Anale EFMS Volumul 1 - 2013

ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATI FASCICLE XV ISSN – 1454 – 9832 - 2013

3

CUPRINS

STUDY REGARDING PUBLIC RELATIONS IN THE FIELD OF SPORTS

Cătălina ABABEI, Radu ABABEI, Alina ABABEI ........................................................... 7

STUDY REGARDING THE WAYS OF ORGANIZING THE PUPILS DURING LEARNING

Radu ABABEI ................................................................................................................... 16

THE INFLUENCE UPON FUNCTIONAL CAPACITY OF LUDIC RECREATIONAL ACTIVITIES CARRIED OUT IN VARIOUS ENVIRONMENTS

Adela BADAU, Ramona Natalia UNGUR, Teodora Mihaela ICONOMESCU, Dana BADAU .............................................................................................................................. 22

STUDY ON THE DEVELOPMENT MODEL OF HIGH PERFORMANCE JUDO COMPETITION

LaurenŃiu BOCIOACA ..................................................................................................... 27

THE MANAGEMENT OF MAKING THE GATE THROWS OF THE HANDBALL INTERMEDIATE PLAYERS, MORE EFFICIENT (JUNIORS I GIRLS)

Ioan Teodor CICMA, Gloria RAłĂ ................................................................................. 32

COMPARATIVE STUDY OF APPRECIATION LEVEL PHYSICAL TRAINING IN BEGINNERS BASKETBALL PLAYERS WITH NATIONAL MODEL AND MODEL OF THE ROMANIAN BASKETBALL FEDERATION

Mihaela CHICOMBAN ..................................................................................................... 36

STUDY CONCERNING THE PSYCHOLOGICAL COPING SKILLS OF FOOTBALL PLAYERS LEVEL C

Dana Maria CIOCAN, Vasile Cătălin CIOCAN .............................................................. 41

STUDY REGARDING THE CORRELATION BETWEEN THE LENGTH OF THE EXTREMITIES (INFERIORS-SUPERIORS) AND THE EXECUTION TECHNIQUE OF THROWING TO THE BASKET FROM DRIBBLING WITHIN THE COURSE OF BASKETBALL

Dana Lucica CIOCOIU ..................................................................................................... 48

EXPERIMENTAL STUDY ON SPEED DEVELOPEMENT IN CHILDREN OF 14-15 YEARS, PRACTICING THE FOOTBALL GAME

Vasile Dumitru Nicolae FIRIłEANU, Marius DIMA...................................................... 52

IMPROVING WORKING METHODOLOGY IN THE HOURS OF TRAINING ON JUNIOR FOOTBALLERS

Vasile Dumitru Nicolae FIRIłEANU, Marius DIMA...................................................... 57

STUDY REGARDING THE ASSESSMENT OF FUNCTIONAL RESPIRATORY CAPACITY IN PROFESSIONAL TRACK AND FIELD ATHLETES FROM THE CSM BACĂU 2010

Carmina GORGAN, Cătălina ABABEI ........................................................................... 62


4

THE ROLE OF THE FOCUSING IN THE TRAINING OF THE GOALKEEPER DURING THE HANDBALL GAME (JUNIORS I GIRLS)

Cătălina Irina GRIGORAŞ-POPA, Ioan Teodor CICMA ............................................... 67

CONSIDERATIONS ON COMBATING DELAYED ONSET MUSCLE SORENESS

Cezar HONCERIU, Bogdan-Alexandru HAGIU ............................................................. 72

REDUCING SPASTICITY IN CHILDREN WITH CEREBRAL PALSY USING KINESIO TAPE

Anca IACOB ...................................................................................................................... 77

CONTRIBUTION REGARDING SPEED DEVELOPMENT ON CHILDREN AGED BETWEEN 12-14 YEARS

Ileana JURAVLE, Mărioara SALUP ............................................................................... 80

PHYSICAL METHODS APPLIED IN THE REHABILITATION OF ISCHEMIC HEART DISEASE

Ileana JURAVLE ............................................................................................................... 83

DESIGNING ORGANIZATIONAL EFFECTIVENESS MODEL OF SELECTED IRAQ’S SPORTING FEDERATIONS BASED ON COMPETING VALUES FRAMEWORK

Ibrahim AKO, Mehrali HAMATINEGHAD, Rahim RAMEZANINEGHAD, Hossein EYDI................................................................................................................................... 88

THE IMPORTANCE OF PSYCHO-PHYSICAL RELAXATION IN DIMINISHING THE FREQUENCY AND INTENSITY OF MIGRAINE CRISES

Doina MÂRZA-DĂNILĂ, DănuŃ Nicu MÂRZA-DĂNILĂ ............................................. 99

OPTIMISING MOTOR SKILLS DEVELOPMENT THROUGH DIFFERENTIATING PROCEDURES IN THE PHYSICAL EDUCATION CLASS AT THE LEVEL OF THE 8TH GRADE (BOYS)

George Danut MOCANU ................................................................................................ 104

A COMPARATIVE STUDY ON THE DEVELOPMENT LEVEL OF THE COORDINATION ABILITY ON FEMALE STUDENTS OF PHYSICAL EDUCATION AND SPORTS FACULTY (F.E.F.S) AND AUTOMATION, COMPUTERS, ELECTRICAL ENGINEERING AND ELECTRONICS FACULTY (A.C.I.E.E.)

George Danut MOCANU ................................................................................................ 109

AN IN-DEPTH STUDY ON THE EFFECT OF STRETCHING EXERCISES ON THE BODY SCULPTING OF TEENAGE GIRLS OF 11 – 12 YEARS OLD

Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU ........................... 115

STUDY REGARDING THE INFLUENCES OF AEROBICS MAINTENANCE EXERCISES ON TEENAGE GIRLS OF 14-16 YEARS

Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU ........................... 121

ON THE INFLUENCE OF AEROBIC GYMNASTICS EXERCISES IN STRESS PREVENTION IN ADOLESCENCE (17 – 18 YEARS OLD STUDENTS)

Liliana NANU, Constantin PLOEŞTEANU ................................................................... 126


5

STUDY ON THE ACTION OF TACTILE AND STRENGTH SENSORS IN DETERMINING THE BALL FORCE ON THE VOLLEYBALLERS’ FOREARMS

Carmen PÂRVU .............................................................................................................. 131

CULTIVATING GENERAL STRENGTH TO JUNIOR 12-13 YEAR-OLD SOCCER PLAYERS

Constantin PLOEŞTEANU, Vasile Cătălin SAVU ........................................................ 134

EXPERIMENTAL STUDY ON THE DEVELOPMENT OF COORDINATION CAPACITY OF FOOTBALL PLAYER S BY MEANS OF DANCE

Constantin PLOEŞTEANU, Liliana NANU, Vasile Cătălin SAVU ............................... 139

IMPLICATIONS OF THE MORAL–VOLITIONAL TRAINING IN THE TRAINING OF PERFORMANCE ATHLETES

Veronica POPESCU ........................................................................................................ 144

USING THE MEANS OF TRAINING HAPPEN WITH DIFFERENT PREDOMINANT INFLUENCE COMPARED WITH NARROW SPECIALIZATION IN THE PREPARATION OF 14-15 YEARS OLD MIDDLE-DISTANCE RACE RUNNERS

Lucica SAVA.................................................................................................................... 151

SCIENTIFIC ARGUMENTS IN SUPPORT OF THE AEROBIC GYMNASTICS AS A MEANS TO FIGHT STRESS

NeluŃa SMÎDU ................................................................................................................. 157

DEVELOPMENT EFFECTIVENESS SPECIFIC RESISTANCE EXERCISES ON THE OPTIMIZATION OF TECHNICAL FACTORS FROM JUNIOR FOOTBALLERS 17-18 YEARS

Gabriel SIMION .............................................................................................................. 159

AUXILIARY EQUIPMENT FOR PREPARING SKILLED RUGBY PLAYERS

Vasile TABIRTA.............................................................................................................. 164

IDENTIFICATION OF SOME TECHNICAL PARTICULARITIES IN WEIGHTLIFTING ATHLETES

Marian Daniel TEODORU, Daniel Constantin MURĂREłU ....................................... 168

OBSERVATIONAL ANALYSIS OF THE TYPES OF CEREBRAL DOMINANCE ON HANDBALL PLAYERS H.C. PLOIESTI

Dragoş Ioan TOHĂNEAN ............................................................................................... 171

ECONOMIC EXPEDIENCY OF MARKETING ACTIVITY OF ORGANIZING COMMITTEES FOR OLYMPIC GAMES (OCOG)

Vasile TRIBOI ................................................................................................................. 175

THE OPPORTUNITY OF APPLYING STATISTICAL SOFTWARE PROGRAMS IN EVIDENCE QUALITY OF THE II LINE ATTACK, IN VOLLEYBALL GAME 182

Dana Simona łURCANU, Dan Alexandru SZABO, Florin łURCANU ...................... 182

ORIENTATION OF THE HIGH PERFORMANCE HANDBALL PLAYERS ON OFFENSE

Grigori CAPATINA, Leonard BIBIRIG ........................................................................ 186


6

ON THE INFLUENCE OF MOTOR QUALITIES IN SECONDARY SCHOOL PUPILS’ PERFORMANCE OF GYMNASTICS ACROBATIC ELEMENTS


A STUDY ON THE LEVEL OF PHYSICAL, TECHNICAL AND ARTISTIC TRAINING OF JUNIOR GYMNASTS



7

STUDY REGARDING PUBLIC RELATIONS IN THE FIELD OF SPORTS

Cătălina ABABEI, Radu ABABEI, Alina ABABEI

University "Vasile Alecsandri" of Bacău, Romania

Abstract: This research tried to highlight the fact that when one or more values are internalized, becoming convictions, they structure the conduct of the pupil/young person in a special way, instituting themselves as a genuine director of their actions and conduct. This scientific study aimed mainly to record all the actions that the Romanian Olympic and Sports Committee (ROSC) has performed in 2011 to promote the Olympic spirit and the Olympic education among young people. This research started from the following hypotheses: 1. The Romanian Olympic and Sports Committee, through the Romanian Olympic Academy, could influence or change the pupils' conduct, thus instituting themselves, along with other social components as a highly valuable educational factor, if the actions performed to promote the Olympic spirit become permanent in this country. 2. The constant diversification and the organization of the actions to promote Olympism in all counties would determine an increase in both the number of volunteers, and the number of participants. Key words: sports, public relations, R.O.S.C. INTRODUCTION The best known and widely accepted definition of Public Relations is the one given by Rex Harlow: "Public relations is the distinctive management function which helps establish and maintain mutual lines of communication, acceptance and cooperation between an organization and its publics; involves the management of problems or issues; helps management to keep informed on and responsive to public opinion; defines and emphasizes the responsibility of management to serve the public interest; helps management keep abreast of and effectively utilize change, serving as an early warning system to help anticipate trends; and uses research and sound and ethical communication as its principal tools." Public relations in sports develop on a multitude of levels and layers. Among the communication levels, one can find public relations within government institutions: the Ministry of National Education, the Ministry of Youth and Sports, the County Directions for Sports and Youth, the sports clubs. All of these public institutions offer information regarding their activities, their projects, their goals set for a certain period of time. They publish their information on websites, offering it to the public at large through various promotion campaigns, events, or media. Communication inside these institutions is done pyramid-like. Information is propagated in both ways: both from the sports clubs to the ministry, and from the ministry to the sports clubs, the latter representing the base of the pyramid. In the case of the Romanian Olympic and Sports Committee, communication is done in the same way, but mainly with the International Olympic

Committee, towards the top, and with the Romanian Olympic Academies, towards the base. In parallel, however, communication with the ministry is done from the same level. AIM, HYPOTHESIS, AND RESEARCH METHODS This study aimed to give a record of all the actions that the Romanian Olympic and Sports Committee (ROSC) performed in 2011 to promote the Olympic spirit and the Olympic education among young people. This research started from the following hypotheses: 1. The Romanian Olympic and Sports Committee, through the Romanian Olympic Academy, could influence or change the pupils' conduct, thus instituting themselves, along with other social components as a highly valuable educational factor, if the actions performed to promote the Olympic spirit become permanent in this country. 2. The constant diversification and the organization of the actions to promote Olympism in all counties would determine an increase in both the number of volunteers, and the number of participants. This study used the following research methods: a) The historical method. b) The documentation method. c) The observation method. d) The sociological interview method. DEVELOPMENT OF THE RESEARCH This study analyzed the activities conducted in the country by the Romanian Olympic and Sports Committee in 2011. These will reveal the


8

importance of promoting the Olympic spirit and Olympic education through various events. In Alba - Actions for multiple sports were organized in the first semester: The "Ovidiu Chelioglu" memorial middle school female/male handball; the county competition "Romanian participation in the Olympic Games." Throughout the month of January, the competitions "A pen called fair play" and "Sport in children's imagination" were launched, and in April, the competition "Parents' Cup." The "Olympic Pentathlon" and the "Olympic Triathlon" for grades 5th-8th were also organized. The "Olympic Day" cross was conducted on May 26, enjoying a participation of approximately 200 people. The national symposium "Past and present in the history and present of physical exercise" had 18 papers, with participants from the counties of Alba, Cluj, Mureş, and Zalău. The county stages for female "Soccer" and "Cheerleaders and aerobics" were conducted for the following categories: preschoolers, grades 1st-12th, and adults. In Arad - the members of the organizing committees were directly involved in the organization of sports activities and their development, mobilizing a large number of schools within the city and and county. On June 1, cross, handball, soccer, and volleyball competitions were organized for 1st-8th grades pupils. The "Olympic Day" cross was structured on four age categories, and it opened the Arad-Beckes super marathon. In Argeş, partnership protocols were signed with: the County Direction for Youth and Sports, and the "Sports for Everyone" County Association, from Argeş County. "Who knows, wins!" competitions were organized, with themes of Olympic culture, in the middle of January and at the beginning of February, in Poiana Braşov, with students from the Piteşti Faculty of Physical Education and Sports (95 people). Partners: Piteşti University, Faculty of Physical Education and Sports (FPES). The "Olympic Spirit" track and field competition was conducted in May, with the first year students, at the Piteşti FPES sports base. For both activities, the diplomas and symbolic awards were provided by the Argeş R.O.A. On June 4, the athletic-educational action "Sports and Ecology" was organized, in Voina – Iezer, with 48 participants, between 15 and 30 years old. Partners: the Argeş County Association for Sports and Youth, Lereşti Town Hall. The "Olympic Day" cross took place on June 11, in Piteşti, the forest of Trivale. In Bacău, the commission directed its activity toward maintaining the rhythmic activity within the existent Olympic clubs. The main actions were: Olympic-themed competitions, projections of Olympic-themed video materials - provided by the

local branch, cultural-athletic actions, art exhibitions, etc. DVDs of the film, "100 years of Olympism" were made and distributed to all of the Olympic clubs, being projected mainly during form master classes. The competition "Who knows Olympism, wins!", the "Olympic Pentathlon," and the "Olympic Day" cross developed from the school edition, to a county edition. The activities organized in the Olympic Month were: a play-doh modeling competition, participating the children from the "Lizuca" and "Crai Nou" kindergartens; a Bacau Olympic clubs mascot competition, organized at the "Ştefan cel Mare" N.C., the "N.V. Karpen" N.C., and the "Henri Coanda" College; a sports and Olympic-themed epigram and quatrain competition, at the Bacău "Constantin Platon" School; a sports-themed photography competition, at the Bacău "George Apostu" Art College. The "Olympic Day" cross was organized in partnership with the City Hall and the County Direction for Youth and Sports. The premiere was opened by the Mayor, the action enjoying a great coverage by the media, the event being present on all local radio and television channels, local newspapers, and local news sites. In Bihor, in May, there were the traditional volleyball competitions, participating students from other specializations. In June, the "Olympic Day" cross was organized in the "I.C. Brătianu" Park, this event being well promoted in the local media. We have to mention the good collaboration with the CDSY, which provided extra awards to the cross winners, besides the ones offered by the branch. The "Onisifor Ghibu" Olympic Club organized in March a volleyball competition, multiple teams from various counties being present. Handball competitions (male and female) were organized in April, within the "Sânmartin" Olympic Club, also soccer and wrestling competitions, with the participation of the children from the county. In June, the Olympic Club "Budureasa" was founded, organizing at its inauguration a soccer competition, with the participation of the parish schools, as well as a cross on 5 age categories. The impact of these athletic events conducted in that area was positive, being very well received and very present in the media, being also stimulated by the awards offered by the branch. The "L.P.S Bihorul" Olympic Club organized for the first time a beach volleyball competition, with the participation of several teams from around the country. In BistriŃa, the athletic activities were conducted under the guidance of the BistriŃa Năsăud County School Inspectorate, and of the branch, in compliance with the competition calender of the NSHO. Several cultural-athletic activities took


9

place during the national phase of the Sports Theory Olympics. In May, "Europe Day" took place. Children from special schools also took part in this action. A track and field competition was organized for children in grades 3rd-4th, in collaboration with the City Sports Club. At the beginning of June, the opening of the "Olympic Week" in BistriŃa took place. A jury to judge the drawings for "The Olympic Games in a child's imagination" was organized and to judge the best literary creations for "A pen named fair play". On June 3, in LechinŃa, the "Olympic Day" cross took place, over 300 children and young people being engaged, as well as the local government. After the cross, a group of female pupils from the LechinŃa School presented an artistic program. In the parish of Feldru there was an interactive chess competition, a demonstrative basketball game, as well as a rhythmic gymnastics performance, all being activities comprised in a project conducted by the school, within which other types of athletic activities also took place. In Braşov, the "Winter Olympic Week" from Şirnea took place in the last week of January, comprising the Olympic ski ceremonial, ski and sleigh competition, as well as a nocturnal Olympic caravan. The competition "Do Re Mi in ski" took place, also the "Olympic School Pentathlon for the Third Millennium," having as motto "Defeat yourself!". The "Olympic Day" cross took place on June 23, at Şirnea, together with the Braşov – Şirnea Cycling Marathon, at which 60 amateur cyclists participated: the youngest one was 10 years old, and the oldest, 30. In Brăila, the "Olympic Day" cross took place on June 11, engaging over 300 participants: volunteers, athletes, cyclists, and persons involved in the organization. The organizers were the Brăila CDSY, and the ROA, and the partners - the Brăila City Hall and the Brăila CSI. The awards were provided by Piraeus Bank, the Brăila City Hall and the Brăila CDSY. On November 19, the "Athletic - Olympic" Cup for track and field Juniors III was organized together with the CDSY. In Bucharest, sector 1, the activity consisted in the founding/re-founding of Olympic clubs in the country, and the organization of various Olympic-type activities. The Olympic clubs in the sector were given books, posters, and fliers with Olympic, school, touristic, sanitary themes. The competitions "The Olympic Games in a child's imagination", "A pen called fair play" and "Who knows Olympism, wins!" were organized (the winners participated in the City stage organized by the Olympic club from School no. 162, in May). In February, the "Olympic Clubs Cup" took place. The pupils from the Olympic clubs of the branch

participated in the "Olympic Day" National Cross, on June 5. In Bucharest, sector 2, there was in February the "Young People's Parliament" soccer cup, for high-school boys and girls, in partnership with the Sector Hall and the CDSY. Eighteen male teams and 12 female teams participated (approximately 300 people). The "Olympic Day" National Cross also took place. In Bucharest, sector 4 - the main objective of the commission was to attract a large number of pupils to promote the values of Olympism. The branch organized successfully the competitions "A pen called fair play" and "The Olympic Games in a child's imagination" for middle school and high school pupils. "Who knows Olympism, wins!" enjoyed a large participation (10 high schools). At the "Olympic Day" National Cross, the branch presented a very large number of pupils, the "Mihai Eminescu" N.C. standing out with 120 participants. "Happy Birthday, Childhood!", an educational project conducted in the Children's Park, in May, counted a very large number of pupils, parents, and teachers. Roller skating, table tennis, basketball, and aerobics competitions were also organized. Primary school and middle school pupils from the sector school participated in teh competitions, promoting the fair play. In Bucharest, sector 5, the activity consisted in the founding/re-founding of Olympic clubs in the country, and the organization of various Olympic-type activities. There was an active preoccupation to engage a large number of pupils to practice athletic activities and propagate the school Olympism. The middle schools and the high schools were given books, posters, fliers with Olympic themes. The competition "A pen called fair play" took place - the sector stage, and the educational project "The Olympic Games". The "Olympic Day" National Cross also took place. The Olympic clubs have as main goal the promotion of Olympism through various methods. In the second semester, the branch organized the following activities: in October, a round table at School 114 "Principesa Margareta" with the theme "Romanian Olympic Champions", with special guest the track and field Olympic champion Anişoara Cuşmir Stanciu; in November, at the "Ion Barbu" Theoretical High School, a discussion took place, with the theme "The best choice is sport, not drugs". The drawing competition "Olympic Symbols" took place at School 139 "Mircea Săntimbreanu", in December. In Buzău, the project "Olympic Month Buzău 2011" first edition, started with the opening festivity, on May 24. An Olympic ceremonial was organized, lighting the Olympic Torch at the Obelisk/ Crâng Park, and taking it to the "Romeo Iamandi" Sports Hall; the Romanian Hymn and the


10

Olympic Hymn were sung; the Olympic flag was raised; a moment of recollection took place as an homage to the Buzău sports personalities who had died; pigeons were set free; the athletes' and referees' oath was recited; the message of the branch manager and the ROA manager was read; the "Honorary Plaque of Buzău Sports and Olympism" was unraveled; the exhibition "Buzău Physical Education, Sports and Olympism" took place, followed by a ceremony comprising the lighting of the Olympic Flame, cultural-artistic moments, athletic demonstrations, and the ceremony awarding the Buzău Olympic personalities. The art competition "The Olympic Games in a child's imagination", the county stage, had as participants pupils from grades 1-8. The following athletic activities took place: tennis, the "Open Tennis Cup" and "Olympism"; table tennis, the "Emilian Băcioiu-Viorel Filimon Cup"; handball, the Constantin Vlad Cup", the "Vlase-Penu_Covaciu Cup", and the "Olympism Cup"; volleyball, the "Cornel Chifu-Nicu Stoian Cup"; gymnastics and soccer, the "June 1 and Olympism Cup" and the "Olympism Cup" at the "Radu Vlădescu High School from the town of Pătârlagele; basketball, the "Olympism Cup" and the "Isfache Cup", cultural and athletic actions at the "Berca" kindergarten; judo, the "Mircea FrăŃică Cup"; cross, the "Olympism Cup" at the "Pârscov" School; rugby in 7, the "Olympism Cup". On June 23, the "Olympic Day" cross took place in Buzău. The main organizer was the Buzău branch, together with: the Buzău Town Hall, the Buzău CDSY, the Buzău County Track and Field Association. In Călărăşi, the activity of the commission was centered on organizing the activities: "The March Cross", at OlteniŃa, together with the Călăraşi CDSY and CASY; the "OlteniŃa Days" - multi-sports festival, organized in April, in prtnership with the Town Hall. The "Olympic Day" cross took place in two town in the county: OlteniŃa and Călăraşi. The actions were present in the local media, before and after their ending. The County Chess Competition "Cupa Demolnay" for children and young people also took place. The soccer "Ethnic Cup" was organized in the Radovanu parish, in partnership with the Călăraşi CASY. The mini-soccer "Child's Day Cup" also took place, with 450 participants. The Mayor of OlteniŃa was present at the premiere ceremony. In ConstanŃa, throughout the "Olympic Month" the following actions took place: at FPES ConstanŃa, within the Olympic club, there was a discussion on the subject "Olympism - way of life", addressed to all the students, moderated by the branch manager. The Olympic culture competition, "Who knows Olympism, wins!" reunited 5 Olympic clubs that proved their knowledge of Olympism.

Eight Olympic clubs competed in the athletic competition "Olympic Clubs Relay". The "OLympic Day" cross covered a distance of 5.3 km, between the Sports Hall and the Aqua Magic Mamaia. The start was given by Mr. Ilie Floroiu, the manager of the C.S. Farul ConstanŃa. Many runners from various counties participated: GalaŃi, Brăila, Giurgiu, Bucharest. There were also participants from the rural environment: Topalu, Crucea, Grădina, Cumpăna, Limanu, Medgidia and Cernavodă. Piraeus Bank, the ROSC sponsor, offered 19 awards. Cycling and roller skates enthusiasts also participated. In Covasna, in March, the "Peter Laszlo" Cup was organized - a track and field competition; in April, the "Olympic School Pentathlon for the Third Millennium" competition took place in Sf. Gheorghe, the finalists going in June to Şirnea; in May, during the town days, the traditional cross was organized, 4 km running on the highway, the "Gall Lajos Memorial". In June, the "Olympic Day" cross took place, opening a number of sports events. The opening ceremony was conducted by the Mayor and by Mr. Cristian łopescu. In Dolj, the drawing competition "The Olympic Games in a child's imagination" and the literature and sports journalism "A pen called fair play" were present in the media through the School Inspectorate, the County Direction for Sports and Youth, the County Association Sports for Everyone, and the ROA branch. The "School Olympic Pentathlon" - the county stage - was organized in the Sports Hall. The "Olympic Day" cross (approximately 350 participants) took place on June 4, on the course Horse Race Track - Nicolae Romanescu Park, a course that became traditional, because here took place all of the editions since 1995; the event was sponsored by Piraeus Bank. The County Direction for Sports and Youth, the ROSC, in partnership with the Craiova City Hall, the Local Council, the County School Inspectorate, the Police Military Inspectorate, and the ROA branch, organized on April 10, the "GDF SUEZ Olympic Caravan". Athletes from Craiova professional sports clubs were invited to participate, integrating in the play of the participants. From the great female athletes, the following were present: Doina Melinte, Violeta Beclea, Otilia Bădescu, Natalia Andrei, NuŃa Olaru, Niculina Lazarciuc. The activities took place at the sports base in the Craiova Youth Park, where over 1000 young people participated in the gymnastics, cross, handball, volleyball, basketball, table tennis, and tennis events. In GalaŃi, in February, in the hall of the Faculty of Physical Education and Sports of GalaŃi, the Volleyball and Basketball University Championship took place. Representatives of the "Sporting Club GalaŃi" Disabled Persons


11

Association also participated in the competition Alina Putanu performed a power lifting demonstration for the persons with a locomotor disability. She is the world vice-champion at this sport. The competition program also comprised table tennis competitions, surprise volleyball and basketball events for the second year students, and a Olympism-themed poster exhibition. The ROSC Olympic Culture and Education Commission organized the following action in the country: In Alba, a partnership agreement was signed with the School Inspectorate, through which the latter agrees to support the action of the branch of giving sports halls the names of several county and national sports figures. Also with the School Inspectorate, there was a decision to recognize and include the diplomas won during the ROA competitions in the merit commendations file. A partnership agreement was signed with the Alba CDSY, through which they must support financially the county chess and checkers competitions. Beginning with this year, the "Olympic Pentathlon" and "Olympic Triathlon" competitions were conducted also for the grades 5-7. Due to this fact, the number of the participating pupils was considerably larger. All of the actions of the branch were present in the local televisions, radios, and newspapers. In Arad, the members of the propaganda commission printed posters specifying the athletic actions that were being developed, giving precise dates. In this sense, one can appreciate the activity of the assistant professors from the Olympic club of the "Aurel Vlaicu" University of Arad. Helping the commission were also the two previously mentioned institutions, the CSI and the CDSY, which supported the activity through banners and posters. In Argeş, the Olympic-themed competitions conducted under the title "Who knows Olympism, wins!" were followed by discussions regarding the themes that were the object of the competition questionnaire. In Bacău, the commission had a more restrained activity in this year, managing only to keep several Olympic-themed classes, and maintain a constant presence in the local radio and TV shows. The activities of the branch were present in the local newspapers, radios and televisions. In this sense, we highlight the work of the daily newspapers "Ziarul de Bacău" and "Deşteptarea", as well as of the TV stations "1TV Bacău", "Realitatea Bacău", "Antena 1 Bacău" and "TV Bacău". In Bihor, in January, Olympic-themed papers and essays were presented, the best three receiving awards. Also, in the promotion program for the Oradea University and the Faculty of Physical

Education and Sports, entitled "The Oradea University Caravan", the activity of the university Olympic club was included. This program was conducted throughout the whole second semester, visits being programmed to all existent high-schools in Bihor County, but also to several ones outside the county. In May there was a new Olympic-themed essay competition for the students of the Faculty of Physical Education and Sports. In June, there was a poetry and drawing competition, within which the Olympic themes were included. The best works were awarded. In Braşov, the "Olympic Day" at Şirnea had over 300 participants. The artistic program was provided by the "Eftimos" and "Amadeus" ensembles, the Braşov Music High School orchestras, and the folkloric group "Sub cetina bradului". Here, the exhibition "The Olympic Games in a child's imagination" also took place, the county stage. In Brăila, the magazine "Sportul brăilean" no. 2 was launched at the Hotel Sport of Brăila, the organizer being the Brăila CDSY, in partnership with the Brăila ROA branch. The publication was under the patronage of the Brăila ROA branch, and financed by the Brăila CDSY. In November, the rugby "Young Hopes Cup" took place, in partnership with the Brăila CDSY and the Brăila Rugby Club. In Bucharest, sector 1, discussions were organized within the Olympic clubs, regarding the cultivation of fair play, tolerance, and cooperation among the pupils. On March 8, under the title "Equality of Chances", table tennis (mixed doubles) and chess competitions took place at a sector level. There was also participation at the discussion "Fight against violence in sports competitions". Under the title "Promoting Olympism among Pupils", there was a meeting with the top athletes in the sector, at the branch. During the Olympic Month, the sector 1 Romanian Olympic Academy branch organized the Olympic Festival of Sector 1, with the participation of pupils from 14 Olympic clubs. On "Child's Day" there were cultural-athletic activities under the title "Children of today, Olympians of tomorrow" (asphalt drawings, relays, rollerskating), organized by the Olympic club from the School 175, and the soccer "Daddy's Cup". In sector 2 there was the general knowledge competition "Who knows Olympism, wins!" at School 30, for the middle school and high school pupils in the sector. Three teams participated in the City stage. In sector 4, during the communication session "The History of the Olympic Mascots", the pupils and the teachers presented papers that draw attention and a provoked a real interest This method of exposure


12

was the "magnet" with which the members of the commission managed to attract a very large number of pupils from the sector 4 schools, and to make them interested in the Olympic Games. Sector 5, through its cultural and athletic activities promoted Olympism and increased the level of Olympic knowledge among the pupils. Discussions were organized within the Olympic clubs, regarding the cultivation of fair play, tolerance, and cooperation among the pupils. In January, at the School 146 "I.C. Duca", the chess championship "A Healthy Mind in A Healthy Body" took place, between middle schools and high schools. In February, the competition "Who knows Olympism, wins!" for middle schools and high schools took place, at the "Principesa Margareta" School 144. March started with a handball championship for the middle schools and the high schools in the sector, and with a meeting between the professional athletes, with the theme, "Fighting the verbal and non-verbal violence". In Buzău, the secretary of the branch participated in the meetings organized by the County Commission against sports violence. In May, a press conference took place, presenting to the media the action "Olympic Month, Buzău 2011", the whole Buzău media being present at the opening ceremony. On June 23, right after the closing ceremony, Professor Nicolae Postolache, PhD., responsible for the ROA third commission, together with the manager and the secretary of the branch, were invited to the TV Buzău television channel, to conclude this action. For a more ample promotion of the Olympic education and culture, the following were created: a Facebook page, a blog for the Buzău County physical education and sports teachers, a blog for the "Gladiatorii" Olympic club from School "Zoita", coordinating teacher Stoinoiu Jan. In the future, there will be various Olympism materials posted on the website www.televiziuneaelevilor.com by its county administrator, DănuŃ Staicu, and Marian Ionaşcu, the responsible for Buzău County. The Buzău Teachers' House edited the magazine "Şcoala Buzoiană", where one can find the article by the branch's volunteers - Ene Alina and Jipa Adriana Mădălina, entitled "Volunteer work in physical education and sports, in a rural environment". In Călăraşi the cultural, educational and athletic activities "Poetry and Fair Play" were organized together with the County School Inspectorate. There was also a jury that judged the drawings for the county stage of the "The Olympic Games in a child's imagination" art competition, judging also

the works from the literature and sports journalism competition, "A pen called fair play". In ConstanŃa, the schools that had Olympic clubs organized the sports competition "The School Days". The university students organized in the school where they perform pedagogical practice athletic and cultural activities. After watching the tape "Genesis of Olympism" there were speed competitions "Who knows Olympism, wins!". Within the Olympic club from the "Ovidius" University, existing within the Faculty of Physical Education and Sports, there were the following activities: Olympic-themed student papers "Olympism, yesterday and today", within the course of PES History; the "Spring Cross"; the "Anniversary Cup", basketball, soccer, handball, and volleyball competitions, organized under the patronage of the ROA branch, with the motto "Fair play on the court and outside it." The relationship with the media was created through press conferences organized by the ConstanŃa CDSY, and through direct contracts between the branch management and the respective institutions. The local radio stations reported in their sports shows the activity of the branch. In Covasna there were kindergarten activities, the children exercising on a stadium for 25 minutes, under the guidance of a physical education teacher; after that they visited the "Szabo Kati" Sports Hall. In Dolj, on May 26, in the amphitheater of the "FraŃii Buzeşti" N.C., took place the international action "Preventing school violence. The role played by the communities and by school in preventing violence." The action was organized by the Dolj County Center for Educational Resources and Assistance. During the symposium, the "Fair play" thematic was defended, in English. At the initiative of the branch, an organization committee was constituted, to celebrate the "Craiova Fencing Centenary", in the last ten days of October. The event consisted in organizing a photography exhibition, printing 300 brochures with the results of the Craiova fencing team throughout the years, organizing a festivity, and a fencing competition for veterans. In Harghita, in May, the delegation of the Hungarian county of Somogy, together with the CDSY management exchanged experience with the sports organizations in the twinned counties of Bacs-KisKun and Somogy from Hungary. The subjects of discussion were: sports, sports investments, Olympism, ways to work together for Sports Directions - the Olympic Academies branches - the educational institutions, and the Local Councils. In Iaşi, in January and April, there were lectures and discussions with the members of the Olympic clubs, in regards to volunteer work and Olympic values. In May there were the county stages for the


13

literature and sports journalism competition "A pen called fair play" and the art competition "The Olympic Games in a child's imagination". In the second semester there was an exchange of experience between the members of the Olympic school clubs and the university ones, through lectures, on the following subjects: fighting violence in sports and in life, promoting a healthy lifestyle. Activities were conducted in the schools with Olympic clubs, during the School Days celebration (anniversary cups for table tennis, badminton, handball, soccer, cultural-artistic programs). At the literature and sports journalism competition, "A pen called fair play", the pupils Ioana Radu and Maria Cezara Lăcătuşu positioned themselves in the first two places in the section Chronicle/Reportage. In Maramureş, the commission members activated in schools and high schools, trying to implement sportiness, fair play, and to fight sports violence. In this sense, they collaborated with all of the decision makers to fight the violent events in sports. We have to mention that this year there were no special cases that would be against the sportive conduct. In MehedinŃi, the branch members participated in the meetings organized by the County Commission for action against violence in sports, and by the Center for Prevention, Assessment, and Counseling Against Drugs. The activity of the branch in the county has been presented in the media, promoting Olympism, trying to increase the knowledge of Olympic culture among people. In Mureş, under the guidance of the commission responsible, prof. Alina Maria Chirilă, a meeting was organized, with all of the county middle school principals, to present the Olympic goals and actions comprised in the branch's activity project, as well as a meeting with the directors of the management councils of the Olympic clubs, and the "Târnăveni" Olympic club, to present the activity project, as well as to establish the directions of promotion of the volunteer activities among the pupils and the teachers. A large number of teachers and pupils was involved in all of the actions organized in the Olympic clubs. We are talking about the literature, and arts competitions, the participation in the two stages of the Pentathlon and in the "Olympic Day" cross. The actions were present in the media through the local radio station, from Tg. Mureş. In NeamŃ, the number of sports books in the Olympic club from the Piatra NeamŃ "Gheorghe Cartianu" Technical College, was increased. Bibliographical materials were offered, helping the county teachers write their master's dissertations. Various examples from the history of the Olympic Games were presented to the participants in the inter-county Olympic-themed competitions, encouraging them to respect the fair play and tolerance principles, and to fight the use of doping

substances for enhancing the athletic performances. In most Olympic clubs informing actions were performed, in collaboration with the Sports Medicine Office and the Piatra NeamŃ Center for Prevention, Assessment, and Counseling Against Drugs. The branch manager participated in the methods meeting of the sports high schools teachers, approaching the following aspects in his intervention: violence in sports, the role played by the coach-teacher in the education of the athlete pupils to respect the opponent and the other participants in the athletic events, as well as aspects envisaging the Olympic movement in society, debated at the 2009 Olympic Congress, in Copenhagen. In Olt, the National Art Competition, "The Magic of Winter", an action from the MERYS National Extracurricular Activities calender, took place in Slatina, in February, participating children from the counties of Timiş, BistriŃa Năsăud, Satu Mare, Ilfov, Suceava, NeamŃ, BistriŃa, Hunedoara, Argeş, ConstanŃa, Dolj, Bucharest, and Olt. The branch gave awards to the works that had an Olympic theme in the painting section, aiming to select them for the art competition "The Olympic Games in a child's imagination". Together with the CSI Olt, the following events were organized: the educational project "We play sports since we are little to grow big and strong", and the symposium "Sport, movement, health", participating children from Slatina primary schools and kindergartens. On this occasion, the regulations for the "Little Champion" Education Through Sport Program was revised. The sociological investigation "Art and sports as moving forces for the academic development" was conducted among pupils and parents. Most of the works had ecological themes, but also sportive. Rudolf Kuttech, the coordinator of the Izbiceni Children's Club agreed to organize an exhibition with an Olympic theme, which was a good opportunity for the creation of an Olympic club. In Prahova, in collaboration with the Antena 1 Ploieşti TV station, and the CDSY, there were several shows that discussed the "Promotion of Olympism among pupils, fighting against violence in schools and in sports". In Satu Mare, at the Beginning of January, there was a "Meeting of the Olympic clubs", at the branch. In March, the branch multiplied and distributed in all the schools the program of the organized events on the occasion of the "Olympic Week". The Olympic corner was created, with the slogan, "You can participate also in the Olympic Games!" (spaces with an Olympic theme, book exhibitions, posters, sports badges) in 20 schools. The county


14

stage of the "Olympic Pentathlon" was organized (mix competition: athletic events, general knowledge test, artistic event), participating pupils from Satu Mare, Carei, Tăşnad, Negreşti Oaş. The Olympic and sportive culture competition "Olympic Relay" was organized, for grades 5-7. In Sălaj, the Olympic clubs in the county organized competitions, "Who knows Olympism, wins!", competitions for various sports, where the team spirit, fair play, tolerance, and cooperation were cultivated. Olympic-themed articles were published in the local newspapers. The local television stage (from the city of Zalău) presented some parts of the events organized during the "Olympic Week". The events from the "Olympic Week" were conducted at the end of May, when the "Olympic Day" was also organized, at the "Pedagogic High School" of Zalău. The participants were invited from the Zalău Olympic clubs. The event had as motto: "Your victory, my friend, is also my victory!" The promotion of Olympism, of the fair play spirit and tolerance, was accomplished during the physical education lessons and during the athletic activities. On the occasion of the preparation by the Sălaj CDSY and Sălaj CSI, throughout November, of the "Lyceum" Cup for basketball, handball, and volleyball, male and female, the Sălaj ROA continued the initiative regarding the organization in parallel of a supporters’ competition, which had a lot of success among the participants throughout the two years since it started. The awards were offered by the Sălaj ROA, consisting in T-shirts and little flags. "Who knowns Olympism, wins!" competitions were organized in every Olympic club. Olympic and athletic-themed videotapes were watched. In Suceava, the university students participated in the students' scientific communication session from GalaŃi, in June. In Teleorman, the commission tried to encourage the pupils who had artistic and literary talents. In collaboration with the Roşiori de Vede Culture House, two thematic exhibitions were organized: "The Olympic Games in a child's imagination" and "The History of Olympic Posters". In Timiş, materials related to Olympism were presented in various socio-cultural environments in the county, on the occasion of certain county and inter-county reunions. The collaboration with the Timiş Center for Prevention, Assessment, and Counseling Against Drugs continued, certain educational materials being presented in the Timiş schools. The Olympic-themed program "Pupils' Colloquium" and the lecture "Fighting against violence and drugs in school" were conducted at the SHS Banatul. In the Timişoara and county schools and high schools, the Timiş CSI, in collaboration with the ROA branch, organized educational activities that

had as theme non-violence and fair play, as well as competitions, under the patronage of the Olympic clubs. It has become a tradition for the manager or the secretary of the branch to participate in the annual competition "Junior Cup" and to give a "Fair Play" trophy from the part of the Association to the most deserving contestant who had a remarkable behavior. A contact was established with the Timişoara Radio and Television, to broadcast several educational shows with an Olympic thematic, and to promote the "Olympic Month"events in the local media. The second edition of the Cultural-Athletic Festival from the "Opening of the Olympic Week" of 2011 had great success, both from an organizational and participatory point of view. The action of education in the spirit of the Olympic ideal and of the motto "Defeat yourself" ended this year with the second edition of the program "Overweight" for female teenagers, conducted at the Timişoara "BănăŃean" National College, and with the continuation of the branch's partnership with the Timiş branch of the National Anti-Drug Agency. The following projects were put out for funding in 2012, at the Timiş County Council: "A pen called fair play", within the project "Junior Banat Sports" (the creation of pupils workshops, where Timişoara journalists and sports and culture figures were invited); "Fair play in sports and in life" for middle school and high school, which was developed as a Olympic-themed competition; "I want to be a champion", and a project for the kindergarten and primary school children from the Timişoara "Banatul" SHS, "The Olympic Games in a child's imagination". In Vaslui, the Olympic education and culture commission distributed various materials on the occasion of the cross. We must emphasize the activity of the Vaslui and Bârlad Olympic clubs, where athletic and Olympic-themed competitions were organized. In all of the actions, they had as partners the County Commissions for Anti-Drug and actions against violence. The branch had also a very good relationship with the local government and media. In Vrancea, the commission focused on showing athletic-themed films. RESULTS OF THE RESEARCH After centralizing the data, one can see that there are counties in which the activity of the branch is highlighted by a good or very good organization of the events for promoting and conducting the Olympic education, but also counties in which the activity should be intensified. Thus, in the first eight positions, with the highest number of organized activities present in the media, are, in order: Bucharest, with 38 actions, followed by the


15

county of Buzău with 21 actions, Alba with 19 actions, Dolj with 17 actions, Bacău and ConstanŃa each with 15 actions, Timiş with 12, and Sălaj with 10 actions.

At the other end of the spectrum, we find the counties of Vrancea, Prahova and Maramureş each with 1 action, and Harghita, MehedinŃi, Suceava and Vaslui each with 2 actions. (Table 1)

Table 1 the number of actions performed to promote and accomplish the Olympic education No. COUNTY No. of actions reported

by the county branches of ROA, to the ROA and the ROSC

No. of actions of the Education and

Olympic Culture Commission

Total No. of actions

1. ALBA 12 7 19 3rd place

2. ARAD 6 2 8 3. ARGEŞ 4 2 6 4. BACĂU 12 3 15

5th-6th place

5. BIHOR 9 5 14 6. BISTRITA 9 9 7. BRAŞOV 4 3 7 8. BRAILA 2 2 4 9. BUCHAREST

All sectors 24 14 38

1st place

10. BUZAU 16 5 21 2nd place

11. CALARAŞI 6 3 9 12. CONSTANłA 6 9 15

5th-6th place

13. COVASNA 4 4 14. DOLJ 12 5 17

4th place

15. GALAłI 7 7 16. HARGHITA 2 2

17. IAŞI 4 4 18. MARAMUREŞ 1 1

19. MEHEDINłI 2 2

20. MUREŞ 6 6 21. NEAMł 4 4 22. OLT 7 7 23. PRAHOVA 1 1

24. SATU MARE 4 4 25. SĂLAJ 10 10

8th place

26. SUCEAVA 2 2

27. TELEORMAN 3 3 28. TIMIŞ 12 12

7th place

29. VASLUI 2 2

30. VRANCEA 1 1

CONCLUSIONS At the end of this study, one can say that the hypotheses were confirmed as follows: a) The 46 ROA territorial structures contributed to the mobilization and participation of an impressive number of young people in the main actions promoted by the ROSC through the ROA, which are the literature competition, "A pen called fair play"; the painting competition "The Olympic

Games in a child's imagination"; the theoretical knowledge competition, "Who knows Olympism, wins!", and the Olympic Cross. b) The stimulation of the existing Olympic clubs and the founding of new ones had as primary effect the attraction of a large number of pupils to the clubs' activities, which proves that one of the major goals of this paper, which was to monitor the promotion of Olympism by the ROSC


16

and the ROA, through the Olympic clubs, was reached. c) Approximately 4000 pupils participated in the literature competition "A pen called fair play". Organized on three age categories, the children's works were judged by Romanian language teachers. They judged the depth, and maturity of the pupils' approaches of the theme of the competition (a fact described also by the local newspapers, and the local televisions). d) Between 4000 and 6000 pupils participated in every edition of the painting competition, "The Olympic Games in a child's imagination". e) The competition "Who knows Olympism, wins!" involved the schools designating a team of five pupils with a good and very good general knowledge. This implied the organization of school competitions to select the best pupils, and determining a large number of teachers (not necessarily of physical education) to get involved in the Olympic activity. This way, this action enjoyed a special interest from both pupils and teachers who believed until then that Olympism means just sports. The competition managed to create an atmosphere of communication and emulation, which proved that the goal of the action was reached. f) The olympic cross gathered only in Bacău, for example, 400 pupils from the local schools and high schools, and not only. Considering all the previously mentioned data, we believe that this

research reached its major aim, to highlight the ways in which the promotion of the Olympic spirit was done, confirming the fact that Olympism is constituted of a system of values that can penetrate the younger minds, influencing or even changing the pupils' behavior, being able to set itself as a high value educational factor, if the actions to promote the Olympic spirit become a constant preoccupation for all of the involved parties: the teaching institutions, the School Inspectorates, the County Directions for Youth and Sports. We believe also that the ROSC, together with the ROA succeeded in changing the belief that Olympism is just sports, aiming to transform this initiative in a priority activity for the next years, even more as the 2016 Rio de Janeiro Olympic Games could constitute an important booster for our work. REFERENCES Anshel M.H şi colab, (1991) Qualitative validation of a model for coping with acute stress in sport. Journal of Sport Behavior (JSB), 14(4), S.U.A 1991. Baimbridge, M., (1998) Outcome uncertainty in sporting competition: the Olympic games 1896-1998', Applied Economics Letters, Vol. 5, No. 3, 1998 Barney, R. K., (1998) The great transformation: Olympic victory ceremonies and the medal podium, Olympika, Vol. 7, 1998. Buletin informativ COSR nr. 44/2011

STUDY REGARDING THE WAYS OF ORGANIZING THE PUPILS DURING LEARNING

Radu ABABEI

University „Vasile Alecsandri” of Bacău, Romania Abstract The learning process is made of a set of processes associated with the practice and experience that lead to relatively permanent changes in a person's ability to respond. Physical education and sports becoming a daily preoccupation, and the positive appreciation it had throughout time was due to the complex content, which was marked, throughout history, by the particularities of various cultures and civilizations. In order to verify the hypothesis, the study tried, through the observations that were made during the PE classes, to verify the effectiveness of the forms of organizations that were used, and to identify real solutions to eliminate or improve the organization mistakes. The conclusions of this study must and can constitute a starting point for other future researches in the field of Physical Education in schools. Key words: organization, pupils, learning INTRODUCTION Learning is a critical part of our existence. What would people do if they would not be able to capitalize on the experiences and practices they are engaged in. They would not be able to read the

words on this paper, they would not be capable to type the words that are typed right now, and they would not be able to talk. In short, they would be simple creatures if forced to behave in a world equipped only with the habits it inherited.


17

Presumably, learning produces permanent changes in the behavior; changes in the behavior caused by slight reversible modifications in one's way of being, motivation, or internal states (e.g. thirst) cannot be considered as being caused by the process of learning. The learning process is made of a set of processes associated with the practice and experience that lead to relatively permanent changes in a person's ability to respond. Throughout the evolution of various types of socio-economic organization, Physical Education has changed, in many ways its specific aims and goals, but its content elements have led always to the perfection of man's physical and motor skills development, and of using his leisure time as useful as possible. Physical Education and sports are very complex activities, in regards to their content, structure, organization, and development. Physical education and sports becoming a daily preoccupation, and the positive appreciation it had throughout time was due to the complex content, which was marked, throughout history, by the particularities of various cultures and civilizations. HYPOTHESIS AND TASKS OF THE RESEARCH Starting from the hypothesis stating that the organization of the group of pupils in the parts of the lesson using the usual forms, such as frontal, paired, grouped (workshops), individual, can ensure the achievement of the operational goals of the lesson, this becomes an objective necessity that can lead to an increase in the quality and efficiency of motor activity used for the completion of the PE objectives related to the influence of body growth and development in children, consolidating their

health, forming their basic and specific motor skills, developing and educating the psycho-motor skills. In order to verify this hypothesis, the study tried, through the observations that were made during the PE classes, to verify the effectiveness of the forms of organizations that were used, and to identify real solutions to eliminate or improve the organization mistakes. The conclusions of this study must and can constitute a starting point for other future researches in the field of Physical Education in schools. Out of the matters presented above, we can extract the following main tasks for this research: - gathering data and information regarding the ways of organizing groups of pupils during the thematic parts 4, 5, and 6 of the Physical Education lesson in schools; - analyzing and interpreting the results, as well as drawing the most important conclusions that have a theoretical and practical value, and can be of real help to the specialists in the field. RESEARCH SUBJECT AND METHODS The whole research was conducted between January and April 2012, under good conditions; the study of the bibliographical material was done mainly at the "Vasile Alecsandri" University of Bacau Library. The recordings were done in the sports gymnasium and courts of the "Ferdinand I" National College of Bacau, at grades 7th A and 8th A, with PE teacher R.G., the school being equipped with all the necessary materials for the Physical Education lessons; 40 PE lessons have been observed. Presentation, analysis and interpretation of the data For this study, 40 (forty) observation charts were created, using the following model:

OBSERVATION CHART FOR LESSON NO..........

EDUCATION INSTITUTION - SCHOOL NO........................ PUPIL ................................................... TEACH.............................. DATE..............................GRADE............................................................ GROUP................BOYS................GIRLS.............EXCUSED............... PLACE ....................................................................... LESSON THEMES: 1. ................................................................................................................. 2. .................................................................................................................

WORK FORMATIONS LINE COLUMN SQUARE OTHER

POS. OF TEACH. IN THE CLASSROOM

HELPS TEACHER PUPIL

GIVES FEEDBACK VERBAL NONVERBAL OTHER

WHEN THE FEED BEFORE DURING AFTER

ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCI

BACK IS GIVEN TYPE OF FEEDBACK USED

INTRINSIC

WAY OF PERFORMING THE EXPLANATION

WAY OF PERFORMING THE DEMONSTRATION

TEACHER

PUPIL RECEPTIVENESS MATERIALS USED DURING

DEMONSTRATION

The study was focused on ten indices of the Physical Education lesson that were observed throughout February 22 - June 25, 2012. The results were centralized, and graphical interpretations were made for each of these indices. The results are as follows: Figure 1 regarding the work formations:

Regarding the teacher's position, he was positioned 16 times which is 40% and 10%. Figure 2 regarding the teacher's position in the classroom:

The teacher helped the pupils 20 times, and the pupils helped each other 8 times, which is 50% and 20%. Figure 3 regarding helping during performance:

0%

5%

10%

15%

20%

25%

30%

35%

0%

10%

20%

30%

40%


18

INTRINSIC EXTRINSIC

TEACHER

PUPIL

The study was focused on ten indices of the Physical Education lesson that were observed

June 25, 2012. The results were centralized, and graphical interpretations were made for each of these indices. The results are as

In regards to the work formations, the group of people was organized 8 times in a line, 14 times in a column, 6 times in a square, and 12 times in other types of formations; percentage-wise, the results are: 15%; 35%; 15%; 35%;

Figure 1 regarding the work formations:

Regarding the teacher's position, he was positioned 16 times laterally and 4 times centrally in the classroom,

Figure 2 regarding the teacher's position in the classroom:

helped the pupils 20 times, and the pupils helped each other 8 times, which is 50% and 20%.

Figure 3 regarding helping during performance:

line

column

square

other

laterally

centrally

n regards to the work formations, the group of people was organized 8 times in a line, 14 times in a column, 6 times in a square, and 12 times in other

wise, the results

and 4 times centrally in the classroom,

helped the pupils 20 times, and the pupils helped each other 8 times, which is 50% and 20%.


The feedback was given 4 times verbally, 8 times nonverbally, and 6 times in different ways, which is: 10%; 20%; and 15%. Figure 4 regarding the type of feedback that was given:

Regarding the time when the feedback was given, it was 4 times before, 14 times10%; 35%; 20%. Figure 5 regarding when the feedback is given:

The feedback was 10 times intrinsic, and 10 times extrinsic: 25% and 25% Figure 6 regarding the intrinsic and extrinsic feedback:

0%

10%

20%

30%

40%

50%

0%

5%

10%

15%

20%

0%

5%

10%

15%

20%

25%

30%

35%


19

The feedback was given 4 times verbally, 8 times nonverbally, and 6 times in different ways, which is: 10%;

Figure 4 regarding the type of feedback that was given:

Regarding the time when the feedback was given, it was 4 times before, 14 times during, and 8 times after:

Figure 5 regarding when the feedback is given:

s 10 times intrinsic, and 10 times extrinsic: 25% and 25%

Figure 6 regarding the intrinsic and extrinsic feedback:

teacher

pupils

verbally

nonverbally

other

before

during

after

The feedback was given 4 times verbally, 8 times nonverbally, and 6 times in different ways, which is: 10%;

during, and 8 times after:


The explanation was short, clear, and concise 20 times, which is 50%. Figure 7 regarding the explanation:

The teacher performed the demonstration 16 times, and the pupils performed it 10 times, which is 40% and 25%. Figure 8 regarding the identification of the person who performs the demonstration:

The pupils were receptive 20 times, 50%. Figure 9 regarding the pupils' receptivenes

Regarding the sports materials used in teaching the lesson, the ball was used 20 times, and the gymnastics bench, 6 times, which is 50%, and 15%.

0%

5%

10%

15%

20%

25%

0%

10%

20%

30%

40%

50%

0%

10%

20%

30%

40%

50%

0%

10%

20%

30%

40%

50%


20

The explanation was short, clear, and concise 20 times, which is 50%.

demonstration 16 times, and the pupils performed it 10 times, which is 40% and 25%.

Figure 8 regarding the identification of the person who performs the demonstration:

The pupils were receptive 20 times, 50%.

Figure 9 regarding the pupils' receptiveness:

Regarding the sports materials used in teaching the lesson, the ball was used 20 times, and the gymnastics bench,

intrinsic

explanation

teacher

pupils

receptive…

demonstration 16 times, and the pupils performed it 10 times, which is 40% and 25%.

Regarding the sports materials used in teaching the lesson, the ball was used 20 times, and the gymnastics bench,

teacher


Figure 10 regarding the sports materials used in teaching the lesson:

CONCLUSIONS At the end of the study, we can say that the hypothesis stating that the organization of the group of pupils can ensure the achievement of the operational goals of the lesson, becoming an objective necessity that can lead to an increase in the quality and efficiency of motor activity, has been confirmed. The observations we made throughout the research allow us also to draw the following conclusions:2. Regarding the work formations, one can see that they change throughout the course of the lessonaccording to its the parts, but out of these, the most "standardized" ones are the parts in the beginning of the lesson, during which we encountered the largest number of identical use of work formations, the line on two rows formation, and the gymnasticscolumn clearly dominating the beginning of the lessons. 3. When referring to the teacher's position in the classroom, we tried to emphasize the predominance of a lateral, or a frontal position. Unfortunately, this study could not take into consideration opossible approaches, such as the teacher adopting a position on a high surface, in order to be seen by everyone, or a position in the middle of the group. We believe that the choices made by the teachers who were studied in this paper are explained bytheir need to be fully in control the whole time of the group of children, and less about the need to quickly teach the motor acts and actions.4. When we focus our attention on the feedback that was given, we can see that there is an equal number between the intrinsic and the extrinsic feedback, which means that the teachers have focused on the support given to the pupil in equal measure in which the pupils have been aware of their body position during the performance of motor acts and actions. 5. The observations have proven that in most cases the teacher's explanation has been short and precise. However, we believe that during the lessons that are

0%

10%

20%

30%

40%

50%


21

Figure 10 regarding the sports materials used in teaching the lesson:

At the end of the study, we can say that the hypothesis stating that the organization of the group of pupils can ensure the achievement of the operational goals of the lesson, becoming an objective necessity that can lead to an increase in

lity and efficiency of motor activity, has

The observations we made throughout the research allow us also to draw the following conclusions: 2. Regarding the work formations, one can see that they change throughout the course of the lesson according to its the parts, but out of these, the most "standardized" ones are the parts in the beginning of the lesson, during which we encountered the largest number of identical use of work formations, the line on two rows formation, and the gymnastics column clearly dominating the beginning of the

3. When referring to the teacher's position in the classroom, we tried to emphasize the predominance of a lateral, or a frontal position. Unfortunately, this study could not take into consideration other possible approaches, such as the teacher adopting a position on a high surface, in order to be seen by everyone, or a position in the middle of the group. We believe that the choices made by the teachers who were studied in this paper are explained by their need to be fully in control the whole time of the group of children, and less about the need to quickly teach the motor acts and actions. 4. When we focus our attention on the feedback that was given, we can see that there is an equal number

the intrinsic and the extrinsic feedback, which means that the teachers have focused on the support given to the pupil in equal measure in which the pupils have been aware of their body position during the performance of motor acts and

servations have proven that in most cases the teacher's explanation has been short and precise. However, we believe that during the lessons that are

near the end of the teaching module, there is a need for a more detailed explanation thatthe pupils to understand better certain subtleties of the motor act that need to be learned. 6. One can see also that the teacher's demonstration predominates, but the number of uses of pupils for demonstration is also high. We believe that the pupils should be involved more in the demonstration; what would be also useful is the use of video tools for the demonstration, considering that the school in which this study was conducted has the necessary equipment (video projectors, etc.). In the end, we can conclude that currently, the ways of organizing the groups of pupils during the parts of the lesson in middle-school are relatively standardized; there is a need for diversification, in concordance with the need for a modern Physical Education lesson, in compliance with the pupils' personalities, and the need for using the Physical Education lesson also as a relaxation means, not just as a tool to learn certain elements and procedures that are specific to various sports branches. REFERENCES 1. Ababei R., 2006, Metodologia cercetării activităŃilor corporale, Editura Casei Corpului Didactic, Bacău 2. Ababei R., ÎnvaŃarea motrică şi sociomotrică, Editura Casei Corpului Didactic, Bacău3. Bontaş I., Pedagogie, 1994revizuită şi completată, Editura ALL 4. Cîrstea GH., 2000, Teoria şi metodica educaŃiei fizice şi sportului pentru examenele de definitivat şi gradul didactic II, Editura AN-DA, Bucureşti 5. Cojocariu Venera M., 2003, EducaŃie pentru schimbare şi creativitate, Editura Didactică şi Pedagogică, RA, Bucureşti 6. Cucoş C., 2006, Pedagogie, EdiŃia arevizuită şi adăugită, Editura Polirom, Iaşi

ball

bench

near the end of the teaching module, there is a need explanation that would allow

upils to understand better certain subtleties of the motor act that need to be learned. 6. One can see also that the teacher's demonstration predominates, but the number of uses of pupils for demonstration is also high. We believe that the

be involved more in the demonstration; what would be also useful is the use of video tools for the demonstration, considering that the school in which this study was conducted has the necessary equipment (video projectors,

e that currently, the ways of organizing the groups of pupils during the parts

school are relatively standardized; there is a need for diversification, in concordance with the need for a modern Physical

ce with the pupils' personalities, and the need for using the Physical Education lesson also as a relaxation means, not just as a tool to learn certain elements and procedures that are specific to various sports

Metodologia cercetării activităŃilor corporale, Editura Casei Corpului

, ÎnvaŃarea motrică şi sociomotrică, Editura Casei Corpului Didactic, Bacău

, Pedagogie, 1994-1995 EdiŃie revizuită şi completată, Editura ALL Bucureşti

, 2000, Teoria şi metodica educaŃiei fizice şi sportului pentru examenele de definitivat şi

DA, Bucureşti , 2003, EducaŃie pentru

schimbare şi creativitate, Editura Didactică şi

, 2006, Pedagogie, EdiŃia a-II-A revizuită şi adăugită, Editura Polirom, Iaşi


22

THE INFLUENCE UPON FUNCTIONAL CAPACITY OF LUDIC RECREATIONAL ACTIVITIES CARRIED OUT IN VARIOUS

ENVIRONMENTS

Adela BADAU1, Ramona Natalia UNGUR¹, Teodora Mihaela ICONOMESCU², Dana BADAU¹

1University of Medicine and Pharmacy, Târgu Mures, Romania

2University Dunărea de Jos of Galati, România

Abstract Physical activity practiced in various environments, through the influences that they can bring on the effort, in correlation with the technological innovation of materials, can generate positive inputs on the body, with connotations on the functional capacity as well. The present research aims to observe the influence level of functional capacity, as a result of typical activities practice, carried out on the ground or in the water, in covered areas, with the use of carefully selected action means, to which innovative materials are added and which require a different effort depending on their characteristics. The research enclosed two tests, the initial and the final test. The 2K walk test was applied with target on the following parameters: VO2 max, FC max, physical condition index (PI) and body mass index (BMI). Keywords: functional capacity, aqua-gym, aqua-pullpush-gym, physical condition index, VO2 max, FC max. INTRODUCTION Ludic recreational activities practiced in various environments – in the water and on the ground – require a biological adaptation-as the body reacts to the physical and psychical stimuli, consisting in modifications encountered within the organs and the important functions of the body. “The potentials of water environment represent an advantage for physical activity practice and an essential contribution to health and spending the free time (pleasure), derived from its specificity, on functional and esthetic level”[9]. Ludic recreational activities carried out in the water are mainly focused on the physical development improvement, on motric and functional capacity, though not exclusively. Successive changes undertaken currently on physical condition have in view to progressively introduce sport in our life, by encouraging the population to practice physical activities in various environments, while the activity diversity focuses on the training methods which use technical innovations regarding sportive equipment that were transferred to guided activities[19]. The water environment has specific properties with positive influence on movement effects, facilitating the practice possibility of a variety of exercises with complexity and amplitude, no matter the age, sex, physical training. By comparing the cardiac frequency at rest for more groups, registered on the ground and in the water , it was noticed that when the body is partially immersed in water, this decreased with 1.9

bpm in the case of young women, with 4.7bpm in the case of middle-aged women and with 1.1bpm for professional female divers [21]. Benelli and colab [4] noticed that the decrease of value for the average cardiac frequency in confined waters as compared to the same exercises executed on the ground is the following: 7.5 bmp on the ground and 4.8bpm in deep water. The oxygen intake and effort index are lower when the body is immersed up to the chest as compared to the body immersion up to the hip [2]. While assessing the vital capacity [2], it was observed that VO2 values are higher in confined waters as opposed to pools with depth over 1.80m. After studying for 12 weeks the effects of water exercises for adult persons, especially those of aqua-gym programs executed twice a week for 45 minutes, Di Masi [6] observed an increase of VO2 max volume with 15%. Aqua-gym represents one of the modern tendencies of physical exercise practice through the combination of various simple and complex action systems, adapted to the positive influences of the water environment, an ideal blend of aerobics exercises, fitness, stretching and hydro massage. “Aqua-gym represents a complementary unit within water activities, with a rich and diverse content of resources” [13] Aqua gym has the following “general objectives [18]: the improvement of cardiac-respiratory capacity, of muscular strength and resistance, the improvement of coordinative qualities, the development of general motric capacity, while the


23

specific objectives are: to re-educate the respiratory function, posture education, to improve and support the neural-psychic relaxation”. Aqua-gym and aqua-pullpush-gym represent important parts of water fitness with focus on multiple formative and sanogenetic aspects, by combining the positive effects of exercises executed in the water and adapted to musical rhythms. Aqua pull-push gym represents an innovative ludic recreational activity of water gymnastics, consisting in a set of body segments movements, by using the pull-push paddle, with the view to improve the health and physical condition as well as to increase muscular toning [3]. This method of water gymnastics is addressed to all persons over 18 years of age, no matter the sex, weight or physical condition. The differences between the two activities consist in the used materials, the complexity of action means and also the structure of the class. Therefore, aqua gym has a 4 unit structure: warm up, aerobe unit, localized unit and effort recovery, while aqua-pullpush-gym consists in three parts: warm up, the fundamental part and the recovery. The aerobe unit of aqua gym is made up of exercises specific to aerobic gymnastics, while the localized unit implies the usage of varied materials in order to intensify the effort. Aqua-pullpush-gym uses during the entire fundamental part the pullpush paddles, which require efforts and a superior motric and functional mobilization, due to design and large contact area, being able to involve all overweight body segments. HYPOTHESIS To set the hypothesis it was started from the assumption that water based ludic recreational activities practiced during physical education classes by female students from non-profile faculties, will determine the improvement of their motric and functional capacity. MATERIALS AND METHODS Participants The control study sample consists of 47 first year female students from the Transilvania University of Brasov, aged 19-24, from the specialties: Medicine, Sociology and Letters; during physical education classes held in the gym they practiced the following activities: ludic recreational activities, applied exercises, freestyle exercises for the general physical development and exercises with portable objects.

The research enclosed an initial test at the beginning of the first semester, during the first weeks of October 2011, after which the suggested programs were executed throughout the entire school year, followed by a final test at the end of May 2012. Materials The objects used during recreational water activities offer an increased productivity to the exercises, due to the floatability factor becoming resistant when an object immerses into water and to the viscosity added to the environment forces [12], [6]. Some studies discovered that trainings with progressive over heaviness based on certain objects usage lead to better results both on the ground and in water – many times, significant differences being registered between them [5]. Aqua-gym uses material like: rubber dumbbells, palmers, gussets, etc. some used for support, others for effort increase, as part of the determined length program. Aqua-pullpush-gym uses exclusively innovative materials called pull-push paddles, which are characterized by a hydrodynamic shape like a flower, with five “petals” of 37cm in diameter, on the center having an ergonomic handle to hold, slightly rough to prevent slipping. These can also be fixed on the soles in order to execute exercises for the inferior members, having also an accessory called fixopié, looking like sandals, provided with two clips disposed on complementary directions in order to facilitate fixing with a twisting action. Due to its wide contact surface with the water and also to the small free space between the petals, the paddle can take during its energetic pull actions, a hydrodynamic shape like a jelly fish, this representing the position with the most stable balance. Methods The applied methods were: the bibliographic study, the observation, the study, tests, mathematical and statistical study and graphic representation. The mathematical data was processed with the help of SPSS 20, calculating the Independent Student Test. For the physiological evaluation the 2km walk test was applied which shows: the fitness index (physical condition), VO2max, FC max, BMI having a more significant applicability in the scientific research. “UKK test renders a physical condition index and aerobe resistance and it is applied to adult subjects, physically capable, with ages between 18 and 65 years old” and “it is not valid for subjects executing regular training based on aerobe effort, this being valid for normal or overweight people”[15]. Description: on the treadmill and consists of a 2 km walk, on a horizontal surface, the treadmill will have the tilt index "0". It starts with a slight warm up followed by a 200 m regular cadence, until reaching a reasonable rhythm. It measures the


24

registered time and records the cardiac frequency at the end of the test. Fitness index (FI) – Calculation technique: for the fitness index calculation we take into account four parameters: time made for completing the route, heart rate, BMI (body mass index), age of the subject. The formula for fitness index (FI) is the following [15]: Fitness index = 304 + 0'4 x E - [0'1417 x Ti + 0'32 x FC + 1'1 x (W / T2)] E - age in years Ti - the time for completing the 2 Km in seconds FC-cardiac frequency W – the subject’s weight in kg T2 - height in meters Interpretation of results: after calculating the physical condition index, related to age, sex, weight and height, the maximum oxygen uptake capacity can be estimated reliably, expressed with the help of a fitness index, which is divided into 5 groups of assessment. Scores awarded by UKK Institute and taken by G. Dumitru (1997, p. 27) are: below 70 a FI highly below average; between 70-89 somewhat lower than average; between 90 to 110 average;

between 110 to 130 slightly above average; over 130 high above average. Body mass index: data on body weight and body height were used to calculate BMI (kg/m2) [14], [12] BMI = weight (kg) / height² (cm) Interpretation of BMI values: below 19 abnormal, 19- 25 normal weight; 26-29 pre obese; 30-35 class I of obesity. The maximum volume of oxygen: "VO2max was estimated using specific equations, the values included age, body mass index (BMI), the time achieved during the 2 km walk test (min) and heart rate at the end of the 2 km walk test. In order to calculate VO2max (ml × min × kg-¹ - ¹) for women one uses the equation: VO2max = 116.2 - 2.98 xt - 0.11 x HR - age 0.14x - 0.39 x BMI” "VO2max test can be estimated with a 2 km walk test: on foot or on the treadmill. This test proved to be a feasible and accurate method for determining VO2max in the case of healthy subjects aged 20-65 [17], [12]

Table 1 the maximum aerobic capacity VO2 max (ml / min / kg) – women

Age Decreased Insufficient Average Good Excellent 20 – 29 < 24 24 – 30 31 - 37 38 - 48 > 49

Maximum heart rate - for women, is calculated as: Fc max = 205 - (1/2 x Age) DISCUSSIONS AND RESULTS Subsequent to the study, the cardiac capacity represented by FC max registered drops of arithmetical mean for all study samples. During the initial test, the control group achieved an average value of 195,06±0,37 while at the final test the value was 194,91±0,31 with a difference of - 0.15 b/min (Fig.1). The experimental group which

practiced aqua-gym registered an average difference between the two tests of 0.28, while the experimental aqua-pullpush-gym group achieved an average decrease of 0.17bpm. Given that this functional capacity parameter is directly dependent on the age of the subjects during the experiment, we consider the results significant, confirmed and with the correlation index p<05 (Table 2, 3).

