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Discobolul – Revista UNEFS de cultură, educaţie, sport şi kinetoterapie Anul VII nr.1 (27) 2012

UNIVERSITATEA NAŢIONALĂ DE EDUCAŢIE FIZICĂ ŞI SPORT

DISCOBOLUL

REVISTĂ AFLATĂ ÎN EVIDENŢA CNCSIS

ANUL VII NR. 1 (27)

Martie 2012

APARE TRIMESTRIAL

ISSN 1454-3907

CONSILIUL ŞTIINŢIFIC

Acad. VLADIMIR PLATONOV

Rectorul Universităţii Naţionale de Educaţie Fizică şi Sport, Kiev, Ukraina PREŞEDINTE DE ONOARE

VIOREL COJOCARU

Rectorul Universităţii Naţionale de Educaţie Fizică şi Sport, Bucureşti PREŞEDINTE

MANOLAKI VEACESLAV

Rectorul Universităţii de Stat de Educaţie Fizică şi Sport, Chişinău, Republica Moldova MEMBRU

ALBERTO GUALTIERI

Președintele Asociaţiei Europene a Sportului Universitar (EUSA) DOCTOR HONORIS CAUSA AL UNEFS

MEMBRU

COMITETUL EDITORIAL

Vasilica GRIGORE – redactor şef (Bucureşti, România) Nicolae VINŢANU – redactor şef adjunct (Bucureşti, România)

Mihaela PĂUNESCU – secretar general de redacţie Radu PREDOIU – secretar

Monica GULAP – tehnoredactor Lavinia POPESCU – traducător limba engleză

Leonard ACASANDREI – traducător limba spaniolă Liliana GHERGHEL – corector

COLECTIVUL DE RECENZORI

Dan AMIN (Doncaster, Anglia) Dana BĂDĂU (Braşov, România) Liliana BECEA (Bucureşti, România) Massiera BERNARD (Nice, Franta) Aura BOTA (Bucureşti, România) Vivienne BOUTIN (Artois, Franta) Alexandru BUZESCU (Bucureşti, România) Doina CROITORU (Bucureşti, România) Dan DELIU (Bucureşti, România) Mario DI CARLO (Pisa, Italia) Ruxandra El-BSAT (Bucureşti, România) Nurtekin ERKMEN (Konya, Turcia) Gabriel GHIŢESCU (Bucureşti, România) Joszef HIDI (Bucureşti, România) Christos KOTZAMANIDIS (Thessaloniki, Grecia) Vasile MARCU (Oradea, România)

Gheorghe MARINESCU (Bucureşti, România) Dusan MITIĆ (Belgrad, Serbia) Georgiana MITRACHE (Bucureşti, România) Juan Antonio MORENO (Alicante, Spania) Dorina ORŢĂNESCU (Craiova, România) Nathalie PANTALEON (Nice, Franta) Denis PARISOT (Nice, Franta) Florin PELIN (Bucureşti, România) Rudi PRISĂCARU (Toulouse, Franţa) Gloria RAŢĂ (Bacău, România) Monica STĂNESCU (Bucureşti, România) Marius STOICA (Bucureşti, România) Silvia TEODORESCU (Bucureşti, România) Gheorghe TOMSA (Bucureşti, România) Charilaos TSOLAKIS (Atena Grecia) Corina ŢIFREA (Bucureşti, România)

Discobolul – Revista UNEFS de cultură, educaţie, sport şi kinetoterapie Anul VI nr.1 (27) 2012 1

CUPRINS

Elemente pihomotorii implicate în gimnastica artistică feminină, la nivelul de iniţiere Prof.univ.dr. Grigore Vasilica, U.N.E.F.S., Bucharest Lector univ. drd. Zaharie Nicoleta, Univ. “Lucian Blaga” Sibiu.................................................................................................5

Corelarea parametrilor efortului din antrenament cu pregătirea fizică şi tehnică la gimnastele junioare

Cîmpeanu Mariana, Teacher, PhD student.- School Sports Club no.7 Dinamo Bucharest Potop Vladimir, Associate Professor, Ph.D - Ecological University of Bucharest...........14

Cercetarea experimentală privind implementarea tehnicilor kinetice specifice pentru recuperarea mobilităţii şoldului în coxartrozele neoperate

Chiriac Mircea Adrian, lector, Marcu Vasile, profesor universitar, Universitatea din Oradea, Kinetoterapie şi motricitate specială…............................................................…21

Mijloace de dezvoltare a calităţilor motrice la elevii din ciclul primar şi teste de evaluare a performanţelor acestora

Conf. Dr. Marian Dumitru, Faculty of Psychology and Educational Sciences, Department of Pedagogy of Primary and Preschool Education, University "Ovidius" .......................38

Studiul biomecanicii mersului uman - baza reabilitării disfuncţiilor locomotorii Prof.univ.dr. Vasile Marcu, Universitatea din Oradea, Conf.univ.dr. Mirela Dan, Prep.univ.drd. Ioan-Cosmin Boca, Universitatea de Vest „Vasile Goldiş” din Arad........45

Sugestii de antrenament pentru jucătorii de baschet şi pentru echipele de juniori Reader Ph. Alina Daniela Moanta Reader Ph. Julian Gabriel Ghiţescu, UNEFS Bucharest............................................................................................................................51

Tehnici manageriale cu aplicaţii în activitatea de educaţie fizică din învăţământul superior

Associated professor PhD Cristiana Pop, Economic Studies Academy............................58

Reprezentările ideomotorii și harta cognitivă – bazele antrenamentului mintal Prof. univ. dr. Tüdös Ştefan, Lect. univ. dr. Mitrache Georgeta, Asist. drd. Predoiu Radu, NUPES...............................................................................................................................63

Studiu experimental privind dezvoltarea rezistenţei la echipele de handbal seniori Radu Alexandra Eliza, Drd.UNEFS...................................................................................71

