the type and timing of the activity as well as the
Kronbakh alpha
0.926
frequency of such activities. The results of the
current study show that women with academic
degrees participate in sports activities more than
women who either have or do not have high school
diplomas [70% versus 59%]. In other words,
women with academic degrees spend more time in
sports activities, as compared with women with
high school diploma or no educational degree at all.
Similarly, a total of 14% of the women never
participate in sports activities, including women
with and without high school diploma. Moreover,
married women participate more in sports and
leisure time-related activities as compared with
single women [66% versus 62%]. In other words,
married women spend more time in sport activities.
Generally speaking, women above 45 years old
[70%] spend more time in sports activities than
women of 18-30 and 31-45 age groups.
Table 3 Reliability test results of three-Category Constraints Variables
No. of Factors
Standard Deviation
Variance
44
34.840
1213.813
Results of X2 test did not show any
significant differences between the frequencies of
the number of children and employment variables.
Average
123.74
they emphasized on traditional views and the social
significance of leisure, economic, and social
factors, and the family’s expectations as the most
constraining items to the Iranian women's leisure.
The above findings show that the order of
the three-category constraints of the hierarchical
model is not fixed throughout the world, and its
order strictly hinges on various conditions existing
in different countries. In Iran, due to the existence
of specific economic and cultural conditions, some
limitations make women’s participation in sport
activities in their leisure time difficult. According
to the World Factbook [2011], the family income is
not in a good economic position for Iranians. In
addition, the inflation rate in Iran was 11.8% in
2010, as reported by the World Factbook [2011],
while the rate in some western countries was
significantly lower; for instance 1.6% in Canada
and 1.4% in the United States. So, it is obvious that
economic pressure on Iranians is considerable.
Most of the requirements of families are very
expensive. So, it is difficult for people to spend
their money on expensive leisure and in
recreational sport centers. Therefore, the cost of
leisure and sport centers acts as important
constraint to participation in sport activities. It is
evident that the limited income and financial factors
will associate with other factors like transportation
DISCUSSION AND CONCLUSION
The data obtained in the current research
provide a suitable context for studying the way
Iranian women deal with constraints in the specific
social, religious, and political situation in Iran.
Furthermore, the order of the three-category
constraints of the hierarchical model was studied
among Iranian women. The order of these
constraint factors was also studied in relation with
individual characteristics such as age, education,
number of children, employment, and marital
status. The concentration of this research was on
the rate of participation of Iranian women, despite
facing constraints, considering their individual
characteristics.
The results showed that the structural
constraints are the most significant constraint
group, women face when participating in sports and
leisure-related activities. Shortage of sports
facilities and equipment, as well as economic and
financial problems and attitude of family and
society towards attendance of women in sports
arena is considered as the most important factors in
this regard. This is consistent with the results
reported by Arab Moghadam et al. [2007], in which
182
FASCICLE XV ISSN – 1454 – 9832 - 2012
cultural context of Iran, which is different from that
of the western countries where the order of the
constraints in the model was determined.
The obtained order of constraints in this
research is fixed due to individual characteristics
such as education, age, employment, number of
children, and marital status. Generally, structural
constraints are regarded as the most important
constraints, which stood at the first rank, while
intrapersonal and interpersonal constraints stood at
the second and third ranks, respectively.
Apparently, the order obtained in this regard was
not affected by any of the individual characteristics.
It should be mentioned that the significance of the
structural constraint is fixed in all the groups
studied. Despite facing constraints, women still
participate in sports activities, which is also
highlighted in this research. In other words,
although women face constraints, they still take
part in sports activities. Existence of constraint
factors does not create barriers to participating in
activities and they still participate in sports
activities. Generally speaking, existence of
constraints did not bring about hurdles to the
participation of women in sports activities; but the
constraint factors have severely affected the rate
and type of participation. As Scott and Jackson
stated in 1991, individuals participating in sports
activities have to use specific strategies aimed at
weakening the barring effect of constraints.
Moreover, these individuals use various strategies
with the aim of overcoming constraints as well as
preparing suitable contexts for participating in their
favorite activities.
Although Iranian women face various
constraint factors, the results of research show that
almost 70% of women in Tehran participate in
sports activities. In other words, Iranian women
only face limitations to the rate and way of
participation. Moreover, this research was carried
out to address the nature of constraints, not only
emphasizing on participation. As Jackson [2005]
declared, the history of women’s leisure studies
focused mainly on the participation of women in
leisure, and the impact of constraints on leisure
activity conditions were rarely examined. This
research showed that the particular situation in each
country may affect the way constraints affect the
preference and frequency of recreational sport
activities. The results of the study show that the
dominant circumstances in each country can
determine the significance of the constraints. So, it
seems necessary to study the hierarchical model of
leisure constraints under different conditions to see
how different cultures, religions, economics, and
politics affect the model.
and preparing the necessary equipments for some
sports.
The Order of constraints in the abovementioned model has been approved in various
countries, especially in western countries such as
different parts of North America [Godbey,
Crawford and Jackson, 1993]. As mentioned above,
in these countries, people do not face economic
problems as compared with Iran. Considering the
economic, social, and cultural conditions, it is
natural that the first constraints of individuals in
such countries are intrapersonal constraints.
Eventually, the structural constraints are taken into
consideration. As Abraham Maslow stated in 1943,
human hierarchical needs in various countries differ
according to the particular specifications of that
country. In countries that do not suffer from
economic problems, naturally, human initial needs
are minor and in some cases, the initial needs are
not taken into serious consideration. But in
countries that suffer from severe economic
problems, the initial needs of people are highlighted
more than their other requirements.
Social and cultural factors are other
important aspects of Iranian women life affecting
the order of constraints level in the model. The
social and cultural attitude towards women sports in
general is positive, but religious beliefs and
legislation put some limitation for women
participating in outdoor recreational sports. They
should wear Hijab. Also, some people look at some
sports as manly sports, so they do not want women
to participate in such sports.
Thus, it is logical that the hierarchical
model of constraint strictly hinges on the existing
condition of each country. In Iran, due to specific
economic, cultural, political, and religious
conditions of this country, people's requirements
differ from those of other countries, and
consequently, the significance of the three-category
constraints varies in the view of Iranian women.
The results of the research are in
agreement with those obtained by Aminuddin et al.
[2007], Ehsani [1996], and Dung and Chick [2004].
In the study carried out by Ehsani [2003], it was
shown that the structural factor is regarded as the
most important constraint factor in the participation
of Iranians in sports activities. Chick and Dung
[2004] reported that the order of the three-category
constraints strictly hinges on the existing cultural
condition of each country. Moreover, they showed
that the order of constraints in the hierarchical
model changed in Chinese society. Similarly, the
results of the present research indicate that the
specific conditions in Iran have changed the order
of the three-category constraint model. As
mentioned above, it can be the result of the
differences in the cultural, economical, and some
other factors including specific social attitude and
also religious beliefs, all of which lies in the
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A STUDY ABOUT THE INCIDENCE OF INADEQUATE LIFESTYLE
ON EXCESS WEIGHT IN URBAN AREA PUBERTAL
SCHOOLCHILDREN
Corneliu SCURT, Madalina SCURT
‘’Transilvania’’ University of Braşov
Abstract
The study starts from the assumption that inadequate lifestyles in pubertal schoolchildren may influence
the growth and development of their organism.
The purpose of this research is to assess whether there is a significant number of puberty age pupils
from urban areas who adopt an inadequate lifestyle, with negative effects on the growth and development of
their organism.
A questionnaire-based survey was conducted with respect to nutrition and physical activities (Appendix
1) [3] on a number of 365 girls and 392 boys from General Schools no. 11, 13, 15 and 30 of Braşov
municipality. The results revealed that an important percentage of the questioned schoolchildren have adopted
inadequate lifestyles by consuming hyper-caloric, fat rich foods, concentrated sweets in association with lack of
physical activities during school time and outside.
Key words: individual genetic substrate, inadequate lifestyle, excessive weight, pubertal schoolchildren,
urban area.
groups: meat and eggs; milk and dairy; fruits and
INTRODUCTION
vegetables; grains, potatoes, rice;
Excessive weight can be regarded as a
♦ The calories content of the diet must be
consequence
of the
interaction
between
sufficient, the diet must be varied, food must be
environmental factors and individual genetic
tasty and attractively presented;
substrate. A caloric intake above the energy
♦ Mealtimes must be respected as much as
requirements of a person leads to excessive weight,
possible;
which in turn, may generate sugar diabetes,
♦ A hearty breakfast;
hypertension, cardiovascular diseases, and some
♦ Lunch meals should include 3 dishes;
forms of cancer.
♦ Snacks: fruits, sandwich;
The incidence of excess weight varies
♦ Dinner must be consumed 2 hours before going
depending on the geographic area, socioeconomic
to bed. All exciting food should be avoided as well
level, the individual’s lifestyle and food habits.
as foods which cause stress to the digestive system;
Previous studies [2] confirmed the fact that
♦ Excessive consumption of grain, cooked fats,
20 – 25% of all children and adolescents are
preserved meats, canned foods must be avoided;
overweight or obese with a higher frequency of
♦ Consumption of coffee, alcohol or tobacco is
occurrence in developed and developing countries
prohibited;
due to factors as [1], food excess, abundance of
♦ Maintaining the mealtime hygiene habits (hands,
high caloric foods, irrational eating, diminished
washing, careful mastication, tooth brushing after
physical activity, sedentarism etc. Most cases of
meals etc).
ponderal excess are the result of caloric intake
Physical effort will be employed during
above energy consumption.
the
period
of weight constancy and less frequently
The diet of pubertal children should assure
during
ponderal
loss. Routine physical activity is
the ration required for body growth and
recommended instead of sports exercises, aiming to
development, and to sustain physical and
transform sedentary persons into physically active
intellectual effort. The lack of nutrients stops the
persons. [4].
development of the physical and intellectual
General guidelines for physical activities
potential, whereas caloric excess leads to ponderal
programme
in overweight children [3]:
excess which continues to persist in children and
Physical
activity complements food diet;
adults.
Cooperation
with the affected child and its
Energy consumption decreases with age
family
should
be
assured
;
[3] and the caloric requirements in age groups 11 –
Physical
exercise
should be performed on
12 are higher in boys than in girls.
a
daily
basis
and
extended
over
a longer period;
General dietary guidelines for pubertal
The physical activities programme is
children [5]:
established individually;
♦ 4 – 5 meals /day (3 main meals and 1 – 2
The physical activities programme is
snacks), which should contain the 4 basic food
aimed at losing weight but also to promote an
adequate attitude towards physical exercise.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
MATERIAL AND METHOD
In order to emphasize the risk factors of
excess weight in pubertal schoolchildren from
urban areas that can influence the growth and
development of their organism, between 20 Nov.
and 20 Dec. 2010, we conducted a questionnairebased survey within General Schools 11, 13, 15 and
30, from Braşov Municipality. The survey was
intended to provide information about the structure
of food guidelines which compose the diet status,
the type of the physical activities undertaken during
school time and outside school time as well as the
changes that are considered necessary for a healthy
lifestyle.
To the question „How many meals a day
do you eat” (Table 1), most girls aged 11 indicate 3
meals (Table 1, c), while their percentage decreases
as they approach age14; in a higher proportion the
boys, 75% from the 11 years age group and 65%
from the 14 years age group also indicate 3 meals a
day Table 2,c).
Table1Girls
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
0.97
0.00
1.06
2.67
b
27.18
25.81
22.34
24.00
c
66.02
64.52
62.77
58.67
d
4.85
9.68
11.70
12.00
e
0.97
0.00
2.13
2.67
Table 2 Boys
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
0.00
3.30
0.00
0.00
b
15.74
18.68
19.15
14.14
c
75.00
68.13
71.28
63.64
d
6.48
8.79
7.45
16.16
e
2.78
1.10
2.13
6.06
Breakfast is consumed by most school children, while a higher percentage can be observed in girls,
except for some of the subjects who occasionally deviate from this rule (Tables 3, d and 4, d)
Table 3 Girls
Response variants
a
b
c
d
11 years
51.46
24.27
18.45
5.83
Frequency
12 years
48.39
29.03
22.58
0.00
(%)
13 years
43.62
27.66
21.28
7.45
14 years
29.33
41.33
24.00
5.33
Table 4 Boys
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
64.81
56.04
41.49
42.42
b
13.89
16.48
36.17
34.34
c
18.52
26.37
22.34
19.19
d
2.78
1.10
0.00
4.04
Dinner is consumed at home by most schoolchildren (Table 5, a) with a decreasing percentage of those
who do not have dinner at all or resort to fast food solutions (Table 5 and6 b and c).
Table 5 Girls
Response variants
a
b
c
11 years
94.17
0.00
5.83
Frequency
12 years
96.77
0.00
3.23
(%)
13 years
95.74
1.06
3.19
14 years
98.67
0.00
1.33
Table 6 Boys
Response variants
a
b
c
11 years
91.67
8.33
0.00
Frequency
12 years
95.60
4.40
0.00
(%)
13 years
96.81
1.06
2.13
14 years
96.97
0.00
3.03
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FASCICLE XV ISSN – 1454 – 9832 - 2012
The snacks between meals (Table7 a and 8 a) consist mainly of fruits for most schoolchildren but also
of sweets for 22.33-28,72% of the girls and 35.35% of the boys aged 14 (Table 7 c and 8 c).
Table 7 Girls
Response variants
a
b
c
d
11 years
66.99
10.68
22.33
0.00
Frequency
12 years
55.91
9.68
25.81
8.60
(%)
13 years
56.38
12.77
28.72
2.13
14 years
64.00
4.00
26.67
5.33
Table 8 Boys
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
67.59
64.84
68.97
54.55
b
8.33
14.29
15.20
6.06
c
16.67
17.58
18.70
35.35
d
7.41
3.30
3.51
4.04
The percentage of schoolchildren who consume vegetables and fruits several times a day and weekly
(Table 9 a and b, 10 a and b), while the percentage decreases in both girls and boys aged 14.
Table 9 Girls
Response variants
a
b
c
d
11 years
64.08
23.30
3.88
8.74
Frequency
12 years
62.37
30.11
2.15
5.38
(%)
13 years
54.26
35.11
4.26
6.38
14 years
54.67
37.33
2.67
5.33
Table 10 Boys
Response variants
a
b
c
d
11 years
65.74
25.00
4.63
4.63
Frequency
12 years
45.05
42.86
3.30
8.79
(%)
13 years
48.94
29.79
9.57
11.70
14 years
50.51
37.37
6.06
6.06
The sweets consumption several times a day is 30% in girls aged14 (Table11 a) and 26.26% in boys
aged 14 (Table 12 a), being on the increase compared to previous ages.
Table 11 Girls
Response variants
e
a
b
c
d
11 years
12.62
20.39
37.86
28.16
0.97
Frequency
12 years
26.88
31.18
19.35
22.58
0.00
(%)
13 years
28.60
33.17
20.59
24.02
0.00
14 years
30.67
22.67
16.00
30.67
0.00
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
17.59
17.58
18.70
26.26
b
34.26
32.97
35.07
35.35
c
30.56
28.57
30.40
16.16
d
17.59
19.78
21.04
22.22
Table 12 Boys
e
0.00
1.10
1.17
0.00
Daily consumption of fast food, hamburgers, sandwiches, potato chips, is low in both girls and boys,
with an increasing percentage of those rejecting such products.
Table 13 Girls
Response variants
e
a
b
c
d
11 years
3.88
11.65
28.16
50.49
5.83
Frequency
12 years
4.30
8.60
40.86
44.09
2.15
(%)
13 years
4.26
14.89
39.36
36.17
5.32
14 years
1.33
12.00
42.67
42.67
1.33
188
FASCICLE XV ISSN – 1454 – 9832 - 2012
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
4.63
3.30
7.45
11.11
b
10.19
19.78
18.09
9.09
c
25.00
42.86
40.43
52.53
d
56.48
31.87
32.98
26.26
Table 14 Boys
e
3.70
2.20
1.06
1.01
The meat assortment preferred by both girls and boys is chicken meat, 60-68% (Table 15-16 a), fish 13-17% (Table
15-16 b), while the percentage of those who are not consuming meat is very low.