Table 2 data summary of the control group as compared to the experimental group aqua-gim

Trials

Test

Control group (n=47)

Experimental group (n=24)

t

p

FC max TI 195,06±0,37 195,38±0,42 3,05 .002 TF 194,91±0,31 195,10±0,44 1,86 .070

IMC TI 21,01±1,28 21,28±1,98 0,61 .485 TF 20,68±0,66 20,93±1,71 0,68 .386

FITNESS – PI TI 88,89±7,18 88,16±12,52 0,26 .756 TF 93,78±4,58 98,18±5,56 3,33 .002*

VO2 max TI 35,39±2,54 35,31±4,31 0,08 .921 TF 37,02±1,57 38,67±1,81 3,78 .000*

*p<.05

Table 3 data summary of the control group as compared to the experimental group - aqua-pullpush-gym

Trials

Test Control group (n=47)

Experimental group

(n=24)

t

p

FC max TI 195,06±0,37 195,25±0,41 1,84 .072 TF 194,91±0,31 195,08±0,38 1,86 .070

IMC TI 21,01±1,28 20,77±1,10 0,80 .447

m±xm±x

m±xm±x


TF FITNESS- PI TI

TF VO2 max TI

TF *p<.05

Fig. 1Graphic representation of FC max Averages

After calculating the physical condition index (IF) depending on age, sex, weight and height, this representing the body’s maximum capacity level of oxygen uptake, all study samples presented increased values of the arithmetical mean between the two tests. The control group registered a difference of 4.89 units which implied an upgrade to a superior level, consequently the female subjects

Fig. 2 Graphic representation of the Fitness Index averages

The experimental groups also registered progress on IF level, advancing from “slightly above average” to “average”, but the differences of the arithmetical means are more relevant as follows: aqua-gym group achieved 10.02 units, while aquapullpush-gym reached 17.98 units. The difference between the two study accurate and is due to the selected methods and used materials, which require an increased effort from the entire body during aqua-pullpushactivity, as compared to the ones used in aquaA significant role is considered to be held by thproperties of water environment, such as thickness

194.5

195

195.5

Control group

0

50

100

150

Control group


25

20,68±0,66 20,28±0,51 2,58 88,89±7,18 89,04±6,38 0,09 93,78±4,58 107,02±3,77 12,96 35,39±2,54 35,55±2,29 0,27 37,02±1,57 41,76±1,29 13,51

Fig. 1Graphic representation of FC max Averages

After calculating the physical condition index (IF) depending on age, sex, weight and height, this representing the body’s maximum capacity level of oxygen uptake, all study samples presented increased values of the arithmetical mean between

The control group registered a difference of 4.89 units which implied an upgrade to a superior level, consequently the female subjects

that were found at the initial test under the category “slightly above average” with a score of 88,89±7,18, advanced at the final test to “average”, with a score of 93,78±4,58 (Fig. 2).

Fig. 2 Graphic representation of the Fitness Index averages

The experimental groups also registered progress

level, advancing from “slightly above average” to “average”, but the differences of the arithmetical means are more relevant as follows:

gym group achieved 10.02 units, while aqua-

The difference between the two study samples is accurate and is due to the selected methods and used materials, which require an increased effort

pullpush-gym activity, as compared to the ones used in aqua-gym. A significant role is considered to be held by the properties of water environment, such as thickness

opposing resistance in executing the moves and being conditioned by the contact surface.After the research the experimental groups that executed programs specific to ludic recreational activities registered a decreased value of BMI averages as follows: aqua-gym group 0.35 units, aqua-pullpush-gym 0.49 units and the control group 0.33units. As this index represents the relation between weight and height, also taking into consideration the subjects’ age of 19 to 23 years old and an average weight of 57 kg without noticeable variations, we consider that the achieved BMI difference is relevant, being enclosed to normal weight category (Fig.3).

Ti TfControl group Gr. aquagym Gr. aqua-pullpush-gym

Ti Tf

Control group Gr. aquagym Gr. aqua-pullpush-gym

.012 .928 .000*

.794 .000*

that were found at the initial test under the category “slightly above average” with a score of

the final test to “average”,

opposing resistance in executing the moves and being conditioned by the contact surface. After the research the experimental groups that executed programs specific to ludic recreational

ered a decreased value of BMI gym group 0.35 units,

gym 0.49 units and the control group 0.33units. As this index represents the relation between weight and height, also taking into

19 to 23 years old and an average weight of 57 kg without noticeable variations, we consider that the achieved BMI difference is relevant, being enclosed to normal


19.5

20

20.5

21

21.5

Control group

Fig. 3 Graphic VO2max registered a significant progress for all study samples.

Fig. 4 Graphic representation of VO2max averages

The control group registered at the initial test an average value of 35, 39±2, 54 and for the final test 37, 02±1, 57, with an improved difference of 1.63 mL/Kg/min (Fig.4). The experimental aquagroup achieved a progress of 3.36mL/kg/min, while the aqua-pullpush-gym group registered the most noticeable increase of 6.21 mL/kg/min. CONCLUSIONS The main conclusion after the research is that the hypothesis is confirmed, namely, the practice of water based ludic recreational activities during physical education classes, by female students from non-profile faculties, generates improvetheir functional and motric capacity. The usage of modern designed materials during ludic recreational activities, which require sustained handling efforts, adaptable to both inferior and superior members, contributes in an efficient and appropriate manner to the increase of vital capacity parameters. The selection of the most efficient means along with weighty involvement of all body segments determines effort capacity growths, demonstrated through IF, as well as the development of morphofunctional and motric capacities. The water environment brings a positive influence on motric and functional indices as a result of ludic recreational programs, reaching a superior level as compared to ludic recreational activities executed

30

35

40

45

Control group


26


Fig. 3 Graphic representation of BMI averages VO2max registered a significant progress for all study samples.

Fig. 4 Graphic representation of VO2max averages

The control group registered at the initial test an 4 and for the final test

37, 02±1, 57, with an improved difference of 1.63 mL/Kg/min (Fig.4). The experimental aqua-gym group achieved a progress of 3.36mL/kg/min, while

gym group registered the most

The main conclusion after the research is that the hypothesis is confirmed, namely, the practice of water based ludic recreational activities during physical education classes, by female students from

profile faculties, generates improvement on

The usage of modern designed materials during ludic recreational activities, which require sustained handling efforts, adaptable to both inferior and superior members, contributes in an efficient and

e manner to the increase of vital capacity

The selection of the most efficient means along with weighty involvement of all body segments determines effort capacity growths, demonstrated through IF, as well as the development of morpho-

The water environment brings a positive influence on motric and functional indices as a result of ludic recreational programs, reaching a superior level as compared to ludic recreational activities executed

on the ground, along with the applied exercises, freestyle exercises for the general physical development or the ones with portable objects. REFERENCES 1. Barbosa T.M., et al. (2009), Physiological assessment of head-out aquatic exercises in healthy subjects: A qualitative revie, Journal of Sports Science and Medicine No. 8, http://www.jssm.org). 2. Barbosa T.M., Garrido M.F., Bragada J.A. (2007) Physiological adaptations to headaquatic exercises with different levels of bodimmersion. Journal of Strength and Conditioning Research, no. 21, p. 1255-1259. 3. Bădău A, Bădău D. (2011) AquaThe new method of water gymnastiUniversitatiiTransilvania of Brasov, ISBN 978598-865-1, p 6. 4. Benelli, P., et al. (2004) Phisiological Responses to Fitness Activities: A Comparison Between LandBased and Water Aerobics Exercise. Strength and Conditioning Research, No.719-722. 5. Darby LA, Yaeckle BC (2000) Physiological responses during two types of exercise performed on land and in water. J Sports Med Phys Fitness. No. 40(4), p. 303-311.


h the applied exercises, freestyle exercises for the general physical development or the ones with portable objects.

1. Barbosa T.M., et al. (2009), Physiological out aquatic exercises in healthy

revie, Journal of Sports , p. 179-189,

2. Barbosa T.M., Garrido M.F., Bragada J.A. (2007) Physiological adaptations to head-out aquatic exercises with different levels of body immersion. Journal of Strength and Conditioning

3. Bădău A, Bădău D. (2011) Aqua-pullpush-gym- The new method of water gymnasti- Ed. UniversitatiiTransilvania of Brasov, ISBN 978-973-

4. Benelli, P., et al. (2004) Phisiological Responses to Fitness Activities: A Comparison Between Land-Based and Water Aerobics Exercise. Journal of Strength and Conditioning Research, No.18 (4), p.

5. Darby LA, Yaeckle BC (2000) Physiological ponses during two types of exercise performed

on land and in water. J Sports Med Phys Fitness.


27

6. Di Masi F. (2000) Hidro – Propriedades Fisicas e aspectos Fisiologicos. Ed Sprint, Rio de Janeiro, p 109. 7. Dumitru G. (1997) Sănătate prin sport pe înŃelesul fiecăruia, sub egida FederaŃiei Sportul pentru ToŃi, Bucureşti. 8. Edward Yah Validation of UKK Walk Test in Singapore Population, p. 27. http://www.ifafitness.com/pros/UKK_Walk_Test.pdf 9. Figueiras T. (2005) Hidroginastica uma actividade para todos. Texto de Apoio apresentado ao Instituto Superior da Maio, p. 5. 10. Foley, A., Halbert, J., Hewitt, T. I Crotty, M. (2003) Does hydrotherapy improve strength and physical function in patients with osteoarthritis—a randomised controlled trial comparing a gym based and hydrotherapy based strengthening programme. Annals of Rheumatic Diseases, No. 62(12), p. 1162-1167. 11. Gomez M. F., Ghiorzi V, Loss J. F., Gomes L. E., (2010) Caracterizaçáo das cargas de flutuaçáo de implementos de hidroginástica e hidroterapia, Revista Mackenzie de EducaçãoFísica e Esporte, No. 10(1): p. 64-75. 12. Jorien E Strijk, et al. (2010) Aerobic capacity and vitality. Associations between VO2max and vitality in older workers: a cross-sectional study, BMC Public Health, Nov 9,10: 684, p. 24-38. 13. Moreno JA., (2006) Gutiérrez M. Programas de actividades acuaticas, Fac. de Educación. Univ. de Murcia, p13. 14. Oja P, et al. (1991) A 2-km walking test for assessing the cardiorespiratory fitness of healthy adults. Int J Sports Med, 12, p.356-362.

15. Prada R. A. C., et al. (2005) Valoracion fisiologica de un program de actividadfisica en adultos, ARCHIVOS DE MEDICINA DEL DEPORTE, Vol. XXII – No. 105, p 9-18, p 14,12. 16. Prentice W. E., Voight M. L. (2003) TécnicasemReabilitaçãoMusculoesquelética. Porto Alegre: Artmed. 17. Raija MT, Laukkanen RMT, Oja P, Ojala ME, Vuori IM (1992) Feasibility of a 2-km walking test for fitnes assessment in a population study. Scand J Soc Med, No. 20, p. 119-125. 18. Ramirey L. P. et all. (2005) Aquagym: Unapropuesta original de actividadfisica, (1 de 21), p. 2, http://www.i-natacion.com/contenidos/articulos/salud/aquagym/aquagym.html 19 Rebullido Rial T. Lameiro Villanueva C. (2011) Clasificasion de las nuevastendencia en las actividadesacuaticasdirigida. EFDeportes.com, Revista Digital, Buenos Aires, No 155, p. 1.http://www.efdeportes.com/efd155/nuevas-tendencias-en-las-actividades-acuaticas.htm 20. Shono T., et al. (2001) Cardiorespiratory response to low intensity walking in water and on land in elderly women. Journal of Physiological Anthropology and Applied Human Sciences No. 20, p. 269-274. 21. Yu, E., et al. (1994) Cardiorespiratory responses to walking in water. Revista: Medicine and Science in Aquatic Sports. Eds: Miyashita, M., Mutoh, Y. and Richardson, A. Basel: Karger, p. 35-41.

STUDY ON THE DEVELOPMENT MODEL OF HIGH PERFORMANCE JUDO COMPETITION

LaurenŃiu BOCIOACA

National University of Physical Education and Sport Bucharest, Bucharest, Romania

Abstract Study on the development of the competitive performance in judo, demonstrating the need to restructure the content of education and training. Coaches and Methodists were recorded and analyzed judo competitions in order to achieve the development of technical projects in national and international championships. Remodelling, training, specific training procedures allows coaches and athletes, good planning and preparation. Determine the means and methods of integrating competitive; please ensure effective training to improve outcomes athletes. The paper presents data on the actions undertaken high-yield high-level competitions. The paper stresses the need for athletes and coaches to adapt to the requirements and implications of the battle. Keywords: sports, high performance, competition, training, judo. INTRODUCTION The evolution and dynamics of sport science experts in the field force, to finding new solutions to optimize athletic training in judo competition in

accordance with specific requirements. Experts field (coaches, athletes, researchers), demonstrates the need to address increased attention determinants of success in judo. The data obtained by us during


28

this research demonstrates that technical and tactical preparation are two "fundamentals of performance in competition judo" [1].Hypothesis that athletes in judo, based on the best technical training, provide the foundation for tactical preparation is confirmed by the data collected, which is an important direction for training and orientation in competitive judo. The findings of the research, points out that the high results, victory is determined largely technical and tactical actions. THE AIM AND RESEARCH OBJECTIVES The research objectives of our research, is to determine the relationship between technical training and tactical performance as judo. Trying to build a model of training in technical and tactical allow athletes and coaches enrolled in high performance sport activity to select the best methods and training. THE METHODOLOGY The study is based on analysis of video recordings of matches and technical data, the organization of competitions in the World and European Championships, Olympics, in the period 2008-2012. We used information provided by the coaches of Olympic Teams, Romanian Judo Federation. Data obtained from the analysis of this information has been gathered and statistically analyzed and plotted to determine the possibility of "optimizing the relationship between technical training and competitions" [2] for judo athletes. Organization and classification of technical and “tactical data surveyed is based on international algorithmic system " [3], which is determined by the complexity and specific actions (attacks, counterattacks). In the study, it is considered offensive actions in combat, technical

procedures executed by the two sports during the competition, “provided that the technical execution, to determine the design of the opponent” [4]. For shares of attack in the fight to her, was “included in the calculation, only actions that led to a score” [5]. To determine the effectiveness of the technique in appropriate proportions and tactical actions performed by the two athletes, we used the ratio of total shares and shares made after that was a score. Throughout, conduct research, have been followed, “permanent motor actions and procedures carried out in all weight categories” [6]. These data allow the achievement of the overall model, the techniques performed. Research data, may represent a starting point for the development of specific models corresponding to each category of athletes. RESULTS AND DISCUSSION Based on data recorded and processed in the research, it is clearly demonstrated that the “fight take up most of the technical stock model” [7]. Combat model structure consisting of technical and tactical procedures, especially the shoulder and leg, occupying more than 67% of all actions taken. This model "has a structure significantly different from previous models presented in the literature" [8]. Tactic in direct combat, occupy more than 75% of the entire structure of competition in comparison with the actions of ground fighting, which occupies about 25%. In ground combat, technical model is characterized by the fact that the actions of detention and bottleneck are very effective, causing rapid getting up or victory. They are used to determine the “procedures for efficiency and high-risk” [9] or sacrifice, in combination with ground fighting, where the proportion of such actions is low.

Table 1. The technical and efficient executions in competitions

No The technical elements and procedures performed in competition

Total number of the attack, counterattack

Number of actions performe on the left side

Number of actions performe on the

right side 1 SEOI-NAGE 216 129 87 2 UCHI- MATA 170 102 68 3 TAI-OTOSHI 40 22 18 4 O-UCHI-GARI 74 44 30 5 KO-UCHI-GARI 48 37 11 6 HARAI-GOSHI 47 25 22 7 O-SOTO-GARI 32 18 14 8 KO-SOTO-GARI 30 17 13 9 YOKO-OTOSHI 21 12 9 10 SEOI-OTOSHI 26 14 12 11 TANI-OTOSHI 23 13 10 12 KATA-GURUMA 31 17 14 13 DE-ASHI-HARAI 32 17 15 14 SASAE-TSURI 8 3 5 15 MOROTE-GARI 30 16 14 16 TOMOE-NAGE 43 25 18 17 SUMI-GAESHI 35 15 20


29

18 O-GOSHI 41 24 17 19 URA-NAGE 14 10 4 20 SUMI-OTOSHI 20 5 15 21 KIBISU-GAESHI 18 9 9 22 USHIRO-GOSHI 30 17 13 23 SODE-TSURI-KOMI-GOSHI 25 15 10 24 OTHER 26 16 10 25 TOTAL 1080 622 458

Table 2 The technical actions in the fight to the ground.

No. The technical elements and procedures performed in competition


Effective percentage of

shares (with score) 1 KESA - GATAME 49 18 2 KATA - GATAME 38 14 3 KAMI - SHIHO - GATAME 21 7.7 4 YOKO - SHIHO -GATAME 12 4.4 5 TATE – SHIHO - GATAME 8 3 6 NAMI - JUJI - JIME 15 5.5 7 GYAKU - JUJI - JIME 9 3.3 8 KATA - JUJI - JIME 12 4.4 9 OKURI - ERI - JIME 36 13.7

10 TSUKIKOMI - JIME 25 9 11 UDE - HISHIGI - JUJI - GATAME 32 11.5 12 UDE - HISHIGI - WAKI - GATAME 5 2.5 13 UDE - HISHIGI - SANKAKU - GATAME 3 1 25 OTHER 5 2 26 TOTAL 270 100

Fig. 1. Main technical stock structure

216

170

40

74

48473230

2126233132

8

3043

3541

1420183025

0

50

100

150

200

250


SEOI-NAGE

UCHI- MATA

TAI-OTOSHI

O-UCHI-GARI

KO-UCHI-GARI

HARAI-GOSHI


30

Fig. 2. The structure actions performed on the left

Fig. 3. The structure actions performed on the right side

129102

2244

3725

1817

1214131717

316

2515

2410

59

171516

0 50 100 150

SEOI-NAGE

TAI-OTOSHI

KO-UCHI-GARI

O-SOTO-GARI

YOKO-OTOSHI

TANI-OTOSHI

DE-ASHI-HARAI

MOROTE-GARI

SUMI-GAESHI

URA-NAGE

KIBISU-GAESHI

SODE-TSURI-KOMI-…

Number of actions performe on the left side

Number of actions

performe on the left

side

87

68

18

30

1122

14139121014155

14182017

415

9131010

0102030405060708090

100

SE

OI-

NA

GE

TA

I-O

TO

SH

I

KO

-UC

HI-

GA

RI

O-S

OT

O-G

AR

I

YO

KO

-OT

OS

HI

TA

NI-

OT

OSH

I

DE

-AS

HI-

HA

RA

I

MO

RO

TE

-GA

RI

SU

MI-

GA

ES

HI

UR

A-N

AG

E

KIB

ISU

-GA

ES

HI

SO

DE

-TS

UR

I-…

Number of actions performe on the right side

Number of actions performe on the right side


31

Fig. 4. The global technical and efficient executions CONCLUSIONS The data presented in this study, we found that our analysis is conclusive enough to describe trends shaping the competitive training in judo. Through our study, we proposed, to draw general characteristics of performance capacity regarding action taken in battle. Based on the data presented, we can draw the following conclusions: - technical model for all weight categories is dominated by technical actions struggling glued legs - the main processes are present in the structure of the competitive model of the shoulder, hip and leg - the fight standing shares are preferred due to high performance - the shares of ground fighting, occupy a smaller percentage in the competitive model structure but are very effective - are preferred actions taken in combination so bottlenecks and dislocation, with high efficiency - technical elements are performed maybe dominant party but the left side, the effect creativity developed in the sport - competitive model structure does not correspond with traditional training, having to restructure training on new goals.

REFERENCES 1. Bocioaca, L., Hantau I., Training in judo. 1998. Physical training and technique. Publisher University of Pitesti, ( pp. 100). 2. Hantau I., 2000. The structure of training in judo. Publisher Printech, (pp.110). Bucharest. 3. Bocioaca L., 2007. Judo training and competition. Publisher Morosanu, (pp67). Bucharest. 4. Nicu A., 1993. Modern sports training. Publisher Editis, (pp.220). Bucharest. 5. Hantu I., Bocioaca L., 1999. The analysis of functional and interrelations of training in judo. International conferences, scientific, N.S.A., Sofia. 6. Stupineanu I., 1970. Simulation and simulator in professional sport. Publisher Sport Disk, 317, Bucharest. 7. Gagea A., 1999. The methodology of scientific research in sports training. Publisher Romania Tomorrow, (pp. 180). Bucharest. 8. Dragnea A., 1996. Sports Training. Publisher Didactic and pedagogical, R.A, (pp. 140). Bucharest. 9. Dahnovshi C.V., Lescenko S., 1990. Preparation of high performance fighter. Publisher C.C.P.S., 307- 307. Bucharest.

0

50

100

150

200

250

SE

OI-

NA

GE

TA

I-O

TO

SH

I

KO

-UC

HI-

GA

RI

O-S

OT

O-G

AR

I

YO

KO

-OT

OS

HI

TA

NI-

OT

OSH

I

DE

-AS

HI-

HA

RA

I

MO

RO

TE

-GA

RI

SU

MI-

GA

ES

HI

UR

A-N

AG

E

KIB

ISU

-GA

ES

HI

SO

DE

-TSU

RI-

KO

MI-

…

Total number of the

attack, counterattack

Number of actions

performe on the left

side

Number of actions

performe on the right

side


32

THE MANAGEMENT OF MAKING THE GATE THROWS OF THE HANDBALL INTERMEDIATE PLAYERS, MORE EFFICIENT

(JUNIORS I GIRLS)

Ioan Teodor CICMA1, Gloria RAłĂ2

1University “Dunarea de Jos” of Galati, Romania 2University "Vasile Alecsandri" of Bacău, Romania

Abstract The above work deals with the advantages of an applied modern management to make the gate throws more efficient. The main objective of the experiment is to prove that, by applying a modern management, the gate throws of the intermediate players will reach a maximum efficiency. Were used the observation method, the individual work and small teamwork method, the experiment method, the statistical-mathematical method, the comparison and nonetheless, the graphical method. By studying the test results, the first ones and the final ones, we noticed a progress of 3.2 scores belonging to the experimental team and only 1.8 scores belonging to the control team. As a conclusion we may say that the hypotheses of the experiment were proved and the results show that a modern management leads to the most efficient gate throws of the intermediate players during the handball game. Keywords: management, handball, maximum efficiency; INTRODUCTION The progress of the modern society leads to both a quantity increase and a quality development in all the fields, performance sports included. The performance sport activity is a way of expressing personality by the complexity of the situations he finds himself in and, at the same time, by the high level the sportsmen reach at a certain point. One of the most dynamic and complex activities of the social sphere, which has as main purpose the perfectness of the human being is sports. Sports, in both society and modern life, distinguishes itself by unicity, attractivity, complexity, universality and many other characteristics which give it a special role. Therefore, we can say that‚ “sports is the joy of living, the wish of being free to express oneself, the wish of meeting and comparing to the people around, to the world and society we live in, and we do that by a personal commitment. It is a factor of the human maturity, of the moral and social education. It facilitates the human relationships and brings an important contribution to the civil life”, (A Sport Manifestation, Rome, 1984, a quotation by Teodorescu S., 2009, page 9). The real size and image of sports come up from social life itself which situates it next to other important ideological, economic, educational, cultural, scientific preoccupations. All these preoccupations sustain the idea that sports plays the role of a regulating and regulated sub-system on different levels. As a general concept, approved by many specialists in our field, we can claim that‚ “sports is the whole

of exercise and motion games more or less spontaneous and competitive (...), and its diversification is connected to the fact that it points out values coming from contemporary lifestyles”, (Teodorescu, S., 2009, pg. 9). “Performance sports is an activity maximizing the performance capacity and putting it into value in important competitions materialized in records and titles, medals and places in the official rankings”, (Teodorescu, S., 2009, pg. 11). The sports game is a complex multitude of game-like exercise, which involves the use of a certain object such as a ball, a puck, an object with specific size, as well as a two-team competition, a competition o set-up rules. Bayer E., in 1987, takes into account three different elements when defining the sports game and these are: a.the player’s activity; b.the idea of a game; c.the competition rules, (Bayer, E., 1987, a quotation by Colibaba-Evulet, D., Bota. I., 1998. pg. 10). Where handball game is concerned, there are also the three above-mentioned elements and these are: „What is the activity a player actually has?”; „What does he do?”‚ „What is a player’s behaviour during an official game?”. The game itself and the multitude of subordinate principles connected to the use of the most rational and intelligent action ways of the sportsmen/players with the aim of getting the best result and, nonetheless, the game rules make up a law for every single sport discipline which also stipulates


33

all the conditions and details for the good official game organisation and development. The purpose of this work is to prove that by a good modern and scientific management during the training process, based on both the specific knowledge and the leadership knowledge of the coach-teacher, we do reach an optimisation in the efficiency of the gate throws where the intermediate player is concerned. HYPOTHESIS This work was meant to prove that we can get a higher efficiency of the gate throws, where intermediate players are concerned, by a better organised management of the training process. The Practical Approach was a better organisation of the training process on the experimenting group, based on specific management knowledge of the coach-teacher as well as the coach-teacher’s good leadership skills. We used both small teams of two-three sportsgirls and individuals a trait belonging to one of the sports training principles and that is „individualisation principle”. In order to prove the proposed hypotheses and to reach the experiment aims and objectives, the following methods were used: the observation method, the individual work and small teamwork method, the experiment method, the statistical-mathematical method, the comparison and nonetheless, the graphical method. THE HANDBALL GAME “As a sport game, handball is‚ a nice combination between natural movements such as running, throws and jumps on one hand and the simple, accessible and attractive specific movement skills on the other hand”, (Ghermanescu, I., K., Jianu, E., Negulescu, I., 1983, page 59). The handball game contributes in a positive and beneficial way to the wellbeing of the human body, to the complex development of both physical qualities and psychical capacities, to learning and perfection of certain movement skills and to special knowledge of tactics and technique. Handball as a sport discipline or branch, has had a significant development; there are all kinds of competitions covering all aspects of performance and age, starting with groups of 8-10 year olds, nowadays. Handball has evolved from both a quantity and quality point of view, reaching a very high performance level; the specialists have got an important role by their experience and research and they are still preoccupied with the permanent game development and perfection. That is how a game concept has come up to suit in the most efficient way the complex requirements and situations of high world performance handball, a concept in a conyinuous change and perfection

according to the evolution tendencies of the game at an international level. Besides the game concept, a training concept has come up, which keeps changing and improving itself, a concept released due to applicative research done by the specialists in our field. As a scientific discipline, handball studies the game content from a physical, technical, tactical, theoretical and psychological point of view, by generalizing the training of special results teams. As a scientific discipline, it also studies the background and the sport evolution and it finds and makes connections to other sports games, inheriting from them certain methods and training means; it also adapts and applies to them the specific features of the handball game. In order to have outstanding results it is necessary that the training process of the sportsmen be done scientifically, by and with the aid of modern means. Thus, the coach-teacher has to update himself to the improvement of the training process, to make up and use methods and means according to the individual physical features, the sportsmen’s age and sex and the objectives aimed at by the end of the training session. The coach-teacher has to be updated on the evolution of the sports science, thus being able to make up and use methods and means leading to a fast and visible progress in both the training process and the official games and competitions. The last step before high performance is the Juniors I of both girls and boys. The concept of a unit training of the juniors I in the performance handball has lately become a must among numerous teachers-coaches. This concept is more necessary, now that the instructional-educational process at this stage must be in the limits of some imposed coordinates. These coordinates need to be in accordance with both age, sex particularities and the main training objective, that is the making of valuable handball players of high performance. The handball players at this stage, in order to get outstanding performance, need a varied and complex training in physical-motion, technical, and tactical terms, and nonetheless, a both theoretical and psychological training which is very important at this stage. This work deals with the efficiency increase of the intermediates’ gate throws from outside the 9m semicircle, from a jump. The intermediate handball players are extremely important players among the team and the game itself is played almost entirely according to them. Due to his game tasks such as scoring from outside the 9m semicircle by a multitude of technical procedures of gate throws on the one hand, and due to his target and the many chances of actually taking part in the team game on the other hand, the intermediate player is seen as a main player among


34

the team, with considerable role, tasks and an increasing covering area. The game evolution has led to a change from the strong intermediate player whose role was that of a powerful gate throw and scoring from a certain position, to a polyvalent one who masters and successfully overcomes and blocks in a defense, gets to the gate, masters well the diving throw from the 6m semicircle and gets involved in the tactical ball-player movements of the entire team. The intermediate player has to combine his/her height and his/her skill efficiently, to be strong and tough, resistant and with a strong will, with a good speed by all means, to be as patient, fast and complex in thinking as a chess player is and best psychological qualities. We can therefore notice a visible increase in the technical-tactical mastery of the intermediate players, which can lead to some successful specific game systems and it can also lead to less and less random playing and technical mistakes although the games are at a high speed nowadays. The perfection of the player technique from an intermediate position has led to some tactical combinations ending up with acts of high finesse near and above the 6m semicircle, putting into value thus to the show of the game. Certain technical procedures which used to be exceptional and used by certain players only, are nowadays safely used by many intermediate players and the final figure is carefully prepared and thought at, with the aid of player-ball movements, and there are many situations in which the gate throws are done by surprise. The intermediate player has to adapt quite fast and efficiently to both the opponent defense and the physical, technical and tactical features of the opponent players. Despite all these, his/her basic role, that of a strong long distance thrower, is always his/her main task. But he/she also does quite good throws from many other positions and ground areas, sometimes even reaching the opponent intermediate player. As a player model, the intermediate player has to combine his/her height and his/her skill efficiently, to be strong and tough, resistant and with a strong will, with a good speed by all means, to be as patient, fast and complex in thinking as a chess player is.

MANAGEMENT AND SPORT MANAGEMENT

In order to achieve a better and better performance, the sports science is looking for new methods, means and acting ways in order te reach the above-mentioned objective. One of the modern training methods refers to managing by appropriate principles in order to

make out the best of the sportsmen and also, to reach a better and better performance. The management, also named „the art of leadership” is actually a connection between leadership and science, so we could also name it „the science of leadership” or „ the scientific leadership” of an activity belonging to a certain domain. The word „management” comes from the Latin word „manus” meaning „moving and mastering cart pulling horses”, (Todan, I., Roibu, T., 1998, pg. 3) In english there is „to manage” with its various meanings such as: -to master a horse -to administer -to bring a task to an end Specialists do not have a unit concept as far as concerns defining the term „management” and there are several points of view with regards to that: -„to foresee and plan, to organise, to lead, to coordinate and to control”; -“Taking responsibilities in making decisions, planning and regulating some people’s activies, working with a certain purpose”; -„Working with individuals or groups, for achieving some organisational objectives”; -„Guiding the technological, commercial and human aspects in certain situations, in order to achieve a progress”; -„Reaching certain objectives with other people”, (Fayol, H., Brech. Hersey&Bloncherd, Drucker quoted by Todan, I., Roibu, T., 1998, page 3). By studying the above-mentioned definitions, we can say that they all have a series of common points such as aims and objectives in a collectivity wishing to accomplish something, having a target to get to. Another common point would be the coordination of the individual efforts, the manager thus having to coordinate all these efforts in order to reach the intended goal while organising and managing the activity without directly taking part in it or doing it. There is not only one person managing, but there is also a „collective management body” especially at training a handball team. There is not only a coach-teacher managing, but there is also a group of other specialists in fields directly involved in the performance activity such as the the team doctor, the team psychologist, the physical prep., etc. Where sports training and anaging are concerned, we can also run into terms such as „coaching” and „training”. „Coaching” is the term which refers to the leadership and guiding of the sports training activity, especially during competitions. „Coaching” is with no doubt the key-word to the theory of the sports training and competition” (MTS, 1994, pg. 8).


35

The experiment took place on a 3 month period, from march 1st, to june, 1st, 2012, at „Sports High School” in Braila with the participation of 10 sportsgirls belonging to two different teams of the Junior I Stage. The chosen testing was of 15 gate jump throws, outside the 9m semicircle, no time limit.

During the experiment the observation method was used at the beginning, then the individualisation was used, which is a main principle in the sports training. Other used methods were: the experimental method, the statistical-mathematical method and the graphical method which was used at the end.

Table 1. First and final testing results of the two groups

Experimental Group Control Group

Crt. no Number throws

Ti % Tf % Ti % Tf %

1 15 10 66.67 13 86.67 9 60.00 10 66.67 2 15 9 60.00 11 73.33 11 73.33 11 73.33 3 15 9 60.00 12 80.00 10 66.67 12 80.00 4 15 11 73.33 14 93.33 8 53.33 11 73.33 5 15 8 53.33 13 86.67 9 60.00 12 80.00

Arithmetic average

15 9.4 62.67 12.6 84 9.4 62.67 11.2 74.67

Progress 3.2 1.8 Table number one present the results obtained to the initial and final tests of the two groups, efficiency expressed at a percentage, arithmetic average and progress.

Figure 1. Results to initial and final tests

Figure present graphic of results to the initial and final tests of experiment.

Figure 2. Progress of the experimental group compared to progress of the control group

3.2

1.8

0

1

2

3

Progress of the exp. gr. compared to progress of the con. gr.

Progress of the exp. gr. Progress of the con gr.

15

9.412.6 9.4 11.2

0

5

10

15

Intermediate players - efficiency throws

No throws Ti Exp. gr. Tf Exp.gr. Ti Con. gr. Tf Con.gr.


36

CONCLUSIONS Based on the results which were registered, studied and given an interpretation, we can say that the objective was reached so we can conclude that a good management, on a scientifical basis during the training, can lead to an efficiency of the gate throws by the intermediate players. REFERENCES 1. Teodorescu, S., (2009), Training and Competition, Ed. ALPHA MDN, Bucureşti, România. 2. Teodorescu, S., (2009), Periodization and planning in sport performance, Ed. ALPHA MDN, Bucureşti, România. 3. Ghermănescu, I., K., Jianu, E., Negulescu, I., (1983) Handball-Theory and Method, Ed. Didcatică şi Pedagogică, Bucureşti, România.

4. Colibaba-EvuleŃ, D., Bota, I., (1998), Sports Games-Theory and Method, Ed. Aldin, Bucureşti, România. 5. Todan, I., Roibu, T., (1998), Management and Legislation in Sports and Physical Education, EdiŃia a II-a, Ed. PRINTECH, Bucureşti, România. 6. MTS, (1994), Coaching and Competition, Ed. CCPS, Bucureşti, România. 7. MereuŃă, C., Talaghir, T., (2002), Management and sport marketing, Ed. VALINEX, Chişinău, Rep. Moldova. 8. Balaiş, F., MreuŃă, C., Hânsa, C-tin, (2001), Sport Management, Ed. ACADEMICA, GalaŃi, România. 9. Baştiurea, E., (2007), Handball – Concepts, principles and ways to improve the training, Ed. Academica, GalaŃi, România.

COMPARATIVE STUDY OF APPRECIATION LEVEL PHYSICAL TRAINING IN BEGINNERS BASKETBALL PLAYERS WITH

NATIONAL MODEL AND MODEL OF THE ROMANIAN BASKETBALL FEDERATION

Mihaela CHICOMBAN

University “Transilvania’’ of Braşov, Romania

Abstract Physical training this age is a starting point and a basis for addressing other components of training. In training for beginners, the importance of physical training is a priority in time for its content, its specificity; it is support for increased performance. Keywords: physical training, technical training, performance, national model, professional model, basketball beginners. INTRODUCTION Athletic training is a long process with great complexity and variety of means and methods that involve paying attention and observing certain methodical. Content preparation must reach the respective sports specific stress conditions or even higher than those claimed by the competition; these conditions given the volume and intensity of effort, improving technique and tactics in specific circumstances and background contest effort "Ambience, the atmosphere of competition, timing of hours of training with the program the races, biorhythm body adapt to the demands of exercise, etc. "[9, p.462]. Training sport through his educational background is embodied in the careful analysis of the content of training, a combination of the actual and also the manifestation of art, tactics, content elements of physical and mental preparation; they guided us to

the distinct features of this sport. All this is due to the presence of a certain percentage and content of the physical, technical, tactical, psychological and theoretical and interrelations established between each of them [5, 7]. Another subject of our research base compartment with beginners basketball was the motor training, physical training or named yet. This section outlines a whole system of measures that ensure high functional capacity of the body, the high level of development of basic motor skills and specific, optimal values of the indices morpho - functional, fully control the exercises used and perfect health. The concept of physical training should not be limited to the development of motor skills, motor components of performance. Physical preparation is also based on anatomical and physiological premises and coordinating capacity of adjustment, so the capacity conditional [1, 2, 3, 4, 5, 6, 8, 12].


37

Physical training is an integral part of sports training what is the main base for all other components, it is the starting point for the whole process of preparation, and having different weights, depending on the time of preparing athletes, thus, the training time for the beginners importance and much higher than in preparing athletes are in performance. Basic physical criteria are considered, motility (the level and pace of its development) is followed by a test system and control rules image identification and promotion of sporting talent, system that allows the comparison of results and developments driving the subjects with some default values set at the national level. Samples and standards in this system are related to the preparation stages, with separate samples for groups of beginners, advanced and performance.

These criteria are met in the driving literature, listed a number of domain specialists; motility assessment of all these children, as an expression of the degree of development of each part of the driving qualities and all in one place, making on the basis of results from samples included in a battery which test is based on the physical capacity International known “Fitness Test Standard'', adopted by the International Federation for Physical Education (fief) [7, 9, 10, 11]. To assess the level of general physical preparation we tested groups investigated using 6 samples from control individuals. The results were then statistically analyzed and compared with the average national model and professional model (Table 1, Figure 1).

Table 1 the comparative results of general motor skills with specialized national model and professional model (n -26)

Sample Test X (E.I.) ± m X (National) X (M.S.)

Running speed 50 m, sec. 7,42 0,44 7,12 6,30

Expansion, Cm 36,45 5,38 29,25 35

Long jump, Cm 1.76 0,11 2.12 1.96

Back muscles strenght (extensions) 30", number of repetitions

36,30 2,88 30,40 32,5

Lifting body from dorsal lying 30”, number of repetitions

24,40 1,81 26 19,5

Running of resistebce 600m (F)-minutes 2,19 0,08 2,15 2,12

E.I. – investigated sample (experimental group + control group, n = 26) M.S. – specialty model

Figure 1. General motor skills training results compared to the national model and design specialist

Running speed 50 m (sec.) (Table no. 1. and Fig. 2.) According to the literature [1, 3] is a maximal speed motor quite conservative and develops quite

difficult, however it can be developed more effectively the so-called critical period, which is between 10-11 years which coincides with the age

05

10152025303540

Average sample

investigated

Average national model

Average model

professional


of the children involved in teaching experimentorganized by us. Therefore the main focus on speed developmentshould be placed on this particular age asand ways that contribute in the development of need to be multiple applied specific prioritiesfuture growth progress basketball. The sample investigated an average of 7.42 seconds; In contrast to the national average model

Fig. 2.

Expansion, Cm. (Table no.1 and Fig. 3no. 1. and Fig. 3)

Expansion, another sample reflected the presence oflabor as the predominant quality, plays an important role in getting athletic performancefuture. The sample investigated an average of 36.45 cm, in contrast to the national average model is 29.25 cm and specialty media model is 35 cm.

Long jump off place (cm.) (Table no. 1 and Fig. 4) The presence of muscular motor activitythe most important qualities you can not missmove, it is manifested in many forms. Explosive force, as defined by Harre D.Mitra Gh. hi Mogoş A. ,,as" the quality ofneuromuscular system to overcome resistanceincreased contraction speed" [11, p. 103], conclusive evidence in the long jump and important to this branch of sport.

5.5

6

6.5

7

7.5

7.42

7.12

6.3

0

10

20

30

40

36.45

29.25

35


38

teaching experiment

speed development age as the means

development of this specific priorities for

The sample investigated an average of 7.42 In contrast to the national average model

is 7.12 seconds. There is a considerable difference of time, which is 0.30 seconds for average model. Comparing arithmetic average specialist model, here the result is 6.30 seconds, therefore investigated sample does not exceed the average expert model, this making a difference value seconds to 1.12 seconds.

Fig. 2. Running speed 50 m (sec.)

Expansion, Cm. (Table no.1 and Fig. 3) (Table

the presence of plays an important

performance basketball

The sample investigated an average of 36.45 cm, in contrast to the national average model is 29.25 cm

It is noted differences between the models, so the difference between the sample and tmodel is 7.2 cm, and to the special pattern having a difference of 1.45 cm. These difrent reflected progress of our sample with the two models compared average; difference is greater for the sample investigated.

Fig. 3. Expansion (cm.)

mp off place (cm.) (Table no. 1 and Fig.

activity is one of can not miss the

D., quoted by the quality of the

resistance by [11, p. 103], is

and important

The sample investigated an average of 176 cm, in contrast to the national average model is 212 cm and specialty media model is 196 cm.It is noted differences between the models, so the difference between the sample and the national model is 36 cm, and to the special pattern having a difference of 20 cm. These differences bring out the best values of the average national and specialist model.

investigated sample

average national model

media specialist model

investigated sample



is 7.12 seconds. There is a considerable difference of time, which is 0.30 seconds for average national

Comparing arithmetic average specialist model, here the result is 6.30 seconds, therefore investigated sample does not exceed the average expert model, this making a difference value

It is noted differences between the models, so the difference between the sample and the national model is 7.2 cm, and to the special pattern having a difference of 1.45 cm. These difrent reflected progress of our sample with the two models

difference is greater for the

The sample investigated an average of 176 cm, in contrast to the national average model is 212 cm and specialty media model is 196 cm. It is noted differences between the models, so the difference between the sample and the national

the special pattern having a ces bring out the

of the average national and specialist

investigated sample



investigated sample




Fig. 4.

Raising the trunk of the facial bed (norepetări/30sec.) (Table no. 1 and Fig. 5

The investigated sample average value of 36.30 repetitions and the national average is 30.repetitions model. Comparing the average values the two notes that the force back the investigatedsample is 5.90 higher reps.

Fig. 5. Raising the trunk of the facial bed (no. repetări/30sec.)

Closure of lying dorsal trunk (no. repetări/30sec.) (Table no. 1. and Fig. 6.)Strength training is done in all stages of carefully claiming that most specialists " training for workforce development canthe age of 8-9 years, observing theincrements of effort, individual characteristics(morphological and functional) of athletes325]. This statement leads to an argumentthis age, muscle mass has a significant sharerelation to the body weight, which allows effort force approach.

Fig. 6. Closure of lying dorsal trunk (no.repetări / 30sec.)

0

100

200

300176

212 196

25

30

35

4036.3

30.4

32.5

0

10

20

3024.4

26

19.5


39

Fig. 4. Long jump off place (cm.)

the facial bed (no. repetări/30sec.) (Table no. 1 and Fig. 5)

The investigated sample average value of 36.30 and the national average is 30.40

Comparing the average values of that the force back the investigated

Media specialist model has a value of 32.50 reps which shows an increase in the number of repetitions of the investigated sample mean with a difference of 3.80 repetitions, so the progress and overcoming obvious professional mo

Raising the trunk of the facial bed (no. repetări/30sec.)

Closure of lying dorsal trunk (no. repetări/30sec.) (Table no. 1. and Fig. 6.)

stages of childhood and coaches can begin at

observing the work in individual characteristics

of athletes "[11, p an argument that at

a significant share in , which allows early

The investigated sample average valureps and the national average is 26 model. Comparing the average values notes that the force back the sample investigated is lower by 1.60 repetitions. Media specialist model has a value of 19.50 repetitions which shows an increase in the number of repetitions of the investigated sample mean with a difference of 4.90 repetitions, so the progress and overcoming obvious professional model.

Closure of lying dorsal trunk (no.repetări / 30sec.)

investigated sample



investigated sample



investigated sample



Media specialist model has a value of 32.50 reps which shows an increase in the number of repetitions of the investigated sample mean with a difference of 3.80 repetitions, so the progress and overcoming obvious professional model.

The investigated sample average value of 24.40 reps and the national average is 26 repetitions

Comparing the average values of the two that the force back the sample investigated is

Media specialist model has a value of 19.50 repetitions which shows an increase in the number

nvestigated sample mean with a difference of 4.90 repetitions, so the progress and overcoming obvious professional model.

investigated sample



investigated sample



investigated sample




Running resistance 600m (min.) (Table no. 1 and Fig. 7) Resistance regarded as a quality motormaintain high levels for a long period. motor parameters has a great influence onperformance capacity, and by increasingand stability are guaranteed to protecthealth. Addresses this quality basketball motor through body requirements by executingelements systems and techniques specific to thisgame. Resistance contributes to a betterand accurate execution driving the various actions

Fig. 7.

CONCLUSIONS The analysis of the level of general physical training teams included in the experiment teaching, it is demonstrated that all the tested samples preparation investigated sample preparation and development team brings a good contribution in terms of value and progress. Findings of statistical results and averagesvalues were compared with the national modelprofessional model highlighted the progressbasketball players motor starters. The comparison has been done in our researchhighlights the positive influence ofcomponents of training they have made contributions to the driving componentprovided technical training bases. Even if our progress is not achieved for all samples general physical component and value not exceeding specialized model or national, investigated sample subjects have good development which positively influence the progress and results of technical training.

REFERENCES 1. Alexe N. şi colab. Modern sports training. Bucharest: Editis, 1993, p 23-51, p 64276, p 325-530. 2. Dragnea A. Sports training. BuDidactic and Pedagogic Publishing House, 2006, p.166.

0

10

20

3024.4

26

19.5


40

00m (min.) (Table no. 1 and

motor perfectible . This quality

a great influence on increasing resilience to protect general

peculiarities by executing

specific to this a better, efficient

the various actions

required by rules and how to operateBecause resistance is a very importantmotor which coincides with the ageinvolved in teaching experiment, solutionand proper means for its development.The sample investigated an average of 2.19 minutes in contrast to the media model is specific to 2.12 minutes. A difference of 0.07 minutes aerobic resistance development for specialized model.Regarding national average model, valoare de 2,15, fiind uşor mai mare decât eşantionul investigat cu 0,04 secunde.

Fig. 7. Running resistance 600m (min.)

The analysis of the level of general physical included in the experiment teaching,

it is demonstrated that all the tested samples preparation investigated sample preparation and development team brings a good contribution in

averages the the national model and

the progress level of

in our research the positive influence of other

made positive component being

Even if our progress is not achieved for all samples general physical component and value not exceeding specialized model or national,

ubjects have good development which positively influence the progress and results of technical training.

i colab. Modern sports training. 51, p 64-89, p.258-

Dragnea A. Sports training. Bucharest: Didactic and Pedagogic Publishing House, 2006,

3. Dragnea A., Bota A. Theory of motor activitiesBucharest: Didactic and Pedagogic RA 1999, p.136-150. 4. Drăgan I. şi colab. Sports Medicine. Bucharest: Sports - Tourism, 1989, p.111-120 5. Drăgănescu E. Preparing sports games seen through the ways of acting in the individualized instruction. In: International Scientific Conference: New developments educational sports management, physical therapy and leisure activities in the European context, Braşov: Transylvania University of Brasov, 2009, p 231-234. 6. Enoiu R., Basketball from theory toBrasov: University Transilvania – 2008, p.28 7. Gheorghiu G. Research methodologyphysical education and sport. Galati2007, p 112. 8. Groza P. Physiology. Bucharest: Medical, 1991, p 240. 9. Haulică I. Human physiology. Bucharest: Medical, 1989, p.180. 10. Mihăilă I. Handball, optimizationphysical training junior teams. Craiova, Craiova, 2006, p.41-50. 11. Mitra Ghe., Mogoş A., Methodology ofeducation. Bucharest: Sport - 1980p. 462. 12. Niculescu C., Cârmaciu R. Anatomy and physiology omului.Compendiu. Bucharest: Corinth, 1999, p 25-70. 13. Platonov N.V. Theory and methodology ofsports training. (translation). Kiev, 1984,

investigated sample



how to operate the opponent. very important quality

the age of children solution was used

ts development. The sample investigated an average of 2.19 minutes in contrast to the media model is specific to 2.12 minutes. A difference of 0.07 minutes aerobic resistance development for specialized model. Regarding national average model, acesta are o valoare de 2,15, fiind uşor mai mare decât eşantionul investigat cu 0,04 secunde.

Dragnea A., Bota A. Theory of motor activities-Bucharest: Didactic and Pedagogic RA 1999,

i colab. Sports Medicine. Bucharest:

Preparing sports games seen through the ways of acting in the individualized instruction. In: International Scientific Conference: New developments educational sports management, physical therapy and leisure activities in the

t, Braşov: Transylvania University

from theory to practice. 2008, p.28

Research methodology in Galati, Academic,

Groza P. Physiology. Bucharest: Medical, 1991,

I. Human physiology. Bucharest:

optimization specific . University of

Methodology of physical 1980, p. 103, p. 325,

Niculescu C., Cârmaciu R. Anatomy and physiology omului.Compendiu. Bucharest: Corinth,

and methodology of , 1984, Glavnoe

investigated sample




41

Izdatelsvo, izdatelskogo obedenia, Visa, Skoda, p. 60-95. 14. Predescu T., Ştefan C. Preparation stage in the game of basketball. Bucharest: Signs, 1994, p. 111.

15. Waldowski, Lothar. Basketball: Training-Technik-Taktik. Reinbek bei Hamburg: Rowohlt Taschenbuch Verlag, 1995, 218 p.

STUDY CONCERNING THE PSYCHOLOGICAL COPING SKILLS OF FOOTBALL PLAYERS LEVEL C

Dana Maria CIOCAN, Vasile Cătălin CIOCAN

University "Vasile Alecsandri" of Bacău, Romania

Abstract Football, similar with other sports, requires not only a high level of physical performance, but mental preparation and psychological skills. Psychological characteristics of football players were analyzed by Junge et al., (2000) in relationship with injury risk factors. Junge and his associates believed that identifying the psychological factors that influence soccer performance could provide important information to improve the athlete’s preparation for the game, influence the occurrence of injuries and lead to intervention methods to improve fair play. Keywords: football, coping skill, team game

INTRODUCTION In the modern days of scientific knowledge, man is making rapid progress in all arias of life including that of sports and games. This progress in sport performance may be attributed to the scientific investigations for the better performance of sportsmen and sportswomen, for improved scientific and specific training methods used by the coaches and also for the better understanding of the human body and functions. Today, it is important for the sport coaches as well as athletes to recognize that science of psychology plays an important part in the field of sports. The psychological preparation on the basis of psychological characteristics of the sport, the competition conditions and the personality structure (profile) of the sportsmen, is planned and carried out with the aim of enabling the sportsman to be in an optimum psychic state at the time of competition so that he can achieve the maximum possible performance. Many researches underline that psychological characteristic of exemplary sport participants may allow identification of the strengths and weaknesses of individual athletes, and could, with strategic interventions, facilitate performance enhancement. Football, similar with other sports, requires not only a high level of physical performance, but mental preparation and psychological skills. While coaches are skilled in identifying the physical characteristics needed to succeed athletically, they may lack the skills to make a psychological assessment (Humara, 2000). Sports psychology provides an essential theoretical basis for understanding both individual and team athletic performance.

In the same time sport psychology offers practical and effective methods for team building and sharpening individual athlete and team focus. "Knowledge of sports psychology will help a coach find solutions to problems encountered by the athlete, the team, and the coaching staff during training and competition" (Jonathan Reeser, Roald Bahr, 2003, p. 211). One research study involving peak performance and successful athletes showed that the psychological profile of peak performing athletes included high self-confidence, energy, feelings of control, concentration, positive attitudes, determination, and commitment (Krane & Williams, 2006). Psychological characteristics of football players were analyzed by Junge et al., (2000) in relationship with injury risk factors. Junge and his associates believed that identifying the psychological factors that influence football performance could provide important information to improve the athlete’s preparation for the game, influence the occurrence of injuries and lead to intervention methods to improve fair play. The Junge’s study clarified that the psychological characteristics of players who did not talk or listen to an opponent during a game were almost the opposite of those who did. Players, who refrained from verbal interaction with the opponent more often prepared mentally for the game, and coped better with adversity then the players who talked or listened to an opponent during the game. Psychological skills assessment in conjunction with physical skills may have a significant impact on the identification of those athletes that may have future athletic success (Humara, 2005).


42

PURPOSE OF STUDY. The broad purpose of this study was to examine the psychological characteristics of competitive male football players level C and identified which psychological coping skill are predominant and which skill need to be addressed by the coach or the psychologist in the mental training. More specified we want to identify if there are some characteristic specific to football player regarding the athletics coping skill. This means knowing the strengths, in order to capitalize on them, and the weaknesses, in order to compensate for or improve on them. As such, a self-assessment of skills is a good place to start.

METHODS. Participants A total of 29 football players level C participated in this study. The age of the participants was between 18 years old and 27 years old. All of the participants are playing for two local football teams in Bacău. Measure Athletic Coping Skills Inventory -- 28 Psychological coping skills were assessed using the Athletic Coping Skills Inventory – 28 (ACSI-28; Smith, Schultz, Smoll, & Placek, 1995). The ACSI-28 is a self report questionnaire developed using exploratory and confirmatory factor analysis. The inventory consisted of a 28-item scale measuring seven classes of sport-specific psychological coping skills including coping with adversity, peaking under pressure, goal setting and mental preparation, concentration; freedom from worry, confidence and achievement motivation, and coachability. This measure requires athletes to respond on a 4-point scale (0 = almost never, 1 = sometimes, 2 = often, 3 = almost always) to 28 items regarding psychological skills. Smith et al. (1995) found support for a 7-factor model: 1) Coping with

Adversity (e.g., “When things are going badly, I tell myself to keep calm, and this works for me”), 2) Peaking under Pressure (e.g., “To me, pressure situations are challenges that I welcome”), 3) Goal Setting/Mental Preparation (e.g., “I set my own performance goals for each practice”), 4) Concentration (e.g., “When I’m playing tennis, I can focus my attention and block out distractions”), 5) Freedom from Worry (e.g., “I worry quite a bit about what others think of my performance”), 6) Confidence and Achievement Motivation (e.g., “I don’t have to be pushed to practice or play hard: I give 100%;” “I feel confident that I will play well”), and 7) Coach-ability (e.g., “If a coach/instructor criticizes me, I correct the mistake without getting upset about it”). Each factor consisted of four items. Higher scores indicated higher perceived competence. Procedure An inventory package containing a two-page questionnaire was provided to the 29 football players. At the top of the first page subjects were instructed to fill out a brief demographic summary. The categories included age, game, gender, and participation level. All 28 statements were formatted on a four point Likert type scale with response choices being "Almost Never", "Sometimes", "Often", and "Almost Always". The questionnaire is psychometrically sound and has substantial support in the literature as a valid assessment tool, which will ensure the most valid results. FINDINGS AND RESULTS The results recorded in the assessment of the psychological skills using the Athletic Coping Skills Inventory on seven dimensions for the football players and the arithmetic mean, maximum value and minimal value were computed and data pertaining to this have been presented in table 1.

Table 1 Centralizing table with the results recorded in the ACSI-28 assessment Nume C1

Coping with

adversity

C2

Coachability

C3

Concentration

C4

Confidence and

achievement

motivation

C5

Goal setting and

mental preparation

C6

Peaking

under

pressure

C7

Freedom

from worry

Total

Score

V.A. 10 8 6 6 8 6 9 53

B.C. 8 2 9 4 8 4 6 41

D.I. 7 6 5 9 7 8 6 48

M.A. 7 4 7 6 6 5 8 45

B.A. 7 9 4 5 7 8 5 45

S.I 4 4 7 9 7 7 3 40

F.M 5 4 9 6 7 4 5 40

Z.A. 9 12 9 10 8 1 7 56

A.B 7 9 9 9 6 8 11 59

G.S 7 7 1 4 6 6 4 35

D.A 11 7 11 12 12 12 1 66


43

M.D 11 8 7 12 9 9 1 57

N.V. 5 6 8 9 6 9 8 57

S.A 10 9 9 9 8 11 7 63

S.L. 9 10 8 9 11 7 7 61

S. T. 6 9 5 10 8 8 5 51

M.U. 5 7 5 9 11 8 5 50

B.E. 7 7 8 10 11 9 5 57

G.H. 7 9 7 11 11 8 4 57

A.N. 8 8 6 9 7 8 4 50

B.A. 6 7 8 10 10 8 3 52

R.U. 5 7 7 6 8 8 3 44

B.U. 8 9 8 12 11 11 4 63

G.A. 7 6 7 6 8 7 7 48

P.A. 5 8 4 7 10 10 1 45

V.A. 7 6 5 10 6 8 4 46

F.U. 7 6 6 9 8 7 6 49

P.U. 6 8 6 10 9 7 4 50

G.H. 7 10 9 11 12 11 3 63

Medie 7,1724 7,3103 6,8966 8,5862 8,4828 7,6897 5,0345 51,414

Max 11 12 11 12 12 12 11 66

Min 4 2 1 4 6 1 1 35

The results recorded on the football players’ assessment of the psychological skills using the Athletic Coping Skills Inventory are showing a high level at the following items concentration, freedom from worry, confidence and achievement motivation. In sport, confidence has been defined by Vealey (2000) as “the beliefs or degree of certainty that individuals possess about their ability to be successful” (p. 556).

It is evident from figure 1, that there was a statistically significant difference between some of the psychological coping skills characteristic of football players. When we look at the medium score of the seven characteristic we can observe that the highest score are obtain in Confidence and achievement motivation (8,59), Goal setting and mental preparation (8,49), Peaking under pressure (7,69). The lowest score was obtained in Freedom from worry (5, 03).

Figure 1. Medium score on all seven psychological coping skills.

Medium score

1 23

4 56

7

0

1

2

3

4

5

6

7

8

9

10

Psychological coping skills

Sc

ore

Medium score

Medium score 7,172414 7,310345 6,896552 8,586207 8,482759 7,689655 5,034483

1 2 3 4 5 6 7


44

Figure 2. Diagram – Coping with Adversity scores accomplished by the football players

Coping with adversity - The ability to remain emotionally stable and positive during competition no matter the situation. Coping with adversity as a predictor of success in elite athletes is also a substrate of experience and is consistent with previous research (Humara, 2005; Griffith 1928). Coping with adversity is the ability to remain emotionally stable and positive during competition no matter the situation (Weinberg & Gould, 2003). When we analyze the football players from our study on coping with adversity skill we can see that only 6 of them have a high score (9-11) at this

factor and 9 of them have low scores (4-6) and 14 of them the majority scored average (7-8). (Figure 2) An athlete who has experienced adversity in previous endeavors may be more likely to be able to adequately cope with the adversity associated with being a professional football player. While Humara explicitly states that ability to cope with stress contributes to performance, Griffith uses the terms ‘fight’ and ‘mental resolve’ as physical and psychological constructs of coping with adversity.

Figure 3. Diagram – Coachability scores accomplished by the football players

Coach-ability - Openness to constructive criticism given by a coach and/or manager. When we analyze the football players from our study on coach-ability skill we can see that only 9 of them have a high score (9-12) at this factor and 9 of them have low scores (2-6) and 11 of them the scored average (7-8). (Figure 3) Medium scores obtain in coach-ability is 7,13 – an average to low

score which determine us to say that the football players are not open to criticism and could have problems on the relationship with the coach. This aspect could lead the team to failure and not reaching their potential in competition and practice as well.

Diagram - Coping with Adversity

10

8

7 7 7

4

5

9

7 7

11 11

5

10

9

6

5

7 7

8

6

5

8

7

5

7 7

6

7

0

2

4

6

8

10

12

Coping with Adversity

Coping with Adversity 10 8 7 7 7 4 5 9 7 7 11 11 5 10 9 6 5 7 7 8 6 5 8 7 5 7 7 6 7

V.A.

B.C.

D.I.

M.A.

B.A.

S.IF.M

Z.A.

A.B

G.S

D.A

M.D

N.V.

S.A

S.L.

S. T.

M.U.

B.E.

G.H.

A.N.

B.A.

R.U.

B.U.

G.A.

P.A.

V.A.

F.U.

P.U.

G.H.

Diagram - Coachability

8

2

6

4

9

4 4

12

9

7 7

8

6

9

10

9

7 7

9

8

7 7

9

6

8

6 6

8

10

0

2

4

6

8

10

12

14

Coachability

Coachability 8 2 6 4 9 4 4 12 9 7 7 8 6 9 10 9 7 7 9 8 7 7 9 6 8 6 6 8 10

V.A.

B.C.

D.I.

M.A.

B.A.

S.I

F.M

Z.A.

A.B

G.S

D.A

M.D

N.V.

S.A

S.L.

S. T.

M.U.

B.E.

G.H.

A.N.

B.A.

R.U.

B.U.

G.A.

P.A.

V.A.

F.U.

P.U.

G.H.


45

Figure 4. Diagram – Concentration scores accomplished by the football players

Concentration - The ability to focus on relevant cues in the sport environment. When we analyze the concentration of football players from our study we can see that only 7 of them have a high score (9-12) at this factor and 11 of them have low scores (1-6) and 11 of them the scored average (7-8). (Figure 4) Medium scores

obtain in concentration is 6.89 –low score which determine us to say that the football players are having trouble concentrating at the relevant cues of the game in competition. This aspect could lead the team to failure and not reaching their potential in competition and practice as well.

Figure 5. Diagram – Confidence & Motivation scores accomplished by the football players

Confidence and achievement motivation - A high self-efficacy and a striving to reach that potential. When we analyze the confidence and motivation of football players from our study we can see that only 20 of them have a high score (9-12) at this factor and 8 of them have low scores (4-6) and only one football player scored average (7). (Figure 5)

Medium scores obtain in confidence and motivation is 8.58 – average to high score which determine us to say that the football players are confident in them self and strive to reach their potential. This aspect could lead the team to success and not reaching their potential in competition.

Diagram - Concentration

6

9

5

7

4

7

9 9 9

1

11

7

8

9

8

5 5

8

7

6

8

7

8

7

4

5

6 6

9

0

2

4

6

8

10

12

Concentration

Concentration 6 9 5 7 4 7 9 9 9 1 11 7 8 9 8 5 5 8 7 6 8 7 8 7 4 5 6 6 9

V.A.

B.C.

D.I.

M.A.

B.A.

S.I

F.M

Z.A.

A.B

G.S

D.A

M.D

N.V.

S.A

S.L.

S. T.

M.U.

B.E.

G.H.

A.N.

B.A.

R.U.

B.U.

G.A.

P.A.

V.A.

F.U.

P.U.

G.H.

Diagram - Confidence & Motivation

6

4

9

6

5

9

6

10

9

4

12 12

9 9 9

10

9

10

11

9

10

6

12

6

7

10

9

10

11

0

2

4

6

8

10

12

14

Confidence & Motivation

Confidence & Motivation 6 4 9 6 5 9 6 10 9 4 12 12 9 9 9 10 9 10 11 9 10 6 12 6 7 10 9 1011

V.A

B.C

D.I.

M.A

B.A

S.I

F.M

Z.A.

A.B

G.S

D.A

M.D

N.V

S.A

S.L.

S.

T.

M.U

B.E

G.H

A.N

B.A

R.U

B.U

G.A

P.A

V.A

F.U.

P.U

G.H


46

Figure 6. Diagram – Goal setting & Mental Preparation scores accomplished by the football players

Goal setting/mental preparation - The use of goal setting and mental preparation on a consistent basis to prepare for competition and/or practice. When we analyze the goal setting and mental preparation of football players from our study we can see that only 11 of them have a high score (9-12) at this factor and 5 of them have low scores (4-

6) and only 13 football players scored average (7-8). (Figure 6). Medium scores obtain in goal setting and mental preparation is 8,48 – average to high score which determine us to say that the football players are using mental preparation on a average degree and are setting goals for them self in competitions and practice lessons.

Figure 7. Diagram – Peaking under Pressure scores accomplished by the football players

Peaking under pressure - The ability to maintain performance in high pressure situations. When we analyze the peaking under pressure of football players from our study we can see that only 8 of them have a high score (9-12) at this factor and 6 of them have low scores (1-6) and only 15 football players scored average (7-8). (Figure 7).

Medium scores obtain in peaking under pressure is 7.68 – average score which determine us to say that the football players are able to maintain performance in high pressure situations just in some competition and that their ability can be constant. This aspect could lead the team to success or failure in competition on a 50-50 score.

Diagram - Goal Setting & Mental Preparation

8 8

7

6

7 7 7

8

6 6

12

9

6

8

11

8

1111 11

7

10

8

11

8

10

6

8

9

12

0

2

4

6

8

10

12

14

Goal Setting & Mental Preparation

Goal Setting & MentalPreparation

8 8 7 6 7 7 7 8 6 6 12 9 6 8 11 8 111111 7 10 8 11 8 10 6 8 9 12

V.A

B.C

D.I.

M.A

B.A

S.I

F.

M

Z.A.

A.B

G.S

D.A

M.D

N.V

S.A

S.L.

S.

T.

M.U

B.E

G.H

A.N

B.A

R.U

B.U

G.A

P.A

V.A

F.U

P.U

G.H

Diagram - Peaking under Pressure

6

4

8

5

8

7

4

1

8

6

12

9 9

11

7

8 8

9

8 8 8 8

11

7

10

8

7 7

11

0

2

4

6

8

10

12

14

Peaking under Pressure

Peaking under Pressure 6 4 8 5 8 7 4 1 8 6 12 9 9 11 7 8 8 9 8 8 8 8 11 7 10 8 7 7 11

V.A

B.C

D.I.

M.A

B.A

S.I

F.

M

Z.A.

A.B

G.S

D.A

M.D

N.V

S.A

S.L.

S.

T.

M.U

B.E

G.H

A.N

B.A

R.U

B.U

G.A

P.A

V.A

F.U

P.U

G.H


47

Figure 8. Diagram – freedom from worry scores accomplished by the football players

Freedom from worry- The absence of a fear or failure during and/or prior to a performance. When we analyze the freedom from worry skill of football players from our study we can see that only 2 of them have a high score (9-12) at this factor and 21 of them have low scores (1-6) and only 6 football players scored average (7-8). (Figure 8). Medium scores obtain in peaking under pressure is 5.03 – a low score which determine us to say that the football players are not free from worry in competition. This psychological skill of football players, freedom from worry is their biggest weakness. This aspect could lead the team to failure in competition and can explain the low score obtained also in concentration.

CONCLUSIONS AND RECOMMENDATIONS.

The implications of these findings for coaches, recruiters, and sport psychologists are positive. They can see the weakness and strength of the players in term of psychological skills and work from there on or choose to get on their team the best possible player. In terms of weaknesses we can conclude that from our study we could identify 2-3 psychological coping skill on the football players, freedom from worry is their biggest weakness, concentration which can be easily linked with worrying and the third weakness is coping with adversity. This aspect could lead the team to failure in competition and can explain the low score obtained also in concentration. The coach or the sport psychologist can teach an athlete how to effectively cope with adversity. Weinberg & Gould (2003) state in one of their studies that implementing pressure situations in a practice context as a coping strategy is often utilized by elite athletes. They state also that as you become more acclimated to deal with the adversity

in practice, you may be less likely to be affected by it in performance situations. This strategy is most effective when the practice situation accurately resembles the performance stressors. However, athletes who have actually experienced these situations may be best prepared to cope with the adversity. In terms of strengths we can conclude that from our study we could identify 2-3 psychological coping skill on the football players, confidence and motivation is their biggest strength, followed by goal setting and mental preparation and the third skill is coach-ability. Once we have the strengths and the weaknesses of football players listed, coaches can begin to use this list to help create opportunities to capitalize on the players strengths and to compensate or improve on their weaknesses. Research literature highlights three areas that impact an athlete’s self-confidence: achievement, self-regulation, and social climate (Vealey, 2000). It should be no surprise that in these situations, over time, these areas are also the keys to gaining self-confidence. Achievements can be used to enhance self-confidence by demonstrating physical ability and mastering the skills needed to “do the job” athletically. Self-regulation includes the ability to manage one’s behaviors, thoughts, and feelings in competitions and trainings. Techniques such as goal-setting, imagery, and self-talk can be used to both improve athletic performance and enhance self-confidence. In conclusion we want to highlight that with this type of knowledge, football coaches can exert more control over their players preparation and performance in competitions and training. And for more information about psychological skills and ways of mental training in general or about specific strategies for football competitions, coaches should work in relationship with a sport psychologist.

Diagram - Freedom from Worry

9

6 6

8

5

3

5

7

11

4

1 1

8

7 7

5 5 5

4 4

3 3

4

7

1

4

6

4

3

0

2

4

6

8

10

12

Freedom from Worry

Freedom from Worry 9 6 6 8 5 3 5 7 11 4 1 1 8 7 7 5 5 5 4 4 3 3 4 7 1 4 6 4 3

V.A

B.C

D.I.

M.A

B.A

S.I

F.M

Z.A.

A.B

G.S

D.A

M.D

N.V

S.A

S.L.

S.

T.

M.U

B.E

G.H

A.N

B.A

R.U

B.U

G.A

P.A

V.A

F.U.

P.U

G.H


48

REFERENCES Crăcıun , M. (2005), Psihologie EducaŃională, Risoprint, Cluj-Napoca; Crăciun, M. (2005), Introducere în Psihologia Sportului, Risoprint, Cluj – Napoca; Epuran, M. (2001), Psihologia sportului de performanŃă, FEST, Bucureşti, Humara, M. (2000). Personnel selection in athletic programs. Athletic insight, 2 (2). Retrieved September 29, 2005, from www.athleticinsight.com/Vol2Iss2/Personnel.htm Jackson, S.A., & Csikszentmihalyi, M. (1999). Flow in Sports. Champaign, IL: Human Kinetics. Reeser, J., Bahr R. (2003), Olympic Handbook of Sports Medicine: Volleyball, Wiley-Blackwell, Smith R.E et al., (1994), "Development and validation of multidimensional measure of sport-

specific psychological skills: The Athletic Coping Skills Inventory", Journal of Sport and Exercise Psychology 17(4): p 379-398. Vealey, R.S. (2000). Understanding and enhancing self-confidence in athletes. In Singer, R.N., Hausenblas, H.A., & Janelle, C.M. (eds.), Handbook of Sport Psychology (2nd Ed.). New York: John Wiley & Sons, Inc. Tenenbaum, G. (2007), Handbook of sport psychology, John Wiley, Hoboken, New Jersey, Weinberg R.S., Gould D. (2007) Foundation of Sport Psychology, Human Kinetics, Champaign, Illinois, Human Kinetics Publishers Williams, J.M., & Krane, V. (2001). Psychological characteristics of peak performance. In Williams, J.M. (ed.), AppliedSport Psychology: Personal Growth to Peak Performance (4th Ed.). Mountain View, CA: Mayfield Publishing Co.

STUDY REGARDING THE CORRELATION BETWEEN THE LENGTH OF THE EXTREMITIES (INFERIORS-SUPERIORS) AND THE

EXECUTION TECHNIQUE OF THROWING TO THE BASKET FROM DRIBBLING WITHIN THE COURSE OF BASKETBALL

Dana Lucica CIOCOIU

University “Dunarea de Jos” of Galati, Romania Abstract This article answers objectively to if there is a relation between the efficiency of throwing to the basket from dribbling technical execution and the length of extremities (superiors – inferiors) of students, who are evaluated at the end of the basic course. Keywords: throwing to the basket from dribbling, students, upper limbs, legs, basketball and basic course.

INTRODUCTION In basketball most experts believe that height as well as other anthropometric parameters has a dominant role for playing basketball. The selection aims to detect the persons falling within the superior limits, takes place according to certain criteria and tests, among others, the somatic test. It sets the overall physical development and the parameters necessary to obtain favorable results in the game of basketball, and the method is called somatometry (anthropometry). Measurements made using the method aim to determine in particular lengths, perimeters, diameters of body segments: length of upper limbs, lower limbs, palm length, etc. Studies similar to the problem proposed by this research have been carried out by the authors S. Miller R.Bartlett (1996), A. S. Sisodiya, M. Yadav (2010) who determined the relation between the anthropometric measurements and the ability to play basketball (Jonshon basketball test). O.L.Dominic (2006) studied the relationship between the length of different parts of the body

and the capacity to shoot of Kwara States team players (Nigeria) and found out that there were no significant differences. According to the calculations made, there is no body segment to contribute independently to effecting the movement of throwing but their integration, coordination in sequential combinations ensure good muscle control. O. Dean, (2004) believes that height is more important to successful offensive actions compared with the actions of defense. The throwing at basket is the technical element benefiting from most attention in the learning process in all categories of training. This requires precision in execution and therefore personal responsibility. The literature recommends a number of somatic criteria required for a basketball player (T. Predescu, A.D.MoanŃă, 2001; D. Berceanu, A.D. MoanŃă et al., 2007, etc.). In many cases there is confusion about these parameters (somatic, motive, psychological, etc.) which certainly influence the effectiveness of execution of the


49

technical elements and procedures specific to basketball. The evaluation of technical progress of the students practicing basketball within the basic course is a compulsory measure. It aims to find out if the students acquired qualitatively and quantitatively the fundamental components of the game and if they have the capacity to exploit them in practice. RESEARCH HYPOTHESIS If we assume that not all students fall into the specific anthropometric parameters of the game, is there a link between the efficiency of the execution technique of dribble slam dunk and limbs length (lower - upper) that can influence their evaluation? Purpose: to determine the relation between limbs length (lower - upper) and the efficiency of the execution technique of throwing at basket from dribbling of the students evaluated at the end of the basic course in the field of basketball. THE RESEARCH METHODS Used during this study were as follows: the method of studying specialized bibliography, observation method, the method of the somatometry (anthropometry), statistical and mathematical method (arithmetic mean, standard deviation and Pearson correlation coefficient), graphical and tabular method. SUBJECTS The research was conducted on a sample of 20 students (boys) aged 20-25 years, forming two groups („A” and „B”). In the group “A” the height of the students selected ranged between 1.80 m – 1.96m (above average values) and in group “B” it ranged between 1.68m -1.76m (normal values). We mention that no student practiced basketball in a sports club or in the previous educational levels.