Orteza "comarnic" - importanţa în recuperarea postoperatorie a tendonului lui Ahile Rancea Ady - Lecturer, Ph.D. Univ.Tehnică "Gh.Asachi" Iasi,.......................................78

Aspecte privind dezvoltarea rezistenţei studenţilor prin mijloace specifice jocurilor sportive

Lect. univ. dr. Adriana Stoicoviciu University of Bucharest............................................85


Potenţialul biomotric al fetelor cu deficienţă mintală severă, comparativ cu cel al fetelor şcolarizate în cadrul învăţământului de masa în clasa a V-a

Teacher Şuţă Vicol Eduard, Special School No. 11 “Constantin Păunescu”, PhD Professor Marinescu Gheorghe, UNEFS Bucharest, Teacher Oprea Laurenţiu, ISM Bucharest, Teacher Şuţă Lizia Ioana, Special School No. 11 “Constantin Păunescu............................................................................................................................91

Stilul de invăţare – expresia eficienţei în învăţare

Monica Gulap,Universitatea din Bucureşti, Drd. UNEFS............................................99 Model pentru îmbunătăţirea continuă a calităţii în educaţia academică din perspectiva procesului de educaţie - cercetare

Conf.univ.dr. Cătălina Sitnikov, Lect.univ.dr. Claudiu Bocean, Universitatea din Craiova, Stud.drd.Pană Gabriela, Stud. drd.Stroe Gabriel U.N.E.F.S.Bucureşti…….......….……104

Implementarea mct – managementul calităţii totale Stan Elena Amelia, Universitatea Ecologică București .....………………..….….…….114

Aspecte privind evoluţia campionatului universitar de futsal la nivel mondial

Asist. Univ.drd. Elisabeta Nicolae, University of Medicine and Pharmacy „Carol Davila” Bucharest .................................................................................................................................118

Recenzii cărţi

Iuliana Traşcă: Serge Moscovici, Fabrice Buschini. Metodologia ştiinţelor socioumane................................................................. ....................................................122 Andreea S. Olteanu, Radu Predoiu: Înțelegerea disfuncțiilor senzoriale. Învățare, dezvoltare si disfuncții senzoriale în tulburările de spectru autist, ADHD, dificultăți de învățare și tulburări bipolare..........................................................................................124


CONTENTS

Psychomotor elements involved in feminine artistic gymnastics at initiation level Prof.univ.dr. Grigore Vasilica, U.N.E.F.S., Bucharest Lector univ. drd. Zaharie Nicoleta, Univ. “Lucian Blaga” Sibiu.................................................................................................5

Correlation of training effort parametrs with technical and physical training of junior female gymnasts

Cîmpeanu Mariana, Teacher, PhD student.- School Sports Club no.7 Dinamo Bucharest Potop Vladimir, Associate Professor, Ph.D - Ecological University of Bucharest...........14

Experimental research on the implementation of specific kinetic techniques for recovering hip mobility in unoperated coxarthrosis

Chiriac Mircea Adrian, lector, Marcu Vasile, profesor universitar, Universitatea din Oradea, Kinetoterapie şi motricitate specială…..........................................................…21

Means to develop the motrical qualities at primary level and tests to evaluate their performances

Conf. Dr. Marian Dumitru, Faculty of Psychology and Educational Sciences, Department of Pedagogy of Primary and Preschool Education, University "Ovidius" .......................38

Biomechanical study of human gait ─ basis of the locomotor disorders rehabilitation Prof.univ.dr. Vasile Marcu, Universitatea din Oradea, Conf.univ.dr. Mirela Dan, Prep.univ.drd. Ioan-Cosmin Boca, Universitatea de Vest „Vasile Goldiş” din Arad........45

Suggestions for training for basketball players and teams for juniors Reader Ph. Alina Daniela Moanta Reader Ph. Julian Gabriel Ghiţescu, UNEFS Bucharest...........................................................................................................................51

Managerial techniques with appliances in physical education activities in higher education

Associated professor PhD Cristiana Pop, Economic Studies Academy............................58

Ideomotor representations and the cognitive map – the basics of mental trening Prof. univ. dr. Tüdös Ştefan, Lect. univ. dr. Mitrache Georgeta, Asist. drd. Predoiu Radu, NUPES...............................................................................................................................63

Experimental study on development of endurance on senior handball teams Radu Alexandra Eliza, Drd.UNEFS...................................................................................71

Orthosis "comarnic" for assisting achilles tendon postsurgical on recovery Rancea Ady - Lecturer, Ph.D. Univ.Tehnică "Gh.Asachi" Iasi,.......................................78

Aspects regarding the development of students’ endurance by means of sports games routines

Lect. univ. dr. Adriana Stoicoviciu University of Bucharest............................................85


The biomotor potential of the girls with sever mental deficinecy compared to that of the girls from the mainstream school, enrolled in the fifth grade

Teacher Şuţă Vicol Eduard, Special School No. 11 “Constantin Păunescu”, PhD Professor Marinescu Gheorghe, UNEFS Bucharest, Teacher Oprea Laurenţiu, ISM Bucharest, Teacher Şuţă Lizia Ioana, Special School No. 11 “Constantin Păunescu............................................................................................................................91

Learning Style - The Efficiency Expression in Learning

Monica Gulap,Universitatea din Bucureşti, Drd. UNEFS.................................................99 Model of quality continuous improvement in academic education from the perspective of the education – research process

Conf.univ.dr. Cătălina Sitnikov, Lect.univ.dr. Claudiu Bocean, Universitatea din Craiova, Stud.drd.Pană Gabriela, Stud. drd.Stroe Gabriel U.N.E.F.S.Bucureşti…….......….……104

Implementing TQM - Total Quality Management

Stan Elena Amelia, Universitatea Ecologică București .....………………..….….…….114

Aspects regarding the evolution of futsal university championsips in the world Asist. Univ.drd. Elisabeta Nicolae, University of Medicine and Pharmacy „Carol Davila”

