TABLE OF CONTENTS CUPRINS - efsupit.ro 2 2007.pdftable of contents cuprins obesity examination for...

TABLE OF CONTENTS CUPRINS

OBESITY EXAMINATION FOR THE PREVENTIONOF HEALTH DISORDERS ON YOUNG AND

MIDDLE-AGED MEN IN GREECEMavrovounioti. Chr.1, Mavrovouniotis. F.2, Zaggelidis.

G.2, Argiriadou. Eir.2 1Department of Home Economics

and Ecology, Charokopio University of Athens 2Department of Physical Education and Sport Sciences,

Aristotle University of Thessaloniki .........................................................................2

CHOREGRAPHIE ET DESIGNCHOREGRAPHIQUE DANS LA DANSE SPORTIVENãstase D. V. Université de Pitesti, Bruccoleri

M.D.Diplomata ADDB Torino, Petcu Gh. CSS

Universitatea Craiova .........................................................................4

METHODICAL ASPECTS REGARDING THECOMPOSITION OF THE GENERAL INFLUENC-

ING, COORDINATION AND MOTOREXPRESSIVITY COMPLEXES IN PHYSICAL

EDUCATION AND SPORTS ACTIVITIESReader Gabriel Popescu, Ph.D. ANEFS Bucharest

MODELE OPERAÞIONALE DE DEZVOLTARE ACOMUNICÃRII PRIN LIMBAJ CORPORAL

Conf. univ.dr. Gabriel Popescu

ANEFS Bucharest

.........................................................................6

SOCIOLOGICAL APPROACH CONCERNING THEIMPORTANCE OF THE MUSCULAR PREPARA-TION DURING THE TRAINING SESSIONS OF THECADETS VOLLEY BALL GIRL PLAYERS (14-16YEARS OLD) Vladu Larisa, University of Piteºti

ABORDARE SOCIOLOGICÃ PRIVINDIMPORTANÞA PREGÃTIRII MUSCULARE ÎNCADRUL ANTRENAMENTELORVOLEIBALISTELOR CADETE (14-16 ANI)Vladu Larisa, Universitatea din Piteºti.....................14

DYNAMICS OF EFFORT PARAMETERS DURINGAN ANNUAL CYCLE OF TRAINING SESSIONS OFC.S.S. JUNIORS TEAM, Univ. Lecturer Dr. PotopVladimir, Ecological University of Bucharest, FEFS 1strank Teacher Dulgheru Mihai – School Sports Club no.2Bucharest

DINAMICA PARAMETRILOR EFORTULUI ÎNTR-UN CICLU ANUAL DE ANTRENAMENTE LAECHIPA DE JUNIORI A C.S.S.Lect.univ.dr. PotopVladimir - Universitatea Ecologicã Bucureºti, FEFS

Prof.gr.I. Dulgheru Mihai – Clubul Sportiv ªcolarnr.2 Bucureºti . . . . . . . . . . . . . . . 24

PLANNING THE DIFFERENTIAL INSTRUCTIONACTIVITIES FOCUSED ON OBJECTIVES AIMIMGTO THE EDUCATION OF THE PSYCHOMOTIONABILITIES IN THE CASE OF CHILDREN OF PRE-SCHOOL AGE Univ. Lecturer BALINT NELATATIANA FACULTY OF MOVEMENT, SPORTS ANDHEALTH SCIENCES, BACÃU

PROIECTAREA ACTIVITÃÞILOR DE INSTRUIREDIFERENÞIATÃ FOCALIZATE PE OBIECTIVECARE VIZEAZÃ EDUCAREA CAPACITÃÞILOR

PSIHOMOTRICE LA PREªCOLARILect. Univ. BALINT NELA TATIANA FACULTATEADE ªTIINÞE ALE MIªCÃRII SPORTULUI ªISÃNÃTÃÞII, BACÃU . . . . . . . . . . 28STUDIU PRIVIND COMPONENTELE PREGÃTIRIITEHNICO-TACTICE ÎN ANTRENAMENTELEECHIPELOR DIN LIGA NAÞIONALÃ DE FOTBALA ROMÂNIEI, Conf.univ.dr. Balint GheorgheFacultatea de ªtiinþe ale Miºcãrii, Sportului ºi SãnãtãþiiBacãu Cristea Andrei FCU PolitehnicaTimiºoara &Invest SA, . . . . . . . . . . . . . . . . . 34 ASPECTE PRIVIND RECUPERAREA POSTTRAUMATICÃ Î N

LEZIUNILE DE MENISC, Asist. univ. drd. Universitateadin Piteºti . . . . . . . . . . . . . . . . . . . . . . . 44

STUDY CONCERNING THE COMPONENT PARTSOF THE TECHNICAL AND TACTICALPREPARATION DURING THE TRAINING OF THETEAMS IN THE ROMANIAN NATIONAL SOCCERLEAGUE, Conf.univ.dr. Balint Gheorghe, Faculty ofMovement, Sports and Health Sciences of BacãuCristea Andrei FCU PolitehnicaTimiºoara & Invest SA,

ASPECTS CONCERNING POST-TRAUMATICRECOVERY IN CASES OF MENISCUS INJURIES

Fieroiu Emil

WAY OF PRESENTING OF THE EDUCATIONALSYSTEM FROM A EUROPEAN PERSPECTIVE

Bîcã Monica Delia, lect.univ.dr.

MODUL DE ABORDARE A PROBLEMELORSPECIFICE PROCESULUI DE ÎNVÃÞÃMÂNT ÎNCONDIÞII DE MANAGEMENT

Lect.univ.dr. Bîcã Monica Delia . . . . . . . . . .50

OBESITY EXAMINATION FOR THE PREVENTIONOF HEALTH DISORDERS ON YOUNG AND

MIDDLE-AGED MEN IN GREECE

Mavrovounioti. Chr.1, Mavrovouniotis. F.2, Zaggelidis.

G.2, Argiriadou. Eir.2

1Department of Home Economics and Ecology,

Charokopio University of Athens 2Department of Physical Education and Sport Sciences,

Aristotle University of Thessaloniki

Summary:The aim of the present study was to investigate obe-

sity on men. For this reason 131 men, that separated on twogroups by age, examined. Group A consisted of young men(20-39 years old) and Group B of middle-aged men (40-64years old). Measurements of men’s height and body weightwere performed. The Body Mass Index (BMI) was used forthe evaluation of the degree of overweight and obesity. Fromdata statistical analysis it was found out that group A hadBMI 24.71+2.50 kg/m2 and group B 26.48+2.96 kg/m2. Men’sclassification as for BMI showed that 58.0% of Group A hadnormal weight and 42.0% were overweight and obese. Inreverse, in regard on men of group B, it has been shown thatthe bigger percentage of them (67.4%) were overweight orobese, while smaller percentage of them (32.6%) had nor-mal weight. From the results of the present study, the prob-lem of excess weight and obesity is established. A problemthat begins too early, from the premature adulthood, magni-fies much more during adult life and undoubtedly becomes,particularly, intense on middle age. A problem that becomesa cause for a lot of serious, acute, and chronic diseases, thatincrease mortality.

IntroductionThe continuously bigger technology development and

the creation of “clever” machines in order to facilitate andbetter cover of individual needs, have impelled the modernman in a sedentary life and a passive confrontation of healthproblems (Corbin et al., 2001). However, as a result of inac-tivity, the metabolism changes, as the organism does not pro-ceed in combustions, as there are not special requirementsand needs to be covered. If in this stage human dietary habitsdo not change, so that the organism compensates the lack ofmovement, then all the unnecessary calories that are con-sumed, will be stored as adipose tissue (fat) adding thus moreweight, which could lead in obesity (Deligiannis, 1992). Itshould be noted that obesity is a serious threat for health andan enemy for body aesthetics. And while in prehistoric agesobesity could play a role of fat deposit and could ensure sur-vival in periods of starvation today the only thing that en-sures is the reduction of survival. It has, indeed, been provedthat obesity is associated with a number of co-morbidities,such as diabetes, hypertension, stroke, hypercholesterolemia,coronary heart diseases, kidney stones, osteoarthritis, andsome cancers (Ronnemaa et al., 1998).

For these reasons the aim of the present study was theobesity examination of young and middle-aged men, as a riskfactor of the appearance of cardiovascular and other healthdisorders.

Content and MethodsA hundred and thirty one men from Thessaloniki prefectureof Greece separated into two groups. Group A consisted ofyoung men, 20-39 years old, while Group B consisted ofmiddle-aged men, 40-64 years old. Measurements of sub-jects’ height and body weight were performed. Body MassIndex (ÂÌÉ) was used for the evaluation of overweight andobesity, accordingly to the values set by WHO (World HealthOrganization). BMI is objective, highly reliable, and has ahigh correlation (r=0.7-0.8) with the body fat content in adults.The statistic packet SPSS/PC Version 15.0 for windows wasused. Descriptive analysis, as well as the Pearson correlationwere used. The student t-test was, also, used to evaluate sig-nificant differences between the groups. The level of signifi-cance was set to p<0.05.

ResultsTable 1. Sample’s Characteristics

In Figure 1, the significant difference in BMI be-tween the two groups (t=-3.57, p<0.01) is shown. Moreover,in Figure 2 and 3, the subjects’, of both groups, percent dis-tribution in regard to BMI is presented. As it can be seen,there are big percentages of overweight and obesity in bothgroups in regard to BMI and to the age norms for men, set byWHO.

2

Figure 4. Correlations between BMI and age.Finally, in Figure 4 the existence of a very high posi-

tive correlation (r= .371, p<0.01) between BMI and age isshown. The correlation indicates that as age increased, andBMI is, contemporaneously, increased.

Conclusions:• High percentages of overweight and obesity found both in

young and middle-aged men. The data indicate that anestimated 42% of young and 67% of middle-aged men areeither overweight or obese. In particular, the percentagesof obesity fluctuated between 3.4% and 11.6%, for youngand middle-aged men, respectively.

• In agreement, data from the 1999-2000 National Healthand Nutrition Examination Survey indicate that anestimated 64% of USA adults are either overweight or obese(Flegal et al., 2002).

• Moreover, the observed, in the present study, progressiveincrease of body weight between the third and the sixthdecade of life can be explained from relative, with the age,changes. Although the energy consumption tends to bedecreased after the second decade, this reduction isinsufficient to compensate the bigger reduction in theamount of the consumed energy, due to high levels ofinactivity and of fatty foods consumption (Bray, 1983).

• The cost that results from obesity and inactivity, in America,touches upon 9.7% of annual total expenses for health(Center for Disease Control, 2003).

• Moreover, obesity increases the risk for diabetes, hyper-tension, stroke, hypercholesterolemia, coronary heart dis-eases, kidney stones, osteoarthritis, and some cancers(Ronnemaa et al., 1998). Thus, 58% of the cases of diabe-tes type II, 21% of coronary heart diseases êáé between8% and 42% of some cancers attributed to overweight andobesity (Department of Health, 2002).

• Besides, approximately 280.000 adult deaths in the USAare associated with obesity (Allison et al., 1999). In par-ticular, obesity contributes to the increase of death fre-quency 12 times at ages 25-35 years, 6 times at ages 35-44years and 3 times at ages 45-54 years (Pavlou, 1993).

• However, the Framingham study shows, that cardiovasculardiseases is possible to be decreased at 25%-35%, if theideal body weight is reached. A loss of body weight evenof 5-10% can decrease the risk factors (Anderson et al.,1987).

• A body weight loss can happen when an individualparticipates in an acceptable level of exercise, systematically,and the calories consumption balanced with the combustions(Pavlou, 1993).

• 30% of new cases of obesity could be prevented with theadoption of a relatively active life style, that is less from10 h/wk tv watching and more or equal with 30 min/dvigorous walking (Hu et al., 2003).

• However, the combination of an exercise program with abalanced diet could lead to better results and be maintainedfor a bigger period (Garrow, 1986).

• Summing up, the best way for the resolution of a healthproblem, is the prevention.

Bibliography1. Allison, D.B., Fontaine, K.R., Manson, J.E.,

Stevens, J., & VanItallie, T.B. (1999). Annual deathsattributable to obesity in the United States. JAMA,282(16), 1530-1538.

2. Anderson, K.M., Castelli, W.P., & Levy, D. (1987).Cholesterol and mortality: 30 years follow-up fromthe Framingham Study. JAMA, 257, 2176-2180.

3. Bray, G.A. (1983). The energetics of obesity.Medicine and Science in Sports and Exercise, 15,

4. Center for Disease Control. (2003). http://www.cdc.gov/od/oc/ media/pressrel/r040121.htm.

5. Corbin, C.B., Lindsey, R., Welk, G. (2001). Conceptsof physical fitness: Active lifestyles for wellness (10th

ed.). Boston, McGraw-Hill.6. Deligiannis, Á. (1992). Sports Medicine.

Thessaloniki, University Studio Press.7. Department of Health. (2002). Annual Report of the

Chief Medical Officer. www.doh.gov.uk/cmo/annualreport2002.

8. Flegal, K.M., Carroll, M.D., Ogden, C.L., &Johnson, C.L. (2002). Prevalence and trends inobesity among US adults, 1999-2002. JAMA,288(10), 1723-1727.

9. Garrow, G.S. (1986). Effect of exercise on obesity.Acta Med. Scand. Suppl., 711, 67-73.

3

CHOREGRAPHIE ET DESIGNCHOREGRAPHIQUE DANS LA DANSE SPORTIVE

Nãstase D. V.

Université de Pitesti

Bruccoleri M.D.

Diplomata ADDB Torino

Petcu Gh.

CSS Universitatea Craiova

La chorégraphie a pour la danse sportive la mêmesignification comme le lettre pour l’alphabet, l’algorithmepur la mathématique ou l’interactivité pour la lecture. Elle seressemble à une inscription sur la partition blanche del’imagination.

La chorégraphie est la partition suivie par les danseursafin d’évoluer d’une manière cohérente. La chorégraphies’écrit, se décrit et s’indique par des signes qui appartiennenta son design. Elle représente l’art de la configuration de ladanse dans un contexte social spécifique (la compétition).

La chorégraphie est un acte de création et a lescaractéristique suivantes :

- réalise la relation dans - musique- entretient l’attention du public- montre le talent des danseurs- exprime quelque chose - une émotion, un message,

un thème, une narration.Le rôle de la chorégraphie est de remplacer la narration

verbale par la narration corporelle d’un sujet imposé par ladanse et par la préparation préalable des danseurs.

Les valences chorégraphiques sont de nature techniqueet expressive. Le design a un rôle central dans la champ de lacommunicatif de la création chorégraphique. Il s’agit du son,de l’image fixe et dynamique, de la narration et des conditionsd’expression. La question du design dans la dans sportive estcelle d’immixtion dans la champ de l’art.

La liaison entre la chorégraphie et le design marquel’évolution de la première.

Pour construire un design expressif il faut tenir comptedes suivant :

- utiliser aussi les mouvements simples et complexes- utiliser des dynamiques différentes- utiliser les diverses parts du corps en concordance

avec la technique et le naturel- utiliser tout le ring de danse, toutes le directions- utiliser les éléments techniques qui favorise les

danseurs- utiliser l’interaction entre partenaires- utiliser la complémentarité danse – musique- utiliser les émotions et les états d’âme nécessaires à

la communication

Dans la danse sportive on peut introduire aussi le terme« meta-design », par rapport au terme de meta-communication, parce qu’il se produisent plusieurs imagesdans la sphère de l’intelligence. Cette sphère estdéterminée par de nouveau dimensions du champ de lasensibilité. 4

Tout ça nous force a considérer la technique de la dansesportive pas seulement comme une modalité d’exécution,mais aussi comme un outil de communication. Il ne s’agitpas d’un régime de communication lié à une représentation,mais d’un régime lié aux besoins et à l’expérience desdanseurs et du public.

La chorégraphie est celle qui change radicalement leparadigme spatio-temporel pour le spectateur et aussi pur ledanseur.

Ce praxis de la danse sportive est une liaison qui unil’action, l’intellect et l’expérience sensible dans un échosémantique qui détermine une nouvelle modalité de percevoirnotre univers symbolique : l’espace – liaison de la mémoire;le temps (retour) et la présence (control, action, engagement).Le phénomène peut être considéré meta-narratif.

L’expression, limitée dans les danses standard par latechnique rigoureuse, a une subtilité spéciale et ne peutexprimer que l’harmonie du couple idéal, l’entente parfaitesans conflits.

Dans les danses latino l’expression a d’hautes formes,quand les danseur suivent de vraies scénarios. Dans leurévolution ils racontent des séquences de la lute du toréador(paso doble), un « love story » dans la rumba, créant desimages et des émotions adéquates. L’exubérance, la jovialitéet la sensualité se retrouvent aussi dans les autres danseslatines (samba, cha cha cha, jive), où elles sont augmenté parla liberté d’expression offerte par leur technique.

Le scénarioConstruire le scénario – le générateur de comportementsA la base d’un scénario se trouve une idée. Elle se

transforme dans une histoire quant l’imagination du danseurou de la personne qui travaille avec lui, transforme l’idéedans des fonds. A la base de la communication se trouve latransposition dans des situation ou hypostases, qui naît denouveau comportements. Tout ça se rassemble au travail d’ unacteur.

Il est indiqué que les deux partenaires travaillentensemble à communiquer le scénario. Il peut arriver qu’und’eux présente un comportement inadéquat à l’idée ou ausens, parce qu’il n’a pas compris l’idée où il n’as pas comprisl’idée ou la position qu’il faut aborder. Il est facile si l’autrea deviné le comportement correct ; il peut imprimer cecomportement à son partenaire aussi.

Apprendre un rôle nouveau implique l’ouverture versune autre réalité. Le personnage interprété dans la danse estcapable de transmettre émotion différente de celle de la danseprécédente. Dans se cas il faut modifier le comportement.

Pour réaliser tout ça il faut: chercher les sens(significations) nécessaires à exprimer ; utiliser d’une manièreconscient les modèles ; gagner l’accès aux ressourcesinconscientes pour redéfinir et transformer les sens.

Etapes pour redéfinir le comportement :- Identifier le comportement nouveau.- établir une relation de communication pour adopter

le nouveau comportement. Ça se réalise à traversdes sensations internes ou corporelles.

- La découverte des parts responsables decomportement (les intentions positives). On cherchel’équilibre entre conscient et inconscient dans lesintentons de comportements et communication.

- Développer de nouvelles modalités pour suggérerles situations. On choisit parmi plusieurs variantesd’expression celles considérées les plus suggestives.

- La répétition mentale de la future évolution.- Vérifier le nouveau comportement par l’accord

personnel. Si on découvre qu’il n’existe pas unaccord avec le nouveau comportement, on reprendla procédure.

La métaphoreLa métaphore est la narration qui se réalise à travers la

comparaison simple, similitudes ou analogies. La dansecommunique des histoires suggérées, pleines demétaphores. La communication est fondée sur lamétaphore, le mouvement suggère des idées qui ne sontpas directement transmises.

Pour créer des métaphores il est nécessaire l’habilitéde résonner avec le public et de le guider, afin de luiprovoquer des états d’âme.

L’induction de la métaphore se réalise par :- l’étude de la disposition présente du public et de

celle désirée. Par exemple, dans passo doble :

l’état actuel – le matador lutte avec la taureau ;l’état désirée – le danseur est le vainqueur.

- Choisir un contexte convenable. On actionnedans la contexte. Dans la danse sportive lecontexte est la musique, avec son tempo et rythmecaractéristiques. On impressionne l’hémisphèregauche du cerveau, actionnant sur soninconscient.

L’état d’âme provoquée au spectateur peut mener à cequ’il se dédouble de point de vue émotionnel.

Le sens de la chorégraphie, au delà de la communiondanse-musique, est de réaliser une communication afind’obtenir un réponse de la part du public. Les réactions dupublic peuvent déterminer soit la communication dans lamême manière, soit le changement quand la réponse estnégative.

La communication se base sur la résonance entre le publicet le danseur. On peut obtenir cette résonance par construit larelation et par l’harmoniser. La congruence représentel’accord, la cohérence interne du danseur qui est confidentdans son évolution et la fait voir.

Bibliographie1. Epuran, M., Holdevici, I., Toniþa, F. – La

psychologie du sport de performance, FEST,Bucarest, 2001

2. Givens, B. D.- The nonverbal dictionary of gestures,signs & body language cues, Spokane, Center forNonverbal Studies Press, Washington, 2002

1. Goleman D. – L’Intelligence Emotionnelle CurteaVeche, Bucureºti 2001

2. Golu, P.. – Les fondement de la psychologie sociale,Editura Miron, Bucurest, 2003

3. Hess, E. H. – The Tell-Tale Eye, Van NonstrandReinhold, New York, 1975

4. Pease, A.. – Body language – how to readothers’thoughts by their gestures, Sheldon Press,London, 1992

5. Richmond, P. V., Mc Croskey, C. J. -Communication: apprehension, avoidance andeffectiveness, ed. III-a, Gorsuch ScarisbrickPublishers, Scottsdale, Arizona, 1992

6. Rückle, H. – Le langage du corps pour les managers, Editura Tehnicã, Bucurest 2000

7. Zlate, M. – les fondements de la psychologie,Editura Prohumanitate, Bucurest, 2000

5

MODELE OPERAÞIONALE DE DEZVOLTARE ACOMUNICÃRII PRIN LIMBAJ CORPORAL

Conf. univ.dr. Gabriel Popescu

Termeni cheie: modele operaþionale, comunicare, limbaj

corporal

Introducere

Comunicarea prin miºcare reprezintã din ce în cemai pregnant un obiectiv de mare actualitate ºi importanþã înactivitãþile de culturã fizicã ºi sport. Cu rãdãcini genetice ºide adaptare, capacitatea de comunicare evolueazã specific,în raport cu obiectivele formãrii, educãrii, trebuinþelor,aspiraþiilor, individuale sau de grup.