ORGANIZING AND CONDUCTING THE RESEARCH This study was conducted from October 2012 - January 2013 at the Faculty of Physical Education and Sport in Galati. The distribution of the training activities within the subject matter “Theoretical and methodological fundamentals of basketball” is done on a semester, including 28 hours of theoretical courses and 42 hours of practical courses. This study was based on the anthropometric measurements and data obtained from the technical test of throwing at basket from dribbling of the two samples recorded at the end of the basic course. To check the working hypothesis we considered necessary to test the following anthropometric variables: height, length of upper limbs (arm, forearm, and hand) and lower limbs (thigh - hip - knee, shank - knee-ankle). The instrument used for measuring was metric tape. The assessment of the assimilation level of the technique of throwing at basket from dribbling was made using it as a technical control test. Description of the technical test is as follows: From an angle of 45 degrees to the backboard, the students performed dribbling and shooting, followed by a rebound. The executions were assessed by the teacher positioned laterally. Each student conducted ten throws on the left side and respectively on the right side of the basketball backboard using adequately the throwing arm. For objectivity of the evaluation both technical execution (technical process was defined sequentially and the teacher appreciated each phase) and performance (number of successful throws) were considered. The grading system used was numerical expressed by figures from 1 to 10. The two variants of the technical test were assessed according to some grading scales established by us (Table 1).

Table 1 Grading scale to give students marks for the technical tests –throwing at basket from dribbling

For each successful throw the student has been granted one point, and the sum of points was the

final mark for the process of throwing at basket from dribbling.


50

PROCESSING AND INTERPRETATION OF DATA The analysis and interpretation of data from statistical point of view for the average and standard deviation at each variable of the two samples was made using the tutorial Usable Statistic coordinated by Jeff Sauro (http://www.usablestats.com/calcs/2samplet). In order to determine the relation between the anthropometric parameters (height, length of arm, forearm, hand, thigh, shank) and the technical procedure of throwing at basket from dribbling Pearson correlation coefficient (r) was calculated using the formula:

The correlation coefficient (r) establishes the intensity of the connection between two variables, when this connection is a linear one. When the result tends towards extremes ± 1, the link between the variables x and y is stronger, and, as the result approaches 0, the connection intensity decreases. RESULTS AND DISCUSSIONS The descriptive analysis of the anthropometric parameters measured, the arithmetic mean (M), and standard deviation (SD) for the two samples of research have been summarized in Table 2.

Table 2 Statistical results for the anthropometric variables of the groups “A” and

“B”

The data in Table 3 present the descriptive analysis of the statistical parameters, the arithmetic mean (M) and standard deviation (SD) for the two

samples of research in the technical test of throwing at basket from dribbling.

Table 3 Statistical results for the technical test of throwing at basket from dribbling

of the groups “A” and “B”

The arithmetic mean of the marks obtained at test by the group “A” was 7.8 for executions with right arm and 6.2 for the left arm. The difference between the averages of 1.6 highlights a good technical execution with the right arm; percentage assessment is 1.6 %.

For group “B” the arithmetic mean of the marks obtained at test is 7.6 for executions with right arm and 5.6 for the left arm. The difference between the average values is 2 which emphasize learning the technique of execution with the right arm; percentage assessment is 2% and we find that it is superior to that of group “A”.


51

The descriptive analysis of statistical indicators for the test of dribble slam dunk made on the two samples with the right arm and respectively with the left arm is presented in tables 4 and 5. Student

Test reflects an insignificant value of the differences between the two final averages (t =0.26; p>0.05 and t =0.47; p>0.05).

Table 4 Values of statistical indicators for throwing at basket from

dribbling with right arm, group “A” and “B”

Observed difference (Sample 1 - Sample 2): 0.2 Standard Deviation of Difference : 0.7601 Unequal Variances DF : 17 95% Confidence Interval for the Difference (-1.4037, 1.8037) T-Value 0.2631 Population 1 ≠ Population 2: P-Value = 0.7956 Population 1 > Population 2: P-Value = 0.6022 Population 1 < Population 2: P-Value = 0.3978

Equal Variances Pooled Standard Deviation: 1.6997 Pooled DF: 18 95% Confidence Interval for the Difference (-1.3969 , 1.7969) T-Value 0.2631 Population 1 ≠ Population 2: P-Value = 0.7954 Population 1 > Population 2: P-Value = 0.6023 Population 1 < Population 2: P-Value = 0.3977

Table 5 Values of statistical indicators for throwing at basket from

dribbling with left arm, group “A” and “B”

difference (Sample 1 - Sample 2): 0.6 Standard Deviation of Difference : 1.2649 Unequal Variances DF : 17 95% Confidence Interval for the Difference (-2.0687 , 3.2687) T-Value 0.4743 Population 1 ≠ Population 2: P-Value = 0.6414 Population 1 > Population 2: P-Value = 0.6793 Population 1 < Population 2: P-Value = 0.3207 Equal Variances Pooled Standard Deviation: 2.8284

Pooled DF: 18 95% Confidence Interval for the Difference (-2.0574 , 3.2574) T-Value 0.4743 Population 1 ≠ Population 2: P-Value = 0.641 Population 1 > Population 2: P-Value = 0.6795 Population 1 < Population 2: P-Value = 0.3205 The correlation between anthropometric variables and the technical test of dribble slam dunk are presented in table 6.

Table 6 The results of the coefficient of correlation between anthropometric variables and the technical test of throwing at basket from dribbling


52

CONCLUSION 1. The values obtained by statistical calculations indicate that there is no significant relationship between the longitudinal anthropometric variables proposed for study and the execution of the technique of dribble slam dunk for any of the groups of research. 2. The longitudinal anthropometric variables did not influence the execution by the students of the procedure dribble slam dunk at the final evaluation of the basic course in the field of basketball. 3. The data obtained invalidated the hypothesis of the study which shows that the evaluation was unbiased and focused on the observable component of students’ training, namely the execution from technical and performance point of view (number of successful throws). 4. We believe that when the final assessment of students’ practical works is carried out, we should eliminate the factors related to their biomotric qualities (height, weight, age) previous experience, presence of motivation, to focus attention on the quality and quantity of accumulated knowledge, not on the details.

REFERENCES Berceanu, D., MoanŃă, D., & colab. (2007). ConcepŃia unitară de joc şi pregătire pe nivele formative- Printech, Bucureşti, p.43-60 Dean, O. (2004) Basketball on paper: Rules and tools for Pperformance analysis, US, Brassey’s, Inc. http://www.sfandllaw.com/CM/Articles/Articles10.asp. Dominic, O.L.(2006). The relationship between physical characteristics and shooting ability of Kwara State basketball players-Journal of Education Research and Development Vol.1 (2):167-172. Dragnea, A., & Mate-Teodorescu, S. (2002). Teoria Sportului- Bucureşti: Fest, p. 115-116 Miller S., Bartlett R. (1996).The relationship between basketball shootingkinematics, distance and playing position, Journal of Sports Sciences, 14, 243-253 Predescu, T., & MoanŃă A.D.(2001) Baschetul în şcoală - instruire şi învăŃare -Bucureşti: Semne, p. 13-21. Sisodiya, A.S., & Yadav, M. (2010). Relationship Of Anthropometric Variables To Basketball Playing Ability, Journal of Advances in Developmental Research 1 (2) 2010 : 191-194 http://www.usablestats.com/calcs/2samplet

EXPERIMENTAL STUDY ON SPEED DEVELOPEMENT IN CHILDREN OF 14-15 YEARS, PRACTICING THE FOOTBALL GAME

Vasile Dumitru Nicolae FIRIłEANU1, Marius DIMA2

1West University of Timisoara Timişoara, Romania 2Ecological University of Bucharest, Romania

Abstract The purpose of this study is to study the efficiency of speed development in children of 14-15 years, practicing the football game. Also, the intention was to develop and conduct an experiment that would provide information about the manner of speed development, about its role and importance in the entire training program applied in football for the category of 14-15 years. Another purpose was to critically establish the capacity level after conducting the experiment, in order to demonstrate the efficiency of the means and tryouts used in the training process.


53

In order to analyze the so called competitive performance potential, the quality of the training process must be improved by assuring, at the right time, the volume, intensity and complexity parameters and applying the methodical experience in practice. At this moment, the experts in our field of work are carefully turning their attention towards the yet unexploited resources of football. One of these resources, still unmined, is the training method, respectively presented in this paper, the experimentation of speed development in children of 14-15 years, practicing the football game. Key words: training, experiment, football, juniors, speed INTRODUCTION Our purpose is to demonstrate the utility and the need to develop a study regarding the speed development in children of 14-15 years, practicing the football game. A good level of motor quality, speed is imperative for the learning, strengthening and improving the technical-tactical procedures needed by those who practice this sport. Knowing the most efficient means to develop the practice speed in maximal tempos helps increasing the efficiency and their use assures me of knowledge for the coach-professor position, as well as my instruction in what regards the issues performance football rises. Also, one of the main reasons for developing this study is the use of some work instruments needed for the development of the different forms of speed manifestations specific to the football game. THE STUDY’S PURPOSE

Knowing the methodical problems of training children practicing the football game will be useful in making a model of the player ready to take on the requirements of the modern football and also in the multiple specialization of players on different positions in order to know the game actions in speed and high speed. The main hypothesis of the paper are: a) By using a set of methods and means which we developed, a significant improvement of the speed development parameters will be obtained b) At the same time with the speed improvement, better results in competitions will be obtained After the calculations made on the main motor parameters obtained in the two tests, through statistical-mathematical processing, a series of statistical marks have resulted, as presented in the following charts.

Table no. 1.Final results obtained in the control tryouts by the subjects in the experimental group (C.S.S. no.1

Pajura)

NO. NAME SPEED SPEED SPEED SPEED LONG JUMP

RUNNING FOR RUNNING FOR

10M 30M 50M 60M OFF

PLACE 10 M

WITH 30 M WITH

THE BALL THE BALL

AT FOOT AT FOOT

1 V. I. 1,80 4,52 7,20 8,04 2,30 1,84 5,42

2 B. C. 1,90 4,70 7,39 8,65 2,10 1,85 5,91

3 R. A. 1,75 4,61 6,90 8,12 2,30 1,77 5,10

4 S. C. 1,70 4,40 6,40 8,02 2,20 1,75 5,00

5 C. S. 1,78 4,42 6,91 8,20 2,22 2,80 4,92

6 B. C. 1,75 4,45 6,60 8,05 2,25 1,98 6,00

7 S. A. 1,91 4,60 6,97 8,07 2,30 2,00 5,86

8 B. T. 1,94 4,91 7,08 8,93 2,10 2,10 6,14

9 D. A. 1,80 4,33 6,80 8,08 2,20 1,82 5,72

10 M. N. 1,80 4,43 7,02 8,87 2,15 1,84 4,91

11 B. A. 1,82 4,71 7,12 8,48 2,20 1,84 5,24

12 C. G. 1,79 4,90 6,87 9,01 2,15 1,80 5,16

13 S. M. 1,78 4,80 7,20 9,23 2,12 1,99 4,82

14 G.M. 1,90 4,50 7,30 9,30 2,10 1,92 4,76

15 A.C. 1,80 4,42 6,44 8,22 2,25 1,80 4,94

16 B. E. 1,85 4,50 7,30 8,39 2,10 1,87 6,15

17 S.Ş. 1,91 4,56 7,37 8,40 2,17 1,94 5,82

18 C.G. 1,74 4,34 6,42 8,08 2,25 1,79 4,84


54

19 N.L. 1,90 4,51 7,00 8,32 2,20 1,92 5,72

20 G.C. 1,73 4,39 6,51 8,12 2,30 1,80 4,97

ARITHMETIC 1.79 4.51 6.94 8.43 2.01 1.84 5.21

MEAN

STANDARD 0,07 0,17 0,32 0,42 0,07 0,22 0,49

DEVIATION

AVERAGE 0,05 0,13 0,26 0,34 0,05 0,12 0,44

DEVIATION

VARIABILITY 3,89 3,82 4,65 4,99 3,30 11,76 9,12

COEFFICIENT

Table no. 2. Final results obtained in the control tryouts by the subjects in the control group (Sportul StudenŃesc)

NO. NAME SPEED SPEED SPEED SPEED LONG JUMP

RUNNING FOR

RUNNING FOR

10M 30M 50M 60M OFF PLACE 10 M WITH 30 M WITH THE BALL THE BALL AT FOOT AT FOOT 1 B.B. 1,82 4,56 6,80 8,19 2,25 1,88 5,27 2 C.F. 1,79 4,52 7,00 8,75 2,30 1,84 5,00 3 ł.R. 1,80 4,33 7,02 8,15 2,22 1,85 5,55 4 P.A. 1,74 4,42 6,72 8,10 2,30 1,80 5,10 5 A.M. 1,78 4,52 7,07 8,20 2,22 1,85 4,90 6 V.I. 1,74 4,80 6,98 8,60 2,25 1,81 5,15 7 P.D. 1,79 4,92 6,80 8,47 2,27 1,88 5,32 8 S.I. 1,87 4,77 7,00 9,00 2,15 1,93 5,84 9 R.C. 1,80 4,72 6,97 9,02 2,20 1,86 5,62 10 S.C. 1,78 4,52 6,60 8,20 2,17 1,83 5,15 11 E.I. 1,70 4,40 6,40 8,00 2,27 1,73 4,84 12 T.V. 1,82 4,53 7,08 8,77 2,20 1,86 4,92 13 O.D. 1,88 4,70 7,90 8,79 2,18 1,91 5,37 14 M.G. 1,74 4,62 7,28 8,84 2,28 1,77 5,02 15 T.I. 1,77 4,92 7,30 8,20 2,30 1,82 5,42 16 V.D. 1,81 4,76 7,28 8,65 2,15 1,85 5,28 17 Z.C. 1,80 4,48 7,32 8,26 2,20 1,83 4,91 18 N.D. 1,79 4,67 7,28 9,00 2,22 1,86 5,16 19 M.C. 1,73 4,50 6,90 8,40 2,28 1,80 5,10 20 B.A. 1,89 4,62 6,90 9,00 2,25 1,93 5,22

ARITHMETIC 1.86 4.59 7.03 8.49 2.03 1.92 5.37 MEAN

STANDARD 0,04 0,16 0.31 0,35 0,04 0,04 0,26 DEVIATION

AVERAGE 0,03 0,13 0.22 0,31 0,04 0,03 0,20 DEVIATION

VARIABILITY 2,76 3,58 4.53 4,11 2,19 2,69 5,08 COEFFICIENT The variability coefficient has shown a uniformity of the two groups in the experiment for both tests.

The arithmetic means will be presented as follows in tables, and the charts acompanying the tests complete the image of the results’evolution.

The following notations:


55

T1 – initial testing; T2 – intermediate testing;

TABLE no. 3. The arithmetic means in test P1 - Running for 10 m with standing start P1 T1 (s) T2 (s)

Experimental group 1.90 1.79

Control group 1.92 1.86

CHART no. 1. The evolution of the average values in the two tests – test P2

TABLE no. 4. The arithmetic means in test P2 - Running for 30 m with standing start

P 2 T1 (s) T2 (s)



Chart no. 2. The evolution of the average values in the two tests – test P2

TABLE no. 5. The arithmetic means in test P 3 - Running for 50 m with standing start

P 3 T1 (s) T2 (s)


1.6

1.8

2

Initial testing Final testing

experimental group

Control group

4.4

4.5

4.6

4.7


Experimental group

Control group


56


CHART no. 3. The evolution of the average values in the two tests – test P3

Even if the two experiment groups have obtained, in the initial testing, similar results, in the final testing, the experimental group has detached itself from the control group through better results, fact that demonstrates the difference of training between the two groups. After applying the test t (Student) we could state with a 95% rate of precision (the significance threshold = 0,05, accepted in physical education and sports) that the progress achieved by the experimental group is due to the independent variable (select/developed means and methods), fact that confirms the study’s hypothesis. The applied research, regarding speed, allows us to conclude that, the improvements noted in the experimental group have been based on superior parameters of manifestation of the experimental training, thus validating the study’s hypothesis.

CONCLUSIONS � Overall, the experimental application of the methodology to training for speed of the children of 14-15 years, practicing the football game, through an elaborate complex of means of training for speed, has determined a higher efficiency of the actions carried out in the experimental context. � The implementation of the experimental program has determined changes in the parameters of the research, at the level of speed indicators, through significant improvements noted in the experimental group, thus validating the study’s hypothesis that says that by using a set of means and methods developed by us, a significant improvement of the speed indicators will be obtained.

� The applied methodology has proven its efficiency, fact confirmed through the experimental step that resulted with the development of speed at a high level of quality. The exercise system used has led to the improvement of speed, aspect revealed by all control tests, through the difference between the initial and final average values. During the experiment, the level of training for speed has significantly improved in the experimental group compared to the control group, thus confirming the study’s hypothesis and the methodology for handling the experimental variables. SUGGESTIONS Based on the final conclusions and discussions between the professors from the Football Department, I suggest the following: � To increase the number of hours of physical education for the grades V to XII in order to improve the level of the students’ physical training. � To edit teaching materials containing the latest news from the World Championships, European Championships, etc. � To use, during selections, in addition to tryouts and standards, some perspicacity – intelligence tests in order to obtain more information about the subjects � To develop a syllabus for the Sports School Clubs, by the Ministry of Education in collaboration with the Romanian Football Federation and the National Academy of Physical Education and Sport. REFERENCES

6.85

6.9

6.95

7

7.05

7.1

7.15

Initial testing Final Testing

Experimental group Control group

Poly. (Experimental group) Linear (Control group)


57

- COMUCCI, Nicola şi VIANI, Marco – Manualul antrenorului de fotbal. Bucharest, C.N.E.F.S., 1988. - DIMA, Marius – Pregătirea fizică a fotbaliştilor. Bucharest, Bren Publishing, 2007. - DIMA, Marius; Curs de baza - fotbal, Bren Editting, 2009

- RĂDULESCU, Mircea; COJOCARU, Viorel - Ghidul antrenorului de fotbal – copii şi juniori. Bucharest, Axis Mundi Publishing, 2003. - RĂDULESCU, Mircea, DIMA, Marius FOTBAL „PRO” probleme ale antrenorului profesionist. Didactic and Pedagogic Publishing, 2009

IMPROVING WORKING METHODOLOGY IN THE HOURS OF TRAINING ON JUNIOR FOOTBALLERS

Vasile Dumitru Nicolae FIRIłEANU1, Marius DIMA2

1West University of Timisoara Timişoara, Romania 2Ecological University of Bucharest, Romania

Abstract The experimental group (12 players) has undergone a special training program, with specific means and methods of training. The players in the experimental group have participated in 4,5 practice sessions per week and have been selected being considered beneficiaries of the administered training program, program which aimed to improve the technical, tactical and physical level. The research has been done in three stages, as follows: � Stage I in which the domain’s literature and papers related to the research have been studied � Stage II (August 2012 – April 2013) was related to organizing and conducting the experiment done on 12 players between the ages 14 and 15 years, ”MIRCEA ELIADE” HIGHSCHOOL BUCHAREST (experimental group) and 12 juniors (control group), part of the team CSS NO. 1 PAJURA. � Stage III consisted in processing, analysis and interpretation in terms of statistics of the results, drafting conclusions and practical recommendations. Throughout the basic experiment, the subjects in the experimental group have worked following the program developed by us, and the control group has worked following the plan done by the team’s coach. The training program was applied between August 2012, when the initial test took place (IT), and ended in May 2013, with the final test (FT). Key words: training, experiment, football, juniors. INTRODUCTION Due to the current complexity of the football game and the continuing evolution towards a complete commitment during the matches, the children’s training becomes a basic condition to achieve the final purposes of the game. The juniors’ sports training will be mostly concerned with improving and perfecting each game element separately, while the game itself will serve mainly as means of combining these elements in the most precise proportions possible. The coach must aim to form a player that could think, namely to be able to adapt very well to the different situations verified in a competition. THE PAPER’S HYPOTHESIS We assume that if a workout program that takes into account the peculiarities of age and aims to develop basic technique and tactics of football players aged 14-15 years is given, it will

significantly improve the technical level of the players. The paper’s purpose The study aims to improve the work methodology, during the training hours for the junior groups. As a result of studying the materials in the field regarding the training of the football teams at the level for juniors aged 14-15 years, as well as the methods of training in this discipline, we aim to develop a model of training for the junior football team, 14-15 years, ”MIRCEA ELIADE” HIGHSCHOL BUCHAREST. SUBJECTS. TIME AND PLACE. The subjects that underwent the tests are a part of the ”MIRCEA ELIADE” HIGHSCHOL BUCHAREST’s football team. The experimental group, the one that underwent the investigations, consisted of 12 players. The experiment took place between August 2012 and May 2013, on the football field and the gym of the “MIRCEA


58

ELIADE” HIGHSCHOOL BUCHAREST’ football team. The control group consisted of 12 players of the CSS NO. 1 PAJURA team. Specific tests: In order to see to what extent some technical procedures specific to the attack in the football game can be perfected, we suggested and experimented the following exercises:

Exercise 1 (fig.1) The player is placed at 20 m facing the goal (the football gate) and 8 balls are placed at 17m from the gate. The player runs, shots towards the goal and sprints avoiding the pole placed in front of every ball at a 2 m distance. It is scored only if the ball passes in the defined space.

Exercise 2 (Fig. 2.) Player A, placed at 30 m facing the gate, and 3 fences placed at an 1 m distance one from the other. Player A passes to player B, wich is

placed around the 16 meters square area, and after that player A jumps the 3 fences and runs to shoot the ball resent by player B into the goal. (8 shots).

Exercise 3 (Fig.3.) Player A is found at 30 m on the left side, facing the goal. Player B falsely demarcates himself and after that he sprints to encounter the ball from player A. The one-two is carried out and after that

player A passes the ball to the coach who resends it for a shot towards the goal. The aim is to carry out the one-two that must be done in conditions of speed and force. (8 attempts)

A

B

A

Fig. 2

Fig.1


59

Exercise 4 (Fig. 4) Player C is at 15 m from the gate and runs to hit with his head the ball that comes from player A, then he runs towards the place from which he

started, avoiding the pole. The same exercise is done for the ball that comes from player B. 4 hits from the left side and 4 hits from the right side will be carried out.

DATA PRESENTATION Table no.1 The experimental group’s values for the initial and final tests

No. Name Rid. Tr.dorsal refuz

IT FT

Rid. Tr..facial refuz

IT FT

S.L.L. cm

IT FT

A.V.. 50m IT FT

1. A. C. 90 100 70 82 195 200 7.5 7.4

2. B.A. 70 85 68 72 196 202 7.9 7.8

3. C.D. 73 80 55 67 198 201 7.7 7.5

4. C.A. 160 201 96 100 190 196 7.9 7.8

5. E.I. 90 110 50 62 195 200 7.4 7.4

6. M.A. 80 100 55 65 197 202 7.8 7.6

7. O.P. 90 135 77 88 198 201 7.5 7.5

8. P.C. 77 120 54 65 191 196 7.8 7.7

9. R.A. 85 110 65 76 195 201 7.4 7.4

10. S.C. 85 115 45 55 196 201 7.5 7.4

11. T.F. 70 115 65 75 195 200 7.9 7.7

12. U.D. 70 120 67 77 190 195 7.7 7.7

A B

C

B A

Fig. 4

A

B

B

A

A

Coach

Fig. 3

B


60

X 86.66 115.92 63.91 73.66 194.67 199.58 7.66 7.57

±DS 24.44 30.83 13.73 12.31 2.83 2.46 0.19 0.16

CV 28.20 26.60 21.48 16.72 1.45 1.23 2.56 2.11

T 6.70 12.06 17.09 4.00

P <0,0005 <0,0005 <0,0005 <0,005

Table no.2 The experimental group’s values in the initial and final tests

No. Name A.R. 1000m B

IT FT

Size IT FT

Weight IT FT

1. A. C. 4.30 4.20 173 176 57 58

2. B.A. 4.35 4.30 166 169 55 57

3. C.D. 4.35 4.30 166 168 52 55

4. C.A. 4.13 4.13 165 168 50 52

5. E.I. 4.30 4.20 170 175 53 50

6. M.A. 4.35 4.30 165 168 53 56

7. O.P. 4.35 4.25 165 168 52 55

8. P.C. 4.35 4.23 165 168 55 55

9. R.A. 4.13 4.10 174 177 58 60

10. S.C. 4.35 4.25 164 169 55 57

11. T.F. 4.13 4.10 165 170 56 59

12. U.D. 4.30 4.25 166 168 50 54

X 4.32 4.21 167 170.33 53.83 55.66

±DS 0.09 0.07 3.38 3.49 2.58 2.83

CV 2.19 1.75 2.02 2.05 4.80 5.1

t 5.99 10.76 3.43

p <0,0005 <0,0005 <0,005

Table nr.3 The experimental group’s values in the initial and final testing of the hitting the ball with precision

Experimental group IT FT A. C. 4 6 B.A. 5 7 C.D. 5 7 C.A. 5 7 E.I. 4 7

M.A. 4 6 O.P. 3 6 P.C. 4 6 R.A. 5 7 S.C. 5 7 T.F. 4 7 U.D. 4 6

X±DS 4,33±0,65 6,58±0,51 CV 15,02 7,82 T 17,23

P <0,0005


Fig. 4. The values’ dynamics in the final test, experimental group

PROCESSING AND INTERPRETATION OF DATA Speed running on 50 m In the case of the experimental group, for this trial, an average of 7,66+0,19 seconds has been determined in the initial test, and in the final test, 7,57+0,16 second. The variability coefficient of 2,11% in the final test indicates an homogenous group. In the initial testing, there have not been significant differences between the two groups (t= 0,69, p>0,05). In the final test, one can notice there are not any significant differences (t=0,86, p>0,05).The long jump off place The comparison of results of the two tests, in this trial, indicates an unimportant increase in values for the experimental group compared to the control group, in the final test (t=0,44, p>0,05). Although, by analyzing the values for the experimental group, one can notice in table no. 2 that the players from this lot have obtained significantly better results in the final test 199,58+2,46 cm, compared to the initial test 194,67+2,83 cm (t=17.09, p<0,0005).Hitting the ball with precision The comparison of results of the average values recorded for this trial between the two groups shows that in the initial test there have not been any significant differences between them (t=0,69, p>0,05), table no.52. In the final test however, the average for the experimental group is significantly higher than that of the control group (t=7,83, p<0,0005), table no.58. Also, the players from the experimental group have achieved significantly better results in the final test as compared with the initial testing (t=17,23, p<0,0005),table no.4. The variability coefficient is of 17,23 % in the final test and shows an average unity of the group. CONCLUSIONS • In terms of motor development, we can say that the grow recorded were due to the age

0

2

4

6

8

1


61

Fig. 4. The values’ dynamics in the final test, experimental group – control group, for hitting the ball with

precision.

PROCESSING AND INTERPRETATION OF

In the case of the experimental group, for this trial, an average of 7,66+0,19 seconds has been determined in the initial test, and in the final test, 7,57+0,16 second. The variability coefficient of

es an homogenous group. In the initial testing, there have not been significant differences between the two groups (t= 0,69, p>0,05). In the final test, one can notice there are not any significant differences (t=0,86, p>0,05).

comparison of results of the two tests, in this trial, indicates an unimportant increase in values for the experimental group compared to the control group, in the final test (t=0,44, p>0,05). Although, by analyzing the values for the experimental group,

ne can notice in table no. 2 that the players from this lot have obtained significantly better results in the final test 199,58+2,46 cm, compared to the initial test 194,67+2,83 cm (t=17.09, p<0,0005).

lts of the average values recorded for this trial between the two groups shows that in the initial test there have not been any significant differences between them (t=0,69, p>0,05), table no.52. In the final test however, the

l group is significantly higher than that of the control group (t=7,83, p<0,0005), table no.58. Also, the players from the experimental group have achieved significantly better results in the final test as compared with the

05),table no.4. The variability coefficient is of 17,23 % in the final test and shows an average unity of the group.

In terms of motor development, we can say that the grow recorded were due to the age

features as well as to a sustained activthe workout program. • The differences noticed from one testing to another have not been spontaneous, but appeared as a result of a sustained activity with the subjects of the experimental group. • The experimental group has achieved significantly better results at all the six trials (speed 50m, crunches, extensions, running, resistance, the long jump off place), fact that confirms the study’s hypothesis. • In the technical trials, the players from the experiment group had a significant progress in all the six technical trials (kick towards the goal in a fixed area, hitting the ball with precision, hitting the ball with the head, the one-two, the volley).• By analyzing the progress achieved inside the experimental group, it can be noticed that the players from this group have achieved in the final testing significantly better results than on the initial testing, on all the trials, fact that confirms the study’s hypothesis. • The progress achieved was reflected in the team’s results. REFERENCES - COMUCCI, Nicola şi VIANI, Marco Manualul antrenorului de fotbalC.N.E.F.S., 1988. - DIMA, Marius – Pregătirea fizică a fotbaliştilor. Bucureşti, Bren Publishing, 2007.- DIMA, Marius; Curs de bazaPublishing, 2009 - RĂDULESCU, Mircea; COJOCARU, Viorel - Ghidul antrenorului de fotbal juniori. Bucharest, Axis Mundi Publishing, 2003.- RĂDULESCU, Mircea, FOTBAL „PRO” probleme ale antrenorului profesionist. Didactic and pedagogic Publishing, 2009

2

1

2

control group, for hitting the ball with

features as well as to a sustained activity through

The differences noticed from one testing to another have not been spontaneous, but appeared as a result of a sustained activity with the subjects

The experimental group has achieved better results at all the six trials (speed

50m, crunches, extensions, running, resistance, the long jump off place), fact that confirms the study’s

In the technical trials, the players from the experiment group had a significant progress in ll the six technical trials (kick towards the goal in a

fixed area, hitting the ball with precision, hitting the two, the volley).

By analyzing the progress achieved inside the experimental group, it can be noticed that

ers from this group have achieved in the final testing significantly better results than on the initial testing, on all the trials, fact that confirms the

The progress achieved was reflected in

COMUCCI, Nicola şi VIANI, Marco – Manualul antrenorului de fotbal. Bucharest,

Pregătirea fizică a fotbaliştilor. Bucureşti, Bren Publishing, 2007.

Curs de baza - fotbal, Bren

RĂDULESCU, Mircea; COJOCARU, Ghidul antrenorului de fotbal – copii şi

Bucharest, Axis Mundi Publishing, 2003. DIMA, Marius

FOTBAL „PRO” probleme ale antrenorului profesionist. Didactic and pedagogic Publishing,


62

STUDY REGARDING THE ASSESSMENT OF FUNCTIONAL RESPIRATORY CAPACITY IN PROFESSIONAL TRACK AND FIELD

ATHLETES FROM THE CSM BACĂU 2010

Carmina GORGAN, Cătălina ABABEI

University "Vasile Alecsandri" of Bacău, Romania Abstract Sports training, its effort and intensity, generate, over time, adaptive modifications in any athlete. In the case of professional track and field athletes, especially middle distance runners, one of the fastest modifications can be observed in the respiratory function. In the case of middle distance running events, the effort requires faster burnings, in other words, the gaseous exchanges and external breathing are really intensified. This study tried to observed these aspects in a group of athletes belonging to the CSM Bacău 2010, a group composed of middle distance runners (male and female), and pole vaulters. The investigation of the respiratory function was conducted using spirometry methods, at the Bacău County Hospital. Key words: track and field athlete, respiratory function, high performance

INTRODUCTION The main source of energy for muscle contraction is oxidation of food substances, a process that requires a constant oxygen uptake. This problem is solved by the body through the respiratory function, through which the oxygen in the air is transported up to the cellular level. When we are dealing with a prolonged effort, the respiratory function is permanently subjected to new adaptations in regards to ensuring the necessary quantity of oxygen for the metabolic processes at a cellular level, but also in regards to the elimination of the resulted carbon dioxide. The effort determines immediate modifications of the respiratory function, represented by an increase in the respiratory rate and amplitude, and late modifications, as a result of the systematic training. All of these lead to an increase in the respiratory management, in the vital capacity, and also to a faster use of oxygen in the tissues. According to Margaria, 1966, the maximal oxygen consumption is one of the most relevant parameters when making a comparison between trained athletes and untrained people. Thus, while the maximal oxygen consumption can reach, depending on the athletic event, sports branch, and experience, 4000 - 5000 ml/sec in untrained individuals, it

usually reaches values between 1500 and 1800 ml/sec. AIM, HYPOTHESIS, AND RESEARCH METHODS Considering these aspects, our study aimed mainly to evaluate the respiratory function in the track and field athletes belonging to the Bacău 2010 City Sports Club. Our hypothesis was as follows: Determining the respiratory function modifications appeared in the professional track and field athletes can be an important indicator for future elaborations of training plans. In conducting our research, we studied the professional literature, we used the experiment method (observational), the tests method (spirometry), and the mathematical method, for analyzing the data. RESEARCH SUBJECTS The subjects of this study are represented by 8 track and field athletes (4 male, Table 1; and 4 female, Table 2), belonging to the CSM Bacău 2010, specialized in middle distance running, and pole vaulting. The following tables present the above mentioned subjects.

Table 1 Male track and field athletes working at the CSM Bacău 2010

Name Initials

Birth year

Height (cm)

Weight (Kg)

Event The best

result

Place won at the 2012 National Championships

No. of years of track and field

experience

V. C. 1985 182 72 800m 1.47 1st place - N.C. Seniors Bucharest

10 1500m 3.41

M. A. 1991 181 68 800m 1.50 5th place - N.C. Youth Bucharest

6

1500m 3.57 B.P. 1991 172 68 400m 49.2 2nd place - N.C. Youth 7


63

800m 1.51 Bucharest

L. I. 1996 180 66 800m 1.57 4th place - N.C. Juniors II Bucharest

7 1500m 4.05

Table 2 Female track and field athletes working at the CSM Bacău 2010

Name Initials

Birth year

Height (cm)

Weight (Kg)

Event The best

result

Place won at the 2012 National Championships

No. of years of track and field

experience

S. L. 1991 172 54 Pole vault

3.81m 1st place - N.C. Seniors Bucharest

7

S. P. 1994 168 53 800m 2.09 2nd place - N.C. Juniors I Bucharest

6

1500m

4.26

N. D. 1996 174 50 800m 2.25 - 1

H. A. 1995 163 47 Pole vault

2.00 - 1

DEVELOPMENT OF THE RESEARCH The investigation of the respiratory function was conducted using spirometry methods, at the Bacău County Hospital. The athletes were tested at the end

of September 2012, two months after the competition season has ended, and one month after the training program has started again. The investigated parameters are presented in Table 3.

Table 3 Investigations of the respiratory function

No. Parameter Description of the parameter 1

FVC FORCED VITAL CAPACITY / EXPRESSES THE MAXIMAL VALUE OF AIR THAT

CAN BE INSPIRED AND EXPIRED 2

FEV1 FORCED EXPIRATORY VOLUME IN ONE SECOND/ THE MAXIMAL VALUE OF

AIR THAT CAN BE EXPIRED IN ONE SECOND 3

FEV1% FEV1 EXPRESSED AS A PERCENTAGE OF THE VITAL CAPACITY (VC)/ THE STANDARD INDEX FOR EVALUATING AND QUANTIFYING THE AIR FLOW

4 PEF

PEAK EXPIRATORY FLOW/ THE MAXIMAL FLOW GENERATED DURING EXPIRATION, PERFORMED WITH MAXIMUM POWER, AFTER A COMPLETE

INSPIRATION 5

FEF 25-75 FORCED EXPIRATORY FLOW BETWEEN 25 AND 75% OF THE VITAL CAPACITY,

MEASURING THE AIR FLOW HALFWAY THROUGH AN EXHALE 6 FEF 25% EXPIRATORY FLOW AT 25% OF THE FORCED VITAL CAPACITY 7 FEF 50% EXPIRATORY FLOW AT 50% OF THE FORCED VITAL CAPACITY 8 FEF75% EXPIRATORY FLOW AT 75% OF THE FORCED VITAL CAPACITY 9 PIF PEAK INSPIRATORY FLOW 10

FET THE NECESSARY TIME TO EXHALE AS MUCH AIR AS POSSIBLE; IT SHOULD NOT BE LESS THAN 6 SECONDS; IT MEASURES THE EXHALING LENGTH FOR

SEVERAL SECONDS 11

EV "EXTRAPOLATED VOLUME," USED TO DETERMINE WHETHER A HESITATION

IS EXCESSIVE 12

FIVC OBSTRUCTION OF THE EXPIRATORY AIRWAYS, RESTRICTIVE PULMONARY

DISEASES

RESULTS OF THE RESEARCH The following tables (4 and 5) present the results recorded in the spirometry test. Table 4 presents the values of the investigated parameters, their

reference values, and the percentage of the recorded values in comparison with the reference ones, for the four male athletes.

Table 4 Results of the spirometry test - M

No. Name INVESTIGATED Recorded Reference % of the recorded


64

Initials PARAMETERS

values values values in comparison with

the reference values

1. V. C. FVC - L 5.20 5.77 90% FEV1 - L 5.15 4.80 107

FEV1 %- % 99.0 83.9 118 PEF –L/s 10.16 10.17 100

FEF 25-75 – L/s 6.26 5.04 124 FEF 25% - L/s 9.08 9.45 96

FEF 50% - L/s 6.43 5.92 109 FEF 75% - L/s 3.82 2.54 150

FIVC - L 4.99 5.77 86 FIV1 - L 4.86 4.80 101

FIV1% - % 97.4 83.9 116 PIF - L/s 5.18 10.17 51

2. M. A. FVC - L 5.68 4.53 125 FEV1 - L 5.51 3.82 144

FEV1%- % 97.0 84.2 115 PEF –L/s 7.68 7.68 100

FEF2575 – L/s 6.36 4.25 150

FEF25% - L/s 7.43 7.19 103 FEF50% - L/s 6.28 4.91 128 FEF75% - L/s 4.72 2.35 201

FIVC - L 4.53 FIV1 - L 3.82

FIV1% - % 84.2 PIF - L/s 7.68

3. T. A. FVC - L 4.66 5.17 90 FEV1 - L 4.64 4.46 104

FEV1%- % 99.6 86.0 116 PEF –L/s 9.58 9.31 103

FEF2575 – L/s 7.36 4.97 148 FEF25% - L/s 8.85 8.49 104 FEF50% - L/s 7.32 5.70 128 FEF75% - L/s 5.20 2.71 192

FIVC - L 5.17 FIV1 - L 4.46

FIV1% - % 86.0 PIF - L/s 9.31

4. L. I. FVC - L 4.17 4.92 85 FEV1 - L 4.17 4.25 98

FEV1%- % 100.0 85.8 117 PEF –L/s 7.77 8.64 90


FIVC - L 3.22 4.92 65 FIV1 - L 2.96 4.25 70

FIV1% - % 91.9 85.8 107 PIF - L/s 2.89 8.64 33 Table 5 Results of the spirometry test - F

No. Name Initials

INVESTIGATED PARAMETERS

Recorded values

Reference values

% of the recorded values in comparison


65

with the reference values

1. S. L. FVC - L 3.37 4.08 83 FEV1 - L 3.11 3.49 89

FEV1%- % 92.3 85.8 108 PEF –L/s 3.70 7.17 52


FIVC - L 4.08 FIV1 - L 3.49

FIV1% - % 85.8 PIF - L/s 7.17

2. S. P. FVC - L 2.79 3.80 73 FEV1 - L 2.74 3.39 81

FEV1%- % 98.2 89.9 109 PEF –L/s 5.69 7.14 80


FIVC - L 2.54 3.80 67 FIV1 - L 2.49 3.39 73

FIV1% - % 98.0 89.9 109 PIF - L/s 2.98 7.14 42

3. N. D. FVC - L 3.62 3.95 92 FEV1 - L 3.35 3.49 96

FEV1%- % 92.5 87.2 106 PEF –L/s 4.18 7.17 58


FIVC - L 3.11 3.95 79 FIV1 - L 2.89 3.49 83

FIV1% - % 92.9 87.2 107 PIF - L/s 2.88 7.17 40

4. H. A. FVC - L 2.56 3.48 74 FEV1 - L 2.56 3.11 82

FEV1%- % 100.0 90.4 111 PEF –L/s 4.01 6.69 60


FIVC - L 2.41 3.48 69 FIV1 - L 2.41 3.11 77

FIV1% - % 100.0 90.4 111 PIF - L/s 3.68 6.69 55

Tables 6 and 7 present the values of the most important investigated parameters for the male and female athletes.

Table 6 the best values - M No. Name INVESTIGATED Recorded Reference % of the recorded


66

Initials PARAMETERS

values values values in comparison with the

reference values 1. V. C. FVC - L 5.20 5.77 90%

FEV1 - L 5.15 4.80 107 FEV1%- % 99.0 83.9 118 PEF –L/s 10.16 10.17 100

2. M. A. FVC - L 5.68 4.53 125 FEV1 - L 5.51 3.82 144

FEV1%- % 97.0 84.2 115 PEF –L/s 7.68 7.68 100

3. T. A. FVC - L 4.66 5.17 90 FEV1 - L 4.64 4.46 104

FEV1%- % 99.6 86.0 116 PEF –L/s 9.58 9.31 103

4. L. I. FVC - L 4.17 4.92 85 FEV1 - L 4.17 4.25 98

FEV1%- % 100.0 85.8 117 PEF –L/s 7.77 8.64 90

Table 7 the best values - F

No. Name Initials

INVESTIGATED PARAMETERS

Recorded values

Reference values

% of the recorded values in

comparison with the reference

values 1. S. L. FVC - L 3.37 4.08 83

FEV1 - L 3.11 3.49 89 FEV1%- % 92.3 85.8 108 PEF –L/s 3.70 7.17 52

2. S. P. FVC - L 2.91 3.80 77 FEV1 - L 2.74 3.39 81

FEV1%- % 94.2 89.9 105 PEF –L/s 5.69 7.14 80

3. N. D. FVC - L 3.62 3.95 92 FEV1 - L 3.35 3.49 96

FEV1%- % 92.5 87.2 106 PEF –L/s 4.18 7.17 58

4. H. A. FVC - L 2.56 3.48 74 FEV1 - L 2.56 3.11 82

FEV1%- % 100.0 90.4 111 PEF –L/s 4.01 6.69 60

Besides these parameters, the vital capacity (VC) of the athletes was also calculated, according to their height, and weight, using the formulae by West et al.: VC = height (cm) x 25 for M, and: VC = height (cm) x 20 for F. VC = weight (kg) x 2.5 for M, and:

VC = weight (kg) x 2.0 for F. The total lung capacity (TLC) was calculated using Anthony's formula: TLC = VC x 1.32 The recorded results are presented in Tables 8 and 9.

Table 8 VC and TLC - M

Name Initials

Birth year Height (cm)

Weight (Kg)

VC according to

height (ml)

VC according to

weight (ml)

TLC (ml)


67

V. C. 1985 182 72 4550 180 6006 M. A. 1991 181 68 4525 170 5973 B.P. 1991 172 68 4300 170 5676

L. I. 1996 180 66 4500 165 5940

Table 9 VC and TLC - F

Name Initials

Birth year Height (cm)

Weight (Kg)

VC according to

height (ml)

VC according to

weight (ml)

TLC (ml)

S. L. 1991 172 54 3440 108 4540.8 S. P. 1994 168 53 3360 106 4435.2

N. D. 1996 174 50 3480 100 4593.6

H. A. 1995 163 47 3260 94 4303

CONCLUSIONS The results of the study confirm, through the values of the vital capacity, the fact that the modifications occurred in the respiratory function depend on the type of effort, the athlete's experience, the event, but also on age and gender. Thus, in the technical events (in this case, the pole vault), the athlete is interested in blocking the respiratory movements, this favoring the technique. During moderate intensity efforts (in this case, the 800 and 1500 m running events), the respiratory rate increases, reaching 30-40 breaths per minute. The volume of air that was introduced in the lungs reached 4550 ml in the males, and 3480 ml in the females. After comparing the results recorded in this study with the ones in the professional literature, one can say that the tested athletes' values are within the referenced ones, the late modifications in the respiratory function appearing thanks to the sustained training. The total lung capacity (TLC) has varied values, between 5676 ml and 6006 ml in the male subjects,

and between 4303 and 4593.6 ml in the female subjects, numbers that are larger than the reference values by approximately 10%. REFERENCES Baciu.I, (1972) Fiziologie, Ed. Didactică şi Pedagogică, Bucureşti, 1972. Bota C.,(1993) Fiziologia educaŃiei fizice şi sportului, M.T.S., Şcoala NaŃională de antrenori,Bucureşti Cârmaciu R.şi colab., (1984) Anatomia şi fiziologia omului, Ed. Didactică şi Pedagogică, Bucureşti, 1984. Demeter A.,(1975) Fiziologia şi biochimia educaŃiei fizice şi sportului, Ed. Sport-Turism,Bucureşti, 1975. Groza P., (1996) Fiziologie, Ed, Medicală, Bucureşti, 1996. Guyton Arthur G., (1997) Fiziologie, Ed. Medicală, Bucureşti, 1997.

THE ROLE OF THE FOCUSING IN THE TRAINING OF THE GOALKEEPER DURING THE HANDBALL GAME (JUNIORS I GIRLS)

Cătălina Irina GRIGORAŞ-POPA1, Ioan Teodor CICMA2

1School no. 11, Piatra NeamŃ, Romania


68

2University “Dunarea de Jos” of Galati, Romania

Abstract The work proves how important focusing is in the training of the goalkeepers in the handball game as well as a few methods and ways of making it reach its highest efficiency. The main objective of this experiment is to prove that focusing has got an important role in the training of the goalkeepers in the handball game and by developing and improving it we can get a better evolution of the goalkeepers in both the training and the official games. In order to prove the proposed hypotheses and reach the experiment aims and objectives, the following methods were used: the observation method, the individual work method, the experiment method, the statistical-mathematical method, and the graphical method. By studying the results of the first and the final tests, there was an increase in efficiency in both teams but, as far as concerns the experimental team the result went from 50% to 66.5% and as far as concerns the control team, the result went from 48.3% to 58.3%, thus there is a difference of 8.2% between the two kinds of teams. As a conclusion we may say that the hypotheses of the experiment were proved and the results show that by a good development of focusing with the aid of specific methods we get an increase in the goalkeepers’ efficiency in both the training process and especially the official games. Keywords: focusing, handball, efficiency, training; INTRODUCTION “Sports is a competition activity, built on a set of dynamic actions which are differentiated by branches of sports, taking place in an independent or institutionalised frame, having the main purpose to develop the morpho-functional and mental possibilities, that have the result in performances obtained in contests as: record, personal record or partners’ record” (Teodorescu, S., 2009, pg. 20). The game represents an activity which has become a social phenomenon in which two teams compete, having the purpose to score helped by a game instrument – ball, puck and so on. The root of sports games is in “competition exercises in general and in movement exercises in particular, to which have joined well-marked sports character”, (Colibaba-EvuleŃ, D., Bota, I., 1998, pg. 12). Handball is a team game, which takes place in high speed , ordering a highly dynamic character . High level sports or the high performance sports, implies as a model, a pyramid whose top is represented by the one or the ones who reach the level of performing the high performance sports. Competition or race has been defined by Hobbes, taking into discussion his opinion about history or human nature, and that is “The comparison between a human life and a running race is not really the perfect fit, but it fits perfectly to our goals ,because we are able to fully see almost every […] emotional condition and we are able to remember them. This contest must have one single target, one and only glory and that is being the first one” (MTS, 1994, pg. 42-43). “Handball may be considered a happy synthesis of basic human movement skills, such as running, jumping, catching and throwing , which confer to handball the sports features of the competitional team game”, (Ghermănescu, I., K., Gogâltan, V., Jianu, E., Negulescu, I., 1983, pg. 9-10).

From scientific competitional point of view, Romanian handball school studies from technical, tactical and theoretical- mental point of view, the game content and takes action in order to generalise the teams’ practice. These studies and researches have grown the theory and handball methodology, approaching various topics, from the issue of practising handball at early age, from the selection criteria to the players type establishment specialised on a certain position and the representative team type of game. Handball game as a performance game, requires a great effort from the players as to “cope with some extremely difficult training tasks, which need maximum effort of the entire physical, ethic, strength and intellectual capacities as to be sorted out”, (Ghermănescu, I., K., Gogâltan, V., Jianu, E., Negulescu, I., 1983, pg. 9). It can be noticed in worldwide schedule a continuous change and evolution on the matter of all the handball game elements but also in the process of training through practice. It has came to light and continue to show up when it comes to game, numerous new elements that lead to visible progress of the game but also to its improvement, some elements being new in the game and some being procedures that are brought to light again or readapted to some already known to superior parameters. As an effect of these changes the competition has become more and more tight leading to a continuous research of the methods and ways that are used in order to make the training but also the game perfect. Following and analyzing the teams’ game, the teams that compete to the world and european contests , we cand see the most important aspects of modern handball. The main tendency of handball game that reflects in individual actions but also in collective tactical of the players ,in technical executions, is that of


69

increasing the speed on all the aspects, of movement, of game, of ball movement, all of these resulting in the increase of the game rhythm. For every position it has appeared, developped and enhanced a special technical tactical luggage, participating in shaping the player specialised on that position being in charge with managing in an efficient way other two-three positions without damaging his main position. The mechanisms, the field and the players’ technique are very well known and that requires a special adaptability to the concrete game conditions and that materialises in a great variety of using the game’s system of attack and defence. The practice and certain parts of that focus on physical training, are used nowadays at the majority great teams, not taking into account the training method, being of main importance the resistance in strength and speed. The second phase and the counterattack have become a main and constant concern, a quick and efficient weapon, of all the valuable teams, this is a continuous and assertive attempt of disorganised and vulnerabile defending. All this game content can be taught and improved to masterliness in the training process or in the sports practice, which represents the main organisation and training form for the teams and players. THE SPORTS TRAINING The sports training is an instructive-educational process, based on the relationship that the coach ought to have with the player, a relationship in which the coach’s aim is to develop the player’s performance capacities and to have the best results; this is a process of transformation and development, transforming the performance in results and developing the performance capacity, a process of adapting, having the goal of improving the effort skills, the movement qualities, improving the technical-tactical side, the artistic side but also the psychological one; it is a process that refers to the morpho-functional and movement branch which points out the features and characteristics of every sports chapter, it is an informational process beacause it implies the permanent and continuous information between the coach and the player and it is also considered a control process for reaching a good end – the performance that means weaving all the changes that the player suffered in a certain period of time and efficiency which implies maximum results and a minimum effort. As we can figure out from the facts presented, the handball teams training has a variety of problems, that refer to every value and age skills that are connected to this sports matter and that is why approaching and dealing in a tiresome way is an extremely difficult matter.

The experiment target presented in this work is aimed to demonstrate that the attention has an extremely important role in the training and evolution of handball team goal-keepers and by the means and methods chosen we can optimise this position players training. We have started from the hypothesis that by certain means applied at an optimum level as to increase attention, we can reach an efficiency higher for the handball team goal-keepers. An important point, in having high quality sportsmen for the currently scheme, at Juniors I, is an early selection. The selection represents an organised process, repeatedly and continuous from early ages of born or hereditary posibilities of children with a complex system of biological, medical, sociological and mental criteria etc., as to practice a branch of sport and his future training in this sports field or sports test . Selection is a continuous process, a progressive process tightly connected to growth and functional development of children and connected to the handball progress tendencies on international level as well as the progress stage of Romanian handball, naming the numerous measures that are ‘a must have’ in improving the training and performance, we ought to mention the importance of choosing and training the children and juniors. When it comes to goal-keepers the selection must have special values taking into account the difficulty and complexity that come together with this position . Although the game of the entire team si good and the opponent creates opportunities to score and if the gate si efficiently “defended” by a goal-keeper that has special qualities and is well trained, the efficiency of the entire team will instantly grow and that is a step ahead to victory. The goal-keeper has the hardest role, that of resisting the assaults and the opponents, who will try to score by treacherous moves and well-directed and powerful throws. The selection for this position in modern handball has become an extremely difficult job that implies a multitude of operations, criteria and most complex characteristics. GOALKEEPER The goal-keepers are first of all chosen by physical appearance and that means well-built, with good physical skills persons and with an armonious compatibility between the body parts. The difference between height and weight “shows that the goal-keeper must be a slim player, who can easily do the most complicated moves, even when he is not in perfect balance” (Ghermănescu, I., K., Gogăltan, V., Jianu, E., Negulescu, I., 1983, pg. 142).


70

Another condition in goal-keepers’ selection is a great opening of hands and the scale arms. If we are to refer to movement, the goal keepers must have a great reaction rate, quality that can’t be compensated, a great speed, general physical strength, great amount of mobility in coxo-femoral joints, ability as well as physical resistance. A goal-keeper must have the sense of balance, of an accurate control of movements, of coordination and attention, these qualities are being perfected and developed only by a well planned training in a long period of time. As well as these functional skills there is another group of ‘must have’ skills for the goal-keeper – the physical skills, a goal-keeper must show a lot of self-control, calmness even in the worst situations, he must have a lot of will and spirit of ‘war’, he must trust his own strength, to evolve in actions, to fight the enemy on psychological field and to discover his intentions through anticipation”, (Ghermănescu, I., K., Gogăltan, V., Jianu, E., Negulescu, I., 1983, pg. 142). A goal-keeper must be brave, with a great sacrifice spirit for the team, and must have a positive influence towards the other players. Because in handball game the gate throws are made especially from short distance, by technical procedures and also by the goal-keeper’s technique which is a special and a good one. Some elements and technical variants are identical with the one of field players but many other elements such as the fundamental position, the movement towards gate, catching the ball, rejecting the ball with the arm, with the foot, trecherous moves, the header or the release of the ball, are actions specific to the goal-keeper. The main position, useful because it helps the quick execution of other moves, is with the legs distant at shoulder-width, and the weight distibuted on both legs on the entire surface of soles, the toes facing outwards, the knees slightly folded and pushed outside from the ankle, the body slightly arched outwards and the gaze towards ball, the arms bent from the elbows and apart of the body and the palms facing forwards. The movement towards the gate is realised with added steps, in front of the bar, embracing the fundamental position, cathing the ball is made as in the field game, rejecting the balls is made by raising the arms in the right direction and hitting it with palms, in the same the body and the arms are moving in the right direction by pushing in the opposite leg of the movement direction, the release of the ball is made by a throw thrust on the bottom of the elbow with a slight fold of the leg opposite the arms, rejecting the ball at medium height is made with a single arm but can also take place by raising the same side leg.

The scoring moment is in tight connection to the body position and the position that the players have on the ground. The goal-keeper is moving trying to find himself on the bisector of the angle formed by the enemy’s arm and the two vertical bars of the gate. When it comes to the balls thrown from distance the goal-keeper must anticipate and observe the ball’s direction , but especially he must focus on the arm that sent the ball. A well-trained goal-keeper will know in advance what the defencist intend to do and what are the possibilities left for the attacker, so he takes into account the position that each player has he will know the direction the ball come from and he moves in that direction, and sometimes he intentionally leaves a corner with space as to make the player score there and, being prepared, he quickly reacts and hold the ball even though the hit was pretty strong. In nowadays handball, the goal-keeper is not allowed to completely neglect that side of the gate covered with defencists, assuming the entire responsability no matter the conditions and the positions that are used to score. The balls thrown near the semicircle are the hardest to defend, because the “enemy” that throws the ball is no longer stopped, and that is why in circumstances like this the goal-keeper is forced to avoid the player that throws the ball, and to minimise the throwing angle and based on his senses to try to reject the ball by using his arms, legs or his entire body. When it comes to the throws from the extremes, that are executed unde angles of 30º, the goal-keeper will be near the gate, in the short corner, he won’t move with anticipation,forcing the ‘enemy’ to throw the ball in the long corner, and he will react only after the ball has left the player’s arm. The 7m balls represent a psychological as well as a physical moment in which the goal-keeper must have a special psycho-motrical control and tactics . It is better for the goal-keeper to “own” the 2-4m distance in front of the gate, a fundamental and stable position and to have a good balance as to react in any direction . Taking tino account that the 7m balls has increased and that the final result may be influenced by that, it is necessary to practice it at every training by different technical procedures, the goal-keeper being in a physical and mental state . The training must be made individually as possible and by using a variety of means. The whole evolution of goal-keepers in official games but also in the training process, alltogether with the movement qualities that implies depends very much on the goal-keeper’s mental qualities and most of all on attention.


71

The brain reflection of reality ,has a selective character, and that explains the fact although we are in the middle of a multitude of objects and phenomena, we see and we can trace only a part of them, and we can say that we are in the center of attention, and the rest of objects are reflected less and less. “The physiological base of attention is the existence of some regions of maximum excitability in the brain. The activity of forming and update of the temporay bounds is made at high level of effectiveness in the optimum excitability corners, that represent the creative part of brain. Because of this, the objects that are situated in the center of attention are perceived with great transparency; the material attentive memorised isvery well stocked; the ideas are developed easily and in a natural order; the moves attentively made are distinguished with great precision” (Roşca., A., Chircev, A., Roşca, M., Mare, V., Radu, I., 1962, pg. 159). In order to highlight the attention role in sport training, when we speak about goal-keepers, we can stick to some of the attention characteristics. “Attention is limited by the way we pick the information from the outside world. At a certain point we can think at one single thing” (Epuran, M., Stănescu, M., 2010, pg. 236). When it comes to movement teaching it comes to light the fact that we are limited when we have to do some tasks in a given period of time. Attention is serial, if we talk about the way one solves some problems, the best method being to solve it in a logical order, because the attempt to deal it simultaneously is almost imposible. This interpretation can’t be generalised, because the execution way will depend by the tasks of a certain

moment. The operational definition of attention can be told between two tasks made in the same time. “If two movement tasks are being made simultaneously as well as differently, we reach to the conclusion that one of them doesn’t need attention, and at least one of them is automated. If on the contrary none of them is correctly made, that means that both tasks need attention”, (Epuran, M., Stănescu, M., 2010, pg. 237). As to conclude all the things presented, we can say that “Attention consists of the orientation and focusing towards the psysical objects and phenomena which, thanks to this fact, are highlighted clearely and fully”, (Roşca., A., Chircev, A., Roşca, M., Mare, V., Radu, I., 1962, pg. 160). From the attention’s characteristics point of view it can have a volume that refers to the multitude of situations or objects perceived from one shot, may be flexible, it can move from one object to another and may be distributive when the child/sportsman does more actions in the same moment but only when it has the same level. The main training method of goal-keeper is the individual principle, one of the main basic principle of sports training. “The individual principle means the maximum recovery of the sportsman skills, assuring the optimum development of performance capacities” (Teodorescu, S., 2009, pg. 99). The experiment took place at the Sports Programme Highschool from Braila on a number of 6 subjects at the performance group of Juniors I girls. The test contest consisted of 20 balls thrown in the gate by field players, and we took into consideration only the good shots.

Table 1. First and final testing results of the two groups

Crt no. No of shots

Experimental group Controle group No of good shots No of defended shots

Ti % Tf % Ti % Tf % 1 20 10 50 13 65 8 40 10 50 2 20 9 45 12 60 11 55 13 65 3 20 11 55 15 75 10 50 12 60

Average 20 10 50 13.33 66.67 9.67 48.33 11.67 58.33 Progress 3.33 2

Table number one present the results obtained to the initial and final tests of the two groups, efficiency expressed at a percentage, arithmetic average and progress. After we studied the results of initial and final tests, we can reach the conclusion that the experimental

group has made a real progress if we are to compare it to the controle one, so the work’s target has been achieved and the final checked hypothesis and the means of attention development were chosen and applied in a responsible way.


72

Figure 1. Throws devices experimental group, initial and final tests.

Figure 2. Throws devices control group, initial and final tests.

As a final conclusion we can say that attention plays an extremely important role in training the goal-keepers in handball game. REFERENCES Baştiurea, E., (2007), Handball – Concepts, principles and ways to improve the training, Ed. Academica, GalaŃi, România. Teodorescu, S., (2009), Training and Competition, Ed. ALPHA MDN, Bucureşti, România.

Ghermănescu, I., K., Jianu, E., Negulescu, I., (1983) Handball-Theory and Method, Ed. Didcatică şi Pedagogică, Bucureşti, România. Epuran, M., Stănescu, M., (2010), Driving learning, Ed Discobolul, Bucureşti, România. Roşca., A., Chircev, A., Roşca, M., Mare, V., Radu, I., (1962), Child psichology, Ed. Dicactică şi Pedagogică, Bucureşti, România. MTS, (1994), Training and competition, Ed. MTS, Bucureşti, România.

CONSIDERATIONS ON COMBATING DELAYED ONSET MUSCLE SORENESS

Cezar HONCERIU, Bogdan-Alexandru HAGIU

University "Alexandru Ioan Cuza" of Iaşi, Romania

Abstract

50 %

66.67 %

0

20

40

60

80

Throws devices - experimental group

Ti Tf

48.33%58.33%

0.00

20.00

40.00

60.00

Throws devices - control group

Ti Tf


73

Ice water immersion is a possible treatment of the delayed onset muscle soreness. In this paper we intend to evaluate how delayed onset muscle soreness affects muscle strength, during evolution and immediately after remission, while being treated by cryotherapy. Research was conducted on junior football players. Muscle strength indices were evaluated using Squat Jump, Jump Countermovement, Free Jump, 60 ˝ Free Jump tests. There were statistically significant changes in 48 hours, or 6 days, compared to the initial measurements; the recovery of muscle strength is reduced after 6 days when treated group was compared to the control one. After applying the Squat Jump test, the values obtained by the control group at 48 hours were lower, fact which contributes at the conclusion that ice water immersion is a symptomatic therapy of delayed onset muscle soreness, indicated for short-term recovery. Keywords: delayed onset muscle soreness, cryotherapy, muscle strength. INTRODUCTION Delayed onset muscle soreness (DOMS) causes painful swelling of the muscle, decreases muscle strength and the amplitude of moves [1], which is why it is usually countered by physical therapy and pharmacologically. Anti-inflammatory therapy has the greatest potential in combating DOMS while massage, ultrasounds and stretching have modest results [2]. Regarding cryotherapy (immersion in ice), some studies [3] have found that it is ineffective, however others [4] reached the result that has an effect in combating this type of muscular fever. PURPOSE In this paper we intend to evaluate how DOMS affects muscle strength during evolution and immediately after remission, while not treated or treated by cryotherapy. In the same time we want to check whether cryotherapy is effective or not in combating DOMS by assessing the degree of recovery of the muscle strength. HYPOTHESIS Considering that one of the factors assumed to be involved in producing DOMS is inflammation [5], that the inflammatory process plays a role in muscle regeneration and repair [6], and that the latest research showed an anti-inflammatory effect of cryotherapy [7], we believe that treating DOMS by this procedure will lead to delayed recovery of muscle strength. MATERIALS AND METHODS The research was conducted on two groups of 9 subjects, boys aged between 16 and 18 years (mean 17.3 years old), sportsmen, football players, at least with 12 hours of training a week. Athletes have given their consent for this research, being informed about the study that were to attend, according to WMA (Declaration of Helsinki - Ethical Principles for Medical Research Involving Human Subjects). During the study, athletes have performed the same training program. Also, athletes

had the same food menu, the team being centralized for the training period. During the study, athletes did not take dietary supplements or medications. In a first phase, initial testing was done on the lower explosive strength assessment using the following samples: Squat Jump (SJ) Countermovement jump (CMJ) and the Free Jump (FJ). The muscle strength was measured under stress: 60 ˝Free Jump (60 "FJ). Evaluation was conducted with OptoJump Next. In the next step athletes have made an effort (eccentric contraction) in order to induce delayed muscle soreness on limb thigh muscles (DOMS - Delayed Onset Muscle Soreness). The effort was to achieve the leg thigh flexion (6 sets of 6 reps with 80% of maximum force calculated individually for the extension movement). Break between sets was 2 minutes. After that, each of the two groups received a different therapy as follows: - Group 1 - local krioterapy immediately after exercise and at 24 hours - lower limbs (20΄ in ice water at 4 degrees Celsius). - Group 2 - untreated group. After 48 hours, explosive strength assessment was performed again on the lower limbs (SJ, CMJ and FJ) and strength under stress (60 ˝ FJ). After six days, explosive strength assessment was performed again on the lower limbs (SJ, CMJ and FJ) and strength under stress (60 ˝ FJ). Between assessments athletes workout was as planned for the preparatory period. During the trial, athletes did not use recovery methods or substances other than those included in the experiment. Obtained results were statistically analyzed by means of ANOVA single factor (p significant if is less than 0.05). By this method were compared simultaneously the manifestation of force evaluations (SJ, CMJ, FJ, 60 "FJ) for initial, 48 hours and 6 days tests. Differences between groups on force recovery were calculated in percentages based on average values. RESULTS The results of group 1 are shown in Table

1:

Table 1 Testing Initial testing 48 hours testing Testing at 6 days

Test SJ (cm)

CMJ (cm)

FJ (cm)

60″ FJ

SJ (cm)

CMJ (cm)

FJ (cm)

60″ FJ

SJ (cm)

CMJ (cm)

FJ (cm)

60″ FJ


74

(cm) (cm) (cm)

Subject 1 33,4 34,7 38,3 29,4 27,7 26,4 35,7 25,1 32,2 33,1 36,6 28,3 Subject 2 29,3 31,4 35,7 27,7 23,5 24,3 31,2 23,5 28,3 30,2 34,3 25,8

Subject 3 35,8 36,6 40,2 33,3 29,3 28,5 35,3 27,4 33,7 35,5 38,4 32,1

Subject 4 37,4 36,8 42,4 31,4 31,5 30,8 36,4 27,6 36,5 34,2 40,4 30,6 Subject 5 31,6 33,2 38,4 29,3 28,4 29,4 32,6 23,4 29,5 32,8 35,7 29,4

Subject 6 35,4 36,9 41,3 27,4 30,7 29,4 35,5 23,9 34,3 34,5 41,2 29,3 Subject 7 33,7 35,2 41,4 29,5 27,4 27,6 36,3 22,4 31,4 33,3 39,7 28,4

Subject 8 33,9 35,7 39,3 28,4 27,6 26,8 33,6 22,8 32,3 33,5 37,5 28,3 Subject 9 32,8 34,5 40,5 28,7 26,5 26,3 35,5 23,5 30,2 33,3 39,3 27,2

The results obtained in group 2 are shown in Table 2:

Table 2

Testing Initial testing 48 hours testing Testing at 6 days Test SJ

(cm) CMJ (cm)

FJ (cm)

60″ FJ

(cm)

SJ (cm)

CMJ (cm)

FJ (cm)

60″ FJ

(cm)

SJ (cm)

CMJ (cm)

FJ (cm)

60″ FJ

(cm) Subject 1 32,4 32,9 35,8 28,5 24,3 24,8 26,4 21,2 31,2 31,3 35,3 28,2 Subject 2 31,5 33,2 38,5 27,8 23,4 23,6 30,7 19,5 30,4 32,9 38,3 28,6

Subject 3 32,7 34,7 39,3 30,6 25,7 24,3 29,3 21,8 32,4 33,7 38,9 29,3

Subject 4 27,5 29,3 34,4 25,5 20,3 21,5 25,8 18,4 28,3 30,2 35,4 25,1 Subject 5 35,2 36,3 40,2 31,4 24,3 22,5 28,7 22,6 34,7 35,5 39,2 30,4

Subject 6 31,6 32,9 37,8 24,8 27,6 23,5 31,3 17,5 31 32,5 37,2 25,4 Subject 7 33,2 34,8 42,4 29,3 25,1 24,1 32,5 19,3 32,5 34,8 41,5 28,3

Subject 8 33,9 35,7 41,9 31,4 23,4 22,3 30,4 21,8 33,2 35,2 40,5 30,8 Subject 9 33,4 35,2 39,4 28,3 24,7 24,2 28,5 19,4 31,8 34,7 39,2, 27,5

Statistical comparison by Anova Single Factor (indicating the significance index) of force indicators and differences between the average value recorded at baseline, 48 hours and 6 days

(with the percentage expression of differences and graphical comparison between groups ) are shown in table 3, 4, 5 and 6:

Table 3 - Squat Jump (SJ)

SJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the treated group

SJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the control group

Graphical representation of the percentage of decrease in strength evaluation indices for the group treated (left) and control (right), 48 hours (left) and 6 days (right)

SJ - group 1, p=0,0002, 33,11-27,55=5,56 (16,79 %)

33,11-31,66=1,45 (4,37 %)

SJ-group 2, p=0, 31,88-23,88=8 (25,09 %)

31,88-31,33=0,55 (1,72 %)


75

Table 4 – Countermovement Jump (CMJ) CMJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the treated group

CMJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the control group


CMJ – group 1, p=0, 33,44-27,22=6,22 (18,60 %)

33,44-33=0,44 (1,31 %)

CMJ – group 2, p=0, 33,33-23=10,33 (30,99 %)

33,33-32,88= 0,45 (1,35 %)

Table 5 – Free Jump (FJ) FJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the treated group

FJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the control group


FJ – group 1, p=0, 39,33 – 27,22 = 12,11 (30,79 %)

39, 33-33=6,33 (16,09 %)

FJ – group 2, p=0 38,33-28,77=9,56 (29,94 %)

38,33-38=0,33 (0,86 %)


76

Table 6 - 60˝ Free Jump (60″ FJ) 60″ FJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the treated group

60″ FJ - statistical comparison of values and differences between the initial average values and the values recorded at 48 hours and 6 days (with the expression of the significance factor p differential) for the control group


60″ FJ – group 1, p=0, 29-23,88=5,12 (7,65 %) 29-28,44= 0,56 (1,93 %)

60″ FJ – group 2, p=0, 28,11-19,66 = 9,45 (3,61 %) 28,11 – 27,77 = 0,34 (1,20 %)

DISCUSSIONS Analysis of Tables 3, 4, 5 and 6 shows that the values of valuation ratios of the force experienced statistically significant variations in 48 hours or 6 days compared to baseline measurements. For all indications, with the exception of CMJ that difference is minimal (0,04%), recovery of force after six days was lower for the group treated. A

possible factor in muscle strength recovery delay to 6 days for the group treated by cryotherapy may be that cold application decreases the local concentration of insulin-like growth factor (IGF-1) hormone (with strong anabolic effect) [8]. SJ mean values were lower after 48 hours in the control group, fact that may be explained by the persistence of pain that generally reduces muscular force [9].