Bucharest .................................................................................................................................118 Book Reviews

Iuliana Traşcă: Serge Moscovici, Fabrice Buschini. Metodologia ştiinţelor socioumane......................................................................................................................122 Andreea S. Olteanu, Radu Predoiu: Understanding Sensory Dysfunction Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder....................................................................................124

Discobolul – Revista UNEFS de cultură, educaţie, sport şi kinetoterapie Anul VIII nr.1 (27) 2012 5

PSYCHOMOTOR ELEMENTS INVOLVED IN FEMININE ARTISTIC GYMNASTICS AT INITIATION LEVEL

Prof.univ.dr. Grigore Vasilica,

U.N.E.F.S.- Bucharest Lector univ. drd. Zaharie Nicoleta,

Univ. “Lucian Blaga” Sibiu Abstract: Psychomotricity allows global assessement of the child due to obvious

reports that exist between motricity, intellect and sensitiveness. Reality has shown that between elements of psychomotricity exist multiple

connections and interdependent relations.These, not only depend on one another or influence each other, but they also overlap, complete and presume each other, existing through one another.

Hereinafter you will see the psychomotor elements involved in the process of motor learning, especially in the beginning of gymnast training.

Key words: feminine artistic gymnastics, psychomotor abilities, initial testing, initial training, laterality, balance, coordinative ability, spatial orientation

Rezumat: Psihomotricitatea permite aprecierea globală a copilului datorită

raporturilor evidente care există între motricitate, intelect şi afectivitate. Realitatea a arătat că între componentele psihomotricităţii există multiple

legături şi relaţii de interdependenţă. Acestea, nu numai că depind unele de altele sau se influenţează, dar se şi suprapun, se completează şi se presupun reciproc, existând unele prin altele.

În continuare sunt prezentate unele componentele psihomotrice implicate în procesul de învăţare motrică, mai ales în debutul pregătirii gimnastelor.

Cuvinte cheie: Gimnastică artistică feminină, pregătire iniţială, testare iniţială, aptitudini psihomotrice, lateralitate, echilibru, capacitate coordinativă, orientare spaţială. 1. Laterality and ambilaterality (ambidexterity) a. Laterality Laterality (functional asymmetry) observed from the point of view of motor ability

(motor asymmetry) which is an important element in gymnastics, because it affects the quality of technical execution, the appropriation of specific motor customs, as well as the length of the learning process of acts and motor actions.

The more coordination is needed at a technical process (for example, standing on hands with 180° turn) the more difficult is to establish the manual preference.

b. Ambilaterality (ambidexterity) A special attention must be given to ambilaterality too (functional symmetry) with its

concrete form ambidexterity ,because the success of technical elements and processes depends also on the way both parts of the body are equally treated.

At the same time, the symmetric execution of motor acts and actions provide favourable conditions for a harmonious psysical development but also for the prevention of physical deficiencies.


2. Coordinative ability In artistic gymnastics, coordination, considered an element of proficiency, allows the

efficient linkage of some complicated actions and movements, ensuring faster appropriation and improvement of specific customs as well as the adjustment to different demands and situations.

In the tryouts from feminine artistic gymnastics, the elements of coordination ability formulated by authors such as Hirtz (1972), Blume (1982) and R.Manno (1992), quoted by V.Tudor1 are involved with different intensity, as you can observe in the table below:

Table no.1. Intensity degrees regarding the involvement of the elements of coordinative

ability in feminine artistic Gymnastics (for tryouts) * Normally involved ** Very involved *** Strongly involved

No. Coordinative ability Try out

Vault Uneven parallel bars

Balance beam Floor

1. Ability of space orientation ** ** ** ** 2. Ability of kinesthetic differentiation

*** *** *** ***

3. Ability of reaction *** ** ** ** 4. Ability of balance * ** *** * 5. Ability of rhythm * * ** *** 6. Ability to bind and connect

movements * ** ** ***

7. Ability of direction and control

** ** *** **

8. Ability of motor learning *** *** *** *** 9. Ability of adjustment * * * * 10. Ability of agility, of skill *** *** *** *** 11. Ability of coordination-

speed ** ** ** **

12. Ability of coordination - resistance

* ** ** ***

2. Static and dynamic balance In feminine artistic gymnastics, the sense of static balance is very demanded during the

moments of short sustentation of body positions. For example: completions on tip of movements, performing various positions of body segments in balance, precise stops of body from rotating, landings from different acrobatic elements or descents from apparatus, etc.

From the biomechanical point of view, the execution on the balance beam of technical elements and procedures, imposes the control of balance which aims for educating the capacity to perform oscillations of weight centre only in vertical and horizontal plan( in case of elements executed forth and back) and oscillations only in frontal or horizontal plan( in case of elements executed sideways).This is very difficult to perform, because the weight centre is altered permanently by unconscious oscillations of the body on all plans and the gymnasts

1 Tudor, V. ,Conditional, coordinative and intermediary abilities –elements of motor capacity, Ed.RAI, Bucharest,

1999, p.123


must reduce as much as possible the oscillations on frontal plan, for the elements executed forth-back and the oscillations in vertical plan, for the elements executed sideways. This is achieved by a sense of self-control well developed in time.

3. Spatio-temporal orientation In feminine artistic gymnastics, the orientation of movements on space coordinates (

direction and orientation, plan and axis, trajectory)must be very precise in order to obtain quality performances.

From the general basis of movements, precise direction and amplitude (which in gymnastics must aim for the peak) are in direct connection with the orientation and spatial organization.

Therefore, according to Grigore V.(2003) the precise direction ensures the spatial relation between the positions and the movements of body segments and of the entire body, in connection with the environment markers.

The difficulty of a motor skill in gymnastics is conditioned by the pressure of time under which the motor task must be performed ( the speed necessary to perform the movement).At the same time, one must not neglect the precision or the accuracy of movements, that is the ratio between the speed of movement and its precision.