Comunicarea este o condiþie obiectivã a adaptãriiºi calitãþii acesteia. Comunicarea nonverbalã în spaþiuleducaþional, relaþional este primordialã. Gestul precede sauînlocuieºte cuvântul, ideea sau starea. Semantica gesturilor acunoscut metamorfoze ºi o evoluþie fãrã precedent. Aplicaþiileeducaþionale ce valorificã comunicarea nonverbalã au devenitdin ce în ce mai performante, ºi mai solicitate. Comunicareanonverbalã se înscrie valoric, prin dinamism ºi ratã de progrescontinuu, atât în domeniul sportului de masã sau deperformanþã, cât ºi în domeniul educaþiei fizice.

Exigenþele impuse de performanþã, dar ºi de mediuleducaþional, reclamã modele ºi tehnici specifice moderne deînvãþare, perfecþionare ºi valorificare a limbajului corporal.Experienþele în aria comunicãrii recomandã dezvoltarea ºivalorificarea superioarã a acestui tip de transmitere ainformaþiei. Comunicarea nonverbalã poate fi valorificatãrelaþional ºi informatic – decizional.

Antrenamentul comunicãrii nonverbale începe dinfragedã copilãrie. Atunci sunt valorificate ºi conºtientizateiniþial primele structuri potenþial codificate de comunicareprin: poziþie, privire, gesticã, mimicã facialã, atitudine, stare.Un zâmbet, un scâncet, o privire, un semn, o poziþie, o miºcaresunt elemente primare de comunicare.

O datã cu trecerea anilor, evoluþia semanticã acomunicãrii nonverbalã evolueazã individual, pozitiv saunegativ, în raport cu performanþele educaþiei.Obiºnuinþele,mediul social, orientarea profesionalã, exemplele „model”,nivelul cunoaºterii, influenþeazã comportamentul semanticnonverbal. Evoluþiile pot fi pozitive (pânã la talent ºi vocaþie)sau negative (ticuri). În acest domeniu, întâmplarea trebuieînlocuitã prin pregãtire ºtiinþificã.

METHODICAL ASPECTS REGARDING THECOMPOSITION OF THE GENERAL INFLUENC-

ING, COORDINATION AND MOTOREXPRESSIVITY COMPLEXES IN PHYSICAL

EDUCATION AND SPORTS ACTIVITIESReader Gabriel Popescu, Ph.D.

ANEFS Bucharest

The methodical requirements regarding the compo-sition of the general influencing complexes, of the programsfor the coordination development, of those for the educationof motor expressivity through a better and modern use of thegymnastics means, match with the psycho-pedagogical prin-ciples of the young generation’s development and educa-tion.

From the psycho-functional point of view, these onesare specially subordinated to the process of the gradual adapt-ing to the general and specific level-imposed effort in physi-cal education activity.

The methodical requirements are objectivized ac-cording to the integrated strategy of fulfilling the physicaleducation modern tasks, in correlation with a better use ofthe gymnastics means, offered with such a generosity by itsbranches (basic, artistic, rhythmic, acrobatic, aerobic gym-nastics). These complexes will be logically planned, by keep-ing to the priority objectives of the bio-psycho-socio-motorintegration into the context of the commanded activities.

The general influencing complexes have a very im-portant strategical position within the physical education les-son. Their quality greatly determines the lesson general effi-ciency.

The methodical requirements regarding the struc-ture of the influencing complexes have a general or a specialcharacter. They have become, for the present and the futurespecialists in the field, a harmonious synthesis that fruitfullycombines classical and modern experiences.

AbstractThe methodical requirements are objectivized ac-

cording to the integrated strategy of fulfilling the physicaleducation modern tasks, in correlation with a better use ofthe gymnastics means, offered with such a generosity by itsbranches (basic, artistic, rhythmic, acrobatic, aerobic gym-nastics).

Strategy elements:The modern requirements have to meet some fur-

ther objectives, as compared to the classical ones. These onesaim at: Øforming the movement general bases and developing

their capacity of being applied to the control of effort pa-

rameter regulation and in the communication system;

Øa better using of the means, under the quantitative and

qualitative aspects, by simultaneously or synergically

achieving complex multidimensional (bio-psycho-socio-

motor) objectives;

Øproviding some higher quality and efficiency parameters,

in a simultaneous relationship with the proposed multidi-

rectional aim;

Øinitiating, substantiating and valorizing the communica-

tion system through mouvement;

Øfulfilling the young generation’s aspirations and options,

in a very attractive and performant way.

6

De acea, drumul spre integrare ºi valorificare profesionalãpoate fi influenþat prin formarea bazelor comunicãriinonverbale.

Acestea pot fi valorificate în cadrul educaþiei fizicesau sportului de performanþã. Sunt discipline ce au în sistemulde apreciere, criterii legate ce interpretare, expresie,comunicare. Exemple: sport aerobic, gimnasticã ritmicã,gimnasticã artisticã, patinaj artistic, înot sincron.Rezultatele experimentelor efectuate, în mediul ºcolar,universitar sau al performanþei sportive de-a lungul ultimilor5 ani ne permit sã prezentãm în sistemul de referinþã aldomeniului educaþiei fizice ºi sportului soluþii operaþionalemodel, de dezvoltare a comunicãrii prin limbaj corporal.

ObiectiveModelele de dezvoltare ale comunicãrii prin

miºcare pot fi adaptate urmãtoarelor obiective:Ü îndeplinirea diferitelor sarcini ale

activitãþilor de educaþie fizicã ºi sport;Ü pregãtire iniþialã ºi de bazã în sporturile

de expresie ºi interpretare artisticã.

Soluþii strategice operaþionale

În cadrul algoritmului antrenãrii expresiei ºicomunicãrii prin miºcare putem evidenþia strategic,prioritar:

Ü însuºirea poziþiilor ºi a miºcãrilor tuturor

segmentelor corpului;

Ü valorificarea miºcãrilor naturale;

Ü însuºirea, conºtientizarea potenþialului de

comunicare, analitic combinat, global a

segmentelor corpului;

Ü însuºirea limbajului corporal prin

intermediul parametrilor bazelor

generale ale miºcãrii;

Ü însuºirea primelor noþiuni de expresie

facialã;Ü antrenarea diferitelor modele de corelare

imaginativ- ideaticã cu diferite situaþii;

Ü formarea deprinderilor de miºcare

specifice actului de interpretare, creare,

comunicare;

Ü adaptarea soluþiilor în diferite dimensiuni

ale spaþiului sociometric (spaþiul de

creaþie), timpului;

Ü iniþierea ºi dezvoltarea simþului de

armonie ºi integrare prin miºcare;

Ü dezvoltarea capacitãþii de sugestie prin

valorificarea combinaþiilor poziþiilor ºi

miºcãrilor tuturor segmentelor corpului;

Ü dezvoltarea potenþialului de imaginaþie ºi

de interpretare;

Ü iniþiere în tehnicile de pantomimã;

Ü iniþiere în sugestie ºi inducere.

Provided opportunities:

è the more and more modern, diverse, but also

greater operating informational volume pro-

vided by gymnastics;

è accessibility, adaptation, universality,

attractivness, impact, possibilities to be cor-

related with music;

è alternative solutions for a finalization based

on a higher motivation: competitions, artis-

tic shows and projects for all the categories

and ages;

è a highly performant system of information

transmission;

è more and more image-focused databases;

è the possibility of having access to the new

technologies, materials and facilities;

è the continuous improvement of methodolo-

gies, under harmonious work conditions;

è the valorization of traditions and experiences

in the field, at a national, zonal or global

level;

è facilities of integration into the European

requirements;

è possibilities of promoting the Romanian val-

ues at the European and World levels.

Solutions:

þ Promoting a new philosophy regarding the

educational system and its content, by in-

troducing new concepts and dimensions,

especially in the physical education field:

fitness, body language, communication,

expression, expressivity.þ Recognizing the fundamental role of gym-

nastics in the exercise science and inten-

sively promoting its branches.

þ Valorizing the new technologies, materials

and facilities, in order to improve the work

conditions.

þ Using other types of operating structures

when composing the influencing, coordina-

tion, communication, expression and

expressivity complexes.

þ Teacher’s better training and involvement,

namely a better use of his imagination and

creation, as well as of the available tech-

nology.

þ Promoting the capacity of creating and

combining the operating structures: se-

quences, operating blocks, choreography.

7

Tematici operaþionale generale

Ü Exerciþii de expresie facialã:Ü Exerciþii de interpretare tematicã;Ü Exerciþii de improvizaþie;Ü Interpretarea gestualã a unei poveºti sau

a unui text ;Ü Interpretarea unei alegorii;Ü Realizarea unor tablouri cu personaje;Ü Realizarea unui dialog gestual pe o temã

datã;Ü Exerciþii de imitaþie;Ü Exerciþii de redare a stãrilor afective;Ü Exerciþii sub formã de joc;Ü Exerciþii sub formã de întrecere;Ü Teatrul umbrelor;Ü Exerciþii ºi jocuri alegorice;Ü Semantica poziþiilor;Ü Oscilaþia argumentului pe anumite

exerciþii;Ü Selecþia ºi valorificarea obiectelor în

expresie ºi comunicare;Ü Aplicaþii individuale ºi de grup.

Exemple de mijloace

ð imitaþia semanticã a gesturilor necuvântãtoarelor:tip de deplasare: mersul „ursului” „mersul piticului”„mersul elefantului”, sãritura iepuraºului; sãriturabroscuþei etc.;

ð reprezentarea semanticã a necuvântãtoarelor;”ºarpe”, „cocor”, „barzã”, etc:

ð reprezentarea prin diferite tehnici a dimensiunilor;mic, mare, înalt, scund, gros, etc.;

ð reprezentarea prin diferite tehnici ale anumitorobiecte;

ð alfabetul redat prin intermediul segmentelorcorpului, individual, în doi sau în grup;

ð reprezentarea acþiunilor - verbe;a apuca, a desfacere, a ridica, a transporta, a aprinde,

a stinge, a sãri, a arunca, a prinde, a þipa, a râde, acumpãra, a lovi, a primi, a da, a jongla, etc.

ð reprezentarea adjectivelor;ð reprezentarea meseriilor;ð reprezentarea personajelor de poveste;ð reprezentarea unor noþiuni valorificând elementele

de conþinut ale bazelor generale ale miºcãrii:

- prin ritm- prin amplitudine- prin viteza- prin tinuta- prin structura coordinativa- prin grad de incordare- prin grad de relaxare- prin energie

EX-PED STRUCTURES IN DIFFERENT

PHYSICAL EDUCATION AND SPORTS FIELDS

EXERCISE

SEQUENCE

OPERATING BLOCK

PROGRAM

COMPLEX

CHOREO-GRAPHY

The methods of teaching the training, educating anddevelopment exercises are adapted to the profile, to the typesof activities and to the objectives. Depending on their aim,these exercises can be grouped in: sequences, operatingblocks, complexes, programs, choreographies, lessons.

Defining the dimension of the terms:

exercise – a combination of positions and/ or mouvementsfrom 1 to 8 times1 .sequence – a combination of positions and/ or mouvementsfrom 1 to 16 times.operating block – a combination of positions and/ ormouvements from 32 to 128 times.complex – a logical combination of some exercises, sequencesor operating blocks; depending on the aim, it has a variabledimension and duration.

(the notion of complex can be personalized, depend-ing on the application zone: “complex of harmoni-

ous physical development”, “complex of general

physical development”, “complex for the strength

development”, “complex of exercises for mobil-

ity”, “complex of physical training”, “complex of

specific physical training” etc.).choreography – a complex combination of exercises, se-quences, operating blocks arranged according to the music,to a chosen theme, with a specific logic regarding the way ofapproaching the objectives and the means.program – a synthetic composition including a structuralevolution of objective-based exercises, for a certain periodof time.

1 Popescu G., Gimnastica – Prezentare Generalã,Editura Perpessicius, Bucureºti, 2002

8

ð interpretarea prin acþiuni sau poziþii a unor cuvinte„simbol”;

ð Jocul „Statuilor”;ð reproducerea gesturilor reflexe;ð interpretarea gesturilor armonice, de unduire;ð Semantica gesturilor: reprezentarea prin poziþii ºi

acþiuni:o stiluri de mers;

o stiluri de alergãri.

Direcþii de valorificare

ì Lecþia de expresie, expresivitatecomunicare prin miºcare

ì Antrenament sportiv de expresie,expresivitate comunicare prin miºcare

Dimensiunea educativã formativã, socio-integrativã acomunicãrii prin miºcare este deosebitã atât în lecþie cât ºi înantrenament.

Cultivarea conºtientã a modalitãþilor de exprimareprin limbaj corporal poate duce la descoperirea unor capacitãþilãuntrice ascunse. Ele deschid noi perspective de integraresocialã ºi profesionalã prin cunoaºtere.

Libertatea de valorificare a limbajului corporalînsuºit conºtient dezvoltã imaginaþia ºi capacitatea de creaþie.

Concluzii

Aplicând aceste tematici ºi mijloace la elevi de

diferite vârste, studenþi ºi sportivi gimnaºti a fost confirmatã

eficienþa ºi valoarea lor de referinþã strategicã ºi

operaþionalã la nivel iniþial ºi bazal. Algoritmul însuºirii

limbajului corporal este eficace. Toate obiectivele se

subordoneazã în bunã parte, stilului personal.

Nivelul educaþional, al personalitãþii, caracterul,

componenta afectivã, voinþa, motivaþia, marcheazã direcþiile

evoluþiilor.

Cultivarea ºi antrenarea imaginaþiei, experienþa

situaþiilor abordate în diversitate, cresc valoarea

comunicãrii.

Ordonarea tematicilor abordate ºi gradarea

mijloacelor trebuie realizatã în concordanþã cu nivelul

calitãþilor ºi aptitudinilor dobândite.

Controlul, autocontrolul, capacitatea de transpunere,dorinþa, volumul ºi calitatea eforturilor de repetare audeterminat diferenþierile dintre subiecþi.

Relaþia gând - sugestie - transpunere -improvizaþie devine sistemul de antrenare cel mai uzual allimbajului corporal.Antrenamentul expresiei corporale fixeazã actul interpretativºi identificã stiluri ale creaþiei.

S-au dovedit foarte eficiente operaþionalsuccesiunile gradate ce pleacã de la studiul miºcãrilorcorporale ale acþiunii, legate de senzaþii, stãri afective ºistructuri compozite ale bazelor generale ale miºcãrii,variantele compoziþionale ce alterneazã poziþii ºi miºcãri,

Content of the complexesComplexes can be composed of exercises or struc-

tures of exercises taken from: training, educating, generaldevelopment gymnastics, rhythmic gymnastics, aerobics,aerobic step.

Popescu G., 2004

Fundamental conditions for the teaching of train-ing, educating, multilateral development exercises1 :

Among the compulsory conditions that have to bemet when teaching the training, educating and developmentexercises, we mention:

ì to know all the fundamental positions and their de-rivatives;

ì to know all the positions and movements of the seg-ments, as well as their combination technology;

ì to master the “imitatively fragmented” teaching sys-tem;

ì to know their detailed content;ì to know the main anatomical and functional aspects

of the human body (knowledge of osteology, myol-ogy, biomechanics, physiology etc.);

ì to know the main laws of physics;ì to develop some exceptional psycho-pedagogical

qualities.

1 Popescu G., Gimnastica de bazã volumul II –Gimnastica pregãtirii educãrii, dezvoltãrii, multilaterale,Editura Elisavaros, Bucuresti, 2005

9

ilustrarea plasticitãþii ºi expresivitãþii corporale prin elementede mascã ºi pantomimã, aplicarea ritmurilor variate demiºcare, valorificarea exerciþiilor aplicative, exerciþiile deeducare a memoriei, reacþia ca mijloc de exprimarecomunicare, structurile ce implicã afectivitatea, mimicadiferitelor ramuri sportive: înot, box, lupte, judo, karate, saua temelor de grup, dialogul. Experienþa, performanþa ºidiversitatea bagajului motric contribuie la ridicareapotenþialului de comunicare prin miºcare.Poate fi remarcat caracterul universal al comunicãriinonverbale, valoarea formativã ºi educativã a procesuluievolutiv aplicat. Programele de expresie corporalã trebuiesã fie deosebit de variate, iar prin aplicarea lor va fi susþinutãde:

When establishing the content of a complex, it isnecessary to take into account1 :

ì the gymnasts’ age, gender and traininglevel;

ì the content and the objectives planned forthe fundamental part of the lesson, in or-der to keep to its operating unity or to sup-port it structurally, functionally, psycho-logically;

ì the work conditions;ì the time alloted to the activity.

1 Popescu G., 2005

INDIVIDUALLY

ON PAIRS

IN GROUP

The training –educating - complex

multilateral

development

exercises can be

realized:

� without hand-apparatus � with hand-apparatus

� on special apparatus

� on

gymnastics apparatus

� on special installations

all:

stimularea dorinþei pentru expresie;♦ expresia corporalã ca mijloc de comunicare;

♦ însuºirea unui conþinut motric ºi artistic cu valoare comunicativã;

♦ educarea esteticii corporale, concretizatã prin þinutã ºi execuþie artisticã, atitudine corporalã corectã;♦ formarea capacitãþii de realizare a dialogului

dintre corp ºi muzicã;♦ dezvoltarea capacitãþii motrice;

♦ dezvoltarea spiritului creator ºi a aptitudinilor artistice. Expresivitatea corporalã poate fi abordatã ca1 :

ì aptitudine (psiho-motricã) de a comunica,exprima plastic, adecvat ºi sugestiv prin gest,atitudine, mimicã, prin miºcarea corporalã înansamblul ei diferite stãri, emoþii, mesaje.

ì grad înalt de plasticitate ºi armonie amijloacelor de expresie corporalã, manifestatîn strânsã concordanþã cu cele ale muzicii

ì atribut estetic al miºcãrii corporale; þinuta ºiexecuþia artisticã, supleþea, armonia miºcãrilor,ritmicitatea ºi muzicalitatea motricã, tehnica-în sine, emanã sensibilitate, graþie, emoþie,frumos.

A complex has to optimze, at a basic level and some-times at a specific level, the system of command, executionand expression of motor activities, in a mental and functionalharmony. This one provides the gradual adaptation to the ef-fort requirements through an “up-to-down” arranged activa-tion of the positions and movements of the body segments.

A wise and modern approach of these complexescan provide elements of structural and motor substantiation,the enrichment of mouvement, combination, motor controland memory, socialization, cooperation and communicationexperiences.

The effort dynamics during the complex has spe-cific characteristics, subordinated to its objectives.

Rules of composition:ì a complex has to exert the whole body;ì a complex has to be complete;ì each exercise has to be subordinated to the

aim;ì the body has to be completely involved –

there are performed “up-to-down” exer-cises for: head and arms, arms, arms andtrunk, head and trunk, arms and trunk, legs,abdominal muscles, dorsal muscles, legs;

10

♦

Expresivitatea motricã (aptitudine specialã) se dezvoltãprin exersare. Existenþa unei predispoziþii indispensabilãformãrii aptitudinii, urmeazã sã fie actualizatã ºi dezvoltatãîn procesul pregãtirii, proces în care ( dupã Viºan A.2004) este antrenatã personalitatea în ansamblul ei. Prinpregãtirea de expresie urmãrim pe de-o parte depistareaacesteia, iar pe de altã parte asigurãm condiþiile ºimijloacele necesare pentru educarea ei.

BibliografiePopescu Gabriel, Gimnastica pregãtirii, educãrii, dezvoltãriifizice generale, Editura Elisavaros, Bucureºti, 2005Viºan, Alice, Studiu longitudinal privind formareaexpresivitãþii corporale la copii Conferinþa ªtiinþificãInternaþionalã „Prioritãþi, Perspective ºi Creativitate în Culturafizicã”ANEFS, Bucureºti, 2003Viºan Alice, Expresia corporalã. Bazele psiho-pedagogiceºi metodele de formare ºi educare a expresivitãþii corporaleîn educaþia fizicã ºcolarã” Lucrare de Doctorat .

ì exercises are selected according to theiraction upon the body, the psychic or theintegration aspects.

Methodical indications:ì the controlled increase of the effort param-

eters:µ from the beginning to the end of the complex:

Ø within the same complex, every day of appli-cation:

• from structure to struc-ture;

• within the same struc-ture.

Ø within an application program of the complex:µ from complex to complex;µ from program to program.

ì the evolutive and analytic modification ofthe structures, parameter by parameter;

within a complex, it is necessary to pro-vide the intergral exercising of the body seg-ments, the action symmetry and the balanceamong the antagonist muscular groups;ì the means have to be in a compositional

harmony;ì the composition of the structures that in-

clude positions and movements of thebody segments has to be realized accord-ing to the structural matrices (the pattern)which favorably alternate the musculargroups and the contraction type;

ì within each complex or structure, the evo-lution from the initial point to the maxi-mum point and then to the final point hasto be complex: a motor, functional, affec-tive, motivational, formative, and educa-tional one;

ì in a modern approach, a complex musthave a strong artistic and aesthetic com-ponent;

ì at the same time, it becomes a relating,integration, evaluation, self-evaluationand awareness process, particularly valu-able in the structure of the physical edu-cation lesson.