Table 15 Girls
Response variants
e
a
b
c
d
11 years
68.93
14.56
10.68
0.00
5.83
Frequency
12 years
64.52
13.98
16.13
3.23
2.15
(%)
13 years
64.89
21.28
7.45
6.38
0.00
14 years
66.67
13.33
14.67
2.67
2.67
Table 16 Boys
Response variants
e
a
b
c
d
11 years
62.96
14.81
12.04
5.56
4.63
Frequency
12 years
62.64
12.09
15.38
9.89
0.00
(%)
13 years
60.64
14.89
19.15
4.26
1.06
14 years
64.65
17.17
14.14
3.03
1.01
The foods consumed according to the Healthy
Eating Pyramid -Department of nutrition
HARVARD show that 33.33% of the girls prefer
fruits and vegetables(Table 15, g) while 20% prefer
integral cereals (Table 15, d).The percentage of
girls who consume foods from the top of the
pyramid is 14.65% (Table 15, a).
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
6.80
4.30
13.83
14.67
b
16.50
20.43
15.96
6.67
In the case of the boys, the data are
similar to girls’ values, yet slightly lower; about 18
% prefer fruits and vegetables (Table 16, g) while
23,33% prefer integral cereals (Table 16, g). The
products at the top of the pyramid represent an
important percentage of the foods consumed by the
boys aged14, 19.19% (Table 16, a).
Table 17 Girls
e
f
g
c
d
2.91
13.59
47.57
2.91
9.71
6.45
18.28
30.11
3.23
17.20
1.06
17.02
36.17
2.13
13.83
4.00
20.00
16.00
5.33
33.33
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
11.11
15.38
10.64
19.19
b
13.89
13.19
13.83
15.15
c
4.63
3.30
5.32
6.06
Participation in physical education classes is higher
than 90% in both girls and boys (Table 19 and 20 a
and b), but for the 14 years age group the
d
15.74
15.38
22.34
23.23
e
40.74
26.37
23.40
12.12
Table 18 Boys
f
g
1.85
12.04
6.59
19.78
4.26
20.21
6.06
18.18
percentage decreases due to the medically
exempted, 9.33%(Table 19 and 20, a) of the girls,
and 7.7%(Table 19 and 20 c) of the boys.
Table 19 Girls
a
b
c
92.23
4.85
2.91
92.47
2.15
5.38
93.62
1.06
5.32
88.00
2.67
9.33
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
189
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 20 Boys
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
91.67
95.60
96.81
89.90
b
3.70
1.10
2.13
3.03
c
4.63
3.30
1.06
7.07
Free time activities are part of the daily schedule of both girls and boys with an increase in girls
(Table 21, c) and a decrease in boys (Table 21 c), of those who avoid such kind of activities (Table 15 and 16).
Table 21 Girls
Response variants
a
b
c
d
11 years
56.31
29.13
9.71
4.85
Frequency
12 years
66.67
23.66
6.45
3.23
(%)
13 years
57.45
30.85
5.32
6.38
14 years
57.33
30.67
4.00
8.00
Table 22 Boys
Response variants
a
b
c
d
11 years
62.04
23.15
9.26
5.56
Frequency
12 years
68.13
24.18
6.59
1.10
(%)
13 years
69.15
20.21
4.26
6.38
14 years
69.70
20.20
7.07
3.03
The time spent in front of a TV set or computer,
more than 2-4 hours, both in girls 52%(Table 24,
b), as well as in boys, 55.56%(Table 24, b), is long,
while the number of those who spend more than 4
hours is on the increase (Table 23 and 24) in both
girls
and
boys.
Table 23 Girls
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
57.28
35.48
34.04
26.67
b
34.95
51.61
43.62
52.00
c
7.77
12.90
22.34
21.33
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
48.15
32.97
24.47
21.21
b
37.96
40.66
47.87
55.56
c
13.89
26.37
27.66
23.23
Table 24 Boys
The change of schoolchildren’s lifestyle, especially through sports practices and a modified school
programme, is considered necessary in most cases (Table19 and 20.c), (Table 19 and 20.b).
Table 25 Girls
Response variants
A
b
c
d
11 years
26.21
8.74
60.19
4.85
Frequency
12 years
26.88
26.88
38.71
7.53
(%)
13 years
34.04
35.11
26.60
4.26
14 years
24.00
26.67
44.00
5.33
190
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table 26 Boys
Response variants
11 years
Frequency
12 years
(%)
13 years
14 years
a
24.07
16.48
17.02
17.17
CONCLUSIONS
After administering the questionnaire to a number
of 757 schoolchildren from several General Schools
of Braşov Municipality, following conclusions can
be formulated:
30,67% of the schoolchildren from the 14
years age group are consuming sweets between
main meals (Table 11 a and 12 a),
14,89% of the schoolchildren from the 13
years age group are consuming fast-food, once a
day (Table 13 b and14 b)
8% of the girls do not practice free time
activities (Table21 d and 22 d),
A high percentage of schoolchildren who
spend more than 4 hours a day in front of the
computer or TV set (Table 23 c and 24 c).
adopting an inadequate lifestyle by most
schoolchildren as they approach the second stage of
puberty period..
The absence of conscientization programmes
for schoolchildren, parents, teaching and medical
staff regarding the negative effects of inadequate
lifestyles, lead to increased numbers of those
exposed to greater risk for developing excess
weight and cardiovascular diseases.
b
12.96
30.77
29.79
35.35
c
57.41
49.45
48.94
44.44
d
5.56
3.30
4.26
3.03
RECOMMENDATIONS
1. The inadequate food habits should be
assessed by identifying caloric excess foods.
2. Reducing and eliminating sedentarism in
pubertal schoolchildren.
3. Involving schools in programmes that
promote healthy foods.
BIBLIOGRAPHY
1. Arion, C-tin.; Dragomir, D.; Popescu, V. –
„Obezitatea la sugar, copil şi adolescent”, Editura
Medicală, Bucureşti, 1983;
2. Beers, M., H. şi colaboratorii – “Manualul
Merk de diagnostic şi tratament”, Ed. a XVIII – a,
Editura All, Bucureşti, 2006;
3. Căpraru, E. şi Căpraru, H. – „Mama şi
copilul”, Editura Medicală, Bucureşti, 2006;
4. Paveliu, F., S. – „Supraponderalitatea şi
obezitatea–de la prevenţie la tratament”, Editura
Infomedica, Bucureşti, 2002;
http://www.justmed.eu/cursuri_pediatrie.php
(17.05.2011)
THE ROLE OF PHYSICAL EXERCISES IN THE TREATMENT OF
THE OBESITY AT CHILDREN
Ana-Maria SIMIONESCU
”Ștefan cel Mare” University from Suceava
anamaria_sim@yahoo.com
Summary
In the industrial countries the feeding up is a direct cause for the death of many persons, large amounts
of money being used yearly for the food and for the utilization of different diets and means of lasing weight,
while in other sub-developed countries a considerable number of person die daily because of the malnutrition.
The endocrine diseases and, among them, specially obesity on purpose represents a health problem for
the contemporary world.
An important alarm signal is represented by the lack of the movement and an inadequate food, specially
for children. That`s why the obesity installs at an early age and it is difficult to treat it.
Physical exercises are efficient means for controlling and treating this disease.
Keywords: recovery, weight, program
INTRODUCTION
Obesity in the childhood influences the
health of the adult in 10-30% of cases. The
probability for an obese child to become an obese
adult is smaller if the period of time between the
beginning of the obesity and the mature age is
longer, but the disease becomes more severe if it
appears in the adolescence or it is the result of a
familial pattern.
From an anthropometrical point of view:
191
FASCICLE XV ISSN – 1454 – 9832 - 2012
a test of screening of the obesity at the children.
372 pupils were measured. We noticed that 40
pupils had obesity of different stages. From all of
these only 24 pupils agreed to take part in this
program. Their parents agreed, too and they helped
their children a lot.
The group was formed of 13 girls and 11
boys, their ages between 7-11, they were diagnosed
with different forms of obesity (I, II, III). They
agreed to have a diet and to take part in 2 meetings
of kinetic activity, weekly.
Data about each child were written in a
register card: name/first name, sex, age, heredocollateral case history, personal case history,
occupation (pupil in the…grade), height, weight,
BMI (initial and final), the evolution of the
composition of the body.
The exercises were thought to be
attractive, for the children. That`s why, it was
varied. The parents were asked to support their
children. On Saturdays, the activity was optional.
So, the children needed their parents help. They had
to do an indoor or outdoor activity.
Kinetic therapy in the gym was based on
exercises which were made with or without medical
supplies.
• The relation weight/waist that overtake
percentile 95 for age and sex shows an over-weight
child;
• The relation present weight being more than
120% shows an obese child;
• The thickness of the tricipital cutaneous fold
being over percentile 85 for age and sex shows the
child`s obesity.
ETIOLOGY
The genetic predisposition was proved
having a look at families with obese persons. The
children, who come from families in where one or
both parents are obese have a raising susceptibility
of being obese.
The obesity was often considered as a
result of an endocrine lack of balance, because one
or many endocrine glands that are involved in the
control of the weight don`t work properly.
However, many researchers said that it would be
“greediness” not a hormonal imbalance. The
significance of this theory is very different: in the
first case the subject of obesity is seen as having no
possibility of voluntary control on his weight, and
in the second case that he is directly responsible.
MEDICAL
SUPPLIES
AND
METHODS
The group of children with whom we
worked are from “M. Kogalniceanu” secondary
School from Dorohoi. The children were made
anthropometrical measures with the opportunity of
No.crt.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Name
First
name
T.Ș
B.C
A.E.
B.V
H.L
M.L
M.A.
E.A
P.M
D.G.
B.L.
B.A.M
D.M
F.I
A.G.
C.R.
Ș.A
C.D.
L.S.
E.C.
L.C.
D.V.
N.E.
S.A.
Age
7,11
8,10
7,11
8,10
8,9
9,9
7,2
8,11
8,9
7,11
10,1
9,7
9,8
8,8
9,8
10,7
9,11
10
10
10,8
10,2
11,2
10,8
10,9
Sex
M
M
F
M
M
M
F
F
F
F
F
F
F
M
M
M
M
F
F
M
M
F
F
F
Class
I
II
I
II
II
III
I
II
II
II
III
III
III
III
III
IV
III
III
III
IV
IV
IV
IV
IV
RESULTS
I synthesized the evolution of the
parameters which we had in view, in the next table:
Height
123
127
131
137
128
133
119
124
124
124
144
134
131
130
136
150
138
130
134
139
143
143
142
148
192
Weight
Initial
Final
Initial
43
44
46
62
52
48
43
41
42
37
58
45
46
45
57
74
54
44
47
67
63
62
53
58
29
28
28
34
32
28
30
29
28
25
28
27
26
28
31
32
29
28
27
36
31
30
28
28
40
39
40
59
48
41
37
35
36
32
49
39
39
40
50
67
45
39
40
57
54
55
49
51
BMI
Final
27
25
23
31
29
24
26
23
24
22
24
24
23
25
28
30
24
24
22
30
27
27
25
25
FASCICLE XV ISSN – 1454 – 9832 - 2012
No.crt.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Name
First
name
T.Ș
B.C
A.E.
B.V
H.L
M.L
M.A.
E.A
P.M
D.G.
B.L.
B.A.M
D.M
F.I
A.G.
C.R.
Ș.A
C.D.
L.S.
E.C.
L.C.
D.V.
N.E.
S.A.
Marks
5
5
10
0
1
6
5
11
7
8
4
9
8
3
4
5
7
7
5
6
3
5
7
6
Initial
Physical state
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Obese
Final
Marks Physical state
7
9
28
5
4
9
8
30
18
29
15
13
31
6
6
7
16
15
31
10
8
9
13
14
Obese
Fat
Plump
Obese
Obese
Fat
Obese
Plump
Fat
Plump
Fat
Fat
Plump
Obese
Obese
Obese
Fat
Fat
Plump
Obese
Obese
Obese
Fat
Fat
Table no.2 – “Yuhasz” table
% Adipose tissue
Initial
Final
19
18.7
36
21
19,8
18,8
36
36
36
35
36
36
36
19,8
19,2
18,8
18,4
36
36
19
19,8
36
36
36
18,3
16,3
30
20
19,1
17,6
35,5
30
33
30
33
32
30
18,3
18,5
18,2
15
32
30
18,2
18,7
35
32
32
Diagram no.1 – The distribution was done taking into consideration the participation at the program
We can distinguish the big number of
overweight and obese children, 40 (10,7%) – a
situation which is, unfortunately confirmed by
statistical data offered by the different non governmental organizations.
Taking into consideration that more than a
half of the children involved wanted to take part in
the program proves that the parents are starting to
realize the risks of the obesity.
193
FASCICLE XV ISSN – 1454 – 9832 - 2012
Diagram no.2 – The distribution having in view children`s sex
At the end of the period (when we worked) we
noticed that the two persons, who lost less than 3
Kg, were 2 boys who didn`t succeed in stopping of
eating sweets and paradoxically, they weren`t
interested in the way they look like, either. Maybe
this is because they are young. 3 boys and a girl got
good results in the end. They lost weight more than
7
Kg.
Diagram no.3- The distribution having in view the physical activity
We can notice that most of the children (13) did never do sports until their participation at this program. Only 3
of them did it twice a week. That`s why, they could work better than the others and the time of an activity could
reach 60 min. after 3 weeks.
Diagram no.4 – The evolution of the participants taking into consideration the objective parameters
We could notice that most of the children lost about 6-7 Kg in weight. Maybe, it is not too much but it
is good taking into consideration that the little children can`t stop eating sweets.
194
FASCICLE XV ISSN – 1454 – 9832 - 2012
Diagram no. 5 – Yuhasz Method
There aren`t so many plump children, but we must
have in mind that the program lasted only 5 months
and the participants were just little children. We
could make them participate at the physical
exercises only when these were attractive.
• Trying to reduce the number of children who
don`t take part in physical education lessons, as the
documents of the Ministry of the Public Health;
• Parents must keep an eye on their children in
order to avoid eating so many sweets, crisps or fast
food products;
• To be aware on the matter of the healthy food,
aesthetical aspect and the general strength of the
obese child;
• Replacing the sedentarily activities (watching
TV for a long time, spending too much time in front
of the computer) with extra- curriculum sport
activities.
CONCLUSIONS
• After 5 months of activities the values of the
monitored parameters improved;
• The differences of the weight show that 50% of
the participants lost 6-7 Kg and only 8% of them
lost under 3 Kg;
• I recorded the improvement of this category of
the 24 obese participants, 9 participants were
recorded as being fat, 5 of them being plump and
10 participants being obese;
• The general parameters and the general
metabolism improved at the same time with an
economical answer at the physical effort of the
apparatus of the body;
• The main argument for practicing physical
exercises regularly as a method of treatment or of
preventing the obesity and its involvement is the
improving of the life quality. The idea was
considered a good one by 20 of the 24 participants
involved in the activity;
• Finally, I noticed that all the obese children had
a good perception on the practicing of physical
exercise.
Perspectives
• Involving children in physical exercises
programs, indoors and outdoors;
REFERENCES
American College Of Sport Medicine, „Guidelines
for exercise testing and prescription”, Philadelpfia:
Lea&Febiger
Bota Cornelia, ”Fiziologie generală aplicată la
efortul fizic”, Editura Medicală, 2002
Ciofu E., ”Elemente de pediatrie practică”, Ed.