Purpose Emphasizing the importance of tests and trials by which one can determine the initial

level of demonstration of some psychomotor elements at beginner gymnasts and the determination of the initial level of some psychomotor abilities at gymnasts that are in the inception level of the activity.

Hypothesis Determining the initial level of display of some pshychomotor abilities at gymnasts that

are in the inception level of the activity allows a better knowledge of their motor potential. Methods In the current paper, the following research methods have been used: - documentation method ( bibliographic study) - pedagogical observation - experiment - methods of statistic-mathematical processing Contents of the experiment From the large number of tests and trials, by which one can evaluate the level of

psychomotor capacity, a few tests and trials have been chosen for the probation of the initial level of display of some psychomotor abilities deeply involved in the motor acts and actions in feminine artistic gymnastics.

In order to establish the initial level of psychomotor development, a sample made of 15 subjects has been investigated. These are sportswomen with the age of 5-6 years, all in the inception stage of the activity for the department of feminine artistic gymnastics of C.S.S Sibiu.

The experiment took place between 15.10.2010-15.12.2010. So, our purpose was the initial testing of some indexes of psychomotor ability, using the

following tests and trials: a) pretesting the characteristics of manual and podal laterality by simple and easy

trials, of short length of time; b) from the pile of Bruininks-Osertsky tests (1978) we have used the segmentary

coordination test and the balance test; c) “Matorin” general coordination test d) “Miron Georgescu” test for the investigation of neuromuscular quality. The tests and trials have been chosen according to the characteristic of the activity in

the studied sports branch, the importance of the investigated abilities, the age of the subjects and their training level.


- The Bruininks-Osertsky test has as an objective the measurement of the coordination ability of movements achieved simultaneously with segments of both parts of the body and the measurement of the static and dynamic balance.

- The Matorin test with the help of which we study the general coordination of the body, as well as an essential element of coordination: space orientation.

- Testing method “ Miron Georgescu”- Altered” (MGM) supplies information regarding the level of neuromotor qualities of inferior limbs in force-speed regime and it highlights the energetic ability and that of control of the sportsman.( Material of internal use, I.N.C.S., Bucharest, 1998).

Results Hereinafter, we are offering the data corresponding to certain elements of

psychomotricity, in vue of determining the initial level of display of investigated psychomotor abilities.

1. Manual and podal laterality - (Pretesting manual laterality and podal laterality) The detailed description of the way in which the pretests are being performed is found

in the paper “ Methods of Psychodiagnosis” (V. Horghidan, 1997, p. 136) and the results of pretests which are applied at initiation level group of gymnasts are the following:

No. crt.

Subject

Predominance manual laterality Predominance podal laterality

Pretest 1 “Putting the

fingers togetherr”

Pretest 2 “Slapping from

up to down”

Pretest 3 “Throwing the little ball from

up with the favourite hand”

Pretest 1

“Lerbet”

Pretest 2 “Jumping and pushing with

one foot”

1. Z.L right right right right right 2. P.I.G right right right left left 3. M.M right right right right right 4. T.A right right right left left 5. P.R.I right right right right right 6. C.D left left left left left 7. M.M right ambidexterity ambidexterity ambidexterity stângă 8. R.R right right right right right 9. S.D right right right right left

10. T.R right right right right right 11. S.A left left left left left 12. S.A right right right right right 13. D.L left left left left left 14. S.C right right right right right 15. A.E right right right right right

Predominance right laterality

12 girls 11 11 9 9

Predominance left laterality

3 girls 3 3 5 6

Ambidexterity _ 1 1 1 _


2. General and segmentary coordination 2.1. Segmentary coordination – (Testing the coordinative ability of mouvements

accomplisched simultaneous with the segments from the both sides of the body - the Bruininks-Oseretsky test)

From the Bruininks-Oseretsky test (which includes 8 items), we have chosen items 4 and 5.

The detailed description of the way in which the trials are performed is found in the paper “Methods of psychodiagnosis” (V. Horghidan, 1997, p. 146) and the results of selected and applied trials (items) at initiation level group of gymnasts are the following:

No. crt.

Subject Trial nr. 1. Performing jumps on a spot on the floor, with synchronized

movements of arm and leg on the same side.(10 correctly jumping last

90 seconds)

Trial nr. 2. Performing jumps on a spot on the floor with synchronized movements of arm and leg on the opposite side. (10

correctly jumping last 90 seconds)

1. Z.L accepted accepted 2. P.I.G accepted accepted 3. M.M accepted rejected 4. T.A accepted accepted 5. P.R.I accepted rejected 6. C.D rejected rejected 7. M.M accepted accepted 8. R.R accepted accepted 9. S.D rejected rejected 10. T.R accepted rejected 11. S.A accepted accepted 12. S.A accepted accepted 13. D.L accepted accepted 14. S.C rejected accepted 15. A.E rejected rejected

Accepted subjects 11 9 Subiecţi respinşi 4 6

2.2. General coordination - Matorin test - (Testing the general coordinative ability)

The test consists of performing a jump (from standing position) with a take-off from the floor followed by many rotations around the longitudinal axis of the body. The rotation is performed both to left and to right.