Advantages and effects of the modern applica-tion of the general influencing complexes:

§ the forming of some fundamental, ba-sic capacities, very important in themotor activity field;

(the capacity of controlling and regulat-ing the BGM)§ significant psychical modifications; (we mention the confidence in one’s owncapacities)§ special accumulations in the knowledge

field;

11

§ becoming aware of the effects, but alsothe cultivation of the aesthetic and com-munication values;

§ becoming aware of the value of the po-sition and movements of the body seg-ments;

§ learning the body language;§ modifications related to the social, re-

lating and integration aspects;§ the possibility of transforming them by

promoting some dominant aspects (co-ordination, expressivity).

Some methodical indications about the way of providing at-tractiveness:

Ø keeping the continuity by using different tech-

niques which provide the cursiveness (the fi-

nal position of an exercise has to become the

initial position of the following exercise);

Ø keeping a positive and enthusiastic attitude;

Ø using a musical background or accompani-

ment;

Ø promoting some themes and choreographies

inspired by the actuality or that present a gen-

eral interest;

Ø taking into account the way of modifying the

effort parameters (rhythm, tempo, direction,

alternation etc.).

The universe of movements / the universe of communica-

tion 12

Bibliography

Popescu Gabriel, Gimnastica pregãtirii, educãrii, dezvoltãriifizice generale, Editura Elisavaros, Bucureºti, 2005

13

ABORDARE SOCIOLOGICÃ PRIVINDIMPORTANÞA PREGÃTIRII MUSCULARE ÎN

CADRUL ANTRENAMENTELORVOLEIBALISTELOR CADETE (14-16 ANI)

Vladu LarisaUniversitatea din Piteºti

ABSTRACT:

The international and even national volley-ballactivity has registered nowadays obvious progresses in whatconcerns the game dynamics in all its aspects, concerningboth the complexity of the attack actions as well as the defenceones.

Analyzing these aspects it is obvious that the generaland specific physical training occupies, in the modern volley-ball game, a decisive part, to which the due attention is notalways granted in the training process starting with the juniorage.

INTRODUCERE

Activitatea voleibalisticã mondialã ºi chiar naþionalãcunoaºte astãzi progrese evidente în ceea ce priveºte dinamicajocului în toate aspectele sale, privind atât complexitateaacþiunilor de atac cât ºi de apãrare.

Analizând aceste aspecte apare evident faptul cãpregãtirea fizicã generalã ºi specificã, are în jocul modern devolei un rol determinant, cãruia însã nu întotdeauna i se acordão atenþie pe mãsurã în cadrul instruirii încã de la vârstajunioratului.

Faþã de aceste premise considerãm necesar, cã îndinamica pregãtirii voleibalistice a juniorilor, trebuie sã segãseascã noi metodologii privind formarea unor modelecompetitive de jucãtori, care sã înceapã cu modelul depregãtire fizicã a acestora.

Pentru o imagine de ansamblu asupra modului deabordarea a pregãtirii musculare, de cãtre specialiºtii dindomeniul voleiului de performanþã, am considerat necesar,în cercetarea noastrã, elaborarea unui chestionar.SCOPUL constã în a stabilii ponderea importanþei aspectelorpregãtirii musculare în procesul de antrenament alvoleibalistelor cadete (14-16 ani).

SUBIECÞII CHESTIONAÞI

La acest chestionar au avut amabilitatea de arãspunde un numãr de 30 specialiºti din toatã þara, care seocupã cu pregãtirea în voleiul de performanþã.

SOCIOLOGICAL APPROACH CONCERNING THEIMPORTANCE OF THE MUSCULAR PREPARA-

TION DURING THE TRAINING SESSIONS OF THECADETS VOLLEY BALL GIRL PLAYERS (14-16

YEARS OLD)

Vladu LarisaUniversity of Piteºti

ABSTRACT:Le volley-ball mondial et même national connaît

aujourd’hui des progrès évidents en ce qui concerne ladynamique du jeu, sous tous ses aspects qui portent autantsur la complexité des actions d’attaque que sur celles dedéfense. Après avoir analysé ces aspects, on peut affirmeravec certitude que la préparation physique générale etspécifique a, dans le jeu moderne de volley-ball, un rôledéterminant mais, malheureusement, on ne lui prête pas toutel’attention nécessaire pendant la période d’instruction desjuniors.

WHEREASThe international and even national volley-ball

activity has registered nowadays obvious progresses in whatconcerns the game dynamics in all its aspects, concerningboth the complexity of the attack actions as well as the defenceones.

Analyzing these aspects it is obvious that the generaland specific physical training occupies, in the modern volley-ball game, a decisive part, to which the due attention is notalways granted in the training process starting with the juniorage.

With respect of these premises, we considernecessary to include in the dynamics of the volley-ball juniorstraining new methodologies concerning the formation ofcompetitive player models and they should start with thephysical preparation model of those players.

In order to have an overall image of the specialistsin the performance volley-ball field on the approach of themuscular preparation, we considered necessary for ourresearch to put together a questionnaire.THE GOAL consists in establishing the weight of theimportance of the muscular preparation aspects in the trainingprocess of the cadets volley-ball girl-players (14-16 yearsold).

THE UNIVERSE OF THE RESEARCHA number of 30 specialists all over the country, who

are in charge with the performance volley-ball training havehad the kindliness to respond to this questionnaire.

14

ANALIZA ªI INTERPRETAREA OPINIILORSPECIALIªTILOR, PRIVIND ABORDAREAPREGÃTIRII MUSCULARE LA VOLEIBALISTELECADETE (14-16 ANI)1. Prima întrebarea din chestionarul nostru se referã lautilitatea pregãtirii fizice specifice în cadrul antrenamentelorvoleibalistelor cadete, la care antrenorii au fost unanimi înaprecierea importanþei acesteia.

Centralizarea rezultatelor la întrebarea nr.1 a

chestionarului

2. De asemenea majoritatea antrenorilor chestionaþi apreciazãcã pregãtirea fizicã specificã la voleibalistele cadete, trebuiesã ocupe o proporþie de 60% din pregãtire.


chestionarului

Reprezentarea graficã a rezultatelor obþinute la

întrebarea nr.2 a chestionarului

3. a). În perioada precompetiþionalã 50% din antrenori,utilizeazã pregãtirea fizicã specificã în proporþie de 40%, 33%din aceºtia apreciazã cã ea este necesarã cam 60% dinpregãtire, iar restul de 17% îi acordã o importanþã de numai20% .

THE ANALYZIS AND THE INTERPRETATION OFTHE SPECIALISTS’ OPPINIONS CONCERNING THEAPPROACH OF THE MUSCULAR TRAINING FORTHE CADETS VOLLEY-BALL GIRL-PLAYERS (14-16 YEARS OLD)1. The first question in our questionnaire refers to the utilityof the specific physical training included in the cadets vol-ley-ball girl-players’ training process. For this question, theanswers of the coaches were unanimous in appreciating theimportance of the above mentioned preparation.The centralization of the results for the first question of

the questionnaire

2. Also, the majority of the questioned clients appreciate thatthe specific physical training for the cadets volley-ball girl-players must occupy 60% of the overall training process.

The centralization of the results for the second question

of the questionnaire

3. a). In the period before competitions, 50% of the coachesuse the specific physical training in 40% of the overall trainingprogram, 33% of the coaches appreciate that this is necessaryin about 60% of the overall training program, and the rest of17% grant it only a 20% importance.

15

Centralizarea rezultatelor la întrebarea nr.3(a) a

chestionarului

Reprezentarea graficã a rezultatelor obþinute întrebarea

nr.3 (a) a chestionarului

3. b). În perioada competiþionalã majoritatea antrenoriloracordã pregãtirii fizice specifice o importanþã de 60%, ceeace înseamnã cã ea este prioritarã în cadrul acestei etape.

Centralizarea rezultatelor la întrebarea nr.3 (b) a

chestionarului


întrebarea nr.3 (b) a chestionarului

3. c). În perioada pregãtitoare pãrerile antrenorilor sunt maiapropiate ca procente, astfel 44% din cei chestionaþi acordãpregãtirii fizice specifice 40%, 33% considerã cã estesuficient un procent de 20% iar restul de 23% acordã acesteicomponente 60% din pregãtirea voleibalistelor cadete.

The centralization of the results for the question three (a)


The graphic representation of the results for the first

question of the questionnaire

3. a). In the period before competitions, 50% of the coachesuse the specific physical training in 40% of the overall trainingprogram, 33% of the coaches appreciate that this is necessaryin about 60% of the overall training program, and the rest of17% grant it only a 20% importance.

The centralization of the results for the question three (a)


The graphic representation of the results for the question

three (a) of the questionnaire

3. b). In the period during the competitions, the majority ofthe coaches grant a 60% importance to the specific physicalpreparation, which means that it is prioritary in this stage.

16

Centralizarea rezultatelor la întrebarea nr.3 (c) a

chestionarului


întrebarea nr.3 (c) a chestionarului

4. La aceastã întrebare, 90% din antrenorii chestionaþiconsiderã cã sportivii sunt conºtienþi de importanþa pregãtiriifizice specifice în cadrul antrenamentelor.


chestionarului



5. În ceea ce priveºte regimurile de contracþii folosite înpregãtire de cãtre antrenori observãm cã cele mai des utilizatesunt regimul concentric – 47% ºi cel pliometric – 40%.

The centralization of the results for the question three (b)



three(b) of the questionnaire

3. c). In the preparation period the coaches’ oppinions aremore close together as percentages, thus 44% of the ques-tioned coaches grant it a 40% of the specific physical prepa-ration in the whole training process, 33% consider that a pro-portion of 20% is sufficient, and the rest of 23% grant to thiscomponent 60% of the overall preparation of the cadets vol-ley-ball girl players.The centralization of the results for the question three(c)



three(c) of the questionnaire

4. For this question, 90% of the questioned coaches thinkthat the sportsmen are aware of the importance of the spe-cific physical training in the training process.

17


chestionarului



6. Dupã cum observãm din analiza rãspunsurilor date deantrenori, aproximativ 30% dintre aceºtia folosesccombinãrile de regimuri în cadrul pregãtiri iar 37%, nufolosesc deloc aceste mijloace.


chestionarului



7. Dintre combinãrile regimurilor de contracþii cele mai desfolosite de cãtre antrenori, în cadrul pregãtirii voleibalistelorcadete este pliometric-concentric (50%).

The centralization of the results for the fourth question


The graphic representation of the results for the fourth


5. In what concerns the contraction regimes used by thecoaches in the preparation process, we notice that the mostfrequently used are the concentric regime – 47% and the fold-metric one– 40%.

The centralization of the results for the fifth question of

the questionnaire

The graphic representation of the results for the fifth


6. As we can observe from the analyzis of the coaches’ re-sponses, approximately 30% use combinations of regimes inthe training process, and 37% do not use at all these means.

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chestionarului



8. Majoritatea antrenorilor ºi profesorilor chestionaþi nufolosesc alternarea regimurilor de contracþii, în cadrulantrenamentului sportiv, astfel 80% din cei chestionaþi aurãspuns cu „nu” la aceastã întrebare ºi numai 10% au rãspunsafirmativ.


chestionarului



9. Analizând rãspunsurile date de antrenori privind folosireaalternãrii regimurilor de contracþii în cadrul pregãtirii, 14 %din cei chestionaþi folosesc alternarea pliometric-concentric+ pliometric-concentric iar 80% nu folosesc deloc aceastãmetodã.

The centralization of the results for the sixth question of

the questionnaire

The graphic representation of the results for the sixth


7. From all the possible combinations of contraction regimes,the most frequently used by the coaches in the preparationprocess of the cadets volley-ball girl-players is the foldmetric– concentric one (50%).The centralization of the results for the seventh question


The graphic representation of the results for the seventh


8. The majority of the questioned coaches and professors donot use the alternation of the contraction regimes in thesportive training programs; thus, 80% of the questionedpersons answered with „no” to this question and only 10%answered affirmatively.

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chestionarului



10. În ceea ce priveºte vârsta la care se pot aplica regimurilede contracþii în pregãtirea sportivelor, 50% dintre antrenoriichestionaþi considerã cã aceasta ar fi de 14-16 ani, 37%apreciazã ca fiind la 12-14 ani ºi numai 13% considerã cãacestea pot fi aplicate ºi la vârsta de 10-12 ani.


chestionarului

Reprezentarea graficã a rezultatelor obþinute la întrebarea

nr.10 a chestionarului

The centralization of the results for the eight question of

the questionnaire

The graphic representation of the results for the ninth


10. In what concerns the age when the appropriate contractionregimes can be introduced in the sportsmen preparation, 50%of the questioned coaches consider that this age should be 14– 16 years old, 37% consider that this age should be 12 – 14years old and only 13% consider that those contractionregimes could be applied also at the age of 10 – 12 years old.

The centralization of the results for the tenth question of

the questionnaire

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CONCLUZIIDin analiza rãspunsurile date de antrenori se pot desprindeurmãtoarele concluzii:

- cercetarea ºtiinþificã efectuatã cu ajutorulchestionarului a reflectat opiniile antrenorilor dinRomânia, care se ocupã cu pregãtirea jucãtoarelor devolei cadete.- de asemenea, se poate observa cã pregãtirea fizicãconstituie o componentã importantã în concepþiaantrenorilor, dar ea se realizeazã tot cu ajutorulmetodelor cunoscute ºi general aplicate.- majoritatea antrenorilor chestionaþi nu folosesc încadrul pregãtirii musculare a voleibalistelor cadete,alternarea regimurilor de contracþii.- funcþia pregãtirii musculare în sistemul deantrenament constã în intensificarea regimului de lucrual organismului în scopul de a activa procesulspecializãrii sale morfofuncþionale ºi de a-l adaptacondiþiilor specifice activitãþii sportive practicate.

BIBLIOGRAFIE:

1. Bompa, T., (2003) – Performanþa în jocurilesportive, Edit. EX Ponto, SNA Bucureºti,.

2. Colibaba, E., Bota, I., (1998) – Jocuri sportive -Teorie ºi metodicã, Edit. Aldin Bucureºti.

3. Niculescu, M., Mateescu, A.,Trãilã, H.,Creþu,

M.,(2006) – Bazele pregãtirii musculare. Edit.Universitaria, Craiova.

4. Weineck, J., (2003) - Manuel d’entrainement sportif,Editions Vigot, Paris.

CONCLUSIONSFrom the analysis of the coaches’ answers, we can draw thefollowing conclusions:

-t he scientific research deployed by using thequestionnaire reflected the opinions of the coacheswhich are in charge of the preparation of the cadetsvolley-ball girl-players in Romania.- also, we can observe that the physical training is animportant component in the coaches’ conception, butit is deployed also with the help of the generally knownand applied methods.- the majority of the questioned coaches do not use thealternation of the contraction regimes in the muscularpreparation of the cadets volley-ball girl-players.- the role of the muscular preparation in the trainingsystem consists in the intensifying of the body’sworking regime with the goal of activating its mono-functional specialization and to adapt it to the specificconditions of the practiced sportive activity.

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DINAMICA PARAMETRILOR EFORTULUI ÎNTR-UN CICLU ANUAL DE ANTRENAMENTE LA

ECHIPA DE JUNIORI A C.S.S.

Lect.univ.dr. Potop Vladimir - Universitatea EcologicãBucureºti, FEFS

Prof.gr.I. Dulgheru Mihai – Clubul Sportiv ªcolarnr.2 Bucureºti

Key words: annual cycle, effort, judo, training

periods

SummaryThe works aims to contribute to the improvement

of the judoka training at juniors’ level by observing the de-velopment curves of the effort indexes dynamics in order toameliorate the sportive performances.

For this purpose we considered that it is necessaryto ensure an optimum relation between the effort parametersand the training components within an annual cycle, in orderto increase the performance capacity level.

This methodical-scientific approach lead to the re-alization of a research within the Judo Department of theSchool Sports Club (C.S.S.) no. 2 of Bucharest, with a groupof 8 judoka selected out of the whole group of 17 to19 yearsold. The research was carried out in three stages during aperiod of one school year (2004 –2005).

The results of the research point out that all themethodological aspects lead to the increase of the perfor-mance capacity level by ensuring an optimum relation be-tween the effort parameters and the training components dur-ing an annual cycle and that the judicious planning of thetraining components, as well as their dosing in accordancewith the laws of the modern sportive training, applied to Judo,fully justify the approach of this research subject.

IntroducereEvoluþia judo - ului de la înfiinþare ºi pânã în prezent

este strâns legatã de evoluþia fenomenului sportiv dar ºi deevoluþia socialã ºi spiritualã în concordanþã cu progresulºtiinþei ºi tehnicii.

Modificãrile periodice ale regulamentului din judo,sub acþiunea evoluþiei, progresului ºi noilor cerinþe alesocietãþii în continuã transformare, au determinat modificãride structurã a luptei, rezultând întreceri, competiþii în carevictoria este condiþionatã de eficienþã, ceea ce duce ladinamism ºi spectaculozitate.

„De asemenea ºi modificãrile periodice alecategoriilor de greutate, în concordanþã cu noile cerinþeanatomo - fiziologice, au contribuit la dinamizarea întrcerilorde judo ºi totodatã la creºterea spectaculozitãþii ºiatractivitãþii” (Hantãu, I. & Bocioacã, L., 2002).

În prezent, este de mare actualitate, necesitateaîmbunãtãþirii procesului de instruire si antrenament alsportivilor la toate nivelurile, în scopul eficientizãrii munciidepuse de sportivi dar ºi de antrenori .

DYNAMICS OF EFFORT PARAMETERS DURINGAN ANNUAL CYCLE OF TRAINING SESSIONS OF

C.S.S. JUNIORS TEAM

Univ. Lecturer Dr. Potop VladimirEcological University of Bucharest, FEFS 1st rank

Teacher Dulgheru Mihai – School Sports Club no.2Bucharest

Mots-clé: cycle annuel, effort, judo, périodes de

formation

RésuméL’ouvrage a comme but la contribution à

l’amélioration de la préparation des judokas au niveau desjuniors, en respectant les courbes de développement de ladynamique des indices de l’effort, afin de rendre meilleuresles performances sportives.

Pour cela, nous avons considéré nécessaire d’assurerune relation optimum entre les paramètres de l’effort et lescomposantes de la formation dans un cycle annuel, qui vaélever le niveau de la capacité de performance.

Cette démarche méthodique - scientifique a mené àla réalisation d’une recherche dans le cadre de la section deJudo du Club Sportif Scolaire (C.S.S.) no.2 de Bucarest, surun groupe de 8 judokas sélectionnés de l’entier groupe âgéde 17 à 19 ans. La recherche a été déroulée en trois étapes,pendant une période d’une année d’enseignement scolaire(2004 –2005).

Les résultats de la recherche mettent en évidence lefait que tous les aspects méthodologiques ont conduit àl’augmentation du niveau de la capacité de performance, enassurant une relation optimum entre les paramètres de l’effortet les composantes de la formation dans un cycle annuel, etque la planification judicieuse des composantes de laformation, ainsi que le dosage de celles-ci en conformité avecles lois de l’entraînement sportif moderne, appliqués au judo,justifient pleinement l’approche de ce thème de recherche.

IntroductionThe evolution of judo from its creation up to the

present moment is closely related to the evolution of the sport-ive phenomenon but also to the social and spiritual evolutionin conformity with the science and technique progress.

The periodical modifications of the Judo Regula-tions, under the effect of the evolution, progress and newrequirements of the society in continuous transformation,determined some structure modifications of the combat, thathad as result contests, events in which the victory dependson the efficiency, that leads to dynamism and a spectacularcharacter.

„Also, the periodical modifications of the weightcategories, in accordance with the new anatomical-physiologi-cal requirements, have contributed to the stimulation of thejudo events and to the increase of the attractive and spec-tacular character, too” (Hantãu, I. & Bocioacã, L., 2002).

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Scopul lucrãriiScopul principal al lucrãrii este îmbunãtãþirea

pregãtirii judoka la nivelul juniorilor prin respectarea curbelorde dezvoltare a dinamicii indicilor efortului în vedereaîmbunãtãþirii performanþelor sportive.

Ipotezele lucrãriiPentru îmbunãtãþirea conþinutului pregãtirii am

considerat necesar:- Asigurarea unei relaþii optime între parametrii

efortului ºi componentele pregãtirii într-un ciclu anual, vacreºte nivelul capacitãþii de performanþã;

- Optimizarea pregãtirii fizice generale ºiconsolidarea procedeelor preferate în combinaþie cu alteprocedee tehnice va îmbunãtãþi conþinutul pregãtirii tehnico-tactice ale judoka;

- Menþinerea unui nivel optim al capacitãþii de efortspecific prin perfecþionarea pregãtirii tehnico-tactice încondiþii concrete de luptã cu adversari de talie diferitã, vaconduce la atingerea nivelului maxim al pregãtirii ºi creºtereacapacitãþii de performanþã;

- Asigurarea condiþiilor de refacere în urmaeforturilor competiþionale, va influenþa menþinerea niveluluipregãtirii generale ºi specifice la nivel optim.