Medicală, 2003
Colson J., Collison F, ”Progresiv exercises
therapy”, Wright PSG, Londra 1983
Dragnea A., „Antrenamentul sportiv”, București,
Editura Didactică și Pedagogică, 1996
Fletcher G, Banja J, Woolf S, ”Rehabilitation
medicine” Ed. Iea and Febiger, Philadeplhia, 1992
Mârza
Doina,
”Kinetoprofilaxie
primară”,
Tehnopress, Iași, 2005
Sbenghe T.,”Kinetologie profilactica, terapeutic si
de recuperare”, Editura Medicală, 1981
195
FASCICLE XV ISSN – 1454 – 9832 - 2012
CORPORATE GOVERNANCE –THE SET OF RULES GOVERNING
THE ROMANIAN FEDERATION OF AUTOMOBILE SPORTS
Mihaela-CristinaONICA 1, Laurenţiu-Gabriel TALAGHIR1, Florin COJANU 2
cristina_onica@yahoo.com
gtalaghir@ugal.ro
coj_florin@yahoo.com
“Dunărea de Jos” University of Galati1
University of Piteşti2
Abstract
Integration into the European Union forced Romania to find ways to streamline business and alignment
with international regulations in various fields, primarily in order to adopt best practices and secondly to
remove the inconsistencies encountered in business activity and public institutions.
Thus, besides the gradual assimilation into national legislation International Financial Reporting
Standards (IAS / IFRS) in the economic entity, the audit organization won both the businesses and public
institutions. Necessary beeing the transition to a new accounting system based on the European System of
Accounts for public institutions and other improvements related economic and fiscal legislation.
Accession to the European Union requires the existence of strong financial management systems, and
ways to control them, due to the fact that our country will use Community funds to be used to maximum
efficiency. This situation called for more attention to audit activity in all its forms (financial, statutory, internal
and so on).
Keywords: corporate governance, risk management, internal audit, internal control, FRAS (Romanian
Federation Sport Automobile)
JEL Classification: H83, M42, M40
INTRODUCTION
The concept of governance is not new, it has
gained new values emerged with the development
of civilization. It can be found in all political and
administrative levels (global, European, national,
local) but, more recently, in connection with
business activities (government / corporate
governance).
Although different, corporate governance
codes adopted by the European Union countries,
and therefore the one adopted in Romania (the
BSE) addresses four key issues:
equitable treatment of all shareholders, whose
interests should be given priority, clear
responsibility of the Board and management
(especially in cases where the Board of Directors
clearly defines management) company transparency
and accuracy of financial and non-financial
reporting in usefull time, that responsibility for the
interests of minority shareholders and other social
partners and respect the law.
As manifested in the enterprise internal audit
and considers its internal processes, relationship
with corporate governance is currently the subject
of numerous discussions and interpretations. Since
the latter is defined as a system by which a
company is managed and controlled, we believe
that internal audit evaluates and makes appropriate
recommendations for improving governance in
order to achieve specific objectives, among which
we mention: promoting ethical values appropriate
to the entity, ensuring accountability and effective
functioning of the management entity effectively
communicating information about risks and
appropriate internal control structures within the
economic entity, effective coordination of activities
and
communication
among
management
information between internal auditors and the
external relationship management and Board of
Directors.
Thus, the present study is based on the
relationship between internal audit and corporate
governance, while the internal audit has become an
essential component of a modern company
structure. It provides greater efficiency through
more appropriate use of human and material
resources and better coordination between different
departments of a companies.
Ensuring that the entity complies with
standards of corporate governance review, internal
audit contributes to building a reputation for
integrity, which in turn will help develop business
relationships based on trust. Also, internal audit
will provide the necessary conditions so that the
entity shown to play a positive role in the
community, ensuring public image and reinforcing
its image of reliability.
As Romania assumes the status of a member
state of the European Union, companies need to
develop their internal audit activities if they are to
compete successfully in the European Single
Market. The first step for many will be to seek
professional advice from experts in the field.
196
FASCICLE XV ISSN – 1454 – 9832 - 2012
Corporate
governance
(corporate
guvernance) is a system that is managed and
controlled by a company in accordance with best
practice. At the enterprise level, corporate
governance examines the organization of power
and distribution of responsibilities between
shareholders, directors and managers.
Today the concept has expanded its definition
and is used to describe the act of governing, way to
administer, manage, both in the states of global
organizations and enterprises (15). Therefore, we
can say that this concept - corporate governance means driving overall throughout the organization
by accepting all internal components that work
together that ultimately will be integrated
management
and implementation
of the
organization's risk management (ERM) and
financial management system and internal control
(MFC), including internal audit.
In a world where any hierarchies and values
are constantly reshaping, feel the need for rigor,
transparency, openness and not least, of
responsibility, especially in public life, an area in
which we are both, players and spectators.
All these fundamental principles for the
existence of an organizational climate appropriate
for achieving the objectives set are promoted by
corporate governance, a concept that puts its
foundation on four large, pillars "namely:
responsibility, integrity, openness and competence.
Socio-economic development and
political
Romanian on the background of European and
Euro-Atlantic integration, bring to the attention of
managers empowered to ensure the success of
organizations, regardless of the sector in which it
operates (public or private), new challenges they
are forced to answer. Response of management,
regardless of the tier to which is located, must be a
corresponding degree of maturity reached by the
environment in which they operate. Below we will
try to show the universality and applicability of the
principles of corporate governance in the public
sector.
We believe that any approach to management,
top level or line, should be preceded by a deepening
of general notions about control environment,
corporate governance, risk management and, of
course, internal audit. Interest lately governance all
over the world gives it a very wide connotation that
includes ethics, social responsibility, best practices,
control activities.
From research conducted it was concluded that
there are two main problems that need to improve
governance has tried to highlight: the first concerns
the behavior profoundly unethical, corrupt and
fraudulent met at the top of the organization, the
second refers to the strategic (corporate)
management declined where members of the board
of directors or senior management fail to provide
the right direction for the organization or have no
mechanisms to identify significant problems or
poor performance and taking corrective measures
necessary.
Although initiatives for improved governance
began in the private sector, the principles apply
equally to the public sector. In fact, we may say
that this concept can bring more value here where
taxpayer interests are at stake and the general public
who have an interest in public institutions are well
managed in delivering public services.
The influence of culture on corporate
governance entity
F.R. Automobile Sport is characterized by
cultural diversity, linguistic, traditional. This is
obviously an asset that can be exploited, but also a
challenge for the organization, meaning that action
becomes
necessary
cohesion.
Collective
consciousness and sense of belonging to an
organization not naturally occur in such cases, but
they have grown. Work as a whole is not so simple.
Active participation in organizations involves
defining a generating system of values in which
people recognize, adhere. These values differ from
one group to another.
Some of the values of this entity are:
• Innovation from previous products;
• Respect the facts, market acceptance
sanction, finding on the ground;
• Respecting customers. The real owner is the
client;
• Respecting people, staff knowledge, learning
in the country where they work;
• Discretion and confidentiality;
• Autonomy, ie the ability to decide and to
take decisions;
• Honesty. But lying is permissible error,
espionage is prohibited, illegal copying is
prohibited programs;
• Reliability of service;
• Availability;
• Flexibility (adapting to circumstances,
acceptance of international environment and
mobility).
Other elements that are part of the fair policy
and are required: respect for the environment and
sustainable development. These values imposed by
management assimilated and accepted by all is
what is called culture entity. This is the
organization that assures unity. It is social in the
current uncertainty. By adhesion which determines
culture creates a team spirit and discipline which
allows a deep and rapid mobilization entity.
But from all of this, follows an important
implicit capacity and a certain agility to accept and
manage change. In fact, flexibility becomes a
constant value. A strong culture of entity presents
disadvantages. The main danger of a distinctive is
that it may lead to the exclusion of any foreign
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FASCICLE XV ISSN – 1454 – 9832 - 2012
nationals social body, thus making it difficult to
engage employees in the course of his career.
It can lead to complacency in the label and
autarchy, which, in turn, can cause syndrome "not
invented here". It may even reach mediocrity. By
competition that requires modern world calls
duration and cost reduction through technological,
alertness and curiosity of all, such organizations
may be lost by closing the system from outside.
Preferably consensus decisions result from multiple
analysis options than neutralizing them.
A team spirit can quickly turn to defend the
benefits gained. We have in view a culture of entity
obtained by evolving and adapting to the modern
world. In a word, combining tradition and
modernity. At this price based on robust enterprise
culture with values well understood, an entity may
become a formidable force.
improving the efficiency of risk management,
control and governance processes.
In practice, any entity pursues to implement
three goals contained in the definition of internal
auditing, namely, corporate governance, risk
management and internal control system so that
internal auditing is a key component of corporate
monitoring these ideals.
Furthermore, internal audit plays a key role in
educating management and effective solutions, the
auditor must have a thorough understanding and be
familiar with corporate governance being most
appropriate to assume this role in the organization
to support management and to ensure success (2).
In practice, corporate governance is an attempt
to implement risk analysis systems, verification,
evaluation and control, to achieve an efficient
management. The concept of "corporate
governance" is supported by internal audit, having
an important role in assisting the reorganization of
the internal control system and general
management advice.
As specified in the task management system
remains installation to prevent fraud within the
organization, and internal audit task remains to
provide their own health, assessing risks and
corporate control strategies, suggesting proposals,
recommendations and solutions to mitigate the risk
of fraud and improving the control strategy. Interest
in corporate governance in recent years has fueled
significant audit force. The important role of
internal audit of the organization derives from its
influences on internal control.
Economic crises caused by huge financial
scandals that occurred in European and American
scene showed that accounting fraud is largely
attributed to the lack of control and form prescribed
in the internal regulations of companies. Thus, there
are highlighted the close links between fraud,
corporate governance and internal audit role.
Internal Audit - pillar of corporate governance
Principles of corporate governance can not be
achieved without understanding the need to
implement internal audit, governance structures.
These expectations are a growing opportunity for
the senior management to seek and form internal
auditors able to provide a strategic judgment that
brings value added organization. Implementation of
the internal audit function incorporates risk
management, internal control and governance
processes, between which links (6).
Internal Audit's annual report should comment
on these internal controls that have been
implemented in order to manage internal and
external risks. Of course, the Board can provide
information on the functioning of the internal
control system through information from risk
management and reporting, but much of the
information will be provided by internal audit,
external audit and the audit committee.
Of these, internal audit remains the most
important form of reporting internal control system
operation, which is why teams of internal auditors
focus on the requirements of the Management
Board, the private sector, or requests the Executive
Director in the public sector.
Internal audit can be seen as a function of
corporate governance (5).
In recent decades, internal audit is
increasingly accepted as a function of the company,
which plays an important role in corporate
governance. It must be established at corporate
level in an independent and objective function,
although it may be subjective by human side.
Like governance, internal audit can be defined
in many ways. Internal audit is an independent and
objective, assurance and consulting services
designed to create value and improve an
organization's operations. It assists the organization
in achieving its objectives by implementing a
systematic and disciplined approach to evaluate and
CONCLUSIONS
In conclusion, we can say that governance is
an attempt to make those in leadership to fulfill its
obligations in a manner more accurate and qualified
so as to protect the interests of stakeholders in an
organization. Stakeholders may be internal or
external and may have different requirements and
expectations, sometimes conflicting to the
organization.
Also pursuing efficiency of the management,
while effectively managing risk is essential for
continuous improvement of company value.
Implementing strong corporate governance is vital
in achieving this objective, in conjunction with the
policy of providing a transparent management by
identifying optimal governance system for the
company. By delineation and separation of
management process steps, and executive functions
of the non-executive is being promoted an efficient
198
FASCICLE XV ISSN – 1454 – 9832 - 2012
12. Onica M.C. „Financial management of the
enterprise”, Ed Europlus, Galati, 2011
13. Onofrei M., Corporate Financial Governance,
Ed Wolters Kluwer, Bucharest, 2009
14. Tabără N., Horomnea E., Mircea C.,
International accounting, Ed. TipoMoldova, Iași,
2010
15. Tassin Th., Nouvelle excellence, nouvelle
gouvernance, în Balantzian G., sous la direction,
Tableaux de bord. Pour diriger dans un contexte
incertain, Editions d’Organisation, Paris, 2005
16. Zamora
G., Firms
avoid
corporate
governance, March 2, 2006, the source:
www.capital.ro
17. Decision no. 88/2007 for the approval of the
Internal Audit, issued by the Official
CAFR.Monitorul nr.416/2007
18. ***,
Internal Auditors of Romania
Association
Code
of
Ethics
of
IIA,
http://www.aair.ro/new4/fisiere/standarde_romana/
Cod_Etica-IIA-rom-Site.pdf
19. ***, Association of Internal Auditors of
Romania, International Standards for the
Professional Practice of Internal Auditing,
http://www.aair.ro/new4/fisiere/standarde_romana/
Standarde_IIA_rom.pdf
20. ***, The Committee of Sponsoring
Organizations of the Treadway Commission
(COSO), Internal Control – Integrated Framework.
Guidance on Monitoring Internal Control Systems,
January
2009,
http://www.coso.org/documents/COSO_Guidance_
On_Monitoring_Intro_online1.pdf
21. ***, The Committee of Sponsoring
Organizations of the Treadway Commission
(COSO), Integrated Governance, Risk and
Compliance,
http://www.grcresource.com/?page_id=32
22. ***, Open Compliance and Ethics Group,
GRC Capability Model, Red Book, 2.0, April 2009,
http://www.oceg.org/view/RB2Project
23. ASX Corporate
Governance
Council,
Corporate
Governance
Principles
and
Recommendations,
Second
Edition,
2007,
European
Corporate
Governance
Institute,
http://www.ecgi.org/codes/documents/asx_recomm
endations.pdf, incluzând Amendamentele din 30
iunie 2010.
24. The
Institute
of
Internal
Auditors,
http://www.theiia.org/
25. Association of Internal Auditors in Romania,
http://www.aair.ro/
26. Open Compliance and Ethics Group
http://www.oceg.org/
decision-making and clarify responsibilities. Clear
separation of functions within an entity may be the
key to governance quality, allowing creţtere
transparency and efficiency.
The role of internal audit of the organization,
given its influence on control and management,
assumes importance in the field of corporate
governance foreground. Internal audit regulations
remains ineffective unless it is accompanied by an
organizational culture based on ethical principles to
introduce one of its priorities, accounting
information transparency and efficiency of internal
and external control. Internal Auditor helps line
management to improve operational management
and evaluate risk management.
Internal audit findings and recommendations
are useful to line management in the audited areas,
particularly on improvements potential in the risk
management process.
REFERENCES
1. Berheci M., Capitalization of financial
reporting. Synthesis accounting: theory, analysis,
case studies, Ed CECCAR, Bucharest, 2010
2. Bunget O. , C., Florea-Ianc Z., Ghiţă M.,
Nicolau C., Pereş C., E., Pereş I., Corporate
governance and internal audit, Ed Mirton,
Timişoara, 2009.
3. Coca O., Corporate governance - a must. Can
Romania face it? source: www.pwcglobal.com
4. Corporate governance code of BVB, 22
ianuary 2009
5. Creţu C., Diagnosis Related Groups System Managerial Tool for Estimating the Cost of
Hospital Services (Empirical Study), EIRP
Proceedings, Vol 7 (2012)
6. Ghiţă M., Iaţco C., Brezuleanu C., Vorniceanu
M., Corporate governance and internal audit, Ed
Tipo Moldova, Iaşi, 2009
7. Ghită M., Popescu M., Popa A.,
Considerations regarding the implementation of
audit committees in public institutions in Romania,
Review of Public Finance and Accountancy, An
XXI, Nr. 7-8/2010
8. Istrate C., Accounting not only for
accountants!,
Legal
Universe
Publishing,
Bucharest, 2010
9. Munteanu V., Internal audit firms and public
institutions. Concepts, methods, regulations, Studi
case, Wolters Kluwer Publishing, Bucharest, 2010
10. Niţă P., Internal audit management accounting
information in organizations, Journal of Economic
Tribune, nr. 37
11. Onica M.C., Thorough financial analysis of
business", Ed Europlus, Galati, 2009
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THEORETICAL AND PRACTICAL PREMISES FOR CONSTITUING
THE DOMAIN OF SPORTIVE MANAGING PREPARATION IN
SPORTING ORGANIZATIONS
Lazar TIPA
Economical College “Dimitrie Cantemir” Suceava
Summary
Managerial leadership can be addressed as being a subtle combination of formal authority, aptitudes,
knowledge, intelligence, bravery, tenacity, instinct and sustained work.