77

For the same period, in the treated group, pain was reduced not only because of anti-inflammatory effect of cryotherapy, but also of the local anesthetic [10]. Given that the SJ test requires a greater eccentric muscle contraction, where we assume that ruptures of Z membranes had a most significant share due to the isometric component, we believe that DOMS is more pronounced too, which explains the lower performance of the control group at 48 hours. Better SJ values recorded by the treated group at 48 hours indicates that immersion into ice-water is a symptomatic therapy for DOMS. The results may also indicate that the immersion in ice water is indicated for the short-term muscle recovery. CONCLUSIONS 1. Values of strength evaluation indices showed statistically significant variations in 48 hours and 6 days respectively compared to the initial determination, the recovery of force after six days being lower at treated group. 2. To Squat Jump values recorded at 48 hours were lower in the control group, possibly because of the pain caused by a delayed onset muscle soreness more pronounced. 3. The results show that ice water immersion is a symptomatic therapy of late-onset muscle soreness, suitable for short-term muscle recovery. REFERENCES 1. Nosaka, Ken (2008). "Muscle Soreness and Damage and the Repeated-Bout Effect". In Tiidus, Peter M. Skeletal muscle damage and repair. Human Kinetics, pag 66. 2. Connolly, D.A.J., S.P. Sayers, and M.P. McHugh (2003). Treatment and prevention of delayed onset muscle soreness. J. Strength Cond. Res. 17(1):197–208. 3. Sellwood, K. L.; Brukner, P.; Williams, D.; Nicol, A.; Hinman, R. (2007). "Icewater

immersion and delayed‐onset muscle soreness: A randomised controlled trial". British Journal of Sports Medicine 41 (6): 392–397. 4. Snyder, J. G.; Ambegaonkar, J. P.; Winchester, J. B.; McBride, J. M.; Andre, M. J.; Nelson, A. G. (2011). "Efficacy of Cold-Water Immersion in Treating Delayed Onset Muscle Soreness in Male Distance Runners". Medicine & Science in Sports & Exercise 43: 766. 5. Armstrong, RB (1990 Aug). "Initial events in exercise-induced muscular injury.". Medicine and science in sports and exercise 22 (4): 429–35], [Cheung, K; Hume, P; Maxwell, L (2003). "Delayed onset muscle soreness: treatment strategies and performance factors." Sports medicine (Auckland, N.Z.) 33 (2): 145–64. 6. James G. Tidball Inflammatory processes in muscle injury and repair, Am J Physiol Regul Integr Comp Physiol, 288:R345-R353, 2005. 7. Hervé Pournot, François Bieuzen, Julien Louis, Jean-Robert Fillard, Etienne Barbiche, Christophe Hausswirth. Time-Course of Changes in Inflammatory Response after Whole-Body Cryotherapy Multi Exposures following Severe Exercise, PLoS One. 2011; 6(7): e22748, 8. Dan Nemet, Yoav Meckel, Sheli Bar-Sela, Frank Zaldivar, Dan M. Cooper, Alon Eliakim. Effect of local cold-pack application on systemic anabolic and inflammatory response to sprint-interval training: a prospective comparative trial.Eur J Appl Physiol. 2009 November; 107(4): 411–417. 9. Henriksen M, Rosager S, Aaboe J, Graven-Nielsen T, Bliddal H. Experimental knee pain reduces muscle strength. J Pain. 2011 Apr;12(4):460-7. 10. Kuwahara RT, Skinner RB. Emla versus ice as a topical anesthetic. Dermatol Surg. 2001 May;27(5):495-6.

REDUCING SPASTICITY IN CHILDREN WITH CEREBRAL PALSY USING KINESIO TAPE

Anca IACOB

University”Stefan cel Mare” of Suceava, Romania Abstract This paper aims to verify whether Kinesio Tape can help in reducing spasticity in children with cerebral palsy. It is known that these kinesio tapes were and are successfully used to treat muscle and joint pain among athletes. This study shows that the efficacy of the kinesio tapes is not limited to this kind of problems. Keywords:spasticity, cerebral palsy, kinesio tape, neuro-rehabilitation ;

INTRODUCTION 1.1 General information about cerebral palsy In the medical dictionary cerebral motor infirmity is

defined as "a pathological non-progressive state and with an intellectual deficiency often moderate, subsequent to cerebral injury of the central motors.


78

In the book "Physical Therapy in neuropediatrics" Pasztai Zoltan defined cerebral motor infirmity as "all neurological manifestations caused by congenital brain lesions (abnormal development during the first trimester of pregnancy) or acquired (produced by a difficult birth or accidental injury in first months of life). In conclusion we can say that cerebral motor infirmity or cerebral palsy, as it is called, is a chronic disorder of posture and movement caused by a lesion of the central nervous system. Cerebral motor infirmity is part of the clinical picture of sequelary infantile encephalopathy and consequence of damage or abnormal brain development. The lesion or dysfunction can occur during pregnancy, during birth or in the first 2-3 years of life. Classification of motor disorders determined outlining five clinical forms of motor impairment in children with cerebral palsy: spasticity, athetosis, rigidity, tremors and ataxia. The most prevalent form of cerebral palsy is spastic form, which occurs in about 75% of cases.Depending on the location of spasticity, we meet children with spastic hemiparesis, paraparesis or tetraparesis. Spasticity term derives from the Greek "spastikos" which means traction. "Spasticity is a motor dysfunction, characterized by a velocity increase in tonic stretch reflexes with exaggerated tendon reflexes, resulting from hyperexcitability of the stretch reflex, as one component of motor neuron syndrome" (Lance, 1980). Spasticity is manifested by resistance to passive movements of the limbs, which is high in initiating movement and who succumb to a higher pressure.

1.2 The bases of Kinesio Taping application Kinesio Taping is a rehabilitative, therapeutic modality based on the body’s own natural healing processes. The Kinesio Taping methods exhibits its efficacy through the activation of the neurological and circulatory system. Using an elastic tape, it was discovered that muscles and other tissues could be helped by outside assistance. When a muscle is inflamed, swollen, or stiff due to fatigue, the space between the skin and muscle is compressed, resulting in constriction of the flow of lymphatic fluid. This compression also applies pressure to the pain receptors beneath the skin, which in turn determines signals to the brain and so the person experiences pain. Conventional athletic tape is designed to constrict and immobilize the movement of affected muscles and joints. For this purpose, several layers of tape must be rolled around or over the afflicted area, applying significant pressure. In practice, there are four major functions of Kinesio Taping that have been observed: support of the muscle, removal of the congestion to the flow of the body fluids, activation of the endogenous analgesic system and correction of joint problems. METHODS AND MATERIALS The purpose of this paper is to verify whether Kinesio tape can reduce muscle spasticity in children with cerebral palsy. The study was made on twelve children with cerebral palsy aged 4 to 8 years.

Table 1 The forme of cerebral palsy of the subjects The forme of cerebral palsy Number of sujects

Spastic Hemiparesis 6

Spastic Tetraparesis 2

Spastic Paraparesis 4

In children with cerebral palsy, spasticity affects the upper and lower limbs different. On the upper limb spasticity affects flexor and pronator muscles while lower limb spasticity occurs on extensor muscles, especially the triceps surae. To evaluate spasticity we used the Ashworth scale with 5 levels: 0 - there is no resistance to passive stretching of the muscle;

1 - minina resistance occurs at the end of passive stretching of the muscle; 2 - resistance appears halfway of the motion during passive stretch of the muscle; 3 - resistance is increased throughout the passive stretch of the muscle; 4 - permanent contracture, the segment being fixed and passive stretching is not possible

Table 2 The Evaluation of Spasticity Grade

Spastic Muscles Spasticity Grade Number of subjects Elbow Flexors 3 5

2 3 Forearm Pronators 3 5

2 3 Plantar Flexors 3 9


79

2 3

Kinesio tape was applied at the beginning of each session of physical therapy on antagonists muscles, namely: on the upper limbs on the elbow extensors and the supinator muscles and on the lower limb on the dorsal flexors of the foot. To obtain reducing spasticity, I applied the band with a stretch of approximately 80% on the segment positioned antagonistic towards spastic muscles. Thus by

applying the Kinesio tape stretched we help retain normal posture and combat the appearance of spasticity. Each subject had at least 10 applications from initial evaluation to final evaluation.

RESULTS AND DISCUSSIONS Values obtained from the initial and final tests were

recorded in the table below:

Table 3 Results of the initial and final evaluation Spastic Muscles

Initial Final Spasticity Level Number of subject Spasticity Level Number of subject

Elbow Flexors 3 5 3 1 2 3 2 2 - - 1 4

Forearm Pronators

3 5 2 4 2 3 1 4

Plantar Flexors 3 9 3 2 2 3 2 6 - - 1 4

From the table above we can observe a decrease in the degree of spasticity almost in all subjects in all

three segments, some subjects getting even a drop of 2 levels of spasticity.

Table 4 The level of spasticity in percentage

Spastic Muscles Initial Final Difference (Initial-Final)

Elbow Flexors 65,6% 40,6% 25%

Forearm Pronators 65,6% 37,5% 28,1%

Plantar Flexors 68,7% 45,8% 22,9%

The biggest progress we have achieved in the forearm pronators, with a decrease in the degree of spasticity of 28.1%, while the smallest improvement was observed in the plantar flexors with a decrease of 22.9% of spasticity level. CONCLUSIONS After applying Kinesio tape we obtained a significant reduction of muscle spasticity in children with cerebral palsy. By decreasing the degree of muscle spasticity, the physical therapy program subsequently applied may have a higher efficiency. Also Kinesio tape applied in stretched form on antagonistic musculature to spastic muscles can help fight the vicious postures of the segments due to spasticity and even muscle retractions.

REFERENCES Zoltan, P. (2004). Kinetoterapia in Neuropediatrie.Editura Arionda, 83-99 Onose, G., Padure, L.(2008). Compendiu de Neuroreabilitare. Bucuresti, Editura Universitara Carol Davila, 392 Lance, JW (1980). Symposium Synopsis in Feldman RG, Young RR, Koella WP: Spasticity: Disordered Motor Control. Chicago Miroiu, R. (2005). Kinetoterapia in Afectiunile Neurologice. Bucuresti. Editura Universitatii Nationale de Aparare, 23, 148-153 Kase, K., Wallis, J., Kase, T. (2003). Clinical Therapeutic Applications of the Kinesio Taping Method. Tokyo, Japan. Ken Ikai Co. Kase, K. (2003). Illustrated Kinesio Taping. Fourth Edition. New Mexico. Ken Ikai Co.

CONTRIBUTION REGARDING SPEED DEVELOPMENT ON CHILDREN AGED BETWEEN 12-14 YEARS


80

Ileana JURAVLE, Mărioara SALUP

University ‘’Stefan cel Mare’’ of Suceava, Romania

Abstract The purpose of this paper is the application of athletics methods and resources in order to develop speed motor ability of children aged between 12-14 years old. At this age, prepubertal age, the rate of psycho-physiological and physical development intensifies, influencing motor skills development also. Through specific methods and athletics resources we wanted to know in what extent the speed development (response speed, execution speed and repetition speed) can be influenced at this age. The methods that are included in this study are: disability method, repetition method, competition method, exercises method, etc. Obtained results confirmed that the chosen resources and methods have helped speed development for children from the experimental group compared with the results obtained from those from the control group. Keywords: speed, prepubertal age, trening methods, athletics; INTRODUCTION Organized practice of physical exercises has a positive role on children’s body development and growth. The transition period from childhood to adolescence is complicated not only from the psychological point of view but also in terms of physical development. The motor skills development during this period is very important for those who practice sports regularly but also for those who practice exercise only in physical education classes in school. Motor qualities are defined by T. Ardelean as essential attributes of muscle activity expressed through motor acts that are conditioned by the structure and functional capabilities of different human body systems which are influenced by mental processes and capabilities (Ardelean T., 1983). Speed is a motor quality that can be developed less; it is considered the ability to practice an action in a short time (RaŃă, G., RaŃă, BC, 2006). Athletics greatly influence the development of body, as it is characterized by a variety of available ways, particularly attractive and natural (Dragnea A. 1996). This type of sport can be practice on an early age, being included in the curriculum from first grade (Duck, G., Ababei, C., 2003). MATERIALS AND METHODS Assessment of the role and place of physical education and sport in contemporary society can be made only if we take into account that exercises have been a continuous presence in people lives in appropriate forms. Sports practice in various ways is known for thousands of years. The purpose of this paper is to determine whether the application of athletics specific methods lead to the development of speed motor quality of children aged between 12-14 years old. We started from the hypothesis that at this age the human organism undergoes a sensitive period of development both in the physically and mentally point of view, which has important implications for

education of speed motor quality. Thus, by applying athletics specific methods we wanted to know to what extent speed can be developed. The proposed methods for speed development are: repetition method, disability method, walking exercise method, relay race method, games method and competitive method. Repetition method represents execution of a mechanical work with submaximal, maximal and supramaximal intensity. Disability method is based on the use of a handicap in advance regarding the start of a speed exercise. Walking exercise method involves cover a distances in speed, preceded by a moose walking. Component subjects of the experimental group and the control group were applied a number of tests that have established speed development level. In the experimental and control groups took part a total of 30 children. Applied tests were: 50m flat, ”Naveta” 4x10m test, 93639 test, Agility test 20m, tapping test and Adams test. Those tests evaluated speed reaction, traveling speed, execution speed and repetition speed. In this study, all subjects participated to the initial testing and final testing. Subjects from the experimental group followed a training program that lasted 6 weeks. The training program aimed to develop reaction speed and traveling speed, execution and repetition speed through specific methods of athletics. For speed developing we chose different methods that includes: speed relay race that require immediately reaction attention, starts from different positions on different signals, various jumps, dynamic balance exercises or games and performing sports. All these methods were chosen according to subject’s age, were learned and perfected correctly under optimum conditions, etc. RESULTS AND CONCLUSION The obtained results by the subjects from the experimental group and the control group were statistically processed and graphical interpreted. Also, we presented some subjects anthropometric data of both groups.


81

Table 1. Antropometrical data representation of experimental and control children groups

EX

PE

RIM

EN

TA

L G

RO

UP

Nr. Crt.

Name Body hight

(cm) Body mass

(kg)

CO

NT

RO

L G

RO

UP

Nr. Crt. Name Body hight

(cm) Body mass

(kg) 1. D.M. 148 45 1. V.A. 160 51 2. B.G. 153 47 2. C.E. 149 39 3. T.A. 161 49 3. I.N. 154 47 4. D.E. 142 40 4. V.L. 161 51 5. U.R. 158 50 5. C.S. 153 46 6. O.I. 161 57 6. T.A. 165 55 7. H.L. 154 48 7. J.M. 146 49 8. E.E. 158 55 8. V.S. 159 47 9. S.C. 149 40 9. B.B. 147 40

10. E.T. 151 43 10. M.E. 155 51 11. U.G. 157 44 11. A.O. 142 39 12. C.C. 148 42 12. G.M. 150 46 13. N.E. 153 47 13. P.G. 158 51 14. H.O. 159 50 14. B.C. 145 45 15. L.D. 147 45 15. S.A. 156 57

Below table show the values obtained on the six tests by children from the experimental group compared to the average of the values obtained by

children from the control group for the first and final testing.

Table 2. Average values representation obtained by experimental and control groups on the 6 tests

Group 50m flat (sec)

„Naveta” test 4x10m (sec)

93639 test (sec)

Agility test 20m (sec)

Tapping test (rep)

Adams test (rep)

Average T.I. T.F. T.I. T.F. T.I. T.F. T.I. T.F. T.I. T.F. T.I. T.F. Experimental

group 8,74 7,31 19,4

3 18,35 9,23 8,61 3,57 3,10 41,5 48,9 28,1 32,5

Control group 8,95 8,89 21,19

21,06 9,32 9,28 3,67 3,58 39,3 40,5 24,3 24,9

Experimental group Control group0

2

4

6

8

Tim

e [s

ec]



5

10

15

20


Tim

e [s

ec]

a) 50m flat b) „Naveta” test


2

4

6

8

10


Tim

e [s

ec]

Experimental group Control group0,0

0,5

1,0

1,5

2,0

2,5

3,0

3,5


Tim

e [s

ec]

c) 93639 test d) Agility test


82


10

20

30

40

50


Re

petit

ion

num

ber


5

10

15

20

25

30

35


Re

petit

ion

num

ber

e) Tapping test f) Adams test

Figure 1. Graphical representation for the tests performed both, for experimental and control groups Above graphics show that on the 6 tests the results obtained by the experimental group were higher than the results obtained by the control group.

Children from the experimental group showed an improvement of speed development motor skill.

Table 3. Evolution of the obtained results representation of subjects for the 6 tests

Group/Tests 50m flat(s) „Naveta”

test 4x10m (s)

93639 test (s)

Agility test 20m (s)

Tapping test (rep.)

Adams test (rep)

Experimental group

16,36% 5,55% 6,71% 13,16% 17,83% 15,65%

Control group 0,67% 0,09% 0,42% 2,45% 3,05% 2,46%

0

2

4

6

8

10

12

14

16

18

50m flat"Naveta" test

93639 test

Agility test

Tapping test

Adams test


Evol

utio

n (%

)

Figure 2. Graphical representation of average evolution for experimental and control groups on the 6 tests

Table 3 shows the subjects evolution on the speed development where we can observe that those who took part of the experimental group had a much higher level than those from the control group. The difference between the two groups was 11.02%. The subjects of the experimental group achieved an average of 12.54% improvement for the 6 samples and the control group fared just 1.52%.

REFERENCES Ardelean, T., Tatu. C., Alexandrescu D.C. (1983). Atletism. Editura Didactică şi Pedagogică. Bucureşti Dragnea.A. (1996). Antrenament sportiv. Editura Didactică şi Pedagogică. Bucureşti RaŃă.G, RaŃă. B.C. (2006). Aptitudinile în activitatea motrica. Editura EduSoft. Bacau Ababei.C. RaŃă.G. (2003). Predarea atletismului în şcoală. Editura Alma Mater. Bacău

PHYSICAL METHODS APPLIED IN THE REHABILITATION OF ISCHEMIC HEART DISEASE


83

Ileana JURAVLE

University Stefan cel Mare of Suceava, Romania Abstract This study highlights the importance of physical exercise and physiotherapy recovery methods in the rehabilitation of patients with ischemic heart disease. Physic and physical therapeutics methods are the most important and efficient methods used in normalizing cardiovascular and metabolic parameters for such category of people. Nowadays, more and more people are diagnosed with cardiovascular disease which has major effect over the entire society. Keywords: ischemic cardiopathy, atherosclerosis, risk factors, physiotherapy, rehabilitation INTRODUCTION Cardiovascular disease is a major public health problem in most countries and is one of the leading causes of disability, morbidity and mortality. According to the World Health Organization (WHO) ischemic cardiopathy is responsible for 48% of deaths worldwide, which means that about 17 million people die annually because of this disease. Every two seconds a death occurs as a result of this condition, every five seconds occurs a heart attack, and every 6 seconds occurs a stroke. Regarding our country, this medical condition makes many more victims in each year. According to WHO, in Romania 61% of all deaths are caused by ischemic cardiopathy, compared with 37% in the EU and 53% in countries that recently joined the EU.

Every 10 minutes, a Romanian dies from heart disease. Romania is placed third in the worldwide in terms of number of deaths from cardiovascular disease, one of three Romanian die because of it. These involve disorders of the heart muscle, heart blood vessels and arterial and venous system (WHO). Ischemic cardiomyopathy affects the arteries that feed the heart - the coronary arteries - which reduces their size, resulting in the decrease of blood supplying the heart muscle - the myocardium - released thus unable to meet demand for oxygen, fatty acids, glucose. The phenomenon of reducing blood flow through the coronary arteries was appointed in medical term as ischemia. Cardiac changes caused by ischemia are designated by the term cardiomyopathy (Mark V., M. Dan, 2006).

Figure 1. A. Longitudinal section through an artery showing the time evolution of a normal artery (1), the plaque that causes clinical manifestations by thrombosis and stenosis (5, 6, 7); B. Artery cross section by highlighting

the time evolution of atherosclerosis

Main risk factors involve poor nutrition, physical inactivity, smoking, obesity, stress, and heredity (Juravle I., 2009). The most frequent cause of ischemic cardiopathy is atherosclerosis leading to significant coronary lumen narrowing (G. spyglass, 2006). Dr. Oprian and his collaborators have shown that 90-95% of cases of ischemic cardiomyopathy

were the main cause of atherosclerosis (Oprian O. et al., 2005). Thus we can say that in modern society, lack of exercise, overuse the nervous system, toxic substance abuse (nicotine, caffeine, alcohol) are risk factors for human health.


84

a) normal coronary arteries b) coronary artery ischemia

Figure 2. Coronary angiography

The purpose of this study is to demonstrate the importance of physical exercise and physiotherapy recovery methods in relieving symptoms in patients suffering from ischemic cardiopathy. Considering the data collected in the initial and final testing, this study mainly aims to highlight the progress of the subjects included in the experiment. As research hypotheses we intend to demonstrate the importance of physical recovery methods and physiotherapy for rehabilitation and socio-cultural reintegration of patients with ischemic cardiopathy. Also, we intend to find out if tolerated treatment regimen for patients improves their clinical symptoms. In this study we included a total of 10 subjects with similar collateral symptoms and diseases. Average age of the subjects is 53 years, 7 were male and 3 female. Functional recovery work took place in the treatment resort of Vatra Dornei and lasted three months, from early August to late October 2012. MATERIALS AND METHODS The methods included in this study are: scientific studies performed until today, teaching observation, testing and graphical methods. In the recovery program we have included and specific methods of physical therapy (passive and active mobilization, active to resistance, ergometer bicycle working, relaxation techniques, and

massage) and physiotherapy (carbonated baths, mofettes, galvanic current, and magnetodiaflux). Rehabilitation program was conducted 4 times a week, aiming each time completing of it in normal conditions, with close monitoring of blood pressure and pulse. This was accomplished in three main stages. Phase 1 was conducted in the morning and consists of physiotherapy: carbonated baths, galvanic currents, magnetodiaflux and mofettes. These procedures were applied with 30-minute break between them. Stage 2 and Stage 3 were performed in the afternoon and were made in a program of physical therapy and neuro relaxation techniques. Physiotherapy program included the mobilization of passive and active mobilization and active resistance of the main muscle groups, exercises, walking, cycling the ergometer bicycle, and breathing exercises. Neuro relaxation techniques included: deep breathing, progressive muscle relaxation and autogenic training. RESULTS AND DISCUSSION Subjects selected for this study have increased exercise capacity, improved cardiovascular parameters and health by applying physic and physical therapeutics methods.

Table 1. Presentation of the hemodynamic and metabolic parameters values for initial testing Name

Sex BP – blood pressure (mmHg)

HR – heart rate

nr/min

Cholesterol LDL-

mg/dl

Glycaemia mg/dl

Triglycerides mg/dl Surnam

e

C.V. M at rest 150/100 92

253 100 200 after effort 170/110 130

J.L.G. F at rest 160/100 87

230 78 167 after effort 178/115 128

J.V. M at rest 160/95 91

220 95 180 after effort 175/110 137

D.S. M at rest 165/98 79

242 100 195 after effort 180/105 126

G.D. M at rest 156/70 93 217 103 300


85

after effort 172/82 135

P.V. M at rest 150/74 82

229 92 274 after effort 168/86 115

D.M. F at rest 164/79 76

201 89 387 after effort 177/87 131

P.A. M at rest 159/72 85

196 120 298 after effort 170/84 140

L.F. F at rest 148/80 87

189 83 306 after effort 160/100 129

G.P. M at rest 150/60 62

207 97 392 after effort 170/84 118

Table 2. Presentation of the hemodynamic and metabolic parameters values for final testing

Name Sex BP – blood pressure (mmHg)

HR – heart rate

nr/min

Cholesterol LDL-mg/dl

Glycaemia mg/dl

Triglycerides mg/dl

Surname

C.V. M at rest 126/66 74

194 95 182 after effort 140/78 110

J.L.G. F at rest 122/70 71

186 72 154 after effort 138/80 115

J.V. M at rest 132/74 82

198 86 169 after effort 144/90 121

D.S. M at rest 136/68 70

200 90 173 after effort 160/72 120

G.D. M at rest 124/66 84

187 89 240 after effort 148/73 119

P.V. M at rest 118/74 72

193 82 221 after effort 138/68 100

D.M. F at rest 134/54 68

182 75 205 after effort 158/72 110

P.A. M at rest 136/66 75

160 99 224 after effort 154/78 126

L.F. F at rest 110/68 78

169 68 252 after effort 148/76 117

G.P. M at rest 134/72 50

180 81 260 after effort 158/78 108

Graphical representation of cardiovascular parameters, blood pressure (Figure 3) of subjects shows the progress in terms of cardiovascular adaptation to the physical effort. Representation is

made from the initial and final testing. Final testing has decreased in value, which means that the normal blood pressure was restored before exercise and after exercise.

Figure 3. Graphic representation of blood pressure on the initial test

Blood presure - Initial test

0

20

40

60

80

100

120

140

160

180

200

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

or t

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

or t

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

or t

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

mm

Hg


86

Figure 4. Graphic representation of blood pressure on the final test

The graphical representation of heart rate values shows that after final testing the heart blood circulation has improved (Figure 4). It pumps blood

more economical, influencing the overall condition of the body.

Figure 5. Graphical representation of heart rate on the initial test

Figure 6. Graphical representation of heart rate on the final test

Graphical representation of metabolic values (glycaemia, cholesterol and triglycerides) shows that, after the rehabilitation program their value

decreased, thus influencing positively the overall condition of the subjects.

Blood presure - final test

0

20

40

60

80

100

120

140

160

180

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

mm

Hg

Heart rate - initial test

0

20

40

60

80

100

120

140

160

at

rest

aft

er

eff

or t

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

res t

aft

er

eff

ort

at

res t

aft

er

eff

or t

at

rest

aft

er

eff

or t

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

res t

aft

er

eff

ort

at

res t

aft

er

eff

or t

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

nr/

min

Heart rate - final test

0

20

40

60

80

100

120

140

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

or t

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

at

rest

aft

er

eff

ort

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

nr/

min


87

Figure 7. Graphic representation of metabolic values: cholesterol

Figure 8. Graphic representation of metabolic values: triglycerides

Figure 9. Graphic representation of metabolic values: glycaemia

CONCLUSION Following the studies performed, it was found that the methods used in the rehabilitation program for patients with chronic ischemic cardiopathy have a favourable impact on cardiovascular and metabolic parameters. Thus, the blood pressure before exercise of patients improved by approximately 18% and after exercise by 13% for the final testing. Also, the heart rate before exercise improved on average by approximately 13% and approximately 11% after exercise. Values of the metabolic parameters decreased, which means their normalization by about 15% in

terms of cholesterol, about 13% in terms of glycaemia and triglycerides by about 23%. The proposed method has succeeded in restoring normal value of blood pressure and heart rate, and also for glucose, cholesterol and triglycerides. Patients with ischemic cardiopathy had first interest to cooperate with the therapist. They have improved psycho-emotional tonus. Rehabilitation specialists in cardiovascular patients, from experiments made recommendations for patients:

0

50

100

150

200

250

300

mg/d

lS1 S2 S3 S4 S5 S6 S7 S8 S9 S10

LDL Cholesterol

Testare iniţială

Testare finală

Initial Test

Final Test

0

50

100

150

200

250

300

350

400

mg/

dl

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

Triglycerides

Testare iniţială

Testare finală

Initial Test

Final Test

0

20

40

60

80

100

120

mg/d

l

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10

Glycaemia

Testare iniţială

Testare finală

Initial Test

Final Test


88

To try and other methods of cardiovascular rehabilitation: mud baths, reflexology, aerosols, spa treatment etc. To maintain normal weight or be concerned to normalize it, because excess weight affects the entire body, including the cardiovascular system. REFERENCES 1. Juravle I., Bîlha C., Implication of physical therapy regarding cardiovascular and metabolic parameters improving for patients with chronic coronary heart disease, The Annals of the

"Ştefan cel Mare" University, Editura UniversităŃii, Nr. 5, pag 68 2. Marcu V, Dan M. Kinetoterapie, Editura UniversităŃii din Oradea, Oradea, 2006 3. Ocheană G. Rolul kinetoterapiei în recuperarea bolnavilor cardiaci, Editura On, Oradea, 2006 4. Oprian O. şi colab., Progrese şi tendinŃe noi în cardiologia modernă, Editura Medicală, Bucureşti 2005 5. OrganizaŃia Mondială a SănătăŃii (World Health Organization ) - http://www.who.int/en/

DESIGNING ORGANIZATIONAL EFFECTIVENESS MODEL OF SELECTED IRAQ’S SPORTING FEDERATIONS BASED ON

COMPETING VALUES FRAMEWORK

Ibrahim AKO1, Mehrali HAMATINEGHAD1, Rahim RAMEZANINEGHAD1, Hossein EYDI2

1Guilan University, Rasht, Iran

2Razi University, Kermanshah, Iran Abstract The aim of the present study was designing model of organizational effectiveness of selected Iraq’s sport federations based on competing values framework. Statistical society of present study included 221 subjects ranging from chairmen, expert staffs, national adolescent athletes, and national referees. 180 subjects (81.4 percent) answered standard questionnaire of Eydi et al (2011) with five Likert values scale. Content and face validity of this tool was confirmed by 12 academic professors and its reliability was validated by Cronbach’s alpha (r=0.97). LISREL software version 8.50 was used for path analyzing and modeling, and confirmatory factor analysis was used to confirm the model and relationships between factors. Results of Structural Equation Model (SEM) based on path analysis method showed that factors of expert human resources (0.88), organizational interaction (0.88), productivity (0.87), employees’ cohesion (0.84), planning (0.84), organizational stability (0.81), flexibility (0.78), and organizational resources (0.74) had the most effects on organizational effectiveness. On the other hand, findings of factor analysis showed that patterns of internal procedures (interaction and organizational stability) and rational goals (planning and productivity) were main patterns of competing values framework and determinants of organizational effectiveness of Iraq’s selected sport federations. Moreover, federations of football, track and field, weightlifting, and basketball had the highest mean of organizational effectiveness, respectively. Hence, Iraq sport federations mainly focused on organizational control, and internal attention as index of OE. Keywords: Organizational effectiveness, Organizational control, internal attention, internal processes, rational goals model, sporting federations INTRODUCTION Organizational effectiveness is one of research topics in organizations for more than several decades and all of them are trying to reach structural effectiveness and change their procedures (chelladuray & Madella, 2006). However, experimental studies have not yet achieved a general theory regarding organizational effectiveness, even though the construct of effectiveness is widely studied in organizational literature and among researchers it is considered as main subject in organizational analysis (Goodmann & Pennings, 1980). Construct of effectiveness is a

challenging issue among profit and non-profit organizations and there is no general description due to lack of agreement regarding organizational effectiveness (Cameron, 1981). Different viewpoints exist considering concept of organizational effectiveness. One of these viewpoints regards effectiveness as a scale or extent by which an organization achieves its goals. The other one views organizational effectiveness as a measure of achieving short and long term goals considering expectations of beneficiaries, appraisers, and organizational living stage (Robbins, 1998). In past decades, each of these


89

descriptions challenged the construct of organizational effectiveness. For instance, Barnard (1938), Yuchtman and Seashore (1967), Price (1968), Pfefer and Salansick (1978), Campbell (1977), Martz (2008) quoting from Nadler and Yuchtman (1980) suggested that an effective organization is one that shows a large degree of appropriateness and adaptability or compromise between its elements. Various models have been presented to measure organizational effectiveness. In spite of more than 60 years of performing investigations in this field, there are still fundamental challenges in measuring effectiveness of organizations and also multi-dimensions and complexity in sport makes this measurement even more difficult (Baruh & Ramalho, 2006; Cameron, 1981). Perceiving organizational effectiveness needs understanding several models because usually none of these models are applicable separately. Thus, the sole way to perceive the construct of effectiveness is to understand relative relationship between different models and that how these models are interrelated. Daft (1998) has divided various approaches of studying effectiveness to two main approaches of conservative (3 methods) and modern (2 methods) (Daft, 1998). The most dominant and primary approach that was used to define and assess effectiveness was an approach based on goal attainment. This approach views organization’s goods and services as outputs. Chelladurai, Seziscelo and Hegerti (1987) -following this approach- used index of medal acquisition and victories in international competitions in order to determine sporting organizations’ effectiveness. Nevertheless, they suggested that the approach of goal attainment may be useful to assess only effectiveness of professional and elite sporting organizations and programs and may not work for mass sports’ programs. On the other hand, success can be measured by progress in sporting competitions. Second approach is based upon resource attraction or system theory (Yuchtman and Seashore 1967). According to this theory, organizational effectiveness involves the ability of an organization to obtain resources in order to ensure viability. Attracting required resources and maintaining a harmonious relationship with the environment is main issue of the system theory (Balduck & Baleens, 2009; Scott, 1997). However, this approach is able to measure some of inputs and outputs but this does not necessarily mean measurement of effectiveness. For instance, Frisby (1986) by combining the goal approach with systems resource approach tried to investigate that if highly successful Canadian federations in attracting scarce financial resources were also successful in achieving high performance-related

objectives. His findings showed that only one of goal approach indices (ranking effectiveness criteria) has significant and positive relationship with one of system resource approach indices (total budget). This indicates that capable organizations in acquiring scarce financial resources are also able in achieving high performance-related objectives (Frisby, 1986). Koski (1995) examined Finnish sporting federations using system resource approach and indicated that five measures of resources attraction capability, internal environment, internal procedure productivity, codifying real goals, and general levels of activities can be considered as measures of sporting federations’ effectiveness. By classifying people as resources, Koski found out that number of organization’s staffs has important effect on other areas (Koski, 1995). Third approach is based on internal procedure of organization. This approach has changed viewpoints related to effectiveness. It caused that dynamism among organization’s staffs become the most important measure of effectiveness in an organization which involves measures such as honesty, integrated systems, and good performance. In this approach, effectiveness means healthy resources and organization’s productivity. An efficient organization has an integrated, smooth, and harmonious internal procedure in which staffs and members feel satisfaction. Organizational effectiveness in this approach means organization’s ability to perform tasks such as decision making, planning, and budgeting and so on. This approach assumes that organizational effectiveness is the result of management procedures’ development in determining and choosing organization’s goals and the way to achieve these goals (Daft, 1998). Chelladurai, Seziscelo and Hegerti (1987) also investigated the effectiveness of Canadian sporting federations in accordance with resource acquisition. This study includes main areas in mass and elite sport within input-throughout-output cycle and also six dimensions of effectiveness (i.e. input-mass, input-elite, throughout mass, throughout-elite, output-mass, and output-elite). Although scientific or experimental results of this study did not completely support theoretical framework of effectiveness in sporting federations, it was considered as an invaluable attempt to better understand the operations of Canadian sporting federations. The emphasis on human resources is fourth approach that is recognized as the strategic constituencies approach. In the strategic constituencies approach, an organization is regarded effective when the organization complies with requirements of internal and external environment’s factors, especially internal and external strategic constituencies in order to enjoy


90

their support. This approach is supposed as an alternative for goal attainment, system resource, and internal procedure approaches (Balduck & Baleens, 2009; Zammuto, 1984). The advantage of this method is that by the time of its implementation there would be a wide attention to organization’s effectiveness and internal and environmental factors would be evaluated. The strategic constituencies approach involves owners, fans, athletes, society, Medias, national communities and sponsors. Numerous studies have been conducted in sport area using this approach. In this regard, Vail (1985) attempted to examine the importance of 6 prominent variable of organizational effectiveness (i.e. adaptability, communications, financial resources, organizational development, human resources, and organizational planning) from viewpoint of different parts of Canada’s sporting federations. He suggested that all measures are important in determining organizational effectiveness as stated by sporting managers, governmental organizations, coaches, and financial sponsors. Papadimitriou and Taylor (2000) examined the effectiveness of Greece’s sporting federations. They have used constituencies’ satisfaction approach as their research model and viewpoints of 6 groups of organization’s constituencies (board of directors, professional staffs, national coaches, elite athletes, international referees, and scientific counselors) regarding federations’ effectiveness were measured using 33-question questionnaire of effectiveness. Five factors of organizational effectiveness including external communications, interest in athletes, internal procedures, long-term planning, and sports science support were introduced in factor analysis which have formed multidimensional feature of effectiveness construct. Also, results of ANOVA test showed that athletes, coaches, and scientific counselors of federations had the least satisfaction among other groups, while international referees and board of directors had the most satisfaction. Despite weaknesses and strengths of aforesaid approaches in sporting organizations (Narayanan & Nath, 1993; Price, 1972), competing values approach is one of multidimensional and multifold organizational effectiveness approaches that involve strategic constituencies approach.

According to this approach, there are reciprocal, multifold and different values within organizations each of which are observable and measurable in different parts of sporting organizations (Shilbury & Moore, 2006). Thus, using this kind of approach seems appropriate in sport field (Balser & McClusky, 2005). Competing values approach of Quinn and Rohrbaugh (1981) was presented in order to assess organizational effectiveness. Campbell et al (1974) introduced a list of 39 measures which encompassed comprehensive collection of appropriate ones for evaluation of organizational effectiveness. Quinn and Rohrbaugh (1981) analyzed this list and by identifying patterns and frameworks dominating these patterns tried to present suitable classification of those measures. Quinn and Rohrbaugh (1983) introduced a multidimensional scale in order to identify dimensions of basic values in which concept of organizational effectiveness have been implanted. The result of this investigation led to introduction of 3-dimensional approach of organizational effectiveness which includes 3-dimensional values continua encompassing flexibility-control, internal focus-external focus, means, and ends. The name – competing values approach- was chosen because of paradoxical organizational values in this approach (figure 1). This framework is in fact representative of the paradox that exists within organization and management, because organizations are concomitantly trying to achieve different criteria (Quinn & Spreitzer, 1991). Quinn and Rohrbaugh (1983) also confirmed the existing paradox in this approach. Above this, it is probable that an organization has both fixed and flexible structure and also by having satisfied staffs, it may be efficient. On the other hand, competing values approach is a road map for organizations to find growth opportunities for themselves (Quinn & Rohrbaugh, 1983). According to this approach, 4 approaches of open, rational goals, internal procedures, and human relationships exist within 8 factors of flexibility, organizational resources, planning, productivity, organizational interaction, stability, employees’ integration, and experts that by examining organizational effectiveness via this approach, the success in achieving determined goals could be predicted.


91

Tregunno et al (2005) investigated the performance of Canada’s emergency parts using this approach. Their findings showed that assessing performance of one group of constituencies leads to imbalance between other groups. So considering demands and viewpoints of all constituencies may result in performance improvement within Canada’s emergency parts. Other studies used competing values approach include Heathcoat (1998) (organizational effectiveness in youth clubs) and Panayiotopoulos and Papalexandris (2004) (human resources and organizational performance management in Greece) concluded that human resources has high correlation with organizational performance. In sport area, Shilbury and Moore (2006) examined Australia’s sporting organizational effectiveness using competing values approach. They have used semi-structured interviews in order to investigate and recognizing the dimensions of competing values pattern, and experts’ opinions in order to pilot testing. Characteristics of reliability and validity regarding criteria of competing values approach using structural equations model indicated that rational goals approach is a prominent and dominant aspect of organizational effectiveness in competing values approach. Rojas (2000) reviewed the most important approaches of non-profit organizational effectiveness and showed that competing values approach is the most appropriate one to assess this kind of organizational effectiveness such as sporting organizations. Balduck (2009) examined Belgium’s Sport clubs’ effectiveness via competing

values approach and indicated that dimensions of constituencies’ satisfaction, competing goals attainment, athlete attraction, elite coaches, and organizational communications and information are predictors of effectiveness within Belgium’s sporting clubs. In addition, findings of Walton and Dawsons (2001) showed that different people have different viewpoints regarding this issue. Thus, when using Quinn and Rohrbaugh’s (1983) competing values approach in order to measure effectiveness within non-profit organizations such as federations, utmost caution should be provided. Eydi et al (2011) investigated effectiveness pattern of Iran’s selected sporting federations based on competing values framework. Their statistical society included Iran’s selected sporting federations and their statistical sample involved (board of directors, expert staffs, referees, athletes, and adolescent coaches) 6 selected team and individual sport federations of basketball, volleyball, handball, weightlifting, wrestling, and taekwondo. Via detective factor analysis, Researchers identified 62 questions within 4 approaches of rational goals, open systems, internal procedures, human relationships, and 8 sub scales of flexibility, planning, productivity, organizational resources, organizational sustainability, information accessibility, employees’ integration, and expert staffs. The results showed that factors of productivity, organizational resources, organizational sustainability, planning, flexibility, organizational interaction, employees’ integration, and expert staffs had the most effect on the effectiveness of Iran’s selected sporting federations,


92

respectively. On the other hand, findings of confirmatory factor analysis indicated that rational goals approach (productivity, planning) was the major framework for important and determinant values of organizational effectiveness in six of Iran’s selected sporting federations (Eydi et al, 2011). In general, competing values approach was selected as theoretical framework for the present study due to its multi-dimensions and coverage of other approaches within itself. This approach is formed by 4 approaches of open systems, rational goals, internal procedures, and human relationships, and 8 factors of flexibility, resources, planning, productivity, organizational interaction, sustainability, expert staffs, and employees’ integration (Rojas, 2006; Slak & Parent, 2006). Regarding dimensions and applications of competing values approach, it seems that the effectiveness of Iraq’s sporting federation and their focus can be measured by utilizing this approach. In the present study, competing values approach was identified as appropriate theoretical basis because of its capability in combination of major theoretical approaches of effectiveness. Popular sports in Iraq include football and basketball as team sports, and weightlifting and track and field as individual sports. The country could achieve remarkable success in international levels in these sports. For instance, reaching 1986 soccer world cup games, 4 times Olympic attendance, and achieving football’s 4th title in Athens’ 2004 Olympic games, championship in Asia’s national cup games in 2007, 2nd title in west Asia’s male basketball games in 2010, 2nd title in west Asia’s female basketball games in 2010, 2nd title in track and field in Guang jo’s Asian games in 2011, and two championships in Asia’s weightlifting in recent years. Furthermore, sporting organizations are among the most and the widest organizations that their aim is developing mass and individual sports. Because organizations act in turbulent settings, measurement of their effectiveness is vital. So the objective of the present study is designing organizational effectiveness approach of selected Iraq’s sport federations based on Competing Values Approach. METHODOLOGY This survey is a descriptive and measurable one which studies the organizational effectiveness of chosen athletic of Iraq. Statistical society of this survey is four Iraq sporting federations which are selected non-randomly and purposefully. The criteria for choosing sporting federations are: domestic regular leagues, active share, and gaining prosperities in international competitions and the samples of survey are all participants(president, vice-president, secretary, professional staff, athletic,

coaches of adult national team and referees), two selected federations of collective sport (football and basketball) and two selected federations of singular sports (track and field and weightlifting). Generally, 221 questionnaires distributed which 180 one of them was analyzed at the end. In this survey we used Quinn and Rohrbaugh (1983) CVF model for studying organizational effectiveness of Iraq sporting federations in four quadrant of human relations model, Internal process, rational-goal model, open systems model and eight sub factors of Flexibility, Resources, Planning, Productivity, organizational interaction, Stability, worked force cohesion and worked force expert. Due to the lack of related questionnaire to survey’s subject-because the questionnaire had been used for selected federations of Iraq- we translated the questions into Arabic and Kurdish. For approving the structure and content, we distributed the questionnaire to 12 educational training professors and psychologists and 20 of people of board members, mangers, professional staff, trainer, athletes and professional referees who are working in professional leagues of Iraq. They suggested their professional ideas about questions, questionnaire’s content, the relationship between questions with choices and the conformity of questions with survey’s objectives which culminated in setting and affirmation of the final questionnaire. By using the Cronbach’s alpha these rates were achieved internal stability and reliability of questionnaire r=0.97, Flexibility r=0.80, Resources r=0.81, Planning 0.83, Productivity r=0.89, organizational interaction 0.86, Stability =0.86, worked force cohesion r=86, worked force expert r=0.87, the questionnaire was the type of 5 point Likert by using 1 for “totally disagree”, 2 for “disagree”, 3 “no idea”, 4 for “agree”, 5 for “totally agree”. We used descriptive statistic methods for studying demographic properties and for distinguishing the extent of importance of variables. We also exploited “Kolmogorov-Smirnov test” for testing the normality of data distribution. For access analyzing, modeling, conformity analyzing for affirmation of model property and relationships among agents, we also used the “Lisrel software version 8.50”. Structural equation modeling is a general approach for testing the hypotheses about hidden and witnessed relationships of variables which sometimes is called covariance structural analysis, casual modeling or Lisrel; however the dominant term is “structural equation modeling”. RESULTS. According to the questions which concern the demographic properties of federations participants,


93

these rates were achieved through 221 people who attended in this survey: 0.85.6 men, 0.14.4 women, about 0.79 under the age of 45 and 0.21 upper than 45 (which shows that the most of participants were young), 0.65.5 with less than 15 years of employment and 0.35.5 with more than 15 years of employment (which is an acceptable rate for vocation resume and experience), 0.5 under diploma, 0.28.3diploma, 0,18.3 vocational degree, 0.36.7 B.A, 0.7.8 M.A and 0.3.9 Ph.D. which shows most of the participants have academic degrees.

According to table (1), football federations have the maximum average in all effectiveness agents except for stability agent which is attributed to the weightlifting federation. Moreover the basketball federation has the least average in all effectiveness agents except for organizational planning agent which is devoted to weightlifting federation. Generally football and basketball federations, in respect, have the most and the least organizational effectiveness table (2).

Table 1.

Means and Standard deviations of Effectiveness Dimensions in Sporting Federations

Table 2. Means and Standard deviations of Iraq’s Sporting Federations Effectiveness Std Deviation Mean Federations

4.79 23.31 Football 4.85 22.27 Track and field 5.84 22.08 Weightlifting 6.93 20.42 Basketball 5.03 19.70 Sum

Std Deviation Mean Federations Factors 0.73 0.69 0.90 1.11

3.12 3

2.84 2.76

Football track and field weightlifting

basketball

Flexibility

0.66 0.80 0.61 0.78

2.87 2.61 2.58 2.50


basketball

Resources

0.77 0.65

1 0.84

2.83 2.72 2.57 2.55

Football track and field

basketball weightlifting

Planning

0.70 1.05 0.61 0.88

2.77 2.71 2.55 2.43

Football Weightlifting track and field

basketball

Productivity

0.79 0.74 0.89

1

3.05 2.96 2.91 2.79


basketball

organizational interaction

0.83 0.75 0.80 1.01

3 2.90 2.84 2.57

Weightlifting Football

track and field basketball

Stability

0.75 0.72 0.80 0.86

2.87 2.79 2.70 2.62


basketball

worked force cohesion

0.76 0.83 0.92 0.88

2.85 2.78 2.75 2.51


basketball

worked force expert


94

For testing the hypothesis, we used affirmative factor analysis to see whether the model and its four dimensions are proper or not. The chi-square for this model was 2.9 which was lesser than the climatic rate of chi-square with df 1 (3.84).on the hand, root mean square error of approximation (RMSE), GFI, AGFI and CFI are 0.006, 0,96, 0.90, 0,99 in respect, which prove the appropriateness and fitness of the model and the competitive values of approach. Moreover, according to figure (2), the agents of expert staff with Human Relations Model (r=0.89), productivity with rational goals model (r=0.87), and interaction with Internal Process Model (r=0.87), have the most relationships and human resource with open system model has the least relationships. Also, models based on open system with rational goals model and Internal Process Model with Human Relations Model (r=1.02) has the most relationships, and open system model with Human Relations Model (r=0.91) has the least relationships.

According to figure (2), we study coefficients access analysis of each relationship in the model. Moreover the organizational effectiveness completed model with details is introduced. In the access analysis, one-way flashes show the casual relationship among variables and hidden agent. It also shows the eight agents of: Flexibility, Resources, Planning, Productivity, organizational interaction, Stability, worked force cohesion and worked force expert (independent variable) and their relationships with organizational effectiveness (dependent variable). The mutual flashes show the simple relationships among variables. For testing hypothesis to see whether it has been designed properly or not, we used chi-square. According to the model’s subtitle, its rate for this model is (2.33) which is less than its climatic rate with df 1 (3.84) and shows the fitness of the model. The rate mean square error of approximation (RMSEA) is (0.08) which shows the appropriateness of the model.

Figure_2: confirmatory factor analysis model of organizational effectiveness competitive values of Iraqi selected

sporting federations


95

Figure 3. Organizational Effectiveness path analyzed model in selected sporting federations

Figure (3) shows the completed model of organizational effectiveness of sporting federations. Due to the excess of relationships among agents and patterns, we just stipulate the most important agents and the patterns of competitive values with organizational effectiveness in sporting federations: productivity agent with rational goals pattern,

organizational interaction with internal processes model, worked force expert with human relation model, and rational goals pattern and internal processes pattern with organizational effectiveness of sporting federations had the most relationships which according to these two models and their sub-comparisons, they are showing the organizational effectiveness access for sporting federations.


96

Figure-4: Competing Values Model of Organizational Effectiveness in Sporting Federations.

DISCUSSION Football federation in all factors except stability factor had the most median, but power lifting federation had the most median in stability factor. Also, basketball federation in all organizational effectiveness factors had a lowest median except organizational planning in power lifting federation had the lowest median in all selected Iraq federations. Generally, in OE football federation had the most, and basketball federation had the lowest effectiveness. Today, football knows like a huge industry in the world, as many countries pay a lot of money for conduct international tournaments to introduce themselves to the world. The beauty of football and high interested people to this field caused countries done the most investment in this field for satisfying their people. Iraq country like other countries has a special importance to the football. However, invest mentor and governments men should pay more attention to other sports and youth ministry should change its strategy by reengineering, and by this way sport for all elite sport be in a suitable level. The result of path analysis eight OE factors in sport federations makes the model of effectiveness in that federation. In this model, we paid attention to the

different factors, priorities and values of agents. Expert human resource factor, interaction and organizational productivity were the most important factors of OE in Iraq federations. The result of path analysis also showed Expert human resource and interaction factors are valuable indexes of competitive values(r=0/88) and support expectations. It seems that by raising specialty and demand of organizations, perused managers to absorb experts, and sport organization progress by this way. Papadimitriou & Taylor (2000) knows internal methods, interest to athlete, external relationships and support of physical educations factors of Greece sport federation, that result support result of this research. Iraqi federations concentrate on expert human resource and organizational interactions and attempt to enable their athletic programs and strategies by making an active and expert atmosphere in athletic structures. Chelladurai (2000), Seziscelo& Hegerti (1987), and Papadimitriou & Taylor (2000) research’s result support this finding. Politics makers and government men should pay attention to human resource because they are the heart of organization, and they archive to visions, missions, goals and policy of the organizations.


97

In each organization like sporting federations, to improve effectiveness and achieve to the goal of organization use of absorb, teach and protect effective and expert human resource. And personal features of human resource have relation with OE. Human resource in federations in one federation is not only workers and board members but also sport volunteers, athletes, coaches, technical board and referees are member of human resource, in this research result showed selected federation in Iraq by absorb expert in special committees of federations have important step in effectiveness of organization according to human relationship pattern. We must attention to skill holder as moderator of relationship in effectiveness of organization. Concentration on need of skill holders showed most of federation’s attentions are on elite and professional level or sport for all, this subject demonstrate Iraq system have attentions on give medals in international tournaments but they don’t pay attention to extend sport for all in society. In federation environment rarely have coordination between expectations of elite athletes for preparation to be in international tournaments and program and service are done for them. So we must pay special attention for needs and expectations of athlete and technical board when we want design programs for preparation for international tournaments and receive national achievement. Also according to the designed model of Iraq selected federations internal process model (interaction and stability of organizations) and rational goal model (productivity and planning) was the most important models in Iraq selected federations. In rational goal model, we emphasized on the organizational controlling structure and external environment, however in internal process model (interaction and stability of organizations), we emphasized on the active relationship between workers and protection of existed conditions of organization. In addition in rational goal model, we paid attention to external environment however in internal process model the concentration is on both internal conditions and controlling focused organization. This result showed Iraq selected federations must paid attention on external environment and result of Shilbury & Moore, (2006), and Eydi (2010) research support this idea. Iraq selected federations in addition to pay attention on external environment, must pay attention to needs of skill holders and human resource needs to improve stability of federations. This research showed different strategies like flexibility, obtain resource, productivity, planning, organization interactions, stability, expert human resource and worker cohesion shows different organization dimensions in sport federation.

In relation with competitive values approach we must utter that in these approach four different approaches and eight dimensions are visual in competitive values approach. In that model managers can know their strengths and weaknesses and they can analyze that for effectiveness. In this research result showed in four federations in Iraq their ability for effectiveness and achieves to strategic goals and prepares services for sport volunteers, athletes, coaches, technical board and referees and expert human resource and trying to absorb and obtain them are the main dimensions of OE in Iraq sport federations. Hence other federations must improve their ability in that dimensions to be effective. REFERENCES 1. Balduck, A.L, Baleens' (2009), a Two-Level Competing Values Approach to Measure Nonprofit Organizational Effectiveness. Ghent University, Vlerick Leuven Gent Management School. Working paper, 1-30. 2. Balser, D. & McClusky. J. (2005), Managing Stakeholder Relationships and Nonprofit Organization effectiveness. NONPROFIT MANAGEMENT & LEADERSHIP, 15 (3), 295‐316. 3. Baruh, Y., & Ramalho, N. (2006), Communalities and Distinctions in the Measurement of Organizational Performance and Effectiveness across For-Profit and Nonprofit Sectors. Nonprofit and Voluntary Sector Quarterly, 35(1), 39-65. 4. Cameron, K. (1981), The Enigma Of organizational effectiveness ss/D.Baughery (Ed) New Directionsfor Program Evaluation: Measuring Effectiveness/NO.11/San Francisco: Jossey-Bass/September. 5. Campbell, J. P. (1977), on the nature of organizational effectiveness. In P. S. Goodman, J. M.Pennings, & Associates (Eds.), new perspectives on organizational effectiveness, 36-41. 6. Chelladurai, P., Szyszlo, M., & Haggerty, T. R. (1987), Systems-based dimensions of effectiveness: The case of national sport organizations. Canadian Journal of Sport Science, 12, 111-119. 7. Chelladurai, p; Madella,A. (2006). Human Resource Management in Olympic Sport’s Organizations. Human Kinetics. First Edition. 8. Daft, Richard L. (1998), Organization theory and design, South Western College Publishing (Cincinnati, Ohio), ISBN 0538879025, 6th edition. 9. Etzioni, A. (1960), two approaches to organizational analysis: A critique and a suggestion. Administrative Science Quarterly, 5 (2), 257-278. 10. Eydi, H. Ramezanineghad, R, yousefi, B, Sajjadi, S.N, Malekakhlagh, E (2011).


98

Compressive review of organizational effectiveness in sport. Sport management international journal, Choregia, 7 (1) 6-21. 11. Eydi, H. Ramezanineghad, R, yousefi, B, Sajjadi, (2012). Designing Model of organizational effectiveness in sporting Federations of Iran. Sport management journal of Mazandaran, 14, 6-21. 12. Frisby, W. (1986), Measuring the organizational effectiveness of national sport Governing bodies. Canadian Journal of Applied Sport Science, 11, 94-99. 13. Goodmann, P. S., & Pennings, J. M. (1980), Critical issues in assessing organizational effectiveness. In E. E. Lawler III, D. A. Nadler & C. Camman (Eds.), Organizational Assessment. New York: Wiley. 14. Koski, P. (1995), Organizational effectiveness of Finnish sporting clubs. Journal of Sport Management, 9, 85-95. 15. Lawrence, P. R., & Lorsch, J. W. (1967), organization and environment, Boston, Mass.: Harvard Business School. Division of Research. 16. Martz, W. A. (2008), Evaluating organizational effectiveness. Dissertation for the Degree of Doctor of Philosophy, Western Michigan University, 33. 17. Miles, Robert H. (1980), Macro organizational behavior, Santa Monica, Cal: Goodyear, 375. 18. Narayanan, V. K., & Nath, R. (1993), Organization theory: A strategic approach. Homewood, IL: Irwin. 19. Papadimitriou, D., & Taylor, R. (2000), Organizational effectiveness of Hellenic national sports organizations: A multiple constituency approach. Sport Management Review, 3, 23-46. 20. Pfeffer. J. & G. R. Salanick (1978), The external control of organizations: A resource dependent perspective, New York: Harper & Row, 11. 21. Price, J. L. (1972), The study of organizational effectiveness. The Sociological Quarterly, 13, 3-15. 22. Quinn, R. E., & Rohrbaugh, J. (1983), A spatial model of effectiveness criteria: Towards a competing values approach to organizational analysis. Management Science, 29, 363-377.

23. Quinn, R. E., &Spreitzer, G. M. (1991), The psychometrics of the competing values culture instrument and an analysis of organizational culture on quality of life. Research in Organizational Change and Development, 5, 115-142. 24. Robbins, S. & Barnwell, N. (1998). Organization theory in Australia (3rd ed.). Sydney, Australia: Prentice Hall 25. Rocha, M, & Turner, A. (2008), Organizational effectiveness of Departments and coaches Extra- Role Behaviors, Journal Issues In Intercollegiate Athletics, 1, 124-144. 26. Rojas, R. R. (2000), A review of models for measuring organizational effectiveness among for-profit and nonprofit organizations. Nonprofit Management & Leadership, 11 (1), 97-104. 27. Scott, R. W. (1997), Effectiveness of organization effectiveness Studies. New Perspectives on Organization Effectiveness. P. S. Goodmann and J. M. Pennings. San Francisco, Jossey-Bass: 63-95. 28. Seashore, S., & Yuchtman, E. (1967), Factorial analysis of organizational performance. Administrative Science Quarterly, 12 (3), 377-395. 29. Shilbury, D., & Moore, K. A. (2006), A study of organizational effectiveness for National Olympic Sporting Organizations. Nonprofit and Voluntary Sector Quarterly, 35 (1), 5-38. 30. Simmons, J. (2003), “Reconciling effectiveness and equity in performance management: a stakeholder synthesis approach to organizational systems design”, Systemic Practice and Action Research, 16 (5), 35-56. 31. Slak, T., & Parent, M. M. (2006), Understanding Sport Organizations: The Application of Organization Theory. Human Kinetics. 2nd Edition. 32. Trail, G., & Chelladurai, P. (2000), Perceptions of goals and processes on intercollegiate Athletics: A case study. Journal of Sport Management, 2, 154-178. 33. Zammuto, R. F. (1984), A comparison of multiple constituency models of organizational effectiveness. Academy of Management Review, 9, 606-616.

THE IMPORTANCE OF PSYCHO-PHYSICAL RELAXATION IN DIMINISHING THE FREQUENCY AND INTENSITY OF MIGRAINE

CRISES


99

Doina MÂRZA-DĂNILĂ, DănuŃ Nicu MÂRZA-DĂNILĂ

University "Vasile Alecsandri" of Bacau, Romania

Abstract Psychological, emotional stress is one of the most common causes for migraines. In most cases, headaches and migraines are accompanied by comorbid disorders, such as depression, and other emotional disorders, neurovegetative disorders, sleep disorders that can only affect the quality of the patients' lives. Anti-stress massage, through its effects on the entire body, determines a very good psycho-physical relaxation that substantially contributes to a decrease in the frequency and intensity of the migraine crises. Keywords: stress, migraine, anti-stress massage, relaxation;

INTRODUCTION In 2004, a study was conducted in the United States of America, on a group of 5100 persons, who were contacted by telephone, aiming to identify the ones who suffer from migraines, according to the International Headache Society (IHS) criteria, the data being then analyzed with the help of a computer program. The results showed that "688 people suffered from migraine crises (13.5%), the prevalence of this disorder among women being of 18%, and of 6% among men. The average age of the persons suffering from migraines was established to be 43. Approximately a third of these persons did not look for medical help. Half of the number of persons suffering from migraines did not consider headache as a manifestation of a disorder, while the other half was taking medicine prescribed by a physician. According to this study, 40% of these persons believed that a doctor could not help them, or that a doctor consultation is too expensive" (http://neurology.mif-ua.com/archive). Another study was conduced by a team of scientists led by Cristophe Tzourio from the Pierre et Marie Curie University of Paris, France, and was based on the medical observation of 780 persons, over the age of 65, over the course of 10 years. This study aimed to verify the impact that the migraines can have on the cognitive abilities in persons over the age of 65. The people in the studied group completed tests that assessed their cognitive, space-time orientation, and memory abilities, and were investigated using MRI brain scans. The results showed that "21% of the subjects suffered from migraines or severe cephalalgias in their lifetime, on multiple occasions. The MRI test results confirmed that the persons who have suffered from migraines, have twice as many lesions in the micro-blood vessels that irrigate the brain, compared to the people who did not suffer frequent headaches." According to this study, "migraines produce lesions in the micro-blood vessels that feed the brain, thus raising the question whether these lesions can be the basis for an intellectual decline. These small cerebral arteries irrigate the white substance from the brain that has, among other things, the function of transmitting information, as nervous impulses,

between the different parts of the brain; these lesions could increase, in a large number, the risk of certain cognitive deteriorations (troubles of reasoning memory), but they could also increase the risk of occurrence of Alzheimer's disease" (http://www.romedic.ro/migrenele-nu-afecteaza-creierul-studiu--0N23227). Another study was conducted in the USA, on 109 children, over the age of 6, suffering from migraines. "In the case of half of the subjects accusing headaches, accompanied by flashes of light or other seeing problems, the scientists discovered that they had malformations in the heart, as reported in the Journal of Pediatrics. Thus, if other migraine treatments do not work, heart surgery can be an option, the Utah University researchers declared, as cited by the BBC." (http://www.ziare.com/articole/studiu+ migrene+sua) In 2000, plastic surgeons working at the Cleveland University Hospital (USA) discovered that "the removal of the corrugator muscle, a muscle in the eyebrow area, to eliminate the so-called glabellar wrinkles, leads to pressure being eliminated from multiple endings of the trigeminal nerve, and that in 31 out of the 39 patients who reported migraines, one year after the surgery, the migraine was gone, or considerably diminished" (http://www.brol.ro/ Chirurgia_ migrenei.htm). There are two currents of opinion regarding the structures starting the migraine attacks: the brainstem, or the cerebral cortex. According to the first hypothesis, "under the impact of the exogenous factors (bright light, noise), or endogenous factors (hypoglycemia, stress) that overwork the central nervous system of the migraine patient (with a genetically-induced increased sensitivity), there is an overload of the brainstem, which, physiologically, modulates the nociception of the cephalic extremity. There is an increase in the activity of the locus coeruleus nucleus, releasing high quantities of noradrenaline, and also in the dorsal raphe nucleus activity, releasing serotonin. The released neurotransmitters determine, initially, through the projections of monoaminergic pathways at a cortical level, a short


100

phase of hyperemia in the cortical microcirculation of the frontal lobe, with a speed of 2-3mm/min., without respecting a precise arterial topography, frequently bilateral. The decrease in the local blood flow, by approximately 20%, determines a focal neural suffering, with various clinical expressions, constituting the migraine aura. Concomitantly or successively, in the occipital lobe, under the influence of the cerebral cortex discharges, there is a decrease in the neural activity, an electrical depression that propagates similarly to the oligemic phenomenon that supposedly would be the basis for the manifestations of the neurological aura in the migraine. The extension of the cortical neural phenomenon depolarizes the trigeminal nervous endings surrounding the pial vessels, determining the local release of the calcitonin gene-related peptide. This peptide produces vasodilation, increasing the vascular permeability and the extravasation of the proteins, it favors the synthesis of the thromboxanes by the macrophages, it activates the lymphocytes, it degranulates the mast cells by releasing histamine, resulting an aseptic algogenic neurogenic inflammation. The antidromic transmission of the nervous influx, through a still undetermined mechanism, produces a new depolarization, releasing new neuropeptides, this constituting the extension element for the local inflammatory phenomena" (Dworkin, R., 2002). In the complex processes of vasodilation and neurogenic inflammation, an important role seems to play the serotonin of central origin (dorsal raphe nucleus), and of peripheral origin, because the locus coeruleus, through its projections on the thoracolumbar spinal cord, stimulates the adrenal glands, with a secondary release of catecholamines that mediates the plaque-forming cells, releasing serotonin, thus amplifying the central vasodilation phenomenon. "The 5-HT2B/5-HT2H receptors, largely spread in the cerebral substance, seem to start the migraine crisis, favoring the release of nitric oxide that has a vasodilator role, and of initiation of the septic algogenic neurogenic inflammation by releasing the calcitonin gene-related peptide" (Ramadan, N., 2003). "The backers of the hypothesis of the migraine attack starting through an endogenous cortical mechanism support the existence of a cortical hyperexcitability, proved by transcortical magnetic stimulation studies, of incompletely clarified causes, apparently multifactorial (modification of the calcium channels activity, mitochondrial and glutamate metabolism dysfunctions)," determining, through subcortical projections the same previously described modifications (Adams, R., 2001). Psychological stress represents a moment of demanding for the whole body, the aggression of the stressing agent is first exerted on the psyche, because it influences the activity of all the

compartments of the body. For this reason, "any psychological stress represents a test taken not only by the mind of the demanded individual, but also by every organ, especially the ones that are preferentially demanded: the endocrine glands, the immune system, the cardiovascular system, the respiratory system, as well as the organs with a rich innervation, such as the ones composing the digestive system" (Treben, M., 2003). This test is passed successfully in most situations, which explains the body's endurance to the daily avalanche of stressing agents, or even to a prolonged psychological stress. Psychological, emotional stress is one of the most common causes for migraines. The people with migraines are very affected by stressful events. During these events, certain chemical substances are released in the brain to fight the situation. The release of these substances can provoke vascular changes that cause a migraine. "Repressed emotions, such as anxiety, concern, associated especially with fatigue, can increase muscle tension, and the dilated blood vessels can intensify the severity of the migraine" (http://www.bio-sanatate.com/af_neurologice) "In most cases, headaches and migraines are accompanied by comorbid disorders, such as depression, and other emotional disorders, neurovegetative disorders, sleep disorders that can only affect the quality of the patients' lives" (Toyos, I., 2009). "The migraine is greatly responsible for ruining family relations. 90% of the people affected by migraine cannot perform their household activities during their crises, in 85% of the cases, the social relations and professional activities are significantly affected, in 35%, the family relations are affected, and in 30% of the cases, there are problems in the sexual relations. During the parents' migraine crises, the children suffer also, 90% of them being told not to play anymore, 85% being told to be quiet, 40% of the children being unhappy that they cannot invite their friends at home, and 35% that their parents are very irascible during their migraine crisis" (http://www.ncbi.nlm.nih.gov/pubmed.com). Migraine does not affect only the personal life of an individual; it is also a financial burden for the person and for the society, the costs being direct and indirect. Indirect costs include economic losses due to absence from work, or decreased productivity. Thus, the "indirect expenses caused by migraines cost the American employers 13 billion dollars a year. Direct costs include visits to the doctor, and buying medicine. Most of this sum (3.2 billion dollars) is spent on over-the-counter pain medication" (http://www.ncbi.nlm.nih.gov/pubmed.com)


101

METHODS AND PROCEDURES For this research, we decided to structure and verify experimentally the following hypotheses: • Presumably, the application of anti-stress massage to the subjects suffering from migraine, during their migraine crises, can ease their pain. • Presumably, the anti-stress massage, systematically applied in the periods between the migraine crises, leads to the improvement of the symptoms and of the migraine. The research was conducted on a group of 10 female subjects, aged between 25 and 40, clinically diagnosed with migraine by the neurologist. We used the anamnestic interview to obtain the necessary information for filling the patients' individual charts, but we also had a usual conversation with the subjects, to obtain information referring to the way in which they perceive their own health. This information allowed us to make the necessary adjustments. The anamnesis was the essential element, offering information about the patients' age and occupation, the main characteristics of the migraine (quality, intensity, localization, the influence of daily activities on the pain), the chronology of the disorders and when they appeared, the causing, exacerbating, or improving factors, the excessive consumption of toxic medicine and the states of withdrawal, personal and family history related to migraine, pain therapy response, associated signs and symptoms. To assess the intensity of the pain, we used a numeric scale, on which the patients were able to establish the pain intensity, from 0 (no pain) to 10 (pain as bad as it can be) (Băjenaru, O., 2005). To have a record of the frequency, duration, and intensity of the pain during the migraine crises, and of the associated symptoms, we asked the patients to keep a journal in which they would write down all these aspects. We also used an adapted form of the MIDAS Questionnaire (The Migraine Disability Assessment Test) (http://www.headachebalance.com/midas.asp). The questionnaire evaluates the effect of migraine on the professional, household, family, social, and

leisure time activities, over the last 3 months, and is composed of the following questions: On how many days in the last 3 months did you miss work because of your headaches?; How many days in the last 3 months was your productivity at work reduced by half or more because of your headaches?; On how many days in the last 3 months did you not do household work because of your headaches?; On how many days in the last 3 months did youmiss family, social or leisure activities because of your headaches?. The disability score for the migraine crises was calculated as follows: A score of I (0-5 days) - little or no disability; a score of II (6-10 days) - mild disability; a score of III (11-20 days) - moderate disability; a score of IV (over 21 days) - severe disability. After clarifying the initial status, an intervention program was established, based on three anti-stress massage sessions per week. This program was applied over the course of three months. "The anti-stress massage is a massage of re-balancing the psyche and the body and of setting them at a level that would ensure a state of well-being. It is a massage of reintegration of the body scheme, of relaxation, of restructuring the personal history. The movements are fluid, enveloping, and successive, like one movement that goes over the entire body, following its shapes and contours. The anti-stress massage aims to reestablish the unity of the body, mind, and psycho-behavior, linking these elements between them. Anti-stress massage determines the rediscovering of the body parts, through a reunification and re-harmonization of the receptive and active parts of the body, thus forming an axis that balances the whole organism." (Mârza, D., 2005). All the 22 specific anti-stress massage tracks were applied, through successive approach, but also according to the needs, adapting the intervention to the each person's current mood. Each session took between 30 minutes and one hour. Generally, starting from the similar symptoms reported by the subjects, the following goals for the massage intervention were established: • Improvement of the nervous reactivity • The mental and physical relaxation. • The neurovegetative rebalancing


Figure 1. Pictures taken during the application of the anti

RESULTS The tests were conducted at the beginning of the treatment, at half of the intervention period, at its end, and two months after the treatment ended (to establish the durability of the results obtained by applying the anti-stress massage). The presentation of the results is based on the calculated averages for the entire group of subjects, for each of the quantifiable items. Thus, the following results were obtained: • The anti-stress massage applied during the migraine crises did not have the desired effect,

Chart 1. The evolution of the average pain intensity values when the during the migraine crisis (before and after one hour)

Chart 2. The evolution of the average pain intensity values over the course of the treatment (T1, T2, T3), and two months after its ending (T4)

0

2

4

6

8

10

T1

0

2

4

6

8

10

T1


102

Figure 1. Pictures taken during the application of the anti-stress massage therapy

The tests were conducted at the beginning of the treatment, at half of the intervention period, at its end, and two months after the treatment ended (to establish the durability of the results obtained by

The presentation of the results is based on the calculated averages for the entire group of subjects, for each of the quantifiable items. Thus, the

stress massage applied during the migraine crises did not have the desired effect,

determining even a slight increase in the pain intensity (Chart 1). • The anti-stress massage applied over the course of the treatment, outside the migraine crises determined a gradual decrease in the pain intensity. Two months after the treatment ended, the intensity of the pain was still under the initially reported level. (Chart 2). • The number of days of disability given by migraine has decreased over the course of stress massage therapy program, and has maintained under the initially recorded level two months after the end of the treatment (Chart 3).