Organizarea ºi desfãºurarea cercetãriiPentru confirmarea sau infirmarea ipotezelor lucrãrii ne-ampropus realizarea unei cercetãri în cadrul secþiei de judo aC.S.S. nr.2 din Bucureºti, pe un grup de 8 judoka selecþionaþidin întreaga grupã de vârstã 17-19 ani. Cercetarea s-adesfãºurat pe o perioadã de un an ºcolar de învãþãmânt (1septembrie 2004 – 31 august 2005).

Cercetarea s-a desfãºurat în trei etape:

1. Etapa iniþialã (1.IX.2004 -21.XII.2004) –aplicarea mezociclului de pregãtire etapa pregãtitoare, etapade bazã ºi verificarea iniþialã al nivelului pregãtirii fizice,tehnice ºi tehnico-tactice.

2. Etapa intermediarã (3.I.2005 – 15.II.2005) –aplicarea mezociclului de pregãtire bicompetiþionalã(Campionatul Municipal desfãºurat în Bucureºti 28-29.I.2005ºi etapa de zonã desfãºuratã la Ploieºti 12-13.II.2005) ºiverificarea intermediarã a nivelului pregãtirii fizice, tehniceºi tehnico-tactice ºi performanþial.

3. Etapa finalã (16.II.2005-31.VIII.2005) –aplicarea mezociclurilor de pregãtire competiþionalã (turneufinal la Oradea 25-27.II.2005) ºi de tranziþie; verificareacunoºtinþelor tehnice pe grupe de procedee tehnice prinpromovarea examenului tehnic de centurã; verificarea finalãa nivelului pregãtirii fizice, tehnice ºi tehnico-tactice ºiperformanþial.

Metodele de cercetare utilizate au fost:1. Studiul bibliografic care a presupus documentarea

teoretico-metodicã a lucrãrii;2. Metoda observaþiei a presupus observarea

desfãºurãrii pregãtirii pe tot întregul an ºcolar, urmãrind atâtnivelul de pregãtire cât ºi rezultatele obþinute în concursuri;

Nowadays, the necessity to improve the education and train-ing process of the sportsmen at all levels is very topical, withthe purpose to make efficient the work of both sportsmenand coaches .

Purpose of the WorkThe main purpose of the work is to make better the

training of the judokas at juniors’ level by observing the de-velopment curves of the effort indexes dynamics in order toimprove the sportive performances.

Hypotheses of the WorkIn order to improve the contents of the training, we

considered that the following elements are necessary:- The assurance of an optimum relation between the

effort parameters and the components of the training in anannual cycle will increase the level of the performance ca-pacity;

- The optimization of the general physical trainingand the consolidation of the favorite procedures combinedwith other technical procedures will improve the contents ofthe judokas’ technical-tactical training;

- The maintaining of an optimum level of the spe-cific effort capacity by the improvement of the technical-tactical training in concrete combat conditions with oppo-nents of different size will lead to the reaching of the maxi-mum training level and to the increase of the performancecapacity;

- The assurance of the conditions of recovery afterthe competitive efforts will have an influence upon the main-taining of the general and specific training level at an opti-mum value.

Organization and Carrying out of the ResearchFor the confirmation or the invalidation of the work hypoth-eses, we intended to make a research within the Judo Depart-ment of the School Sports Club no.2 of Bucharest, with agroup of 8 judokas selected out of the whole group of 17 to19 years old. The research was carried out along a period ofone school year (from the 1st of September 2004 up to the31st of August 2005).The research was conducted in three stages:

1. Initial stage (1.IX.2004 -21.XII.2004) – applica-tion of the mezzo-cycle of training, preparatory stage, basicstage and initial verification of the physical, technical andtechnical-tactical training level.

2. Intermediate stage (from 3.I.2005 to 15.II.2005)– application of the mezzo-cycle of bi-competitive training(the Municipal Championship that took place at Bucharestfrom 28 to 29.I.2005 and the zonal stage held at Ploieºti 12-13.II.2005) and the intermediate checking of the physical,technical, technical-tactical and performance level.3. Final stage (16.II.2005-31.VIII.2005) – application of themezzo-cycles of competitive training (final tournament atOradea 25-27.II.2005) and transition training; checking ofthe technical knowledge on groups of technical proceduresby promoting the technical examination for belt granting; fi-nal verification of the physical, technical, technical-tacticaland performance level.

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3. Experimentul pedagogic a constat în verificareaipotezelor lucrãrii care au presupus folosirea mijloacelor depregãtire în diferitele etape ale pregãtirii în vederea asigurãriiunei relaþii optime între principalele componente ale pregãtiriifizice, tehnice, tehnico-tactice ºi compararea cu rezultateleobþinute în concursuri.

4. Metoda statistico-matematicã ºi graficã a constatîn prelucrarea ºi interpretarea rezultatelor studiului la testãrileiniþiale, intermediare ºi finale, apoi reprezentatarea lor grafic.

Probe de control stabilite I. Pregãtirea fizicã:

1. Forþa braþelor - Tracþiuni în braþe la bluza de

chimono: se trece bluza de chimono peste bara de tracþiuni.2. Forþa membrelor inferioare- Semigenuflexiuni cu

partener în procedeul KATA - GURUMA (roata peste umeri).3. Forþa gâtului ºi a spatelui - Pod pe cap cu partener

Fig. 1. Pod pe cap cu partener4. Forþa abdominalã - Ridicãri de trunchi cu rãsucire

spre dreapta ºi spre stânga din poziþia culcat dorsal cu braþelesus ºi cu picioarele sprijinite la scara fixã. II. Pregãtirea tehnicã:

1. UCHI - KOMI la banda elasticã la procedeul

SEOI-NAGE

Fig.2. UCHI-KOMI la banda elasticã la procedeul

SEOI-NAGE2. UCHI-KOMI: repetãri la TOKUI-WAZA

(procedeul preferat) cu partener, fãrã aruncarea acestuia.3. NAGE-KOMI: executarea TOKUI-WAZA

(procedeul preferat) cu aruncarea partenerului. III. Pregãtirea tehnico-tacticã:

1. RANDORI în NE-WAZA: luptã liberã deantrenament la sol, cu utilizarea tehnicilor din OSAE-WAZA,SHIME-WAZA ºi KANSETESU-WAZA, timp de 2 minute,cu schimbarea a 3 parteneri.

The Research Methods used were the following ones:1. Bibliographical study, that supposed the theoreti-

cal-methodical documentation of the work;2. Method of observation of the training carrying

out all along the school year, which involves both the train-ing level and the results got during contests;

3. The pedagogic experiment consisted of the veri-fication of the work hypotheses that implied the utilizationof the training means during the different stages of trainingin order to provide an optimum relation between the maincomponents of the physical, technical, technical-tactical train-ing and the comparison with the results obtained during thecontests.

4. The statistical-mathematical and graphical methodconsisted of the processing and interpretation of the studyresults at the initial, intermediate and final tests, and theirgraphical representation.

Control Tests determined I. Physical training:

1. Arms strength – Arms tractions at kimono jacket:the kimono jacket is passed over the tractions bars.

2. Strength of the inferior limbs- Semi- genuflec-

tions with partner in the KATA - GURUMA procedure (shoul-der wheel).

3. Neck and back strength – Bridging on the headwith partner

Fig.2. UCHI-KOMI at the elastic band in SEOI-NAGE4. Abdominal strength – Trunk lifting with twisting

to the right and to the left from the backside lying downwith arms up and legs leaning upon the rib stall. II. Technical training:

1. UCHI - KOMI at elastic band in SEOI-NAGEprocedure

2. UCHI-KOMI: repetitions at TOKUI-WAZA (fa-vorite procedure) with partner, without throwing him.

3. NAGE-KOMI: performance of TOKUI-WAZA(favorite procedure) with partner’s throwing. III. Technical-tactical training:1. RANDORI in NE-WAZA: training ground free combat, using the techniques of OSAE-WAZA, SHIME-WAZAand KANSETESU-WAZA, for 2 minutes, changing 3different partners

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Fig. 3. RANDORI în NE-WAZA: luptã liberã

de antrenament la sol2. RANDORI în TACHI-WAZA: luptã liberã de

antrenament în picioare, cu folosirea procedeelor tehnico-tactice de atac ºi de contraatac, timp de 2 minute, cuschimbarea a 3 parteneri.

3. SHIAI: luptã de antrenament cu respectareaprevederilor regulamentare ºi a punctajelor din competiþiileoficiale de judo, timp de 2 minute, cu schimbarea a 3 parteneri. IV. Nivelul performanþial:

1. Campionatul Municipal de judo, la Bucureºti –s-a urmãrit locul ocupat

2. Etapa de zonã de judo, la Ploieºti – s-a urmãritlocul ocupat

3. Etapa finalã de judo, la Oradea – s-a urmãrit loculocupat

Obiectivele pregãtirii în cadrul ciclului anual:§ Etapa iniþialã a studiului, mezociclu de bazã :

- dezvoltarea principalelor grupe muscularenecesare perfecþionãrii procedeelor tehnice;

- dezvoltarea rezistenþei generale a organismului;- consolidarea procedeelor preferate în combinaþie cu

alte procedee tehnice;- învãþarea elementelor tactice în funcþie de talia

adversarului.§ Etapa intermediarã a studiului, mezociclu

precompetiþional ºi competiþional:

- creºterea capacitãþii de efort specific a organsimului;- dezvoltarea calitãþilor motrice vitezã ºi forþa în regim

de rezistenþã;- perfecþionarea combinaþiilor tehnico-tactice în

funcþie de TOKUI-WAZA- menþinerea punctajului obþinut fãrã penalizãri în

lupta cu adversar de talie diferitã.§ Conþinutul mezociclului competiþional:

- clasarea sportivilor în primile trei locuri;- îmbunãtãþirea performanþelor obþinute la etapa

municipalã.- menþinerea la un nivel crescut a capacitãþii de efort

specific a calitãþilor combinate (vitezã în regim derezistenþã ºi forþã în regim de rezistenþã);

- perfecþionarea combinaþiilor tehnico-tactice în luptãcu adversari de talie diferitã;

- asigurarea unor antrenamente de verificare cusportivi de la alte cluburi din Bucureºti.

Fig. 3. RANDORI in NE-WAZA: training

ground free combat2. RANDORI in TACHI-WAZA: training free com-

bat on feet, using the attack and counter-attack technical-tac-tical procedures, for 2 minutes, changing 3 different part-ners.

3. SHIAI: training combat, with the observance ofthe regulation provisions and judo official events scores, for2 minutes, changing 3 different partners. IV. Performance level:

1. Judo Municipal Championship, at Bucharest–focus on the place obtained

2. Judo zonal stage, at Ploieºti– focus on the placeobtained

3. Judo final stage, at Oradea – focus on the placeobtained

Objectives of the Training within the AnnualCycle:

§ Research initial stage, basic mezzo-cycle :

- Development of the main muscular groups neededfor the technical procedures improvement;

- Development of the body general resistance;- Consolidation of the favorite procedures combined

with other technical procedures;- Teaching of tactical elements depending on the

opponent’s size.§ Research intermediate stage, pre-competition and

competition mezzo-cycle :

- Increase of the body’s specific effort capacity ;- Development of the motor qualities, speed and

strength in resistance conditions;- Improvement of the technical-tactical combinations

depending on TOKUI-WAZA- Maintaining of the score obtained without penalties

in the combat with an opponent of different size.§ Contents of the competition mezzo-cycle:

- Classification of the sportsmen on the first threeplaces;

- Improvement of the performances obtained at themunicipal stage;

- Keeping at a high level of the specific effort capac-ity of the combined qualities (speed in resistanceconditions and strength in resistance conditions);

- Improvement of the technical-tactical conditions incombats with opponents of different size;

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§ Eetapa finalã a studiului, mezociclu competiþional

ºi de tranziþie:

- îmbunãtãþirea conþinutului pregãtirii competiþionaleprin creºterea nivelului maxim ale pregãtirii;

- refacerea organismului în urma eforturilor dinetapele competiþionale;

- menþinerea nivelului pregãtirii generale ºi specificela nivel optim;

- susþinerea examenului de centurã prin demonstrareaprocedeelor tehnice din grupele respective ( KYU). Conþinutul mezociclului competiþional

corespunzãtor etapei finale de concurs, este dat de aceleaºimijloace din mezociclul anterior cu unele modificãri legatede volumul, intensitatea ºi complexitatea efortului. Acesteapresupun variaþia numãrului de repetãri raportate la timpulde lupta cu adversari cu talie diferitã.

Conþinutul mezociclului de tranziþie :- repetarea procedeelor tehnice pentru susþinerea

examenului de centurã;- jocuri de miºcare, ºafete ºi chiar jocuri sportive (

minifotbal cu minge de tenis );- reducerea numãrului de antrenamente sãptãmânal:

3 antr./sãpt-120 min.- refacerea individualã în timpul liber în funcþie de

posibilitãþi ( cu familia- munte sau mare ).

- Improvement of the technical-tactical conditions incombats with opponents of different size;

- Organization of verification training sessions withsportsmen of other clubs of Bucharest.

§ Research final stage, competition and transition

mezzo-cycle:

- Improvement of the contents of the competitiontraining by increasing the maximum level of thetraining;

- Recovery of the organism after the efforts madeduring the competition stages;

- Maintaining of the general and specific training levelat an optimum value;

- Passing of the examination for belt granting with ademonstration of the technical procedures of therespective groups ( KYU ).The contents of the competition mezzo-cycle asso-

ciated to the contest final stage is given by the same means asin the previous mezzo-cycle, with some modifications as forthe volume, intensity and complexity of the effort. Theseones involves a variation of the number of repetitions re-lated to the combat time with different size opponents.

Contents of the transition mezzo-cycle :- repetition of the technical procedures in order to

pass the examination for belt granting;- motion games, relay races or sports games ( mini-

football with tennis ball );.

- diminution of the weekly training sessions num-ber: 3 training sessions./week-120 min.

- individual recovery during the leisure time, de-pending on possibilities ( with the family – at the mountainsor seaside )

Results of the research

Table no.1. Results of the technical training

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Concluzii:În urma cercetãrii efectuate, rezultatele studiului

evidenþiazã urmãtoarele aspecte:- pregãtirea fizicã apreciatã prin probe de con-

trol specifice prezintã o îmbunãtãþire echilibratãîntre etapele testãrilor, evidenþiind o mai slabãdezvoltare a forþei braþelor;

- pregãtirea tehnicã apreciatã prin diferite metodede antrenament prezintã un progres optim latoate probele tehnice, evidenþiind o creºtere avitezei de execuþie;

- pregãtirea tehnico-tacticã apreciatã prin luptala sol, în picioare ºi combinatã cu schimbareaadversarului prezintã un progres mai mare înlupta în picioare, evidenþiind multitudineaposibilitãþilor de folosirea a procedeelor tehniceºi a combinaþiilor tehnico-tactice;

- nivelul de performanþã apreciat prin participareaîn trei etape de concurs oficiale prezintã clasareape locuri mai bune la etapa municipalã,asigurând participarea la etapele urmãtoare aleCampionatului Naþional.

Graph no.1. Performance capacityConclusions:Following up the research conducted, the study re-

sults point out the following aspects:- The physical training appreciated by means of

specific control tests shows a balanced improve-ment between the tests stages, pointing out afeebler development of the arms strength;

- The technical training appreciated by meansof different training methods presents an opti-mum progress at all technical tests, pointing outan increase of the execution speed ;

- The technical-tactical training appreciated dur-ing the ground work combat, standing up com-bat and combined with the opponent’s chang-ing presents a higher progress in the standingup combat, emphasizing the multitude of pos-sibilities to use the technical procedures and thetechnical-tactical combinations;

- The performance level appreciated through theparticipation in three stages of official contestpresents the classification on better places atthe municipal stage, ensuring the participation

27

Privind corelarea între probele de control la etapafinalã se evidenþiazã cã, existã diferenþe nesemnificative întreacestea, deoarece nivelul de pregãtire al subiecþilor esteapropiat ca valoare, iar categoriile de greutate sunt diferite.

Din rezultatele cercetãrii obþinute putemconcluziona urmãtoarele aspecte:

- Optimizarea pregãtirii fizice generale ºiconsolidarea procedeelor preferate în combinaþie cu alteprocedee tehnice conduc la îmbunãtãþirea conþinutul pregãtiriitehnico-tactice ale judoka;

- Perfecþionarea procedeelor tehnice ºi acombinaþiilor tehnico-tactice influenþeazã creºterea capacitãþiide efort specific a organismului;

- Menþinerea unui nivel optim al capacitãþii de efortspecific prin perfecþionarea pregãtirii tehnico-tactice încondiþii concrete de lupta cu adversari de talie diferitã con-duce la atingerea nivelului maxim al pregãtirii ºi creºtereacapacitãþii de performanþã;

- Asigurarea condiþiilor de refacere în urmaeforturilor competiþionale influenþeazã menþinerea niveluluipregãtirii generale ºi specifice la nivel optim;

Toate aceste aspecte metodologice au condus lacreºterea nivelului capacitãþii de performanþã prin asigurareaunei relaþii optime între parametrii efortului ºi componentelepregãtirii într-un ciclu anual.

Planificarea judicioasã a componentelor pregãtiriicât ºi dozarea acestora în concordanþã cu legitãþileantrenamentului sportiv modern, aplicate judoului, justificãpe deplin abordarea acestei teme de cercetare, care poatedeveni un reper ºi pentru alþi profesori sau antrenori carelucreazã cu sportivi judoka juniori.

Bibliografie1. Deliu, D., Judo. Note de curs. Editura A.N.E.F.S.

Bucureºti, 2006.2. Hantãu, I., Judo curs de bazã. Editura A.N.E.F.S.,

Bucureºti, 1994.3. Hantãu, I., Judo instruire ºi antrenament. Editura

A.N.E.F.S. Bucureºti, 2005.4. Hantãu, I.; Bocioacã, L., Judo curs de bazã. Editura

A.N.E.F.S. Bucureºti, 2002.5. Hantãu, I., Manual de judo. Editura Didacticã ºi

Pedagogicã, R.A. Bucureºti, 1996.6. Muraru, A., Judo pregãtirea juniorilor. Editura

Sport-Turism, Bucureºti, 1988.7. Muraru, A., Judo bazele performanþei. Editura

Garell Publishing House, Bucureºti, 1994.

8. ªtefãnuþ, S., Antrenamentul sportiv în judo. Editura

Scrisul românesc, Craiova, 1983.

- in the following stages of the National Cham-pionship.

Regarding the correlation between the control testsin the final stage, it is pointed out that there are insignificantdifferences between these ones, because the subjects’ train-ing level has close values, and the weight categories are dif-ferent.

The results obtained after the research allow us toconclude the following matters:

- The optimization of the general physical trainingand the consolidation of the favorite procedures in combina-tion with other technical procedures lead to the improvementof the contents of the judoka’s technical-tactical training;

- The technical procedures and technical-tacticalcombination improvement influence the increase of thebody’s specific effort capacity;

- The maintaining of an optimum level of the spe-cific effort capacity through the improvement of the techni-cal-tactical training in the concrete conditions of combat withopponents of different size helps to reach the maximum levelof training and the performance capacity increase;

- The assurance of the recovery conditions follow-ing up the competition efforts influences the maintaining ofthe general and specific training level at an optimum level.

All these methodological aspects lead to the increaseof the performance capacity level by ensuring an optimumrelation between the effort parameters and the training com-ponents during an annual cycle.

The judicious planning of the training components,as well as their dosing in accordance with the laws of themodern sportive training, applied to judo, fully justify theapproach of this research subject , that can become a markerfor other teachers or coaches who work with junior judokasportsmen.

28

PROIECTAREA ACTIVITÃÞILOR DE INSTRUIREDIFERENÞIATÃ FOCALIZATE PE OBIECTIVECARE VIZEAZÃ EDUCAREA CAPACITÃÞILOR

PSIHOMOTRICE LA PREªCOLARI

Lect. Univ. BALINT NELA TATIANAFACULTATEA DE ªTIINÞE ALE MIªCÃRII

SPORTULUI ªI SÃNÃTÃÞII, BACÃU

Cuvinte cheie: capacitatea psihomotricã, programde instruire, obiective de instruire.

Introducere: Cuvintele cheie mai sus menþionate,dezvoltã un ecran de probleme aºa cum ar fi: gândirea prinobiective, proiectarea didacticã, strategii instrucþionale,convertirea unor strategii instrucþionale în programe deinstruire ºi realizarea în final a axului generativ de calitate ºieficienþã înscris pe traseul obiectivelor operaþionale –conþinuturi ºi condiþii de realizare – strategii (structurioperaþionale) – instrumente de evaluare. Acest traseugenerativ implicã toatã problematica mai sus descrisã. În modconcret, acest traseu generativ dezvoltã urmãtoarele aspecteinstrucþionale conform aspectelor ºi problemelor circumscrisetemei:

1. Stabilirea obiectivelor programelor de instruire2. Conþinuturile procesului de instruire3. Este elaborarea strategiei instrucþionale4. altã problemã verificatã de axul calitativ al

procesului este evaluarea5. ultimã problemã este aceea a capacitãþilor

psihomotrice

Prezentare schematicã a acestor aspecte ºi problemecircumscrise temei:

PLANNING THE DIFFERENTIAL INSTRUCTIONACTIVITIES FOCUSED ON OBJECTIVES AIMIMGTO THE EDUCATION OF THE PSYCHOMOTIONABILITIES IN THE CASE OF CHILDREN OF PRE-

SCHOOL AGE

Univ. Lecturer BALINT NELA TATIANAFACULTY OF MOVEMENT, SPORTS AND HEALTH

SCIENCES, BACÃU

Key words: psycho-motion ability, instructionprogramme, instruction objectives.