Key words: management, sport, organization, training, sportive trainer
Through the naming of the discipline the
symbiosis between management and sport is
highlighted. Modern research has contoured the
connection between them, giving a special
signification to this new discipline, which richens
the context of Sport Science.
Through concepts and methods of specific
research and by addressing with proper scientific
terminologies, management defines the sportive
phenomena as being a systematic activity oriented
towards
accomplishing
socio-professional
objectives of the sport domain. Management is that
part of the process of leadership that embraces
pacification, taking decisions and coordination and
coordinating the activities of a group of individuals
that work for a common purpose. The leaders of the
sporting phenomena, that in the last decade has
known a spectacular expansion throughout the
world, quantitatively but also, qualitatively, has
necessitated the discovery, using and adapting a
new method of directing and of modernizing the
structures of the sporting organizations.
Management presents sport as a
progressive component of modern social life, with
a national and international personal structure, with
a specific material basis and a large group of
specialized technical staff, with organizatory
structures based on systems, legatees, theoretical
principles, on institutions and national and
international organisms that follow the fulfillment
of biological forming and perfectioning, both
material and spiritual for the practitioners and for
the participants in the sport activity.
The development o the economical sector
that is leaked to covering the social domain of
sport, of the preparing and competition places (
rooms, stadiums, pools and equipment), has
necessitated the reorganization of the institutional
structure of sport.
The act of sportive managing is made, by a
technical,
methodical,
economical
and
organizatorical specialized staff, selected due to
their competences, throughout the knowers of the
sportive domain.
Direct managership is realized throughout
the structures of sport, at the level of basis unities
“the section per sport branch” from sport
associations and clubs, by the “sportive trainer” in
her double quality which is defined as so:
-“Competent person (expert) which directs
sportsmen in trainings and cauches in
competitions”
-the trainer manages, organizes and leads at
the section level a collective sometimes manifold,
selected most of the times by volunteering from the
animators that have concerns and cane assume
managerial responsibilities as follows:
• The group of technical responsibilities
composed out of: trainers, instructors, sportive,
arbiters, methodists.
• Economico-organizatoric group, made out
of the sportive families, economists and sponsors.
• Back-up and medico-sportive assistance
group represented by specialists in medicine
(medics), psychologists, masseurs, and medical
assistents.
The common management activities of the
sportive trainer are those of programming,
supplying, personal enrollment, evaluation,
accountancy and so on. In his work that has become
classical over the science of management, H. Fayol
considers that the constitutive elements are:
planning, organization, command, coordination,
control - evaluation.
L. H. Gulick and L. F. Urwick have added at
Fayol`s list: personnel policy, reporting,
directioning, budgeting. They think that innovation
and representation are, also, important functions of
management.
The concept of management signify
leadership, administration and unit management,
but also a certain way of directing their resources,
among which people occupy a primordial place, in
order to reach the purposes or objectives.
Management must not be seen only as a practical
activity, as a concert process of rationalization and
efficiency of work. It is also science, representing a
ensemble of concepts, methods and ways of
solutioning leadership problems in all activity
domains in society, embracing also all its
organizatorical levels.
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The problem of managerial leadership is
complex and difficult. After almost a century of
research, still the question of what makes the
efficiency of a leader. There still exist a lot of
controversies about the concepts and methods of
research in the leadership domain. A lot of
questions have not, yet, found their answers about
the models for which and methods throughout
which leaders are capable to learn those around
them and to reach the objectives of the group.
Actually, there is no secret recipe or an
universal remedy of managerial leadership efficient
in sporting organization, and the concept of
leadership has a lot of meanings and is usually
considered a synonym with other concepts equally
complex:
power,
authority,
management,
administration, supervising.
Managerial leadership can be defined as
being the act of leading used by managers that try
in a deliberate way to persuade other members of
the their organization in the direction of a
accomplishment.
Because of their formal role in sportive
organization, sportive administrators have the
responsibility to capacitate their subordinates to
establish the objectives. Sportive administrators are
“mandated” to act in this way. The level of
aptitudes for the leadership act will determine in a
great way the result of the leaders acts over his
subordinates, result which will include behaviors
like:
enthusiast
engagement,
indifferent
conformation, obeying against personal will or total
resistance.
M. Porter has suggested that managers are
preoccupied with the way the work takes place and
leaders with the significance of work for people.
More recently, the author appreciates that
“managers are the ones that make work go right,
leaders are the ones that do things right”
Of course, in organizations that offer
services helpful for people, like sportive
organizations, the managerial leadership must be
preoccupied by both aspects.
The efficient managerial leadership is
complex an can imply many activities and actions
very different and distinct undertaken by the
leading manager. It is not always easy to identify
intervention, attitude or the specific feature because
of which the manager has persuasion powers over
the subordinates. Managerial leadership is a subtle
combination of formal authority, aptitudes,
knowledge, information, intelligence, bravery,
tenacity, instinct and sustained work.
Through the perspective of the objective, an
organization can be considered efficient if it can
reach its objectives, like raising the number of
members or participating at programs of physical
conditions.
Through the perspective of process, a
sportive organization can be considered efficient if
Carrying multiple and vast activities in the
society, people enter in some kind of leadership
relationships, relations that reflect the repots
between them, deriving from the organization and
leadership of the activities in organizations,
institutions or economical unities, social, cultural,
scientific or sportive.
So, the sporting activity does not make
exception
from
adaptations
claimed
by
management science, fact that explains the presence
of this course in the educational plan of a institution
that proposes to form specialists of high
qualification, capable to exercise in different
stances managerial attributions at different
organizatorical levels of the Romanian sport.
In the virtue of their formed role in the
sportive organizations, sportive administrators give
their subordinates the occasion to stabilize and to
achieve objectives. The grade in which they lord
leading techniques will determine in a great part the
results of their activities. After almost a century of
research in the science of leadership there still is a
question unanswered: What makes a leader
efficient?
The taxonomies of the managerial duties are
putting into light the fact that the work of managers
implicates numerous activities, varied and
fragmented, including constant interactions with
diverse people from the interior but also, from the
exterior of the organization and a decisional process
that is linked to a number of problems made my
these people, usually much more bigger than the
fact that these kind of managerial decisions have a
more emotional than rational character and are
usually politicized.
The managerial act targets people. They
have problems to resolve, they have different valor
scales, divergent and expectative political points of
view, different depending on their functions and
organizations in which they work.
It was observed, more than 30 years ago, that
the exercise of leadership over human competence
represents the most important responsibility in an
organization, because of it depends almost
everything. From here, the leadership techniques of
a manager have importance in the influence of
people and of their results in sportive organizations.
Actually, the role of a leader is exercised in the case
of all managerial activities of the sportive
administrator.
Of course, there are differences between
leadership and management. Obvious, an individual
can be a leader without being a manager. The
reverse is also possible, but surely it is more
difficult to concept situations in sportive
administration in which the act of leadership is so.
Actually, the relevance of effective leadership is
great for organizations which offer sportive
services and physical activities that imply the
education of skills, performance, staying fit etc.
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As how H. Mintzberg. Observes, any review
of the side that refers to the science of leadership
will highlight the fact that there are a lot more
known about this subject than it is recognized.
it’s internal processes and its general functionality
are uninterrupted and efficient in converting entries
in exits;
-examples: the productive work environment
and the satisfaction grade felt by the employees of
the organization.
From the perspective of system resources, a
sportive organization is considered efficient if it can
win the resources that it necessitates out of the
environment in which it works.
-examples: government funds, sponsors
Concluding, we can affirm that, the
organizing performances and effectiveness are
determined by a variety of factors and variable
internally and externally. On an internal plan, the
leadership processes intervene at all managerial
levels and play a major role.
In the attempt to identify the determinants of
the act of leadership efficacy, researchers have
concentrated their attention over power, features,
aptitudes, behavior, and situational conditions that
elucidate the way in which managers are capable to
influence subordinates to accomplish organization
objectives.
REFERENCES
1.Dragomir M., Pleşa A., Breaz M., Chicinaş L.
Educational management manual for educational
institutes directors; Bucureşti; Hiperborea, 2000.
2.Iosifescu Ş., Bundea P., Niţă G., Pop V.
Management education manual;
Bucureşti:
ProGnosis, 2000.
3.Fayol H. Industrial and general administration;
Bucureşti: Clemenţa, 1927.
4.Mintzberg H. Strategy Formation; School of
Thought, în W. Fridericson, Perspectives on
Strategic Management. Harper & Row, New York,
1990.
5.Porter M. Competitive Advantage of Nations.
The Mac Millan Press Ltd., London, 1990.
6.Tipa L., Budevici A., Manolachi V. Strategies
and strategic management in sportive organizations
and trening; Chişinău, 2007.
EXPERIMENTAL RESEARCH REGARDING MUSCLES ACTIVITY
Marian TUDORAN, Daniel GANEA, Elena MEREUȚĂ, Claudiu MEREUȚĂ
Abstract:
The paper presents some experimental research regarding muscle activity using electromyography. The
aim of this experimental study is to determine the biceps activity using non-invasive electrodes, during flexionextension movement of the forearm, as voluntary movements. These motions are caused by the isotonic
contraction of the aforementioned muscle. We were able to identify the phases of the muscle activity, consisting
of: the inactivity phase; the loading phase, the maintenance phase; the primary discharge phase; the motion
stabilization phase, the secondary discharge phase and the inactivity phase.
Key-words: EMG, muscle activity, upper limb biomechanics
INTRODUCTION. STATE OF ART
Electrical activity of biological systems is the main
condition of their integration in the environment
[Baciu I., 1997]. The electrical activity is located at
the excitable cells membranes which are receiving
signals from both internal and external
environment, which are transmitting the processed
information followed by a dynamic response.
Using macroscopical electrodes (superficial or
invasive) or microelectrodes, we can record the
potential differences at the level of biological
structures.
In both cases, the electrodes are designed to convert
the currents carried by electrolyte ions in the
biological solutions, into currents carried by free
electrons (conduction) in metals. The electrodes are
made from the same material in order to ensure the
compatibility of measured bio-potential. The
electrode potential rapid fluctuations define
electrode noise, and the electrode potential slow
fluctuations define the drift. Nowadays, the best
performance and the widest use electrodes are those
made of Ag/AgCl [Baciu I., 1997].
EMG is a non-invasive method of paraclinical
investigation studies which provides information on
the bioelectrical activity in the striated muscle,
while the muscle is relaxing or contacting,
respectively in normal and pathological conditions
[Szilagyi T., 2008].
The collected electrical signals are processed by
amplification, by filtering, followed by graphical
representation (an oscilloscope screen or paper
tape) or saving. In recent decades the conversion of
analogue to digital (A / D) followed by computer
processing of signals has become increasingly
widespread.
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FASCICLE XV ISSN – 1454 – 9832 - 2012
consists of sensors, electrodes, amplifiers,
recording accessories and software components.
There are various applications of this program, such
as ECG, EMG, EEG, polygraph, measuring the
pulmonary activity, monitoring athletes; measuring
blood pressure.
The apparatus consists of (Fig. 1): computer with
AcqKnowledge program installed, data acquisition
station Biopac MP150 (A), stimulation module
STM100C (B), signal amplifier UIM100C (C),
external module EMG100C (D), cables (LEAD108
and LEAD110S-R), modular extension cord
MEC111C; sensors EL503.
The aim of our experimental study is to determine
the biceps activity using non-invasive electrodes,
during flexion-extension movement of the forearm,
as voluntary movements [Nemes D., 2006]. These
motions are caused by the isotonic contraction
[Nenciu G., 2005, Todea SF 2006, Postolache N.
2007] of the aforementioned muscle.
TECHNICAL SUPPORT
The BIOPAC system is used to analyze biomedical
signals, suitable for universities, hospitals,
pharmacies and research institutes. The system
Fig.1. BIOPAC System
AcqKnowledge as a component of BIOPAC
acquisition system is intuitive and interactive
software, which allows viewing, measuring,
analyzing and transforming data.
AcqKnowledge can perform the following tasks:
Monitoring data acquisition, i.e. establishing
the recording channels, calibration, acquisition and
conversion setting parameters analogue / digital,
defining mathematical functions for online
processing of waveforms;
Storing data recorded in computer memory or
on other media and handling the records;
Discrete signal processing after registration,
i.e. mathematical, analytical functions, frequency
analysis, filtering, static functions;
Accessing a proper editor (journal) which
allows the setting of certain comments or
measurement results, specific to a set of records.
EMG100C component is the external data
acquisition module which enhances the biopotential that characterizes the electrical activity of
striated and skeletal muscle.
Fig.2. Connecting elements
1-Modular extension MEC111C; 2- cable
LEAD110; 3- cable LEAD108; 4-sensor EL503.
EL503 sensors are surface sensor for general
purpose providing excellent records for all bio-
potential signals. These sensors are self-adhesive
and so, using a special gel for application is not
needed. The sensors are made of vinyl, with a
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The participant should not talk or laugh
during measurement [T. Szilagyi, 2008];
During the experiment the participant must
perform only the protocol required movements;
It is recommended that the participant does
not have visual access to the monitor when the
recording is conducted;
Metal objects must be removed from the
examined upper limb (watch, bracelet);
The modular extension should be fixed, if
possible, when recording.
The sensors must not be in contact with
other parts of his body or with foreign objects
(experimental equipment cables, furniture, sports
equipment, and clothing).
The experimental protocol has been approved by
the Ethical Committee and the participant gave
their consent, prior to the deployment of the
experiment.
We have established that the flexion-extension
movements of the forearm must be examined
during this experiment, because these are the most
common movements in daily activities, in medical
rehabilitation, in exercises for people with
disabilities, and in training athletes.
Running the experiment:
The procedure has been explained to the
participant in the experiment, in order to better
understand the requirements for the experiment;
The sensors have been applied on the
participant’s upper limb (fig. 3);
diameter of 35mm and a contact area of about
10mm2.
In order to measure the electrical activity of
a muscle using electromyography it is necessary to
use three surface sensors type EL503: two sensors
are applied to the skin covering the muscle to be
examined, first sensor placed at the proximal end,
the second sensor at the distal end of muscle and
the third sensor is applied in a neutral zone.
1.
THE EXPERIMENTAL STAGE
In order to a proper evaluation of muscles activity
using EMG technique, some requirements must be
regarded:
The ambiental temperature should be
between 20-25°C (lower temperatures might disturb
the EMG recording because of the involuntary
muscle contractions caused by chills) [T. Szilagyi,
2008];
The participant in the experiment should be
aware of the EMG examination procedure (in order
not to be afraid in terms of experiment and to be
relaxed);
- The sensors must be placed on skin that have
removed hair growth (in order to eliminate
disturbances related to the contact between the
sensor and the skin);
The participant must be in a relaxed state
[Nemes D., Gogulescu A., 2006], convenient, no
forced attitude [T. Szilagyi, 2008];
Fig.3. The placement of sensors
The electrodes have been connected to the
The channel settings allow the setting of
acquisition station;
acquisition channels and sampling frequency for
The AcqKnowledge program has been
each channel. The acquisition settings allow the
opened;
setting of the storage mode, the saving mode, the
The setup procedures require necessary
storage location settings and the acquisition
adjustments in order to set up the data acquisition
frequency and time (fig. 4).
and the acquisition channels.
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Fig.4. Running the experiment
The time established for each load case was about
2.
EXPERIMENTAL DATA
Three loading conditions have been established for
60 seconds, during which 18 repetitions of the
conducting the experiment, as follows:
movement were performed. We have been able to
a.
First situation: the movement is done
collect records of muscles activity for these three
without load; only the weight of the forearm and
loading conditions (fig. 5, 6.7).
The red signal represents the unprocessed
hand are opposed to the motion;
b.