The evolution of the average pain intensity values when the anti-stress massage was applied during the migraine crisis (before and after one hour)

The evolution of the average pain intensity values over the course of the treatment (T1, T2, T3), and two months after its ending (T4)

T2 T3

before

after 1h

T2 T3 T4

stress massage therapy

determining even a slight increase in the pain

stress massage applied over the course of the treatment, outside the migraine crises

termined a gradual decrease in the pain intensity. Two months after the treatment ended, the intensity of the pain was still under the initially reported

The number of days of disability given by migraine has decreased over the course of the anti-stress massage therapy program, and has maintained under the initially recorded level two months after the end of the treatment (Chart 3).

stress massage was applied

The evolution of the average pain intensity values over the course of the treatment (T1, T2, T3),

before

after 1h


Chart 3. The evolution of the number of days of disability because of the migraine, over the course of the treatment (T1, T2, T3), and two months after its ending

DISCUSSIONS AND CONCLUSIONSOne explanation of the obtained effects would be that due to inducing the state of psychological and physical relaxation, as a result of the application of anti-stress massage, effects that have maintained increasingly more also outside the massage sessions, the subjects were able to control better the conflict situations, keeping their calm under stress a lot more effectively, and controlling better their own stress-induced psycho-behavioral and somatic manifestations. The anti-stress massage that was applied during the migraine crises did not have any results, the intensity of the pain remaining the same, or even being increased.. Knowing that at the basis of the migraine crises starting mechanism there is a local vasoconstriction, followed suddenly by a vasodilation, we can try to explain the result presented above by two mechanisms: • The anti-stress massage determines a relaxation of the muscles (especially in the back of the neck), and a release of blood circulation, which leads to a sudden increase in the blood flow in the head. • The local vasodilation and the increase in the blood flow make the head area to benefit from a relatively sudden influx of blood. The MIDAS Questionnaire applied before starting the treatment, at the middle of the intervention period, and two months after the experiment ended, emphasized the decrease in the number of days of inactivity because of the migraine over the course of the treatment, and its slight increase two months after it. As such, one can conclude that the antimassage does not have beneficial effects when applied during the migraine crises, but it has very good effects when applied outside the migraine crises, effects that maintain for a varied period of time, after its application ended. When one assesses whether the initial hypotheses were confirmed, one can say that the first hypothesis was not confirmed, while the second was confirmed.

0

5

10

15

20

T1


103

ion of the number of days of disability because of the migraine, over the course of the treatment (T1, T2, T3), and two months after its ending

DISCUSSIONS AND CONCLUSIONS One explanation of the obtained effects would be that due to inducing the state of psychological and physical relaxation, as a result of the application of

stress massage, effects that have maintained increasingly more also outside the massage

s, the subjects were able to control better the conflict situations, keeping their calm under stress a lot more effectively, and controlling better their

behavioral and somatic

lied during the migraine crises did not have any results, the intensity of the pain remaining the same, or even being increased.. Knowing that at the basis of the migraine crises starting mechanism there is a local vasoconstriction, followed suddenly by a vasodilation, we can try to explain the result

stress massage determines a relaxation of the muscles (especially in the back of the neck), and a release of blood circulation, which

he blood flow in the

The local vasodilation and the increase in the blood flow make the head area to benefit from a

The MIDAS Questionnaire applied before starting the treatment, at the middle of the intervention

riod, and two months after the experiment ended, emphasized the decrease in the number of days of inactivity because of the migraine over the course of the treatment, and its slight increase two months

As such, one can conclude that the anti-stress massage does not have beneficial effects when applied during the migraine crises, but it has very good effects when applied outside the migraine crises, effects that maintain for a varied period of

whether the initial hypotheses were confirmed, one can say that the first hypothesis was not confirmed, while the

The fact that the second hypothesis was confirmed is supported by the following conclusions:• The effects of the anti-stress massage were the diminution and improvement of the migraine crises (from the standpoint of frequency and duration). • Its other effect was the considerable diminution of the pain intensity during the crises.• After the anti-stress massage sessions, the patients observed and reported a state of psychological and physical comfort, which stayed with them throughout the following days.• Due to the decrease in the intensity and frequency of the migraine crises, the quality of the patients' lives was also improved, the subjects being able to perform easier their usual and professional activities. • The control test, conducted two months after the treatment ended, proved that after a certain period of time (varied for each patient, and in tight correlation with her own lifestyle), the migraines can come back. REFERENCES Adams, R., Victor, M., Ropper, A. (2001), Principles of Neurology, 7th ed. McGrawYork Băjenaru, O. (2005), Ghiduri de diagnostic şi tratament în neurologie, Editura Amaltea, Bucureşti Dworkin, R. (2002), The Clinical Journal of Pain, McGraw-Hill, New York Mârza, D., 2005, Masaj antistres, Editura Didactică şi pedagogică, Bucureşti Ramadan, N. (2003), Migraine prevention, Continuum lifelong learning in neurology. Headache update, McGraw-Hill, New YorkToyos, I. (2009), Stresul, Edit. MedExpres, Bucureşti Treben, M. (2003), Durerile de cap şi migrena, Edit. GemmaPrint, Bucureşti Internet references: http://neurology.mifua.com/archive, http://www.romedic.ro/http://www.ziare.com/ articole/studiu+

T2 T3 T4

ion of the number of days of disability because of the migraine, over the course of the

The fact that the second hypothesis was confirmed is supported by the following conclusions:

ess massage were the diminution and improvement of the migraine crises (from the standpoint of frequency and

Its other effect was the considerable diminution of the pain intensity during the crises.

stress massage sessions, the tients observed and reported a state of

psychological and physical comfort, which stayed with them throughout the following days.

Due to the decrease in the intensity and frequency of the migraine crises, the quality of the

d, the subjects being able to perform easier their usual and professional

The control test, conducted two months after the treatment ended, proved that after a certain period of time (varied for each patient, and in tight

wn lifestyle), the migraines

Adams, R., Victor, M., Ropper, A. (2001), Principles of Neurology, 7th ed. McGraw-Hill, New

Băjenaru, O. (2005), Ghiduri de diagnostic şi tratament în neurologie, Editura Amaltea,

Dworkin, R. (2002), The Clinical Journal of Pain,

Mârza, D., 2005, Masaj antistres, Editura

Ramadan, N. (2003), Migraine prevention, Continuum lifelong learning in neurology.

Hill, New York Toyos, I. (2009), Stresul, Edit. MedExpres,

Treben, M. (2003), Durerile de cap şi migrena,

http://neurology.mif-http://www.romedic.ro/,

http://www.ziare.com/ articole/studiu+


104

migrene+sua), http://www.brol.ro/ Chirurgia_ migrenei.htm, http://www.bio-sanatate.com/ af_neurologice,

http://www.ncbi.nlm.nih.gov/pubmed.com, http://www.headachebalance.com/midas.asp).

OPTIMISING MOTOR SKILLS DEVELOPMENT THROUGH DIFFERENTIATING PROCEDURES IN THE PHYSICAL EDUCATION

CLASS AT THE LEVEL OF THE 8TH GRADE (BOYS)

George Danut MOCANU

University “Dunarea de Jos” of Galati, Romania

Abstract The present paper approaches various methods of improving the motor skills development process at the level of the 8th grade in the secondary school, a stage which corresponds to profound somatic-functional transformations recorded during puberty. We propose alternatives for carrying out the teaching undertaking in Physical Education class; namely, an approach which avoids frontal activities, laying emphasis on working with groups made up of students with similar biometric development level. The motor skills contents planning on separate learning units for each group was useful in covering the curriculum elements, and ensured the progress in physical training, avoiding the abandonment and providing an active and conscientious involvement in the class activities. Keywords: motor skills, level groups, accesibility, physical effort.

INTRODUCTION The motor skills play an important part among the content elements of the physical education pattern in secondary school. They represent the students’ physical preparation level which determines the accomplishment of all the other pattern components specified by the curriculum. The motor skills are, in fact, a detailed subject, through “their major involvement in increasing the performance potential” [Alexei M/2006, Triboi V., Pacuraru A./2013]. Also known as motor abilities or biometric skills, they represent the fundamentals or the engine of movement, being strongly genetically determined. In practice, they usually occur in combinations: strength-speed or power, speed-endurance, strength-endurance [Bompa T.O/2002, Alexe N./1993]. Other authors also stress the hereditary factor which determines their manifestation, asserting that they can be approached as human predisposition /motive capabilities which constitute the ground for learnt motor skills. [Manno R./1992, Tudor V/1999, Rata G, Rata B.C./2006]. Rendering the Physical Education class in secondary school effective implies to know and abide by all the didactic principles: establishing the topic, the educational and operational objectives, selecting and planning the content elements specified by the curriculum, measuring the necessary timing for the links, reaching the optimal functional and motor densities, and integrating the lesson as an inseparable element within a cycle. The need to make judicious efforts is another important factor, an aspect characterised by high difficulty

level in lessons where topics from motor skills are approached, which often produces the highest curves in the physical effort. The process of motor skills teaching at the secondary school is carefully approached by the majority of experts, considering that they ensure the physical activities’ efficiency and exploit the pubescent pupil’s physiological potential [Fiedler P./1993]. Physical education at school determines an extended influence in teaching motor skills and it is a premise for acquiring subsequent greater performance in sports activities which use only certain manifestation forms and combinations. Due to the all-round tackling of skills, it avoids limitation triggered by an early specialisation. The planning of physical efforts on stages (systems or lesson cycles) together with the permanent change in the main parameters of the physical effort determine varied strains of the body, which trigger, in turn, the phenomenon of progressive adjustment to various stimuli and the long-term adjustment. By cumulated action of the organism’s functions and systems (synergetic effect) takes place the accomplishment of the scheduled tasks, which increase in volume, intensity and complexity from one year to the next. The effort quantization at puberty is a difficult and important action with beneficial effects on the muscular and osteoarticular system, effects which are more and more difficult to attain in ulterior stages (bone structure, their thickness and solidity, endurance in tension and pressure, favouring the ossification processes can be attained through effort, movement, should the


105

best loads be established) [Dragomir M. /2001, Rinderu E.T., Rinderu I. /1997]. The students’ main characteristic is heterogeneity, manifest through various aspects (somatic-functional or intellectual development, temperament type and, of course, the physical preparation level). Adding to these factors personal interests, skills and motivation, and the attitude towards physical education, which can influence either positively or negatively the teacher’s undertaking, it results that the students need to be treated individually, while the effort needs to be quantified in the process of motor skills development in accordance with the level of each students category (defective, average, and well-trained) [Carp I. P./2006, Cârstea G. /2000, Marolicaru M. /1986]. PROBLEM STATEMENT The scientific problem is the insufficient use of varied forms of exercising in the process of training motor skills in the physical education class, which would determine significant improvement at the level of physical training indices, considering that the frontal approach has led to unsatisfactory results in this respect. The need for fast adjustment of the young generation to the changes imposed by society and the speeding up of living rhythm have led to the reassessment of the physical education’s role and importance, as integrated part of the general education. The teaching methodology has to be made efficient in order to facilitate the optimisation of the motor skills recorded by students. The research object is the planning process for motor skills development and the methodology for drafting and applying the contents of the experimental curriculum in view of training combined motor skills in the Physical Education classes in the 8th grade. STUDY AIMS. The research aims at scientifically arguing and improving the educational process for physical education on the grounds of treating the students differently. It is directed at making the undertaking of motor skills development more effective during the 8th grade. Assumption: working with differentiated groups in the process of developing motor skills at the secondary school, based on differentiating planning of the physical effort in experimental classes would lead to the successful accomplishment of tasks, to improvements in effort abilities and physical training level and would facilitate the acquirement of better results compared to those obtained by using the frontal approach.

METHODS The scientific research has made recourse to the following methods: Questionnaire and interview survey. The teachers’ answers have facilitated the drafting of the experimental curriculum by selecting means in accordance with the students’ possibilities. Pedagogical observation – allowed the teaching process systematic analysis in order to acquire information, without direct personal intervention. Measuring and testing method: The students have been subjected to a series of tests for the assessment of the development level for all motor skills. The set consists in 19 tests addressing strength, speed, endurance, coordination and versatility. Some of them are Eurofit tests, while others are S.N.S.E. 1999 tests (from the Romanian national evaluation system) or tests selected from the literature in the field. Most of the tests concern the assessment of strength and coordination, due to their interdependence with the rest of the motor skills. Due to space considerations, they will be only enumerated here and not described. 1. Press-ups (S.N.S.E.trial), 2. Bent Arm Hang Test (Eurofit test), 3. Throwing the ball (S.N.S.E.), 4. Dynamometry (Eurofit test), 5. Trunk lifting from a back lying position countertime 30” (S.N.S.E. and Eurofit), 6. Leg lift-ups from a back lying position countertime 30”( S.N.S.E.), 7. Trunk lifting from a face-down lying position countertime 30”( S.N.S.E.), 8. Basin lift-ups from a sitting position countertime 30”( S.N.S.E.), 9. Long Jump (S.N.S.E. and Eurofit), 10. Jumps over the gym bench 30”( S.N.S.E.), 11. Relay race 5x10m. (S.N.S.E.), 12. Sprint, 50 m. (test S.N.S.E.), 13. Endurance run 1000 m (S.N.S.E.), 14. Scapulohumeral mobility, 15. Coxofemoral mobility in sagittal plane, 16. Place Tapping Test (Eurofit test), 17. Matorin trial, 18. Flamingo Balance test (Eurofit test), 19. Square Test. Pedagogical experiment: The research has been conducted during the physical education classes at School no. 33, Galati, a school with good material resources which allowed the implementation of the curriculum and the carrying out of the activities in three groups (low, average and high level) for the experimental lot of 30 boys in the 8th grade. The results have been subsequently compared to those of the witness group (other 30 boys who carried out the frontal activities provisioned by the classical curriculum and its associated planning). Mathematical and statistic methods for calculation and interpretation of results. The data statistic processing and interpretation has been conducted with the help of Microsoft Office Excel 2007 software, using the student test for independent samples and interpreting the significance of the recorded differences.


106

DRAFTING THE EXPERIMENTAL CURRICULUM At the level of the experimental classes, the contents from motor skills prevailed and the yearly planning was different from those for the witness classes, even though the number of physical education classes per week was the same (2/week). The learning units represent open and flexible structures with a uniform thematic, planned continuously on time intervals, which ensures tackling of various contents from the curriculum [Scarlat E., Scarlat M.B. /2002]. Considering their importance, complexity and the time interval allotted, they are primary and secondary. The secondary ones mainly approach topics from motor abilities and do not constitute a purpose in

themselves. They are allotted a smaller time frame than the one allotted for motor skills, being placed before or during the skills cycles which they support and condition as execution level (e.g., the development of the reaction and repetition rate before the sprint units, training coordination elements during handball units, etc). The thematic cycles regarded as primary lay emphasis on the muscular force development due to the fact that the evaluation system provides two grades of this quality in the calculation of mean for physical education). The number of units is reduced for speed and endurance, given that powerful effects are felt in the case of athleticism lessons based on these skills. These aspects are presented in table 1.

Table 1. Summary of learning units per lessons number for the experimental lot

The speed has been scheduled on two distinct thematic cycles, approaching various manifestation forms at the beginning and the end of the school year. The first cycle is scheduled in September, consists in four lessons and traces the reaction and execution rate in complex acts and the movement rate in deftness conditions. At the end of this learning unit, the gains recorded are transferred to the lesson system dedicated to the athletic trial (sprint), in which the students are tested in sprint (50 meters) and relay race (5 x10m). The second cycle has been scheduled in May and consists in six lessons, focusing on the motion speed development in various circumstances, on progressive distances, and combined with endurance, aspects relevant for optimizing performance in the 1000 meter boys and 800 meters girls trials, in which the higher anaerobic lactacid capacity allows sustained finishes. The coordination ability has also been planned in two distinct systems scheduled in the two semesters in view of supporting the sports taught (sport game and acrobatic gymnastics, respectively). The first

cycle consists in ten lessons, focusing on the deftness development in speed, as well as the specifics – movement precision, movements transformation and combination, sense of rhythm, spatial-temporal orientation, ambidexterity applied in various circumstances, etc. The second cycle is also made up of ten lessons, however, it is combined with strength exercises and acrobatic gymnastics elements. It takes place indoor. The coordination ability elements in focus are: the segment coordination, precision and deftness specific to gymnastics, which also requires good balance and control. We have included the specific trials (plate tapping and square test) at the end of the first semester cycle and Matorin trial and the Flamingo Balance test for the second semester. The concern for the strength development focuses on different segments and muscular groups, tested with combined tests at the end of the two thematic cycles (lower and upper limbs for the first cycle, back and abdomen for the second). The first cycle has been scheduled for November-December and consists in eight lessons. The manifestation forms

Contents Learning units Units

number

No. of lessons 1st Semester

No. of lessons 2nd Semester

total no

/year Primary/

Secondary Primary/

Secondary

Motor abilities

Speed and

combinations 2 - 4 - 6 10

Coordination and

combinations 2 - 10 - 10 20

Strength and

combinations 2 8 - 8 4 20

Endurance and

combinations 1 - 9 - - 9


107

approached are the upper limbs explosive strength and the lower limbs expansion in dynamic conditions). The second thematic cycle has been scheduled for January-February, allotted time: 8-10 minutes, combined with acrobatic gymnastics and coordination ability. In the case of the circuit working at the end of this lessons cycle, the time is increased to 10-12 minutes and the number of stations varies from one group to another: 5 for the low level group, 7 for the average and 8 for the well-trained. We have allotted only one lessons cycle for endurance in the first semester, grouping it with the themes in coordination and sport games. The manifestation forms approached are the aerobe and mixed cardio-respiratory endurance specific to sports branches and trials in coordination conditions. There is still preoccupation with endurance for the second semester, in the case of the cycle dedicated to endurance run, which will assess this skill performance at the end of May. If at the low level groups focus is laid on aerobe endurance and at the average groups on mixed endurance, in the case of the advanced groups, anaerobe lactoacid endurance can be also trained. FINDINGS AND RESULTS The results recorded after the implementation of the experimental curriculum are depicted in Table 2, together with the values of the student test and the associated significance limits. In the case of initial testing, the differences between the performance abilities of the two lots are insignificant (t values correspond to P>0.05 significance limits for all the tests). These results confirm that the initial training stages at the beginning of the 8th grade are generally equal, with no major differences in physical training of the samples, which would affect the final results. For the final testing, the experimental group scores significantly higher than the witness group in the entire set of tests (t values correspond to P < 0.05 significance limits). For the sprint trial relay race 5x10m, the witness group acquires an average of X =15.33±0.34 in

final testing, below the average of the experimental group X =14.39±0.30, resulting a difference of 0.94 sec. The significance of the difference is expressed by t=2.08 value >2.002, the difference is therefore significant (P < 0.05). For the endurance test 1000 m running, the witness group acquires a X=284.00±6.00 average value in final testing, below the average of the experimental lot, X=267.00±5.88, with a 17 seconds difference. The significance of the difference is expressed by t=2.02 value >2.002, the difference being significant (P < 0.05). For the coordination assessment through the square test, the witness group records an average of X =7.39±0.14 in final testing, below the average of the experimental group X =7.03±0.10, a 0.36 seconds difference. The significance of the difference is expressed by t=2.11 value>2.002, which is a significant difference (P < 0.05). For the assessment of strength in upper limbs endurance through press-ups trial, the witness group acquires an average of X =13.36±0.23 in final testing, below the average of the experimental group, X =14.00±0.20, with a difference of 0.64 press-ups. The significance of the difference is expressed by t=2.13 value>2.002, therefore the difference is significant (P < 0.05). All these significant differences are explained through the efficiency of the experimental curriculum implemented at the level of the three dynamic groups (the students can move from one group to another according to their training level in the thematic approached and to their progress), which confirms the research hypothesis. The higher outcomes recorded in physical training trials in experimental classes are also the result of the sustained working volume (out of 68 lessons per year, 42 contain topics from motor skills, which represents 61.7%). Often, two themes from different skills are practised during the same lesson.

Table 2. The significance of the difference between initial and final testing on different groups (Boys,

independent samples)

Nr crt.

Test name

Initial testing Final testing Witness group n=30

Experimental group

n=30 t P

Witness group n=30

Experimental group

n=30 t P

mX ± mX ± mX ± mX ±

1 Sprint 50m (sec.)

8.14±0.09 8.17±0.10 0.23 >0.05 8.02±0.08 7.80±0.07 2.07 <0.05

2 Relay race 5x10m (sec.)

15.76±0.36 15.89±0.37 0.25 >0.05 15.33±0.34 14.39±0.30 2.08 <0.05

3 Endurance 1000m (sec.)

291.00±6.08 294.00±6.09 0.34 >0.05 284.00±6.00 267.00±5.88 2.02 <0.05

4 Coxofemoral mobility (cm.) 53.73±1.04 53.50±1.03 0.15 >0.05 54.83±1.00 57.64±0.91 2.08 <0.05


108

5 Scapulohumeral mobility (cm.)

84.13±2.62 83.80±2.57 0,09 >0.05 82.63±2.41 76.13±2.12 2.02 <0.05

6 “Plate Tapping” test (sec.)

17.45±0.53 17.37±0.51 0,11 >0.05 16.74±0.50 15.35±0.48 2,01 <0.05

7 Matorin Trial (grade)

307.66±6.60 309.50±6.71 0,19 >0.05 319.00±6.30 336.50±5.85 2.03 <0.05

8 Flamingo Balance Test

(no.attempts.)

3.33±0.29 3.43±0.31 0,23 >0.05 3.03±0.27 2.31±0.22 2.05 <0.05

9 Square Test (sec.)

7.72±0.15 7.55±0.16 0,77 >0.05 7.39±0.14 7.03±0.10 2.11 <0.05

10 Press-ups (nr.rep.)

13.12±0.27 13.09±0.24 0,08 >0.05 13.36±0.23 14.00±0.20 2.13 <0,05

11 Bent Arm Hang (sec.)

27.95±0.77 28.23±0.82 0.25 >0.05 28.73±0.71 30.86±0.70 2.13 <0.05

12 Throwing the ball(m)

33.70±0.96 33.66±0.98 0.03 >0.05 34.77±0.92 37.30±0.83 2.04 <0.05

13 Dynamometry (kg/f)

31.80±0.92 31.53±0.91 0.21 >0.05 32.91±0.88 35.33±0.80 2.03 <0.05

14 Trunk lift-ups from a back lying

position (no.rep.)

23.83±0.66 24.76±0.68 0.99 >0.05 25.30±0.60 26.91±0.53 2.01 <0.05

15 Leg lifting from a back lying position (no. of repetitions)

9.50±0.25 9.76±0.27 0.72 >0.05 10.10±0.24 10.78±0.23 2.06 <0.05

16 Trunk lift-ups from a back lying

position (no.rep.)

24.26±0.66 24.23±0.65 0.03 >0.05 25.12±0.63 26.90±0.58 2.09 <0.05

17 Basin lift-ups from a sitting pos.

(no. rep.)

15.16±0.42 15.43±0.43 0.45 >0.05 16.13±0.41 17.26±0.39 2.02 <0.05

18 Long jump (cm.)

183.00±3.58 184.06±3.56 0.21 >0.05 188.86±3.39 198.66±3.08 2.14 <0.05

19 Jumps over the gym bench (no.rep.)

20.50±1.17 20.30±1.17 0.12 >0.05 21.84±1.08 24.90±0.99 2.09 <0.05

Note: n=30 P - 0.05 0.01 0.001 t = 2.002 2.664 3.505

CONCLUSIONS AND RECOMMENDATIONS - The only way to make up for the reduced amount of Physical Education classes is to valorise the time frame allotted to each lesson by creating superior motor and physiological densities, aspects that can be partially solved through differentiating procedures. - As the experimental curriculum comprised acting systems of polyvalent nature, this aspect favoured the simultaneous training of the motor skills. For example, the applicative tasks and the technical structures allowed influence on speed, coordination ability elements, explosive strength, and muscular endurance through directed adjustments of the effort’s parameters. - The tests set used was diverse, reflecting the development level for more manifestation forms and motor skills combinations. This led to an objective assessment of the strong and weak points in the students’ physical training. There are only a few students with a high development level for all motor skills (balanced development): good results in speed do not necessarily mean good results in strength tests as well, those who have good coordination do not necessarily have good stamina, etc.

- The effort’s quantization for each group favoured the elimination of the negative situations encountered in frontal work, allowing the low trained students to take advantage of more reduced tasks, in accordance with their true possibilities and to the best of them to avoid self-sufficiency or regress through tasks of average difficulty. -Apart from topics dealing with motor abilities, the differentiation is also recommendable for topics dealing with motor skills, learning rhythm and retention of information varying from one student to another. It is useful to train the students to determine and interpret the values of cardiac frequency in effort conditions in order to control and be aware of the degree of strain and to avoid over-straining the organism. - It is advisable that the strict effort individualisation – which presupposes efforts on the part of the teacher in adjusting the planning documents – to be applied only for the extreme cases (very good students who can pursue an individual training programme and the weak ones, who need permanent assistance and special effort conditions to make up for the lack of physical training). - It is advisable to use various means included in the experimental curriculum for each motor skill


109

and level group, as well as relative quantization, with upper and lower limits (e.g., 2-4 series x 6-10 attempts) which allow the teacher to adjust the education process to the available material resources, and especially to the students’ response to these means. REFERENCES 1. Alexei, M. (2006). Abordarea interdisciplinara in sport. Cluj Napoca: Napoca Star, pp.85 2. Alexe N.(1993). Antrenamentul sportiv modern. Bucharest: Editis, 530 p. 3. BompaT. (2001). Dezvoltarea calitatilor biomotrice./Scoala nationala de antrenori/ Constanta: Ex Ponto, pp.2-5. 4. Carp I. P. (2006). Aspecte teoretico-metodice cu privire la dozarea efortului în lecŃia de educaŃie fizică. În: Teoria şi arta educaŃiei fizice în şcoală, Chişinău, nr.2, pp. 31-35 5. Cârstea G. (2000). Teoria şi metodica educaŃiei fizice şi sportului. Bucureşti: ANDA, pp. 113-144 6. Chiriac I. (1989). Unele caracteristici ale dezvoltării capacităŃii de efort fizic la vârstele de 11-18 ani. În: ConferinŃa ştiinŃifică a CCST pentru tineret. Bucharest, pp. 55-63. 7. Dragomir M. (2001). Optimizarea procesului instructiv-educativ al disciplinei educaŃie fizică gimnazială în baza efectelor cumulative ale lecŃiilor de antrenament fizic (de

atletism).PhD thesis in pedagogy. Chişinău. pp. 32-51, 80-89, 109-123. 8. Fiedler P. (1993). Metodica educaŃiei fizice sportive. Iaşi: Universitatea Al.I. Cuza, pp. 3-74. 9. Marolicaru M. (1986).Tratarea diferenŃiată în educaŃia fizică. Bucharest: Sport-Turism, 128 p. 10. M.E.N. (1999). Sistemul NaŃional Şcolar de Evaluare la disciplina educaŃie fizică şi sport. Bucureşti, pp. 15-19 11. Rinderu E.T., Rinderu I. (1997). Efortul, capacitatea de efort şi performanŃa sportivă. Craiova: Universitatea din Craiova, Facultatea de EducaŃie fizică şi sport, pp.10–37. 12. RaŃă G., RaŃă B.C. (2006). Aptitudinile în activitatea motrică. Bacău: EduSoft, pp.15 13. Manno R. (1996). Bazele antrenamentului sportiv. Translation. Bucharest: C.C.P.S, 199 p. 14. Triboi V., Pacuraru A. (2013). Teoria si metodica antrenamentului sportiv. Iasi: PIM, pp.170 15. Tudor V. (1999). Capacitatile conditionale, coordinative si intermediare-componente ale capacitatii motrice. Bucharest: RAI, pp.16 16. Scarlat E., Scarlat M.B. (2002). EducaŃie fizică şi sport. Manual pentru învăŃământul gimnazial. Bucharest: E.D.P., pp.32

A COMPARATIVE STUDY ON THE DEVELOPMENT LEVEL OF THE COORDINATION ABILITY ON FEMALE STUDENTS OF PHYSICAL EDUCATION AND SPORTS FACULTY (F.E.F.S) AND AUTOMATION, COMPUTERS, ELECTRICAL ENGINEERING AND ELECTRONICS

FACULTY (A.C.I.E.E.)

George Danut MOCANU

University “Dunarea de Jos” of Galati, Romania

Abstract The study aims to do a comparative analysis on the development level of elements of the coordination skills, on female students of different specialties: Physical Education and Sports Faculty and Automation (FEFS), Computers, Electrical Engineering and Electronics Faculty (ACIEE). As coordination skill is considered a fundamental element of motor aptitudes, which conditions and takes motility to its highest level, the results of this study help interpreting the performance level obtained by both groups, the reasons that caused them and the measures that need to be taken to improve motor activities. Keywords: coordination skills, specific tests, motor potential, adjusting and adapting movevements.

INTRODUCTION For the majority of specialties in the academic system, physical education is focused on students’ aptitudes and needs for different physical activities and sports. At this level of education, meeting


110

physical education’s objectives means improving physical skills, as well as achieving and maintaining a strong physical condition, which is confirmed by the superior indicators of motor aptitudes. Coordination has a special status among motor aptitudes analysed by the specialised literature, being mainly characterised by a complex effort and by the possibility to make different moves with a high efficiency and reduced energy consumption. It has an important role in bringing other aptitudes to a superior level - strength, speed, resistance, flexibility- that also have a great impact on it. [PrescorniŃă A/2002, Albu V./1999, Dragnea A., Bota A./1999, Bompa T./2001, Harre D./1973, Ludu V./1969]. The approach on this subject has varied a lot from one author to another; this aptitude has received a diversified terminology in time, which grasped its main features and the situations when it was strongly used: dexterity, agility, ability, mastery, handiness, stability, coordination, precision, competence etc [Alexe N./1993, Carstea G./2000, Mitra G., Mogos A./1977]. The term handiness, even though frequently used in the past, has been replaced, as it limited the activity only to the upper limb, whereas the current notion of coordination or coordination skills involves a wider area and is composed of more diversified and complex elements. The factors that influence it, physical, biological and motor, are extremely diversified, and even

today there are debates on the limitation of its development, if it is compared to other motor aptitudes, considered perfectible: strength, mobility, resistance. It is closely related to the process of motor learning during the stages of initiation and new skills assimilation, when it is approached and learnt as an elementary motor skill. It is however used in a superior stage when the skills assimilated in different situations are used in a creative way, thus requiring superior motor skills. This proves the close relationship between coordination capacities and the degree of assimilating and using motor skills, no matter the skill type or the learning stage, but keeping in mind that automating a skill at a superior level requires less coordination processes. Summarizing the authors' opinions [Manno R./1992, Dragnea A., Teodorescu M.S./2002, Rata G., Rata B.C./2006] results that the elements of coordination skills are organised and used as a system and can be divided into three skills belonging to the general coordination that correspond to the methodical stages of learning motor skills. These skills are also made up of distinct elements, which form the special coordination skills system: the capacity to combine moves, the capacity to transform movements, the precision of movements, the static and dynamic equilibrium, spatio-temporal orientation, kinaesthetic discrimination, ambidexterity, sense of rhythm, quick reactivity.

Figure1. Organising the general coordination skills and its relationship with the stages of motor skills teaching

PROBLEM STATEMENT The problem statement is related to the insufficient investigation on the development degree of coordination skills elements on students, even more so it plays a fundamental role in improving human motor and physical activities output. Sedentary life, the high number of hours spent by students in front of the computer, the reducing number of physical education hours in the curriculum to 1 hour/week and only in the first year of study, the poor nutrition - are factors that affect motor performances as well, the element of the coordination skills included. PURPOSE OF STUDY The scope of the research is represented by an objective analysis on the development level of

coordination skills on female students of Automation, Computers, Electrical Engineering and Electronics Faculty, who do not have a constant care for physical activities and by a comparison of these results with the ones belonging to Physical Education and Sports female students, who constantly practice different sports. The results of this study will help improving the motor activity of both groups, by finding the main weaknesses and strengths and by creating some training programs correlated with the current state of the performances. This group study will show which elements of the coordination skills are harder to develop because of genetics and which can be influenced by subsequent actions, having thus a perfectible character.

Adaptive, restructuring and moves combination skills

Improvement stage

Control, management and leading skills

Consolidation stage

Motric learning skills

Initiation stage


111

Working hypothesis: Weaker results at physical strength and endurance tests and a low technical level at different sports, obtained throughout the years by students belonging to different specialties, which can be the results of deficient coordination processes and a low interest in developing them during physical education and training cycles. METHODS The scientific research has used the following methods, as per the instructions presented in the specialised literature [Epuran M., Marolicaru M. /2002, Simion G., Amzar L./2009, Niculescu I.I./2006, Stan Z./2009]. The analysis of the specialised scientific-methodical literature: The selected and analysed works facilitated the understanding of the subject analysed in the research. The questionnaire-based investigation and the interview: The answers helped drawing a realistic picture of the importance, weight and role of physical activities in students' lives. Classroom observation: Helped analysing the reactions to the suggested test, the degree of difficulty they were rated with and finding solutions to improve future motor activities. Testing and measuring method: The two groups of female students (31 girls from Physical Education and Sports and 30 girls from Automation, Computers, Electrical Engineering and Electronics) gave 9 tests about the level of coordination skills elements, in the academic year 2011/2012, by using Physical Education and Sports Faculty's material supplies and equipment from Galati. These are: 1. Motor coordination structure (explained and demonstrated twice). Evaluates the capacity to understand and learn new moves, the sense of rhythm and the quality of the intersegmental coordination for moves made on different levels and directions, the capacity to combine moves. The initial standing position: T1 – jumping to a standing frontal position with legs open and the left/right arm simultaneously raised ahead; T2 – come back; T3 – idem T1 with arms raised in different directions T4 – come back; T5 – jumping to a standing position with the left/right foot ahead simultaneously with raising the arm corresponding to the foot stretched ahead and with the other arm raised laterally ; T6 – come back;T7 – jumping to a standing position with legs open and the opposite foot ahead than the one used in T5- arms raised in different directions;T8 – come back to the initial position. Grading the motor coordination structure: for each uneven time (T1, T3, T5, T7) performed correctly, one point is assigned- maximum of 4 points.

2. Psycho motor Coordination Test This is done with a control test on distance appreciation and space orientation. The individual has her eyes covered with an opaque strip and is placed at one end of a 7 meter long line, drawn on the ground. The test is to walk the entire length of the line with the eyes covered. The individual stops when she considers to have reached the end of the line. An X sign is marked on the place where the individual stopped and the rest is measured up to the end of the line. The results are evaluated as follows: if the individual has bypassed the line or did not reach the end of the line, then the difference is measured up. The values are then interpreted: 0-10 cm very well, 11-30 cm well, 31-50 cm satisfying, more than 50 cm not satisfying. When the calculations are made, plus values + (the one that go beyond the end of the line) and minus values - (the one that do not reach the end of the line) are considered the same. The less is the value, the better the performance. 3. Matorin Test Evaluates general coordination and is made up of a standing jump, followed by as many spins turning along the axis of the body as possible and landing in the same place. The individual faces North, with her legs on a 35cm line drawn on North-South direction. Spins to the left, then to the right need to be done and then the values on both directions are registered. The measurements are done for each jump and are calculated with the help of a compass or with a set square and are expressed in degrees: < 1800 – insufficient; 180 – 2700 – sufficient; 271 – 3600 – well > 3600 – very well. 4. Touch the Plates Test Is represented in Picture 2 and measures the coordination from the point of view of speed and precision of the upper limbs. The individual is in a standing spread position, in front of a table with plates on and has to put a hand in the centre of the rectangular plate (20 x 10 cm). The other hand (the skilful hand) needs to go quickly and alternatively from one plate to another (the 20 cm plates- placed 40cm away from the table centre). The move needs to be done above the hand placed on the rectangular plate and the skilful hand has to touch the other two plates with the entire hand, 25 times (therefore 50 successive contacts). It is important that the table is not higher than the umbilical region and that the individual does some tests before deciding on the skilful hand. It is recommended that two persons do the examination (one measures the time and the other counts the contacts). If a plate has not been touched, then an additional execution is required. There are two tries and only the better one is registered. The test can begin by touching any plate. ( be it A or B) (Eurofit Test). The less time spent on the exercise, the better the performance.


112

Figure 2. Touch the Plates Test 5. The square test (used for dynamic balance, agility, kinaesthetic discrimination and spatio-temporal orientation). Nine 50 cm squares are drawn within a 150 cm square while two other 50 cm squares are drawn on the opposite sides. The subjects, placed within square 0, will perform two-legged jumps on counting; they are required to

jump as fast as they can within the squares, without bypassing or stepping on the lines. The time used for performing the exercise is recorded, each error being penalised by 2 points. Subjects are allowed to practise several times before the official timing so as to remember the track. The less time spent on the exercise, the better the performance.

Figure 3. The square test 6. The single-leg test is a psychomotor test which evaluates static balance. The subject stands on one leg while the other is bent at knee level touching with the heel the knee of the leg on the ground; the arms are extended forward, fingers opened, eyes closed (blind-folded). Time is kept for the number of seconds that the subjects manages to maintain balance (she keeps the squat leg off the ground and does not lose balance); this is done for the left leg first and then for the right one. 7. The small ball test looks at movement precision, eye-hand coordination, ambilaterality and repetition speed. The subject stands at a distance of 2,5 m from a perfectly flat wall, holding a tennis ball; she successively throws the ball at the wall (5 times with each hand), catching it with the same hand used for throwing it and without letting the ball touching the ground. One records the time necessary for the execution of 10 correct tosses. A shorter amount of time indicates a better performance. 8. Throwing a ball at a target while staying with the back at it. This test evaluates spatial orientation, the precision and the capacity to adjust movements. Materials: measuring tape, 6 tennis balls, a free hip circle with an 80cm diameter, a gymnastics ball (1kg), a gymnastics mattress. The subject stays at the throwing line with the back at the target (this is the mattress in the middle of which there is the

circle while the medicine ball is placed in the centre of the circle). The task is to throw the tennis balls over the head (or the shoulder) and to hit the 2 m far target (the mattress). After the exercise has been explained and demonstrated, subjects are allowed to try throwing once; 6 successive control tosses then follow. After each throw, the student is informed on the points obtained so that she could adjust her movements for the next throw. The result is evaluated as follows: ball within the mattress – 1 point; ball on the bar of the hip circle – 2 points; between the circle and the medicine ball – 3 points; on the medicine ball – 4 points. The final result is the sum of the points taken after each of the 6 throws. 9. Barrow’s motor skill test focuses on agility, spatial and temporal orientation, precision, dynamic balance and kinaesthetic discrimination. The subject covers a track framed by a 10/15m rectangle which has signal cones in its corners and in its centre. The starting position coincides with the finishing one (which is one of the corners). The track is covered against the clock, first bypassing the cone in the centre by running diagonally, then the 2 cones in one of the short side, then the cone in the centre again, then the 2 cones in the other short side of the rectangle. If a cone is not bypassed or if it is touched, the subject is charged with 1 second. So as to have a good score, the subject has to cover the track as fast as she can.

10

4 2 5

1 9 6

7 3 8

0

1020 20

A B

20


113

Statistical and mathematical methods of representing and interpreting the results: They facilitated the statistical processing of the registered data using the computer program SPSS [Statistical Product and Service Solutions] to interpret the significance of the differences between the two independent samples. FINDINGS AND RESULTS The statistical calculation revealed that the group of girls from FEFS had better results than the girls from ACIEE at all tests. The differences observed, the values of t, as well as the significance thresholds for each test are presented in Table 1. The results obtained by the two groups are not surprising; in fact, they are in keeping with the motor potential displayed by the students of these two specialties along the years. Nevertheless, there are significant differences in reference to some tests such as: the ‘touch the plates’ test, the square test, the right single-leg test, the small ball test and Barrow’s test (in some cases, the values of t correspond to certain thresholds of significance P <0.05, P <.01). Several arguments validate these results. The group of girls from FEFS have developed in time all these skills related to coordination due to practicing different kinds of sports; their skills were put to good use during the required tests. Examples: the

group average result for the right static balance test was considerably improved by the superior scores of the girls practicing gymnastics (for this sport, the execution of static elements requires a very good sense of balance). The girls who practice team sports (where using their arms, the eye-hand coordination and the accuracy of movements are essential) improved the average for the ‘touch the plates’ test and for the small ball test; they performed better because they could use automatic motor skills such as catching and passing or dexterity and precision movements of the active arm. One can also provide explanations to account for the significant differences in the case of Barrow’s test and of the square test: some of the athletic tests and all of the sports games lead to a strong development of the ability to accelerate, of the endurance force used for successive jumps or of the necessity of positioning, of permanent adjustment to reference points and of spatial orientation with abrupt changes of direction. Furthermore, game sports also help to discipline the ability to accelerate or decelerate, to permanently correct movements based on the context, to keep dynamic balance and to rapidly solve fluctuant tasks. All these already acquired skills facilitated the girls’ superior results.

Table 1. Statistical analysis of data obtained in tests of coordination

*(P<0,05) ; **(P<0,01) The differences between the two groups were not as significant (P>0,05) in the case of the tests, which were something of a novelty for the FEFS girls as well so that they could not rely on already known structures and they could not fully use the

coordination skills developed during their sports training. The requested 8 steps coordination structure is based on simple movements but they are linked by strict plans, directions and combinations which generate problems and do not

No. Test Group type/no. of

cases Average

Average difference

Std. error average

Std. deviation

t P

1 Coordination

structure Girls FEFS (31)

Girls ACIEE (30) 1,58 1,03

0,547 0,244 0,212

1,361 1,159

1,688 0,097

2 Evaluating distance Girls FEFS (31)

Girls ACIEE (30) 89,90 93,70

-3,797 13,707 11,238

76,319 61,555

-0,213 0,832

3 Left Matorin

Girls FEFS (31) Girls ACIEE (30)

337,26 310,00

27,258 7,390 11,594

41,147 63,504

1,996 0,051

Right Matorin Girls FEFS (31)

Girls ACIEE (30) 335,48 315,17

20,317 8,858 10,382

49,318 56,865

1,492 0,141

4 Touch the plates Girls FEFS (31)

Girls ACIEE (30) 13,65 15,51

-1,858 0,217 0,407

1,210 2,229

-4,063 0,000**

5 Square test Girls FEFS (31)

Girls ACIEE (30) 8,77 10,77

-2,000 0,237 0,512

1,324 2,809

-3,579 0,001**

6 Left one-leg test

Girls FEFS (31) Girls ACIEE (30)

21,17 12,88

8,294 9,976 3,194

55,546 17,496

0,781 0,438

Right one-leg test Girls FEFS (31)

Girls ACIEE (30) 23,80 10,51

13,293 6,099 2,157

33,960 11,816

2,028 0,047*

7 Small ball test Girls FEFS (31)

Girls ACIEE (30) 20,99 24,69

-3,693 1,111 1,486

6,188 8,143

-1,998 0,050*

8 Throwing at target

test Girls FEFS (31)

Girls ACIEE (30) 8,19 6,53

1,660 0,814 0,626

4,534 3,431

1,608 0,113

9 Barrow test Girls FEFS (31)

Girls ACIEE (30) 15,21 16,04

-0,827 0,208 0,229

1,158 1,258

-2,672 0,010**


114

allow the transfer of automatic skills. The distance assessment test which invalidates the visual perception highlights the importance of this sensor with regard to the quality of movements and also the fact that both groups had unsatisfying results at this test. A good score was registered by the two groups at the Matorin test, turning along the axis of the body being a movement rarely used in motor activities. The fact that the FEFS girls had slightly superior results in this case is due to their better takeoff level which, nevertheless, cannot considerably change performances. As far as the target throwing test is concerned, both groups found it difficult to perform from the unusual position of staying with the back at the target; thus, they were unable to visualise the target, the differences between their averages being in this case, as well, irrelevant. CONCLUSIONS AND RECOMMENDATIONS The present study confirms the hypothesis of research, the recorded results highlighting the development level of the coordination ability for each group. Since the elements of the coordination skills are highly influenced by heredity but also by the motor skills acquired by each person, the lack of preoccupation for their development from an early age can have a negative impact on the long term evolution of individual motor learning; thus, more vigorous actions are necessary within primary and secondary schools systems so as to take advantage of the critical ages of development. When explaining the results obtained by the two groups, one should also mention the fact that these tests did not assess the students’ development level of the conditional motor skills (force, speed, endurance) as well; the high or low level of the latter could either worsen or improve the coordination performances. It is obvious that the effort specific to various sports branches lead to the FEFS girls having superior results of the explosive power, of the reaction, execution and repetition time or of the muscular endurance which improved the outcome of the coordination tests. A constant concern to improve those deficient components of the coordination skills is recommended for both groups. This goal can be achieved through: constantly learning new movements, trying to practice other sports branches so as to acquire new techniques, changing and alternating exercises, making familiar movements more difficult by including them in complex structures, introducing some restrictions in the regulation of sports games, exercising with the non-active segment so as to develop ambidexterity, adding supplementary tasks to increase the effort necessary for the execution,

confronting opponents who have a different game style and training level, doing exercises at height, reducing the size of the game areas, training on various areas and with various objects, changing the tempo and the manner of performing exercises. REFERENCES 1. Albu V.( 1999.) Teoria educaŃiei fizice şi sportului. ConstanŃa: Exponto, pp.220-221 2. Alexe N.(1993). Antrenamentul sportiv modern. Bucureşti: Editis, pp.372-374 3. BompaT. (2001). Dezvoltarea calitatilor biomotrice. /Scoala nationala de antrenori/ Constanta: Ex Ponto, pp.256-260 4. Cârstea G. (2000). Teoria şi metodica educaŃiei fizice şi sportului. Bucureşti: ANDA, pp.67 5. Dragnea A., Bota A. (1999). Teoria activităŃilor motrice. Bucureşti: Didactică şi Pedagogică, pp.242-244 6. Dragnea A., Teodorescu Mate S. (2002). Teoria sportului. Bucureşti: FEST, pp.349-351 7. Epuran M., Marolicaru M. (2002). Metodologia cercetǎrii activitǎŃilor corporale. Cluj Napoca: Risoprint, 170 p. 8. Harre D. (1973). Teoria antrenamentului-introducere in metodica generala a antrenamentului- Bucuresti: Stadion, pp.193-194 9. Ludu V.(1969). Indemanarea si metodica dezvoltarii ei, Bucuresti: CNEFS, pp.4-6 10. Manno R. (1992). Bazele teoretice ale antrenamentului sportive. Traducere CCPS 1996.Bucuresti, 199p 11. Mitra Gh., Mogoş Al. (1977). Dezvoltarea calităŃilor motrice. Bucureşti: Sport-Turism, pp.188-189 12. Niculescu I. I. (2006). Evaluare motrică şi somato-funcŃională. Craiova: Universitaria, pp.47-105 13. PrescorniŃă A. (2002). Îndemânarea, calitate motrică puŃin perfectibilă? În: Preocupări actuale de optimizare a activităŃii de educaŃie fizică şi sportive de performanŃă a), GalaŃi, pp. 67-68. 14. PrescorniŃă A. (2002). Îndemânarea şi relaŃia sa cu celelalte calităŃi motrice. În: Preocupări actuale de optimizare a activităŃii de educaŃie fizică şi sportive de performanŃă b), GalaŃi, pp. 69-70. 15. RaŃă G., RaŃă B.C. (2006). Aptitudinile în activitatea motrică. Bacău: EduSoft, pp.250-256 16. Simion G., Amzar L., (2009). Stiinta cercetarii miscarii umane. Pitesti: Universitatea din Pitesti, pp.106-231 17. Stan Z. (2009). Evaluare motrica si functionala. Galati: Zigotto, pp.176-193


115

AN IN-DEPTH STUDY ON THE EFFECT OF STRETCHING EXERCISES ON THE BODY SCULPTING OF TEENAGE GIRLS OF 11

– 12 YEARS OLD

Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU

University “Dunarea de Jos” of Galati, Romania Abstract This paper starts from the premises that flexibility (range of motion and muscle elasticity) can be improved by using stretching type exercises, also contributing to enhancing the movement of individuals. Through the chosen theme, the paper proposes the following objectives: improving muscle elasticity and joint mobility acts to increase driving efficiency and enhanced flexibility, in all joints and muscle groups and also the prevention and correction of postural deficiencies (poor attitudes). Keywords: flexibility, mobility, stretching, physical education lesson

INTRODUCTION People’s concern for improving their physical appearance has always been manifested and has grown with the development of modern society. The general physical development of the human body, as part of optimal health status of man, is evidenced by the development of motor skills. The entire range of motor actions performed by an individual in terms of daily or sporting activity is done correctly and consistently nad it is directly related to the degree of development of motor skills. There are numerous concepts, methods and tools for developing motor skills and these eventually lead to achieving physical and mental harmony and hence an optimal state of health. One of the most commonly used methods to create this stae of "well-being" is "stretching", which can be practiced anywhere and anytime because it does not require special equipment or sophisticated equipment - it is extremely easy to learn and the results are beginning to show after only a few lessons. The benefits of stretching exercises largely overlap with the benefits of any sport, inducing the general state of „well-being”, physical and mental relaxation, reducing pain and muscle tension, for both sedentary and sporting people (Dobrescu, 2008 ). Stretching-type exercises also present a number of special qualities: they improve tissue flexibility, increase the ability to learn or to perform various movements, reduce the risk of musculoskeletal injuries and causes a higher level of awareness of one's body (Anderson, 2007).

OBJECTIVES Using stretching exercises type in physical education classes for 11-12 year-old girls, and also during sporting activities or independent activity of schoolgirls, contributes to the following objectives:

increasing the degree of flexibility, increasing and maintaining high flexibility, reduce muscle tension, improving the segmental coordination, increased efficiency of motor acts, reducing the risk of injury while performing motor acts, developing the capacity of awareness and coordination of their body, preventing and correcting postural deficiencies, improving the capacity of mental and physical relaxation etc.

HYPOTHESIS In the formulation of the hypothesis, it is assumed that if during the physical education lessons, the sports hours or the independent activity of 11-12 year-old schoolgirls proper stretching type exercises are used, this improves the flexibility of individuals, and better results can be obtained in the acquisition and development of different specific motor acts and this contributes to the prevention and correction of postural deficiencies.

MATERIALS AND METHODS a. Research protocol The research was conducted at the No. 33 Secondary School of Galati, between 16.01.2012 and 3.06.2012 (6 months), in the gym for two hours a week, each of 50 minutes. b. Subjects The work sample was represented by 16 pupils (girls) in the fifth grade, aged between 11 and 12 years. c. Groups The experimental group (EG) and control group (GC) consisted each of 8 students from grades 5A and 5B. Both groups beneficiated from the same conditions during the lessons, and the same basic material. d. Assessment tests The mobility indicators that were tested were as follows:


116

∗ Coccyx - femoral mobility in the previous plan (the gym bench was used, and also a ruler graded in centimeters - the point 0 is the surface of the bench, and above and below the gym bench there are gradations from 1 to 50 cm). The performer is in a sitting position with the trunk bent on the gym bench, and their fingertips sliding along the graded ruler – they maintain the position for 2-3 seconds for the data to be recorded. The records above the 0 level are calculated with "-" (minus), while the records below the 0 level are calculated with "+" (plus) - (MA); ∗ The mobility of the spine in a sideway plan (a graded ruler was used – the performer has their body bended in a sideway plan with the palm sliding along the ruler – they maintain the position for 2-3 seconds - the number of inches above the 0 level are taken into consideration) - (ML); ∗ The mobility of the spine in a back plan (the performer makes the gymnasts’ bridge from the floor - the distance between the supporting legs and palms is measured and taken into account) - (P); ∗ Coccyx - femoral mobility in the front plan (the gymnastics exercise known as the lateral string is performed - the distance from the ground

to the bottom of the pubis is measured in cm and taken into consideration) - (SL); ∗ Coccyx - femoral mobility in the sagittal plan (the left leg string is performed) - (SS); ∗ Coccyx - femoral mobility in the sagittal plan (the right leg string is performed) - (SD). e. Types of complexes of exercises After the analysis of the initial test results recorded for GE it has been developed and implemented an experimental training program with stretching type exercises for developing suppleness children of 11-12 years of secondary school, tracking also the overall physical development and the selective influence of the locomotor apparatus. The experimental training program for developing the female students’ suppleness was divided into three complexes of stretching type exercises staggered over three months (4 weekly cycles - 8 lessons) 10 exercises being executed by in each complex, about 10 minutes / lesson. No.1 complex of exercises was proposed between February 13th and March 11th, 2012 and included stretching type exercises of low-difficulty in order to initiate individuals - Table I.

Table I Types of low-difficulty stretching exercises

No. 1 Complex of Exercises Description of exercise Dosing

P.I. Standing slightly apart

Action and final position - twisting the torso to the right, and simultaneously raising backwards the right arm, with the opposite arm

bent forward at the level of the right shoulder - fig. 1

- maintaing 8” x 3 repeats with 8” of relaxation

- the action is repeated also

in the opposite way

P.I. Standing slightly apart

Action and final position - bending the head to the left simultaneously with the left arm bent, hand on the crown with pressure - fig. 2


- the action is repeated also

in the opposite way


P.I. Placed on knees and heels

Action and final position - right/ left arm stretched to the left / right, parallel to the ground, and the other arm bent at the level of the elbow

of the opposite arm - pressure in the stretched arm

No. 2 complex of exercises ran from March 12th to April 8th, 2012, and the exercises used had an average degree of difficulty - Table II.

Table II Types of

1.

P.I. Standing slightly apart, with the left / right arm bent over, and the right / left arm bent underneath, fingers crossed at the

back. Final action and posture - back extension with the arms bent backwards and with the hands caught by the fingers

2.

P.I. Standing with the back on a fixed over the head

Action and final position - High lunge forward with the left / right foot, simultaneously with the extension of the back

the position 8 seconds, 3 reps, pause 8 seconds

3.

P.I. Standing with the right / left shoulder towards a fixed scale, with the arm opposite the fixed ladder up, grabbed by an

overhead stage, and the other arm, bent Action and final position - bending of the trunk in the lateral

plane, on the fixed ladder side, with the bottom side out in the lateral plane

Between April 9th and May 6th no. 3 complexIII.

Table III Types of high


117

P.I. Placed on knees and heels right/ left arm stretched to the left / right,

parallel to the ground, and the other arm bent at the level of the elbow pressure in the stretched arm - fig. 3

ran from March 12th to

April 8th, 2012, and the exercises used had an

Types of medium-difficulty stretching exercises No. 2 Complex of Exercises

P.I. Standing slightly apart, with the left / right arm bent over, and the right / left arm bent underneath, fingers crossed at the

back. back extension with the arms bent

backwards and with the hands caught by the fingers – fig. 4

P.I. Standing with the back on a fixed scale, arms up and crossed

over the head High lunge forward with the left / right

foot, simultaneously with the extension of the back - maintaining the position 8 seconds, 3 reps, pause 8 seconds - fig. 5

P.I. Standing with the right / left shoulder towards a fixed scale,

with the arm opposite the fixed ladder up, grabbed by an overhead stage, and the other arm, bent backwards.

bending of the trunk in the lateral plane, on the fixed ladder side, with the bottom side out in the

lateral plane - fig. 6

no. 3 complex was applied, with stretching exercises of high difficulty

Types of high-difficulty stretching exercises No. 3 Complex of Exercises


- the action is repeated also by changing

the arms’ position

- maintaing 8” x 3 repeats with 8” of relaxation - the action is repeated also

by changing the arms’ position


with the opposite leg


on the opposite side

was applied, with stretching exercises of high difficulty - Table


118

1.

P.I. Standing on one knee, with the other leg stretched forward

Action and final position - bending of the trunk on the leg stretched forward, and the palms provide support on the ground

on both sides of the stretched leg - fig. 7



2.

P.I. Sitting with the right leg stretched up Action and final position - traction and maintaining the up-

stretched leg towards the trunk with palms resting at the level of the knee on the back side - fig. 8



3.

P.I. Sitting with the arms up

Action and final position – bending the trunk forward and grabbing the ankles from the side – fig. 9


f. Statistical methods used

The statistical processing of the results achieved was made by using the Microsoft Office Excel 2007 programme. RESULTS If the initial test on the development of suppleness of 11-12 year-old children recorded some average

values relatively low for both GE and the GC, after applying experimental programme in order to develop joint mobility and muscle flexibility, GE results are superior to those recorded by the GC, and there is also a significant progress between the two tests of the same group (Tables IV, V, VI).

Table IV Mean values and significance of the mean difference of TI and TF at GE

Mobility indicators (GE) Proba MA (cm) ML (cm) P (cm) SL (cm) SS (cm) SD (cm)

Subiect Ind.stat

T.I. T.F T.I. T.F. T.I. T.F. T.I. T.F. T.I. T.F. T.I. T.F.

1. -10 -4 47 33 49 35 34 30 22 12 25 13 2. -10 -5 33 20 69 50 28 22 24 11 27 15 3. -10 -4 46 25 61 48 26 22 17 10 20 8 4. -7 0 38 22 40 28 27 23 11 8 14 7 5. -10 -2 38 20 68 52 32 25 35 23 38 25 6. -5 +2 44 27 50 39 20 14 27 11 30 20 7. -10 -2 36 28 70 50 35 25 23 8 26 15 8. -13 -5 47 24 63 44 38 26 34 16 37 22 ∑ -75 -20 329 199 470 346 240 187 193 99 217 125 x -9,3 -2,5 41,1 24,8 58,7 43,2 30 23,3 24,1 12,3 27,1 15,6 σ 2,38 2,50 5,51 4,42 11,1 8,53 5,83 4,59 8,04 4,98 8,04 6,41

± m 0,84 0,88 1,95 1,56 3,93 3,02 2,06 1,62 2,85 1,76 2,85 2,27 m2 0,71 0,78 3,81 2,45 15,49 9,14 4,27 2,64 8,12 3,11 8,12 5,16

Cv% 25,4 100 13,39 17,76 18,89 19,72 19,4 19,63

33,32 40,24 29,64 41,02

t 5,62 6,49 3,12 2,52 3,50 3,15 p <0,05 <0,05 <0,05 <0,05 <0,05 <0,05


119

Table V Mean values and significance of the mean differenc of TI and TF at GC

Mobility indicators (GC) Proba MA (cm) ML (cm) P (cm) SL (cm) SS (cm) SD (cm)

Subiect Ind.stat

T.I. T.F. T.I. T.F T.I. T.F. T.I. T.F. T.I. T.F. T.I. T.F.

1. -14 -12 50 48 64 60 40 38 25 24 28 27 2. -19 -18 41 41 46 45 24 24 15 13 18 18 3. -10 -12 40 39 71 68 39 38 29 29 32 30 4. -5 -5 50 48 69 69 33 33 27 25 30 30 5. -10 -9 45 40 32 30 26 25 16 18 20 20 6. -10 -10 41 41 60 55 35 35 20 17 23 20 7. -15 -13 46 44 68 65 36 33 30 28 35 33 8. -8 -8 44 40 70 68 37 35 34 32 37 35 ∑ -91 -87 357 341 480 460 270 261 196 186 223 213 x -11,3 -10,8 44,6 42,6 60 57,5 33,7 32,6 24,5 23,2 27,8 26,6 σ 4,89 3,87 3,92 3,62 13,94 13,8 5,84 5,37 6,86 6,62 6,95 6,50

± m 1,73 1,37 1,39 1,28 4,943 4,89 2,07 1,90 2,43 2,34 2,46 2,30 m2 3,01 1,88 1,93 1,64 24,43 23,9 4,28 3,62 5,91 5,51 6,07 5,31

Cv% 43,07 35,58 8,78 8,49 23,23 24 17,30 16,4 28 28,47 24,93 24,41 t 0,22 1,05 0,35 0,39 0,36 0,37 p >0,05 >0,05 >0,05 >0,05 >0,05 >0,05

Table VI Mean values and significance of the mean differenc the TF of GE and GC

Mobility indicators Proba MA (cm) ML (cm) P (cm) SL (cm) SS (cm) SD (cm)

Subiect Ind.stat

T.F. GE

T.F. GC

T.F GE

T.F GC

T.F. GE

T.F. GC

T.F GE

T.F. GC

T.F. GE

T.F. GC

T.F. GE

T.F. GC

1. -4 -12 33 48 35 TF 30 38 12 24 13 27 2. -5 -18 20 41 50 60 22 24 11 13 15 18 3. -4 -12 25 39 48 45 22 38 10 29 8 30 4. 0 -5 22 48 28 68 23 33 8 25 7 30 5. -2 -9 20 40 52 69 25 25 23 18 25 20 6. +2 -10 27 41 39 30 14 35 11 17 20 20 7. -2 -13 28 44 50 55 25 33 8 28 15 33 8. -5 -8 24 40 44 65 26 35 16 32 22 35 x -2,5 -10,8 24,8 42,6 43,2 68 23,3 32,6 12,3 23,2 15,6 26,6 t1 5,13 8,76 2,47 3,68 3,70 3,39 p <0,05 <0,05 <0,05 <0,05 <0,05 <0,05

DISCUSSIONS It should be mentioned that, if during the initial tests, the two groups showed similar average values (MA: EG -9,3 cm, CG -11,3; ML: EG 41,1cm, CG 44,6 cm; SD: GE 27,1 cm, CG 27,8 cm) during the final testing, EG has an improved average result of MA improved by 6 cm, ML, P, SL by 14 cm, and the average SS is improved by 10 cm, while the average SD is improved by 12 cm. In the final tests, CG shows a slight increase in the amount of the 6 complexes applied, the average is 2 cm, the largest increase - 4 cm was recorded in P. For the complexes listed above, the statistical indicators regarding the uniformity of results for both groups were also calculated. In initial testing, the results show high homogeneity testing only for the the ML of CG (8.78%), average homogeneity -

ML 13.39, P 18.89, SL 19.40 - to EG and to SL 17,30 to CG and lack of uniformity to the other values recorded. During the final testing, of the indicators analysis concerning the uniformity of results, it can be observed that both EG and CG present low variability, but the lack of uniformity, except the CG results regarding ML (8.49 - high homogeneity). P = 2.36 (the significance level) for n = 8 Fisher's table. EG has a "t" value in all samples tested, above the significance level (p <0.05) - diagram 1. GC values between 0.22 and 1.05 present the variable "t" above the significance level (p <0.05) in all samples and tests applied - diagram 2.


120

Diagram1 Evolution of materiality "t" Diagram 2 Evolution of materiality "t"

for the EG for the CG

The analysis of mean values and significance testing mean difference between the two groups investigated final results above threshold indicate significant (p <0.05), diagram 3 - in all 6 samples tested.

Diagram 3 Evolution of materiality "t1"for final testing of the two groups

CONCLUSIONS 1. After processing and interpretation of the data drawn from comparing the two groups of children aged between 11 and 12 years, the hypothesis that flexibility can be developed at this age if used type appropriate stretching exercises is confirmed. 2. Stretching helps to increase coxo-femoral joints, scapula, humerus and spine mobility. 3. By using stretching type exercises, the time allocated to the selective influence of the locomotor apparatus is reduced, as part of physical education lessons. 4. Stretching helps to relax muscle groups and joints to which stretching type exercises were applied. 5. Stretching type exercises help to maintain and improve the amplitude of segmental movements and reduce the risk of injury. 6. By using stretching exercises, the health of individuals is improved, and they have a significant role in correcting some deficient attitudes or deficiencies caused by poor or incorrect body posture.

REFERENCES Anderson, B., Stretching anywhere, anytime, Niculescu Publishing House, Bucharest, 2007 Brick, LG, Fitness Aerobics, Human Kinetics Publishers, Hong Kong, 1996 Damian, Ş., Stretching flexibility secrets, Publishing Corinth, Bucharest 2003 Dobrescu, T., Aerobics - Strategies for optimizing fitness, Pim Publishing House, Iaşi, 2008 Macovei, S., Sleekness, ANEFS Publishing, Bucharest, 1999 Macovei, S., Visan, A., Aerobics maintenance - guide specialist, CPS Publishing, Bucharest, 2003 Nanu, L., Dragan, TM, Manual gymnasium, Publisher GUP, GalaŃi, 2010 Nanu, L., Bodily expressiveness and movement through the use of rhythmic gymnastics, Publisher GUP, GalaŃi, 2010 Popescu, G., Sport Aerobics, Sports Academy, Bucharest, 2003 Popescu, G., Impact Aerobic Elisavaros Publishing, Bucharest, 2005 Raisin, L., Stretching all, Teora Publishing House, Bucharest, 2001 Stoenescu, G., Aerobics and aerobic sport, ISPE Publishing House, Bucharest, 2000

5,62

6,49

3,12

2,52

3,53,15

0

1

2

3

4

5

6

7

Pr1 Pr2 Pr3 Pr4 Pr5 Pr6

t

0,22

1,05

0,35 0,39 0,36 0,37

0

0,5

1

1,5

2

2,5

Pr1 Pr2 Pr3 Pr4 Pr5 Pr6

t

5,131

8,766

2,479

3,689 3,7057 3,399

0

1

2

3

4

5

6

7

8

9

10

1 2 3 4 5 6

t


121

Ungureanu, OD, mobility development method gymnastics Publisher National Council for Physical Education and Sport, Bucharest, 2000

Zbenghe, T., Kinesiology. Movement Science, Medical Publishing House, Bucharest, 2002

STUDY REGARDING THE INFLUENCES OF AEROBICS MAINTENANCE EXERCISES ON TEENAGE GIRLS OF 14-16 YEARS

Liliana NANU, Constantin PLOEŞTEANU, Gabriel GHEORGHIU

University “Dunarea de Jos” of Galati, Romania Abstract This paper assumes that the constant and regular practice of aerobic gymnastics of maintenance can help decrease body excess of teenage girls while improving their confidence and self-esteem. By choosing this topic, the paper proposes the following objectives: the development of effort capacity, the formation of optimal foundations of physical training, a harmonious physical development, the formation of a properly kept and aesthetic figure, improving muscle elasticity and joint mobility and removing the excess body fat in adolescent girls. Keywords: overweight, experimental programs, aerobics gymnastics exercises of maintenance INTRODUCTION The everyday life of the contemporary man is dominated by the explosion of scientific technical and informational progress, and this is what creates better living and working conditions, but also generates changes in the sphere of biological, physical and mental development of individuals. If some of the changes mentioned above influence positively the health of individuals and bring an important contribution to the socio-economic progress, others negatively affect the optimal functioning of the body from both a somatic and psychic points of view. Sedentariness is the most important factor that generates negative effects on the health of the modern man and is the root of most diseases that shorten the human life nowadays. It is the natural consequence of comfort civilization against the amount of daily exercise, the volume and intensity of exercise reducing the potential human energy, which is indispensable in order to counteract stress factors from the external environment. The most common disorders caused by inactivity that can be mentioned are: the poor functional capacity of respiratory and cardiovascular apparatus, degenerative disorders of the osseous and joints systems, the phenomenon of increased irritability, overweight etc. It is alarming that in Romania more than 30% of the school population are obese according to statistics from the Ministry of Health, and within the European Union the number of overweight schoolchildren grows by about 400,000 per year, with about 200 million overweight or obese adults. Many authors (Brick, LG, 1996 Dobrescu, T., 2008, Nanu, L., 2010) concluded that physical exercise

resulted from any kind of physical activity (long walks, jogging, sports, cycling, swimming, aerobics gymnastics exercises of maintenance etc.) and a controlled diet with reduced calorie meals can ensure a long and healthy life of individuals regardless of age, sex, level of education or work. Aerobics gymnastics exercises of maintenance is a form of movement that is attracting more and more people, due to the diversification of exercises, their inter-twinning with dance steps and elements of ballet, tae bo, stretching and others indispensable made with an appropriate musical background, determine an increasing number of individuals who step into specially designated spaces for such physical activities that lead to a harmonious physical development, in order to form a properly kept and aesthetic figure, and not infrequently to eliminate excess body fat, but also to create a state of good mood and also increased confidence and self-esteem. OBJECTIVES Maintenance exercises of aerobics gymnastics help to develop the effort capacity, a harmonious physical development, the formation of a properly kept and aesthetic figure, improves muscle elasticity and joint mobility in order to eliminate excess body fat in adolescents, improves the capacity of physical and mental relaxation, and also leads to increased confidence and personal respect. HYPOTHESIS In the formulation of the working hypothesis it is assumed that if adolescent girls of 14-16 years that execute maintenance exercises of aerobic gymnastics in special centers under the guidance of


122

specialized personnel can have a harmonious physical development, aesthetic postures and also can eliminate the excessive weight. MATERIALS AND METHODS a. Research protocol The research was conducted at the "Gym Club" Center in Galati over a period of 6 months (October 2012 - March 2013) in the aerobics gym, 2 times per week, each session of 40 minutes. b. Subjects The work sample was represented by 16 girls, aged between 14 and 16 years old. c. Groups The experimental group (EG) and the control group (GC) were established each consisting of 8 girls of 14-16 years old, who benefitted from the same conditions during the lessons, and the same basic material. d. Assessment tests Somatic indicators tested: • Height (taliometer - dimensions in cm between the vertex and the plane plants). Subject standing with joints in extension so that the vertical rod of the taliometer can reach the heels, the inter - buttock ditch and the backbone at the level of scapulae (H); • Weight (weighing people scale – the weight in kilograms and hundreds of grams to one decimal) (G); • Abdominal perimeter (metric tape - dimensions in cm midway between the ribs and iliac crests) (PA); • Thigh perimeter (metric tape - the bulky dimensions of the segment muscle - muscle relaxation) (PC right);

• Arm perimeter (metric tape - the bulky dimensions of the segment muscle - muscle relaxation) (PB right). Driving test indicators tested: • The abdominal muscle strength 30” (lying on the back, legs departed and bent, arms folded with hands behind your head - trunk lifts for 30 seconds - the number of repetitions) (A30”); • The strength of the back muscles 30” (lying on the front, arms bent, hands behind your head - extensions of the body for 30 seconds - the number of repetitions) (E30”); • The strength of the leg muscles 30” (standing with the legs outlying, arms bent, hands behind your head - squats in 30 seconds - number of repetitions) (G30”); • The strength of the arm muscles 30” (sitting on the front with support on your knees and with your ankles in the air - push-ups - number of repetitions) (F30”). After the analysis of the initial test results recorded, there have been developed and applied 3 experimental training programs aerobics with means of aerobics exercises of maintenance of different levels of difficulty for GE which consisted of teenage girls of 14-16 years old, in order to obtain a harmonious physical development and eliminate excess weight. The experimental training programs have been structured over 6 months (by 8 weekly cycles of 2 lessons), being executed 30 exercises during each complex, with each lesson of 40 minutes - Table I.

Table I Patterns of aerobics exercises of low-difficulty level

Program no. 1

1.

P.I. Standing slightly apart – arms sideways: Action – high sideways lunge simultaneously raising the arm on the same side with the lunge, and the other arm goes downwards in the front - return - fig. 1

- 2 x 8 repetitions - the same action is repeated on the opposite leg

2.

P.I. Standing slightly apart, with the right arm bent, the hand on the hip, and the left arm up:

Action – leaning the torso to the right – return – fig.2

- 2 x 8 repetitions

- the action is repeated in the opposite way


123

3.

P.I. with the torso bent, the arms forward: Action - bending the arms forward in a right angle –

fig. 3

- 2 x 8

repetitions

The second training program ran from December 2012 until January 2013, and the exercises used had an average degree of difficulty - Table II.

Table II Patterns of aerobics exercises of medium level of difficulty Program no. 2

1.

P.I. Standing slightly apart in semi-flexion, the arms bent and the hands behind your head: Action – the alternate leaning of the torso in a sideways plan to the right/left – fig. 4

- 3 x 8

repetitions

2.

P.I. Standing apart, with the arms up and the hands held together: Action – bending the knees and lowering the bottom – fig. 5

- 3 x 8

repetitions

3.

P.I. Standing apart in the anterior – posterior plan: Action – low lunge towards the front and putting the palms on the floor – fig. 6

- 2 x 8

repetitions - the action is

repeated with the opposite leg

During February and March 2013, the experimental training program no. 3 was applied with aerobics exercises of high difficulty - Table III.