Researcher A.N. Matorin has established a value range (estimation degrees) to which certain grades belong, as presented:

- 180° -270 ° sufficient - 271° -360° good - over 360° very good


The detailed description of the way in which the test is performed is presented in the

papers “Methods of psychodiagnosis” (V. Horghidan, 1997, 164) and “ Measurement and evaluation in physical education and sports” (A.Dragnea, 1984, p. 249). The results of applied test at initiation level group of gymnasts are the following:

3. Static and dynamic balance (The Bruininks-Oseretsky balance test - items 2,7 şi

8) The detailed manner of the test performance is found in the paper “Methods of

psychodiagnosis” (V. Horghidan, 1997, p. 166) and the results of selected and applied trials (items) at initiation level group of gymnasts are the following:

No.crt. Subject Jumping to right (estimation degree) Jumping to left (estimation degree)

1. Z.L 275° 220° 2. P.I.G 295° 210° 3. M.M 250° 260° 4. T.A 300° 320° 5. P.R.I 360° 380° 6. C.D 295° 360° 7. M.M 340° 360° 8. R.R 280° 380° 9. S.D 250° 280°

10. T.R 310° 320° 11. S.A 280° 300° 12. S.A 250° 295° 13. D.L 275° 360° 14. S.C. 370° 295° 15. A.E. 260° 285° Qualifying very good 1 subject 2 subjects

Qualifying good 10 subjects 10 subjects Qualifying sufficient 4 subjects 3 subjects Average (arithmetical

mean) 292,66° 308,33°

Standard deviation +/- 0,03° +/- 2,35° Maximum – Minimum =

Amplitude 370° – 250° =120° 380° - 210° = 170°

Coefficient of variation 0,01% - 0,76 %


4. Tests performed with high jumps (Testing method “Miron Georgescu- Altered”) The test consists of performing 3 series of 15 jumps each “like the ball”, as following: - 15 jumps on both legs; - 15 jumps on right leg; - 15 jumps on left leg; Between the three series, there is a break. The subject watches that during the series of jumps, should achieve a maximum height

and a minimum contact time with the floor. The results of applied test at initiation level group of gymnasts are the following:

No. crt

Subjects

Trial 1 (static balance) “Standing in one foot on the

lower balance beam” (no. of seconds)

Trial 2 (dynamic balance) „Stepping forward, heel to tiptoe on the lower balance

beam” (no. of steps performed

correctly)

Trial 3 (dynamic balance)„Stepping over an obstacle on the lower balance beam”(correctly execution)

1. Z.L 8’’ 8 accepted 2. P.I.G 6’’ 6 rejected 3. M.M 6’’ 10 rejected 4. T.A 7’’ 12 accepted 5. P.R.I 5’’ 8 rejected 6. C.D 5’’ 7 rejected 7. M.M 10’’ 12 accepted 8. R.R 8’’ 10 accepted 9. S.D 7’’ 8 rejected 10. T.R 10’’ 9 accepted 11. S.A 9’’ 9 accepted 12. S.A 6’’ 8 accepted 13. D.L 6’’ 7 accepted 14. S.C. 5’’ 10 rejected 15. A.E. 8’’ 8 rejected

Average (arithmetical

mean)

7,06 8,8 Subjects accepted: 8 Subjects rejected : 7

Standard deviation

+/- 0,03 0 -

Maxim – Minim = Amplitude

10´ ́– 5´ ́= 5´´ 12 – 6 = 6 -

Coefficient of variation

0,42% 0 -


No. crt

Subject

Height (cm)

Weight (kg.)

Unitary average force on one foot (W/kg body)

Unitary average force on both

feet (W/kg body) Right leg Left leg 1. Z.L 107 16 2,57 1,80 2,73 2. P.I.G 106 18 1,93 0,85 2,68 3. M.M 111 17 2,49 1,90 2,83 4. T.A 105 18 1,95 2,15 3,56 5. P.R.I 107 17 1,80 1,43 3,01 6. C.D 116 19 1,84 2,95 3,53 7. M.M 106 14 1,80 1,44 2,76 8. R.R 107 18 2,94 2,05 3,55 9. S.D 117 19 1,80 1,44 2,83 10. T.R 108 18 2,14 1,90 3,23 11. S.A 108 19 1,85 2,03 2,95 12. S.A 116 21 2,03 1,80 3,30 13. D.L 110 15 1,95 1,50 2,88 14. S.C 107 18 1,78 1,44 2,83 15. A.E 117 20 2,47 2,25 3,56

Average (arithmetical

mean)

109,8

17,8 2,09 1,79 3,08

Standard deviation

+/- 0,26 0 +/- 0,07 +/- 0,02 0

Maximum – Minimum = Amplitude

117 – 105 = 12

21 – 14 = 7

2,94 – 1,80 = 1,14

2,95 – 1,43 = 1,52 3,56 – 2,68 = 0,88

Coefficient of variation

0,23% 0 3.34% 1,11% 0

Conclusions Processing and interpreting the data, as well as our experience in the sports field have

allowed us to phrase the following conclusions: - The hypothesis according to which the establishment of the initial level of display of

some psychomotor skills at gymnasts that are at in the inception level of the activity allows a better knowledge of their motor potential, is confirmed, because the data obtained at the selected initial tests and trials allow the improvement of the prognosis regarding the existence of necessary skills to practice artistic gymnastics;

- The data allow the establishment of the starting level which must be known by those who will use the programmes of psychomotor stimulation by which the general and specific training of the gymnasts will be influenced;

- The selected tests and trials have a greater importance than tests and trials that only target the investigation of some motor qualities such as force, movement speed, muscular resistance( functional force of arms, torso) and others;

- After performing the Matorin test of general coordination , we have noticed that the results obtained during the turn towards right and left can be correlated with data regarding the characteristics of laterality, providing valuable information on the functional predominance of the right or the left side of the body, as well as the dominant cerebral hemisphere on the study subjects;

- The results obtained after testing the neuromuscular quality by “Miron-Georgescu-Altered” method, can be correlated with the data regarding the display of podal laterality on the investigated subjects;


- As such, the method also finds its utility to the fact that it can direct the trainers regarding some subtle aspects of motor behaviour specific to artistic gymnastics, like: unbalance between force and speed, existence of right-left motor asymmetry or by appearance of some clues on deficiencies in controlling the completion of movements or of preparing the body for landing/ floor contact.

Abstract (summary) The purpose of our research has been to emphasize the importance of tests and trials by

which one can determine the initial level of display of some psychomotor elements at beginner gymnasts and to determine the initial level of display of some psychomotor skills at gymnasts that are in the inception level of the activity.