Second situation: the participant is holding a
EMG signal and the blue one represents the
processed signal. The processed signal is achieved
2 Kg weight (only dumbbell bar);
by integration, which assumes eliminating first the
c.
Third situation: the participant is holding a 5
kg weight (fig. 4).
noise.
Fig.5. Loading stage 1
3. INTERPRETATION OF RESULTS
A muscle contraction is the result of the following
phases (fig.8):
1. Inactivity phase - the muscle has no activity
and is relaxed;
2. Loading phase – the muscle can perform the
necessary work to defeat useful weight. During this
phase the muscle performs an isotonic-concentric
muscle contraction (contracture);
3. Maintenance phase – the muscle can perform
the necessary work to maintain weight position.
During this phase the muscle performs an isometric
muscle contraction (contracture);
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4. Primary discharge phase – the muscles
performs an isotonic eccentric muscle contraction
(contracture).
Fig.8. The muscles contraction phases
5. Motion stabilization phase - in this phase the
muscle performs supplementary work (compared to
the effort during the primary discharge phase) to
provide precision to the movement. Although this
phase presents a constant step on the discharge
stage, however due to the elastic properties of
muscles and tendons, mechanically speaking, we
don’t have take into account a shock. The muscle
activity is isometric, visually indistinguishable (also
due to muscle elasticity);
6. Secondary discharge phase – the muscle
performs an isotonic, eccentric muscle contraction
(contracture);
7. Phase of inactivity – the muscle relaxes after the
exercise.
and muscle activity. Statistical methods might help
us identifying the muscles activity.
REFERENCES
1. Baciu I., Fiziologie, Editura Didactică şi
Pedagogică, Bucureşti, 1997.
2. Nemeş D., Gogulescu A., Kinesiologie
funcţională, Universitatea de Medicină şi Farmacie
„Victor Babeş”, Timişoara, 2006.
3. Nenciu G., Biomecanica în educaţie fizică şi
sport. Aspecte generale, Bucureşti: Editura
Fundaţiei România de Mâine, ISBN 973-725-3698, 2005.
4. Postolache N., Cojocaru A., Ioniţă M., Note de
curs, Seria Educaţie Fizică, Sport şi Kinetoterapie,
anul IV, Analele Universităţii Spiru Haret, Editura
Fundaţiei România de Mâine, Bucureşti, 2007.
5. Szilágyi T., Habor A., Orbán-Kis K.,
Fiziologie umană: îndreptar de lucrări practice,
University Press Târgu Mureş, 2008 (lb. română).
6. Todea S.F., Sabău E., Note de curs, Seria
Educaţie Fizică, Sport şi Kinetoterapie, anul III,
Analele Universităţii Spiru Haret, Editura Fundaţiei
România de Mâine, Bucureşti, 2006.
CONCLUSIONS
The third stage of experimental loading provides a
better delineation of the muscle contraction phases,
due to the fact that the muscle load is applied in
dynamic terms. When performing research,
identification of periods where the muscle is active
can allow for correlation between external factors
A MODEL FOR STUDYING THE HUMAN UPPER LIMB
KINEMATICS
Marian TUDORAN, Daniel GANEA, Elena MEREUȚĂ, Claudiu MEREUȚĂ
Abstract
The paper presents a virtual model for studying the kinematics of the upper limb. The model was
designed using Catia features, that provide also a kinematic module, tailor made for kinematic analysis. The
displacement of the upper limb muscles, their velocities and accelerations are determined using that module. We
were also able to input the motion law and to study two different motion, that are part of the daily activities or
that are used in training.
Key-words: biomechanics, upper limb, model, kinematics, muscles
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INTRODUCTION. CURRENT STATUS
The main objective of this work is to develop a
virtual biomechanical model to study the
kinematics main arm muscles: biceps, triceps and
brachialis.
The complexity of hand’s osteoarticular system
renders the kinematic modeling as a challenge. This
complexity requires researchers to develop
simplifying assumptions to facilitate the
understanding and the proper management of
models [Bullock MI, 2012]. However, assumptions
have important implications in the accuracy of the
final model [Cuevas VF, 2003]. This analysis
focuses on the the human upper limb kinematics
analysis and simplifying assumptions are used in a
wide range of models described in literature as
follows: descriptions on hand biomechanics [Brand
PW, 1999], kinematic models for studying
neuromuscular control [Cuevas VF, 2005], analysis
techniques for identifying gestures [Pavlovic VI,
1997, Erol A., 2007], analysis of finger movements
to develop robot manipulators with multiple fingers
[Zhaojie J., 2008] the analysis of the vast field of
the human hand models [Sancho JL, 2011],
methods for measuring the active area of the hand
for rehabilitation or ergonomics field [Kuo LC,
2009].
only will increase the time for computing the
kinematics [Gingins, P., 1996]. Using the
conventions from theory of mechanisms and
machines, we have considered the bones as
kinematic elements connected by joints.
Joints modeling
The human upper limb joints are modeled using
rotational kinematic couplings [Dragulescu D.,
2005], as follows:
− The shoulder joint is modeled by superposition
of two rotational kinematic couplings that will
allow the flexion-extension and abductionadduction movements;
− The elbow joint is modeled by two rotational
kinematic couplings that will allow the flexionextension and pronation-supination movements;
− The wrist joint is modeled using a rotational
joint that will allow the flexion-extension
movement.
An important issue is to model the rotation axis of
each joint, according the the real motions of the
human upper limb. In order to achieve that task, we
have take into account the following aspects:
1. The movement performed in the joint is an
anatomically normal motion;
2. The distance between articulated surfaces must
be constant during the motion.
Muscles modeling
In order to analyze the muscle contraction in terms
of kinematics, the muscle is modeled through two
hubs, corresponding to the proximal (muscle origin)
and distal (insertion point of the muscle) end of the
muscle. These two hubs are translating relative to
one another.
The link between the muscle and the bone is
modeled through an universal joint (fig. 1, B),
Because muscle axis not in plane motion [Surowiec
M., 2007], the relationship between muscle and
bone is done through a cardan joints, part B (fig. 1).
MODEL DESIGN
Based on anatomical considerations [Cioroiu GS,
2006, Nenciu G., 2005, Ifrim M., 2005], the
kinematic model of the human upper limb has been
designed using features from CATIA software.
Thus, the modules Mechanical Design> Assembly
Design and Digital Mockup> DMU Kinematics had
provided great opportunities for a proper design of
the human upper limb.
Bones modeling
Because the aim of our paper is to analyze the
kinematics of human upper limb using a
mechanical model, we had to consider that for this
purpose, the geometry of bones is not significant. It
a)
Fig.1. the link between the muscle and the bone
b)
Fig.2. The muscular fibbers
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The kinematic model (fig.2.a) comprises six muscular fibbers corresponding to the following muscles:
Fiber 1 corresponding to the brachial;
Fiber 2 corresponding to the long head of biceps brachii muscle;
Fiber 3 corresponding to the short head of biceps brachii muscle
Fiber 4 corresponding to the median of triceps brachii muscle
Fiber 5 corresponding to the lateral head of triceps brachii muscle
Fiber 6 corresponding to the long head of triceps brachii muscle
Bio-mechanical system simulation
We have managed to modeling and simulate the
upper limb bio-mechanical structure using the
feature provided by Catia: Digital Mockup > DMU
Kinematics.
The five DOF model allows five rotations
corresponding to the rotations of the shoulder, the
elbow and the wrist.
In order to get a more natural motion of the model
of the human upper limb, we have chosen a motion
law that must fulfil two important requirements,
consisting of zero velocities and accelerations at the
end of the path [Năstase A., 2011]. Thus, these
requirements can be written as follows:
 y (0 ) = 0; y ' (0 ) = 0; y " (0 ) = 0

'
"
 y (1) = 0; y (1) = 0; y (1) = 0
(1)
These requirements are met by a fifth degree
polynomial
function,
which
graphical
representation is shown in fig. 3:
y( x ) = 6 x 5 − 5 x 4 + 10 x 3
(2)
Fig.3. Graphical representation of the fifth degree polynomial function
For kinematic study of anterior muscle of human
upper limb (biceps and brachialis) the model will
perform a flexion-extension motion of the forearm
(fig. 4).
RESULTS
Fig.4. The flexion-extension motion of the forearm
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of the daily activities, thus it is important for
rehabilitation exercises and training activities.
During that motion, the muscles perform an
isotonic concentric contraction. This motion is
considered to be one of the most frequent motions
Fig.5. Long head of biceps displacement
Fig.6. Long head of biceps linear velocity
Fig.7. Long head of biceps linear acceleration
Fig.8. Short head of biceps displacement
Fig.9. Short head of biceps linear velocity
Fig.10. Short head of biceps linear acceleration
Fig.11. Brachialis displacement
Fig.12. Brachialis linear velocity
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Fig.13. Brachialis linear acceleration
In order to analyze the kinematics of the posterior muscle of the human upper limb (the triceps) the biomechanical model will perform a push-up motion (fig.14).
Fig.14. Push up motion
During that motion, the muscles perform an
medical exercises, medical exercises for
isotonic eccentric contraction. That is one of the
rehabilitations of disabilities individuals, but most
most frequent motions during daily activities,
of all for training purposes.
Fig.15. Lateral head triceps displacement
Fig.16. Lateral head triceps velocity
Fig.17. Lateral head triceps acceleration
Fig.18. Long head triceps displacement
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Fig.19. Long head triceps velocity
Fig.20. Long head triceps acceleration
Fig.21. Medial head triceps displacement
Fig.22. Medial head triceps velocity
Fig.23. Medial head triceps acceleration
RAS/EMBS
International
Conference
on
CONCLUSIONS
Biomedical Robotics and Biomechatronics, Roma,
During the flexion-extension movement of arm
Italy. June 24-27, 2012, ISBN 978 – 1 - 4577 muscles, long head biceps, biceps short head and
1200.
brachialis bear a shortening of 35.70mm, 36.01mm,
3. Cioroiu G.S., Esenţial în anatomie şi
13.66mm respectively. The percentage of the
biomecanică, Editura Universităţii “Transilvania”,
shortening of muscles is 12.72%, 12.04% and
ISBN (10) 973-635-736-8, ISB (13) 978-973-6359.62%.
736-7, Braşov, 2006.
In the push up movement of the upper limb, the
4. Cuevas, F.V, Johanson, M.E., Towles,
long head triceps, the medial and lateral head
J.D.,(2003), Towards a realistic biomechanical
triceps bear an elongation of 19.49mm, 27.69mm,
model of the thumb: the choice of kinematic
30.51mm respectively. The percentage elongation
description may be more critical than the solution
of muscle is 7.89%, 15.75% and 28.79%.
method
or
the
variability/uncertainty of
musculoskeletal
parameters,
Journal
of
REFERENCES
Biomechanics 36 (2003) 1019–1030
1. Brand P. W. and A. Hollister, (1999), Clinical
5. Drăgulescu D., Modelarea in Biomecanica,
mechanics of the hand, 3rd ed. St. Louis, Mo.:
Ed. Didactică şi Pedagogică, Bucureşti, 2005.
Mosby.
6. Erol A., Bebis G., Nicolescu M., Boyle R. D.,
2. Bullock Ian M., Borràs Júlia and Dollar Aaron
and Twombly X., (2007), Vision-based hand pose
M., (2012), Assessing assumptions in kinematic
estimation: A review, Computer Vision and Image
hand models: A review, The Fourth IEEE
211
FASCICLE XV ISSN – 1454 – 9832 - 2012
Fundaţiei România de Mâine, ISBN 973-725-3698, 2005.
12. Pavlovic V. I., Sharma R., and Huang T. S.,
(1997), Visual interpretation of hand gestures for
human-computer interaction: A review, IEEE
Transactions on Pattern Analysis and Machine
Intelligence, vol. 19, no. 7, pp. 677–695.
13. Sancho-bru J. L., Perez-Gonzalez A., Mora M.
C., Leon B. E., Vergara M., Iserte J. L., RotriguezCervantes P. J., and Morales A., (2011), Towards a
realistic and self-contained biomechanical model of
the hand, in Theoretical Biomechanics, pp. 211240.
14. Surowiec M., Fraczek, J., Biomechanical
analysis of shoulder joint movement by means of
optimization methods, 12th IFToMM World
Congress, Besançon (France), June18-21, 2007.
15. Zhaojie Ju, Honghai Liu, (2008), A
comparison of grasp recognition methods for
programming by demonstration, Proceedings of the
2008 UK Workshop on Computational Intelligence.
Understanding, vol. 108, no. 1-2, pp. 52-73, Oct.
2007.Erol A., 2007],
7. Gingins, P., Kalra, P., Beylot, P., Magne, N.,
The Visible Human Project Conference, October 7
& 8, National Institutes of Health William H.
Natcher Conference Center Bethesda, Maryland
USA, 1996.
8. Ifrim M., Vasile A., Bratu D., Anatomia
omului. Manual pentru studenţii Facultăţii de
Farmacie, Universitatea de Stat de Medicină şi
Farmacie „Nicolae Testimiţanu”, Chişinău, 2005.
9. Kuo Li-Chieh, Chiu Haw-Yen, Chang
Cheung-Wen, Hsu Hsiu-Yun, Sun Yun-Nien,
(2009), Functional workspace for precision
manipulation between thumb and fingers in normal
hands, Journal of Electromyography and
Kinesiology 19 829–839.
10. Năstase. A., Curs Mecanisme, manuscris
2011.
11. Nenciu G., Biomecanica în educaţie fizică şi
sport. Aspecte generale, Bucureşti: Editura
MODERNISM AND QUALITY IN VOLLEYBALL GAME THE II-LINE
ATTACK
Florin ȚURCANU
Medicine and Pharmacy University Targu Mures
florinboby69@yahoo.com
Abstract
Starting from the current analysis on performances in worldwide volleyball and from our internal
realities, I considered appropriate to conceptual approach the Romanian volleyball performance optimization
strategy, by comparing the results of II-line attack registration, between two romanian teams and one from the
italian championship and also their report on the final result of the official volleyball game effectiveness. All this
investigation, aims the continuous progress of the volleyball game, and implicitly the internal performance
strategies allignment to the trends and guidelines of the modern game, which is always based on surprising the
opponent.
Key words: volleyball, II-line attack, efficency.
INTRODUCTION
Worldwide voleyball evolution knows a
special dynamic, both in terms of developing the
content and the impressivness of the game, and also
regarding the popularity and spreading area, natural
consequence of the policy, which FIVB practice
consistently in this direction. (Cojocaru A., 2007,
9).
The continuous progress of the volleyball
game, can not be designed and built without a
correlated, integrative approach of all the
performance components, starting from the human
resources
(athletes,
technicians),
scientific
resources (research, methodology, medicine),
technical-tactical and organizational (specialized
units, competitive systems, management) and up to
intimacies of the preparation process, the content of
training and game (programming, methods and
means, control, supervision, directing, evaluation,
technical-tactical actions, game models etc).
(Ioniță, M., 2007, pp. 41, quoted in the Cojocaru,
A., Cojocaru, M., Țurcanu, F., Țurcanu, D., 2011,
pp. 285).
In the context of the performance
perspective in a volleyball game, we consider that
improvement and contionous modernization are
necessary, not through a simple knowledge
selection, but through a restructuring of the entire
performance system, in relationship with the
appereance of the surprise element in the first phase
of the game. This surprise element can only be, in
our acknowledgment the II-line attack.
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Starting from the current analysis on
performances in worldwide volleyball and from our
internal (domestic) realities (Women's National
Championship, Division A1), I considered
appropriate, to conceptual approach the Romanian
volleyball performance optimization strategy, by
comparing the results of II-line attack registration,
between two romanian teams and one from the
italian championship and also their report on the
final result of the official volleyball game
effectiveness.
II-line weight attack Table 1
Team
CSU Medicina Tg. Mures
CSM Bucuresti
Rebecchi Piacenza
Hereby, we are trying to find an answer to
the question: „is the II line attack an element of
safeness or efficiency?