Table III Patterns of aerobics exercises with high difficulty Program no. 3


124

1.

P.I. Standing on one knee, with the other leg stretched sideways, and the arms bent with the hands behind your head: Action – leaning the torso in a sideway plan, on the side with the stretched leg - return – fig. 7

- 2 x 8

repetitions - the action is repeated with

the opposite leg

2.

P.I. Lying in a square position, with support on the fore-arms: Action – moving the stretched legs up and down within an angle of 450 - fig. 8

- 2 x 8

repetitions

3.

P.I. Lying on the back with one leg bent and supported with the foot on the floor, the other leg bent and maintained forwards in a right angle: Action – lifting the torso and the bottom from the floor – return - fig. 9

- 2 x 8 repetitions

- the action is repeated with

the maintenance of the opposite

leg

f. Statistical methods used The statistical processing of the results achieved was done by using the Microsoft Office Excel 2007 application. RESULTS Following the application of experimental training program with means of aerobics exercises of maintenance for a harmonious physical development and disposal of overweight in adolescent girls 14 to 16 years, the GE results are superior to the results achieved by GC, with significant progress between the two testing of the same group (Tables IV, V).

125

Table I Mean and mean difference somatic indicators of TI and TF GE and GC DYNAMICS OF SOMATIC INDICATORS - ADOLESCENTS 14 TO 16 YEARS

Proba Î (cm) G (kg) PA (cm) PC dr. (cm) PB dr. (cm) Grupa GE GC GE GC GE GC GE GC GE GC Testări TI TF TI TF TI TF TI TF TI TF TI TF TI TF TI TF TI T

F TI TF

1. 157 160

168

168

68 62 65 63 76 72 78 77 65 63 57 56 36 35 28 27

2. 166 166

159

160

86 78 73 69 110 104 76 76 68 65 63 62 38 35 28 28

3. 170 171

176

177

79 73 60 58 78 75 67 68 68 66 50 50 36 35 26 25

4. 157 160

168

168

65 60 52 49 74 72 69 67 62 61 57 57 32 31 22 22

5. 167 167

155

155

65 60 65 60 75 72 74 75 57 56 62 61 28 27 28 28

6. 166 166

166

168

70 64 80 75 68 64 78 76 53 52 70 70 29 28 36 35

7. 157 160

153

155

52 47 51 50 68 65 65 66 56 55 53 52 24 23 20 20

8. 170 171

168

168

79 71 70 65 78 72 78 75 68 65 63 63 36 33 28 28

x 163,7

165,1

164,1

164,8

70,5

64,3 64,5

65,1

78,3 74,5 73,1 72,5 62,1

60,3 59,3 58,8 32,3 30,8

27 26,6

± m +1,4 +0,7 - 6,2 + 0,6 - 3,8 - 0,6 - 1,8 - 0,5 - 1,5 - 0,4

Table V Mean and mean difference driving indicators of TI and TF GE and GC

DYNAMICS OF DRIVING INDICATORS - ADOLESCENTS 14 TO 16 YEARS

Proba A30” E30” G30” F30”

Grupa GE GC GE GC GE GC GE GC

Testări TI TF TI TF TI TF TI TF TI TF TI TF TI TF TI TF

1. 16 20 16 19 14 17 19 20 16 22 22 20 7 12 2 5

2. 21 28 19 20 20 26 24 24 20 28 23 24 8 16 6 8

3. 17 21 16 20 20 24 17 19 20 25 18 19 10 14 6 8

4. 16 21 14 18 18 21 17 19 18 24 20 20 4 10 4 5

5. 21 27 17 20 20 25 16 20 21 26 20 21 7 15 10 12

6. 18 23 18 22 19 23 18 20 17 24 24 25 5 9 8 10

7. 19 23 14 19 17 20 16 18 18 26 19 20 9 16 10 13

8. 22 30 15 20 20 25 18 20 19 26 23 23 8 18 12 14

x 18,7 24,1 16,1 19,7 18,5 22,6 18,1 20 18,6 25,1 21,1 21,5 7,2 13,7 7,2 9,3

± m + 5,4 + 3,6 + 4,1 + 1,9 + 6,5 + 0,4 + 6,5 + 2,1

DISCUSSIONS Following the application of experimental training program with means of aerobics exercises of maintenance, it was revealed that both groups showed better results than during the initial tests, even if the results of the experiment group were significantly higher than the final results of the control group during both the initial and final tests.

Regarding the somatic indicators of the final testing, the experimental group showed an average height of 1.4 cm and a teen average weight loss of 6, 2 kg compared with the results of the control group which showed an increase in height of 0, 7 cm and an average weight loss of 0.6 kg. The average abdominal perimeter of teenagers from the experiment group showed a lower value of 3.8 cm at the final testing, compared with the results of the

126

control group of an average score of 0.6 cm lower than the initial testing. At the final testing of driving indicators, the progress was obvious for the experimental group showing higher average values between tests with: 5.4 repetitions to test abdominal strength, 4.1 repetitions to test back strength, 6.5 repetitions to test the strength of lower limbs, and 6.5 repetitions to test the strength of arms. The progress of the experiment group was evident both between the two tests of the same group, and compared with the results in the tests of the control group. CONCLUSIONS 1. After processing and interpreting the data drawn from comparing the two groups of teenage girls of 14-16 years old, the hypothesis is confirmed that maintenance aerobics exercises have a major role in obtaining a harmonious physical development, contribute to the formation and development of the motor skills baggage, and reduce and eliminate excess body fat. 2. Maintenance aerobics exercises help to correct the posture and harmonious formation, and it can be practiced at any age depending on the level of training of individuals. 3. Aerobics exercises have also a significant role in building relaxation capacity of muscles and mind, creating good mood for individuals, and also ensuring confidence and self-esteem.

4. By using aerobics exercises, it improves the health of individuals and it has a significant role in correcting poor attitudes or deficiencies caused by incorrect body posture. REFERENCES Anderson, B., Stretching anywhere, anytime, Niculescu Publishing House, Bucharest, 2007 Brick, LG, Fitness Aerobics, Human Kinetics Publishers, Hong Kong, 1996 Damian, Ş., Stretching flexibility secrets, Publishing Corinth, Bucharest 2003 Dobrescu, T., Aerobics - Strategies for optimizing fitness, Pim Publishing House, Iaşi, 2008 Macovei, S., Sleekness, ANEFS Publishing, Bucharest, 1999 Macovei, S., Visan, A., Aerobics maintenance - guide specialist, CPS Publishing, Bucharest, 2003 Nanu, L., Dragan, TM, Manual gymnasium, Publisher GUP, GalaŃi, 2010 Nanu, L., bodily expressiveness and movement through the use of rhythmic gymnastics, Publisher GUP, GalaŃi, 2010 Popescu, G., Sport Aerobics, Sports Academy, Bucharest, 2003 Popescu, G., Impact Aerobic Elisavaros Publishing, Bucharest, 2005 Raisin, L., Stretching all, Teora Publishing House, Bucharest, 2001 Stoenescu, G., Aerobics and aerobic sport, ISPE Publishing House, Bucharest, 2000

ON THE INFLUENCE OF AEROBIC GYMNASTICS EXERCISES IN STRESS PREVENTION IN ADOLESCENCE (17 – 18 YEARS OLD

STUDENTS)

Liliana NANU, Constantin PLOEŞTEANU

University “Dunărea de Jos” of GalaŃi, Romania Abstract The present paper starts from the assertion that using methods and means specific to aerobic gymnastics in the education process for young students of 17-18 years of age might accentuate the positive influences on their balanced physical and aesthetic development and, at the same time, will help in the development of personality by increasing self-confidence and stimulating self-awareness. In turn, these may lead to increases in school performance through eradication or limitation of the stress factors specific to adolescence. Keywords: aerobic gymnastics, adolescents, high school, prevention, stress INTRODUCTION The increase in the rhythm of society evolution, the volume of tasks and accelerated dynamics of social environment claim more and more adaptation

availability of the human body, which determines psychic stress. From this perspective, one may mention day-by-day stress, environmental stress,

127

stress generated by family, school, job, etc. (Zeană, D.C, 1998.) School stress can be defined as the most damaging physical and psychic response that occurs when school requirements do not suit the student’s resources, capabilities or needs. According to a number of scholars (Băban, A., Alexa, L., Derevenco, P., 1988), its causes may be systematised as follows: type 1 causes: recent events in school (major timetable changes or changes in the requirements for certain subject, overloaded schedule, etc.); type 2: recent events outside the school (social life restrictions, severe diseases or the death of a beloved person, etc.); type 3: day-by-day school circumstances (too many assignments in short time, conflicts between classmates and teachers, confusing responsibilities, etc.); type 4: day-by-day circumstances outside the school (apprehension and concern for personal stability, anxiety provoked by information overload, etc.). OBJECTIVES Using exercises of aerobic gymnastics during physical education classes for students aged 17-18, as well as during their independent activities, helps attain the following objectives: balanced physical growth, correct posture, improvement in the level of segment coordination, increase in the efficiency of motor acts, formation of the ability to aesthetically perform movements and, last but not least, inducement of good spirits, improvement of the ability to relax – both physically and psychically – and elimination of stress. ASSUMPTION The grounds for the working hypothesis are as follows: using methods and means specific to sports and physical education, carefully selected in accordance with physical, psychic and motor development peculiarities of 17-18 years old students may positively influence their school performance by reducing or eliminating the stress factors specific to adolescence. MATERIALS AND METHODS a. Research protocol The research has been conducted in the classrooms and the gym hall of “Al. I. Cuza” High School, GalaŃi, during 15.09.2012-15.03.2013 (a 6-month period), one class per week/ 50 minutes each. b. Subjects The sampling consists of 128 students (89 girls and 39 boys) in the 12th grade, aged between 17 and 18 years. Considering the gender distribution, the

feminine gender is predominant– 69.6%, the males group representing only 30.4%. c. Groups (grades) All the five classes of the senior year have been included in the experiment, irrespective whether their students were specialising in humanities or sciences: Mathematics-Computer Science (bilingual), Natural Science, Philology (bilingual, German and English) and Philology (bilingual, French and English). The students have had access to similar learning conditions and equipment. d. Evaluation tests The burnout syndrome assessment questionnaire (25 questions with 5 predetermined choices). The students could only opt for one choice, in relation to the importance they grant to the issues tackled and their personal opinion. The questionnaire has aimed at assessing the teenagers’ behaviour through three different dimensions: the first set of 9 questions focused on determining the level of emotional exhaustion; the next 6 questions concerned the depersonalisation level of the interviewee (lack of confidence and self-esteem, degradation of relationships or dependence on others); the last 10 questions assessed the self-assessment of personal accomplishment (tendency of negative self-assessment of abilities and professional capabilities). The assessment and interpretation of the answers provided has been made as follows: • For the questions 1, 2, 3, 4, 5, 6, 9, 11, 12, 14, 15, 16, 17, 18, 22, 24, 25, the points have been granted in direct ratio to the choice made, thus: choice a=1 point, choice b=2 points, choice c=3 points, etc. • For the questions 7, 8, 10, 13, 19, 20, 21, 23, the number of points granted has been in inverse ratio to the position of the choice in the grid, thus: for choice a=5 points, for choice b=4 points, for choice c=3 points, etc. The recorded points total represents the sum of the points scored for each dimension, which amounts to a total that has been interpreted in accordance with the values depicted in table 1.

128

Table 1

LEVELS OF PROFESSIONAL EXHAUSTION ON DIMENSIONS Emotional exhaustion

9 – 18 points 19 -27 points 28 – 45 points

low level medium level high level

Depersonalisation

6 – 12 points 13 -18 points 19 – 30 points


Decrease in personal accomplishment

10 -20 points 21 – 30 points 31 -50 points


total: 25 -50 points (low level), 51 – 75 points (medium level), 76 – 125 points (high level) The choices that the students made have provided a significant amount of information concerning their

opinions on situations and factors that trigger stress in adolescence - table 2.

Table 2 Models of questions for assessing the stress degree in adolescents (17-18 years old

Determining the level of emotional exhaustion No. Question Choices Choice

value T.I.

No. of answers

Percentage %

T.F. No. of

answers

Percentage %

1. Do you feel emotionally exhausted?

a. infrequently 1 7 5.4 18 14.0 b. seldom 2 16 12.5 62 48.4

c. sometimes 3 54 42.1 31 24.2 d. often 4 48 37.5 15 11.7

e. very often 5 3 2.3 2 1.5

2. At the end of the day, do you feel

like a boiled rag?



e. very often 5 5 3.9 6 4.6

3. Do you feel tired in the morning when you wake up and have to go to school?



e. very often 5 7 5.4 3 2.3

Determining the depersonalisation level

1. Do you communicate

with your classmates as if

you communicated with inanimate

objects?

a. infrequently 1 18 14.0 23 17.9

b. seldom 2 43 33.5 59 46.0

c. sometimes 3 37 28.9 27 21.0

d. often 4 24 18.7 17 13.2

e. very often 5 6 4.6 2 1.5

2. Have you become tougher

in the relationships

with the others lately?



e. very often 5 18 14.0 8 6.2

3. Are those you a. infrequently 1 22 17.1 33 25.7

129

come across with in school uninteresting

people?

b. seldom 2 33 25.7 48 37.5 c. sometimes 3 37 28.9 29 22.6

d. often 4 29 22.6 15 11.7 e. very often 5 7 5.4 3 2.3

Determining the level of decrease in personal accomplishment 1. Do you have

periods when you feel out of your depths?

a. infrequently 1 16 13 23 18 b. seldom 2 25 20 36 28

c. sometimes 3 39 30 33 26 d. often 4 42 33 31 24

e. very often 5 6 4.7 5 4

2. Nothing happens as you wish?

a. infrequently 1 18 14 26 20 b. seldom 2 24 19 34 27


e. very often 5 17 13 8 6

3. Can you find the correct solution

in conflict situations?

a. infrequently 5 8 6.3 5 4 b. seldom 4 19 15 13 10


e. very often 1 14 11 18 14

If at the beginning of the study, the answers in this questionnaire had indicated an average of the emotional exhaustion level towards the margin of the general mean value (27.23 out of 28), after applying the experimental curriculum of training with methods of aerobic gymnastics, a significant increase in the prevention and elimination of stress was recorded, the final mean value being of 22.99 points, an ideal value for emotional involvement in day-by-day activities. After applying the experimental curriculum of training with methods of aerobic gymnastics for adolescents (17-18 years old), the results obtained from the choices made for the first 6 questions for determining the depersonalisation level have indicated a slight improvement in this segment; nevertheless, more effort must be put in this education dimension (fig. 1).

For the questions asked in order to determine the level of decrease in personal accomplishment, the students’ choices in the initial target have indicated an acute lack of confidence, as well as a blurred vision on their options and chances of personal accomplishment. If the results recorded in the initial testing had placed the group close to the highest level of the mean value (28.77, the mean value =30 points), after applying the experimental curriculum of training with means specific to aerobic gymnastics, in the final testing the mean value decreased to 24.60 points, which indicates confidence in what future accomplishments are concerned, as well as a significant improvement in their vision of future accomplishments (fig. 2).

Fig. 1. Comparative chart of the mean value of adolescents’ depersonalisation level

Fig. 2. Comparative chart of the mean value of the level of decrease in personal accomplishment

Nivelul de depersonalizare

18

17,24

16,19

15

15,5

16

16,5

17

17,5

18

18,5

1nivel mediu T.I. T.F.

3028.77

24.6

0

5

10

15

20

25

30

35

1nivel mediu 30 T.I. T.F.

130

e. Complex exercises modelsFollowing the analysis of the results recorded in the initial testing, an experimental curriculum has been drafted and implemented. It consists in physical exercise of aerobic gymnastics in view of acquiring balanced physical growth, an aesthetic and correct posture, for losing weight, but especially for avoiding or

removing the state of stress in adolescents (17-18 years of age). The experimental training programme with means and methods of aerobic gymnastics has been structured in three exercise sets carried out for a 6-month period (8 weekly cycles/ 8 classes for each set, 30 exercises/ each set, 50 minutes, various difficulty degrees – as shown in Table 3).

Table 3 Models of aerobic gymnastics exercises

Aerobic gymnastics programme no.1 – low difficulty 1. Ankle flexion, standing, with: • outwards raised arms scissors, down, back down and combined, 2x8 times; • outwards raised arms scissors, 2x8 times; • raised arms scissors, 2x8 times; • raising arms lateral at shoulders level, 2 x 8 times; 2. Running, lifted knees, 2x8 times; 3. Running with outwards stretched legs scissors, 2x8 times; 4. P.I. Straddle, bent arms, hands on hips : • head flexion and extension, 2x8 times ; • head curling to the right and to the left, 2x8 times ; • head rotation to the right and to the left, 2x8 times; 5. P.I. Sitting, palms backwards, legs raised at 45o: • scissors jumps in sagittal/ lateral plane, 2x2x8 times

Aerobic gymnastics programme no.2 – medium difficulty

1. Ankle flexion with: • gradually lifting arms outwards 2 x 8 times; • simultaneously lifting arms upwards, 2x8 times; • gradually lifting arms lateral - upwards, 2x8 times; • arms extensions lateral, 2x8 times; • arms extensions upwards, 2x8 times; 2. Running swinging legs backwards, 2x8 times 3. P.I. Straddle, raised arms: • alternative lateral body bending simultaneously with lifting arm on the bent side, up, lateral, opposite arm, downwards, 2x8 times; 4. P.I. On knees, palms on the floor : • alternative balancing legs with the knee bent outwards and extended backwards, 2x8 times 5. P.I. Lying with face down, lifted arms: Body extension lowering the arms, lateral, 2x8 times

Aerobic gymnastics programme no.3 – high difficulty

1. Ankles flexion, arms extended outwards: • outwards small arms rotations, interior/exterior, 2x8 times; • outwards short arms scissors in sagittal plane (upwards-downwards), 2x8 times ; • outwards wide arms scissors in sagittal plane, 2x8 times; • short arms rotations exterior/ interior, 2x8 times ; • large arms rotations exterior/ interior, 2x8 times; 2. Lateral jumps from standing to straddle, with bending and outwards stretching arms, 2x8 times ; 3. P.I. Straddle, bent arms, hands on the backhead: • lateral plane body bending, right/left bending knees, 2x8 times; • outwards body bending, stretching arms, lateral plane, 2x8 times; 4. P.I. On the knees, palms outwards on the floor: • alternative bent legs rotation in lateral, 3x8 times; • alternative legs rotation in lateral, 3x8 times; • outwards-backwards alternative bent legs rotation, 2x2x8 times; • backwards - lateral alternative balancing of the extended legs, 2x2x8 times 5. P.I. Lying with face down, lifted arms: • back extension with alternative lifting opposite leg and arm, 2x8 times

CONCLUSIONS 1. The study of the literature in the field on the issue of stress has revealed that the experts’ interest in this question is limited when it comes to stress prevention in adolescence, irrespective whether they are teachers, educators, psychologists or physicians.

2. School curricula are overloaded, and the graduation exams and higher education admission exams take place in a very short period of time. 3. After processing and interpreting the data recorded, the assumption that stress can be prevented by using aerobic gymnastics has been proven valid. 4. The stressful states and situations can be controlled and positively influenced through

131

physical exercise, with regard to age peculiarities in the case of adolescents (17-18 years of age). 5. The comparative analysis of the results recorded when applying the initial testing and those recorded in the final testing have emphasised the positive influence of physical exercise, as means of improving communication among youths (socialising) through their massive and constant and wilful participation in same sports activities. This situation has led to the development of relationships which positively influence the day-by-day activity at and outside the school. REFERENCES Băban, A., Alexa, L., Derevenco, P., Criterii psihofiziologice de evaluare a stresului si a factorilor de risc în contextul muncii, National Hygiene Congress, Bucharest, 1988

Bota, A., ExerciŃii fizice pentru viaŃa activă, Bucharest: Cartea Universitară, 2006 Deverenco, P. Anghel, I., Baban, A., Stresul în sănătate şi boala, Cluj-Napoca: Dacia, 1992 Gheorghe, D., Sănătate prin sport pe înŃelesul fiecăruia, FRSPT, Bucharest, 1997 Goliszek, A., ÎnvingeŃi stresul, Bucharest: Teora Publishing, 1999 Nanu, L., Expresivitate corporală şi motrică prin utilizarea mijloacelor gimnasticii ritmice, GalaŃi: GUP, 2010 Nanu, L., Drăgan T. M., Gimnastica aerobică de întreŃinere, GalaŃi: GUP, 2012 Şchiopu U., Verza E., Psihologia Vârstelor: ciclurile vieŃii, Bucharest: EDP, 1997 Thurnell – Read, J., Stresul teluric, Bucharest: Teora Publishing, 1997 Zeană, D.C., Sănătate şi comportament, Bucharest: Editura Enciclopedică, 1998

STUDY ON THE ACTION OF TACTILE AND STRENGTH SENSORS IN DETERMINING THE BALL FORCE ON THE VOLLEYBALLERS’

FOREARMS

Carmen PÂRVU

University “Dunărea de Jos” of GalaŃi, Romania

Abstract In the previous issues of the magazine we described the computerised apparatus for the acquisition and assessment of the two-handed pass from below in volleyball, stressing the typology and efficiency of the sensors that constitute the hardware of the apparatus. The present paper aims at analysing the strength sensor, evincing its utility in executing the pass and in the takeover from attack and service. To develop the project ”Computerised apparatus for the acquisition and assessment of the two-handed pass from below”, efforts were made to detect and measure the ball force exercised on the player’s forearms in executing the takeover from attack and service. Thus, it may be assessed if the forces are equal on both forearms at the moment the ball is hit. Key words: Sensors, force, voleyball, forearms.

INTRODUCTION In the early stages of acquisition of a new technical procedure, the formation of the psycho-motor representation is accompanied by major biomechanic deviations from the model. It is the topic of a lot of research trying to prevent and eliminate the most serious deviations which prove harmful by denaturing the form and the content of the motor form. CONTENT The analysis of specialised literature in the field (Larionescu, 2012) led to the conclusion that a thorough examination of a technical procedure means dividing it into its components, to be analysed separately. Similarly, these stages or sequences within the same procedure may illustrate

the subject’s technical level, as well as the execution errors, constituting a real reference point for the examiner (Larionescu, 2012). Thus, technically speaking, the most important issue is to eliminate errors, their causes being complex and varied. They may be differentiated according to the action sequences, being all caused by the subject(s) generating the errors. The most important moment in executing the two-handed takeover from below from attack or service is the movement when the ball meets the hands and the post-hit follow-up. The requirements for these are: high availability, extended arms with the formation of a plane surface, advancement towards the ball, and hit amortization. At the same time, the place of contact is of utmost importance, most

erroneous takeovers being caused by a contact place on the forearms other than the cuff. In this movement, the upper limbs act as fully extended levers, and mobilisation takes place only on the scapulo-humeral joints. For ball takeover, the players stop, lower limbs spread apart, in order to increase their support

Fig. 1. Biomechanic model of ball takeover from below from attack or service (Niculescu, 2006)

The figure above shows that “ball 1 of mass radius r performs a translation movement makes contact in point M on forearm 2, whose angle with the horizontal is 0. It is considered that the immobile forearm (h₂) is hit by the ball under angle h which is in fact the incidence angle to the normal Oz”.(Niculescu, 2006) The author (Niculesc

h (the tangent produced by the sliding friction). After hitting, the ball’s displacement has the following parameters: translation speed h₁, rotation speed ώ and angle β to the normal Oz. The clash between the ball and the player’s forearms, taking into account the friction (ballforearms), is analysed by means of the computerised apparatus for the correction and assessment of the two-handed pass from belowThe system is based on the acquisition of data collected from the various sensors applied on the player’s body. The data collected are sent to a distance by wireless radio to a computer. The computer performs the real-time data analysis and sends back ta response of the vocal message type (the system’s feedback as an audio stimulus).

132

ers being caused by a contact place on the forearms other than the cuff. In this movement, the upper limbs act as fully extended levers, and mobilisation takes place only

For ball takeover, the players stop, lower limbs ead apart, in order to increase their support

basis, and the upper limbs free in their front, to be able to best execute the procedure. In the biomechanic models of volleyball, the ball speed after the hit may be regulated by players according to their necessities, by parametpalm translation speed (the hand rotation speed) and the restitution coefficient k which is known by experience (Niculescu, 2006).

Biomechanic model of ball takeover from below from attack or service (Niculescu, 2006)

of mass m and performs a translation movement h₁ and

makes contact in point M on forearm 2, whose angle with the horizontal is 0. It is considered that

) is hit by the ball under h which is in fact the incidence angle to the

h (the tangent produced by the sliding friction). After hitting, the ball’s displacement has the following parameters:

d ώ and angle β

The clash between the ball and the player’s forearms, taking into account the friction (ball-forearms), is analysed by means of the computerised apparatus for the correction and

handed pass from below. The system is based on the acquisition of data collected from the various sensors applied on the

The data collected are sent to a distance by wireless radio to a computer. The computer performs the

time data analysis and sends back to the player a response of the vocal message type (the system’s

The data are stored in the computer after each pass, being subsequently analysed in order to perform an over-all assessment for each player’s training. All the sensors transform the physical dimensions measured into electrical ones, either analogical ball hitting force or the ball position on the forearm), or logical (the presence of the palm hit, bent elbow, over-shoulder arm position, inaccurate grip). By analysing the real-time statistics provided by the soft of the computerised apparatus, it was noticed that most subjects under study do not show strength balance on both arms at the moment of the Thus, some put more strength on the right forearm, while others on the left. The data corresponding to the accurate pass have the value 1 except for balance which is accepted as accurate if it is higher than 0.5. Lower values are considered as errors and are underlined in black. Our area of interest is only the determination of strength ratio on the two forearms, which has to be as close to 1 as possible, i.e. F1/F2 ≈ 1. One should note that the resistive force sensors(SFR) operate on the principle of modifying the electric resistance of a material undof a mechanic force exercised on a normal direction on the sensor surface.

basis, and the upper limbs free in their front, to be

n the biomechanic models of volleyball, the ball speed after the hit may be regulated by players

essities, by parameters, the the hand rotation speed)

and the restitution coefficient k which is known by

Biomechanic model of ball takeover from below from attack or service (Niculescu, 2006)

The data are stored in the computer after each pass, being subsequently analysed in order to perform an

all assessment for each player’s training. e sensors transform the physical dimensions

trical ones, either analogical (the ball hitting force or the ball position on the forearm), or logical (the presence of the palm hit,

shoulder arm position, inaccurate

time statistics provided by the soft of the computerised apparatus, it was noticed that most subjects under study do not show strength balance on both arms at the moment of the hit. Thus, some put more strength on the right forearm,

The data corresponding to the accurate pass have the value 1 except for balance which is accepted as accurate if it is higher than 0.5. Lower values are considered as errors and are underlined in black.

only the determination of strength ratio on the two forearms, which has to be

≈ 1. hat the resistive force sensors

(SFR) operate on the principle of modifying the electric resistance of a material under the influence of a mechanic force exercised on a normal direction

133

Fig. 1. The application window- Testing session- The strength balance ratio on both arms

The analysis of the application window shows that execution 6 grants the player maximum score for palm (1), the ball position on the forearm (1), the player also had extended elbows during the execution (1) and did not raise the fist above the shoulder level (1), but the balance ratio on the arms was marked with 0, which means that the player hit the ball more with an arm and less with the other.

Immediately after the execution the apparatus sends the message: “Hit the ball with both hands!”. One should note that SFR does not have an electric linear characteristic, but a logarithmic one. Moreover, in a free state, i.e. when the force applied is 0, the resistance of the sensor is infinite.

Fig. 3 Position of the resistive and tactile sensor on the cuff of the computerised apparatus for the acquisition

and correction of the two-handed pass from below

The unified analogical signals have the following characteristics: Vmin = 0V; Vmax = VDD .the logical signals have the levels VLO = 0÷0,3V; VHI = VDD-0,3V÷VDD

This imbalance between the arms may direct the pass in an imprecise area, even if the other

methodological requirements have been met. Although the subject had an accurate grip, made contact in the cuff area, did not bend the elbows or raise the fists, s/he could not score the maximum value as the ball force was not equal on the forearms.

The tactile resistive sensor

The strength resistive sensor

134

Fig. 1.Application session- Testing session- Ball position on the player’s forearms By comparing the first execution to the others in the testing session, it is to be remarked that the grip was accurate (1), the elbows were perfectly aligned thus scoring high (0.9), the same as the above-shoulder level (1) and balance (0.8), but the ball position (contact) on the forearm was wrong (0). In this case the apparatus sends the vocal message: “Use the arms’ third part!”. CONCLUSIONS By analysing the real-time statistic data provided by the apparatus, it may be said that most subjects

under research do not show balance on both arms at the moment they hit the ball. Thus, some players rely more on the right arm, while others favour the left. This arm imbalance leads to passing in an imprecise area, even if the other methodological requirements have been met. In point of the statistics of the working stage called arm work (execution 6 in Fig. 2), it may be

said that besides the hitting force and the friction, the unequal joint mobility of the player’s arms may be a cause of the different force ratio on the player’s forearms. REFERENCES Niculescu, I.,(2006), Psihomotricitatea în jocul de volei. Universitaria Publishing House, Craiova, pp. 120-122. Larionescu- Moroşan, V., (2012), Pregătirea tehnică a studenŃilor facultăŃilor de educaŃie fizică şi sport în cadrul disciplinei volei, prin folosirea aparatelor ajutătoare – PhD thesis, pp. 57-64. Preda, C., (2010)- PhD Thesis- Technique Optimisation in Volleyball regarding Learning and Error Correction through Helping Devices, 174-180. Pârvu (Preda) C.,& Rosculet Razvan, Level architecture and computerised system components

for assessment volleyball, The Annals Of The University” Dunărea de Jos” GALAłI , p-135, Fascicle XV, Physical Education and Sport Management No.2 -2012, ISSN 1454-9832. http://www.efms.ugal.ro/index.php/archiva/2012/104-anale-efsm-2012-nr2 Iorga,S., I.( 2002), Mecanică fizică , note de curs, The Pitesti University Publishing House, p 36. Reeser JC, Fleisig GS, Bolt B, & Ruan M.,(2010), Upper limb biomechanics during the volleyball serve and spike. Sports Health. 2010 Sep;2(5):368-74. [PubMed] Free PMC Article Vařeková R, Vařeka I, Janura M, Svoboda Z, & Elfmark M., (2011) Evaluation of postural asymmetry and gross joint mobility in elite female volleyball athletes. J Hum Kinet. 2011 Sep;29:5-13. doi: 10.2478/v10078-011-0034-9. Epub 2011 Oct 4. PMID: 23486553 [PubMed] Free PMC Article

CULTIVATING GENERAL STRENGTH TO JUNIOR 12-13 YEAR-OLD SOCCER PLAYERS

Constantin PLOEŞTEANU, Vasile Cătălin SAVU

University “Dunarea de Jos” of Galati, Romania Abstract Strength is the basis of all other motric capacities.The aspects presented in the literature of specialty emphasize the fact that the muscular development at early ages requires special attention in conceiving the exercises. In this respect, through our experiment, we have conceived a training programme meant to develop the general

The tactile-resistive sensor

135

strength of the 12-13 year-old soccer players.We have considered specific requirements, depending on the characteristic features of the body in full growing up process. Keywords: cultivate, general strength, children, soccer

INTRODUCTION According to the opinion of various experts, (Bosco C.-1985, Cometti G.-1988, Iaric S.-1985, Firea E.-1984, Verhoshanski L.V.- 1987), quoted by Niculescu M., Malusaris G., Mateescu A., in 2008 strength was and continues to be the main motor quality that allows the improvement of the indices of other qualities and can be developed in simple conditions, without great expenses. Strength is defined as,, the ability to overcome the external resistance or to resist it with the help of the muscular effort”( Novicov A.D.-1980). Weineck J. sees strength asthe ability to achieve overcoming, maintenance or give in efforts of external or internal resistance, through the contraction of one or several muscle groups.Tudor Bompa in 2002 points out the importance of this quality in executing movement defining it as ,, the neuromuscular capacity to overcome an external or internal resistance” or in simple terms, strength is the capacity to apply strength.The literature of specialty presents a series of definitions that are not essentially different, but in the synthesis papers the emphasis is on the muscle effort meant to overcome resistance. The authors who have approached this motor skill, depending on their profession – physicists, physiologists, experts in Physical Education and Sports Methodology, biochemists, biomechanists discuss and present a series of manifestations of strength.According to the degree of generality and the performed activity, one can speak about general and specific strength. General strength, the subject of our study, represents the body’s overall capacity to overcome various resistances, based on the contraction of the main muscle groups ( Rata G., Rata B.C., 2006), quoted by Niculescu M., Siman I., Mateescu A., in 2008. According to Dragnea A., 2006, general force is usually required by the individual’s daily activity.Zatiorski(1968), quoted by Bompa Tudor in 2001, considers that the size of the strength is a function determined by three factors: intermuscular coordination, intramuscular coordinationand the strengthof the muscle response to the nerve impulse. According to Bompa T., Carrera M., (2006)any strength training programmemust use the 6 training fundamental laws in order to ensure adaptation and to avoid injury. This fact is particularly important for the young athletes; - develop joint mobility; - develop ligament and tendon strength; - develop middle body strength; - develop stabilizer muscles; - train movements not muscles; - focus on what is necessary, not new.

PROBLEM STATEMENT Most of those who are against the practice of strength exercises by children imagine tens of kilograms ofweight pressing on children’s articulations and bones, that are in full growing process at this age, causing serious disturbances to their bodies. It is true that the use of big weights produces damage to a child’s body, but it is also true that the use of small weights, combined with mobility games and exercises help the development of the general strength. According to Corobcov (1962), quoted by Niculescu M., Malusaris G., Mateescu A., in 2008, the increase in muscle strength up to the age of 11 is rather insignificant. Starting with the age of 12, the rhythm of muscle strength development increases, reaching its highest intensity at 18 years of age. The same author proves that the functional potentialities of man’s various muscle groups develop differently.Some muscles develop considerably at the age of 10-13 , others at 15, and the maximum muscle strength increases from 13 to 14 up until16-17 years of age. One of the main targets of our training programme for children and junior players is the development of a strong anatomical basis. Nevertheless, the literature of specialty recommends methods that have not always reached their goal, and the content of the strength training in the school curiculum does not lead to the best results, and thus, generations of players remain deficient thereat. PURPOSE OF STUDY The purpose of the study is to design a programme specific for the development of general muscle strength to children involved in performance activities, soccer, 12-13 years old. Hypotheses of the study : 1.To what extent the muscle development exercises have influencedthe motor quality conditioned by strength. 2. Whether the proposed working programmecontributes to the cultivation of general strength to 12-13 year-old players. METHODS In order to fulfill the purpose and reach the aims of the study, we have used the following research methods : - The Scientific Documentation (bibliographic) including a wide range of information, tackling special studies from the country and abroad, scientifically substantiating the topic addressed in the study. - The Pedagogical Observation. Observation must be objective, continuous and systematic. The acquired data are recorded, classified, processed

136

and conclusions are drawn. The data collection has been helpful for a preliminary analysis in choosing the appropriate means for the experiment achievement. - The Testing and Measuring Method. The measuring and testing were intended to point out the evolution of the proposed experiment. The two groups of players were subjected to a number of 4 tests targeting the determination of the general strength development. They are the following : 1.Pull-ups MATERIAL: fixed bar or a similar object EXECUTION:The player is hanging on the bar, palms facing away, he flexes his arms, pulling himself up until his chin is above the bar, then returns to his initial position, ARMS UPSTRETCHED ! PRACTICAL ADVICE: In order to avoid balancing that can be produced during the exercise, it is advisable to have a partner placed laterally, stretching his arms on both sides of the legs ! EVALUATION:The coach (or partner) counts how many times the player has succeeded to raise his chin above the bar. PENALTIES: No point is granted if : -the movement is partially executed (bent elbows at the beginning, chin under the bar); -the body remains immobile during execution (no balance, no leg pushing). ATTEMPTS:one 2.Long jump without momentum MATERIAL: tape measure INSTALATIONS: Atape measure is fixed on less hard ground (gymnasium, turf, running track etc).The startingline must me marked by a line (e.g..: the end line of a field –inside or outside). This line must be perpendicular to the tape and must not be touched by players, neither before, nor during the jump. The „zero” point of the tape is fixed on theedge of the line that is closest to the player. EXECUTION: The player must jump, holding feet together, as far as possible, without momentum. EVALUATION: The leap is measured by centimeters, from the outer edge of the starting line to the most backward point of the landing place. PENALTIES: The jump is null if :- the player executes one or more standing jumps before the leap;-the player steps on the starting line. ATTEMPTS: 3, the best is recorded 3.Throwing a rounders ball from a standing position MATERIALS:the starting line for the throw, traced by the teacher, a rounders ball, tape measure. EXECUTION:The player is standing behind a traced line, from the standing position, legs apart, the foot opposite to the throwing arm placed forward, he throws the rounders ball as far as possible.

EVALUATION:The coach shall record the best result in meters. ATTEMPTS:The player can try 2 times 4.Flexions of the body without prop or aid MATERIAL: 1 stopwatch EXECUTION:Starting position: supine position, legs stretched, hands on the back of the neck. On command, the player flexes his trunk forward and touches his right knee with his left elbow, which has also been flexed, the left foot being kept stretched on the ground. When reverting to the supine position, the hands on the back of the neck must come into contact with the ground, the right leg reverts to its stretched position, on the ground. The pelvis remains against the ground.The player combines alternatively left elbow–right knee, right elbow –left knee. ATTENTION: the sole of the flexed leg must be against the ground when the opposite elbow touches its knee. EVALUATION: We count one every time an elbow comes into contact with a knee for 30 seconds. PENALTIES:NO POINT IS SCORED: -if movements are executed partially or completely incorrect, -if the pelvis is off the ground, -if the elbow does not touch the opposite knee, -if the sole of the flexed leg is not on the ground during the elbow-knee contact moment, -if the attempt is interrupted (pause greater than 3 seconds). ATTEMPTS: one -The Pedagogical Experiment was based on the confirmation of the working hypotheses concerning the cultivation of general strength to 12-13 year-old soccer players The groups involved in the study are the following : - Experimental group: F.C.M.Dunărea GalaŃi –D junior players, 28 in number - Control group: Otelul GalaŃi –D junior players, 28 in number Organisation of the study : This study toook place during a competition (August 2012- December 2012) and it included: -Organisation and deployment of tests.Periodisation of the tests included in the study: 1- initial testing – during1-5 August 2012, in order to identify the initial values of the studied parameters; 2- final testing – during16-20 December2012. The experimental programme The experimental group worked on a weekly schedule, 2 days per week: on Tuesday andThursday, from 18.00 to 19.00 hrs at the gym of the FCM Dunarea Galati club. Among the means of developing the muscles to the 12-13 year-old players in the control group we can mention: work with a partner, without a directed

137

content, at the beginning and the final part of the training session. Muscle-building exercises for different goups of muscles working alternatively.The circuit shall be repeated twice.4 minute breaks between the series of exercises. Exercise no. 1 From the standing position, keeping his chest straight, the player goes up and down, in four strokes, on a 30- 40 cm tall bench,carrying a light 1 kg dumbbell in each hand, 12-14times. 30 sec break. Exercise no. 2. From supported prone position, one pushup, then pass to squatting position, hands on the ground, then revert to the initial position. Practice for 8-10 times. 30 sec break. Exercise no. 3. From supine position trunk and legs are flexed simultaneously, grabbing the knees with the hands (grouped sitting position). Revert to initial position. Practicefor 10-12times. 30 sec break. Exercise nr. 4. Standing jumps are performed, using the rope, and advancing slightly, 30 s. 45 sec break. Exercise no. 5. Stretched standing position, inward arm rotations, with light dumbbells (1kg). in each hand.Practice for 12-14 times. 30 sec break. Exercise no. 6. From prone position, arms up, carrying a soccer ball in onehs hands, trunk extension. Practice for 12-14 times. 30 sec break. Exercise no. 7. Standing on an inclined plane, carrying a light 1kg dumbbell in each hand, the player bends his knees until he touches the inclined plane with his buttocks, then reverts to the initial position.Practice for 10-12 times. 30 sec break. Exercise no. 8. From supported supine position, hands on the gym bench, bend and stretch arms. Practice for 10-12times. 30 sec break. Exercise no. 9. From supine position, simltaneously lift legs close together, and then bring them in the initial position. Practice for 10-12 times. 30 sec break. -The Mathematical and Statistical Method .Data were collected according to the established purpose and then they were processed, so that the information attesting the veracity of the experiment was obtained in an appropriate statistical form. The statistical processing of the registered results has been achieved by the use of Microsoft Office Excel 2007.

-The Comparative Method was used to compare the assessments regarding the selection of the most effective exercises and their verification for a correct practicability -The Graphical Methodt hat emphasizes the evolution of the results of the studied period, the progressor regress of the subjects and of the team. FINDINGS AND RESULTS After having designed and applied the experimental training curricula, in order to cultivate general strength to 12-13 year-old soccer players, the results demonstrate the provision of muscle building to 12-13 year-old soccer players, too. We have identified means used in implementing the muscle development under the influence of the controlled experiment. The differences between the experimental group and the control group in terms of performance have been tested using the t test for two independent groups. Initially, there has been no significant performance difference (p>0.05); this was, in fact, one of the prerequisites for the achievement of the experiment. Nevertheless, at the final testing, there have been significant differences between the two groups, statistically speaking (p <0.05). For the pull-up test, the average performance of the experimental group athletes (6executions) has been significantly better than the average performance of the control group athletes (4,6 executions), and the coefficient of variation evinces homogeneity, compared to the control group. For the long jump without momentum test, the average performance of the experimental group athletes (1.74cm) has been significantly better than the average performance of the control group athletes (1.67cm). For the rounders ball throwing test, the average performance of the experimental group athletes (29.57m) has been significantly better than the average performance of the control group athletes (25.07m), and the coefficient of variation of the experimental group evinces homogeneity, compared to the control group. For the body flexion test, the average performance of the experimental group athletes (23executions) has been significantly better than the average performance of the control group athletes (19executions), and the coefficient of variation of the experimental group evinces homogeneity, compared to the control group. The discussed results are illustrated in the summary

table of the statistical tests and the charts of the averages that are hereinafter presented.

Table 1 Summarizing table of the results evolution for the two groups included in the study

Fig.1 Diagram on the arithmetic mean of the initial test results of the two study groups

Fig.2 Diagram on the arithmetic mean of the final test results of the two study groups CONCLUSIONS AND RECOMMENDATIONS The conducted study confirms the hypotheses of the research, emphasizing through thvalues, the level of development of the general muscle strength to the soccerplayers in the experimental group, compared to those in control group. The sports training must permanently ensure a harmonious physical developmentthroucontinuous increase in the motor capacitespecially under the conditions of intense school activities that require greater efforts every year. When the used methods and means are easy to execute, attractive, optimally distribute

0

5

10

15

20

25

Pull-ups

0

5

10

15

20

25

30

Pull-ups Long jump

Grupa Experiment Control

Test I F I F ISum ∑ 82 168 84 130 45

Arithmetical average 2,928 6 3 4,642 1,601

Standard deviation 0,813 0,816 0,816 0,731 0,072Coeff.of

variation% 27,769 13,608 27,21 15,74 4,501

average error m

0,153 0,154 0,154 0,138 0,013m2

0,023 0,023 0,0238 0,019 0,00019Testt signif.

T 14,099 7,93 Test Pull-ups

138

Summarizing table of the results evolution for the two groups included in the study


on the arithmetic mean of the final test results of the two study groups

CONCLUSIONS AND RECOMMENDATIONS The conducted study confirms the hypotheses of

the research, emphasizing through the recorded development of the general

muscle strength to the soccerplayers in the group, compared to those in the

The sports training must permanently ensure a harmonious physical developmentthrough

motor capacity, especially under the conditions of intense school

e greater efforts every year. When the used methods and means are easy to execute, attractive, optimally distributed and

standardized, all these a spects lead to a significant development of the motor capacity, fact whichis the main target of the sports training.Itthat a soccer player needs a certain specific strength, but this could not be developed if the player does not acquire general strength first, which is the one that engages all muscles of the body. Consequently,the strength training is one of the most important ingredients in the athletes’ development programme. Recommendations for the practical activity, following the experiment and the gained results:-exercises must be simple and accessible.

Long jump Throwing a

rounders ball

.Flexions of the

body

Gr. Exp

Gr. Control

Long jump Throwing a

rounders ball

.Flexions of the

body

Gr. Exp

Gr. Control

Experiment Control Experiment Control I F I F I F I F I

45 49 45 47 574 828 571 702 420

1,601 1,7407 1,617 1,677 20,5 29,571 20,39 25,071 15

0,072 0,071 0,077 0,063 1,5752 0,92 0,916 1,653 1,21

4,501 4,124 4,805 3,78 7,684 3,111 4,494 6,596 8,11

0,013 0,013 0,014 0,011 0,297 0,173 0,173 0,312 0,23

0,00019 0,0001 0,0002 0,0001 0,088 0,03 0,03 0,097 0,052

7,26108 3,145 26,304 13,089 Long jump Trowing a rounders ball

Summarizing table of the results evolution for the two groups included in the study


on the arithmetic mean of the final test results of the two study groups

spects lead to a significant opment of the motor capacity, fact whichis the

has been found that a soccer player needs a certain specific strength, but this could not be developed if the player does not acquire general strength first, which

one that engages all muscles of the body. Consequently,the strength training is one of the most important ingredients in the athletes’

Recommendations for the practical activity, following the experiment and the gained results:

ercises must be simple and accessible.

Gr. Exp

Gr. Control

Gr. Exp

Gr. Control

Experiment Control F I F

644 420 532

23 15 19

1,217 1,217 1,586

5,292 8,114 8,35255

0,23 0,23 0,3

0,052 0,052 0,052 0,09

24,58 10,58 Flexions of the body

139

-select a great number of exercises (8-12), that engage the main muscle groups - exercisesmust alternate between limbs and muscle groups to ensure a good recurrence. - the relaxation exercises, like shaking legs, arms and shoulders, quicken the recurrence between series. REFERENCES 1. Apolzan D. (1999). Soccer 2010, Bucharest: Under the aegis of FRF, pp.318-319,360-362. 2. Bompa T., Carrera M.(2006) .Periodization of the sports training,Bucharest:Tana, pp. 53-87. 3. Bompa T.(2001). Theory and Methodology of Training, CNFPA, Bucharest:Tana, pp269-297. 4. Cojocaru V.(2002). Football of 6 to 18. Methodology of training.Bucharest, pp.50-54. 5. Hostiuc N.(2001). Sports training theory, Iasi: Altius Academy, pp.39-48,61-65. 6. Lambertin F.(2000).Footbal-Preparation physique.Paris:Amphora, pp.94-96. 7. Niculescu M., Malusaris G., Mateescu A.(2008) Elements of Applied Muscle Training. Craiova: Universitaria, pp.7-31,50-59.

8. Niculescu M., Siman I., Mateescu A.(2008) Muscle training in special condirions. Craiova: Universitaria, pp.16- 20. 9. Petrea J., Miron A.(2005) Corpus of Exercises for a Harmonious Physical Development. Galati: Pax Aura Mundi. 10. Ploesteanu C.(2009). Theoretical and Methodological Basis of the Physical Sports Training, Galati:Europlus, pp.255-265. 11. Ploesteanu C.(2007). Concept of fitness in football training,Iasi, Cermi, pp.106-110. 12. Radulescu M., Cojocaru V., Jurca C., Dragan A., Antohi N., Manolache G., Ciolca S., Comanita P.(2003). Soccer coach guide- children and junior players. Bucharest: Axis Mundi, pp.97-98, 139-149. 13. Rovida A.(2007). Teoria e metodologia dell’allenamento.FIGC- Comitato Regionale Lombardo,pp.64-84. 14. Stanculescu V.(1999).Guide of the Professional Soccer Coach for 364 Days of a Competitive Year. Brasov:Transilvania Expres, pp.228-229. 15. Serban Damian. (2006). Superfit. Bucuresti:Runa, pp.70-87.

EXPERIMENTAL STUDY ON THE DEVELOPMENT OF COORDINATION CAPACITY OF FOOTBALL PLAYER S BY MEANS

OF DANCE

Constantin PLOEŞTEANU, Liliana NANU, Vasile Cătălin SAVU

University „Dunarea de Jos” of GalaŃi

Abstract Coordination represents a major complex capacity, decisive in achieving and improving technique and tactics, as well as in applying them under unusual conditions. Many consider that coordination is an inherited trait, that can nevertheless be considerably developed, especially if the training for this purpose starts during childhood. A successful programme for the coordination development must be based on acquiring a great variety of skills. New activities have been experimented in this respect, in our case skills of the samba dance. Keywords: soccer game, junior players, coordination capacity, samba dance INTRODUCTION Practical activity proves that the best results, for any type of sport or any sports test, cannot be obtained only by using their specific means, as the features of the multilateral physical training are borrowed from other sports and adapted to what we intend to do, in order to increase sports performances. In training the soccer players, particularly the young aged, methods from other sports are used (athletics, gymnastics, weightlifting, ice-skating, swimming, dancing etc.) methods that can contribute to an increase of the technicity indices of exercises, to an improvement of the motor qualities and an extension of the athletes’ motor, functional and movement abilities. Many authors (Dragnea, A., Mate-Teodorescu, S., 2002; Ploeşteanu C.,

2003; Nanu L., 2010) consider that, by limiting the influence of the physical training indices strictly to the acquisition of technical and tactical actions for the sport involved, we accept mediocre results. Tudor Virgil (1999) considers the general coordination capacity is the result of a „polyvalent motor learning”. With respect to the coordination capacity, he states that it is one of the motor qualities which designate collection of skills, mainly psychomotor, that involve a rapid and effective adaptation to various conditions, specific to the various types of activities, through the reorganization of the existing motor background. The reorganization of the existent motor skills of the 8-10 year-old players may also be achieved by including dance methods in the general physical training, determining a general increase of the

140

performers’ motility, and particularly an increase of their coordination capacity. The coordination capacities can be cultivated mainly by the repeated practice of the motor skills, under various conditions, combinations and demands. The bigger and more various the players’ motor basis is, the more coordinated and effective movements they shall have (M. Epuran, 2005). Being a spontaneous activity, dance does not have a well determined beginning throughout history, but it is sure that it contributed to the development of the human species. As a type of nonverbal communication, between the personal ego and the other identities, dance involves the implication of the conscious and the subcounscious, in real life situations, created by the rhythm of the music and the social convention. Dance entails a playing state, a state of free access to the land of imagination where everything is possible through improvisation, where stereotypes and barriers are lost in the variety of possibilities, where problems dissapear and the conventional barriers are shattered. Samba or „the happy bouncing”, as it is translated into Bantu (the Angolans’ language), is considered the dance which celebrates joy, fulfillement and enthusiasm. The energy of the samba is given by the variety of the steps and moves rapidly executed with a provocative hip undulation or with the stunning balance of the torso, where all slow movements alternate with alert movements, elaborate movements, pirouettes and other acrobatic elements further added. Samba involves each part of the dancer’s body through the action of the legs manifested by bending in different positions, through the transfer of the body weight from top to heel, where the center of gravity is easily projected forward, through movements of the pelvis combined with free swings of the arms. The body part that makes the greatest effort is represented by the scapulas, which execute extensive movements forward, backwards, up and down. The songs used for the samba dance must be in 2/4 time or 4/4 time, at a tempo of 50-52 beats/ minute, in syncopated melody lines, especially on percussion instruments and guitar. OBJECTIVES In the training of 8-10 year-old soccer players, samba contributes to the development of exercise capacity, to a harmonious physical development, to the formation of a good and aesthetic posture, to the improvement of muscle elasticity and joint mobility, to the development of coordination, to the improvement of the ability to relax, physically and mentally, as well as to an increase of the self-confidence and self-esteem.

HYPOTHESIS The working hypothesis is based on the idea that if methods of the samba dance are used for the general physical training of 8-10 year-old soccer players, under the guidance of experts, the coordination capacity and the technical and tactical actions of the children are improved. MATERIALS AND METHODS a. The study protocol The research has been carried out at FCM Dunarea Galati, on the „Portul Roşu” Stadium in GalaŃi during a 6 month-period (October 2012 – March 2013) in the gym of the Faculty of Physical Education and Sports in GalaŃi, twice a week, in 40 minutes sessions. b. Subjects The work group was represented by 32 children, aged between 8 and 10. c. Groups Experimental group (EG) and control group (CG) consisted of 16 children each, aged 8-10, who had the same training conditions, sharing the same equipment. d. Assessment Tests Pratice process: START - behind the start line – from a split squat position with the back towards the heading direction: 1. 1800 turn – in order to face the heading direction; 2. running: type of movement between stops – 3 m; 3. balance walking: on a gym bench – 3m; 4. successive jumps on both legs: inside 3 cercles, 1m diameter each, placed one after the other – 3 m; 5. running - 3 m; 6. driving the ball through 5 cones – a soccer ball is skilfully led by foot through 5 cons situated at a 1m distance one from the other – 5m; 7. shot on a fixed spot – it is executed from the line drawn on the ground - the fixed spot (a 1m diameter circle) is situated in the middle of the gymnastic box, upwards from its base– 3m; 8. 1800 turn – to go in the heading direction; 9. speed running and crossing over the FINISH line – 17m. The athletes shall go through the entire application track twice - 37m (2x17m+3m), having to pass through all the elements in the established order. The athletes are assessed according to their personal results (points and seconds) obtained according to the tasks: • For the first lap through the application track, the performing technique of the established skills for each stop shall be assessed – evaluation by points – the points shall be granted only if the skills are performed properly - table 1

141

Table 1 Evaluation grid for the skills technique (TPA)

No. Skill Points 1. 1800 turn– without unbalancing 1 2. running – feet-ground contact on the half-sole 1 3. Balance walking– without falling or stepping laterally right /left beyond the bench 2 4. successive jumps – without stepping outside the circles 2 5. Driving the ball throgh cones – without losing the ball 2 6. Shot on a fixed spot - inside the circle 2

Total: 10 • For the second lap through the application track the speed of task solving shall be assessed – assessment against the clock – the timer shall be started on the moment of the athlete’s first

action, from the START line and it shall be stopped on the moment the athlete has passed the FINISH line - table 2.

Table 2 Evaluation grid for the performance against the clock (VPA)

No. Performance (seconds) Points 1. 30.0 10 2. 31.0 9.00 3. 32.0 8.00 4. 33.0 7.00 5. 34.0 6.00 6. 35.0 5.00 7. 36.0 4.00 8. 37.0 3.00 9. 38.0 2.00 10. 39.0 1.00

e. Types of exercises After the analysis of the initial testing results, an experimental training programme has been designed and applied for the EG group. The programme uses samba methods of various degrees of difficulty, adapted to the age features of 8-10 year-old children practising soccer. The experimental training program has been designed for a 6 month-duration, 40 minutes/session. Among the types of exercises used for the develoment of the coordination capacity through the samba dance we mention : • Exercises used to educate rhythm – rhythm games: a) formation: lined up on 2 rows; musical background: songs 2/4 time; I.P.(initial position): standing, arms bent, palms ready for percussion; execution: percussions on every time simultaneously emphasized on each time, counting both times – standing actions /actions in movement. b) formation: lined up on 2 rows; musical background: 2/4 time lively songs; I.P.: standing, arms bent, palms ready for percussion; execution: counted percussions on each musical note – standing actions/actions in movement.

c) formation: column of 2; musical background: 2/4 time songs; I.P.: walking cadence emphasized on left foot pace, accompanied by palm percussion on the emphasized time. d) formation: column of 2; musical background: 2/4 time lively songs; I.P.: jogging with 1800 or 3600 turns executing 2 steps on each musical time. e) formation: circle; musical background: 2/4 time songs, at a moderate tempo; I.P.: standing, holding the ball into the right hand; execution: active kicks of the ball for each musical time; assessment: points are given for correct rendition of musical times and for the greatest number of repetitions without losing the ball – actions are performed with the other hand,too – standing actions / actions in movement. f) formation: circle; musical background: 2/4 time songs, at a moderate tempo; I.P.: standing; action: T1 – jump with legs spread and simultaneously place arms in a big V and clap hands; T2 – standing jump and simultaneously lower arms laterally and clap hands on the thighs. g) formation: column of one; musical background: 2/4 time songs with tempo changes once in 16 musical measures; action: gradual

142

change of the types of movement from one tempo to the other. h) formation: one behind the other - column; musical background: 2/4 time songs with tempo changes; action: moving on marching steps, one step for each time with a gradual acceleration of the marching rhythm until they start running and vice versa, according to the features of the given tempo. • Basic steps to learning samba: a) formation: lined up on 2 rows; I.P. standing; action: T1 – slow step forward with the left foot; T2 – rapid lateral step with the right foot; T3 – bring rapidly the left foot close to the right foot; T4 – slow step back with the right foot; T5 – rapid lateral step with the left foot; T6 – bring rapidly the right foot close to the left foot. b) the same steps on T1, T2, T4 and T5 but on T3 and T6 a 1800 turn and get feet close simultaneously. c) formation: lined up on 2 rows; I.P. standing; action: T1 – step forward on the left foot in demi plie (semiflexion); T2 – right foot sliding and touching the ground with the toes, laterally towards the right; T3 – left foot gets close to right foot followed by shifting body weight on the left foot and stretching the leg at the same time; T4 – step forward with the right foot in demi-plie (semiflexion); T5 – left foot sliding and touching the ground with the toes, laterally towards the left; T6 – right foot gets close to left foot followed by

shifting the body weight on the right foot and stretching it at the same time. d) formation: lined up on 2 rows; I.P. standing; action: T1 – lateral right step with the right foot and simultaneous body tilt oppositely; T2 – 1800 turn to the right on the right foot and the body in vertical position – arms swing freely on the sides; T3 – T4 – idem T1 – T2; T5 – T5 idem T1 – T4 oppositely. • The build up of samba dance steps shall be achieved through multiple repetitions, after the steps have been learned separately, without musical background in the beginning, and then with a moderate tempo music. • The improvement of samba shall be achieved through combinations of steps executed on various rhythms.

f. Statistical methods used The statistical processing of the registered results has been achieved by the use of Microsoft Office Excel 2007. RESULTS After having designed and applied the experimental training curriculum with samba specific methods in order to increase the general physical preparation indices and the coordination indices, particularly to 8-10 year-old soccer players, the results achieved by the EG were incontestably superior to the results achieved by the CG; there were significant differences between the two tests of the same group – table 3.

Table 3 Averages and the difference between the motor indice averages of TI and TF for EG and CG

Dynamics of motor indices 8 – 10 year-old soccer players No.

Group Technique in the application track (TPA) Speed in the application track (VPA)

GE GC GE GC Tests I.T. F.T. I.T. F.T. I.T. F.T. I.T. F.T.

1. 5 7 6 6 7 9 6 6

2. 6 8 6 6 8 9 6 6

3. 4 8 4 5 6 8 7 7

4. 3 8 4 6 6 8 7 6

5. 5 6 4 5 7 8 7 6

6. 7 9 5 6 7 8 8 7

7. 6 8 6 6 8 9 6 7

8. 6 8 6 6 6 8 5 6

9. 6 7 5 5 6 8 5 6

10. 4 7 5 5 5 8 4 6

11. 5 6 7 7 4 7 5 6

12. 7 8 7 7 5 8 8 8

13. 4 7 6 7 5 8 3 7

14. 5 7 6 6 5 8 4 6

15. 5 8 5 6 6 8 5 6

16. 5 8 5 6 7 9 5 6

x 5,18 7,50 5,43 5,93 6,12 8,18 5,68 6,37 ± m + 2,32 +0,5 + 2,06 + 0,69

143

DISCUSSIONS After having applied the physical training program by using samba dance methods it has been noticed that the two groups achieved better results than at the inital tests, even if the results of the experimental group were undoubtedly superior compared both to the initial tests and to the final results of the control group. At the final testing for the motor indices the progress was obvious for the experimental group, which achieved higher average results between the tests. The registered progress was 2.32 points for the experimental group at the skills execution techniques assessment in the application track, compared to the 0.5 points progress achieved by the control group. At the evaluation of the second lap in the application track, against the clock, the experimental group achieved significant progress. If at the final testing the final average of grades was 6.12 points, the average of the points gained was 8.18, therefore a 2.06 points difference, compared to the control groups, who registered a 0.69 point progress between the two tests. The progress achieved by the experimental group was obvious, both between the two testings but also when compared to the control group. CONCLUSIONS 1. After processing and interpreting the data resulted from the comparison of the two groups of children, 8 to10 years old, the hypothesis stating that the samba specific methods may contribute and influence positively the development of the coordination capacities of junior 8-10 year-old soccer players has been confirmed ; 2. The samba specific methods may be successfully used for the general physical training of children, having an important role in their harmonious physical development, in the performers’ muscle toning, in the improvement of their biomotric potential, in the mastery of a wide range of specific movement skills and abilities, but also in the improvement of the execution technique of soccer specific elements; 3. With respect to the physical training of the 8-10 year-old soccer players, the samba dance helps forming the capacity to relax muscles and mind, eliminating stress and fatigue states by creating players’ a good mood, diminishing effects

felt by the intensity of the physical effort through the use of music as background for dance; 4. The use of dance methods determines the improvement of the children’s state of health and significantly increases motivation during training sessions, ensuring the self-trust and the self- esteem; 5. Whatever the type of dance used, the physical and mental results for children are substantial. REFERENCES 1. Bompa, T., Development of Biomotric Qualities, Ex Ponto Publishing House, Bucharest, 2001 2. Cîrstea, G., Theory and Methodology of Physical Education and Sports, AN-DA Publishing House, Bucharest, 2000 3. Dragnea, A., Mate-Teodorescu, S., Coaching Theory, FEST Publishing House, Bucharest, 2002 4. Drăgan, I., Medical and Sports Selection and Orientation, Didactică şi Pedagogică Publishing House, Bucharest, 1996 5. Epuran, M, Methodology of the Body Activities Research – Physical Exercise - Sports - Fitness, FEST Publishing House, EdiŃia 2, Bucharest, 2005 6. Horghidan, V., Psychomotor Issue, Globus Publishing House, Bucharest, 2000 7. Nanu, L., Drăgan, T.M., Gymnastics Handbook, GUP Publishing House, GalaŃi, 2010 8. Nanu, L., Body and Motor Expresiveness by the Use of Rhythmic Gymnastics Methods, GUP Publishing House, GalaŃi, 2010 9. Năstase, V. D., Ballroom Dance for Beginners, Paralela 45 Publishing House, Bucharest, 2002 10. Ploeşteanu, C., Soccer – basic course, „Lower Danube” University Foundation Publishing House GalaŃi, 2003 11. Tudor, V., Conditional, coordination and intermediary capacities – components of the motor capacity, RAI Publishing House, Imprimeria Coresi, Bucharest, 1999 12. Szoke, I., Role of the Dance in the Universe of Stage Fictions, Târgu Mureş, 2008 13. Vasilescu, T.,Come to Dance, Tineretului Publishing House, Bucharest, 1989 14. Verza, E., Psychogenetic and Psychodynamic Landmarks to Know and Evaluate Children, Pro Humanitate Publishing House, Bucharest, 2000 15. Zbenghe, T., Kinesiology. The Science of Movement, Medical Publishing House, Bucharest, 2002

144

IMPLICATIONS OF THE MORAL–VOLITIONAL TRAINING IN THE TRAINING OF PERFORMANCE ATHLETES

Veronica POPESCU

University, “Alexandru Ioan Cuza” of Iasi, Romania

Abstract The research focused on the implications of moral–volitional training in the training of performance athletes and it had an exploratory character. We have begun the research by collecting information on the elaboration of the questionnaire that focuses on analyzing the importance of moral–volitional training for the athletes. The questionnaire was applied on 40 athletes. We have analyzed and interpreted the results using the specialized psychological statistics software SPSS 11.0 for Windows. We have applied Pearson’s bivariate correlation between the moral values and self-determination variables. The struggle with the self and the self-control are the determining factors in the education of an athlete’s will and morality. This aspect becomes obvious in the behaviour of the subjects questioned; the conclusion is that self-control and the observance of the referee’s decision are dominant in sports behaviour. Keywords: Morality - Will – Sports performance

INTRODUCTION The moral–volitional training of the athlete is reflected in his behaviour during training and competitions, and, through the behavioural expressions within his training (practices, competitions, and social life), it reflects his level of education / moral–volitional training5. We refer here to the moral component occurring in the athlete’s fair-play spirit, in the perception and application of this concept, covered and supported by all the corresponding organs. The volitional component is reflected in the results obtained /in high-level competitions, by activating the efforts of the will in limit–situations (overcoming the physiological obstacles, accepting the referee’s decisions, injuries, etc). E. Scarlat – citing M. Epuran and I. Holdevici – says that “will is one of man’s basic psychic processes, without which no activity is possible; it is not present only in all affective actions, but also in orienting the psychic processes of knowledge and activity, expressed at the level of memory, attention, thinking, or handling states of consciously formulated purposes and overcoming obstacles, through effort”. (2003, p. 59) In school physical education and mostly in performance sport, the will is a quality encountered in each stage of the student’s formation. The qualities of the will are expressed in several ways: determination, perseverance, courage, self-control, spirit of discipline (expressed through punctuality, civilized behaviour, observance of the regulation imposed by the specific sport; the wish to excel oneself, tenacity, confidence in one’s own forces) (Scarlat, E., 2002, p. 59).

Generally, will is the action of satisfying the needs, for which the main stimulus is the obstacle – the “psychological barrier”. In the sports activity, there is always an obstacle to overcome in order to reach great performance – the previous performance, the adversary, a moment of the game, etc. The qualities of the will have a primordial role in the structure of the athlete’s personality compared to the non-athlete population. In case of athletes, there are more frequent expressions of the capacity to dominate, of the fighting spirit, the perseverance, the courage, the confidence in one’s own forces. Research has underlined that, in case on athletes above the average, there are expressions of tenacity, responsibility, stability in attitude, and ambition. Below the average level, among the psychological expressions we mention a narrow set of realistic, practical, and formal concerns. Sports activity is a heterogeneous group with differentiated expressions, whose objective is the tendency to achieve great performance. Voluntary activity involves an objective, a purpose, as the athlete needs to have an image of what he has to achieve. Will is not seen as the science to overcome hard times and difficulties, but as one meant to find solutions to solve them, a rational program to defeat them, to find adequate solutions to the situation created. In sport, will is a talent, an indispensable individual quality for performance athletes. RESEARCH METHODOLOGY The research has focused on the implications of moral–volitional training in the training of performance athletes and it had an exploratory character. The research began with the collection of information related to the elaboration of the

145

questionnaire that analyzes the importance of athletes’ moral–volitional training. This questionnaire was applied to 40 athletes. The purpose of the research was to underline the involvement of moral–volitional training in athletes’ training, manifested in the fair-play attitudes and behaviours of athletes in training and competitions. The research objective was to stress the importance of volitional and moral training for performance athletes. We have started from the idea that, in order to practice high-level sports, athletes have to benefit not only from a necessary sports training, but also from a volitional and moral one. The hypothesis is that performance athletes realize the importance of moral–volitional training in the acquisition of moral attitudes and values. For the analysis and interpretation of results, we have used the specialized psychological statistics software SPSS 11.0 for Windows. The research sample included 40 performance athletes and it can be characterized by the following demographic reference points: • By the gender variable, the sample includes 17 female subjects and 23 male subjects; • By age, the sample has a balanced distribution, including subjects aged between 17 and 35; • By the sports branch practiced, the sample includes 3 athletics sportsmen, 10 basketball players, 3 boaters, 10 handball players, and 14 volleyball players; • By the number of years they practiced performance sport, the sample includes subjects engaged in high-level sports training from 4 to 20 years;

• By the level of sports performance, the sample comprises 24 players in Division A, one in Division B, 9 participants in the National League, one member of the National Team and five members of the Olympic Team. In order to investigate the opinions of performance and high-performance athletes regarding moral training, we have elaborated the questionnaire on athletes’ self-assessment regarding the personal level of moral–volitional training (PMV). The questionnaire comprises 14 items, qualitative for the most part, and 2 scalar items. For the qualitative items such as “In your opinion, the regulation of the sports branch you practice is observed because of the following factors”, the answer possibilities vary depending on the subjects’ perception on the phenomenon presented. This category includes the following items: 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 14. For the scalar items such as “Have you ever had to interrupt a game / o race / a sports contest because the referee made a bad decision?”, the answer possibility is “yes”, “sometimes”, “often”, “no, I just control myself and go on”. This category includes the following items: 8, 9, 13. The statistical analysis was done for each item. RESULTS AND INTERPRETATIONS For the analysis and interpretation of results, we have used the specialized psychological statistics software SPSS 11.0 for Windows. In order to analyze the hypothesis, we will interpret the items comprising the questionnaire: Item 1 – What do you understand by “morality” (in general)?

Graph 1. Graphic illustration of the results for item 1

For item 1, 52.5% crossed “observing personal principles” – which indicates that athletes see morality as an acquired personal characteristic – 37.5% chose “observing certain rules imposed by the society / community”, while 10.0% crossed the

option “observing certain decisions taken by others”. Item 2 – What do you understand by morality in performance sport?

I1

10,0%

37,5%

52,5%

respectarea unor dec

respectarea unor reg

respectarea unor pri

146


For item 2, 82.5% crossed “observing the regulation imposed by the sports branch”, which indicates that the subjects have a sports behaviour due to the regulation imposed by the sports branch, while 7.5% chose “imposing individual rules”; 5%

crossed “respecting the adversary” and the option “all of them”, respectively. Item 3 – What do you understand by will (in general)?


For item 3, 45% crossed “to excel oneself”, 37.50% chose “managing to accomplish your dreams”, 10% crossed “being the best at all costs”, while 7.50% crossed “being better than the other”.

Item 4 – What do you understand by will in the sport you practice?


For item 4, 52.5% crossed “excelling oneself”, which indicates that half of the respondents believe that the struggle occurs within the athlete in order to reach the objectives set; 27.5% crossed “defeating the adversary at all costs and by all

means”, 17.5% chose “overtaking the other”, while the rest of 2.5% crossed “all of them”.

Item 5 – In your opinion, the regulation of the sports branch you practice is observed because of

the following factors:

I4

2.5% 27.5%

52.5%

17.5%

all

Defeating the adversary

Excelling oneself

Overtaking the other

I3

37.5%

10.0%

45.0%

7.5% Managing to accomplish

Being the best at all costs

Excelling oneself

Being better than the other

I2

5.0%

82.5%

5.0% 7.5% all

Observing the regulation

Respecting the adversary Imposing rules

147


For item 5, 32.5% believe that it is due to the fair-play spirit, as 30% of the athletes believe that it is due to the athletes’ conscience, while 25% of the subjects believe that referees are the cause of this, while only 12.5% of the subjects crossed “all of

them”. All of these aspects lead to observing the regulation of the sports branch practiced. Item 6 – How do you believe that the athlete’s morality is educated?


For item 6, 45% of the respondents believe that morality is educated by “overcoming conflict situations through self-control”; 30% believe that this is possible by “sharing the joy with the close ones / respecting the adversary”, and 25% of the

subjects believe that “teamwork” favours the education of morality. Item 7 – How do you believe an athlete’s will is educated?


For item 7, 32.50% believe that “struggling with oneself during the hard times of competitions”

leads to the education of the will; for the same aspect, 25% chose “all of them”, while 20% opted

I7

2.5%

25.0%

20.0%32.5%

20.0%

Other aspects

all

Overcoming critical situationsStruggling with the self during the hard times of competitions

Struggling with the self in the great efforts

I6

45.0%

30.0%

25.0%

Overcoming conflict situations

Sharing the joy

teamwork

I5

12.5%

32.5%

30.0%

25.0%

all

fair-play spirit

Athlete’s conscience

referees

148

for “struggling with oneself in the great efforts during practices” and “overcoming critical situations (injuries, depressions)”, respectively. Only 2.5% crossed “other aspects” as being involved in the education of the will.