The literature provides us with information according to which the motor skills are influenced by the psychomotor skills, which as opposed to the first ones, they are more “ refined and enclose a higher degree of display of intellectual and perceptive function” (R.Singer2).

The process of motor learning in feminine artistic gymnastics can not be efficient if the sportswoman does not know her laterality, does not show a good balance, has not gained enough coordination, safety and precision in her movements, can not place herself in space, does not control the length of motor actions, etc.

The targeted psychomotor skills in our research have been: laterality ( manual and podal) and ambilaterality; dynamic and static balance; coordinative capacity and spatio-temporal orientation.

The test by which the initial check has been performed were: the Bruininks-Oseretsky test, Matorin test, and testing method “Miron Georgescu-Altered”.

So, the tests and the trials from the present paper have a greater importance than the tests and trials that target only the investigation of some motor qaulities such as force,movement speed, muscular resistance ( functional power of arms, torso) and others.

The data obtained on these tests and trials, allow the improvement of prognosis regarding the existence of necessary skills to practicing artistic gymnastics.

Bibliography 1. BISSIG, V., M. and felow-workers, (1984), Physical education in pre-school,

Publishing house ASEP, Zürich 2. DE HILLERIN, P., J., (2007), Tests performed with high jumps (I) trial "Miron

Georgescu", Sport Science Magazine (no. 6), Bucharest 3. DRAGNEA, A., (1984), Measurement and evaluation in physical education and

sports, Publishing house Sports-Tourism, Bucharest 4. GRIGORE, V., (2001), Artistic Gymnastics – theoretical basis of sports training,

Publishing house SemnE, Bucharest 5. HORGHIDAN, V., (1997), Methods of psychodiagnosis, Publishing house Didactic

and Pedagogic, Bucharest 6. TEODORESCU, S., (2009), Training and competition, Publishing house Alpha

MDN, Bucharest TUDOR, V., (1999), Conditional, coordinative and intermediary abilities – elements of

motor capacity, Publishing house RAI, Bucharest

2 Grigore,V., Artistic gymnastics –theoretical basis of sports training, Ed. SemnE, Bucharest, 2001,p.41


CORRELATION OF TRAINING EFFORT PARAMETRS WITH TECHNICAL AND PHYSICAL TRAINING OF JUNIOR FEMALE

GYMNASTS

Cîmpeanu Mariana, Teacher, PhD student.- School Sports Club no.7 Dinamo Bucharest

Potop Vladimir, Associate Professor, Ph.D - Ecological University of Bucharest

Abstract This paper aims to highlight the correlation of effort parameters with

physical and technical training level of junior female gymnasts, category III. With that aim in view, we considered that by providing an optimal relationship of training effort parameters in different preparation stages and periods with the level of physical and technical training of female junior gymnasts we can show if there are multiple correlative links between these indices and better performances achieved in competitions.

The study was conducted throughout an annual cycle of training, 2007, applied to 8 junior female gymnasts, aged 11-12 years, at category III level. We monitored gymnasts’ evolutions in the preparation stages, in training sessions and competitions.

The review of training effort parameters shows the work schedule on apparatus/exchanges, the work order and the number of apparatus per day and per training session throughout the preparation macro-cycle included in the study.

As for the correlation of training effort parameters in pre-competitive stage with the level of physical, technical training and the average of performances, we notice significant differences at P<0.05 and P<0.01 respectively, while the differences of effort parameters during basic stage and competitive stage are insignificant at P>0.05.

In terms of ensuring an optimal relationship between effort training parameters in different stages and periods of training with the level of physical and technical preparation of junior female gymnasts, we can find out the existence of multiple correlative links between these indices and the achievement of better performances in competitions.

Key words: training, effort, artistic gymnastics, physical training,

technical training, performance

Rezumat Lucrarea are ca scop evidenţierea corelării parametrilor de efort cu

nivelul pregătirii fizice şi tehnice a gimnastelor junioare de categoria a III-a. Pentru aceasta, am considerat că prin asigurarea unei relaţii optime între parametrii efortului de antrenament în diferite etape şi perioade de pregătire cu nivelul pregătirii fizice, tehnice a gimnastelor junioare, vom evidenţia dacă există legături corelative multiple între aceşti indici şi performanţe mai bune obţinute în competiţii.

Studiul s-a desfăşurat pe durata a unui ciclu anual de pregătire, 2007, aplicat la 8 gimnaste junioare, cu vârste cuprinse între 11-12 ani, la nivelul


categoriei a III-a. Au fost înregistrate evoluţiile gimnastelor în etapele de pregătire, în antrenamente şi concursuri.

Din analiza parametrilor efortului de antrenament, se evidenţiază orarul lucrului pe aparate/schimburi, ordinea lucrului şi numărului aparatelor pe antrenament şi zi în cadrul macrociclului de pregătire cuprins în studiu.

Privind corelarea parametrilor efortului de antrenament din etapa precompetiţională cu nivelul pregătirii fizice, tehnice şi media performanţelor, se evidenţiază diferenţe semnificative la P<0.05 şi respectiv P<0.01, iar între parametrii efortului din etapa de bază şi perioada competiţională, diferenţele sunt nesemnificative la P>0.05.

În ceea ce priveşte asigurarea unei relaţii optime între parametrii efortului de antrenament în diferite etape şi perioade de pregătire cu nivelul pregătirii fizice, tehnice a gimnastelor junioare, putem constata existenţa unei legături corelative multiple între aceşti indici şi obţinerea de performanţe mai bune în competiţii.

Cuvinte cheie: antrenament, efort, gimnastică artistică, pregătire fizică, pregătire tehnică, performanţă

Introduction Artistic gymnastics is currently experiencing a new level of development as for the

content and assessment of exercises. The new modifications of the Code of Points, addressing the difficulty of technical elements, the granting of bonuses for the connections on each apparatus and last, but not least, the specific requirements of each apparatus will determine new guidelines and tendencies in the training on competition apparatus (Potop, V., 2008).