For a better presentation, I tried to use the
descriptive methods in order to provide an accurate
picture of the analyzed situation.
RESULTS
1. The results of the weight of the IIline attack from the total number of attack actions
and its efficiency in the Competition Season 20112012 (Table 1):
II-line attack
29%
31%
19%
Efficiency
25%
46%
53%
2. Comparative results in relationship
with the efficiency of the II-line attack at the match
played in the 2011-2012 competition season (final
Information source
Own Data Volley program
Own Data Volley program
(www.goalwire.com).
score 3-0) between CSU Medicina Tg. Mures –
host team (Table 2) and CSM Bucuresti – guest
team (Table 3):
II-line attack efficiency – CSU Medicina Tg. Mureș Table 2
Total attacks (%)
Total II-line attack (%)
Effective actions
II-line attack (%)
73 (100%)
8 (10,96%)
5 (62,50%)
II-line attack efficiency – CSM București Table 3
Total attack (%)
62 (100%)
6 (9,68%)
Effective actions
II-line attack (%)
1 (16,67%)
3. The II-line action attack efficiency at
the match played in the 2011-2012 competition
season (final score 2-3) between Foppapedretti
II-line attack efficiency – Rebecchi Piacenza Table 4
Total attacks (%)
105 (100%)
17 (16,19%)
Effective actions
II-line attack score
7-6 (set 1)
24-22 (set 1)
10-7 (set 2)
10-7 (set 3)
22-15 (set 3)
Effective actions
20-21 (set 1)
Bergamo – host team and Rebecchi Piacenza –
guest team (Table 4):
Effective actions
II-line attack (%)
6 (35,30%)
4. II-line attack statistic on the team CSU
Medicina Tg. Mures in the tour phase of the
National Championship, Division A, 2011-2012 (11
Effective actions
9-8 (set 1)
16-16 (set 1)
8-12 (set 2)
15-22 (set 2)
3-1 (set 4)
4-4 (set 5)
official games) through the use of Data Volley
program
(Table
5):
II-line attack efficiency - CSU Medicina Tg. Mureș Table 5
Total II-line
II-line decisive
II-line decisive
attacks
attack
attack to the 15
point
213
II-line decisive
attack to the 20
point
II-line decisive
attack to the 25
point
FASCICLE XV ISSN – 1454 – 9832 - 2012
79
26 (32,92%)
17
(65,39%)
DISCUSSION
Analyzing table 1 and comparing the
technical-tactic level that is played in the two
championships (Romanian Championship and
Italian), we conclude that the II-line attack
efficiency is proportional with the value of the two
high above mentioned championships, doubled by
the place that the teams , subject of this study,
occupy in the ranking.
The content of the game and of the
technical-tactic actions knows a regress tendency in
what involves using the II-line attack, and most of
all its efficiency during the time of the entire match,
which derives from studying tables 2 and 3.
4
(15,39%)
5
19,22%)
The expansion of the sportive performance
by permanent connection to the new, must be in
accordance and resonance wiht the own real
resources and with the tendencies which manifest in
the actual volleyball performance. Our initiative
represents „a high ball at the net” for the present
and future volleyball coaches who want to improve
the game quality on one side, through using the IIline attack safeness element and also to increase the
game capacity by framing this tehnical element in
the efficient category.
REFERENCE
1. BOCOS, M., CIOMOS, F., (2011), Design and
evaluation of training sequences, Publishing House
Casa Cărții de Știință, Cluj Napoca.
2. COJOCARU, A., (2007) Model and modeling in
reading
performance,
Publishing
House
Universitaria din Craiova.
3. COJOCARU, A., COJOCARU, M., TURCANU,
F., TURCANU, D., (2011), Actualitați and
tendencies in Romanian soccer, high performance,
Palestrica Mileniului III, Vol. 12, nr. 3.
4. EPURAN, M., (2005), Research methodology
the bodily activities, Publishing House Fest,
București.
5. IONITA, M., The game of volleyball training
modelling from the perspective of regulation
changes, (2007), Publishing House Universitaria,
Craiova.
6. MONTEIRO, D., Orientational motivation for
the practice of sports, (2003), In: "Science of
sports". 33 – Journal published under the auspices
of M.T.S și M.E.C.
PERSPECTIVE
Using the II-line attack in the second
phase of the game emerges significantly from using
the same technical element in the first phase of the
volleyball game. Likewise, at the team from Targu
Mures, using the II-line attack is above superior
until the 15 point of every set, which shows that,
this technical element can be considered in the
general strategy of the team game, like a safeness
element and not an efficiency one.
All this investigation, aims the continuous
progress of the volleyball game, and implicitly the
internal performance strategies allignment to the
trends and guidelines of the modern game, which is
always based on surprising the opponent. In the
area of volleyball trainning, simultaneously with
the methodological orientation of modeling the
trainning content, is required the implementation in
the II –line attack of the tactic-colective structure,
as a surprise element in the strategy of approaching
an official game.
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A STUDY ON THE IMPORTANCE OF PROFESSIONA LANGUAGE IN
TEACHING PHYSICAL EDUCATION AND SPORT CLASSES
Liliana NANU, George MOCANU
Abstract
Each science, domain or branch of activity has its own language, certain specialized terms that are used
by people to communicate, to create a full picture and to use their content. In the Explanatory Dictionary of the
Romanian Language (9), terminology is defined as the sum of all the specialized terms used in a discipline or
branch of activity.
Keywords:
Professional
language,
educational
process,
communication,
skills
The Object of Study is represented by the
teacher's educational activities of communication
during physical education and sport classes.
The basis for the working hypothesis is based
on the supposition that using specific professional
communicative competencies during the instructional
educational process, in general, and during the
gymnastic classes, in particular, will help shaping the
professional language of the students - future
physical education and sport teachers.
The following research methods have been
used: the theoretical analysis and the generalisation
of
the
literature,
classroom
observation,
questionnaire-based investigation, graphical and
tabular
representation
of
data,
statisticalmathematical methods for analysing and collecting
the data. The scientific endeavour took place
between the 1st of March 2012 and 1st of June 2012,
on a sample of 152 students (97 boys and 55 girls)
from Physical Education and Sport Faculty, Galati,
by administering a questionnaire-based investigation.
From the point of view of gender distribution of the
students from Physical Education and Sport Faculty
Galati and of the responders, a male preponderance
can be noticed- 63,8%, whereas 36,2% represent the
feminine gender.
The questionnaire administered to the Faculty
of Physical Education and Sport students is made up
of 10 questions with 3, 4 or 5 choices of answers,
offering the possibility of selecting only one answer,
depending on the importance of the subject under
debate and on personal opinions - table 1.
The professional educational training of the
academic system specialists confirms their
professional competencies necessary for a superior
educational
process,
which
improves
the
communication between the participants who attend
the teaching-learning process. Communication is a
group of actions aimed at conveying information
through messages, news, signs and symbolic
gestures, written texts etc. between two or more
people (4).
Each science, domain or branch of activity has
its own language, certain specialized terms that are
used by people to communicate, to create a full
picture and to use their content. In the Explanatory
Dictionary of the Romanian Language (9),
terminology is defined as the sum of all the
specialized terms used in a discipline or branch of
activity.
Terminology must always be closely related to
the content, theory, methods, practice, development
and improvement of the scientific branch it
represents. In Physical Education and Sport
discipline, the correct terminological description of
the exercises is very import for understanding the
meaning of physical activity and for creating a
realistic picture of it, thus improving the learning
process and facilitating the communication between
students and teachers, sportsmen and coaches,
competitors and referees etc., due to its specific
educational contents and personalised educational
systems of communication.
The hereby subject highlights the need for a
more efficient and a better professional training for
Physical Education and Sport students concerning the
acquisition of educational language due to their
future role of teachers and models to their students.
The answers offered a great volume of
information on the opinions students have about the
accessibility and impact of gymnastic classes
regarding the acquisition of specialised language, and
a series of relevant conclusions have been drawn.
215
FASCICLE XV ISSN – 1454 – 9832 - 2012
The efficiency of the instructional educational
process is remarkably improved when the teacher
uses an adequate specialised terminology - 87, 5%
answered affirmatively, 73,6% highlight the
importance of terminology for sending and receiving
correct
information
between
teacher
and
student/pupil, and 68,4 % of responders believe that a
correct image of a physical activity that is about to be
learnt can be created using a common vocabulary. At
question number 4, 74.3% of responders consider that
the teacher's personality can influence the
instructional educational process, whereas 25.7% of
responders believe that the teacher's personality has
no impact on the learning process.
78.3% of the responders consider to have
formed their professional language due to the main
subjects in the curriculum plan, whereas 21.7% due to
the teaching practice. Out of these, 65.7% opted for
gymnastics as the main subject helping to acquire a
specialised professional language, 7.3% of the
responders have chosen athletic sports, 5.3% have
selected game sports and 21.7% of responders have
opted
for
teaching
practice
fig.1
QUESTIONNAIRE
Nr.
crt.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Question
Choice
Do you think that using a specialised language
a. yes;
improves the efficiency of the instructional
b. no;
educational process?
c. I do not know;
Do you consider that specialised terminology facilitates the
a. yes;
communication between teachers and students?
b. no;
c. creates difficulty
in communication;
Can one create a correct image of a physical activity
a. yes;
that is about to be learnt without using a
b. no;
specialised terminology?
c. I do not know;
Do you think that the teacher's personality has any
a. yes;
impact on the process of acquiring a
b. no;
specialised knowledge?
c. other answers;
What classes have helped you acquire a
a. humanities;
professional language?
b. psycho-pedagogical
c. medical - biological
d. specialized;
e. pedagogical practice
Which one of the practical specialised disciplines
a. gymnastics;
has a fundamental role in acquiring the
b. athletics;
terminology needed by the future physical education
c. sports games;
and sport teachers?
d. lifter;
e. pedagogical practice;
Which one of the groups that gymnastics works with
a. exercises frontline
has a crucial role in forming the specialised language? order and bands;
b. exercises general
physical development;
c. application exercises
d. acrobatic exercises;
Do you think that there are subjects in the curriculum
a. yes;
plan that should be taught unilaterally in order to ease
b. no;
the process of acquiring a specialised
c. I do not know;
educational language?
Do you think that a higher number of gymnastic classes can
a. yes;
help learning a specialised educational
b. no;
language faster?
c. I do not know;
216
Replies
Percentage
a. 133
b. 19
c. a. 112
b. 23
c. 17
a. 87,5%
b. 12,5%
c. a. 73,6 %
b. 15,1%
c. 11,3%
a. 104
b. 29
c. 19
a. 113
b. 39
c. a. b. 48
c. 26
d. 45
e. 33
a. 100
b. 11
c. 8
d. e. 33
a. 90
a. 68,4%
b. 19,0%
c. 12,6%
a. 74,3%
b. 25,7%
c. a. b. 31,5%
c. 17,2%
d. 29,6%
e. 21,7%
a. 65,7%
b. 7,3%
c. 5,3%
d. e. 21,7%
a. 59,2%
b. 40
b. 26,5%
c. 12
d. 10
a. 94
b. 36
c. 22
c. 7,8%
d. 6,5%
a. 61,8%
b. 23,6%
c. 14,6%
a. 139
b. 13
c. -
a. 91,4%
b. 8,6%
c. -
FASCICLE XV ISSN – 1454 – 9832 - 2012
10.
Could practical assignments of specialised subjects or
a. 104
a. practical work;
teaching practice help you become better specialists?
b. pedagogical practice; b. 38
c. teaching experience. c. 10
a. 68,4%
b. 25,0%
c. 6,6%
Anche ta che s tionar - într e bar e nr . 6
21,70%
0%
5,30%
7,30%
65,70%
gimnastica
atletism
joc sport.
atlet. Grea
practica p.
Fig.1. Replies students regarding practical subjects involved in the formation of specialized language
2. Brancusi, Gr, History of words,
Corresponding Publishing, Bucharest, 1991
3. Calin, M., Theory of Education, All
Publishing House, Bucharest, 1996
4. Dinu, M., Communication-Fundamental Guide Marks,
Orizonturi Publishing House, Bucharest, 2007
5. Nanu, L., Dragan TM, Gymnastics Manual,
GUP, Galati, 2010
6. Nanu, L., Expressiveness and motor body through the
use of rhythmic gymnastics, GUP, Galati, 2010
7. Paun, E., School - childcare approach, Polirom, Iasi,
1999
8. *** The Explanatory Dictionary of Romanian
language edition, Romanian Academy Publishing
House, Bucharest, 1975
9. *** The Explanatory Dictionary of the Romanian
Language, the second edition, Univers Encyclopedic
Publishing
House,
Bucharest,
1996.
With regard to the importance of educational
content of gymnastics, 59.2% of the responders
consider that front, order and formation exercises
play an important role in acquiring a professional
language, 26.5% think that the group of exercises
helping the general physical development is more
important, 7.8% voted for the group of practical
exercises and 6.5% opted for acrobatic exercises.
61.8% of responders are in favour of a
unilateral teaching of the subjects included in the
curriculum plan, whereas 91.4% of responders
believe that a higher number of gymnastic classes
would help them learn a specialised language and
identify the terminology acquired during classes that
will also be used in the professional language.
BIBLIOGRAPHY
1. Antonesei, L., An introduction to pedagogy,
Polirom, Iasi, 2002
217
FASCICLE XV ISSN – 1454 – 9832 - 2012
A STUDY ON THE INFLUENCE OF PHYSICAL EDUCATION ON
SHAPING THE PERSONALITY OF MIDDLE SCHOOL PUPILS
Petronel MOISESCU, Liliana NANU
Abstract
The hereby subject aims at revealing the behavioural and personality pattern of 14 to15 years old teenagers and at discovering the types of problems teen-agers deal with at this age, by answering to many of the
questions we are usually asked.
Keywords: personality, somatic development, physical training, physical education lesson
In psychology, the term personality is
defined by the emotional, cognitive and
behavioural patterns, which are unique to each
individual and which have been gained and
developed as a result of the experience
accumulated in time (5).
Cosmovici A. and his collaborators (1972)
highlighted that "any normal human being can be
a personality, not only the exceptionally gifted
ones".
On a day to day usage, the personality
represents the unique behavioural characteristics
that differentiate one individual from another,
predicting the behaviour to a certain degree.
The personality of any individual begins to
shape around 2 years old and the one who should
supervise and polish children's' personality is the
family. This process of personality development
takes place faster during childhood and
preadolescence and ends up in adolescence, when,
the agitated experiences lead to the set up of an
ideal in life and a final set of values that will
remain unchanged.
The hereby subject aims at revealing the
behavioural and personality pattern of 14 to15
years old teen-agers and at discovering the types of
problems teen-agers deal with at this age, by
answering to many of the questions we are usually
asked: Why do people act, think and feel in a
certain way? Why some people are aggressive,
whereas others are shy? Why are some people
always scared and others full of courage? Why do
some people have success and others barely make
a living throughout their entire life, even if they
had access to the same educational system? What
is the role of Physical Education and Sport in
shaping the children's personality? What influence
do the methods used during physical education
classes have on a harmonious physical
development of the 14 to 15 years old children? Is
the knowledge gained in school useful in life etc?
These are only but a few of the many
questions that teen-agers do not have an answer for,
the object of study of the hereby research
representing the analysis of the aptitudes, attitudes
and behaviour of 14 to15 years old teen-agers
during physical education and sport classes, taking
into consideration the personality trait of each one
of them.
The working hypothesis is based on the
supposition that if the methods and methodology
specific to physical education and sport are
carefully selected, according to the physical and
motrical characteristics of 14 to15 years old
children, they can have an impact on the
development of their personality, on the quality of
the learning process and will implicitly improve
their educational performance.
The scientific novelty is represented by the
design, administration and interpretation of a
questionnaire-based investigation regarding the
impact that physical education and sport has on
shaping the personality of 14 to15 years old pupils.