Item 8 – Did you ever have to interrupt a game / a race / a sports contest because you could not find the physical and psychic force to go on?


For item 8, 42.50% crossed “sometimes”, 35% of the athletes crossed “never”, 12.50% chose “very often”, and 10% crossed “often”. This means that most athletes benefit from a mental force capable of

helping them overcome the milestones during competitions. Item 9 – Have you ever had to interrupt a game / a race / a sports contest because the referee made a

bad decision? Graph 9. Graphic illustration of the results for item 9

For item 9, 50% crossed “no, I just control myself and go on”, 22.5% of the respondents crossed “yes”, 17.5% crossed “sometimes”, and 10% crossed “often”. This means that most athletes benefit from a mental force capable of making them

overcome the controversial decisions of certain referees. Item 10 – When the referee makes a bad decision that affects me, I do the following:


I10

70.0%

5.0%

25.0%

II control myself and I respect his decision

I want to punch him

I get mad

I9

50.0%

10.0%

17.5%

22.5%

No, I control myself and go on

often

sometimes

yes

I8

35.0%

12.5%

10.0%

42.5%

never

Very often

often

sometimes

149

For item 10, 70% chose “I control myself and I respect his decision”, 25% of the athletes crossed “I get mad”, while 5% chose “I want to punch him”. We conclude that most respondents respect the referee’s decision because he is the decision factor during competitions and in the sports life of the athlete involved. However, we should not forget

that 30% of the subject chose to get mad or even to want to punch the referee. This does suggest that a better intellectual and moral education of athletes could lead to a decrease in the percentage of athletes who could end up doing these things. Item 11 – When I win a game / race, etc, I treat the adversary


For item 11, 90% of the athletes crossed “civilized”, 7.50% crossed “I tell him I am better”, and 2.50% crossed “I ignore him”. We conclude that there is a high fair-play spirit among the

respondents concerning this segment of the athletes’ behaviour in competitions. Item 12 – When I lose a game / race, etc, I treat the adversary


For item 12, 82.50% of the subjects crossed “I congratulate him” – which proves the presence of fair-play spirit in the education of athletes – 10% crossed “I do not talk to anybody”, while 7.50% crossed “I am very mad and I show it”. The answers to this item consolidate the conclusions to

the previous item, meaning the fair-play is highly present among performance athletes. Item 13 – To what extent do you believe that the coach influences the team regarding the moral–volitional aspect (behaviour in competitions, practices, various situations, and the will to excel oneself)?


I13

27.5%

37.5%

27.5%

7.5%100%

75%

50%

25%

I12

10.0%

7.5%

82.5%

I do not talk to anybody

I am very mad and I show it

I congratulate him

I11

7.5%

2.5%

90.0%

I tell him that I am better

I ignore him

civilized

150

For item 13, 37.5% crossed “75%”, 27.5% crossed “50%”, while another 27.5% opted for “100%”. We conclude that athletes are persuaded that,

concerning the moral–volitional training, both the coach and the athlete are involved. Item 14 – In your opinion, how does one educate morality and the athlete’s will?


For item 14, 27.50% believe that morality and will are educated “by imposing to overcome obstacles in performance”, 20% believe that it is educated “by being aware of the activity one is undergoing”, while 15% think that “all” the elements that we have mentioned contribute to this process. Other subjects, 12.50%, believe that “creating problem–situations in training”, or “knowing the life principles” (10%) and “knowing the competition regulation” (2.50%) are involved in educating morality and will. CONCLUSIONS Moral training pays an important role in shaping up the personality structure of the athlete, because it determines the development and valorisation of his capacities through its orienting and preparatory functions. After completing the research on the self-assessment of the moral training level, we conclude that athletes, through their aspirations, are in the higher compartment of the pyramid of needs elaborated by A. H. Maslow; the will represented by excelling oneself and the morality represented by self-control are among the characteristics of the respondents. From the perspective of morality, we conclude that the respondents guide themselves by personal principles, but, in sports competitions, their behaviour is determined by the observance of the sports branch regulation; however, we do mention the need for a more consistent and better organized moral–volitional education. We note that the sports regulation is respected not only because of the rules imposed by competition, as the fair-play spirit is highly developed within moral–volitional training; it is expressed in the athlete’s behaviour towards the referee and the

adversary when winning or losing a game, when receiving favourable or unfavourable decisions. The struggle with the self and the self-control represent the determining factors in the education of the athlete’s will and morality. This is underlined from the perspective of the respondents’ behaviour, as we have concluded that self-control and acceptance of the referee’s decision are predominant in sports behaviour. The analysis allowed us to understand that athletes are aware of the need for moral training and of the coach’s involvement in this sense. This way, the realization of the sports activity leads to the construction of the athlete’s deep personality, by educating morality and will, given that motivation is important in athletes’ training, in their need of self-assertion / self-accomplishment. From the preliminary research, our hypothesis is confirmed, as the statistical results obtained show the importance of intellectual and moral–volitional education in the training of performance athletes. REFERENCES 1. Antonesei, Liviu (2002) – „O introducere în pedagogie.Dimensiuni axiologice şi transdisciplinare ale educaŃiei”, Editura Polirom, Iaşi. 2. Bârzea, C. (1998) – „Arta şi ştiinŃa educaŃiei”, Editura Didactică şi Pedagogică, Bucureşti,. 3. Birch, A., Hayward, Sh., (1998) – „DiferenŃe individuale”, Editura Tehnică, Bucureşti. 4. Bîrzea, Ştefan (1995) – “Arta şi ştiinŃa educaŃiei”, Editura Didactică şi Pedagogică R.A, Bucureşti,. 5. Bunescu, Gheorghe (1998) – „Şcoala şi valorile morale. Teorii şi practici ale dezvoltării psihosociomorale”, Editura Didactică şi Pedagogică R.A., Bucureşti.

I14

2,5%

15,0%

20,0%

10,0%12,5%

27,5%

12,5%

By other aspects

All of them

By being aware

By knowing the life principles

By knowing the life principles

By imposing to overcome

By creating

151

6. Chelcea, Septimiu (1994) – “Personalitate şi societate în tranziŃie”, Societatea ŞTIINłĂ & TEHNICĂ SA, Bucureşti. 7. Corodeanu, Tatiana Daniela (2007) – „Etica în administraŃia publică”, Editura Tehnopress, Iaşi. 8. Cozma, Carmen (1997) – “Elemente de etică şi deontologie”, Editura UniversităŃii “Al.I.Cuza”, Iaşi. 9. Dumitru, Al., Ion (2001) – „Personalitate, atitudini şi valori”, Editura de Vest, Timişoara.

10. Larry Nucci (1997) - Moral Development and Character Formation, Walberg, H. J. & Haertel, G. D. 11. Tompea, Doru (1996) – „Etică, Axiologie, Deontologie”, Editura Ankarom, Iaşi. 12. łopescu, Cristian (2003) – „Fair play”, Editura Humanitas, Bucureşti,. 13. Vagotski, L. (1978)-Mind in society, cambridge, MA: Harvard University Press.

USING THE MEANS OF TRAINING HAPPEN WITH DIFFERENT PREDOMINANT INFLUENCE COMPARED WITH NARROW

SPECIALIZATION IN THE PREPARATION OF 14-15 YEARS OLD MIDDLE-DISTANCE RACE RUNNERS

Lucica SAVA

University “Dunărea de Jos” of GalaŃi, Romania Abstract The results obtained from the runners included in the experiment demonstrates the superiority of the workout with influence mainly different compared with narrow specialization in preparation of the 14-15 years old middle-distance race runners along a competitive year. Best results obtained by the Group experiment is due to higher volume and work assigned to multilateral means of physical training compared to those of narrow specialization. Statistical calculation showed that the differences obtained at the experimental group level and between the control groups and experiment are significant, appropriate some thresholds of significance (p< 0,05; p<0,01; p<0,001). Keywords: the physical effort, the physical training, the sports training, the strength training. INTRODUCTION Physical preparation is, from the perspective of sports training, the necessary support of manifestation of all components of the training [Ardelean T. 1990/ Bompa T. 2001/ Dragnea A., Teodorescu S.M..2002, Gagea A. 2006/ Pradet M. 2000]. The high level of performance in sport is due, to a large extent, increased the complexity of the methodology of training, in particular through greater efficiency of the design and planning of teaching [11, Bompa T. 2001/ Barbu C. 1998]. Physical preparation is, from the perspective of sports training,the necessary support of the manifestation of all components of the training [Gârleanu D. 1991/ Ivan P. 2012]. The high level of performance in sport is due, to a large extent, increased the complexity of the methodology of training, in particular through greater efficiency of the design and planning of teaching [Colibaba EvuleŃ D. ş.a. 1998]. Taking into account current outcomes in tests of middle-distance race we realize that training for these tests were split off from the training for background tests,the middle-distance race becoming more and more a "prolonged sprint" [Mihăilescu L. (2010)]. The majority of specialists in sports training appreciate that programmes for the strength

preparation is necessary to achieve the performance in these tests, needs to target the specific physiological needs and, nevertheless, they are still inadequate,are used methods and means of training in bodybuilding and weightlifting. Scientific researches [Atanasiu C.L. 1998/ Bompa T.O. 2002/ Pandele L. 1969] shows the fact that educating the workforce in various working regimens is not harmful to children of 8 to 9 years, age at which can begin the preparing for its development. The fastest growing workforce it produces using of explosive methods of solicitation,eccentric or pliometric with high load peaks, through recruitment-optimization get quick improvement of neuromuscular performance without hypertrophy [Niculescu M. ş.a. 2008]. Usually, these methods are used in "blocks training" for three weeks. Many researchers have experimentally demonstrated that the development of speed-strength qualities and power-speed is appropriate since childhood or adolescence [Filin V.P. 1971/ Filin V.P., Maslovschi E.A. 1971/ Filin V.P. 1987/ Gagea A. 2006/ Thompson J.R. 1993/ Winckler G. O 1993]. Conducting strength training in different regimes of force, from the age of 8-9 years, enforces to respect some methodical rules: at 11-13

152

years old will work with loads of up to 30%; between 13-14 years old with loads of up to 70% and only after this age more than its own weight. In the opinion of [Bompa T.O. 2002], the sports performance is improving only through constant physiological adaptation, through increased training volume of training. Quantitative changes applied to the volume of the workout, depends on the level of training of the athlete, as well as their performance increase. PROBLEM STATEMENT The scientific statement consists in inadequate use of some varied methods and varied training forms in the sportive training process which permits noticing improvements of force training indicators of 14-15 years old runners. The study object is represented by training planned process of force, the optimization technology of acting regarding force training process of 14-15 years old runners materialized in the objectives and the curriculum of experimental program, during yearly cycle of training. PURPOSE OF STUDY The purpose of study consists in scientific improvement and argument of efficiency of force training process for 14-15 years old runners by using the training methods with different preponderance influence in comparison with those of narrow specialization in preparing 14-15 years old runners during yearly cycle of training. From the results obtained after the used experiment it is possible to notice the weak and strength points from forced training of runners and on which should make changes for obtaining the competitive results for contemporary performance. The hypothesis of study: The start point is the premise of force training process of 14-15 years old runners, it would contribute at improving the effort capacity and the level of general physical preparing during the started competitive year, but which represents the base of obtaining high performance in the following years. METHODS The analyze of scientific methods in the study; the cross-examine based on questionnaire and interview: in the study was used this method for obtaining in a short time a lot of information regarding the coaches` opinions from Organized Sportive Clubs from the country, about the level of forced training of 14-15 years old runners. The received answers permit to understand the concrete

references in developing the training process, the level of physical training of 14-15 years old runners easing more the achievement of experimental program by selecting suitable methods; teaching observation: measuring and testing method. It was applied a set of tests which could reflect the level of force training of 14-15 years old runners The indicators of force training: pushups, stand in hanging, lifting the body from lying dorsal position against time, lifting the legs from lying dorsal position against time, lifting the body from lying face position against time, long jump off place, détente , pentajump. The teaching experiment: every and each experiment presupposes the creation of a new situation by implementing some changes at the level of a factor (which represents the object of study), the other factors (conditions) remaining unchanged (as in the case of standard activity- the witness group). In this way, it is underlined the action (the influence of the modified factor over the results of the full process. The first phase (ascertaining experiment) was done over the young team of thirty runners (14-15 years old) from C.S.S. Galati and from C.S. Ceahlaul Piatra Neamt for testing the athletes regarding physical resistance. All results permitted the selection the most efficient in terms of force training. The second phase was over the basic experiment which permitted the evaluation of efficiency of proposed training program with different preponderant influence in comparison with those specialized of narrow training of 14-15 years old runners. Statistical and mathematical methods of calculation and interpretation of results: It was realized the statistic processing and interpreting of results using Microsoft Office Excel 2007, using the Student test for independent sample and interpreting the recorded information. Develop experimental program In developing experimental program, it was taken into account the determination of training which was structured using the competitive calendar. Thus, the training was structured into two periods of time, autumn-winter, spring-summer, after pre-competitive period (winter-summer) and a transitive period (winter-spring). The general program of developing force was planned in the same period of time with the start of training period, autumn-winter, and to develop compact during 12 weeks. The first four weeks was realized the habituation of the body, and the rest of 8 weeks they worked constantly for developing the force.

Nr. crt.

Means of preparation

The months of anual cycle

Total anual

10 11 12 1 2 3 4 5 6 7 8 9 1 PFG (ore) 6 7 4 2 - 5 6 2 1 1 2 - 36 2 S.S.A.A. (ore) 3 3 6 1 2 5 5 4 4 4 1 - 38

153

3 Descent running (ore)

- 4 7 - - - 7 12 - - 4 - 35

4 Long jumps (km)

- 3 6 - - - 5 5 - - 2 - 21

5 Short jumps - - - 200 100 - - - 150 100 80 20 650 6 Running on

varied field 70 60 60 - - 70 30 30 - - - - 320

7 Abdomens (nr) 1200 1200 1200 800 1200 1200 800 1200 - 1000 - - 9800 8 Total time

reserved to the strength

preparation and speed-

preparation

18 20 16 6 6 17 25 17 7 8 9 2 159

Analyzing the data in the table results in the following: preparation of General Physics predominates in the macrocycle of autumn in higher percentage than in the macrocycle of spring-summer of half-year. In macrocycle of autumn-winter force in the regime resistance will grow in general physical training phase (PFG) after which it will follow to maintain maximum force in the special physical training phase. In winter the competitional stage aims to increase strength in regime of speed, also to maintain the force in regime of resistance. In macrocycle of spring-summer both maximum strength and strength in regime of strength are increasing in the stage of basic preparation. In precompetitional stage it aims to maintain maximum strength and to increase the strength in regime of resistance and speed. In the development phase of the sport procedure and the preparation for sports competitions it will insist on maintaining the values obtained for maximum strength,for the strength in regime of speed and also for strength in regime of resistance. Methodical requirements that i kept in mind in selecting the preparation methods are the following: the technical analysis of the various elements of the step launched by middle-distance race and launched the start and launch at start-up, the determination of kinematic chains involved in the contest and use of exercises which require kinematic chains involved in the test of the contest. The selected exercises on the reminded criteria were: the specific arms movements as in the running of the stand, pushups, hiperextensions-extensions of the body from lying down,raising the feet from lying down, squats, pushing the legs backwards, squats, the exercises with jumpings on place, the special exercises. The exercises were performed with and without to weight in normal conditions or to weight. The recovery of the interval strength training kept in mind the energy source required of training and the ability of recovery of the athlete. Strength training has been planned according to the technique and tactics training. FINDINGS AND RESULTS The table below express the results recorded after the implementation of the experimental

programme, accompanied by student test values and significant thresholds for student. In the case of the initial tests, the differences between the average values of obtained performances of the two batches are insignificant (values of t corresponds to thresholds of significance P > 0.05 for all tests used). These results confirm that the initial stages of preparation of the two lots at the beginning of the experiment are perceptible equal, as are not major differences of physical training among the samples, which can affect the argument of the final results. For the final tests, at the entire set of tests, the experimental group achieved higher average values of witness group, with significant differences (values of t corresponding to thresholds of significance P < 0,05). At the evaluating of strength in regime of resistance of upper limb through the pushups the witness group obtains a final value of 6,73±0.68 lower than the average value of the experiment group of 8.85 ± 0,60 resulting in a difference of 2.08 repetitions. The significance of the difference is expressed by t = 2.08 value > 2,048, the difference being significant (P < 0.05). At the maintained test in hung the witness group get at the final test of a medium value of 13,61±1,81 lower average value of experiment group of 20,48±1.94 resulting in a difference of 6.87 sec. The significance of the difference is expressed by t = 2.11 value > 2,048, the difference being significant (P < 0.05). At the test of raising the body from the dorsal lying the witness group get a final value of 19,53±0.66 lower average value of the experiment group of 22,67 ± 0,56, resulting in a difference of 3,14 repetitions. The significance of the difference is expressed by t = 2,06 value > 2,048, the difference being significant (P < 0.05). At the legs lifting test from dorsal lying the witness group get a final value of 11,56±0,44 lower average value of the experiment group of 12,98 ± 0,38, resulting in a difference of 1,42 repetitions. The significance of the difference is expressed by t = 2,10 value > 2,048, the difference being significant (P < 0.05). At the raising of trunk from facial lying the witness group get a final value of 27,20±1.99 lower average value of the experiment group of 35,99 ± 1,73, resulting in a difference of 8,79 repetitions. The

154

significance of the difference is expressed by t = 2.12 value > 2,048,the difference being significant (P < 0,05). At the long jump on place the witness group get a final value of 187,50±1,58 lower average value of the experiment group of 193,97 ± 1.44, resulting in a difference of 6,47 cm. The significance of the difference is expressed by t = 2.13 value > 2,048, the difference being significant (P < 0.05). For détente,the witness group get a final value of 38,66±0.96 lower average value of the

experiment group of 42,24±0,91, resulting a difference of 0,8 cm. The significance of the difference is expressed by t = 2.09 value > 2,048, the difference being significant (P < 0,05). For pentajump, the witness group get an average final value of 898,33±12,81 lower average value of the experiment group of 946,08 ± 12,14, resulting in a difference of 10,09 cm. The significance of the difference is expressed by t = 2,14 value > 2,048, the difference being significant (P < 0,05).

Table 1. The significance of the difference between the initial and final tests between experiment group and

control group

n – 15, f – 28: P - 0,05; 0,01; 0,001. t - 2,048 2,763 3,674

Nr crt.

Test name

Initial test Initial test Witness group n=15

Experiment group n=15

t P

Witness group n=15

Experiment group n=15

t P

mX ± mX ± mX ±

mX ±

1 Pushups (nr.rep.) 6,66±0,66 6,73±0,68 0,07 > 0,05 7,02±0,65 8,85±0,60 2,08 <0,05

2 Maintained in hung (sec.)

19,26±1,98 13,61±1,81 0,08 > 0,05 20,70±1,97 20,48±1,94 2,11 <0,05

3 Raised trunk from dorsal lying (nr. rep.)

19,73±0,62 19,53±0,66 0,22 > 0,05 20,98±0,60 22,67±0,56 2,06 <0,05

Raised legs from dorsal lying (nr. rep.)

10,80±0,47 11,56±0,44 1,19 > 0,05 11,74±0,45 12,98±0,38 2,10 <0,05

5 Raised trunk from facial lying (nr. rep.)

26,53±1,98 27,20±1,99 0,24 > 0,05 30,52±1,91 35,99±1,73 2,12 <0,05

6 Long jump on the place (cm)

187,50±1,58 187,50±1,58 0,07 > 0,05 189,47±1,55 193,97±1,44 2,13 <0,05

7 Détente (cm) 38,60±0,98 38,66±0,96 0,04 > 0,05 39,46±0,97 42,24±0,91 2,09 <0,05

8 Pentajump (cm)

897,20±12,78 898,33±12,81 0,06 > 0,05 908,42±12,75 946,08±12,1

4 2,14 <0,05

6.66 6.73 7.02

8.85

0

2

4

6

8

10

1

Pushups

TI witness TI experiment TF witness TF experiment

155

26.53 27.2 30.52

35.99

0

5

10

15

20

25

30

35

40

1

Raised trunk from facial lying


19.73 19.53

20.98

22.67

17

18

19

20

21

22

23

1

Raised trunk from dorsal lying


19.26

13.61

19.26 20.7

0

5

10

15

20

25

1

Maintained in hung


156

CONCLUSIONS AND RECOMMENDATIONS The set of tests used was very diverse to capture as many forms of its manifestation and combinations: static strength, dynamic strength, strength for endurance and strength for speed. The development and the application of the experimental programme has resulted in getting the best results from the experimental group in terms of preparing the force of the 14-15 years old middle-distance race runners. The increasing values of the indexes manifestation of the force is put in evidence through the use of the "Student's t ' criterion tested at the beginning and the end of the experiment, which demonstrates that it is significant at all tests. The application of strength training on cumulative blocks which tracks the anatomical adaptation as well as several groups of muscles involved in motric actions specific to the middle-distance race had positive effects on the results of the tests of force applied in the experiment. REFERENCES 1. Ardelean T. (1990). The peculiarities of the development of motric skills in athletics. Bucureşti: A.N.E.F.S. 105 p. 2. Atanasiu C.L. (1998). Some issues on the development of motric skills in children and juniors. Bucureşti: EducaŃie fizică şi sport, p. 8-11. 3. Barbu C. (1998) The preparation and participation of performance runners in major competitions, Bucureşti: Atlantis.140 p. 4. BompaT. (2001). The development of biomotric qualities./ National school of coaches. / Constanta: Ex Ponto, pp.105-273 5. Bompa T.O. (2002) The Theory and methodology of training. Periodizarea. Bucureşti: C.N.F.P.A. 435 p.

6. Colibaba EvuleŃ D. ş.a. (1998) Sports games. Theory and methodology. Bucureşti: Aldin. p. 116-144. 7. Dragnea A., Teodorescu S.M..( 2002 ).The sport theory. Bucureşti. 610 p. 8. Epuran M. (1994) The shaping of the psychological preparation in sport. A.N.E.F.S. Bucureşti. 64 p. 9. Gagea A. (2006) The Biomechanic analysis. S.N., 167 p. 10. Filin V.P. (1971) The Athletics in school, an age of victories, the Athletics yesterday, today and tomorrow. Bucureşti: C.N.E.F.S., C.C.E.F.S. p. 35-41. 11. Filin V.P., Maslovschi E.A., (1971) The Experimental research on the interrelations between the motric qualities of the speed force and the motric skill at juniors athlets, What we know about speed. Bucureşti: C.N.E.F.S., C.C.E.F.S p. 79-88. 12. Filin V.P. (1987) The Theory and methodology of training at juniors. Bucureşti: M.T.S. C.N.E.F.S.-C.C.P.S, p.15-48. 13. Gagea A. (2006) The Biomechanic analysis .S.N. 167 p. 14. Gârleanu D. (1991) ş.a. The Athletics. Bucureşti: F.R.A. 120 p. 15. Ivan P. (2012) The Workforce development methodology/muscle power to runners of 800 m, in the stage of higher sports science. În: The science of physical culture, nr. 4/2, Chişinău, p. 24-32. 16. Mihăilescu L. (2010) The Theory of physical education and sport. Lecture notes. Piteşti: Universitatea din Piteşti. 32 p. 17. Niculescu M. ş.a. (2008) The Muscle training in special conditions. Craiova: Universitaria Craiova. 195 p.

897.2898.33

908.42

946.08

870

880

890

900

910

920

930

940

950

1

Pentajump

TI witness TI experiment

TF witness TF experiment

187.5 187.66 189.47

193.97

184

186

188

190

192

194

1

Long jump on the place


11.56 10.8

12.98

11.74

0

2

4

6

8

10

12

14

1

Raised legs from dorsal lying


157

18. Pradet M. (2000) Physical preparation/ Performance sport nr. 426-428, Bucureşti: M.T.S. C.C.P.S., 252 p 19. Pandele L. (1969) Athletics at children and juniors. Bucureşti: C.N.E.F.S. 248 p.

20. Thompson J.R. (1993) Introduction to the theory of training. Bucureşti: M.T.S., CCPS.222 p. 21. Winckler G. O (1993) A look at the endurance of speed. Bucureşti: C.C.P.S. p. 26 – 36.

SCIENTIFIC ARGUMENTS IN SUPPORT OF THE AEROBIC GYMNASTICS AS A MEANS TO FIGHT STRESS

NeluŃa SMÎDU

Academy of Economic Studies, Bucharest, Romania Abstract In a studio created at Arizona State University, it has been shown that aerobic exercise is the most appropriate to fight depression and anxiety. It seems that physical exercise acts in the same way as the antidepressant medication, increasing the levels of the neurotransmitters: serotonin, dopamine and nor-epinephrine. Moreover, these two states can negatively influence the quality of sleep, self confidence, interrelation, but also the mental health of the practicing individuals. The purpose of the research is that of finding out the degree of stress of the female economics students, in the conditions in which their activity has an accentuated intellectual character, being well known that the accumulation of an increasingly bigger volume of theoretic knowledge is required in the educational process. We started from the premise that the degree of stress will decrease by practicing aerobic gymnastics during the physical education and sport class. Keywords: Aerobic gymnastics, stress, students; INTRODUCTION Aerobic gymnastics (maintenance) is accessible to anyone, no matter the sex, age, physical condition because it contains exercises from all body activities, from exercises and various steps from classic ballet, medical exercises, stretching exercises, yoga exercises to combination of influences from street dance, hip-hop, jazz, afro dance, lation, etc. That is why it is a discipline that attracts a large number of female students, and even male students, in practicing this type of movement. While female students’ has a proficient intellectual character, being known that in the process of education it is required an increasingly volume of theoretical knowledge, aerobic gymnatics is fit to remove the stress. Our duty, the teachers’, is to explain why, what for and how to practice these forms of actioning, starting with understanding the immediate benefits and late ones. Systematic practicing of aerobic gymnastics leads to: - balancing nervous system, by inducing those “wellness” moods, amusemend and well being, necessary to relaxing students after having focused on lectures and even fighting depression moods, tense moods and stress in general. - educating the artistic and aesthetic, by the fact that aerobic gymnatics is executed by musical

accompaniment, by the fact that it utilizes steps from classic ballet school or dancesport, by aesthetics itself, grace and beauty of the movements. - many benefits on psycho-social plan, adhering to a group, developing collaboration feelings, selflessness, fair-play and the wish of self-improvement. It can be stated that aerobic gymnatics, through the benefits it is bringing, it directly contribuites to the process of transforming and modelling students’ personality and their integration to the modern world. The purpose of the research is that of finding out the degree of stress of the female economics students, in the conditions in which their activity has an accentuated intellectual character, being well known that the accumulation of an increasingly bigger volume of theoretic knowledge is required in the educational process. We started from the premise that the degree of stress will decrease by practicing aerobic gymnastics during the physical education and sport class. RESEARCH METHODS Bibliographic information study method; pedagogic observation method; investigation method; experimental method; statistic- mathematical method.

158

IcCOHEN –WILLIAMSON questionnaireexplores the subjective feeling of stress felt by each student. The questionnaire is formed by 14 items and it is a self report instrument with 5 scales of answers. It is not a diagnosis instrument, but it is successfuly to comparing leves of stress perceived to the subjects from a given sample. The scoring can fluctuate from 0 to 70, where high scores represent a high level of stress.

The students were required to answer the following questions, following what happend on the previous month. They marked with an „X” their answer, answering as spontaneously as possible and choosing between the following answers: A) never; B) hardly ever; C) sometimes; D) quite often; E) often; In the previous month, how many times:

Table no.1 COHEN –WILLIAMSON questionnaire

Questions

A B C D E

1. Were you troubled by an unpreddicted event? 2. It seemed difficult to control important things in your life? 3. Felt nervous or stressed? 4. Got angry due to small problems and daily inconvenience? 5.Have you felt that you would deal efficiently with the important changes that should appear in your life? 6. Have you felt confident in your capability to assume personal issues? 7. Have you felt that things are going your way? 8. Have you felt that you cannot assume the whole things you were supposed to do? 9. Were you capable of controlling your anger? 10. Have you felt that you were controlling the situation? 11. Have you felt irritated by the for the events that got out of your control? 12. Have you noticed questioning yourselves about the things you should have done well? 13. Were you capable of controlling the way you spend your time? 14. Have you felt that difficulties have gathered so much, going out of your control?

-for items 1, 2, 3, 8, 11, 12, 14 A) 1 point; B) 2 points; C) 3 p; D) 4 points; E) 5 points. -for items 4, 5, 6, 7, 9, 10, 13 - A) 5 points; B) 4 points; C) 3 p.; D) 2 points; E) 1 point. The total points of the boxes is calculated. If the score is below 25, the level of stress is low.

Meanwhile, a score higher that 50 is proof of high level of stress. Quotation of the answers: • a score lower than 25 - low level of stress • between 25- 50 - medium level of stress • a score higher than 50 - high level of stress

COHEN- WILLIAMSON QUESTIONNAIRE

Initial – Final test

Table no.2 Initial- Final TestCOHEN- WILLIAMSON INTERPRETATION OF RESULTS The measurements for characteristics of Cohen-Williamson questionnaire were done on the subjects of the two groups. The arithmetic mean was 37.60 and 36.53 points, representing a medium

level of stress for both groups. It is noticeable that the mean of the group at the final testing is lower by 1.08 points, at the initial testing the group is relatively homogenous and relatively homogenous is the group after the final testing. Cohen’s effect

Initial t. Final t. Arithmetic

mean 37.60 36.53 Fixed confidence threshold α - α = 0,05

Median 37.00 36.00 Null hypothesis H 0 m1 - m2 = 0Standard deviation 6.06 6.12 Alternative hypothesisH 1 m 1 - m2 # 0 Maximal value 53.00 53.00 F critical (value from tables) 3.96Minimal value 29.00 25.00 Freedom degree between groups-df1 1 Amplitude 24.00 28.00 Freedom degree between groups-

df2 78

Variation coefficient (%) 16.1% 16.8% Number of subjects 80Mean difference -1.08 Calculated F PEffect size (Cohen) 0.09 0.62 > 0.05

Initial-final testi

STATISTICAL INDICATORS

Results (Points) ANOVA TEST

ANOVA TEST RESULTS

159

size indicators shows that the differences between the two means are very low. The statistical hypotesis check was made by ANOVA test, embossing a unsignificant difference between the

means, P > 0.05. Nule hypotesis is being accepted and the research hypotesis (alternative) is rejected.

Grafic no.1

CONCLUSIONS After data gathering it can be appreciated that, as a whole, the level of stress gathered is lower at the final testing (36.53 points) rather than the initial testing (37.30 points), representing a medium level of stress for both of the groups. Taking into consideration that the Physical Education class from superior education is taken once a week, I consider the result satisfying. For satisfying results, practicing physical exercises, a few times a week, for a long period of time, is recommended. Our duty, the teachers’, is to explain why, what for and how to practice these forms of actioning, starting with understanding the immediate benefits and late ones.

REFERENCES Dobrescu, Tatiana, (2008)Gimnastica aerobică- o alternativă pentru un stil de viaŃă al adolescentelor, Editura Pim, Iaşi Drăgănescu, Elena,(2005) Efectele sanogenetice ale exerciŃiului fizic, Editura Bren, Bucureşti, (pp 34-45) Macovei, Sabina, Vişan Alice, (2003) Gimnastica aerobică de întreŃinere, Ghidul specialistului, FRST, Bucureşti Niculescu, Marian, (2003) Metodologia cercetării ştiinŃifice în educaŃie fizică şi sport,volumulII, Bucureşti, Editura Bren, capitolul 10, (pp415-424) Smîdu, NeluŃa, (2010) ,,Gimnastica aerobică – mijloc de optimizare a condiŃiei fizice în învăŃămîntul superior de neprofil (evoluŃie şi orientări)”,Raportul 1 de cercetare ştiinŃifică, IOSUD Bucureşti (pp 14 -23)

DEVELOPMENT EFFECTIVENESS SPECIFIC RESISTANCE EXERCISES ON THE OPTIMIZATION OF TECHNICAL FACTORS

FROM JUNIOR FOOTBALLERS 17-18 YEARS

Gabriel SIMION

University Transilvania of Braşov, Romania Abstract In his research the author started from the premise that the development of specific resistance will lead to optimize the competitive players. The material presented deals with the influence of applying the proposed training program for the development of specific resistance in the experimental group on indices of technical training.

FINAL TESTINITIAL TEST

55

50

45

40

35

30

25

Pu n cte

COHEN- WILLIAMSON Questionnaire

37.60 36.531.07

160

The analysis indicates technical training of junior footballers 17-18 years found at the end of the pedagogical experiment have been significant advances in the experimental group compared to the control group if they had evidence besides the technical component and the "resistance", Drible the ball 5x30 m and Complex sample, the statistically average difference between the two groups ultimately proved to be reliable (P<0.01 or P<0.001). Data from the present research confirms the hypothesis that the use of methods and exercises for developing specific resistance leads to optimization of technical training to juniors 17-18 years. The exercises used in training players experimental group were conducted in conditions of play, technical elements are practiced in soccer specific effort regime. We can not take tests used in research as the most relevant, but the results of this study can be a starting point for further research. Key Words: training, tehnical training, specific resistance, soccer, juniors 17-18 years. INTRODUCTION In the literature, in terms of terminology, some authors (Dragnea and Mate-Teodorescu, 2002; Dumitrescu, 2006; Oancea, 2004) uses the term technical training, other authors (Motroc, 1994; Motroc, 1996; Nicu, 1993) uses the term technical factors, and other professionals (Colibaba and Bota, 1996; Manno, 1998) use technical term game, giving the following synonyms: tehnomotricity, technical-motor behavior, conduct technical, technical capacity or driving technique. Technical training are all activities for learning, strengthening and improving the playing technique. Experts in the field (Colibaba and Bota, 1996; Constantinescu, Honceriu and Enache, 2004; Dragnea and Mate-Teodorescu, 2002; Manno, 1998; Motroc, 1994; Nicu, 1993; Oancea, 2004) believes that modern technology is characterized by the following features: - Requires speed of thought and execution, technical skill speed mode; - Spectacular, difficult, technical masked; - It often takes on space and time is running low; - All the techniques is performed tactical purposes; - The variety and diversity of techniques; - Effectiveness, usefulness and practicality executions; - Precision, suppleness and smoothness executions; - Subtlety, spontaneity and ease of execution of techniques; - Perfection game developed sense without the ball and the ball. In actual football, there is a tendency to simplify the technical actions, both in attack and in defense, effectively achieving a fluency in both phases of the game, combination of technical elements as high level of automation. In the game of football, priority technical influence tactics addressing situations under conditions of adversity and energy saving. Acquiring a bag of skills and abilities to move and drive on the ball causes a higher demand sensory system (comparing internal and external information and reporting to the reports), which promotes learning and economic fair play football technique (Motroc, 1994). METHODS The research took place in two teams of juniors 17-18 years of Brasov, FC Brasov which formed the

experimental group, or CSS Brasov - control group. Note that the control group had similar conditions in the experimental group training: a land of grass, licensed coach, without conditions and means of recovery, sports equipment, same old players. The research was conducted in three phases, as follows: 1. In the first phase, from January 2009 - May 2010, making analysis of literary sources on sports training in general and especially the juniors 17-18 years, we have established research direction. We organized research experiment ascertaining physical parameters and techniques nationwide to juniors of 17-18 years. 2. The second phase, from May 2010 - April 2011 addressed prior experiment which aimed to assess the level of physical and technical training junior football teams belonging experiment, witnesses and other teams in the same echelon as compared to scales set by Romanian Football Federation U18 category. In this phase shift was made initial control samples and standards and evaluating performance junior footballers undergo initial research in official games. Also, this stage of the research program aimed at establishing basic pedagogical experiment. 3. The third stage was the completion of the experiment by passing tests and final control rules and competitive performance evaluation in the last official games. Basic pedagogical experiment was conducted according to the research compiled during the period February 2011 - May 2012. Subsequently, we processed and interpreted the data obtained in the course of research, we made the final conclusions and proposals aimed at optimizing game performance by developing specific resistance of 17-18 juniors. Research was started from the assumption that the development of specific resistance training junior footballers 17-18 years will help optimize game performance. In this respect the experiment was oriented in two directions: - check the efficiency of application exercises to develop specific resistance in optimizing physical and technical factor; - check the efficiency of application exercises to develop specific resistance on competitive performance enhancer.

161

The experiment started in February 2011 by passing tests and initial control rules. We used samples and control rules (tests) for assessing the physical and technical training subject research teams. Note that these tests were established by the Romanian Football Federation. RESULTS In this paper we analyze the dynamics of technical indicators registered in the experimental group and control group at initial testing and final testing of our research. Thus, Table 1 shows the comparative analysis of test results technical preparation of athletes of control group and experimental group at the beginning and end of the experiment teaching. Technical test that both components were subjected to the experimental group and the control group were: Drible the ball on 30 m, Drible the ball 5x30 m, Transmission distance ball and Complex sample.

Note that the initial and final tests in both groups were subjected to experiments performed under similar conditions on the ground, equipment and weather conditions. Outcomes from initial testing and final testing were processed with SPSS 15.0.1 (Statistical Product and Service Solutions). In the initial testing for determining the level of technical training in both groups footballers can say that between groups were not significant differences in the results obtained, where "t" test varies between 0.73 and 1.967 and materiality is than 5% (P>0.05). This allows us to see that between research groups included in the technical preparation parameters are not accurate statistical differences in this respect both groups are homogeneous. The following is a comparative analysis of the initial and final results of the experimental group and control group in tests of technical training.

Table 1. Comparative results for technical training in the experimental group and control group at initial testing

and final testing

Probe control Group of subjects

Initial testing Final testing t P

M ± SD S CV% M ± SD S CV%

Drible the ball 30 m

EG (n=20)

4,94±0,035 0,15 3,04% 4,84±0,037 0,16 3,38% 1,99 P>0,05

CG (n=20)

5,03±0,034 0,15 2,98% 5,02±0,04 0,18 3,52% 0,78 P>0,05

t; P EG-CG 1,967; P>0,05 3,55; P<0,001

Drible the ball 5x30 m

EG 27,13±0,18 0,82 3,02% 26,1±0,17 0,79 3,03% 4,03 P<0,001

CG 27,58±0,17 0,75 2,72% 27,7±0,19 0,85 3,07% 0,46 P>0,05

t; P EG-CG 1,827; P>0,05 6,14; P<0,001

Transmission ball at distance

(m)

EG 67,46±1,31 5,88 8,71% 69,09±1,22 5,47 7,92% 0,9 P>0,05

CG 66,31±0,85 3,8 5,73% 67,48±0,95 5,25 7,78% 0,92 P>0,05

t; P EG-CG 0,73; P>0,05 1,036; P>0,05

Complex sample (sec)

EG 7,18±0,042 0,21 2,92% 6,91±0,042 0,19 2,75% 3,79 P<0,01

CG 7,3±0,057 0,25 3,42% 7,18±0,057 0,25 3,48% 1,45 P>0,05

t; P EG-CG 1,33; P>0,05 3,794; P<0,01

EG=experimental group, CG=control group, M=average, SD=standard deviation, S=standard error mean CV%=coefficient of variation, t=test Student, P=significance level, n=number of subjects, m=meters, sec=seconds Note: P 0,05 0,01 0,001

t n=20 2,086 2,845 3,850 n=40 2,021 2,704 3,551

162

DISCUTIONS Analyzing test results recorded in Drible the ball on 30 meters, it is observed that the experimental group showed average values of the original 4"94, and the control group showed average values obtained in the initial tests 5"03. Variable "t"

calculated (t = 1.967, P>0.05) in initial testing shows that this sample is not statistically significant differences between the two groups, which are homogeneous (Table 1, Figure 1). Comparing the results obtained from initial testing to final testing, we found that both the experimental group and the control group no significant differences (P> 0.05).

Figure 1. Graphical representation of the results achieved in sample Dribling the ball on 30 m Regarding progress in this test, the experimental group there is an improvement on the average by 0.1 seconds, 0.01 seconds respectively in control group. Low rates of progress shows that the ball on the 30 m sample management, where the main components are focused on technical execution speed under proposed program and applied to the experimental group to develop specific resistance did not lead to significant results. Proven Drible teh ball 5x30 m players had to go in as soon as 30 m in distance running with successive blows applied to ball (have won at least 3 taps) players have gone five times the route, with a break of 25 seconds between repetitions during which

they had to return to home, were recorded and the results recorded was the sum of the individual player. If initial testing averaged values of the two groups under investigation were similar, i.e. 27.13 seconds and 27.58 seconds in the experimental group to the control group (P>0.05), the average final testing in the experimental group (26.1 seconds) was better than the final average control group (27.7 seconds, the value increased by 0.12 seconds from initial testing). The difference between the average final test in the experimental group and the control group is highly statistically significant (P <0.001) (Table 1, Figure 2).

Figure 2. Graphical representation of the results achieved in sample Drible the ball 5 x 30 m

25

25,5

26

26,5

27

27,5

28

Initial testing 27,13 27,58

Final testing 26,1 27,7


4,7

4,75

4,8

4,85

4,9

4,95

5

5,05



Experimental group Contol group

163

The experimental group is highlighted progress by improving the average value recorded at final testing 1.03 seconds from baseline, while the control group saw a decline of 0.12 seconds. We can say that the experimental progress in this test is the effect of applying the proposed program of new pedagogical experiment. Among drives for resistance development within their curriculum are found ball exercises are practiced and technical elements specific football game, thus driving the ball under high intensity. At sample Transmission ball at distance it appears that the final average results of the experimental

group components - 67.46 m is greater than the final average results of the players included in the control group - 66.31 m, the difference between groups was not significant (P>0.05) note homogeneity of groups. Final testing is found slight improvements in both groups under investigation, but there were no significant differences statistically. Statistical and mathematical calculating and comparing the results obtained from the experimental group and the control group at final testing from baseline, argue these significant differences (P>0.05) (Table 1, Figure 3).

Figure 3. Graphical representation of the results achieved in sample Transmission ball at distance Transmission ball at distance test sample degree of assimilation of techniques hit the ball with full lace and force-speed capability of the lower limbs, indices are not correlated with the development of specific resistance of 17-18 juniors. Comparing progress to Complex sample arithmetic mean in Table 1 and Figure 4 is observed that the experimental group made final average values of

6.91 seconds, and the control group showed average values obtained in final testing 7.18 seconds. Variable "t" shows significant increases in values, being above the threshold of significance (t = 3.79, P<0.01) for the experimental group and below the materiality threshold (t = 1.455, P>0.05) for control group.

Figure 4. Graphical representation of the results achieved in Complex sample

6,7

6,8

6,9

7

7,1

7,2

7,3




64

65

66

67

68

69

70

Initial testing 67,46 66,31 Final testing 69,09 67,48


164

Progress on this test, the experimental group there is an improvement in the average level of 0.27 seconds, 0.12 seconds in the control group respectively. The rate of progress in the experimental group, two times higher than the control group performed, show that this test, in which the main components are focused on driving the ball through cones, pulled at the gate fast return at home and resumption path another 5 times with breaks of 10 seconds between repetitions, all made in speed and insufficient time for full recovery to resume the effort, the results are relevant and demonstrate the effectiveness of the proposed program and applied sports training to junior footballers of 17-18 years undergoing research. CONCLUSIONS In conclusion, the analysis indicates technical training of junior footballers 17-18 years found at the end of the pedagogical experiment have been significant advances in the experimental group compared to the control group if they had evidence besides the technical component and the "resistance". Technical evidence that there are significant differences ball 5x30 m and sample management complex, the statistically average difference between the two groups ultimately proved to be reliable (P<0.01 or P<0.001). Comparing the differences between environments with proven results 17-18 junior footballers from control group and the experimental group, it highlights the best progress in the experimental group, especially in technical tests that determine the quality of driving resistance development due to the proposed methodology and applied in athletic training components of the experimental group. The exercises used in training players experimental group were conducted in conditions of play,

technical elements are practiced in soccer specific effort regime. Data from the present research confirms the hypothesis that the use of methods and exercises for developing specific resistance leads to optimization of technical training to juniors 17-18 years. REFERENCES 1. Colibaba EvuleŃ D., Bota I., Jocuri Sportive. Teorie şi Metodică, Bucureşti: Aldin, 1998, 320 p. 2. Constantinescu D., Honceriu C., Enache P., Fotbal. Teoria jocului, Iani: Cantes, 2004, p. 50-53, 141 p. 3. Dragnea, A., Mate-Teodorescu, S., Teoria sportului, Bucureşti: FEST, 2002, p.155, 610 p. 4. Dumitrescu Gh., Fotbal. Tehnica jocului. Pregătirea tehnică, Oradea: Ed. Universitănii din Oradea, 2006, p. 168-173, 254 p. 5. Manno R., Pregătirea sportivă la copii şi adolescenŃi, Bucureşti: Sportul de performanŃă, nr.102 (1), C.C.P.S., 1996, p.60. 6. Motroc I., Fotbalul la copii şi juniori, Bucureşti: Ed. Didactică şi Pedagogică, 1996, 286 p. 7. Motroc I., Fotbal de la teorie la practică, Bucureşti: Ed. Rodos, 1994, 186 p. 8. Nicu A., Antrenamentul sportiv modern, Bucureşti: Ed. Editis, 1993, 531 p. 9. Oancea V., Fotbal - Aspecte teoretice, Braşov: Ed. Universitănii Transilvania, 2004, p. 70-76, 89 p. 10. Simion G., Aprecierea nivelului pregătirii tehnice a fotbaliştilor juniori 17-18 ani. În: Cultura Fizică: Probleme ştiinŃifice ale învăŃământului şi sportului. Materialele ConferinŃei ştiinŃifice internaŃionale a doctoranzilor. EdiŃia a VII-a, Chişinău: USEFS, 2012 p.160-167.

AUXILIARY EQUIPMENT FOR PREPARING SKILLED RUGBY PLAYERS

Vasile TABIRTA

State University of Physical Education and Sports, Republic of Moldova

Abstract Physical Preparation rugby game is sporting decisive factor dispute a match or sporting confrontations. A relatively new trend in physical training, including sports games, is the application of devices supporting that in recent years increasingly used at all stages of sports training. This paper presents the results of the physical performance of rugby players in the supporting apparatus applying their training. Key words: rugby, players, equipment. One of the key moments in training of rugby players of any level, is the application of the correct methodological means all specific to increase their level of sports training [Badea D., 2003; Constantin V., 2002; Joubert R., Groenewald B., 1998; MC

Gratli D, 1995; Холодов Ж.К., Варакин Б.А. Петренчук В.К., 1984]. The motric exercises in any sport trial, including sports games, is the decisive sports factor in a played match or sporting confrontations. This refers

165

at rugby too, which in recently has become one of the most popular games among the youth. This sports trial is in the experts' sight and is expected to be included in the largest international forum program such as the Olympic Sports. A relatively new direction in preparing for motric exercises, including sports games, is applying the auxiliary equipment, which in recent years are more often used in all stages of sports training. [Larionescu V., 2002; Гынку Г.К. 1986; Капацина Г.А., 199]. This also refers to the game of rugby, which has found widely national and international amateurs at all levels. In this case, a pedagogical experiment was organized at the standard of the Senior Championship of Moldova team, where an experimental methodology was applied using auxiliary equipment in the training of RC "Blue marine" team and it is called "the experimental team". UTM team (Technical University) was taken as a "blank team", which has the same level and similar conditions of training.

Based on the proposed experimental program, the athletes of the experimental team (RC Blumarine) applied in the sports training the auxiliary equipment presented in chapter two of this study. These were applied differently depending on the role of athlete's game play and his physical preparation. After a year of training, the athletes from the "experimental team", as well as those from the "blank team" were trialed at the beginning and end of the annual training cycle for more quality exercise such as: speed run 100 m; endurance race 3 minutes; weight pushing from a prone position (kg); fixed bar pull ups (amount); squats (kg); Australian trial (m) (Table 1 and 2). Trial results were statistically processed and compared between the blank and experimental teams, as well as depending on the role played, like striker and defender. They are presented in section given below in tables and figures.

Table 1. Results of motric exercises of rugby players, participants in the pedagogical experiment

(strikers; UTM: n=12; Blumarine: n=12) Nr. crt.

Trials teams Initial indices

X ±m Final Indices

X ±m Statistics

t P

1.

Speed Run 100 m (s)

E 13,60±0,11 13,1910,08 4,77 < 0,001 M 13,65±0,11 13,47+0,10 2,00 >0,05 t 0,33 2,15 - - P >0,05 <0,05 - -

2.

Endurance 3000 m (s)

E 834,50+13,47 786,8519,93 4,52 < 0,001 M 842,02±13,25 818,35111,43 2,21 <0,05 t 0,40 2,08 - P >0,05 <0,05 -

3. Weight pushing from a prone

position (kg)

E 105,20±2,21 112,87+1,87 4,31 < 0,01 M 104,80±2,22 106,5212,18 0,91 >0,05 t 0,13 2,21 - P >0,05 <0,05 - -

4. Fixed bar pull ups

E 7,90+0,30 9,1610,24 5,25 < 0,001 M 7,81±0,29 8,35+0,28 2,25 <0,05 t 0,21 2,19 - - P >0,05 <0,05 - -

5 semi squats with weights (kg)

E 139,60±3,54 153,4213,03 4,85 < 0,001 M 140,0013,55 143,4713,55 1,14 >0,05 t 0,08 2,13 - - P >0,05 <0,05 - -

6 Australian trial (m)

E 657,30+7,07 689,0316,24 5,51 < 0,001 M 656,00±7,09 669,5316,80 2,27 <0,05 t 0,13 2,11 - - P >0,05 <0,05 - -

Note: E – experimental team (Blumarin); M - blank team (UTM)

166

Table 2. Results of motric exercises for rugby players, participants in the pedagogical experiment (3/4; UTM: n=12; Blumarin: n=12).

Nr. crt.

Trials teams And

statistics

Initial indices X ±m

Final Indices X ±m

Statistics

T P

1. Speed Run 100 m (s)

E 13,51+0,10 13,17±0,08 4,25 <0,01 M 13,58±0,11 13,45±0,10 1,44 >0,05 t 0,77 2,15 - P >0,05 <0,05 - -

2 Endurance 3000 m (s)

E 844,00±13,51 792,28±10,16 4,88 < 0,001 M 851,15±13,60 826,64±11,88 2,22 >0,05

t 0,37 2,17 P >0,05 <0,05 - -

3 Weight pushing from a

prone position (kg)

E 103,25±2,23 112,30±2,06 4,89 < 0,001 M 101,80±2,24 106,00±2,20 2,21 <0,05 t 0,46 2,09 P >0,05 <0,05 - -

4

Fixed bar pull ups

E 7,85±0,31 8,91±026 4,24 <0,01 M 7,77+0,30 8,08±0,29 1,24 >0,05 t 0,19 2,13 P >0,05 <0,05 -

5 semi squats with weights (kg)

E 114,10±3,88 127,65±3,15 4,38 <0,01 M 113,90±3,72 117,61±3,60 1,18 >0,05 t 0,04 2,10 - - P >0,05 <0,05 -

6 Australian trial (m)

E 657,20±7,08 681,26±6,51 4,11 <0,01 M 653,80±7,10 660,58±7,09 1,13 >0,05 t 0,34 2,15 - - P >0,05 <0,05 - -

Note: E - experimental team (Blumarin); M - blank team (UTM). As a result at the first trial: speed run 100 m at the start of the pedagogical experiment the average of the attackers were mostly equal ranging between 13,60s and 13,65s, so at the end of the experiment grew to 13,19s for the experimental team and 13,47s for the blank team. According to statistical calculations a significant increase was applied only for the experimental team (p<0,001), as for the blank team the results improved, but they statistically have an insignificant viewpoint (p>0,05). With about the same tendency, but with other results have demonstrated the defenders (3/4), as strikers at the beginning of the experiment, the results of the both teams (blank and experimental) were almost equal - 13,5s for the experimental team and 13,58s and for the blank team, so at the end of the experiment they reach values of 13,17s for the experimental team, 13,45s for the blank team. Thereby both teams improved, but the improvement rate was more pronounced for the athletes in the experimental team, demonstrated fact and through statistical calculations, rate being of (p < 0,01), as for the blank team - (p > 0,05). This is quite clearly noticed in the results in the figure form.

Analyzing strikers' Endurance (3000m) trial results of both teams to observe a similarity between the blank and experimental teams for the beginning of the pedagogical experiment, with the results of 834, 50s for the experimental team and 842, 02s for the blank team. The same similarity is observed for (¾) players at the start of the experiment, being 844, 00s for the experimental team and 851.15s for the blank team. Thereby, at the end of the experiment, the following results for strikers at Endurance (3000m) trial -786.85s for the experimental team and 818.64s for the blank team. An insignificant increase was noticed in both teams, experimental team p<0,001, blank team p<0,005. The same insignificant increase was noticed for players (¾) of both teams. According to the statistical calculations we observe the following results: for experimental team -792,28s, p<0,001, and for blank team -826,64s, p<0,005. This is caused by applying the same methods and means for both teams to increase endurance. Regarding the physical trial, Weight pushing from a prone position, there is a similarity of initial indices of both teams of the experiment, the results being: 105,20 kg for experimental team; 104,80 kg

167

for blank team. As for this trial, we observe an increase of final indices in both teams. So at the end of the experiment the average results for the experimental team increased up to 112,87 kg and for the blank team up to the 106,52 kg. According to the statistical calculations a significant increase was only for the experimental team (p<0,001), in the case of the blank team, although results improved, it's statistically insignificant (p>0,05). In this trial for players (¾) the average results at the beginning of the experiment was approximately ranging between 103,25 kg and 101,80 kg, but at the end of the experiment there is an increase of the indices in both teams up to 112.30 kg experimental team and 106 kg blank team. According to statistics there has been a slight increase in both the experimental team (p<0,001) as well as in the blank team (p<0,05). Regarding the physical trial, Fixed bar pull ups, we also observe a similarity between teams, the initial results of the strikers of the experimental team - 7, 90 times and 7, 81 times for the blank team. According to statistical calculations we observe an increased results at the end of the experiment for both teams, but of the negative significance. So the experimental team recorded an average of 9,16 times, p<0,001 and the blank team an average of 8,35 times where p<0,05. As well was noted a similarity for at the beginning of the experiment for players(¾)with the following average results for the experimental team of 7,85 times and 7,77 times for the blank one. What affects the average results of the pedagogical experiment at the end of the experiment, we notice an improvement for both teams based on the statistical calculations. Such a significant increase was recorded only for the experimental team, having the results of 8,91 times, where p<0,01, and for the blank team, although the results have improved, they carry a character statistically insignificant having the average result of 8,08 times, where p>0,05. For the physical trial, semi squats with weights, from strikers, the average at the beginning of the pedagogical experiment is about equal, ranging between 139,60 kg for the experimental team and 140,00 kg for the blank team, as for the end of the experiment they grew up to 153,42 kg for the experimental team; 139,47 kg for the blank team. According to statistical calculations the increase is only significant for the experimental team(p<0,001), as for the blank team even thought it has improved results, it carries a statistically insignificant character (p>0,05). About the same we notice for defenders, (¾), whereas at the beginning of the experiment average results in both teams were about equal: for the experimental team -114,10 kg and 113,90 for the blank team.

Thereby, at the end of the experiment, results reached values of: 127,65 kg for the experimental team; 117.61 kg for the blank team, despite both teams and improved final results, the growth was pronounced for athletes in the experimental team. Statistically, this increase was significant only in case of the experimental team (P<0,001), as for the blank team, although the results improved, they carry an insignificant value (P>0,05). For the Australian trial, at the beginning of the experiment the average of strikers' was about equal, varying between 657,30 m - experimental team and 656,00 m - blank team. According to the statistical calculations, we observe an increase at the end of the experiment in both teams, but the results of the experimental team were more pronounced ( 689,03 m) compared with the blank team averages, although in both cases the statistical calculations showed significant increases (P<0,05). In case of the defenders (3/4), at the beginning of the experiment was recorded the same similarity for both teams, their results are approximately equal, which covered 657,20 m for the experimental team and for the blank team - 653,80 m. At the end of the experiment also we observe an increase of average results for the experimental team - 681,26 m and blank team - 660,58 m. Based on the statistical calculations significant improvements are recorded only for the experimental team (P<0,001), as for the blank team, although the results have increased, they carry an insignificant character in terms of statistical calculations (P>0,05). Thus, analyzing results of the rugby players' participating in the National Championship related to motric exercises preparation, a clear trend of improvement in all contingent trials indicated in the research subject. At the same time there is a noticeable performance difference in this respect when it comes to role played by the athletes. Stickers’ recorded better results in trials related to the qualities of strength exercises (weight pushing from a prone position , semi squats with weights), while defenders (¾) were higher in samples related to speed (speed run at 100 m), arm strength (Fixed bar pull ups), endurance (endurance run 3000m and the Australian trial). This is mainly due to stickers’ are the players with a higher weight class compared to defenders (¾), which is not possible to achieve high results in the speed and strength trials. At the same time, defenders (¾) are those players who, after their body type to attain relatively large distances through high speed, also demonstrating all the special strength qualities. An impressive difference of results is seen among the averages for players in the experimental team and in the blank team, where the first was obviously higher due to the implementation of the proposed experimental research methodology at the beginning of the experiment, this is mainly about

168

the application of auxiliary equipment in the training of rugby players of the experimental team. This once again demonstrated the effectiveness of the proposed methodology in attaining athletic performances, in our case rugby players' performance.

REFERENCES • Badea D. Rugby,strategia formativă a jucătorului. Bucureşti: Editura FEST,2003. 164 p. • Constantin V. Rugby,specializarea posturilor. Bucureşti: Editura FEST,2002. • Joubert R., Groenewald B. Principles for Successful Coaching, NTRU Rugby-Akademie, 1998. -210 p. • Mc Gratli D, 101 Rugby Training Drills. London: Ed. Life Sports Ltd,. 1995.

• Холодов Ж.К., Варакин Б.А. Петренчук В.К. Основы подготовки регбистов.- М.: ФиС, 1984. - 188 с. • Larionescu V. Aparate ajutătoare în volei. Suceava, Revista de inventică, 2002 vol. VII, nr.36, p. 4 - 6. • Гынку Г.К. Совершенствование технической подготовленности волейболистов путем применения нетрадиционных средств тренировки: Автореф. Дис…канд. пед. Наук. Минск,1986, -154 с. • Капацина Г.А. Начальная подготовка гандбалистов 10-11 лет с применением тренажорных устройств в обучении и тренировке. Автореф. Дис. …канд. пед. Наук. Киев, 1991,

IDENTIFICATION OF SOME TECHNICAL PARTICULARITIES IN WEIGHTLIFTING ATHLETES

Marian Daniel TEODORU, Daniel Constantin MURĂREłU

National University of Physical Education and Sport, Bucharest, Romania

Abstract Among the most important elements of the barbell lifting technique, we can mention the positioning of athletes’ soles on the competition platform. This technical element is called the initial or starting position and represents the first element of the barbell lifting algorithm. In this research, we shall try to identify (through measurements), in performance (world class) athletes, the position and the stability of their soles on the support surface, in relation to sports performance. Keywords: identification, technical particularities, weightlifters INTRODUCTION The technique joins together the procedures and the means that assure the materialization of each weightlifter’s potentialities [1]. It is well-known that in weightlifting there are two styles for the barbell lift, namely the snatch and the clean and jerk. Each style is characterized by structures and, respectively, movements through which the proposed objectives can be efficiently fulfilled. On the one hand, the succession of phases composing the style structure and, on the other hand, anything that accompanies this structure (the biological, psychic, biomechanical and physiological aspects) contributes to the achievement of the expected results [2], [3]. Among the most important technical elements of the barbell lift, we can mention: the starting position, the bar pulling, the lunge, the body rising upward after lunge, the bar holding overhead, the bar lowering etc. [4]. In exchange, their objectivization remains a constant preoccupation in the activity of any specialist in the field [5]. The present paper valorizes, on the one hand, the

experience of some top performance athletes and, on the other hand, some observations made by the authors of this study. Thus, through this paper, we shall try to identify some correlations between the sole position and stability on the support surface and the sports performance. RESEARCH DESIGN Purpose In this research, we shall try to identify (through measurements), in performance (world class) athletes, the position and the stability of their soles on the support surface, in correlation with sports performance (regarded from the sports class point of view). Methods In order to conduct our research, we selected 4 athletes (boys), performers, class: master of sports. The athletes were aged 26 to 34 years old and had a sports experience comprised between 13 and 26 years. All of them were weightlifters belonging to the Steaua Sports Club of Bucharest. The research was developed on many stages: subject selection; athletes’ participation in a

169

program of instruction, measurement and evaluation of the sole position characteristics; athletes’ participation in a program of instruction, measurement and evaluation of the barbell position characteristics, in relation to the sole position. We mention that our research is an intermediate phase, in which we evaluate the sole position characteristics. We underline the fact that all the measurements and evaluations were performed for two successive positions: the sole fixation under barbell, in the initial or starting position (the moment preceding

the barbell lift) and the position fixation (the moment when the barbell is held overhead). In order to fulfill our objectives, we used some materials (cardboard sheets, tools for the length measurement: ruler, compasses, square rule) that allowed us to identify the sole position on platform and, respectively, to measure the sole characteristics (distance between the sole centers, distance between the tip toes, distance between the heels, differences between the positions of the soles in relation to their centers etc.).

RESULTS AND INTERPRETATIONS

Table 1. Subjects of the research Crt. no. Surname

and name Year of birth Sports classification Height Weight class Sports experience

1. A.M. 1979 Master of sports 1.75 m 105 kg 22 years 2. O.S. 1981 Master of sports 1.65 m 62 kg 19 years 3. B.T. 1987 Master of sports 1.70 m 79 kg 17 years 4. P.V. 1985 Master of sports 1.76 m 77 kg 13 years

Table 2. Distances between the sole centers

Crt. no. Surname and name

Initial or starting position Final or fixation position Difference between the initial and final positions

1. A.M. 515 570 55 2. O.S. 330 457 127 3. B.T. 425 500 75 4. P.V. 390 510 120

The subjects of our research position their soles (one in relation to the other) so that the distances between the center of each one correspond to the initial or starting position, namely between 330 and

515 mm, while for the fixation position they are between 457 and 570 mm. Thus, the difference between the initial position and the final position is comprised between 55 and 120 mm.

Table 3. Distance between the tip toes



1. A.M. 610 410 200 2. O.S. 374 290 84 3. B.T. 535 315 220 4. P.V. 447 335 112

Table 4. Distance between the heels



1. A.M. 720 420 300 2. O.S. 424 390 34 3. B.T. 665 345 320 4. P.V. 595 435 160

The support polygon, made up of the two soles, is trapezoidal, with the short side at the heels and the long side at the tip toes. This situation generates

different distances between the tip toes and the heels.

170

As to the distances between the tip toes, we mention that they correspond to the initial or starting position, namely between 374 and 610 mm, while for the fixation position they are between 290 and 410 mm. Thus, the difference between the

initial position and the final position is comprised between 84 and 200 mm. The distance between the heels is 296 mm and the differences are between 424 and 720 mm. Thus, the difference between the initial position and the final position is comprised between 34 and 300 mm.

Table 5. Sole deviations in the frontal and sagittal planes


Sole deviations for the two positions (in relation to their center), in the frontal

plane (initial or starting position)

Sole deviations for the two positions (in relation to their center), in the sagittal

plane (fixation position) Left sole Right sole Left sole Right sole

1. A.M. 23 30 60 13 2. O.S. 75 55 0.2 0.2 3. B.T. 35 40 13 25 4. P.V. 55 57 30 65

The sole deviations for the two positions (the initial and final ones) and, respectively, the two planes, are different. Thus, in the frontal plane, all the subjects have different deviations (the left sole as compared to the right sole). In the sagittal plane, except for one subject (O.S.), all the other subjects have different deviations for both of the soles. The greatest differences between the two soles (in the frontal plane) are comprised between 75 and 55 mm, while the smallest differences between the two soles are comprised between 55 and 57 mm. The greatest differences between the two soles (in the sagittal plane) are comprised between 60 and 13 mm, while the smallest differences between the two soles (except for those which are identical - subject O.S.) are comprised between 25 and 13 mm. CONCLUSIONS AND RECOMMENDATIONS There are differences among the tested subjects in relation to the support polygon dimensions (in both the initial position and the fixation position), for all the investigated parameters. Generally speaking, the more the athlete has a superior height and weight, the greater the support polygon dimensions, and conversely. We can notice important deviations in the frontal plane, but also in the sagittal plane as to the difference between the two positions (initial and fixation positions). Except for a single weightlifter (O.S., in the sagittal plane), all the other athletes have different

deviations for both of the soles, with reference to the sagittal and frontal planes. Although the athletes’ values are close, we think that their dimensional values for both of the soles should be relatively identical after the passage to the fixation position. This inconstancy seized in the fixation position (in the frontal and sagittal planes) may generate major unbalance moments in the final position holding. We consider that further studies focused on other technical parameters specific to weightlifting would be necessary. REFERENCES [1] Ajan, T. şi Baroga, L. (1988). Weightlifting. Fitness for all sports. Budapest, International Weigthlifting Federation, p. 58-61. [2] Дворкин Л.С. (2005). Тяжелая атлетика. Учебник для вузов. Издательство: Советский спорт, 240-245 c. [3] Hiskia, G. (1997). Biomechanical Analysis on Performance for World and Olympic Champion. In: Proceedings of Weightlifting Symposium. Ancient Olympia, Greece, p. 137-163. [4] Potop, V., (2007). Biomecanica aprofundării pregătirii tehnice. În: Reglarea conduitei motrice în gimnastica artistică feminină prin studiul biomecanic al tehnicii. Editura Bren, Bucureşti, p. 138-150. [5] Urso, A., (2011). Weightlifting. Sport for all sports. Rome, Calzetti & Mariucci Editori: EWF, p. 22-37.

171

OBSERVATIONAL ANALYSIS OF THE TYPES OF CEREBRAL DOMINANCE ON HANDBALL PLAYERS H.C. PLOIESTI

Dragoş Ioan TOHĂNEAN

University “Transilvania” of Brasov, Romania

Abstract This study aims to identify the level of functional dominant brain hemispheres handball players, in this respect being tested using specific psychological tests such as male athletes. The purpose was to highlight the psychological configuration of the two dominant profiles and their percentages. Also, for more extensive research were used tests to identify the level of creative attitudes and nonverbal intelligence in order to see if there are correlations with the level of cerebral dominance. The general conclusion of this analysis drew attention to the fact that the majority of athletes have a dominant left hemisphere, something that has meaning adapted for sporting activities. Keywords: athletes, test, hemispherical, profile, meanings;

INTRODUCTION Special results are obtained in sports games in the world shows that this outstanding performance are not accessible to any individual, as well as the preparation and organized independently of the methods used in the training. At present, professional sports are practiced near the limit of human possibilities, making this level of demand to be inaccessible to those who are not sufficiently equipped and trained to do so. Athletes training requires significant efforts and financial human nature, so that preparation involves both aspects as potential aptitude and psychological self-becoming. Referring to the last, it may be said generally aimed at psychological preparation for sport performance improvement due to the peculiarities of individual psychic proper knowledge of the subjects, adapting and adopting proper training and competition, disturbance and removal of potential limiting factors in achieving desired sport and proper management of failures and victories. The concept of dominance functional of the cerebral hemispheres indicate the specialization of these structures, meaning that under certain conditions a hemisphere may be more active in achieving a function than the other. In one synthetic approach to the concrete and the particular mode of operation of the two hemispheres can display the following characteristics [4, 6, 8, 9]: The left hemisphere is the seat of language, speech, involves linguistic aspects of writing, is the seat of the calculation logic, numbers, reasoning, analysis and abstraction capacity. Through it, any perception translates into logical representation, semantics and phonetics. Communication with the outside is based on a logical-analytical code oriented to name objects and classes, preoccupied with details, the logical facts. Does preference relations and cause-effect analysis, has the art of sentence structure. It also seeks to have explanations for everything, is

convergent thinking, algorithmic and analytical. Characteristic of the subjects of this category is convergent thinking abilities include the type: the ability to compress a number of varied brands and semantic structures in a relatively limited, the ability to form concepts based on attributes of objects and phenomena, the ability to restrain and correct name classes, relationships, the ability to discover and restore order logic in a multitude of words. The right hemisphere is the seat of thought without language, understanding of nonverbal, recognition of forms, spatial perception. She is responsible for the tone and voice intonations, the rhythm, music, imagination, sense of color dreaming. This activation causes the person to solve the problem situations with the "help" of imagination and intuition. Thinks the overall picture, ignores the details and rules, perceive the whole. The person judge things depending on the context, undifferentiated, prefer to make as many analogies in addressing scheme of the universe, synthesizing and expressing knowledge results in images. Is predisposed to artistic activities, inclined towards spirituality, it has many passions and ideas. Characteristic of the subjects of this category is shown in probing divergent thinking by topic capacities such as generating ability as many products, the ability of combining elements to get as many variants of exploration and activation of many verbal structure . Specialists in the field [4, 6] believe that the means of hemispheric knowledge are: - Traditional surgical Extreme is a way that can only be used for people who have suffered a stroke, being in a position to use only parts of the cerebral hemispheres. - Electroencephalogram (EEG). Unlike the above method, allows the study of EEG in normal subjects by placing electrodes around the head and measure

172

the electrical activity of the hemispheres. Alpha waves indicate a degree of rest is in register 8 to 13 hertz, and brain activity requires activation at around 40 hertz. It is known that you can not measure all outputs from the limbic system because it is located in depth. - Electrooculogram consists of recording the electrical activity of eye movements during the completion of activities. - Inventories & questionnaires have become reliable tools for understanding hemispheric after correlating responses from a questionnaire results from EEG. The questionnaire may only finding hemispheric dominance. In the literature, the activity of the cerebral hemispheres in sports performance is an issue relatively less studied, most references being oriented on analysis of laterality and less for individual hemispheric type. Of great interest in this respect are the works of Beilock S. and his colleagues [1], who have shown that movement experience has the effect of significant changes in the scope of behavioral changes occurring in the neuronal processes. Experience of motor skills and watching sports activities result in improvement in the area of language (understanding) through a particular configuration of neural networks. The latter include active brain areas that are responsible for the realization of sport specific movements. Without such experience performance uninitiated (or beginners) in sport are not able to process the information correctly (internal language) about the execution of a motric act, which are active only at lower levels sensory-motor. Other authors [2, 3, 5] divide individual sports into several categories according to the laterality influences. In the first class are found disciplines: karate, judo, wrestling, boxing and laterality effects exercised on the dosage strength, precision strike and alternate defense systems. Another category includes sports: tennis, table tennis, fencing, badminton which influences aimed at placing the individual in space, high-speed handling of objects, precision execution. Groups that include athletics and swimming sports or the use of a means of transportation (biking, boating, motorcycling, racing cars) do not seem to influence laterality due to their symmetrical on one hand, and on the other hand because it depends exclusively human potential. In light of the same criteria are analyzed and collective sports (handball, volleyball, rugby, basketball, water polo, soccer), where refers to the influence of the specific game rules, the type and shape of the balls used, the limited space of the game. Still referring [7] to laterality is also a know it is revealed that it consisted of a right hemispheric dominance for sports where executions are carried out generally in smaller spaces, configuration right

hand (handy) - left eye dominant - dominant right hemisphere offers several advantages tennis players, baseball and shooting accuracy in terms of movements and reaction time, which can add a trend towards ambidextrous among sports practitioners compared to subjects "unsportsmanlike". MATERIAL AND METHODS This research is a descriptive and ascertaining study about the level of cerebral dominance identified to the senior handball players (men) from the HC team Ploiesti. Athletes were interviewed were 16, aged between 18-32 years. Battery of psychological tests included two questionnaires used to identify the level of hemispheric dominance and two specific tests necessary to have a more thorough psychological configuration of the athletes, as follows: A Test to determine the level of functional cerebral hemispheres; B.Test hemispherical personal preference; C.Questionnaire creative attitudes; D. Raven Progressive Matrices Test. Description of the tests: 1. Test to determine the level of functional cerebral hemispheres contains 50 items. Items grouped in odd numbers refer only current left hemisphere, and those numbers appear to the right hemisphere. Response options are on the range 1-5, where 1 is disagree or agree very low, and 5 total agreement item. 2. Test hemispherical personal preference (Richi Lindsman) consists of 36 items, each with 3 possible answers a, b or ab. Allegations type a is corresponding to the left hemispheric predominance and b - the right hemisphere. The two relevant meetings preferably mixed responses. 3. Questionnaire creative attitudes contains 50 items that measure 16 attitudes: energy, concentration, orientation to new ideas argumentation, independence, nonconformity, self-confidence, moral values, orientation towards a future as distant completion risk preference - attraction to trouble difficult, diversity of interests, values, spiritual, practical values, the scale of lies. Each response is scored with points from 1 (completely untrue) to 5 (completely true). All attitudes presented (except lies scale) are objectified of 3 items each. 4. Raven Progressive Matrices Test contains 60 items or incremental. Each item consists of an abstract design, often in a block of figures ("matrix") which lacks a part (an element). After examining the matrix subject must decide which single figure (of 6 or 8 provided on the same board as matrix) suitable for "completion" matrix correction. Simple samples are grouped into sets of 12 matrices, the series is rated from "A" to "E". Each series develops a different theme ("A" - the

173

stability of the structure matrix of relationships continue, "B" - analogies between pairs of figures of matrix "C" - gradual changes in Figures matrix, "D" - permutations, ie groups figures within the matrix, "E" - decomposition matrix elements of the figures). Test m.p. (s) though comprising a single type of task, the variety of its themes can highlight, closely related to general intelligence, ability restructuring (mobility - mental rigidity) and transfer as the subject to practice their technique in solving the par ¬ flow samples. Each sample begins with an easy task (whose resolution seems "self"), followed by 11 problems increasing difficulty. Some research shows, however, that the order of difficulty of the items is not thoroughly progressive and propose reordering of items in the test. Series in

order of increasing difficulty succeed degrees, which fosters real learning over the problems. Each sample begins with an easy task (whose resolution seems "self"), followed by 11 problems increasing difficulty. Some research shows, however, that the order of difficulty of the items is not thoroughly progressive and propose reordering of items in the test. Series in order of increasing difficulty succeed degrees, which fosters real learning over the problems.The average time required to resolve the 60 items is 40-50 minutes of activity rhythm of the subject can be considered normal up to the maximum of 60 minutes. It is known that in 30 years the pace is much faster solving test, the average being 30-35 minutes.