Introduction: The key words mentioned above referto a range of matters such as: thinking by means of objectives,the didactic projection, instructional strategies, the conversionof some instructional strategies into instruction programmesand finally the achievement of the axis generating the qualityand the efficiency corresponding to the operational objectives– content and conditions for achievement - strategies(operational structures) – evaluation tools. This generatingroute involves all the topics mentioned above. This generatingroute actually treats the following instructional aspectsaccording to the aspects and the matters implied by the topic:

1. Establishing the objectives of the instructionalprogrammes

2. The content of the instruction process3. Drawing up the instructional strategy4. Another matter verified by the quality axis of the

process is the evaluation5. The last matter is the one of the psycho-motion

abilities

Schematic presentation of these aspects andproblems related to the topic:

29

Scopul cercetãrii constã în proiectarea activitãþilor depredare, învãþare, evaluare a capacitãþii psihomotrice lapreºcolari.

Ipotezele cercetãrii:

Analiza teoreticã ºi generalizarea datelor literaturiide specialitate, realizate în cercetarea de faþã ne demonstreazãcã relaþia predare – învãþare – evaluare a capacitãþilor motricela preºcolari nu a constituit un domeniu de interes pentruspecialiºti, astfel încât a devenit premisa de bazã ºi factor deactualizare pentru formularea urmãtoarelor ipoteze:

§ dacã particularitãþile individuale de vârstã ºi sex ausuferit schimbãri sub influenþa factorilor civilizaþieimoderne (nivelul de trai, condiþiile de viaþã,heterosisul, alimentaþia, tehnologiile moderne,automatizarea, etc.), atunci programele tradiþionalepot fi considerate ca fiind depãºite ºi deciîmbunãtãþite ºi aduse la nivelul exigenþei generaþieiactuale de preºcolari;

§ credem cã la vârsta preºcolarã se contureazã douãcategorii de trãsãturi: prima determinatã de factoriide naturã ereditarã – puþin educabil; a doua categoriecare apare ºi se formeazã în urma desfãºurãriiprocesului educativ – formativ. Dacã vom identificatrãsãturile educabile pentru aceastã vârstã, atuncivom putea îmbunãtãþi substanþial calitatea ºieficienþa procesului de formare a preºcolarilor;

Demersul operaþional:

Programele de instruire diferenþiate au fost aplicatepe un numãr de 14 subiecþi preºcolari de la Grãdiniþa nr. 29din Bacãu, grupaþi pe 3 categorii: deficienþã motricã pentru2 dintre subiecþii (U.C. ºi B.L.), întârziere motricã (subiecþiiV.A. ºi Z.A.) ºi pentru întârziere motricã uºoarã pentruceilalþi subiecþi, conform rezultatelor testului Oseretsky –Guillmann.

În continuare, vom prezenta tabelul cu vârsta cronologicã asubiecþilor ºi vârsta motricã corespunzãtoare în urma testuluiOseretsky – Guillmann aplicat.

În continuare, menþionãm urmãtoarele, în scopul susþineriiprogramelor de instruire diferenþiatã propuse pentru diferitecategorii de deficienþe motrice înregistrate:

The purpose of the research consists in planning theteaching, learning and psycho-motion assessment activitiesin the case of children of pre-school age.

Hypotheses of the research:

The theoretical analysis and the generalization ofthe data found in the specialty literature achieved in thisresearch prove that the relationship teaching – learning -assessment of the motion abilities in the case of children ofpre-school age was not a field of interest for the specialists,so that it has become the basic premise and updating factorfor drawing up the following hypotheses:

§ if the individual age and sex characteristic featureshave suffered changes due to the influence of themodern civilization factors (the living standard, theliving conditions, the heterosys, the food, the moderntechnologies, the automation, etc.), then thetraditional programmes can be considered as beingoutdated and so they must be improved and updatedto the standards of the present-day generation of pre-school children;

§ we believe that two categories of features are beingformed at pre-school age: the first one determinedby the hereditary factors – which can be littleeducated; the second category which appears and isformed as a consequence of the educational-formative process. If we identify the features whichcan be educated at this age, then we can greatlyimprove the quality and the efficiency of theformation process in the case of children of pre-school age;

The operational step:

The differential instruction programmes have beenapplied on a number of 14 subjects of pre-school age attendingKindergarten no. 29 of Bacãu, grouped into 3 categories:motion deficiency in the case of 2 of the subjects (U.C. andB.L.), motion retardation (subjects V.A. and Z.A.) and slightmotion retardation for the other subjects, according to theresults of the Oseretsky – Guillmann test.

We will present here below the table including thechronological age of the subjects and the correspondingmotion age according to the Oseretsky – Guillmann testapplied.

With the purpose of supporting the differential instructionprogrammes suggested for different categories of motiondeficiencies registered, we make the following mentions:

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§ diferenþierea programelor constã în adaptareaactivitãþii de instruire la particularitãþile de vârstã ºisex pentru dobândirea capacitãþilor psihomotricespecifice aceste perioade a preºcolaritãþii;

§ de asemenea, instruirea diferenþiatã, va permitevalorificarea potenþialului psihomotric al fiecãruisubiect ºi totodatã adaptarea învãþãrii acestorcomponente ale psihomotricitãþii în funcþie desubiecþi;

§ stabilirea relaþiei dintre obiective – conþinut ºicapacitatea de învãþare are drept scop sugerareastrategiei de predare ºi dirijare a învãþãrii, în funcþiede care sunt alese metodele adecvate de instruire ºimijloacele specifice acesteia pentru educareacapacitãþilor psihomotrice specifice preºcolarilor;

§ funcþiile evaluãrilor propuse în cadrul acestorprograme de instruire diferenþiatã sunt în scop:

- diagnostic – identificarea niveluluicapacitãþilor motrice specifice pentruaceastã vârstã;

- prognostic – estimarea nivelului dedobândire a capacitãþilor motrice;

- motivaþional – activarea ºi stimulareasferei psihice pentru autodepãºireanivelului motric existent.

Programele de instruire diferenþiatã pentru copii au fostîmpãrþite în 3 categorii: pentru copii cu deficienþã motricã,întârziere motricã ºi întârziere motricã uºoarã ºi conþinurmãtoarele:

- obiectivele operaþionale/obiectivele de referinþã;

- evaluare (sumativã) – test;

- resursele folosite: conþinutul programelor ºi capacitatea deînvãþare;

Table no.1 GROUP LISTConcerning the report between the chronological age

and the motion age§ the differentiation of the programmes consists in

adapting the instruction activity to the age and sexparticular features in order to achieve the psycho-motion abilities specific to this period of pre-schoolage;

§ the differential instruction will also allow us touse the psycho-motion potential of each subject andat the same time to adapt the learning of thesecomponent parts of the psycho-motion skillsaccording to the subjects;

§ establishing the relationship between objectives– content and the learning capacity has as a goalto suggest the teaching and the learning guidancestrategy, according to which the adequateinstructional methods and the specific methodsspecific for them are chosen in order to educate thepsycho-motion abilities specific to the children ofpre-school age;

§ the functions of the evaluations suggested in thesedifferential instructional programmes have as apurpose:

- the diagnosis – the identification of thelevel of the motion skills specific tothis age;

- prognosis – the estimation of the levelof achieving the motion skills;

- motivational – activating andstimulating the mental sphere in orderto self-surpass the existing motionlevel.

The differential instruction programmes for children havebeen divided into 3 categories: for children with motiondeficiency, motion retardation and slight motionretardation, and they include the following:

31

- scenariu didactic: metode, materiale,mijloace folosite;

- evenimentele didactice folosite.

Strategia didacticã propusã pentru programele deinstruire diferenþiatã specificã au avut la bazã evenimenteledidactice provocate de cadrul didactic (reactualizareaancorelor, prezentarea informaþiilor necesare învãþãrii,conducerea învãþãrii, obþinerea performanþelor, asigurareafeed-back-ului, evaluarea rezultatelor, asigurarea retenþiei ºitransferului), reacþii la evenimentele didactice de cãtrepreºcolar, elementele cheie – conþinuturi ºi timpul alocatacestora.

În cadrul acestor programe de instruire diferenþiatãobiectivele operaþionale/obiectivele de referinþã folosite aufost:

Concluzii:

În urma elaborãrii ºi experimentãrii programelor de instruirediferenþiate, concluziile primare care se desprind sunturmãtoarele:

• constatãm prin analiza primei ipoteze cã nivelulde trai, condiþiile de viaþã, heterosisul,alimentaþia, tehnologiile moderne,automatizarea pot influenþa dezvoltarea motricãa copiilor preºcolari ºi de aceea se impune omodificare a strategiei de intervenþie instructiv- educativã de tip tradiþional prin modeluldidacticist cu o strategie modernã prin modelulcurricular, pentru formarea ºi integrarea acestorcopii în societatea actualã;

• constatãm prin analiza celei de-a doua ipotezecã aptitudinile de naturã ereditarã dacã pot fi

- operational objectives/ the specificobjectives;

- evaluation (summing) – test;- the resources used: the content of the

programmes and the learningcapacity;

- the didactic scenario: methods,materials, methods used;

- the didactic events used.The didactic strategy suggested for the specific

differential instruction programmes were based on thedidactic events occasioned by the teacher (updating theanchor, presenting the information necessary for learning,conducting the learning process, getting the performance,ensuring the feed-back, evaluating the results, ensuring theretention and the transfer), the reactions of the child to thedidactic event, the key elements – contents and the timeallotted to them.

During these differential instruction programmes, theoperational objectives/ the specific objectives have been:

Conclusions:

After drawing up and experimenting the differentialinstruction programmes, the first conclusions drawn are thefollowing:

• after analyzing the first hypothesis we noticethat the living standard, the living conditions,the heterosys, the food, the moderntechnologies, the automation can influence themotion development of children of pre-schoolage and that is why it is imperious to makeadjustments to the strategy for the traditionalinstructive – educational intervention using thedidactic pattern with a modern strategy by

32

• identificate la o vârstã timpurie înseamnã cãsunt niºte calitãþi existente care pot fi stimulateºi optimizate pentru a cãpãta o stare manifestãcât mai grabnicã;

• de asemenea, aplicarea unei strategii didacticediferenþiate în funcþie de nivelul motric indi-vidual, conduce la îmbunãtãþireaperformanþelor motrice;

• în acest context, obiectivele educaþionalesusþinute de funcþiile de proiectare, anticipare,de dirijare – orientare, de organizare ºi controlpot contribui la îmbunãtãþirea calitãþii ºieficienþei procesului de formare a preºcolarilor;

• elaborarea corectã a obiectivelor educaþionaleîn funcþie de cerinþele civilizaþiei moderne ºiparticularitãþile individuale de vârstã ºi sex potconduce la o armonizare a relaþiei calitate –eficienþã.

• axul generativ obiective – conþinuturi – strategii– evaluare, conduce în mod evident la creºtereaeficienþei ºi calitãþii procesului de instruire.Acest deziderat se realizeazã atât în cadrulprocesului de predare ce aparþine educatoruluicât ºi mai des în procesul învãþare – instruire,ce aparþine educatului. Totodatã, existenþa unuiinstrument de evaluare (mãsurare) permitedirijarea controlatã a procesului de instruire.

Bibliografie selectivã:

1. Arribas, T., L., (2004), La educacion fisica de 3 a 8 anos,Editorial Paidotribo, Barcelona, Spania;

2. Colibaba – Evuleþ, D., Bota, I., (1998), Jocuri sportive.Teorie ºi metodicã, Editura Aldin, Bucureºti;

3. Colibaba – Evuleþ, D., (2003), Metodologiaoperaþionalizãrii obiectivelor educaþional – formative,lucrare ºtiinþificã publicatã în Revista ªtiinþa sportului,nr.34, Bucureºti;

4. Cojocariu, V.M., Sacarã. L., (2005), Managementulproiectelor pedagogice. Ghid metodologic., EdituraDidacticã ºi Pedagogicã, R.A., Bucureºti,

5. De Landsheere, G., De Landsheere, V., (1999), Definireaobiectivelor educaþiei, Editura Didacticã ºi Pedagogicã,Bucureºti;

6. Sacarã, L., Dãmian, I., Macarie, G.F., Tebeanu, A.V.(2006), Psihopedagogia în sinteze, Editura EduSoft,Bacãu.

• means of the curricular pattern, in order toeducate and to integrate these children into thepresent-day society;

• after analyzing the second hypothesis we noticethat, if they are identified at an early age thehereditary skills are existing skills which canbe stimulated and improved in order to becomeobvious as soon as possible;

• applying a differential didactic strategyaccording to the personal motion level leads tothe improvement of the motion performance;

• in this contest, the educational objectivessupported by the functions of projection,anticipation, guidance – orientation,organization and control can contribute to theimprovement of the quality and the efficiencyof the formation process in the case of childrenof pre-school age;

• the correct elaboration of the educationalobjectives according to the requirements of themodern civilization and to the age and sexparticular features can lead to a harmonizationof the quality - efficiency relationship.

• the generating axis objectives – content –strategies – evaluation evidently leads to theimprovement of efficiency and of the qualityof the instructional process. This goal isachieved within the teaching process belongingto the educator as well as (and even more often)in the learning – instructional process whichbelongs to the instructed person. At the sametime, the existence of an assessment(measurement) tool allows the controlledguidance of the instructional process.

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STUDIU PRIVIND COMPONENTELE PREGÃTIRIITEHNICO-TACTICE ÎN ANTRENAMENTELE

ECHIPELOR DIN LIGA NAÞIONALÃ DE FOTBALA ROMÂNIEI

Conf.univ.dr. Balint GheorgheFacultatea de ªtiinþe ale Miºcãrii, Sportului ºi Sãnãtãþii

BacãuCristea Andrei

FCU PolitehnicaTimiºoara & Invest SA,

RezumatStudiul de faþã îºi propune sã evidenþieze aspecte

obiective ºi semnificative ale utilizãrii pregãtirii tehnico-tactice în antrenamentele echipelor de fotbal din LigaNaþionalã a României.

Cuvinte cheie: pregãtire tehnico-tacticã, liganaþionalã, fotbal.

Scopul studiului:Studiul realizat s-a desfãºurat pe perioada unui an

de zile ºi face parte dintr-o cercetare care se va întinde petrei ani ºi care are drept scop principal elaborarea unui modelde pregãtire tehnico-tacticã în jocul de fotbal la nivelulechipelor de liga naþionalã.

Scopul acestui studiu este acela de a realiza oanchetã în rândurile jucãtorilor ºi al antrenorilor din divizianaþionalã pentru a putea identifica importanþa acordatãpregãtirii tehnico-tactice în procesul de antrenament.

Ipotezele studiului:Pentru a obþine rezultate obiective în ceea ce priveºte

studiul nostru, ne-am stabilit pentru prezenta cercetareurmãtoarele ipoteze:

1. Se apreciazã cã printre cei maiimportanþi factori de progres aiperformanþei în jocul de fotbal, senumãrã dirijarea optimã a pregãtiriitehnico-tactice, realizarea ºistandardizarea mijloacelor de acþionarepentru aceastã pregãtire.

2. Datoritã caracteristicilor fotbalului ac-tual, pregãtirea tehnico-tacticã trebuiesã fie nelipsitã în cadrul procesului deantrenament.

Organizarea studiului:Prima parte a studiului nostru a constat în analiza

literaturii de specialitate cu privire la tema cercetatã. Pasulurmãtor al studiului nostru a fost elaborarea chestionarelorpentru anchetare.

Chestionarele au fost distribuite în turul Ligii 2006– 2007, înaintea fiecãrui joc oficial, dupã urmãtorul program:Chestionarele pentru antrenori ºi cele pentru fotbaliºtiiFCU POLITEHNICA Timiºoara & INVEST SA au fostdistribuite înaintea începerii turului ligii.

Chestionarele elaborate au fost distribuite unuinumãr de 36 de antrenori, câte doi de la fiecare echipã dincampionatul ligii naþionale ºi unui numãr de 180 de fotbaliºti,câte 10 chestionare pentru fiecare echipã.

STUDY CONCERNING THE COMPONENT PARTSOF THE TECHNICAL AND TACTICAL

PREPARATION DURING THE TRAINING OF THETEAMS IN THE ROMANIAN NATIONAL SOCCER

LEAGUE

Conf.univ.dr. Balint GheorgheFaculty of Movement, Sports and Health Sciences of

BacãuCristea Andrei

FCU PolitehnicaTimiºoara & Invest SA,

AbstractThis study has as a goal to underline some objective

and significant aspects of the use of the technical and tacticalpreparation during the training of the soccer teams in theRomanian National League.

Key words: technical and tactical preparation,national league, soccer.

Purpose of the study:The study achieved has been carried out during one

year and is part of a research which will take place duringthree years, the main purpose of which is to make up a patternfor the technical and tactical preparation for the soccer gameon the level of the national league teams.

The purpose of this study is to make an investigationamong the players and the coaches of the national division inorder to be able to identify the importance given to thetechnical and tactical preparation during the training process.

Hypotheses of the study:In order to get objective results concerning our study,

we have established the following hypotheses for thisresearch:

1. We suppose that the optimal guidanceof the technical and tactical preparation,the achievement and the standardizationof the means of action for thispreparation are among the mostimportant factors for the improvementof performance during the soccer game.

2. Due to the characteristic features of thepresent-day soccer, the technical andtactical preparation is compulsoryduring the training process.

Organization of the study:The first part of our study consisted in the analysis

of the specialty literature concerning the topic of the research.The next step of our study was the drawing up of thequestionnaires for the inquiry.

The questionnaires have been distributed during thetour of the League 2006 – 2007, before each official match,according to the following programme:

34

Chestionarele elaborate au fost distribuite unui numãr de 36de antrenori, câte doi de la fiecare echipã din campionatulligii naþionale ºi unui numãr de 180 de fotbaliºti, câte 10chestionare pentru fiecare echipã.

Semnificativ pentru studiul nostru este faptul cã dincei 36 de antrenori care au primit aceste chestionare au avutamabilitatea sã ne rãspundã doar 28, iar dintre cei 180 defotbaliºti doar 120.

Dupã primirea chestionarelor, am trecut la analizaºi interpretarea rãspunsurilor subiecþilor, lucru care ne-apermis elaborarea concluziilor finale ale prezentului studiu.

Pentru o mai bunã înþelegere a studiului nostru,considerãm cã este necesar sã prezentãm în paginile urmãtoareaceste douã chestionare.

The questionnaires for the coaches and those for the soccerplayers of FCU POLITEHNICA Timiºoara & INVEST SAhave been distributed before the beginning of the tour ofthe League.

The questionnaires drawn up have been distributedto a number of 36 coaches, two from each team from thenational league championship and to a number of 180 soccerplayers, 10 questionnaires for each team.

What is significant for our study is the fact that only28 of the 36 coaches who have received these questionnaireshave been so kind as to answer, and only 120 out of the 180soccer players.

35

After getting the questionnaires back, we have started theiranalysis and the interpretation of the subjects’ answers, factwhich has allowed us to draw up the final conclusions of thisstudy.

For a better understanding of our study, we considerit is necessary to show these two questionnaires in the pagesbelow.

36

Prelucrarea ºi interpretarea datelorÎn urma chestionãrii antrenorilor ºi jucãtorilor care

au avut amabilitatea sã ne rãspundã la chestionar s-au desprinsurmãtoarele:

La întrebarea 1: „Câte procente reprezintãpregãtirea tehnico-tacticã în procesul de antrenament alechipei dumneavoastrã ?”

THE PROCESSING AND THE INTERPRETATIONOF DATA

After questioning the coaches and the soccer playerswho have been so kind as to answer our questionnaire, wehave drawn the following conclusions:

For question 1: „ What is the percentage of thetechnical and tactical preparation during the trainingprocess of your team?”

Din rezultatele chestionãrii se pot observa rãspunsuri diferitela cele douã categorii de subiecþi chestionate, fapt care nepermite sã ne îndoim de veridicitatea rãspunsurilor, în sensulcã dacã 57,14% din antrenorii chestionaþi susþin cã pregãtireatehnico-tacticã reprezintã 75% din procesul de antrenament,60% din jucãtorii chestionaþi afirmã cã 100% din procesulde antrenament este utilizat pentru pregãtirea tehnico-tacticã.

Având în vedere obiectivitatea rãspunsurilorjucãtorilor (care nu au nici un interes sã rãspundã fals) suntemîn mãsurã sã concluzionãm cã în procesul de antrenament înfotbal pregãtirii tehnico-tactice i se acordã întregul timp dincadrul antrenamentelor.

De menþionat, în urma rãspunsurilor la aceastãîntrebare, este faptul cã prima variantã de rãspuns – 25%, nua fost bifatã de nici una dintre categoriile de subiecþi, fapt cene indicã, cã pregãtirea tehnico-tacticã este importantã înantrenamentele de fotbal contemporane.

La întrebarea 2,• adresatã antrenorilor: „Acordaþi la fiecare antrenamental echipei dumneavoastrã un timp special pentrupregãtirea tehnico-tacticã ?”

According to the results of the investigation, we can noticedifferent answers given by the two categories of subjectsquestioned, fact which allows us to doubt the truthfulness ofthe answers, meaning that if 57,14% of the coaches questionedstate that the technical and tactical preparation is 75% of thetraining process, 60% of the players questioned state that100% of the training process is used for the technical andtactical preparation.