The following research methods have been
used: the theoretical analysis and the generalisation
of the literature, classroom observation, testing
methodologies (testing of somatic parameters,
testing of physical parameters), questionnairebased investigation, graphical and tabular
representation of data, statistical-mathematical
methods for analysing and collecting the data.
The scientific endeavour took place
between the 15th of October 2011 and the 15th of
March 2012, included 9 schools (“Vasile
Alecsandri” High-School - CNVA, "Al. I. Cuza"
High-School - CNAIC, School n° 17, School n° 18,
School n° 26, School n° 28, School n° 31, School
n° 33, School n° 34 from Galati), and was applied
to 8th grade pupils (178 children out of which 85
boys and 93 girls), with ages between 14 and 15
years old.
By analysing the average values of somatic
development indices, one can notice that pupils
between 14 and15 years old have a normal
development, the boys have higher values for
height, the difference between the average values is
of 14,9cm for boys, the same applies to weight- the
average value of weight for boys being on 73.6 kg,
218
FASCICLE XV ISSN – 1454 – 9832 - 2012
jump, abdominal muscles strength testing, back
muscles strength testing and leg muscles strength
testing) – table1
whereas for girls is of 55.2kg.In order to find out
the level of physical training for 14 to15 years old
pupils, 4 physical evaluation tests have been
selected, proposed and applied (standing long
Table 1
PHYSICAL TRAINING
GIRLS (GF)
BOYS (GB)
College / School
Statistic
A
30”
E
30”
G
30”
SL
A
30”
E
30”
G
30”
SL
Samples
CNVA
CNAIC
School no. 17
School no. 18
School no. 26
School no. 28
School no. 31
School no. 33
School no. 34
x
24,9
32,1
27,2
214,2
17
27,6
24,4
141,4
x
23,2
31,8
29,8
218,1
19,5
26,6
24,8
163
x
20
26,3
26,4
213
16,8
27,9
26
160,4
x
19,7
31,8
29,2
226,4
16
24,6
25
171,5
x
22,1
35
29,1
202
17,6
28
24,7
165,6
x
23,3
33,1
28,7
206,9
20,1
30,4
24,7
146,1
x
21,5
28,8
26,2
220,1
19,8
25
25,8
163,3
x
22,2
30,2
27,3
201
17,6
25,2
24,2
155
x
21,8
29,8
28,1
211,2
18,1
24,8
24
158,2
22
30,9
28
212,5
18
26,6
24,8
158,2
x
Legend: A30 "- crunches - from a lying dorsal - lift sitting Snuggle in 30"; E30 "- extensions back from a lying face, arms up to 30"; G30 "squats in 30"; SL - standing long jump.
To all physical tests, boys scored the highest
values. To abdominal muscles strength testing,
CNVA boys scored an average value of 24.9
repetitions, whereas the girls from School n° 28 –
20.1 repetitions. The best average value for back
extension in 30 seconds exercises has been
recorded by the boys from School n° 26 (35
repetitions) and by the girls from School n° 28 (30
extensions of 4 repetitions).
250
To leg muscles strength testing, the best
average values have been recorded by CNAIC boys
with a number of 29.8 repetitions and by the girls
from School n° 17, with a number of 26 repetitions.
Standing long jumps highlighted that the
boys from School no.18 recorded the highest
values, the average being of 226.4 cm, whereas the
girls from the same school recorded an average
value of 171.5 cm – fig1.
Media la săritura în lungim e
200
150
100
50
0
CNVA
CNAIC
Şcoala nr. Şcoala nr. Şcoala nr. Şcoala nr. Şcoala nr. Şcoala nr. Şcoala nr.
17
18
26
28
31
33
34
Fig.1. Mean SL registered on schools
All 178 pupils (girls and boys), middle-class
pupils of the best schools in Galati, have answered
to the questionnaire-based investigation, being
tested from a somatic development and physical
training point of view.
The questionnaire is made up of 14
questions with 3 choices of answers, the pupils
being allowed to opt for 1 answer only, depending
on the importance of the problem and on their
personal opinion. The answers offered a great
volume of information on the opinions 14 to 15
years old children have on the importance and
impact physical education and sport classes have
on shaping teen-agers' personality.
To the question what is you favourite subject
in the curriculum plan, 64.6% of the responders
opted for physical education and sports, whereas to
the second question, 71.9% would not want to
swap physical education and sport classes with any
other subject.
To the third question, 53.9% of pupils
considered that at least 2 hours of physical
education are necessary per week, and 39.3 %
would like to attend physical education classes on a
daily basis.
The answers to the fourth question are really
worrying, because 71.9% of the pupils stated that
219
FASCICLE XV ISSN – 1454 – 9832 - 2012
60.6 % of the responders believe that
physical education and sport classes are beneficial
for their integration in different groups of activity,
and help children to bond more easily.
The opinion of 14 to 15 years old children
on the impact physical education and sport has on
shaping the personality of middle class pupils
highlighted that 66.8% confirmed the importance
of physical education in shaping the pupils'
personality, 18.5% gave a negative answer, and
14.6 % do not know what to answer - fig. 2.
they do not practice any sport beside the physical
education classes.
To question number five, 85.3% stated that
they become more ambitious during a competition,
1.6% do not get more ambitious and 12.9% do not
take part in competitions.
Question number 6 tried to find out whether
14 to15 years children, having reached
adolescence, manage to control their emotions,
inhibitions, fears. To this question, 66.8 %
answered affirmatively and only 15.1 % gave a
negative answer.
Ancheta chestionar - întrebarea nr. 9
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,00%
0,00%
da
1
nu
nu ştiu
Fig.2. Influences students' responses on physical education lessons
in shaping adolescent personality
Out of the 178 questioned adolescences, 126
expressed their desire to play a game sport during
their physical education classes- 70.7%- 14%
would like to practice gymnastics, and 15.1%
would like to just sit and watch.
To question number 10, 60.6% of the pupils
would like to be leaders during sports competitions,
whereas 47.1% of the teen-agers state that their
colleagues see them as authoritative persons, 41%
consider themselves to be nonconformist and
11.7% see themselves as weak people. 90.4 % of
the responders stated that they like to collaborate
with colleagues during competitions, 3.9% do not
like to do this and 5.6% like to solve challenges on
their own.
Question number 14 highlighted that 15.1%
of the responders consider themselves winners,
67.4% believe they are winners and do not always
win, and 17.4% consider themselves winners, even
if they do not always win, as they think that the
most important is to take part in the competition or
challenge.
As a result of the analysis of the
questionnaire-based investigation, the following
conclusions have been drawn:
• at 14-15 years old, pupils know exactly
what their favourite subjects are;
• middle school pupils are aware of the
impact physical education has on them (general
physical training, gaining and perfecting habits and
skills specific to certain sports, as well as gaining
basic applied skills, necessary for the day to day
activities, harmonious physical development,
having a correct and aesthetic body posture etc)
• physical education classes improve the
level of evaluation and auto-evaluation of the
physical actions and not only;
• teen-agers would like more hours
dedicated to physical educational classes and more
time for extracurricular physical activities.
• during physical education classes, teenagers discovered their desire and talent to be
leaders, became more competitive and more
fighting, managed to get rid of the fears and
frustrations and developed their capacity of
emulation.
• the pupils managed to make new friends
and built up their team spirit, they integrated
themselves in the group and became more sociable
and more open towards other colleagues.
The most important conclusion from the
hereby administered questionnaire is that all
investigated pupils see themselves as winners, even
if they do not always win, a trait gained during
physical education classes, as they think that the
most important part is that they took part in
competitions and championships, even if they do
not always win.
220
FASCICLE XV ISSN – 1454 – 9832 - 2012
Lassus, R., Self discovery, Teora Publishing
8. Nanu, L., Dragan TM, Gymnastics Manual,
GUP, Galati, 2010
9. Nanu, L., Expressiveness and motor body
through the use of rhythmic gymnastics, GUP,
Galati, 2010
10. Popescu, S., Self knowledge through
psychological tests, Header Publishing,
Bucharest, 2000
11. Scarlat, E., The physical education for school age
children, Youth and sport Publishing House,
Bucharest, 1993
12.Selye, H., Science and Life, Publishing House,
Bucharest, 1984
BIBLIOGRAPHY
1.
2.
3.
4.
5.
6.
7.
Adler, A., Human knowledge, IRI Publishing
Balan, B., Psychology, Polirom, Iasi, 1998
Cosmovici, A. and colab., Methods for special
knowledge of the student’s personality,
Didactic and Pedagogic Publishing House,
Bucharest, 1972
Giblin, L., Art development of interpersonal
relations Publishing Old, Court Publishing,
Bucharest, 2000
Havârneanu, C., The psychological discovery
of the individual, Polirom Publishing House,
Iaşi, 2000
Holdevici, I., Psychology of Success, Ceres
A STUDY ON THE LEVEL OF PHYSICAL AND TECHNICAL
TRAINING OF 8 TO 10 YEARS OLD CHILDREN IN DANCE SPORT
Liliana NANU
Abstract:
Dance represents the balance between a person’s or a group’s need to express its individuality and the
need to influence people, being not only a means of physical training but also an opportunity for creation and
manifestation.
Keywords: dance sport, physical training, technical training, programming, sports training
The hypothesis of this article is based on the
supposition that if the training process of 8 to 10
years old children includes adequate means and
methods, superior results can be achieved,
regarding both the harmonious physical growth of
children and the shaping of the capacity of
esthetical execution of the moves, developing their
taste for the beautiful.
To comply with the tasks of the research, the
following scientific methods have been used: the
theoretical analysis and the generalizations of the
literature; the studying and the generalization of the
documents concerning the planning, the inventory
and the control of the sports training; the
pedagogical observation; the testing method; the
method of graphics and tables; statistical
mathematical methods of processing and
interpreting the registered data.
The scientific research took place at the
“Beija Floor” Dance sport Club in Galati, between
the 12th of March and the 3rd of June 2012, on a
group of 20 children – 10 boys, 10 girls, 5 pairs
representing the experiment group while the other 5
being the control group. The duration of the lessons
was 1 ½ hours, twice a week and the music used
was appropriate for the styles to be learnt.
So as to analyse the somatic parameters, the
main indicators have been measured 6 times with
Dance is one of the oldest arts of mankind,
its emergence and development being inextricably
linked to the development of the human race and
culture. Throughout the years, dancing has had
different manifestations and various genres which
took the form of classical or academic dance,
modern dance, contemporary dance, jazz dance,
character dance, society dance, folk dance, dance
sport, and many other styles.
Nowadays, dance sport is the most
popular; more and more young people are
interested in knowing and learning the moves
characteristic for each dance style, being fascinated
by the passionate Latin dances such as samba,
rumba, cha-cha-cha, passo-doble but also by the
sober and superior standard dances such as slow
waltz, Viennese waltz, tango, slow-fox.
Dance represents the balance between a
person’s or a group’s need to express its
individuality and the need to influence people,
being not only a means of physical training but also
an opportunity for creation and manifestation.
Physical exercise, as dancing, becomes an
important means in maintaining and improving the
morphological and physiological characteristics of
executants, enriching their inner life and developing
their taste for the arts and for the creative fantasy at
the same time.
221
FASCICLE XV ISSN – 1454 – 9832 - 2012
consideration the fact that, at this age, girls’
physical constitution is more delicate than the
boys’, then exactly the same difference between the
average of the registered values emerges, the
analyses
indicators
presenting
significant
differences, favoring each time the boys - table 1.
Table 1
Chest area (cm)
Indice
Wingspan
Quetelet
(cm)
Repose
Inspir
Expir
regard to: waist, weight, Broca index, Quetelet
index, the scope and perimeter of the thorax in
recess and while inhaling and exhaling. The results
have shown that there are differences between the
values registered by the boys as compared to the
values registered by the girls. If one takes into
x
Sex
±m
Height
(cm)
Weight
(kg)
Indice
Broca
x
B
134,6
32,5
34,6
337,8
134,1
65,1
69,6
64,8
x
G
129,8
25,3
29,8
305
128,6
59,1
61,1
59,1
±m
-
B+4,8
B+7,2
B+4,8
B+32,8
B+5,5
B+6,0
B+8,5
B+5,7
The analysis of the results recorded at the
placement tests led to the formulation of the
working hypothesis and also of an experimental
programme of physical and technical training for
the 8 to 10 years old children, aiming to increase
their performances, have been set - table 2.
To find out the level of physical training of
8 to 10 years old dancers, 6 tests were proposed,
Group
G.E.
G.M.
Sample
Media / Testing
x / T.I.
x / T.F.
±m
x / T.I.
x / T.F.
±m
G30”
(repeat)
24,3
26,7
+2,4
19,1
20,5
+1,4
selected and applied: force of the legs –30 min
squats – number of repetitions (S30”); force of the
abdomen in 30 min – number of repetitions (A30”);
force of the back muscles in 30 min – number of
repetitions (B30”); side splits – cm (SS); left split –
cm (SL); right split – cm (SR) - table 3
A30”
(repeat)
20,4
25,3
+4,9
20,4
21,6
+1,2
Table 3
E30”
(repeat)
25,4
27,6
+2,2
20,7
21,3
+0,6
SL
SS
(cm)
(cm)
5,1
1,7
+3,4
5,7
3,7
+2
4,7
1,6
+3,1
5,3
2,8
+2,5
SD
(cm)
4,6
1,3
+3,3
5,1
3,6
+1,5
at side splits, 3.1 cm at left split and 3.3 cm at right
split.
All the 6 trials highlighted the progress of
the experimental sample concerning the levels
between the two evaluations and between the
experimental and control group as well.
So as to find out the level of physical
training, the cha-cha-cha dance (with a 64 times
structure and a 2/4 measure) was proposed; the
technical execution, the musicality and the artistic
impression were assessed. The evaluation was
carried out through grades from 1 to 5 - table 4.
Following the planning of objectives
regarding the coaching and performance of sports
training of 8 to 10 years old children practicing
dance sport, the evaluation of physical trials
indicated better values with the experiment group
as compared to the control group, the progress
between the initial and final evaluations being
significant: 2.4 repetitions when testing the force of
the legs, 4.9 repetitions when testing the abdominal
force and 2.2 repetitions when testing the back
force. As far as physical mobility is concerned, the
progress is reflected in the following values: 3.4 cm
Table 4
Group Sample
E.T. M. E.A. Group Sample
E.T. M. E.A.
Media / Testing
Media / Testing
x / T.I.
1,8 2,1 2,1
x / T.I.
1,5 1,6 1,8
G.E.
x / T.F.
4,1
4,1
4,3
±m
2,3
2
2,2
G.M.
x / T.F.
2,9
2,9
3,2
±m
1,4
1,3
1,4
that the experimental programme used for their
training led to the increasing of the performance of
the assessed indicators.
In comparison to the control group, the
experimental sample registered higher values at the
technical evaluation as well, demonstrating the fact
222
FASCICLE XV ISSN – 1454 – 9832 - 2012
the physical and technical training in dance sport,
has demonstrated that the training programmes do
not comply with the requirements imposed by the
Romanian Federation of Dance Sport (FRDS) and
are not adapted to the particularities of the dancers;
- the result of the present study highlights the fact
that the 8 to 10 years old dancers respect the
average limits concerning the harmonious physical
development;
- the physical trials present higher average values
for the experimental group than for the control
group
Based on the processing and interpretation of
the data collected from the comparison of the two
groups of children, aged 8 to 10, practicing dance
sport, one can confirm the hypothesis according to
which using appropriate methods and means in the
training process of children leads to superior results
concerning
both
a
harmonious
physical
development and the level of physical and technical
training.
The results obtained during the experiment
correspond to the following conclusions:
- the study of the specialized literature with regard
to the content of the sports training, especially to
Table 2 SCHEDULE PREPARATORY PERIOD 12 March - 3 June 2012
Training objective factors
sports
Physical training
- development of motor qualities and skills related to
specific motor skills;
- developing and improving strength, mobility;
- development and improvement specific speed and
strength.