The methods to turn into good account the exercises for physical training are numerous and far more varied than those used in technical and tactical training. Some training methods derive from practice, others from laboratory researches. Obviously, the specific character of any sport branch or trial lies in the structure of technical elements, their number, complexity, spectacular aspect, originality, frequency and effectiveness in competition (Nicu, A., 1993).

A system of control norms and trials is used to check and assess the development level of some skills needed to practice gymnastics or to perform an element of increased difficulty. These norms and trials refer both to general and specific physical training level, and to technical training as well (Grigore, V., 2001).

Technical training involves the development of the ability to perform all technical actions correctly; the improvement of the necessary technique based on economic executions, at the highest possible speed, highest amplitude and obvious strength; implementation of specific techniques in normal and abnormal conditions; improvement of technique in related sports; and ensuring the ability to properly execute all movements (Bompa, T.O., 2002).

The rich and varied content of artistic gymnastics is characterized by technique. Each movement has a special technique so that all movements must be learned. The specificity of movements and positions is technically determined by the charactersitics of apparatus as well. Technical training in gymnastics is highly important because only a properly assimilated technique ensure progress prospects, thus the possibility to achieve peak performance (Vieru, N., 1997).

Performance capability can be considered as the result of operational interaction of bio-psycho-educational systems, reflected in the values recognized and classified on the basis of socially-historically elaborated criteria (Dragnea, A.; Mate-Teodorescu, S., 2002).

The correlational research is descriptive because it explores relationships between variables. The relationship is sometimes used for making predictions. Although the correlations are often used in the experimental research, the study of relationships is


descriptive, because it does not involve the manipulation of variables. A danger in the correlational research is to assume that since the variables are linked, one constitutes the cause of another (Thomas, J. R., Nelson, J. K., 1997).

Purpose of the paper: to highlight the correlation of effort parameters with the physical and technical training of junior female gymnasts, category III level.

Hypothesis We consider that by providing an optimal relationship of training effort parameters in

different preparation stages and periods with the level of physical and technical training of female junior gymnasts we will show if there are multiple correlative links between these indices and better performances achieved in competitions.

Methods of research - Method of bibliographic study: it consisted of specialty literature documentation on

work topics. - The observation method monitored the performances of the gymnasts – subjects of the

study - during training sessions and competitions. - Experiment method: it consisted of confirmation or invalidation of the hypothesis

proposed. - Statistical and mathematical method and plotting method; they consisted of the

tabulation of study results by means of Word program and the calculation of statistical indices by means of „KyPlot” program, using the parametric test of multiple correlations.

Content of experiment For emphasizing the significance of effort parameters correlation with the level of

physical and technical training, a study was conducted in the Junior Gymnastics National Team of Oneşti.

The study was conducted throughout an annual cycle of training, 2007, applied to 8 junior female gymnasts, aged 11-12 years, category III level. We monitored gymnasts’ evolutions in preparation stages, in training sessions and competitions, then, on the basis of the results achieved in the technical and physical control trials, we suggested the correlation of these preparation indices.

Work schedule on apparatus/ exchanges: Morning training session: Afternoon training session: Apparatus no.1: 1030 - 1100

Apparatus no.2: 1100 - 1130




Warm-up : 1700 – 1730

Apparatus no.1: 1730 – 1810




Table no. 1. Work order and number of apparatus per training session Apparatus MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

Mor

ning

wor

k-ou

t Artistry 1 1 1 1 1 Warm-up Vaults 2 - 2 - 2 1 Uneven bars 3 4 3 4 3 2 Beam 4 3 4 3 4 3 Floor - 2 2 - 4 Physical trg mobty mobty Ph.Tr+mobty mobty mobty Ph.Tr+mobt

y

Aft

erno

on

wor

kout

Artistry - 1 D 1 - D Vaults - 2 A 2 - A Uneven bars 2 - Y - 2 Y Beam 1 - O - 1 O Floor 3 3 FF 3 3 FF

In table no. 1 are shown the work schedule and the number of apparatus per two

training sessions a day, within a training micro-cycle. Training macro-cycle no.1: 1. Preparatory period, basic stage, 15.01.2007-10.02.2007. 2. Preparatory period, pre-competitive stage, 12.02.2007 – 10.03.2007. 3. Competitive period, 12.03.2007- 3.04.2007. Indices of correlation: 1. Training effort parameters regarding the effort characteristics of the preparatory

period in basic and pre-competitive stage and in competitive period, highlighting the number of training sessions and apparatus, the total number of training means and the warm-up duration during 2007 macro-cycles.

2. Physical training; it includes 8 control trials of PT1- 20m sprint, PT2- rib stall hanging leg raise in 30 sec., PT3- Handstand push-ups in 30 sec., PT4 – Back strength, legs raises in 30 sec., PT5- Back strength torso extensions in 30 sec., PT6 – Standing long jump, PT7 – Power handstand in 30 sec. and PT8 – Prolonged handstand on beam.

3. Technical training by using the assessment criteria in conformity with the requirements of FIG Code of Points on each apparatus:

- Vaults: V1 –1st group vault –handspring with 180° twisting – first flight and 180° twisting in second flight or 2nd group vault – handspring with forward tucked salto; V2 – 3rd or 4th vault (Tsukahara / Yurchenko with backward tucked, pike or stretched salto).

- Uneven parallel bars – element of compulsory requirements: UPB.1. – free grand circle in handstand; UPB.2. –min.B- dismount by backward tucked / pike double salto.

- Beam - elements of compulsory requirements: B1 – flick-flack- backward walkover; B2 –artistic element – forward Cloche jump.


- Floor – elements of compulsory requirements: F1- tumbling pass – backward double tucked salto; F2- tumbling pass – backward stretched salto with 720° twisting.