Considering the objectivity of the players’ answers(who have no interest in giving false answers), we are able toconclude that during the training process in soccer all thetraining is dedicated to the technical and tactical preparation.

We must also mention that, according to the answersto this question, the fist choice – 25%, has not been markedby any of the categories of subjects, fact that indicates thatthe technical and tactical preparation is important during thecontemporary soccer training.

For question 2,• addressed to the coaches: „ Do you dedicate a certainamount of time during each session of training of yourteam to the technical and tactical preparation?”

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La aceastã întrebare putem observa rãspunsuri aproximativegale la cele douã categorii de subiecþi chestionate, respectiv100% din antrenorii chestionaþi ºi 93,33% din jucãtoriichestionaþi susþin cã se acordã la fiecare antrenament un timpspecial pentru pregãtirea tehnico-tacticã.

Aceste rezultate obþinute ne permit sã concluzionãmcã pregãtirea tehnico-tacticã este într-adevãr prezentã lafiecare antrenament al celor chestionaþi, cele douã rãspunsurinegative ale jucãtorilor nefiind importante procentual.

La întrebarea 3: „Care din urmãtoarelecomponente ale antrenamentului sportiv consideraþi cãeste mai importantã în fotbal?”

• addressed to the players: „ Does the coach of your teamdedicate a certain amount of time during each sessionof training to the technical and tactical preparation?”

In the case of this question, we can notice almost equalanswers given by the two categories of subjects questioned,respectively 100% of the coaches questioned and 93,33% ofthe players questioned state that a special amount of time isdedicated to each type of preparation during each session oftraining.

These results allow us to conclude that the technicaland tactical preparation is really present during each trainingsession of the people questioned, the two negative answersof the players being insignificant for the final percentage.

Urmãrind rezultatele chestionãrii, prezentate în tabelele demai sus, se poate observa faptul cã pregãtirea tehnico-tacticãse vrea cea mai importantã componentã a antrenamentuluisportiv, antrenorii acordându-i un procentaj de 57,14% iarjucãtorii un procentaj de 73,33%.

Cu toate acestea, ambele categorii de subiecþichestionaþi recunosc importanþa pregãtirii fizice, pregãtire pecare ºi antrenorii ºi jucãtorii o claseazã pe locul II (28,57%din antrenori ºi 20% din jucãtori).

De menþionat este faptul cã pregãtirea teoreticã estetotal neglijatã în antrenamentul celor chestionaþi, lucru carene permite sã afirmãm cã actuala manifestare, din punct devedere al regulamentului de joc, al fotbalistului român nueste întâmplãtoare.

Dacã noi ne aºteptam ca ultima variantã de rãspuns– „Toate, în mod egal”, sã aibã un procentaj mai mare, dupãcum se poate observa, nici antrenorii (4=14,28%) ºi nicijucãtorii chestionaþi (8=6,66%) nu au optat pentru aceastãvariantã de rãspuns.

La întrebarea 4: „Consideraþi cã numãrul de orecare au fost alocate pentru pregãtirea tehnico-tacticã aechipei dumneavoastrã în campionatul trecut a fost bun?”

Following the results of the investigation, presented in thetables above, we can notice the fact that the technical andtactical preparation is the most important part of the sportstraining, the coaches giving it a percentage of 57,14% andthe players a percentage of 73,33%.

However, both categories of subjects questionedadmit the importance of the physical preparation, which thecoaches as well as the players put on the second place (28,57%of the coaches and 20% of the players).

We must mention the fact that the theoretical trainingis totally neglected during the training of the peoplequestioned, fact which allows us to state that the presentmanifestation of the Romanian soccer player, from the pointof view of the game regulations, is not accidental.

While we expected that the last choice – „ All areequally important” to get a high percentage, as we can notice,neither the coaches (4=14,28%) nor the players (8=6,66%)questioned have chosen any of these possible answers.

For question 4: „ Do you believe that the numberof hours dedicated to the technical and tacticalpreparation of your team during the last championshipwas a proper one?”

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Observãm din cele prezentate o diferenþã clarã întrerãspunsurile antrenorilor ºi cele ale jucãtorilor, astfel:

o dacã antrenorii considerã într-un procentde 71,42% cã numãrul de ore alocatepentru pregãtirea tehnico-tacticã a echipeia fost bun, numai 13,33% dintre jucãtoriichestionaþi le împãrtãºesc opinia;

o procentajul crescut al jucãtorilor care auoptat pentru varianta „Nu” (76,66%) neatenþioneazã asupra veridicitãþiirãspunsurilor la întrebãrile precedente ºiîn acelaºi timp ne obligã sã afirmãm cã ºirezultatele prezentei cercetãri confirmãslaba pregãtire tehnico-tacticã a jucãtorilorde fotbal din România, lucru acceptat ºirecunoscut de majoritatea specialiºtilordomeniului nostru;

o considerãm cã ambele categorii de subiecþicare au optat pentru varianta a treia „Greude rãspuns” nu au avut puterea sã fieobiectivi în rãspunsurile dumnealor.

La întrebarea 5: „Consideraþi cã este necesar sãse acorde o pondere mai mare pregãtirii tehnico-tacticeîn antrenamentele dumneavoastrã?”

From the facts presented, we can notice a clear differencebetween the answers of the coaches and those of the players,as follows:

o if 71,42% of the coaches believe that thenumber of hours dedicated to the technicaland tactical preparation of the team was aproper one, only 13,33% of the playersquestioned share their opinion;

o the high percentage of players who chosethe answer „No” (76,66%) is a signal forus concerning the truthfulness of theprevious answers and at the same timeforces us to state that the results of thisresearch confirm the poor technical andtactical preparation of the soccer playersfrom Romania, fact accepted and admittedby most specialists in our field;

o we believe that both categories of subjectswho have chosen the third answer „Hardto say” didn’t have the strength to beobjective when answering.

For question 5: „ Do you believe it is necessary todedicate more time to the technical and tacticalpreparation during your training?”

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Din analiza rãspunsurilor celor douã categorii de subiecþichestionaþi se observã faptul cã antrenorii rãmân la pãrereacã ponderea acordatã pregãtirii tehnico-tactice înantrenamentele conduse de domniile lor este suficientã(85,71%) pe când jucãtorii au variante de rãspuns care nedeterminã sã credem cã au fost mult mai obiectivi decâtantrenorii, deoarece la întrebarea precedentã 76,66% dintrejucãtori considerau cã numãrul de ore care au fost alocatepentru pregãtirea tehnico-tacticã în campionatul trecut nu afost bun, la aceastã întrebare 80% dintre jucãtori considerãcã este necesar sã se acorde o pondere mai mare pregãtiriitehnico-tactice în antrenamente.

Acest fapt, considerãm noi, se datoreazã fricii deefort fizic care caracterizeazã în general jucãtorul de fotbalromân.

Concluzii:Înainte de a elabora concluziile finale ale acestui

studiu trebuie sã recunoaºtem cã rezultatele obþinute nu putemsã le generalizãm pentru întreg fenomenul fotbalistic dinRomânia deoarece acest studiu s-a desfãºurat numai laechipele de ligã naþionalã, precum ºi datoritã faptului cãnumãrul de subiecþi care au avut amabilitatea sã ne rãspundãla chestionar este foarte mic, comparativ cu numãrul total aljucãtorilor din liga naþionalã, ceea ce obligã sã recunoaºtemcã studiul nostru, din acest punct de vedere, nu este obiectiv.

Având în vedere faptul cã suntem nevoiþi sãrecunoaºtem cele de mai sus, permiteþi-ne sã ne limitãm lainterpretãrile din capitolul precedent a rezultatelor obþinuteºi din respect pentru cei care lucreazã în fotbal sã nu facemnici o propunere.

Bibliografie:BALINT GH. „Bazele jocului de fotbal”, Ed. Alma Mater,Bacãu, 2002.COLIBABA-EVULEÞ, D., BOTA I. „Jocuri sportive –teorie ºi metodicã”, Ed. Aldin, Bucureºti, 1998.CERNÃIANU, C. “Fotbal. Teoria ºi practica jocului ºi

antrenamentului modern”, Ed. Fundaþiei“România de Mâine”, Bucureºti, 1997.

From the analysis of the answers given by the two categoriesof subjects questioned we can notice the fact that theRomanian coaches persist in their opinion that the amount oftime dedicated to the technical and tactical preparation duringthe training sessions led by them is enough (85,71%), whilethe players have answers which make us believe that theyhave been much more objective than the coaches, since forthe previous question 76,66% of the players considered thatthe number of hours dedicated to the technical and tacticalpreparation during the last championship has not been theproper one, for this question 80% of the players consideredthat it is necessary to dedicate more time to the technical andtactical preparation during the training.

This fact, we believe, is due to the fear of physicaleffort which generally characterizes the Romanian soccerplayer.

Conclusions:Before drawing the final conclusions of this study,

we must admit that we can not generalize the results achievedfor the whole soccer phenomena in Romania, since this studyhas included only the national league teams, as well as becauseof the fact that the number of subjects who were so kind as toanswer the questionnaire is very small compared to the totalnumber of players in the national league, fact which forcesus to admit that our study is not objective from this point ofview.

Considering the fact that we are forced to admit thethings mentioned above, allow us to limit ourselves to theinterpretations of the results achieved given in the previouschapter, and not to make any suggestion, out of respect forthose who work in the field of soccer.

41

ANALYSIS OF THE SUCCESSFUL DEAD-BALLSITUATIONS IN THE 12TH EUROPEAN SOCCER

CHAMPIONSHIP

Armatas V., Yiannakos A., Galazoulas Ch., Zaggelidis G.,

Aristotle University of Thessaloniki, Greece

Key words: soccer, set-plays, goal scoring, video –

analysis.

Abstract. The purpose of the present study was torecord and evaluate the characteristics of successful set-playsin Euro 2004 (Portugal). All matches (n=32) of the tourna-ment were recorded using video and analyzed with comput-erized match analysis hardware and video playback systemfor game performance analysis using Sportscout. The typeof the offense that a goal scored, the frequency of goal scor-ing patterns examined per 45-min, the type of the set-playand the way that the goal was scored were examined. Chi-square methods were used for the data analysis and the levelof significance was set in p<0.05. The results indicated that35.6% of the total goals were scored after a set-play. As faras the time at which the goals were scored concerned, it wasfound that 47.6% of the goals were scored in the first halfwhereas 52.4% in the second (p>0.05). It was also foundthat 40% of the goals were scored after a corner kick, 30%after a free kick, 25% after a penalty kick and 5% after throwin. Finally it was recorded the limb with which the goals werescored (head, foot) without finding any statistical significantdifference. The results indicate the participation of set-playsin winning in modern soccer. The above results lead us to theconclusion that coaches should focus on set-plays both onoffensive and defensive aspect therefore utilize the advan-tages that seem to present.

Introduction. Low frequency of scoring is one ofsoccer’s characteristics (Yiannakos & Armatas, 2006); thus,an objective evaluation of the specific characteristics of scor-ing, that directly determines the factors that ultimately leadto successful attempts and goals, is imperative (Abt, Dickson& Mummery, 2002).

The effectiveness of set-plays appears to have greatimportance for the final result of a soccer match. Bangsboand Peitersen (2000) indicated that in top level soccer matchesappear 20 set-plays in average for each team. Moreover, sameauthors reported that in the World Cups of 1990 and 1994and in Euro 1996, goals from set-plays presented percent-ages of 32%, 25% and 27% respectively. Despite the factthat there is ample amount of studies that have examined thecharacteristics of goals that have been achieved in varioustournaments (Æempel & Rudolph, 1990; Jishan, Xiakone,Yamanaka, & Matsumoto, 1993; Pappas, 2002), the need forconstant record and evaluation of football characteristics isprevalent since soccer presents continuous evolvement andchange as far as the mode of the game is concerned. Thus,the aim of the present study was to record and evaluate thecharacteristics of successful set-plays in the European Soc-cer Championship 2004 in Portugal (Euro).

MethodsSubjects:

Thirty two (32) games of 16 teams from all phasesof the tournament were studied.Study Design - Instrumentation

The football games were videotaped and digitizedwith the help of a Sony video SLV-SE 210D, a PC AMD-XPprofessional 1333 GHz and a television capture board forPC (PCTV, Pinnacle Systems GmbH, Braunschweig, Ger-many). The study was based on the researcher’s personalobservation who recorded the characteristics of the success-ful set-plays. The Sportscout video-analysis program for PCwas used for the data recording.

The analysis method assisted in observing: 1) thetype of the offense that goals were scored (organized offense,fast-break, set-plays), 2) the frequency of goal scoring fromset-plays per 45 minutes (first and second half), 3) the typeof the set-play that goals were scored (corner, direct kick,penalty, throw-in), 4) the limb that the goals were scored (foot,head).Data Analysis

All data were analyzed using the statistical packagefor PC SPSS 12.0. Chi-square analysis was used to determinethe statistically significant differences and the level ofsignificance was set at p<0.05.

42

DiscussionThe above results agree with latter studies which

concluded that from the total number of goals, approximately1/3 was scored from set-plays (Æempel & Rudolph, 1990;Jishan et al., 1993; Pappas, 2002; Bekris et al., 2005). As faras the time analysis, results showed that although there was atrend towards more goals scored in the second half there wasnot presented a statistical significant difference betweenhalves. The review of relevant studies support that the fre-quency of goals scored during a match is time dependent,(Abt et al., 2002; Bekris et al., 2005) while others purportthat there is no immediate correlation between them (Jinshanet al., 1993; Michailidis et al., 2004). The trend towards moregoals scored as time progresses could be attributed to dete-rioration in physical condition (Reilly, 1996) or/ and tacticalplay (Reilly, 1997).

The analysis of the frequency of the set-plays typeindicated that the majority of goals scored from corners anddirect kicks, while Jishan et al. (1993) and Pappas (2002)reported lower percentages in the World Cups of 1982 and2002 respectively. Finally, although more goals were scoredwith the head no significant difference was presented. Pappas(2002) reported similarly results.

ConclusionThe results reveal that set-plays and specifically

corners and direct kicks, are an effective way to score goals.Although, more goals were scored in the second half (p>0.05)time did not present to affect goal scoring patterns. Conclud-ing, coaches should focus more on set-play’s training in or-der to score more goals but also prevent the opposite teamfrom succeeding. Future research should be directed towardsexamining the total set-plays in soccer matches, successfuland unsuccessful.

References

1. Bangsbo, J. and Peitersen, B. (2000). Soccer systemsand strategies. Human Kinetics.

2. Bekris, E., Louvaris, Z., Souglis, S., Hountis, K.,Siokou, E. (2005). Statistical analysis of the abilityof shot in high standard matches. 1ï InternationalScientific Congress in Soccer, 8-10 April, Trikala,Greece.

3. Jinshan, X., Xiakone, C., Yamanaka, K. andMatsumoto, M. (1993) Analysis of the goals in the14th World Cup. In Science and Football II (ÅdsReilly, T., Clarys, J., Stibbe, A.) E. & F. Spon,London, pp. 203-205.

4. Michailidis, C., Michailidis, I., Papaiakovou, G.,Papaiakovou, I. (2004). Analysis and evaluation ofway and place that goals werw achived during theEuropean Champions League of Football 2002-2003. Sports Organization, 2(1), 48-54.

43

ASPECTS CONCERNING POST-TRAUMATICRECOVERY IN CASES OF MENISCUS INJURIES

Fieroiu Emil

Key words: recovery, ache, mobility, strength

Abstract

Le fait que le genou est un segment intéressé par un grand

nombre d’affections, j’ai essayé de mettre en evidence

l’importance de la mise en pratique d’un traitement

conforme et spécifique pour le recouvrement fonctionnel

du genou avec une reference pour les lésions de ménisque

qui nécessitent un programme kinésique très bien élaboré,

j’ai obtenu un recouvrement rapide des patients en ce qui

concerne l’exécution des activités quotidiennes et spécifique

pour la profession qui ont constitué un point de répère dans

l’établissement des methods de traitement urgent ou tardif

des affections du genou provoquées par la lésions de

ménisque.

Domain of reference: Kinetotherapy

Introduction:In this paper I tried to present the main means of post-trau-matic recovery of the knee and also to bring a significantcontribution to the enrichment of the means of acting withinthe achieved kinetic programme.The knee, by its position of intermediate joint of the inferiormember, has a double role while walking: to ensure the staticthrough great stability at the moment of support and to en-sure the leg elevation for the orientation of this one accord-ing to the unevenness of the ground at the moment of swing.The skeleton of the knee is represented by the inferior ex-tremity of the thighbone, by the superior extremities of thetibia and of the fibula and by a bone specific for region, theknee-cap.Working hypotheses:

1) The achievement of the proposed kineticprogramme determines the remission of the acheat the knee level.

2) After these exercises the mobility increases at thelevel of the knee joint.

3) After practicing these exercises, the muscularstrength increases at the knee level.

Purpose:The purpose of this paper is represented by the identificationof the best means of recovery in cases of meniscus injuries,as well as their practicability in kinetic programmes.Objectives:The theoretical objective of this paper regards the elabora-tion of a general –theoretical frame on the syndrome of thepost/traumatic muscular aches, with the particular case ofmeniscus injury.

ASPECTE PRIVIND RECUPERAREA

POSTTRAUMATICÃ Î N LEZIUNILE DE MENISC

Asist. univ. drd.Universitatea din Piteºti

Cuvinte cheie: recuperare, durere, mobilitate, forþãAbstract

The fact that the knee is a segment concerned about a great

number of affections, I tried to emphasize the importance

of applying a proper treatment and also a specific treat-

ment for the functional recovery of the knee by referring to

meniscus injuries which demand for a very elaborate ki-

netic programme, I acquired a recovery and a fast return

of the patients to whatever concerns the execution of the

daily activities, as well as the execution of the activities

which are specific for their profession, that represented an

aiming point for the determination of the treatment meth-

ods, either urgent or tardy treatment of knee affections

caused by meniscus injury.

Domeniul de referinþã: KinetoterapieIntroducere:În lucrarea de faþã mi-am propus sã prezint principalelemijloace de recuperare posttraumaticã a genunchiului ºi sã-mi aduc un aport semnificativ la îmbogãþirea mijloacelor deacþionare în cadrul programului kinetic realizatGenunchiul, prin poziþia sa de articulaþie intermediarã amembrului inferior, are în mers dublu rol: de a asigura staticaprintr-o mare stabilitate în momentul de sprijin ºi de a asiguraelevaþia piciorului pentru orientarea acestuia în funcþie dedenivelãrile terenului în momentul de balans. Scheletulgenunchiului este reprezentat de extremitatea inferioarã afemurului, de extremitãþile superioare ale tibiei ºi peroneuluiºi de un os propriu al acestei regiuni, rotula.Ipotezele de lucru:

1)Realizarea programului kinetic propusdeterminã scãderea durerii la nivelul genunchiului.

2)În urma acestor exerciþii creºte mobilitatea lanivelul articulaþiei genunchiului.

3)În urma efectuãrii exerciþiilor, creºte forþamuscularã la nivelul genunchiului.Scop Scopul lucrãrii îl constituie identificarea celor mai bunemodalitãþi de recuperare în leziunile de menisc ºiimplementarea lor în programele kinetice.Obiective

Obiectivul teoretic al lucrãrii vizeazã elaborareaunui cadru general-teoretic asupra sindromului durerilormusculare posttraumatice, cu nota particularã specificãleziunii de menisc. este mai intens. Este adesea o durerecontinuã, care este înrãutãþitã prin activitate.

44

We successively dealt with all the stages achieved in the re-covery of meniscus injury.The research approach was completed with the specificationof the essential elements achieved during the recoveryprogramme, as well as with the latest researches in this do-main.The functional impotence of the affected musculature be-comes more significant as the painful syndrome is more intense. It is also a continuous ache which is worsened throughactivity.The applicable objective concentrates on proposals anduseful recommendation for the kinetotherapeut who workswith the person who suffered traumatic knee injuries.

Ø Fighting against the aches, against the muscularcontractures, the retractions capsule-ligament andagainst muscular atrophies.

Ø Maintaining and the recovery of the mobility andof the articular stability.

Ø The mobilization and the development of the mus-cular groups which act directly on the knee joint.

Ø The practical re-accommodation and the profes-sional reinstatement.

The research tasks for achieving the two proposed objec-tives, the research approach had the following development:

1) The bibliographical research based on the identifi-cation of the requirements that must be achievedduring the post-traumatic recovery of the knee.

2) The study of the references regarding the traumaticand non-traumatic pathology of the knee.

3) Building the experimental plan:Ø The choice of the experimental cases;Ø The choice of the predictor (the programme

of the exercises) and the choice of the char-acteristics belonging to the effect variablewhich is to be fallowed (fighting against theache, the increase of the articular mobility,the increase of the muscular strength.

4) The development of the proposed kineticprogramme.

1) The development of the recovery programme andthe pursuit of effect variable changes in the experi-mental cases.

2) The statement of some conclusions and proposals.Working methods:We used the method of the clinical case study.In this paper, this method had an important contribution be-cause the subject was investigated and then we were able todetermine the causes which led to the appearance of the me-niscus injuries, the effects upon the organism of the subject,helping at the same time to efficiently elaborate the kineticprogramme of recovery.The contents of the experiment:The experiment was unfolded in the Kinetoteraphy gym ofthe physical Education and Sport Faculty from Pitesti. Thecase study was unfolded on 3 subjects, 2 male subjects and 1female subject aged 27-41 years.ity and the evolution of the diagnostic of each subject.