Month
Week
12 March - 8 April
12.03
The preparation phase
The training area
Factors
Physical
training
training
%
Technical
training
Control samples
Volume hours / week
Intensity %
19.03
26.03
Technical training
- learning, strengthening and improvement of dance
movements and figures in Section Latin (cha-cha);
- development and improvement of movement
expressiveness and musicality;
- cha-cha choreography dance composition in
accordance with the requirements RSDF.
8 April – 6 May
2.04
9.04
PHASE I
16.04
23.04
6 Mai – 3 June
30.04
7.05
PHASE II
14.05
21.05
28.0
5
PHASE III
70
70
70
70
Ballet Hall - House of Culture
50
50
50
50
30
20
20
20
30
30
30
30
50
50
50
50
70
80
80
80
x
3
50
3
50
3
50
3
50
3
70
3
70
3
70
x
3
70
3
80
3
80
3
80
x
3
80
Dragnea, A., Theory and methods of motive
development activities, Publishing Sports Academy,
Bucharest, 1999
Nanu, L., Techniques and methods in rhythmic
gymnastics movements, Publishing Şoimu "Galati,
2006
Nanu, L., Expressiveness and motor body by use of
rhythmic gymnastics, Ed GUP, Galati, 2010
Saulea, D., Dance sport relationship - Capacities of
neprofil coordination in higher education, PhD
Thesis, Bucharest, 2005
Nastase, V.D, Introduction to ballroom dancing,
Parallel 45 Publishing, Bucharest, 2002
Vasilescu, T., Here the dance, Youth Publishing
Visan, A., Dancing body education, University
- the technical trials (technical execution,
musicality, artistic impression) indicate the fact that
the average values of both boys and girls can be
improved, taking into consideration the fact that, in
competitions, the highest grade of the dance style
evaluated is 5, whereas the highest grade registered
by the young dancers of the present study was 4.5;
- the lower values registered for certain indicators
can be accounted for by the fact that the dancers in
this study have not yet reached their optimal level
of physical development, their motor skills and
aptitudes not being sufficiently consolidated but
also by the fact that children do not have the same
pace and rhythm in achieving progress.
BIBLIOGRAPHY
Alexe, N., Modern sports training, Editis Publishing
223
FASCICLE XV ISSN – 1454 – 9832 - 2012
DIFFERENCES BETWEEN SPEED RUNNING IN POLE VAULTING
COMPARE BETWEEN TOP POLE VAULTERS AND ROMANIAN
NATIONAL TOP VAULTERS
Cristian GRAUR, Barna SZABO
University of Medicine and Pharmacy, Targu Mures, Romania
Abstract
Pole vault jumping consists of passing above a bar placed as high as possible, accomplishing the best
synthesis between grabbing a lever which has to be brought to a vertical position and its usage in order to
obtain the best record.
The difference between top pole vaulters athletes and Romanian top vaulter athletes is that the results
are considerable inferior and one of the main reason for this situation is that the speed running in the last part of
the approach have lover values.
The data on international level have been measured with specialty equipment (optical lenses) and are
undertaken from certain research articles that are in connection with the theme studied by me and which I have
mentioned in the bibliography.
The data of national pole vaulting athletes in 2012 was mesured with Micro Time Racer2, based on
photocell, and we determinate the speed running on the last part of the approach. This data was taken during the
National Championship 2012 indoor.
We observe that the diference of speed runing in the last 15m of the approach is significantly lower in
the Romanian top vaulters athletes than the speed running of the world top pole vaulters.
We considered that this is the main problem for the poor results obtaind on national level of the pole
vaulters in Romania. Of course the low speed on the approach combined with poor acceleration on the last steps
have influence of highness of the pole grip and also of the amplitude and technicity of the jump.
Key Words: pole vaulting, speed, approach, comparison, top athletes
INTRODUCTION
Pole vault jumping consists of passing above
a bar placed as high as possible, accomplishing the
best synthesis between grabbing a lever which has
to be brought to a vertical position and its usage in
order to obtain the best record.
The spectacular evolution at pole vault is
firstly due to the fabrication and usage of the pole
made of synthetic, very flexible material, lasting
and easy; secondly by developing and perfecting of
the technique, optimizing the physical and mental
capacities of the jumpers.
The apparition of a new material in 1960,
glass fiber revolutionized the pole vault jump, at
this moment the jumping technique changes too.
Using poles made of glass fiber thanks to its great
elasticity allowed the accomplishment of bigger
levers that brought as a consequence the increase of
the world record with more than 1 m.
Another important aspect in accomplishing
better results has been the increasing number of
standards concerning security by enlarging the
landing surface and building in sponges.
In Romania there are some counties with
traditions where pole vault jumping is practiced by
the athletes of the section of Athletics.
During this period from all of Romania’s
counties at the Romanian National Championship
at this sport only seven counties have participated.
The main reason of this situation is of financial
nature due to the high costs of the used materials.
International level
224
FASCICLE XV ISSN – 1454 – 9832 - 2012
Evolutia recordului mondial la saritura cu prajina
7
metrii
6
5
4
3
2
1
0
Fig 1: The evolution of the worldwide record at male pole vault jumping
This incredible progression is mainly
thanks to the changes considering the material of
the competition (the pole), disturbing element while
running. Athletes once used poles made of cone,
ash tree or chestnut tree, thancame the poles made
of bamboo that eased operating with them.
Immediately after this the metal poles appeared that
were manufactured to fit the measures of the
jumper, giving another impulse to the sport in
increasing the level of performance. These kinds of
poles were followed by the poles made of glass
fiber, changing the technique of jumping radically.
We have to line out the fact that the best pole vault
jumpers have had the highest grips considering the
establishment of the best performances, grips that
have grown progressive thanks to the improvement
of the competition materials’ quality.
- Warderman in 1942 – 4,27m with bamboo
pole
- Bragg, Gustovski 1960 – 4,20m with metal
- Herve 1968 – 4,75 with glass fiber
- Takhardat 1988 – 4,95m
- Dencausse 1988 – 5,09m
- Bubka 1990 – 5,17m
The grip’s height is given by the arm that
grabs the pole the colsest to the superior part, the
right arm in case of right- handed jumpers and the
left arm in case of left-handed ones. This way the
height of the grip + the performance + the record
between the grip and the performance = efficiency
coefficient.
Describing the mechanism of the
technique at pole vault jumping
Pole vault jumping is a sport specific for athletics
and it makes part of the group of jumping sports
alongside long jump and high jump.
We can recoup this sport in more phases for an
easier and more profound analysis. The majority of
the authors who have mentioned this subject have
distributed the sport into:
1. Pole grip and carry of the pole
2. Approach (beginning and middle part)
3.
4.
5.
6.
7.
Drop and plant
The take off and penetration
The swing and rock- back
I position
Turn and bar clearance
RESEARCH METHOD
The data on international level have been
measured with specialty equipment (optical lenses)
and are undertaken from certain research articles
that are in connection with the theme studied by me
and which I have mentioned in the bibliography.
The biomechanical analysis of the World
Championship in Rome 1987 Gros and Kunkel
show that Sergey Bubka had the speed medium on
the approach in the 15- 10 m section according to
the end of the planting box was 9, 42 m/s,
managing to increase his speed until 9,65 m/s in the
10- 5 m section according to the planting box. The
measured data at the 14 finalists suggest that the
jumpers have their own individual models of the
way they run on the approach. These models are
similar in case of the successful and unsuccessful
performances. From the monitored athletes Bubka
and Bell have demonstrated a remarkable increase
of speed whereas the others barely maintained their
speed, moreover a decrease has been observed
(Vigneron). A great speed on the approach is a
necessary premise but it is insufficient for
successful jumps. From a biomechanical point of
view it is required to obtain a greater speed on the
approach with its increase at the take off as Bubka
demonstrated.
In 1987 at the Athletics World
Championship in Rome ten jumpers passed the bar
at 5, 80 m. the first three were Bubka (6,03), Dial
(5,96) and Gataulin (5,90). The measurements of
speed on the approach at the Athletics World
Championship in Rome 1987 were measured with
photocells placed at 15- 10- 5 m according to the
end of the planting box.
225
FASCICLE XV ISSN – 1454 – 9832 - 2012
Table nr. 1: Analysis of the speed on the approach of the jumpers who passed over 6 m until 2001.
Nr
Athlet
Personal
Athlete
Velocity on the
crt
best
high
last 5 m
m/s
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Bubka(UKR)
Tarasov(RUS)
Markov(AUS)
Hartwing(USA)
Gataulin(RUS)
Trandenkov(RUS)
Brits(RSA)
Lobinger(GER)
Ecker(GER)
Galfione(FRA)
6.14
6.05
6.05
6.03
6.02
6.01
6.01
6.01
6.00
6.00
If monitoring the speed on the approach
seems a less complicated burden, when measuring
the strength we need a developed equipment. The
analysis of the pole vault jumping at the World
Championship in Rome has been made through
monitoring the weight of the athlete (kg), his height
(h), the maximum height of the grip measured at
the superior point of the upper hand and the
evaluation in number of kilograms of the pole
(pole’s hardness). This way a report between
weight, height and grip plus the indexes of the
pole’s hardness gives us simply a value of the
relative strength of every athlete.
1.83
1.94
1.81
1.94
1.90
1.90
1.96
1.90
1.93
1.84
9.94
9.75
9.84
9.73
9.75
9.47
9.74
9.62
9.71
9.68
Closer to our research theme we measured
the motion speed at the Romanian National
Championship that took place indoors, 2012 edition
in pole vault male seniors. The timing has been
done with the MicrogateRacetimer 2, a photocell
was placed at 5 m from the end of the planting box,
the second one was placed at 10 m from the end of
the planting box and the third one at 15 m from the
planting box. This way we obtained the running
speed on the last 10 meters. I have noted the motion
speed from 10 to 5 m with V1 and the running
speed between 5- 0 m with V2, Romanian National
Championship on 25-26 February 2012.
Fig.1: Device for measuring the motion speed with photocells MicrogateRacetimer 2
The Racetime 2 kit has been projected to
satisfy totally the necessities of the chronometer in
the athletical preparing.
The device can be installed easily and it
doesn’t require connection cables between its the
elements, the data being transmitted by radio
connection. This chronometer system can measure
226
FASCICLE XV ISSN – 1454 – 9832 - 2012
the level of this sport regarding the approached
theme, I wish to create a conscious vision of the
physical differences (speed, strength) between the
top athletes and the national champions also.
Practically I wish that by improving the
speed and strength indexes specific for the pole
vault jumping at the level of the group I train to
benefit of the increases of measurable performance
at the competition they tak part.
On methodological level I wish to bring
improvements of the methodology of training in
order to optimize theresults of the jumpers from
Romania.
total times of a race just as intermediar times
depending on the position of the photocells.
The kit contains 3 photocells, 3 reflectors, 6
tripods on which the photocells and the reflectors
are placed, a printer with billing, an antenna with
incorporated system for transmitting the data.
The photocells work with AA type batteries,
this way it isn’t necessary for them to be connected
with an electrical source and they function
independently.
The printer with billing has a proper
accumulator with a great autonomy but it can be
connected to an electrical source too.
Theoretically in order to bring improvements
at national level by knowing the approach better at
RESULTS
Table nr. 2: Monitoring of the speed indexes in pole vault at the Romanian National Championship 2011
(indoor)
Nr
Initials
Approaching
Result Approaching
Index of the pole
crt
distance (m)
(m)
speed m/s
Pole length (m)
(Kg)
1.
B.A.
25
4,10
7,59
4,60m
70
2.
M.T.
25
3,90
7,062
4,60
70
3.
N.A.
21
4,10
7,11
4,30
68
4.
F.I.
34
4,30
8,45
4,50
73
5.
K.L.
32,30
4,75
6,94
4,75
80
6.
M.A.
30
4,10
7,17
4,50
75
7.
P.B.
29,70
4,70
8,29
4,60
82
8.
L.S.
30
0
7,31
4,45
73
9.
M.F.
26
3,90
7,60
4,30
66
10. D.B.
31
4,00
7,48
4,30
68
11. D.A
21
4,00
8,93
4,30
68
At this competition the timing has been done manually and it has been measured on the whole distance
of the approach.
Table 3: Monitorizing the speed on the approach in pole vault at the Romanian National Championship, 2012
edition (indoors)
Initials
V1(10-5 m)
V2(5-0m)
Vt(10-0m)
Dif v2-v1
Performanta
P.B.
7,93m/s
8,70 m/s
8,33 m/s
0,77
4,70 m Loc 1
D.A.
7,57 m/s
7,93 m/s
7,75 m/s
0,36
4,60 m loc 2
K.L.
7,81 m/s
8,06 m/s
7,93 m/s
0,25
4,50 m loc 3
The comparative chart of the speed on the approach in pole vault between the best result at the
Romanian National Championship, the World Championship in Helsinki 2005 and the jump which demolished
the world record.
Tabel 4: Monitorizing the speed on the approach on World Championship Helsinki 2005
Name
High of the Speed 16- Speed
11- Diferences
bar
11 m/s
6m
(m)
m/s
BLOOM
5,50
9,03
9,04
0,02
BLOOM
5,65
8,85
8,88
0,03
BLOOM
5,75
9,04
8,99
-0,05
BLOOM
5,80
9,01
9,04
0,03
WALKER
5,50
8,96
9,23
0,26
WALKER
5,65
8,91
9,09
0,18
WALKER
5,75
9,16
9,26
0,10
227
FASCICLE XV ISSN – 1454 – 9832 - 2012
GERASIMOV
GERASIMOV
PAVLOV
PAVLOV
GIBILISCO
HYSONG
KRISTIANSON
5,50
5,65
5,65
5,65
5,50
5,50
5,50
8,77
8,77
8,90
8,77
9,11
8,99
9,38
8,77
8,96
8,97
8,87
9,23
9,16
9,43
0,00
0,19
0,05
0,09
0,12
0,16
0,5
Fig. 2 – The approach speed differences between the three competitions
Obtained results:
From this experiment, by comparing the
World record: 6,14 m
results of top pole vaulter on world level with top
Helsinki: 5,80 m
pole vaulters of European level and with Romanian
Romanian National Championship: 4,70 m
top pole vaulters we observed a big difference first
on speed running on the approach. This is the first
DISCUSSION
main reason that the national results in pole
To reach god results as the world top
vaulting in 2011 – 2012 was lover with more than 1
athletes, one of the most important factor is the
m as the international achievements.
approaching speed, in our case the running speed of
the pole vaulter run on the end of the approach.
REFERENCES
Without a god running speed is impossible to
1. Arampatzis, A.; Schade, F. and BRÜGGEtake a high grip on the pole and also use a hard
MANN, G.-P. (1999): Pole Vault. In: Brüggepole, this two factors conditioning to reach high
mann, G.-P., Koszewski, D., Müller, H.
performances. A god technique is not a guaranty to
(Eds.),Biomechanical Research Project Athens
pass a high without a high approaching speed.
1997 – Final Report, 145-156
(Bubka 9,9m/s).
2. Bill, F., (1993) The continuous Chain
method for improving pole vault performance,
CONCLUSION
IAAF 8:1, 57-59
After measuring the speed running on the
3. Bompa T., (2003),Totul despre pregătirea
last part of the approach to the National
tinerilor campioni, Editura Ex Ponta, Bucureşti.
Championship of Romania we established that the
4. New study in athletics no. 2-3, (1996),
best pole vaulter who obtain first place, run in the
Speed in jumping events
last 5m with a speed of 8,33 m/s, to obtain a result
5. Nsa By IAAF, (2007)-Falk Schade,
JuhaIsolehto, PaavoKomi-Analizaprobei de prăjină
of 4,70 m. The athlete who obtain the second place,
la campionatelemondiale 2005.
run with a speed of 7,75 m/s and obtain a result of
6. Peter M., IAAF (1997) Mecanics of the pole
4,60 m, and the third place athlete run with a speed
vaulting take off
of 7,93 m/s, for a result of 4,50 m.
228

contents - Physical Education and Sports Faculty Galati

Transcription

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