RESULTS

Figure 1. The share of the players on the two hemispheric dominance profiles

Tabel 1. The activation level of creative attitudes on the two profiles of cerebral dominance

Dominant

left

hemisphere

79%

Dominant

right

hemisphere

21%

Values for LEFT

dominant profile

Creative Attitudes Values for

RIGHT dominant profile

9 8 6 10 7 9 8 8 7 7 9 6 8 8 11 8

Energy 10 11 8 10 13 7 11 10 8 12 9 9 10 11 9 9

Concentration

Orientation for new

Rationale ideas

Independence

Nonconformity

Confidence in their own forces

Moral values Orientation to distant future

Shooting Risk

Attraction for difficult problems The diversity of interests

Spiritual values Practical values

Scale lies

129 ← ∑ sum of creative attitudes →

∆ = 28 157

Figure 2. The nonverbal From the analysis of Figure 1, it can be seen79% of the team's players have a dominanthemisphere and 21% right dominant. Observing Table 1 it is found that the dominantright-athletes have higher values on the dimension of creativity, which objectified by higherinvestigating creative attitudes. The values shown in Figure 2 indicatespercentage distribution of the level ofnonverbal intelligence, above average and CONCLUSIONS AND DISSCUSION1. Adapting the general characteristics of cerebral dominance in sport correlatedvalue of 79% for left dominant profilesaid that most of this team handball meant to prolonged effort, addressing competition seriously, are disciplined, in preparation and game solving tasksuse algorithms, works on the principle of "solved step by step, stage by stage." Theseare well suited for typical taskscombinations, in the prior establishmenttactical plan), do not resonate with an hostile audience or wrong decision of the arbitratorgeneral, all their actions are planned,prefer to communicate with coach, peersask details and may have difficulty when theynot understand why they have to perform a certain task of the game. 2. 21% dominant right profilethat almost a quarter of the players investigatedfocuses very well on the field, it demarcate"feel" and often anticipate the correct location andmovement of teammates and opponentsnot very concerned with respecting spoillevel, perception matters a whole relies heavilyimagination and intuition. Are generaplayers who find solutions to solve surprising game situations, are createddedicated to a goal. Not very well percept

7.1 9.2

0

10

20

30

40

50

60

Superior Intelligence

Left dominant profile

174

nonverbal intelligence on the two profiles hemispheric dominance

it can be seen that dominant left

the dominant on the dimension

higher scores in

indicates the of the level of superior

and average.

CONCLUSIONS AND DISSCUSION general characteristics

correlated with the profile, it can be

players are training and , meticulous

solving tasks, generally the principle of "all is

These athletes tasks (tactical

the prior establishment of a with an hostile

of the arbitrator. In are planned, designed,

, peers, always when they do

perform a certain

profile reveals investigated, it

demarcate easy, location and

opponents. They are spoil a tactical

relies heavily on generally those

unique and are created and

percept time,

may delay at the training session, can bewhen losing a match or very exuberant3. Creative attitudes pronounced in athletes with dominantgive them more pronounced predispositioninnovation, an increased capacity to associate andcombine items in finding solutions tosituations. The difference between the two sections is 28, and comparativein each creative attitude enroll between 1 and 54. Although the purpose of thiswas not primarily aimed at identifyingintelligence, however the distribution of the two profiles draw attention toathletes are more superior intelligencedominant right and more with intelligence for the left profile. Also,intelligence is most significant in theright profile. For each of their respectiveintelligence found in the same orderbetween 120-140, 110-119, 100-109the two profiles athletes on the basisintelligence, it can be said that thewith a homogeneous level of developmentcomponent. 5. Knowing the characteristicscerebral dominance is an advantagehe can accommodate the demands ofplaying better to individual peculiaritiesathletes and to improve communication andexisting relationships between playersathletes. 6. It is indicatedpsychological testing to be performed bycompetent specialist in this regard, with sports coach. After collecting dataunderstanding of the significanceobtained will take those decisionsoptimization sports training and finallynotable sports performance. 7. Knowledge of specialized natureand the way of functioning

54.3

38.6

48.742.1

Superior IntelligenceAbove average IntelligenceMid-level Intelligence

Left dominant profile Right Dominant profile

training session, can be very upset exuberant to victory.

that are more dominant right profile,

predisposition for to associate and

finding solutions to problematic the amounts of

comparative differences between 1 and 5.

the purpose of this study identifying the level of

the distribution of scores on draw attention to the fact that superior intelligence level for the

above average Also, mid-level

in the dominant their respective levels of

in the same order of IQ scores 109. Comparing

on the basis of nonverbal that the dominant left

of development on this

the characteristics of is an advantage for coaches as

the demands of training and peculiarities of the

communication and players, or coach-

indicated that this performed by a

in collaboration collecting data and

erstanding of the significance of the results decisions that lead and finally getting

specialized nature synergistically

level Intelligence

175

hemispheres, is a very relevant step for a more objective prediction of how the individual's particular mental operation. Action anticipation of human behavior takes on a great importance, especially when you want to obtain great results in a field, where the stakes, the desire for success and prevent the existence of variable costs that can not be controlled. Since the statement aimed especially athletic activity, the need to improve knowledge and this component becomes more acute as the global performance level is increasingly high, and finding and applying the psychological benefits of data is a secondary concern to practitioners in Romania (training is directed primarily focus on the physical, technical and tactical). REFERENCES 1. Beilock S.L.et al. (2008), Sports experience changes the neural processing of action language, Proceedings of the National Academy of Sciences of the United States of America (PNAS), September 9, vol.105, no.36, 13269-13273. 2. Belyaev I. (1984), FuncŃional Asymmetry, Soviet Sport Review, 22 (1), 49-51. 3. Gheorghe D. (2005), Teoria antrenamentului sportiv (pp.25-44). Bucureşti: FundaŃia România de Mâine.

4. Herrmann N. (1996), The hole brain business book, Unloking the power of whole brain thinking in organizations and individuals (pp.6-19, 58-72). McGraw-Hill, New York, San Francisco,Washington D.C., Auckland, Bogota, Caracs, Lisbon, London, Madrid, Mexico City, Milan, Montreal, New Delhi, San Juan, Singapore, Sydney, Tokyo, Toronto.. 5. Platonov V.N. (1988), El entrenamiento Deportivo, Teoria y Metodologia (pp.24-55). Barcelona: Paidotrivo. 6. Roco M. (2004), Creativitate si inteligenŃă emoŃională (pp.52-66). Iasi: Polirom. 7. Tobal M.F. (1992), Actividad cerebral y deporte: un estudio mediante mapas de actividad electrica cerebral. Tesis doctoral, Universidad Complutense de Madrid Facultad de Medicina, Madrid, 270 p. 8. Tonină F. (2003), Specializarea funcnională a emisferelor cerebrale ni rolul său în optimizarea comunicării în sportul de performannă, articol conferinnă, sportscience.ro. (access on 20.07.2010). 9. http://www.stiri-azi.ro/ziare/articol/articol/gandirea-convergenta-si-gandirea-divergenta/sumar-articol/118404722/ (access on 23.04.2013).

ECONOMIC EXPEDIENCY OF MARKETING ACTIVITY OF ORGANIZING COMMITTEES FOR OLYMPIC GAMES (OCOG)

Vasile TRIBOI

State University of Physical Education and Sports, Republic of Moldova

Abstract Marketing in Olympic Sports represents strategy and tactics of participants’ behavior and, first of all, of organizational structures of the Olympic Movement within market environment, as well as the totality of managerial technologies that make it possible to ensure performance of commercial activity taking into account interests of Olympic Sports. Features of marketing in Olympic sports derive from the principles of its organization. They include, first of all, the basic organizational principles of sports marketing with marketing in Olympic sports being one of its varieties. Key words: marketing activity, Olympic Games, organizing committee for the Olympic Games, arrangement and running of competitions. INTRODUCTION Olympic Games are the global sports celebration. Unlike to any other international event, they attract enormous interest among various layers of the population all over the world [5]. In modern conditions, operation and further development of the Olympic Movement implies the constant search for additional sources of financing with sponsorship activity being one of them. Today, television is still the main source of incomes during running of the Olympic Games, and this fact raises concerns within management of the

International Olympic Committee (IOC). At his time, J.A. Samaranch was explaining this concern by the IOC dependence on mass-media representing possible threat for the Games to be transformed into a TV show instead of to remain an international holiday of youth. At that moment, all this has forced the IOC to pay much attention to marketing. [1,2,6,7,10,14]. Organizational structures of the Olympic Movement pay more and more attention to advertising and sponsorship activities considering them as the most promising direction of business activity development , which, with due attention,

can in the nearest future not only come up by profitability to cooperation with TV, but get ahead of it [3,4,5,7]. PURPOSE OF STUDY. To identify specific features, structure and ways for improvement of the OCOG marketing activity. SOLUTION OF PROBLEM. Structure of revenues derived from implementation of marketing programs of organizing committees

XXV Olympic Games (Barcelona, 1992)

А 34%

XXVI Olympic

ХVII Winter Olympic Games (

ХVIII Winter Olympic Games (Nagano, 1998)

B 35%

B 19%

176

the nearest future not only come up by TV, but get ahead

and ways for marketing activity.

implementation organizing committees

for the Olympic Games is their important feature (Figure 1.). As seen from presented diagrams, in the 1990’s of XX century, priority in the marketing strategy of organizing committees for the Olympic Games was placed on TV companies. concluded with them were providingof their income. However, there is no significant merit of organizing committees in it, sinceagreements with TV companies werethe International Olympic Committee.

XXV Olympic Games (Barcelona, 1992)

А 34% Б 27% В 5% Г 2%

34% 27% 5% 2%

XXVI Olympic Games (Atlanta, 1996)

ХVII Winter Olympic Games (Lillehammer, 1994)

ХVIII Winter Olympic Games (Nagano, 1998)

A 35%

C 17% D 6%

E 7%

A 67%

B 19%

C 7% D 4%E 3%

Olympic Games is their important feature As seen from presented diagrams, in the

1990’s of XX century, priority in the marketing strategy of organizing committees for the Olympic Games was placed on TV companies. Agreements

were providing 34% to 67% there is no significant

organizing committees in it, since with TV companies were concluded by

Committee.

А – revenue from sales of rights to TV broadcasting;

C

E– revenue from implementation of other marketing programs

Fig.1.

The beginning of XXI century has not broughtsignificant changes to the structure of incomes derived from the Olympic Games (Fig.from sales of TV rights was still holding leading position within the OCOG incomes. At thetime, their share in total revenues decreased slightlyvarying from 28% to 53%. Share of the revenue received from sponsors (16 - 37%) did not change

XXVII Olympic Games (Sydney, 2000)

XXVIII Olympic Games (Athens, 2004)

XXIX

B 27%

C 7%

B 34%

B 26%

C 9%D

177

revenue from sales of rights to TV broadcasting;

B – sponsor funds; C – revenue from sales of tickets;

D– revenue from licensing; revenue from implementation of other marketing programs

Fig.1. OCOG incomes structure in 1990’s

has not brought

structure of incomes (Fig.2). Revenue

from sales of TV rights was still holding leading At the same

decreased slightly % to 53%. Share of the revenue

37%) did not change

practically. Against this background, incomes obtained by OCOG’s from other sources became more stable. For example, 13.5% of revenues of the Organizing Committee for the XXVIIGames in Athens (2004) were constituted by state subsidies, while 10.8% represent the external financial assistance (Table 1). [8,9,11].

XXVII Olympic Games (Sydney, 2000)

XXVIII Olympic Games (Athens, 2004)

XXIX Olympic Games (Beijing, 2008)

A 34%B 27%

D 32%

A 45%

C 19%

D 2%

A 28%

6%

E 31%

practically. Against this background, incomes obtained by OCOG’s from other sources became more stable. For example, 13.5% of revenues of the Organizing Committee for the XXVIII Olympic Games in Athens (2004) were constituted by state subsidies, while 10.8% represent the external financial assistance (Table 1). [8,9,11].

ХIХ Winter Olympic Games (Salt Lake City, 2002)

А – revenue from sales of rights to TV broadcasting;B – sponsor funds; C – revenue from sales of tickets; D– revenue from licensing; E– revenue from implementation of other marketing programs

Fig.2.

Table 1 Main revenue items of the Athens Organizing Committee

Revenues

Sale of rights to TV broadcasting

Sponsor funds State subsidies External financial assistance

Sale of tickets Licensing services Hotel accommodation services

Other revenues Total:

Preparation and holding of the Olympic andOlympic Games require the set of economicactivities implying significant monetaryimplemented. They consist of two main types1) capital costs for the creation of sportsinfrastructure (investments); 2) current costs related directly with the Games holding.

B 16%16%

C 6%6%

B 37%

178

ХIХ Winter Olympic Games (Salt Lake City, 2002)

revenue from sales of rights to TV broadcasting;

er marketing programs

Fig.2. OCOG incomes structure in 2000’s

Main revenue items of the Athens Organizing Committee

Sum (millions Euro)

578.7

27.6

536.7

25.6

282.5

13.5

226.0 10.8

194.1

9.2

119.7

5.7

113.7

5.4

47.0

2.2 2,098.4 100.0

holding of the Olympic and Winter require the set of economic significant monetary costs to be

main types: sports and social

related directly with the Games

Costs of the first type are borne usuallygovernments, authorities of the Gamesas well as sponsor companies. Costs of ttype are borne by organizing committees for the Games. In this case, OCOG’s have tofinancial resources to resolve the significant number of problems.

А 44%

6%D 3%3%

E 31%

A 53%

37%

C 9% D 1%

%

type are borne usually by the Games host cities,

. Costs of the second committees for the

OCOG’s have to back up the resources to resolve the significant

179

The idea on composition of costs of organizing committees for the Games is given in Table 2 demonstrating expenditures of the Organizing Committee for the XXIX Olympic Games (2008) in Beijing [15]. The main expenditure items are: operating costs, as well as expenses for the provision of activity of the Main Press Centre and the International Broadcasting Centre and for the running of sports events. In the OCOG budget, only part of the funds that are necessary for preparation and holding of the Games is reflected. The total sum of costs is

determined by the number of factors. Main factors include availability of sports facilities corresponding with modern requirements, social infrastructure, conditions for accommodation of the Games participants and their provision with all requisites (food, transport, various services). Therefore, when the Olympic Games capitals are located in cities, where necessary conditions are already available, it is possible to deal with relatively low expenditures. This is evidenced by data shown in Table 3.

Table 2 Structure of expenditure budget of the Organizing Committee for the ХХIX Olympic Games

Item

Mount of expenditures

million US$ %

Investments 190 11.69 Sports facilities 102 6.28 Olympic village 105 6.46 Main Press Center and International Broadcasting Center 405 24.92 Video picture library 13 0.80 Operating costs 1,419 87.32 Costs for running of sports events 275 16.92 Ceremonies and programs 100 6.15 Medical services 30 1.85 Supplies 51 3.14 Transport services 70 4.31 Security 50 3.08 Paralympic Games 82 5.05 Advertising and sales 60 3.69 Administrative charges 125 7.69

Pre-Olympic events and coordination 40 2.46 Other costs 101 6.22 Total: 1,625 100.00

For example, costs for preparing and holding of the XXIII Olympic Games in Los Angeles (1984) were relatively small - 469 million USD. Organizers of these Games have confined mainly by reconstruction of sports facilities then available in the city, while during construction of new ones, an intention to save money was noticeable clearly. Existing student dormitories and similar facilities were used as the Olympic village. At the same time, preparation and holding of some other Olympic Games have required often

more significant material costs. For example, during preparation and holding of the XVIII Olympic Games in Tokyo (1964), it was spent approximately 3 billion USD; the XX Olympic Games in Munich (1972) has cost to their organizers 2 billion DM; the XXI Olympic Games in Montreal (1976) - 1.4 billion USD; the XXIV Olympic Games in Seoul (1988) - 2.5 billion USD [8,9,13].

Table 3. Total costs for preparation and holding of the Olympic Games

Year Site of the Olympic Games Costs, billion USD 1964 Tokyo 3.0 1976 Montreal 1.4 1980 Moscow 1.3 1984 Los-Angeles 0.469 1988 Seoul 2.5 1992 Barcelona 1.8 1996 Atlanta 1.72 1998 Nagano 1.14 2000 Sydney 1.5

180

2002 Salt Lake City 1.9 2004 Athens 12.0 2006 Turin 3.19 2008 Beijing 44.0 2010 Vancouver 1.8

Currently, many representatives of cities applying to host the Olympic Games understand already that the Games mean not only organization of competitions, which will attract attention of the whole world, but also the development of these cities for decades to come. That is why the number of candidate cities is growing. Also, amount of expenditures is influenced strongly by political situation established in the country with a city authorized to be the capital of the Olympic Games. High costs of Tokyo (1964), Seoul (1988), Athens (2004) and Beijing (2008) were conditioned in significant degree by the fact that governments in these cases decided not to spare funds for the Olympic Games and use them maximally in order to enhance image of their countries on the international stage, to bring them out of partial political and economic isolation, etc. [8,9,11]. The XIV Olympic Games in London (1948) - first once since end of the World War II - were held at a modest organizational and logistical level, and, due to this fact, brought a small profit. Situation has changed in connection with holding of the XXIII Olympic Games in Los Angeles (1984), when idea of the private organizing committee for these Olympic Games has appeared. In March, 1979 - 1951days prior to the opening day of the Games, the private organizing committee of Los Angeles has started its activities without a cent on current account and with rather weak idea on the Olympic Games and requirements of the IOC. Peter Ueberroth, the Chairman of the Organizing Committee for these Games, remembered that all activity of the Organizing Committee from the very first day of preparation for the Olympic Games was subjected to the only purpose: to hold the Games being cheapest for the last 25 years and to extract from them the greatest possible profit. Analysis of the results of the work on preparation and holding of the Olympic Games in Los Angeles has shown that such a work could be performed only by competent and enterprising professionals in the field of business being deeply indifferent to the Olympic traditions and spiritual values of the Olympism. However, it is the economic program of the XXIII Olympic Games that became a good school of the Olympic marketing and sponsorship for specialists from different countries being in need of such an experience. Along with the sale of rights for the Games broadcasting, sponsorship activity was considered as one of the most important funding sources for

the Olympic Games in Los Angeles. Moreover, if the basic principles are considered, there is a record on holding of the least commercialized Games for recent years. The number of sponsor companies involved in the Olympic Games was the criterion of correctness of this principle. At the initiative of P. Ueberroth, their number in Los Angeles was limited to thirty (as compared with 380, for example, at the XIII Winter Olympic Games in Lake Placid, 1980). Only companies that guaranteed donations of at least 4 million USD were included in the number of sponsors of the XXIII Olympic Games, whereas the number of companies acted as official suppliers of these Games amounted to 50. Purposeful work of the Los Angeles Organizing Committee with sponsors has allowed to get from them 140 million US Dollars. After all, the "least commercialized» XXIII Olympic Games in Los Angeles has brought unprecedented profits. According to the "Sports Illustrated" magazine, revenues have amounted to 619 million US Dollars, including 239 million from the sale of the rights to broadcast the Games, 151 million from sale of tickets to competitions, 121 million from sale of goods with the Olympic symbols, 28 million from the Olympic coins, and 80 million US Dollars from bank interest charges on capital [8,9]. The costs for the XXIII Olympic Games holding amounted to 469 million US Dollars, including salaries of approximately 40,000 employees involved in the Games, 31 million US Dollars of administrative costs, 91.7 million USD for the construction of sports facilities, 37 million USD for preparation of the Olympic facilities, and 30 million USD for preparation of student dormitories. As a result, judging by presented data, the Organizing Committee for these Games has got profit in amount of 150 million USD, i.e. about 10 times more than scheduled one. The experience of the XXIII Olympic Games in Los Angeles (1984) was developed in Seoul during the preparation and holding of the XXIV Olympic Games (1984). Directive of leaders of the Republic of Korea was extremely simple: when it comes to prestige of the country, the amount of expenditures does not matter. However, a well-developed economic program made it possible to gain total revenue from the holding of these Games in the amount of 987.5 million US Dollars, including 332 million from the sale of rights to broadcast, 175.8 million from sale of

181

tickets and lottery, 199.8 million from sales of commemorative medals and balls, 118.4 million from sales of badges and souvenirs, and 161.5 US Dollars from the sale of apartments in the Olympic Village after the Games. In addition, the Organizing Committee for the XXIV Olympic Games in Seoul has received grants from the patriotic Koreans - residents of the Republic of Korea and other countries of the world - for the total sum of 355.4 million US Dollars. [12,13,15]. Thus, the total income of the Organizing Committee for these Games has amounted to 1 billion 342.9 million US Dollars. Costs of the Organizing Committee (excluding subsidies from the Government of the Republic of Korea) have amounted to 847.7 million US Dollars. Consequently, the XXIV Olympic Games Organizing Committee has received the net profit of 495.2 million US Dollars. Under budget of the XXV Olympic Games in Barcelona (1992), revenues of 1.073 billion USD were provided. This budget was formed in order to address the dual challenge: to ensure costs related with holding of these Games to be covered by revenues obtained from the, on the one hand, and to make funds invested in these Games to be contribution to the development of the Barcelona infrastructure, on the other hand. Costs for holding of the XXV Olympic Games in Barcelona amounted to one billion 63 million US Dollars. It means that expenditures for these Olympic Games were compensated. The above data evidence the complexity and labor intensity of economic programs for organization and holding of the Olympic Games. Each such program is implemented for a number of years, and its preparation begins long before the International Olympic Committee selects one or another city as a capital of the next Olympic or Winter Olympic Games. Fundamentals of economic program are developed at the moment when city is nominated as an organizer of the upcoming Games. There are economic problems that remain unresolved following completion of the Olympic Games as well. This is because cumbersome, complex and expensive sports facilities require high costs for their maintenance. Therefore, the effective use of such sports facilities requires the high level development of sports in the concerned country and high enough economic potential of society. There is one more important detail: the analysis of economic programs of the modern Olympic Games makes it understandable why they have been never held on the African continent and why cities of economically developed countries are the prospective ones to obtain rights to host the Games. In order to cover enormous expenditures for preparation and holding of the Games, their organizers have to seek appropriate sources of funding. Taking into account that the funds of the

federal and local authorities are always strictly limited, the main way to solve financial problems of the Games is to use possibilities of the private sector companies [13].

CONCLUSIONS 1. Analysis of the literature has demonstrated that preparation and holding of the Olympic Games is not possible currently without effective marketing activities of the OCOG’s. Various aspects of this variety of the Olympic marketing are reflected in numerous publications. At the same time, emphasis on practical aspects of the OCOG marketing prevails in papers of the majority of authors. 2. It was established that, during holding of the Games, television occupies the leading position by profitability from the very beginning of implementation of marketing programs with sponsorship playing supporting roles, being a wallflower in cooperation with mass-media and rarely advancing to leading parts. 3. The study of the OCOG marketing activities has made it possible to assert that sponsors have no equal by the importance in organization of the Games, the development and implementation of cultural, entertainment and educational agenda of the Olympic Games. 4. It was established that fundamentally different approaches may be used during organization and holding of the Olympic Games: commercial and sportive one as during the Games in Atlanta with main purpose to make profit from the sale of sponsorship programs; or sportive and commercial one as in the case of the Sydney Games, when higher attention in the work with sponsors was paid to elaboration and implementation of programs directed toward support for athletes, spectators and mass-media.

REFERENCES

1. Boiko А. Commercialization instead of armors [Marketing in sports] // Physical education and sports. - 1991. - no.7 - p. 29. 2. Future of the sports marketing // Foreign sports: Management and marketing: Topical collection. - M., 1992. - issues 1 - 2. - pp. 44 - 47. 3. Guskov S.I. Olympic sponsorship // Theory and practice of physical education. - 1996. - no.6 - pp.8-11. 4. Guskov S.I. Sponsor and sports. - M., 1995 - 160 p. 5. Guskov S.I. Sports marketing. - К.: Olympic literature, 1996- 295 p. 6. Guskov S., Mitchuda Yu. Olympic marketing: yesterday, today, tomorrow // Science in the Olympic sports. - 1997 - no.1 - pp. 41-46. 6. Mitchuda Yu.P. Modern sports marketing: prerequisites for establishment and development // Topical problems of physical education: Problems

182

of philosophy, sociology and history of physical education and the Olympic movement. - Rostov-on-Don, 1995 - pp. 133 - 137. 7. IOC and the Olympic marketing program // International sports and Olympic movement. - М., 1992. - issue 4 - pp. 3-14. 8. The Olympic Games and sponsors // International sports and Olympic movement. - М., 1989 - issue 5 - pp. 14-15. 9. The Organizing Committee for the Olympic Games: [the Small Olympic Encyclopedia] // Sports in school. - 1997 - no.36, September - p. 16. 10. Paund R. Sponsorship and the Olympic Games // International sports and Olympic movement. - М., 1989 - issue 9. - pp. 4-6.

11. Paund R. Funding of the Olympic Movement // International sports and Olympic movement. - М., 1991 - issues 4-5- pp. 13-16. 12. Platonov V. The XXVI Olympic Games in Atlanta; results, lessons, problems // Science in the Olympic sports. - 1997 - no.1 - pp. 11-28. 13. Platonov V.N., Guskov S.I. The Olympic sports. vol.1. - К.: The Olympic literature, 1994 - 496 p. - pp. 18-21. 14. Tomashevskiy V. Economic factors influencing formation of the Olympic Games programs // Theory and methods of physical education and sports. - К., 2000 – no.1. – pp. 115-120. 15. www.beijing-2008.org.

THE OPPORTUNITY OF APPLYING STATISTICAL SOFTWARE PROGRAMS IN EVIDENCE QUALITY OF THE II LINE ATTACK, IN

VOLLEYBALL GAME

Dana Simona łURCANU, Dan Alexandru SZABO, Florin łURCANU

University of Medicine and Pharmacy, Târgu Mures, Romania

Abstract The process of teaching represents the educational-instructivePerformance sport has experienced a boom in recent decades, the results made possible by appealing to the advanced techniques for the investigation of various aspects of the field. Modern sports training, is today the support of modern technologies, especially statistical information technologies (hard and soft). It can be asserted, however, that in our country, their practical use is relatively sporadic, with low incidence, for objective reasons, but also subjective, on the one hand, generated by financial reasons, and/or the absence of specialized personnel, and on the other hand, the lack of sufficient benefits and possibilities of their use or the sources where they can be purchased. Keywords: Software, volleyball, Click and Scout, analysis;

INTRODUCTION Click and Scout is the new statistic software for Indoor and Beach Volleyball that allows you to use touch screen devices at their maximum potential, it can also be used on PC’s and laptops and runs with Windows, Windows Tablet and Mac OS [9]. With Click and Scout you simply need to touch the court on the screen to scout the serve, reception, attack and block from the first to the last point. If you don’t have a touch screen device you can do so by using the mouse. The appealing and user friendly interface is one of the main points of Click and Scout as it was developed to us directly on the bench. The court dominates the screen of the program, by clicking on the relevant zone of the player on the court you can scout the rally [10]. At every point the receiving team will position its players on the screen according to the usual standard schemes in order to immediately

reproduce the situation on court. This allows the scout man to scout regardless of the player’s number because the direction of the serve corresponds to the position of the receiver on court. Needless to say the scouting code can be modified at all times to stay in line with the complete versatile philosophy of the company. The possibility to analyze the match in real time is what we define the finishing touch to Click and Scout! You can call a time-out and replay the serve directions of the other team to your team or you can focus on the attack directions in a specific rotation. All in a few seconds and just one click away! [5]. The match file generated by Click and Scout can be imported into Data Volley Professional, Data Video Professional or Data Video Essential in order to create a detailed and in depth analysis of the match (figure 1).

183

Figure 1. Click and Scout (a)

THEORETICAL BACKGROUND OR PROBLEM STATEMENT In the literature, especially in the vernacular, these issues are not studied in detail, the manuals of volleyball stopping more experience coaches, we have to admit, it's not negligible but in order to keep up with the current level of volleyball, it requires the integration of sport activity of modems, and cutting-edge technologies must make place among concerns continued professional development of coaches in volleyball [2,3]. The difference in value between the international and the national volleyball, is perhaps one of the fundamental arguments in this complex, difficult and necessary upgrading and also the conceptual and methodological improvement [1]. In the case of sports games in general, and volleyball, in particular, the analysis of the effectiveness of the technical and tactical behavior in competition, the team as a whole, but also of each player in the hand, is considered to be the most effective way of: • Diagnosis of each factor affecting athletic performance; • Selecting quantization parameters and quantitative-qualitative weighting; • Dynamic-adaptive ranking of priorities to address the components of the training process; • Development of the conception of training of technical staff; • Addressing strategies in official competitions, in particular. All of this will end a feedback regulator of the whole process of sports training, throughout an annual cycle of training in relation to the specific characteristics and the level of players, with the objectives of the proposed performance, with specific requirements for each phase and the preparatory period [4]. An integrated component of this field is constant development of sports training assisted by specific computer software – statistics, taking into account their ability to accurately reflect the data of great importance and, especially, the ability to directly control the whole process of intervention –

preparation and high performance sports performance. This involves: • Performance criteria and ranked priority; • Preparation of differentiated categories of problems so identified; • As appropriate, individualizing interventions coach, in relation to the results achieved through the software in question; • Influencing effective control system command ↔ (↔ feedforward feedback), learning processes within the technical-tactical training; • As appropriate, reconfigurări of the conception of the game; • Efficient use of flexible working attitude and information obtained through statistical records computer-aided configuration; • New actions and interventions, tailored and appropriate needs and problems, often volatile, from training and competition. In this context, the efficient preparation of the team shall be subject to the development and implementation of programmes with an appropriate content in relation to the desiderata contained, which may be carried out only to the extent that those in charge of their development have the necessary information and logistical means, to make these new information, extrapolate them from theory in the practice of athletic training. On these grounds, it can be said that the performance in training and competition is closely linked to the introduction, development and improvement of statistical techniques and resources, and their inclusion, permanently, in training programmes. DISCUSSION The aim of this discussion consists in using statistical type of information, which is offered by Click and Scout software, during a volleyball game, which may facilitate the provision of technical and tactical information, about the opposing team and tactical behaviorof your own team (individually and collectively), with regard to the settlement in the court, the layout of the teams in each rotation, the organization of defense system and the individual

184

directions of attack, so that, they reached in real time to the head coach, will allow him to conduct the appropriate tactics of its own team and effectively counteract adverse game [6]. This assumes the existence of a portable peripherals (inkjet printer) at the disposal of the coach, operated in wireless mode, whereby the person who records the progress of players forward in a timely manner,

even in the middle of the match [7]. To point out though, that maximize the performance of a team depends increasingly on how coach (technical staff) manages to provide an efficient and careful preparation of the entire educational process, on the basis of additional information, objectified by the records assisted software Click and Scout (figure 2).

Figure 2. Click and Scout (b) Thus, it becomes a component and contributory factor in the process of sports training, indispensable in the current context of international volleyball. Advanced team assisting the preparation and producing high level performance is complemented by new hard and soft "components", human and logistics. The use of multimedia tools (as we mentioned above, slow motion or stop-action analysis) in learning, analysis and systematic assessment of the technical and tactical actions, individual and collective, in relation to specific performance models and functional profile (physical-technical-tactical) of volleyball, optimised to the maximum level possible of individual potential depending on the tactical situation (most often unpredictable)is a priority requirement in preparing the team [8]. In this context should be added two more reference items of utmost importance, which maintain all of the assistance and contribution of specialised IT multimedia, in the process of sports training, as follows: • First, it is the information which may be obtained in advance, about teams, recorded in matches with other analytical teams; • Secondly, talk of recordings for competition matches with an international dimension and high value, which is the standard models (ideal and operational), both for staff and for the players, in the context of the theoretical lessons of technical and tactical analysis. Thus, it is necessary to develop methods of training assisted by intuitive means, advanced IT technologies, computer-based, for checking the efficiency or inefficacy of the technical-tactical actions and use of the data obtained in the

performance of the objectives of training and performance of the team. In this regard, the improvement of sports training methodology will need to include additional and complementary models of physical and technical training, through the use of modern tools, allowing a nearly full control of: • Content and training methods; • Individual level; • The driving skills required. All of these, hypothetically, lead at: • Subsequent shortening and streamlining the learning process (through the reduction of energy costs of an extensive preparation); • Increase the relationships role within the ball-player-opponent; • Increase the role of the individual in the context of collective bargaining tactic (of teams and team-player); • Increase the personal responsibility of each technical implementation, within the framework of their own actions with ball (receive-pass-attack) and without the ball, move → positioning → (block, dubbing, assistance, etc.). It is necessary that all those novelty items to find their place alongside traditional means, who have proven its worth over the years, a system of means of the highest efficiency, as the central focus, goal that we want to achieve and to apply in the practical-applicative research (experimental). Preparing, watching psycho-physical capacity maximization of sportsmen, team training and education is carried out in a suitable framework, specifically, proper training. This should be seen as a complex, interdisciplinary and transdisciplinary, performed lately by teams of specialists, with the elite media and special equipment of last

185

generation, including in the field of statistical information (figure 3). The process of preparing specific performance, sport is a complex system that involves the existence of a mediator capable of providing a positive influence of the phenomenon. Through the concepts, principles, laws and their axioms, the

general theory of systems and Informatics, can ensure this influence, qualitatively, through an interdisciplinary approach, by increasing the information fields, through the improvement of information systems and information technologies (software, tailored to specific issues).

Figure 3. Click and Scout (c) Computerization of the work of the technical staff of sports teams in the tracking, recording and storing digital sports gaming performance, it becomes a necessity in order to obtain precise and objective information, processing, transmission and their use, in a manner consistent with the objectives of sports training, but also with the longitudinal ones occurring in relation to the conduct of the competition to be held and to be studied and prepared properly. Obtaining and manipulating data in this way in sports games, represents an advantage of part of the systemic and interdisciplinary approach to the game, through all the slides and the operating systems.

Currently the role of Informatics applied to sport performance, refer to the support for the preparation and the conduct of competitions. The level of development of computer and statistical techniques relate to the following areas in the practice of athletic training major (figure 4): • Introspection and analysis; • Design and planning; • Organization and implementation; • Diagnosis and monitoring; • Assessing and adjusting, reconfiguration, adaptation and the adequacy of the assistance.

Figure 4. Click and Scout (d) Of these, Click and Scout program, take components that store digital records, evaluate and provide feedback information, to the technical staff, in particular, with effects on the behavior of the team, and sportsman for greater effectiveness, in terms of tactical and technical efficiency. REFERENCES 1. Bâc, O. (1999). Volleyball. University of Oradea Publishing, 98.

2. Blossier, P. (2002). Le corp en jeu. SOLAL Publishing, Marseille, 114. 3. Cojocaru, A. (2007). Model ni modelare în voleiul de performannă. Craiova University Publishing House, 9, 128. 4. Malousaris, G., Bergeles, N., Barzouka, K., Bayios, I., Nassis, G., Koskolou, M. Somatotype, size and body composition of competitive female-volleyball players. Journal of Science and Medicine in Sport, 11(3), 337-344.

186

5. Tschhiene, P.O. (2003). O serie de aspecte în vederea competiniei. Pregătirea pentru concurs conform unei abordări bazate pe teoria sistemelor. INCS Publishing, Vol. 54, 20-27. 6. Confederation of European Volleyball (CEV). Newsletters 2005-2008. 7. Romanian Federation of Volleyball (FRV). Newsletter 2002-2007, 28-33.

8. International Federation of Volleyball (FIVB). Newsletters 2005-2008. 9. http://www.dataproject.com/VolleyBall/ClickAndScout.aspx 10. http://www.dataproject.com/VolleyBall/Homepage.aspx

ORIENTATION OF THE HIGH PERFORMANCE HANDBALL PLAYERS ON OFFENSE

Grigori CAPATINA1, Leonard BIBIRIG2

1USEFS Chisinau, Moldova, 2University “Stefan cel Mare” of Suceava, România

Abstract 1. The analysis of the data obtained experimentally allowed us to work out an objective evaluation of the high performance handball players’ orientation activity 2. The high performance player’s game model includes all the statistical data of the offensive game components. 3. Using the model showed positive results in the Romanian handball championship in the first league. Key words: performance, player game, orientation. High development of world handball reflects the teams’ special preparation. In the same time the European handball tends to develop. A telling example is the Male Handball World Championship which took place during the period 11th -27th of January 2013 in the four cities of Spain. Group “A” in Granollers with the participation of Germany, Brazil, Argentina, Montenegro, France and Tunis. Group “B” was located in Seville and the participants were Macedonia, Chile, Island, Russia, Denmark and Qatar. In group “C” in Saragossa took part Serbia, South Korea, Slovenia, Saudi Arabia, Poland and Belarus and in group “D” from Madrid the participants were Spain, Alger, Croatia, Australia, Hungary and Egypt. Analyzing the finalists’ geography, designated after the qualification competitions, we can initially reach the following conclusions: - From the 24 teams in the final part of the world championship, 14 are from Europe, distributed in compliance with the Championship Regulations approved by the Handball World Federation and only 5 (!) were from the former Yugoslavia: Montenegro, Macedonia, Serbia, Slovenia and Croatia. Retrospectively considering the European Male Championship in 2012, we emphasized that on first and second place are Serbia and Croatia and on the fifth and sixth place are Macedonia and Slovenia, out of 16 finalist teams. - In the World Male Championship in 2013 Croatia was on the third place, Slovenia on the fourth and Serbia – on the tenth, Macedonia – 14th

place, Montenegro – 22nd place out of 24 participants in the final stage. An almost similar situation can be noticed in the female handball, too. In the World Championship in 2012 which took place in Serbia during the period 4th – 16th of December, the Montenegro female team wins over Spain in the final with the score 34-31 and from the countries of the former Yugoslavia, Serbia takes the 4th place, Croatia comes 13th and Macedonia 16th. Here comes the normal question: “What lies behind the Yugoslavian success?” The answer is rather difficult, as it is a complex one, but firstly the genetic element could be taken into account, arisen during the historical development of these peoples, which did not have a very happy destiny. The natural and social conditions which influenced the religion and the subjects’ body development and also the countries’ social and economic condition and their political system, marked their physical and spiritual strengthening. From the sports activity point of view, the success is due to the national physical education and sports system and especiall the training methods and the the improvement of the sportsman’ skills, as the high game pace as well as the intensity of the physical and psychic actions which need a rather advanced thinking process and especially an advanced orientation action. In handball, the game consists of a quick and permanent change of confrontations and extreme emotions, of some conflict situations between the players, of some spontaneous incidents, of some minimal time limits to act in order to have results.

187

In the situations of rivals’ serious confrontations, when the central nervous system receives a large quantity of information about a complex of dynamic objects (ball, partner, rival etc.) the game procedures must be executed correctly and quickly. In such game conditions, the orientation capacities are vital, and in the teams’ special preparation the most important is the tactical talent. The tactical actions were tried to be modeled through the start on offense [2], by using exercises that model the game situations, by using performance tactical preparation means. All this had positive results, but could not solve the most difficult issues of the specific game preparation. By theoretically analyzing the handball game, the tactical activity is devised in three main stages: - sketching the game situation; - analyzing the game situation; - the motive decision of the game situation. Lately, the specialists have considered the players, and especially the left back as an operator of the tactical actions who must correctly and rapidly: a) range properly the game situations; b) appreciate in advance the rivals’ game situations; c) select the most rational decision. There have been made complete game models [3] regarding the working volume, the intensity, activity, diversity and efficiency and we can quote here the Romanian specialists N. Alexe, 1998, I. Bota, 2009 etc. who present theoretically and practically these elements in their works. The contemporary requirements regarding the high performance handball players are characterized by a high intensity reflected in the special preparation. From a historical point of view, even from 1973 at the Soviet Union championships and in other less important competitions, there were introduced amendments in the game rules regarding the time limitation in attack, canceled later, but WHF modified the game rules and returned to the soviet practice of those times. The Romanian specialists P. Voicu and I. Constantinescu (1976) think that the individual models reflect: - the distance covered by the player during the game and during his participation to the game; - the quantity of confrontations on offense and on defense (with and without results) - the number of throws in the final stages of the game (with and without scoring) - the goals marked from different distances and from the offense types; - the number of interceptions; - the number of errors in defense; - the number of regulation breaches; - the number of goals marked through different procedures from different distances because of the goalkeeper’s fault.

They became a model in creating the tactical diagrams and in the working out of the complete game models [1] which have two aspects: • on defense – confrontation, attacks in the game space, interaction, commutation to the player who has the ball, without the ball, blockage, screening, assurance, shifting, the number of these elements, diversity, defensive procedures efficiency, game rules breaches; • on offense – number of attacks, number of game situations, time of attack and execution of the game procedures, number of throws from different distances, the diversity of the attack (flank, 6 meter line, second line), number of errors, detours, passes, dribbling, the goalkeeper’s actions). Emphasizing these aspects helped creating real possibilities of working out the game models and the competitions showed which of them have an orientation action on offense and on defense. The practical activity in this field allowed us to structure the orientation actions on offense of the high performance handball players (diagram 1). In the practical given succession, the orientation actions influence the offense, and especially the team’s shift from defense to offense, the actions organized on defense or those of rapid attack. It is important to specify that even in the high performance players’ game it is not necessary to ask for a positive result or a victory from the beginning. It is more correct to execute in a slow pace all the procedures and game diagrams announced by the trainer, and then with intensifications close to those of the game, they consolidate and in time become stereotypes and will allow the manifestation of individual capacities for reaching the team and group objectives. To properly end the game models working out, the results obtained in the special preparation are compared to the most successful models in the world. This is confirmed by the above mentioned teams from former Yugoslavia. REFERENCES 1. Игнатьева В. Я. «Гандбол» Учебник М.: 2009, 346 стр. 2. Ивахин Е.И., Хомутов Н. И., Латышкевич Л.А. Тематический сборник «Гандбол», Киев, КГИФК 1975, 136 стр. 3. Шестаков М.И. «Тактическая подготовка гандболистов» М.: 2012, 139 стр.

188

D

iagr

am 1

Str

uctu

re o

f th

e or

ient

atio

n ac

tion

s of

the

offe

nsiv

e ha

ndba

ll p

laye

r

Str

uctu

re o

f th

e ha

ndba

ll p

laye

rs’

orie

ntat

ion

acti

ons

on o

ffen

se

in n

umer

ical

maj

orit

y in

num

eric

al m

inor

ity

in n

umer

ical

equ

alit

y

Rep

ort

stri

ker-

defe

nder

1:0;

2:1

; 3:

1;

3:2;

4:2

; 4:

3;

5:3

; 5:4

; 6:4

; 6:5

1:1;

2:2

; 3:

3;

4:4;

5:5

; 6:6

1:2;

1:3

; 2:3

; 2:

4; 3

:4; 3

:5;

4:5

; 4:6

; 5:6

Act

ions

of

the

ball

’s h

olde

r w

hen

pass

ing

from

def

ense

to o

ffen

se

Thr

owin

g th

e ba

ll

T

he b

all’

s in

terc

epti

on

T

he b

all’

s lo

ss

Indi

vidu

ally

In g

roup

In te

am

The

inte

ract

ion

wit

h

the

goal

keep

ew

ith

the

part

ner

the

goal

keep

e

The

inte

ract

ion

wit

h th

e pa

rtne

r th

e go

alke

epe

wit

h th

e pa

rtne

r

Mov

ing

wit

hout

the

ball

Mov

ing

wit

h a

scre

en

inte

rnal

ly

ex

tern

ally

Acc

eler

atio

n w

ith

a pu

rpos

e

Occ

upyi

ng a

fav

orab

le

posi

tion

C

reat

ing

the

num

eric

al m

ajor

ity

wit

h th

e ba

ll

Thr

ow

Det

our

P

ass

189

ON THE INFLUENCE OF MOTOR QUALITIES IN SECONDARY SCHOOL PUPILS’ PERFORMANCE OF GYMNASTICS ACROBATIC

ELEMENTS


University Dunărea de Jos of GalaŃi, Romania Abstract The present paper starts from the assumption that introducing activity planning and rational motor structures for the development of motor qualities in the instruction of secondary school pupils also favours the development of the motor skills required for the performance of the basic acrobatic elements and increases the quality of the learning process. Keywords: motor qualities, acrobatic elements, sports and physical education class INTRODUCTION Physical education, a compulsory discipline at all learning levels, is meant to ensure the development of students’ bio-psycho-motor skills and to form their ability to act in view of maintaining the best physical health, of ensuring a balanced development and of proving motor skills which favour their present and future social and professional integration. Physical education provides specific knowledge and motor skill and abilities, factors that determine the physical, technical and tactic qualities through the appropriation of the rules of various sports, methods, and means and organisation forms of practising sports. Acting on the motor qualities development should start before the process of formation of basic motor skills, both applicative-utilitarian and specific. It is one of the most important ends of physical education in schools, from the point of view of balanced physical growth, as well as with regard to the control of the deficient physical attitudes. OBJECTIVES • to select and apply the most efficient means and methods for the development of motor qualities during the teaching process; • to help secondary school students learn acrobatic elements; • to develop the ability of coordinating their own bodies in various movements and positions. ASSUMPTION The grounds for the working hypothesis are as follows: considering that rational motor structures for motor qualities development are used during the physical education classes in secondary schools, the possibility for the students to learn basic acrobatic

elements increases. At the same time, the performers’ motor ability for performing various tasks also increases. MATERIALS AND METHODS a. Research protocol The research was conducted in the gym hall of 28 Secondary School, GalaŃi from September 17, 2012 to March, 22, 2013 (a 6-month period); 2 classes a week; 50 minutes each. b. Subjects The tests were conducted on a sampling of 24 students (12 boys and 12 girls) in the 8th grade, aged 14-15. c. Groups The boys group (BG) and the girls group (GG) consisted of students in the 8th grade, under the same class circumstances and having access to similar equipment. d. Evaluation tests The motor indices that have been tested were as follows: - abdominal muscles strength 30” (lying on the back, bent straddle, bent arms, hands on the backhead – body lifts for 30 seconds – repeats) (A30”); - back muscles strength 30” (lying, face down, bent arms, hands on the backhead - body stretching for 30 seconds – repeats) (E30”); - arms muscles strength 30” (propped, lying face down - boys / propped, lying face down, on knees with raised legs - girls – press-ups in arms – repeats) (F30”); - legs muscles strength 30” (straddle standing, bent arms, hands on the backhead – squats 30 seconds – repeats) (G30”); - the acrobatic elements structure provisioned in the secondary school curriculum (SA) – table 1.

190

Table 1 Acrobatic elements assessment grid

BOYS GIRLS 1 forward squat roll - 0,50 p 1 forward squat roll - 0,50 p 2 backwards squat roll - 0,50 p 2 backwards squat roll - 0,50 p 3 forward straddle roll - 1,00 p 3 forward straddle roll - 1,00 p 4 backwards straddle roll - 1,00 p 4 backwards straddle roll - 1,00 p 4 hang in balance (forward) - 1,00 p 4 hang in balance (forward)- 1,00 p 5 shoulder blade standing - 1,00 p 5 shoulder blade standing - 1,00 p

6 backwards roll with stretched body – cylinder

- 2,00 p 6 bridge from the floor/from standing - 2,00 p

7 head stand - 1,00 p 7 head stand - 1,00 p 8 handstand - 2,00 p 8 handstand - 2,00 p TOTAL: 10 Points TOTAL: 10 Points

e. Planning and types of exercises Following the analysis of the results recorded in initial testing, more systems have been designed and applied for the development of students’ motor abilities, aiming, at the same time, at acquiring balanced physical growth, as well as formation and improvement of basic motor skills, both applicative and specific. The experimental training programme for attaining the instruction and performance objectives has been designed for a 6-month period, in 4 weekly cycles, 2 classes a week (see Table 2). Below, there are a few examples of the algorithms proposed for acquiring and improving performance in acrobatic elements by the 14-15 years old students: - squat – forward roll in squat position; - squat – backwards roll in squat position, rolling back with bent body, shoulder blade standing and back to squat position; - torrent of 3-6 forward rolls in squat position, - straddle sitting – forward straddle roll, head standing, forward roll in straddle sitting position; - squat – forward roll in squat position, backwards roll in squat position, 180 degree spin jump, forward straddle roll, lying with face down, lateral roll with the body stretched to the left/ right, backwards straddle roll; - sitting on a leg with the other leg propped, stretched, arms up – hand standing, roll in squat, backwards roll, cylinder/ bridge.

f. Statistical method The results’ statistical processing has been conducted with the help of Microsoft Office Excel 2007 software. RESULTS The results recorded in final testing are superior to the ones recorded in initial testing. If in initial testing the boys had recorded an average of 18 repeats in determining abdominal muscles strength, in final testing the average was of 23.5 repeats, which represents an average increase of 5.5 repeats. Significant progress was recorded in other trials as well: 9.4 repeats in testing the back muscles strength; 9.3 repeats in testing arms muscles strength; and 5.7 repeats in testing legs muscles strength. The girls group also recorded improvements, most significantly in the case of leg muscles strength testing, the average of the results increasing by 8.2 repeats. As far as the results’ homogeneity degree is concerned, one may notice that there is a higher degree of results homogeneity in testing abdominal, back and legs muscles strength, both for boys and girls, and a medium homogeneity in testing arms muscles strength in the boys group and lack of homogeneity in the girls group – as shown in Table 3.

191

Tab

le 2

6 m

onth

s sc

hedu

le f

or s

tude

nts

(14-

15 y

ears

old

)

L

earn

ing

unit

s

Sem

este

r S

emes

ter

I

Sem

este

r II

Mon

th

Sep

tem

ber

Oct

ober

N

ovem

ber

Dec

embe

r Ja

nuar

y

Feb

ruar

y M

arch

Wee

k 1 7 - 2 1

24-

28

1 - 5

8 - 1 2

1 5 - 1 9

22

- 26

2 9 - 2

5 - 9

12

- 16

19

- 23

2 6 - 3 0

3 - 7

10

- 14

17

- 21

14

- 18

21

- 25

2 8 - 1

4 - 8

11

- 15

1 8 - 2 2

25

- 1

4 - 8

11

- 15

18

- 22

Les

son

1 2

3 4

5 6

7 8

9 10

1 1

1 2 13

14

15

16

1 7

18

19

2 0 21

22

23

24

Physical qualities

Spe

ed

x x

x x

Han

dine

ss

x x

x x

x x

x x

x x

x x

Str

engt

h

x

x x

x x

x x

x

S

tam

ina

x x

x x

Mob

ilit

y

x

x x

x x

x x

x

Motor skills and abilities specific to various sports

Athleticism.

Spe

ed r

unni

ng

Res

ista

nce

runn

ing

Thr

owin

g th

e oi

na

ball

x

x x

x

Gym.

Acr

obat

ics

x x

x x

x x

x x

Jum

ps

x x

x x

x x

x x

Games.

Foo

tbal

l (bo

ys)

x x

x x

x x

x x

Han

dbal

l (gi

rls)

x

x x

x x

x x

x

M

otor

gam

es

x x

x x

x x

x x

Ass

essm

ent

+

+

+

+

192

T

able

3 I

niti

al a

nd f

inal

res

ults

in m

otor

test

ing

Dyn

amic

s of

mot

or in

dice

s fo

r 14

-15

year

s ol

d st

uden

ts

Tri

al

A30

” E

30”

G30

” F

30”

SA

A30

” E

30”

G30

” F

30”

SA

Gro

up

N

r.cr t.

Boy

s G

irls

Tes

t IT

F

T

IT

FT

IT

F

T

IT

FT

IT

F

T

IT

FT

IT

F

T

IT

FT

IT

F

T

IT

FT

1 17

2

3

26

38

22

28

3 9

5,

25

7,5

0

17

22

23

30

16

22

1 6

5,

50

7,8

5

2 16

2

1

24

37

20

27

6 1

1

6,00

8

,50

18

23

20

29

20

28

3 8

5,

85

8,5

0

3 22

2

5

27

33

18

26

4 9

5,

45

8,5

0

17

22

26

33

20

25

0 5

5,

50

6,8

0

4 21

2

5

27

36

20

29

2 8

5,

50

6,7

0

19

24

24

34

18

24

4 9

6,

55

9,3

5

5 14

2

0

20

28

20

30

5 1

1

6,25

8

,65

16

20

24

33

21

26

2 7

5,

35

7,9

0

6 20

2

5

28

34

21

29

8 1

2

6,50

9

,20

16

21

30

37

17

24

3 8

6,

55

8,7

5

7 15

2

2

24

34

19

30

4 1

0

6,45

8

,40

17

19

27

35

18

26

0 5

5,

75

6,8

0

8 19

2

3

25

38

20

30

7 1

2

6,35

8

,70

17

22

24

30

19

26

1 6

5,

15

7,7

0

9 18

2

4

28

36

20

29

3 9

6,

40

8,3

5

24

25

30

34

18

30

4 8

6,

65

9,0

5

10

20

26

24

35

18

28

6 1

1

5,85

8

,50

22

23

29

33

16

28

2 7

5,

75

8,4

5

11

17

23

22

32

19

30

2 9

5,

75

5,9

5

18

20

30

35

17

29

0 5

5,

75

8,0

0

12

17

25

27

34

20

32

7 1

4

6,05

8

,50

18

23

24

30

20

30

3 9

6,

60

9,0

0

∑

216

28

2

302

41

5

237

34

8

57

12

5

71,8

9

7,4

21

9 2

64

311

39

3

220

31

8

23

83

70,9

9

8,1

x

18

23

,5

25,1

3

4,5

19

,7

29

4,7

10

,4

5,9

8,1

18

,2

22

25,9

3

2,7

18

,3

26

,5

1,

9 6

,9

5,9

8,1

σ ±

2,4

±1

,8

±2,

4 ±

2,8

±

4, 8 ±

3,

6

±2, 5

±1

,7

±0,

7 ±

0,9

±

2,4

±1

,7

±3,

2 ±

2,4

±

6, 8 ±

6,

2

±1, 1

±1

,5

±1,

0 ±

0,8

Cv%

13

,6

7,8

9,

8 8

,1

8,4

5

,3

43

16

,6

10,3

1

1,5

13

,2

7,9

12

,6

7,6

8,

6 4

,6

58,

6 2

1,7

14

,0

10

,1

193

As far as the degree of learning the acrobatic elements is concerned, mention should be made that in initial testing the boys, as well as the girls, recorded low results in performing the compulsory elements, the average being of 5.9 for both groups. The improvement recorded in the final testing was significant, both groups attaining an average of 8.1., that is, a 2.2 points higher value, with a medium homogeneity of the results. CONCLUSIONS 6. After processing and interpreting the data collected from the comparison of the two groups of 14-15 years old students, the assumption that motor qualities may influence the performance of the acrobatic elements provisioned by the secondary school curriculum has been proven valid. 7. The motor qualities development also contributes in the balanced physical growth of the performers and in the formation and development of motor skills. At the same time, learning and performing acrobatic elements help in increasing the performers’ motor qualities, ensuring easiness in accomplishing various specific tasks. 8. Assigning actual motor tasks, in accordance with students’ age, sex and learning level, careful activities planning, and using carefully selected means and acting systems contribute in acquiring and improving specific motor skills and in the accomplishment of the proposed aims. 4. The means of acrobatic gymnastics used in the technical-material conditions available in the school

in which the research has been conducted have contributed to an increase in the number of motor skills and abilities transposed in “acquisitions” and have led to the consolidation of students’ physical and psychic balance. REFERENCES Ardelean, T., ParticularităŃile dezvoltării calităŃilor motrice în atletism, Centrul de multiplicare I.E.F.S., 1990 Bota, A., ExerciŃii fizice pentru viaŃa activă, Bucharest: Cartea Universitară, 2006 Cârstea, G., Metodica educaŃiei fizice. Îndrumar pentru lucrările practice, A.N.E.F.S., Bucharest, 1995 Dragnea, A. (editor), EducaŃie fizică şi sport – teorie şi didactică, Bucharest: FEST Publishing, 2006 Grigore, V., Gimnastica. Manual pentru cursul de bază, Bucharest: Bren Publishing, 2003 Nanu, L., Drăgan, T.M., Manual de gimnastică, GalaŃi: GalaŃi University Press, 2010 Nanu, L., Expresivitate corporală şi motrică prin utilizarea mijloacelor gimnasticii ritmice, GalaŃi: GalaŃi University Press, 2010 Şerbănoiu, S., Metodica educaŃiei fizice, Bucharest: Cartea Universitară, 2004 *** Programe şcolare. Clasele V –VIII. EducaŃie fizică, M.E.C., C.N.C., Bucharest, 2009 ***Sistemul NaŃional Şcolar de Evaluare la Disciplina EducaŃie Fizică şi Sport, M.E.N., S.N.E.E., 1999

A STUDY ON THE LEVEL OF PHYSICAL, TECHNICAL AND ARTISTIC TRAINING OF JUNIOR GYMNASTS


University Dunărea de Jos of GalaŃi, Romania Abstract The present paper aims at finding the opinions of the experts in the field of gymnastics with regard to the level of physical, technical and artistic training of junior female gymnasts by applying a survey. Keywords: gymnastics, trainers, technical, artistical, physical level INTRODUCTION

Describing the direction of the feminine gymnastics evolution, N. Vieru (1997) asserted that “it develops in the sense of constant increase in the difficulty of exercises, by introducing a large amount of difficult and extremely difficult elements, by increasing amplitude and dynamism in execution, and by the originality, complexity and momentousness of the movements” (Vieru N., 1997).

The group of experts questioned has consisted in a number of 83 professors and specialised trainers who carry out their activities in specialised centres in the country. The gender distribution is 60% female trainers, 40% male trainers.

The questionnaire contains 10 questions with 3, 4, 5 or 6 predetermined choices, the respondent opting for one single choice in relation to the issue’s relevance and his/her personal opinions with regard to sport training in gymnastics – see Table 1.

194

Table 1

No. Question Choices No. of responses

Percentage (%)

1.

Do you consider that the technical training level of junior women gymnasts in our country is satisfactory?

a) yes b) no c) other opinion

51 20 12

62% 24% 14%

2.

Do you think that elaborating a unique curriculum for training gymnasts in various classification sports categories is necessary?


51 2 -

98% 2%

-

3. Do you think that such a curriculum would influence the working routine and training efficiency?


41 12 -

73% 27%

-

4. In your opinion, could gymnasts training be made in the absence of previous careful planning?


7 75 1

8% 91% 1%

5.

What is, in your opinion, the most rational ratio of sports training in artistic women’s gymnastics?

a) physical training b) technical training c) tactical training d)theoretical training e) artistic training

f) psychological training

17 40 1

10 8 7

20% 49% 1%

12% 10% 8%

6.

What is, in your opinion, the best workload for junior women gymnasts during a weekly cycle?

a) 10 – 12 hours b) 18 – 20 hours c) 20 – 30 hours d) more than 30 hours

4 24 40 15

5% 29% 48% 18%

7.

What is the time that needs to be allotted for rest between executions?

a) under 30” b) 30” c) 45” d) 60” e) more than 90”

18 44 10 10 1

22% 53% 12% 12% 1%

8.

How many training sessions do you consider necessary per week in order for the junior gymnasts to attain the best performance?

a) 5 training sessions b)7 training sessions

c)10 training sessions

d) more than 10 training sessions

19 36 21 7

23% 44% 25% 8%

9.

Are the requirements of the RGF with regard to the performance of compulsory technical elements useful in your opinion?


64 19 -

77% 23%

-

10. What is the optimal number of technical elements that have to be performed by junior gymnasts during a weekly cycle?

a) 375-450 b) 500-850 c) more than 1000

24 38 21

27% 43% 25%

For question 1, concerning the “junior

gymnasts’ technical level of training”, 51 experts have opted for choice a), considering that the technical training level is satisfactory, 20 experts have opted for choice b), considering the technical training level unsatisfactory, while 12 experts have chosen c), having other opinions – fig. 1.

With regard to question 2, concerning “the elaboration of a unique curriculum for training

gymnasts in various classification sports categories”, 98% of the respondents have chosen a), that is to say they considered the elaboration of a unique curriculum useful, while 2% of the specialists have opted for b), considering that the elaboration of a unique curriculum for training junior women gymnasts is not necessary – fig. 2.

Fig. 1 Technical training level Fig. 2 Requirement of a unique curriculum

For question 3, most of the experts (73%) consider that a unique curriculum for training on various classification categories would be beneficial, while 27% of the respondents consider that it would not influence their training routine and the training efficiency (fig. 3).

Question 4 – “whether gymnasts’ tcan be realised without previous planning”, 7

Fig. 3 The influence of curriculum over working routine Fig. 4 The influence of planning in training After processing the answers received for

question 5, concerning the ratio of factors of the sports training in women’s artistic gymnastics, it has been observed that the experts’ opinions were as follows: 40 experts (49%) considered that technical training is of the essence in acquiring performance in gymnastics, while physical training got 8 votes. In 8 experts’ view, artistic training is

Fig. 5 The ratio of training factors In order to discover the “optimal time for

resting between repeats”, 18 experts (22%) have chosen a) for the seventh question, allotting less than 30” for the resting time between repeats, 44 experts (53%) have opted for b), considering that

62%24%

14%

Întrebarea nr. 1

a) da

73%

27% 0

Întrebarea nr. 3

a) da b) nu

20%

49%

1%

12%

10%8%

Întrebarea nr. 5

a) p. fizică b) p. tehnică c) p. tactică d) p. teoretică e) p. artistică

195


, most of the experts (73%) that a unique curriculum for training on

various classification categories would be beneficial, while 27% of the respondents consider that it would not influence their training routine and

“whether gymnasts’ training can be realised without previous planning”, 7

experts have chosen a), which means that 8% of the trainers consider that they are able to conduct training without previous careful planning. 91% of the specialists consider planning necessary and have opted for choice b), while 1 expert has a different opinion – fig. 4.

The influence of curriculum over working routine Fig. 4 The influence of planning in training

After processing the answers received for , concerning the ratio of factors of the

sports training in women’s artistic gymnastics, it has been observed that the experts’ opinions were as follows: 40 experts (49%) considered that

ng is of the essence in acquiring performance in gymnastics, while physical training got 8 votes. In 8 experts’ view, artistic training is

the most important, while other 7 consider psychological training as the most essential in training women gymnasts. One trainer has chosen tactical training and other 10, theoretical training fig. 5. The choices made for question 6relevant, as they verified the experts’ opinion with regard to “the optimal workload during a weekly cycle” – fig. 6.

Fig. 5 The ratio of training factors Fig. 6 Number of training hours per week

In order to discover the “optimal time for resting between repeats”, 18 experts (22%) have

, allotting less than 30” for the resting time between repeats, 44 experts (53%) have opted for b), considering that

30’’ should be allotted for resting between repeats, 10 of them (12%) have chosen c) (45’’ rest between repeats), other 10 (12%) have chosen d), considering that 60’’ are necessary, and one expert

8%

91%

1%

Întrebarea nr. 4

a) da

98%

2%0

Întrebarea nr. 2

62%

Întrebarea nr. 1

a) da b) nu c) alte opinii

73%

b) nu c) alte opinii

e) p. artistică f) p. psihologică

5%

29%48%

18%

Întrebarea nr. 6

a) 10 – 12 ore b) 18 – 20 ore c) 20 –


experts have chosen a), which means that 8% of the trainers consider that they are able to conduct training without previous careful planning. 91% of the specialists consider planning necessary and

opted for choice b), while 1 expert has a

The influence of curriculum over working routine Fig. 4 The influence of planning in training

the most important, while other 7 consider psychological training as the most essential in

ne trainer has chosen tactical training and other 10, theoretical training –

question 6 are very relevant, as they verified the experts’ opinion with regard to “the optimal workload during a weekly

Fig. 6 Number of training hours per week

allotted for resting between repeats, 10 of them (12%) have chosen c) (45’’ rest between repeats), other 10 (12%) have chosen d), considering that 60’’ are necessary, and one expert

Întrebarea nr. 4


Întrebarea nr. 2


– 30 ore d) peste 30 ore

has chosen e), opting for a time of over 90’’ for rest between repeats (fig. 7).

Concerning the number of training sessions that need to be conducted per week in order to acquire performance – question 8 – 19 experts have opted for choice a), considering that 5 training sessions per week should suffice, 36 experts have chosen b), asserting that 7 training sessions are

Fig. 7 The best period of time between repeats Fig. 8 The number of training sessions per week

In reference to the RGF (Romanian Gymnastics Federation) requirements for the execution of compulsory technical elements, the experts have opted for the following choices when responding to question 9: 64 of them have selected a), and 19 of them have opted for b), claiming that the RGF requirements are not useful – fig. 9.

To conclude, after analysing the experts’ opinion, one may notice that most of them consider that drafting contents for the training curriculum would be

necessary, allotting various percentages to the factors of sports training and arguing that the gymnasts’ training level is not satisfactory at this moment.

With regard to the number of training sessions and elements that need to be performed weekly, in accordance with the responses recorded, most of the experts consider that 7 training sessions per week and repeating a number of about 850 elements/ week would be necessary for increasing performance in junior women’s artistic gymnastics.

REFERENCES

53%

12%

12% 1%

Întrebarea nr. 7

a) sub 30” b) 30” c) 45”

77%

23% 0

Întrebarea nr. 9

a) da b) nu

196

has chosen e), opting for a time of over 90’’ for rest

Concerning the number of training sessions that need to be conducted per week in order to

19 experts have opted for choice a), considering that 5 training sessions per week should suffice, 36 experts have

b), asserting that 7 training sessions are

sufficient for acquiring performance with children; 21 of them have selected c), considering that 10 training sessions should be ideally conducted in view of acquiring performance, and other 7 have opted for choice d), more than 10 training sessions per week with this purpose – fig. 8.


In reference to the RGF (Romanian Gymnastics Federation) requirements for the execution of compulsory technical elements, the experts have opted for the following choices when

: 64 of them have selected ), and 19 of them have opted for b), claiming that

fig. 9.

The answers for question 10of the respondents have opted for choice a), considering that 175-200 elements per week are necessary, 58% have chosen b), which means that they consider that 300-350 elements should be performed weekly, whilst 1% have chosen c), a number of 400-600 elements per week, as shown in fig. 10.

, after analysing the experts’ opinion, one may notice that most of them consider that drafting contents for the training curriculum would be

necessary, allotting various percentages to the factors of sports training and arguing that the

g level is not satisfactory at this

With regard to the number of training sessions and elements that need to be performed weekly, in accordance with the responses recorded, most of the experts consider that 7 training sessions

ng a number of about 850 elements/ week would be necessary for increasing performance in junior women’s artistic gymnastics.

Alexe N. et al., Antrenamentul sportiv modern, Bucharest: EDITIS Publishing, 1993

Bibire M., Dumitru R., Gimnastica arBacău: Bacău University Press, 2001

Bompa T.O., Teoria şi metodologia antrenamentului, Bucharest: Ex Ponto Publishing 2002

Dragnea A., Antrenamentul sportiv, Bucharest: EDP, 1996

Grigore V., Gimnastica de performanŃă, Bucharest: Inedit Publishing, 1998

Nanu L., Tehnica şi metodica mişcărilor în gimnastica ritmică, GalaŃi: Şoimu Publishing, 2006

Vieru N., Manual de gimnastică sportivă, Bucharest: Adriada Publishing, 1997

22%

Întrebarea nr. 7

c) 45” d) 60” e) peste 90”

44%

25%

8%

Întrebarea nr. 8

a) 5 antrenam. b)7 antrenam. c) 10antrenam.

77%

c) alte opinii

27%

43%

25%

Întrebarea nr. 10

a) 375-450 b) 500

sufficient for acquiring performance with children; 21 of them have selected c), considering that 10 training sessions should be ideally conducted in view of acquiring performance, and other 7 have

e d), more than 10 training sessions fig. 8.


question 10 show that 41% of the respondents have opted for choice a),

200 elements per week are en b), which means that

350 elements should be performed weekly, whilst 1% have chosen c), a

600 elements per week, as shown in

, after analysing the experts’ opinion, one may notice that most of them consider that drafting Alexe N. et al., Antrenamentul sportiv modern,

Bucharest: EDITIS Publishing, 1993 Bibire M., Dumitru R., Gimnastica artistică,

Bacău: Bacău University Press, 2001 Bompa T.O., Teoria şi metodologia

antrenamentului, Bucharest: Ex Ponto Publishing

Dragnea A., Antrenamentul sportiv,

Grigore V., Gimnastica de performanŃă,

Nanu L., Tehnica şi metodica mişcărilor în gimnastica ritmică, GalaŃi: Şoimu Publishing, 2006

Vieru N., Manual de gimnastică sportivă, Bucharest: Adriada Publishing, 1997

23%

Întrebarea nr. 8

c) 10antrenam. d) peste 10 antren.

Întrebarea nr. 10

b) 500-850 c) peste 1000

Anale EFMS Volumul 1 - 2013

Documents

Transcript of Anale EFMS Volumul 1 - 2013