Au fost abordate succesiv toate etapele realizate înrecuperarea leziunii de menisc.

Demersul de cercetare a fost completat de precizareaelementelor esenþiale realizate în programul

de recuperare, precum ºi de ultimele cercetãri îndomeniu.Impotenþa funcþionalã a musculaturii afectate devinecu atât mai semnificativã cu cât sindromul durerosObiectivul aplicativ se concentreazã pe propuneri ºirecomandãri utile kinetoterapeutului care lucreazã cupersoana care a suferit leziuni traumatice la genunchi.

Ø Combaterea durerilor, contracturilor musculare, aretracþiilor capsuloligamentare ºi a atrofiilormusculare.

Ø Menþinerea sau recuperarea mobilitãþii ºi stabilitãþiiarticulare.

Ø Mobilizarea ºi dezvoltarea grupelor musculare careacþioneazã direct asupra articulaþiei genunchiului.

Ø Readaptarea practicã ºi reintegrarea profesionalã.

Sarcinile cercetãrii pentru atingerea celor douãobiective propuse, demersul de cercetare a avuturmãtoarea desfãºurare:

1) Cercetarea bibliograficã axatã pe identificareacerinþelor care trebuie realizate în recuperareaposttraumaticã a genunchiului.

2) Studierea referinþelor legate de patologiatraumaticã ºi nontraumaticã a genunchiului.

3) Construirea planului experimental:

ØØØØØ alegerea cazurilor experimentale;

ØØØØØ alegerea variabilei independente(programul de exerciþii) ºi acaracteristicilor variabilei dependentece urmeazã a fi urmãrite (combatereadurerii, creºterea mobilitãþii articulare,creºterea forþei musculare).

4) Desfãºurarea programului kinetic propus.

5) Desfãºurarea programului de recuperare ºiurmãrire a modificãrilor variabilei dependente la cazurileexperimentale.

6) Formularea de concluzii ºi propuneriMetode de lucru:

S-a folosit metoda studiului de caz clinic.În lucrarea de faþã, aceastã metodã a avut o

contribuþie deosebitã, deoarece subiectul a fost supuscercetãrii, în urma cãruia s-au putut determina cauzele, careau dus la apariþia leziunilor de menisc efectele asupraorganismului subiectului, ajutând totodatã la elaborareaeficientã a programului recuperator kinetic.Conþinutul experimentului:

Experimentul s-a desfãºurat în sala de kinetoterapiea Facultãþii de Educaþie Fizicã ºi Sport din Piteºti. Studiul decaz s-a desfãºurat pe 3 subiecþi, 2 de sex masculin ºi un cazfeminin cu vârste cuprinse între 27 ºi 41 de ani45

We worked 4 meetings every week, with a time period of 1hour, by intensifying weekly the programmes of individualrecovery, by increasing the number of recurrences or by orby increasing the difficulty, according to the stage, the gravResearch resultsThe fact that the knee is a segment concerned about a greatnumber of affections, I tried to emphasize the importance ofapplying a proper treatment and also a specific treatment forthe functional recovery of the knee by referring to meniscusinjuries which demand for a very elaborate kineticprogramme, I acquired a recovery and a fast return of thepatients to whatever concerns the execution of the daily ac-tivities, as well as the execution of the activities which arespecific for their profession, that represented an aiming pointfor the determination of the treatment methods, either urgentor tardy treatment of knee affections caused by meniscus in-jury.After applying the classic postoperative kinetic treatment inthe case of the knee joint we obtained the following results:Regarding the ache:

Ø 2 patients felt no ache;Ø 1 patient felt ache

Mobility:Between the initial and the final testing we recorded the fol-lowing progress:

1st case: flexion and extension – active 100o

– passive 105o

2nd case: flexion and extension – active 85o

– passive 89o

3rd case: flexion and extension – active 75o

– passive 85o

Thigh perimeter:

1st case: - relaxation 1 cm - contraction 1,5 cm2nd case: - relaxation 1,5 cm - contraction 2 cm3rd case: - relaxation 1 cm - contraction 2 cmThe re-education of walking after the achievement of thekinetic programme all subjects walked normally.

Record card No.1

Name: A.M.Age: 37 yearsSex: MProfession: AccountantResidence: PitestiDiagnosis: internal meniscus breach

S-au lucrat 4 ºedinþe pe sãptãmânã, cu duratã de 1orã, intensificând sãptãmânal programele de recuperareindividualã, prin creºterea numãrului de repetãri sau creºtereaîngreunãrii, în funcþie de stadiul, gravitatea ºi evoluþiadiagnosticului fiecãrui subiect.Rezultatele cercetãrii

Faptul cã genunchiul este un segment interesat deun numãr mare de afecþiuni, am urmãrit sã evidenþiezimportanþa aplicãrii unui tratament corespunzãtor ºi specificpentru recuperarea funcþionalã a genunchiului referindu-mãla leziunile de menisc, care necesitã un program kinetic foartebine elaborat, am obþinut o recuperare ºi o revenire rapidã apacienþilor în ceea ce priveºte executarea activitãþilor zilniceºi specifice profesiei, care au reprezentat un punct de reperîn stabilirea metodelor de tratare urgentã sau tardivã aafecþiunilor genunchiului cauzate de leziunea de menisc.

În urma aplicãrii tratamentului kinetic postoperatorclasic în cazul articulaþiei genunchiului s-au obþinuturmãtoarele rezultate:

În ceea ce priveºte durerea:- 2 pacienþi nu au avut durere, 1 pacient durere la urcatulscãrilorMobilitate : Între testarea iniþialã ºi finalã s-au înregistrat urmatoareleprogrese:

Caz 1: flexie ºi extensie - activ 100 O

- pasiv 105o

Caz 2: flexie ºi extensie - activ 85O

- pasiv 89O

Caz 3: flexie ºi extensie - activ 75O

- pasiv 85O

Perimetrul coapsei:Caz 1 – relaxare 1cm - contracþie 1,5 cmCaz 2 – relaxare 1,5cm - contracþie 2cmCaz 3 – relaxare 1cm - contracþie 2cmReeducarea mersului dupã relizarea programului kinetic toþisubiecþii s-au deplast normal.

FIªA NR. 1Nume: A. M.Vârstã: 37 aniSex: MOcupaþie: contabilDomiciliu: PitestiDiagnostic: Rupturã menisc intern

46

Diagram no.1- articular testing to record card no.1

Diagram no.2 - Thigh perimeter to record card no.1

Grafic 1- testing articular la cazul nr. 1

Grafic 2 – perimetrul coapsei caz 1

47

Record card No.2

Name: C.F.Age: 41 yearsSex: MProfession: waiterResidence: PitestiDiagnosis: internal meniscus breach

Diagram no.3 - articular testing to record card no.2


FIªA NR. 2Nume: C.F.Vârstã: 41aniSex: MOcupaþie: OspãtarDomiciliu: PitestiDiagnostic: Rupturã menisc intern


Grafic 4 – perimetrul coapsei caz 2

48

Record card No.3

Name: M.T.Age: 27 yearsSex: MProfession: engineer (former athlete)Residence: PitestiDiagnosis: external meniscus breach

Diagram no.5 - articular testing to record card no.3


FIªA NR. 3Nume: M. T.Vârstã: 27 aniSex: MOcupaþie: Inginer (fost atlet)Domiciliu: PitestiDiagnostic: Rupturã de menisc extern


Grafic 6 – perimetrul coapsei cazul nr 3

49

Conclusions:1. The ensuring of the kinetotherapeutic treat-

ment was made by taking into account the re-quirements of ensuring the continuity, therhythmicity and the consistency during thekinetotherapeutic meetings.

2. We can say that the subjects submitted to thecomplex kinetotherapeutic treatment have re-corded significant improvements regarding thelevel of the initial stage, as compared to thefinal stage.

3. The achievement of the proposed kineticprogramme has determined not only the cor-rect recovery from injuries, but also the re-duction of the appearance frequency of mus-cular ache, the increase of articular mobilityand the increase of muscular strength.

4. In all 3 cases the subjects managed to appro-priate correctly the proposed exercises in thekinetic programme, to easily execute them andto participate active and consciously to thekinetotherapeutic meetings.

Concluzii1. Asigurarea tratamentului kinetoterapeutic s-a

efectuat þinând cont de cerinþele de asigurarea a continuitãþii,ritmicitãþii ºi cosecvenþei în cadrul ºedinþelor de kinetoterapie.

2. Se poate spune cã subiecþii supuºi tratamentuluicomplex kinetoterapeutic au înregistrat ameliorãrisemnificative în ceea ce priveºte nivelul stadiului iniþial,comparativ cu cel final.

3. Realizarea programului kinetic propus adeterminat pe lângã recuperarea corectã a leziunilor, scãdereafrecvenþei de apariþie a durerii musculare, creºterea mobilitãþiiarticulare ºi creºterea forþei musculare.

4. În toate cele 3 cazuri subiecþii au reuºit sã-ºiînsuºeascã corect exerciþiile propuse în programul kinetic,sã le execute cu uºurinþã, sã participe activ ºi conºtient laºedinþele de kinetoterapie.

Bibliografie1.Sbenghe, T. (1981), Recuperarea medicalã a sechelelorpost- traumatice ale membrelor, Editura Medicalã, Bucureºti;2.Sbenghe, T. (1999), Bazele teoretice ºi practice alekinetoterapiei, Editura Medicalã, Bucureºti;3.Sbenghe, T. (1987), Kinetologie profilacticã, terapeuticãºi de recuperare, Editura Medicalã, Bucureºti;4.Sbenghe, T., Probleme ale asistenþei de recuperare întraumatologia sportivã”, în Balneofizioterapia ºi recuperare medicalã,Nr.1-3;5.Sbenghe, T. (1996), Evaluare ºi program în asistenþa derecuperare, Editura Medicalã, Bucureºti;

50

WAY OF PRESENTING OF THE EDUCATIONALSYSTEM FROM A EUROPEAN PERSPECTIVE

Bîcã Monica Delia, lect.univ.dr.

Universitatea „Constantin Brâncuºi” din Târgu-Jiu

Abstract: „L’abordage manageriale du processus

de l’enseignement impose l’entendement globale de l’activite

(l’enseigner) dl’enseignement-instruire-evaluation, définites

dans la littérature de spécialité au niveau d’un projét de type

curriculaire, centré sur la définition des objectifs de la

pédagogie et sur les liéux optimes de pilotage éntre objectifs-

contenus-méthodes d’evaluation .

Le management devient une nouvelle modalité de

la direction de toutes organisations sociales à la perspective

de l’élévation, de l’efficacité et de l’efficience de toutes

activités projeté de ceux conforme de leurs statut

(économique, cultural, politique, pédagogique, sanitaire,

religieux).

Il y a un type de conduire adapté au contexte

d’evaluation de la société moderne, postindustriale,

informationale.

A ce point de vue nous pouvous parler dé la

nécessité de l’élaboration et de la perfection d’une

authentique management général, valable au milieu d’autre

organisation sociale, donc au niveau d’une organisation

scolaire.”

The specialised economic, sociological,politological and psychological literature, analysing the termof English origin „management”=”to lead”, lead to onenrichement of the management concept.

The management represent a science, „an or-ganized and coherent ensemble of knowledge, con-cepts, principles, methods and techniques” respectively,through which the phenomon and the process whichexist within the leadership of institution are examined.The management represents an art, an ensemble ofabilities respectively which „reflects the pragmatic siecle”of the activity which proves the ability of the leader ofapplying, in a creative way, the scientific knowledgeunder different circumstances for the accomplishmentof the proposed tasks „with maximum efficiency”.

The management represents „a specific stateof spirit” an ensemble of attitudes reflected in abehaviour socially projected towards progress [Russu,C., 1993].

Many specialists dealt with the outlining of themeaning of the management concept. Therefore, theremust be a selection of the definitions which have im-posed at the economic sciences level and representimportance from the pedagogical point of view.

51

MODUL DE ABORDARE A PROBLEMELORSPECIFICE PROCESULUI DE ÎNVÃÞÃMÂNT ÎNCONDIÞII DE MANAGEMENT

Lect.univ.dr. Bîcã Monica Delia

Universitatea „Constantin Brâncuºi” din Târgu-Jiu

„Abstract: „The management approach of the edu-

cational system requires the understanding of the global is-

sues of the teaching-learning-evaluation activity, defined in

the specialised literature at the level of a curricular-type

project, centred on the definition of pedagogical objectives

and on best links, „of guidance”, between objectives-con-

tents-methods of evaluation.

The management becomes a new

method of leadership for all the social organisation

in the perspective of efectiveness and efficiency of

all the activities projected by these, according to

their status (economic, cultural, psihical, pedagogi-

cal, sanitary, religious,etc). This is a type of

leadershp adopted to the evolution context of the

modern, post-industrial, informational society.

From this point of view we can talk about the ne-

cessity of elaboration and improvement of an authehtic gen-

eral management, valid within each and every social

organisation.”

Literatura de specialitate economicã, sociologicã,politologicã ºi psihologicã, analizând termenul de origineenglezã „management” = ”a conduce”, a condus la oîmbogãþire a conceptului de management

Managementul reprezintã o ºtiinþã, respectiv „unansamblu organizat ºi coerent de cunoºtinþe, concepte, prin-cipii, metode ºi tehnici” prin care sunt examinate fenomeneleºi procesele existente în conducerea instituþiilor.

Managementul reprezintã o artã, respectiv unansamblu de abilitãþi care „reflectã latura pragmaticã” aactivitãþii care probeazã capacitatea conducãtorului de aaplica, în mod creator, cunoºtinþele ºtiinþifice în diferite situaþiipentru realizarea sarcinilor propuse „cu maximum deeficienþã”.

Managementul reprezintã „o stare de spiritspecificã”, respectiv un ansamblu de atitudini reflectat într-un comportament proiectat special în direcþia realizãriiprogresului [Russu, C., 1993].

O serie de specialiºti s-au ocupat de conturareasensului conceptului de management. Se impune o selecþie adefiniþiilor care s-au impus la nivelul ºtiinþelor economice ºiprezintã importanþã din punct de vedere pedagogic.

Thus, W. Newman defines management as „animportant social technique of guiding, leading and con-trolling the efforts of a group of individuals for the ac-complishment of a mutul purpose”. From this point ofview it is considered that “a good leader is that one whomakes the group accomplish their purposes under theconditions of a minimum of resources and efforts ex-penses” [W.H. Newton, 1964].

A. Mackensie defines management as being„the process in which the leader opperates with threefundamental elements: ideas, things/objects and per-sons, accomplishing his objective through others „ [A.Mackensie, 1969].

H. Johannsen and A.B. Robertson noticed thefact that „management is the art or the science of guid-ing, leading and administering the work of the others inorder to achieve the objectives”. Management includes„the judgement, appreciation and decision in establish-ing the plans for the control of the performances. Theguiding, integration, motivation and the supervision ofthe staff for the fulfilment of the task [H. Johannsen, A.B. Robertson, 1968].

In his paper work „Management and Efficiency”,Ovidiu Nicolescu [1994] mentions that „managementconsists in studying the leading process of productionwith a view to descovering laws and principles whichgovern the rise of its efficiency”.

Petrescu. P. [2000] defines management as „anensemble of leading and financial administration meth-ods and techniques of economic units and the endorse-ment of some efficient decisions in projecting and regu-lating the microenergetic processes”.

The term „management” analysed from a sociologi-cal perspective is very well emphasized by two specialists,Ion Mihãilescu ºi Vasile Cornescu [1993], who define man-agement as being “a complex of actions performed toensure a normal, efficient functioning of the human col-lectivities organised (economic, societies, politicalorganisations, teaching units) on the whole, and also ofeach and every structural link”. At “normal functioning”we can get through the fulfillment of the fundamentalobjective of every organisation: “the judicious use ofthe material, human, financial resources”.

The analysis of management as sociologicalnotion allows the outline of the complex content whichthese superior type of leadership of the human activityimplies.

The management leadership depends on theapperance of a new type of leader of the social modernorganisation (economic, political, cultural, pedagogical,etc.), an efficient leader, which intervenes “as vector ofinnovation and progress”. He is necessary in every so-cial context if “we want the economy to thrive in an in-novating, creative rhythm” [V. Cornescu, I. Mihãilescu,1993].

Astfel, W. Newman defineºte managementul ca„importantã tehnicã socialã de direcþionare, conducere ºicontrol al eforturilor unei grupe de indivizi în vederearealizãrii unui scop comun”. Din acest punct de vedere seconsiderã cã „un bun conducãtor este acela care face ca grupasã-ºi atingã scopurile sale în condiþiile unui minimum decheltuieli de resurse ºi eforturi” [W. H. Newman, 1964].

A. Mackensie, defineºte managementul ca fiind„procesul în care conducãtorul opereazã cu trei elementefundamentale: idei, lucruri ºi oameni, realizând obiectivulprin alþii” [A. Mackensie, 1969].

H. Johannsen ºi A.B. Robertson remarcau faptul cã„managementul este arta sau ºtiinþa de a direcþiona, dirija ºiadministra munca altora pentru a atinge obiectivele stabilite”.Managementul include „judecarea, aprecierea ºi decizia înstabilirea planurilor pentru controlul performanþelor,ghidarea, integrarea, motivarea ºi supravegherea personaluluiîn realizarea activitãþii sale” [H. Johanson, A.B. Robertson,1968].

În lucrarea sa „Management ºi eficienþã”, OvidiuNicolescu [1994] spune cã „managementul rezidã în studiereaprocesului de conducere a producþiei în vederea descopeririilegitãþilor ºi principiilor care guverneazã ridicarea eficienþeiacesteia”.

Petrescu, P. [2002] defineºte managementul ca „unansamblu de metode ºi tehnici de conducere ºi gestiune aunitãþilor economice ºi adoptarea unor decizii eficace înproiectarea ºi reglarea proceselor microenergetice”.

Termenul de management analizat din perspectivasociologiei este foarte bine pus în evidenþã de cãtre doispecialiºti, Ioan Mihãilescu ºi Vasile Cornescu [1993], caredefinesc managementul ca fiind „un complex de acþiunidesfãºurate cu scopul de a asigura funcþionalitatea normalã,eficientã, a colectivitãþilor umane organizate (întreprinderieconomice, organizaþii politice, unitãþi de învãþãmânt, etc.)în ansamblul lor, cât ºi a fiecãrei verigi structuralecomponente”. La „funcþionalitate normalã” se poate ajungeprin atingerea obiectivului fundamental al oricãrei organizaþii:„utilizarea cât mai judicioasã a resurselor materiale, umane,financiare, disponibili”.Analiza managementului ca noþiune sociologicã permiteevidenþierea conþinutului complex pe care îl implicã acesttip superior de conducere a activitãþii umane. Conducereamanagerialã este dependentã de apariþia unui nou tip de lideral organizaþiilor sociale moderne (economice, politice,culturale, pedagogice, etc.), un lider eficient, care intervine „ca vector al inovaþiei ºi progresului”. El este necesar în oricecontext social dacã „se vrea ca economia sã prospere în ritmnovator ºi creator” [V. Cornescu, I. Mihãilescu, 1993].

Conþinutul pe care îl reflectã noþiunea de manage-ment este extrem de complex ºi de profund în plan social.

Managementul constituie astfel:• Tehnicã socialã esenþialã pentrudirecþionarea optimã a energiilor unei colectivitãþi înperspectiva teleologicã a realizãrii unui scop comun, propriudomeniului de referinþã.

52

The content the notion of management reflectsis extremely complex and profound at the social level.

Management thus constitutes:• The essential social technique for the

good directing of energies of a colectivity in a teleologi-cal perspective of the accomplishment of a mutual pur-pose which is proper to the reference domain.

• Efficient activity, which means the ac-complishment of the purposes of a certain organisation„under the conditions of a minimum of resources ex-penses”

• A better organisation of the activity, whichimplies „the art of leading”, capitalising completely „Nowfundamental elements – ideas, objects and persons”.

• A decisional process which can improvecontinuously (and which can even self-improve) abso-lutely necessary „in obtaining the maximum of effi-ciency”.

• A social process „which implies theresponsability for an efficient and an economic plan-ning and regulation of the opperations (activities) of oneindustrial unit in order to accomplish a purpose or acertain task.

• A complex spychosocial activity, reason-able, which „includes the judgement, appreciation, de-cision in the establishment of plans and the use of datafor the performances control and the guiding, integra-tion, motivation and the supervising of the staff” for theaccomplishment of the purposes.

• A planning process of the efficient activ-ity in a proper psychosocial context or climate, „ in whichindividuals work together to efficiently accomplish theplanned tasks”.

• A system of principles, norms, ruleswhich concentrate demands (psycho-social, economic,techical, moral, pedagogical, cultural, political, commu-nity, etc.) which are necessary for the accomplishmentsof some efficient activities under the condition of a per-manent application of that principle, norm and rule sys-tem.

• A complex of activities performed withthe purpose of ensuring a normal efficient functioningof the human colectivity organised (economic society,political organisations, learning unities, etc.) both on thewhole and of each individual link under the conditionsof judicious use of material, human financial resources.

The conclusions drawn here by the three au-thors offer us methodological references which are veryimportant for the understanding of management fromthe educational point of view in general and from theclass of pupils point of view in particular.

Taking into consideration the perspective ofopenings which can be done in the pedagogical man-agement field (of education, of the teaching system ofthe class, of the lesson) we can present the respectivedefinitions from the general management point of view:

• Activitate eficientã, ceea ce înseamnãatingerea scopurilor organizaþiei respective „în condiþiile unuiminim de cheltuieli de resurse”.• Organizare optimã a activitãþii, ceea cepresupune „arta de a conduce”, valorificând la maximum „treielemente fundamentale – idei, lucruri ºi oameni”.• Un proces decizional permanent perfectibil(ºi chiar autoperfectibil) absolut necesar „pentru obþinereamaximului de eficienþã”.• Un proces social „care implicãresponsabilitatea pentru planificarea ºi reglementareaeficientã ºi economicã a operaþiilor (activitãþilor) uneiîntreprinderi în îndeplinirea unui scop sau unei sarcini date”.• Activitate psihosocialã complexã, raþionalã,care „include judecarea, aprecierea, hotãrârea (decizia) înstabilirea planurilor ºi utilizarea datelor pentru controlulperformanþelor ºi ghidarea, integrarea, motivarea ºisupravegherea personalului” în vederea atingerii scopurilorpropuse.• Un proces de proiectare a activitãþii eficienteîntr-un context sau climat psihosocial optim, „în care indiviziimuncind împreunã realizeazã eficient scopurile stabilite”.• Un sistem de principii, norme, reguli careconcentreazã cerinþe (psiho-sociale, economice, tehnice,morale, pedagogice, culturale, politice, comunitare, etc.)necesare pentru realizarea unor activitãþi eficiente în mãsuraaplicãrii permanente a sistemului respectiv de principii,norme, reguli).• Un complex de acþiuni desfãºurate cu scopulde a asigura funcþionalitatea normalã, eficientã a colectivitãþiiumane organizate (întreprinderi economice, organizaþiipolitice, unitãþi de învãþãmânt, etc.) în ansamblul lor, cât ºi afiecãrei verigi structurale componente în condiþiile utilizãriicât mai judicioase a resurselor materiale, umane, financiaredisponibile.

Concluziile avansate de cei trei autori ne oferã reperemetodologice foarte importante pentru înþelegereamanagementului în condiþiile educaþiei, în context general ºiîn cadrul concret al clasei de elevi.

Plecând de la domeniul economic, managementuldobândeºte un caracter social general. În acest context, suntsemnalate mai multe definiþii complementare care privesc:managementul prin obiective, managementul în condiþii decrizã, managementul operaþional, managementulpersonalului, managementul resurselor umane, managementultimpului.

Având în vedere perspectiva deschiderilor care potfi fãcute în direcþia managementului pedagogic (al educaþiei,al procesului de învãþãmânt, al clasei de elevi, al lecþiei, etc.)putem prezenta definiþiile respective din punctul de vedereal managementului general:• Managementul prin obiective se bazeazã peînþelegerea construitã între actorii organizaþiei sociale ºiechipa de conducere, înþelegere referitoare la scopurilecomune care trebuie urmãrite ºi realizate într-o anumitãperioadã de timp printr-un efort colectiv constant ºi eficace.

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• Management through objectives isbased on the understanding built between the actors ofthe social organisation and the leading team, under-standing which refer to the common purposes whichhave to be followed and accomplished in a certain pe-riod of time whith a collective, constant and efficienteffort.

• Management under the conditions ofcrisis is built under the conditions of an extreme situa-tion which otherwise can generate extreme conse-quences. This type of leadership implies two moments:

§ One which concernes the preventingof the crisis by noticing significant signsfrom this point of view.

§ A second moment which concernes therelease of the „spare plan”, its promo-tion as an „alternative product”. It isconsidered that the variability of succesis the one which concernes „the reac-tion speed” (which „is vital”) but alsothe quality of reaction (because „wemust not react in an exaggerated way”)

• The operational management is largelyseen not only as an auxiliary of the decisional process,but as an activity which is closely integrated in and re-lated to other domains. Through this new vision, whichis characteristic of the services management, the op-erational management has became an extremely com-petitive weapon.

• The management of the staff implies theactivity of training and improvement of a socialorganisations employees, in such a way designed thatthese „can higly contribute at the succes of the busi-ness”, at the fulfillment of the tasks, respectively.

• The management of human resources”has a broader meaning than the old concept of thepersonnel management”. „The management of the hu-man resources covers a wider thematical range, fromthe professional training and staff recruitment to prob-lems such as transfers”

• The management of time defines theway in which the leaders of some social activitiesorganise this important resource, permanently devel-oping a favourit subject for the duties lists. Of all thesewe mention as important those management rules whichensure: „the planning of each day in the previousevening”; the order of the priorities, the outlining of thekey tasks, „the sparetime for yourself or for an unforseenproblem; the cutdown of interruptions, the relation ofthe problems in a day to a longer period of time (therelation of concrete objectives, valid on the long term tothose specific ones, projected on the medium term)”.Taking into consideration the definitions presentedabove we can find some common traits of the manage-ment activity:

• Managementul în condiþii de crizã esteconstruit în condiþiile unei situaþii extreme care altfel poategenera consecinþe extreme. Acest tip de conducere implicãdouã momente:

§ un moment care priveºteprevenirea crizei prin sesizarea semnalelorsemnificative din acest punct de vedere;§ un al doilea moment carepriveºte declanºarea „planului de rezervã”,promovarea sa ca „produs alternativ”. Seconsiderã cã variabila reuºitei este cea carepriveºte „viteza de reacþie” (care „estevitalã”) dar ºi calitatea reacþiei (pentru cã„nu trebuie reacþionat în mod exagerat”).

• Managementul operaþional este privit în senslarg nu numai „ca un auxiliar al procesului decizional”, ci cao activitate strâns integratã, raportatã la alte domenii. Prinaceastã nouã viziune, care este caracteristicã pentrumanagementul serviciilor, „managementul operaþional adevenit o armã extrem de competitivã”.• Managementul personalului implicãactivitatea de pregãtire ºi perfecþionare a angajaþilor uneiorganizaþii sociale, conceputã astfel încât aceºtia „sã-ºi poatãaduce o contribuþie maximã la reuºita afacerilor”, respectivla atingerea scopurilor propuse.• Managementul resurselor umane „are unsens mai larg decât vechiul concept de management alpersonalului”. „Managementul resurselor umane acoperã ogamã tematicã mai largã de la perfecþionare profesionalã ºirecrutare de personal pânã la probleme ca detaºãri”.• Managementul timpului defineºte modul încare conducãtorii unor activitãþi sociale îºi organizeazãaceastã importantã resursã, dezvoltând permanent „un subiectfavorit pentru listele de atribuþii”. Dintre acestea reþinem caimportante regulile manageriale care asigurã: „planificareafiecãrei zile din seara precedentã”; ordinea prioritãþilor;accentuarea sarcinilor-cheie; „rezerva de timp pentru tineînsuþi sau pentru o eventualã problemã neprevãzutã; reducereaîntreruperilor; raportarea problemelor unei zile la o unitatede timp mai mare (respectiv raportarea obiectivelor concrete,valabile pe termen scurt, la cele specifice, proiectate pe termenmediu)”.

Având în vedere definiþiile prezentate putem extrage câtevatrãsãturi comune activitãþii de management:• Existenþa unei organizaþii care are un „þel”comun, un scop general ºi obiective specifice comune.• Existenþa unor strategii adecvate de utilizareeficientã a resurselor materiale, umane, temporale, financiare,informaþionale, care contribuie la atingerea obiectivelororganizaþiei.• Existenþa unor mecanisme de evaluare,decizie, reglare ºi autoreglare a sistemului condus, carecontribuie la optimizarea activitãþii desfãºurate în cadrulsistemului respectiv.

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§ The existence of an organisation whichhas a common „goal”, a general pur-pose and common specific objectives.

§ The existence of adequate strategiesof efficient use of the material, human,time, financial, informational resourceswhich contribute to the achievement ofthe organisations objectives.

§ The existence of some mechanismsof evaluation, decision, regulation andself-regulation of the led system, whichcontributes to the optimisation on theactivity performed whithin a certain sys-tem.

Management becomes a new method of lead-ership of all the social organisation with a view to therising of efficiency of all the projected activities, accord-ing to their status (economic, cultural, political, peda-gogical, sanitary, religious)

It’s a type of leadership adapted to the evolu-tion context of the modern post-industrial, informationalsociety. From this point of view we can talk about thenecessity of elaboration and improvement of an authen-tic general management, valid within each and everysocial organisation, therefore at the school organisationlevel, as well.

The pedagogical management concernes theleadership of the activities performed within the systemand of the teaching process, activities seen on the whole(educational, formative, didactical, extra-didactical),which have objectives at institutional level.

R. Nicolescu [1994] defines the pedagogicallevel from the point of view of a „ complex act „whichreflects „the whole”. This act explains the action of theleading functions extended at the level of all the institu-tions, resources and strategies of formal and nonformaleducation which occur explicitly and implicitly.

From the author’s point of view, who identifiesthe reference applure of the pedagogical managementwe can talk about two different types of management:

• The management of the teaching pro-cess which includes:

§ The didactic management,defined as a complex leadingact of the training activity in aninformative-formative way.

§ The management of the edu-cational activity, defined as acomplex act of leading the ac-tivities of formal education (themastering classes) and non-formal education organised inthe school.

• The management of the teaching sys-tem which includes:

Managementul devine o modalitate nouã deconducere a tuturor organizaþiilor sociale în perspectivacreºterii eficacitãþii ºi eficienþei tuturor activitãþilor proiectatede acestea, conform statutului lor (economic, cultural, poli-tic, pedagogic, sanitar, religios, etc.). Este un tip de conducereadaptat contextului de evoluþie al societãþii modernepostindustriale, informaþionale. Din acest punct de vedereputem vorbi despre necesitatea elaborãrii ºi perfecþionãrii unuiautentic management general, valabil în cadrul oricãreiorganizaþii sociale, deci ºi la nivelul organizaþiei ºcolare.

Managementul pedagogic are în vedere conducereaactivitãþilor realizate în cadrul sistemului ºi al procesului deînvãþãmânt, activitãþi privite în ansamblul manifestãrilor lor(educative, formative didactice, extradidactice, etc.)obiectivate la nivel instituþional.

R. Nicolescu [1994] defineºte managementulpedagogic prin prisma unui „act complex” care reflectã„întregul”. Acest act explicã acþiunea funcþiilor de conducereextinse la nivelul tuturor instituþiilor, resurselor ºi strategiiloreducaþiei formale ºi nonformale, manifestate în mod explicitºi implicit. Din punctul de vedere al autorului, care identificãsfera de referinþã a managementului pedagogic, se poate vorbide douã tipuri de management:• Managementul procesului de învãþãmânt,care include:

§ managementul didactic, definitca „act complex de conducere” a activitãþii deinstruire în sens informativ-formativ;§ managementul activitãþii educative, definitca „act complex” de conducere a acþiunilor deeducaþie formalã (orele de dirigenþie) ºi nonformalãorganizate în ºcoalã.

• Managementul sistemului de învãþãmânt,care include:

§ managementul ºcolar la nivel devârf (conducerea centralã ºi teritorialã);

§ managementul ºcolar la nivel lo-cal (conducerea ºcolii, ca organizaþie de bazã)[Revista Învãþãmântului Preºcolar nr.3-4/1995].

În Revista Învãþãmântului Preºcolarrezervat managementului în învãþãmânt, S. Cristea, elaboreazãconceptul de management al educaþiei, precizând:

• Liniile care delimiteazã cadrul problemei.• Dificultãþile metodologice existente în

acest domeniu.• Elementele definitorii ale activitãþii de

conducere managerialã a sistemului ºi a procesului deînvãþãmânt.

Analiza propusã evidenþiazã calitãþile speciale careconferã superioritate absolutã conducerii manageriale înraport cu conducerea administrativã, birocraticã.

Conducerea managerialã reprezintã astfel:• conducere sistemicã, globalã, concentratã

asupra „întregului”.• conducere „de tip pilotaj”, concentratã

asupra nivelului optim de folosire ºi de valorificare aresurselor existente.

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§ The school management at ahigh level (central and teritorialleadership).

§ The school management at thelocal level (the leadership ofthe school as a basicorganisation).

In the Preschool Teaching Magazine reservedfor the management in the teaching system, S. Cristeaelaborates the concept of education management, stat-ing:

• The lines which delimits the fromeworkof the problem.

• The methodological difficulties whichare in this field.

• The defining elements of the activity ofmanagement leadership of the teaching system andprocess.

The analysis proposed underlines the specialqualities which render absolute superiority to the man-agement leadership with the view to the administrative,bureaucratic leadership.

The management leadership represents:§ Systematical, global leadership con-

centrated on the whole.§ The piloting type leadership, concen-

trated on the most propitious level ofuse and capitalisation of the existentresources.

§ Strategical leadership, oriented to-wards innovations which have to beprojected and accomplished for thecontinuous perfection of the activity atthe school organisation level.

The system leadership has a global characterand focuses on all the levels and forms of education.This leadership has in view the ensemble of all the links,between the systems and subsystems which work at aschool organisation level, at the central, teritorial or lo-cal level.

The piloting-type leadership has in view theplacement of the school resources at a better level offunctioning of the didactical and educational activities.

The strategical leadership defines innovationswhich are necessary from the perspective of the schoolevolution at the system and the process level. This lead-ership is based on a wide process of pedagogical cre-ation, of inventions and innovations especially projectedin order to realise, in a permanent way, the quality trans-formation of the teaching system.

Taking all these into account, Cristea [1996]defines management by placing on the first line threecathegories of general functions:

• conducere strategicã, orientatã asuprainovaþiilor care trebuie proiectate ºi realizate pentruperfecþionarea continuã a activitãþii la nivelul organizaþieiºcolare.

Conducerea de sistem are un caracter global ºi areîn vedere toate nivelurile ºi formele educaþiei. Aceastãconducere urmãreºte ansamblul corelaþiilor dintre sistemeleºi subsisteme care acþioneazã la nivelul unei organizaþiiºcolare, în plan central, teritorial sau local.

Conducerea de tip pilotaj urmãreºte plasarearesurselor ºcolii la nivelul optim de funcþionare a activitãþiididactice ºi de educaþie.

Conducerea strategicã defineºte inovaþiile necesaredin perspectiva evoluþiei ºcolii la nivel de sistem ºi de proces.Aceastã conducere are la bazã un amplu proces de creaþiepedagogicã, de invenþii ºi inovaþii proiectate special pentru aputea realiza, în mod permanent, transformarea calitativã asistemului de învãþãmânt.

Având în vedere aceste coordonate, Cristea [1996]defineºte managementul prin plasarea în prim plan a treicategorii de funcþii generale:

• Funcþia de planificare-organizare asistemului de învãþãmânt.

• Funcþia de orientare a procesului deînvãþãmânt (respectiv a activitãþii didactice).

• Funcþia de reglare-autoreglare a sistemuluiºi a procesului de învãþãmânt (prin activitãþi de cercetare ºide perfecþionare didacticã).

Structurile managerialã ale conducerii corespundacestor trei funcþii generale, fiind valabile la toate nivelurilesistemului de învãþãmânt: conducerea globalã, realizatã lanivelul Ministerului; conducerea teritorialã, realizatã la nivelteritorial, prin intermediul inspectoratelor ºcolare; laconducerea localã, realizatã la nivelul organizaþiilor ºcolare,respectiv la nivelul fiecãrei unitãþi de învãþãmânt.

Cristea, S. [1995] considerã cã orice activitatemanagerialã care se desfãºoarã în domeniul educaþiei serealizeazã prin intermediul a trei acþiuni complementarevalabile la nivelul sistemului, dar ºi la nivelul procesului deînvãþãmânt: acþiunea de informare ºtiinþificã asupra situaþieicare urmeazã sã fie evaluatã; acþiunea de evaluare a situaþiei,bazatã pe operaþii de control cu scop de mãsurare, de apreciereºi de decizie; acþiunea de comunicare a rezultatelor,interpretate ca un salt posibil de la diagnoza situaþiei evalu-ate la decizia cu valoare de prognozã, luatã în sensulameliorãrii ºi perfecþionãrii situaþiei respective [Cristea, S.,Revista Învãþãmântului Preºcolar, nr. 3-4/1995].

În ultimul deceniu, prin diversele analize realizateîn literatura de specialitate, se aprofundeazã ºi se extindeconceptul de management pedagogic.Aprofundarea conceptului este asiguratã prin modul deabordare a problemelor specifice procesului de învãþãmântîn condiþii de management instrucþional [Ioan Jinga, 1993]sau de management general ºi ºcolar [Ioan Jinga, 2001].

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• The planning-organisation func-tion of the teaching system.

• The orientation function of theteaching system (of the didactical activity re-spectively).

• The regulation-selfregulationfunction of the system and of the teaching pro-cess (through research activities and didacti-cal improvement).The management structure of the leadership

correspond to these three general functions, being validat all the levels of the teaching system: global leader-ship, accomplished at the Ministery level; teritorial lead-ership, accomplished at teritorial level, through theschool inspectorates; at the local leadership, accom-plished at the level of school organisations, at the levelof each teaching unit respectively.

Cristea, S. considers that every managementactivity which occurs in the educational domain is ac-complished through three complementary actions validat both the system level and at the level of the teachingprocess: the action of scientific information about thesituation which is to be evaluated; the action of evalua-tion of the situation, based on operations of control withthe view to measure, appreciate, decide; the action ofmaking the results known interpreted as a possible stepform the diagnosis of the evaluated situation to the de-cision with prognostication value, taken in order to im-prove and perfect that situation.

In the last ten years, through different analysesrealised in the specialised literature, the concept ofpedagogical management has been extended.

The thoroughness of the concept is assuredthrough the way of approaching the problems of theteaching process under the conditions of instructionalmanagement, or general and school management.

A special attention is also given to the educa-tional management of the teaching institution , to theschool organisation management, to the organisationalculture, to the psycho-sociology of school organisations.

The extending of the concept is accomplishedthrough the approach of some special problems regard-ing the management for the managers of school units,the management of the teacher’s activity, the manage-ment of the class, within this fromework, we should alsotake into account the new themes which have appearedwhich refer to the stress management, through projects,the management of conflicts and negotiation, theteacher-manager: roles and methodology, the manage-ment of time.

De asemenea, o atenþie specialã este acordatã ºimanagementului educaþional pentru instituþiile de învãþãmânt[ ªerban Iosifescu, 2001], managementului al organizaþieiºcolare [Sorin Cristea, 1996], culturã organizaþionalã [PalomaPetrescu, Lucreþia ªirinian, 2002], psihosociologiaorganizaþiilor ºcolare [Ion Boboc, 2002].

Extinderea conceptului este realizatã prin abordareaunor probleme speciale referitoare la managementului pentrudirectorii de unitãþi ºcolare [ªerban Iosifescu, 2001],managementul activitãþii profesorului [Liliana Stan, AdinaAndrei, 1997], managementul clasei de elevi [Romiþã B. Iucu,2000]. În acest cadru de referinþã, sunt de luat în considerareºi temele noi apãrute care se referã la managementul stresului,prin proiecte [Ioan Jinga, 2001], managementul conflictelorºi negocierea [ªerban Iosifescu, 2001], profesorul-manager:roluri ºi metodologie [Elena Joiþã, 2000], managementultimpului [Ioan Jinga, 2001, Constantin, Cucoº, 2002].

BIBLIOGRAFIE[1] Boboc, I. – Psihosociologia organizaþiilor ºcolare ºi

managementul educaþional, Bucureºti, Editura Didactica ºiPedagogicã, 2002[2] Cristea, G. – Managementul lecþiei, Bucureºti, Edituradidacticã ºi pedagogicã, R.A., 2003

[3] Cristea, G. – Psihologia educaþiei, Bucureºti, EdituraCNI., „Coresi”, 2003

[4] Cristea, S. – Managementul organizaþiei ºcolare,

Bucureºti, Editura Didacticã ºi Pedagogicã, 1996

[5] Cristea, S. – Metodologia reformei educaþiei, Piteºti,Editura Hardiscom, 1996

[6] Criºan, A. – (coordonator), Curriculum ºcolar. Ghid

metodologic., Bucureºti, Editura ºi Atelierele TipograficeAramis, 1996

[7] Cucoº, C. – Pedagogie, Bucureºti, Editura Polirom, 2000

[8] Cucoº, C. – Timp ºi temporalitate în educaþie. Elemente

pentru un management al timpului ºcolar, Iaºi, EdituraPolirom, 2002

[9] Iosifescu, ª. - (coordonator), Managementul educaþional

pentru instituþiile de învãþãmânt, Bucureºti, M.E.C., 2001[10] Iucu, R. – Managementul ºi gestiunea clasei de elevi,Bucureºti, Editura Polirom, 2000[11] Jinga, I. – Conducerea învãþãmântului, Bucureºti,Editura Didacticã ºi Pedagogicã, 1993[12] Jinga, I. – Managementul învãþãmântului, Bucureºti,Editura Aldin, 2001

[13] Joiþa, E. – Managementul educaþional,Bucureºti, Editura Didacticã ºi Pedagogicã, 2000[14] Johanson, H., Robertson, A.B. –Management Glossary,Longness, Green et co.Ltd., 1968[15] Mackensie, A. –Harward Bussinness Rewiew, 1969[16] Newman, W. H. –Administrative Action, New York,Prentice Hall, Englewood Hills, 1964[17] Nicola, I. – Pedagogie, Bucureºti, Editura Didacticã ºiPedagogicã, 1994

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