4. Performance; it includes the average of the results obtained during the competitions of 2007 annual cycle, pointing out the mean of the marks of A1 Brigade, B Brigade, Final Mark Mean (FMM) and total score.

- Junior School National Championship, all-round results, 1-3.IV.2007 Buzău. - Junior Team National Championship, all-round, 7-9.06.2007, Buzău. - Junior National Championship, all-round, 25-27.10.2007, Focşani. Results Table no. 2. Correlation of training effort parameters with physical training level

Table no. 3. Correlation of training effort parameters with technical training level

EFFORT PARAMETERS TECHNICĂL TRAINING E.Bază E.Prec. P.Comp. V1 V2 UPB1 UPB2 B1 B2 F1 F2

Basic E

1.85 P>0.05

-1.71 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

- 2.53 P>0.05

Prec. E.

0.741 -3.57 P<0.05

-4.39 P<0.01

-4.39 P<0.01

-4.39 P<0.01

-4.39 P<0.01

-4.39 P<0.01

-4.39 P<0.01

-4.39 P<0.01

-4.39 P<0.01

Comp. P

0.821 0.023 -0.816 P>0.05

-0.817 P>0.05

-0.816 P>0.05

-0.816 P>0.05

-0816 P>0.05

-0.816 P>0.05

-0.816 P>0.05

-0.816 P>0.05

V1 0.3012 0.001 0.9991 -0.0003 P>0.05

0.0001 P>0.05

0.0005 P>0.05

0.0002 P>0.05

0.0004 P>0.05

0.004 P>0.05

0.0003 P>0.05

V2 0.3011 0.001 0.9991 1 0.0004 P>0.05

0.0008 P>0.05

0,0005 P>0.05

0.0007 P>0.05

0.0007 P>0.05

0.0006 P>0.05

UPB1 0.3013 0.001 0.9991 1 1 0.0003 P>0.05

0.0001 P>0.05

0.0002 P>0.05

0.0003 P>0.05

0.0001 P>0.05

UPB2 0.3015 0.001 0.9991 1 1 1 0,0003

P>0.05 -0.0001 P>0.05

0.0001 P>0.05

0.0002 P>0.05

B1 0.3014 0.001 0.9991 1 1 1

1 0.0001

P>0.05 0.0002 P>0.05

0.0001 P>0.05

B2 0.3015 0.001 0.9991 1 1 1 1 1 0.0001 0.0001

EFFORT PARAMETERS PHYSICAL TRAINING Basic E Prec. E. Comp. P. PT1 PT2 PT3 PT4 PT5 PT6 PT7 PT8

Basic E

1.85 P>0.05

-1.71 P>0.05

- 2.54 P>0.05

- 2.51 P>0.05

- 2.52 P>0.05

- 2.49 P>0.05

- 2.48 P>0.05

- 2.15 P>0.05

- 2.53 P>0.05

- 2.51 P>0.05

Prec. E.

0.741 -3.57 P<0.05

-4.41 P<0.01

-4.36 P<0.01

-4.38 P<0.01

-4.34 P<0.01

-4.34 P<0.01

-4.01 P<0.01

-4.39 P<0.01

-4.36 P<0.01

Comp. P

0.821 0.023 -0.828 P>0.05

-0.791 P>0.05

-0.805 P>0.05

-0.772 P>0.05

-0.77 P>0.05

-0.433 P>0.05

-0.81 P>0.05

-0.787 P>0.05

PT1 0.294 0.001 0.9989 0.037 P>0.05

0.023 P>0.05

0.056 P>0.05

0.058 P>0.05

0.395 P>0.05

0.011 P>0.05

0.041 P>0.05

PT2 0.315 0.001 0.9993 1 -0.014 P>0.05

0.018 P>0.05

0.021 P>0.05

0.358 P>0.05

-0.025 P>0.05

0.004 P>0.05

PT3 0.307 0.001 0.9992 1 1 0.033 P>0.05

0035 P>0.05

0.372 P>0.05

-0.011 P>0.05

0.018 P>0.05

PT4 0.325 0.001 0.9994 1 1 1 0.002

P>0.05 0.339 P>0.05

-0.044 P>0.05

-0.014 P>0.05

PT5 0.327 0.001 0.9999 1 1 1

1 0.337

P>0.05 -0.046 P>0.05

-0.016 P>0.05

PT6 0.545 0.006 0.9999 0.9999 0.9999 0.9999

0.9999

0.9999 -0.383

P>0.05 -0.353 P>0.05

PT7 0.301 0.001 0.9991 1 1 1

1

1

0.9999 0.029

P>0.05 PT8 0.317 0.001 0.9993 1 1 1 1 1 0.9999 1


P>0.05 P>0.05 F1 0.3015 0.001 0.9991 1 1 1

1

1

1 -0.0001

P>0.05 F2 0.3014 0.001 0.9991 1 1 1 1 1 1 1

Table no. 4. Correlation of training effort parameters with performance

EFFORT PARAMETERS PERFORMANCE Basic E.

Prec. E.

Comp. P A1 B FMM Score

Basic E. 1.482 P>0.05

-1.37 P>0.05

-2.03 P>0.05

-2.02 P>0.05 -2.01

P>0.05 -1.94 P>0.05

Prec. E. 0.753 -2.85 P>0.05

-3.51 P<0.05

-3.505 P<0.05

-3.49 P<0.05

-3.423 P>0.05

Comp.P. 0.814 0.084 -0.6602 P>0.05

-0.651 P>0.05

-0.643 P>0.05

-0.57 P>0.05

A1 0.409 0.015 0.9941 0.008 P>0.05

0.0167 P>0.05

0.0901 P>0.05

B 0.414 0.016 0.9945 1 0.008 P>0.05

0.0167 P>0.05

FMM 0.419 0.016 0.9949 1 1 0.0733 P>0.05

Score 0.464 0.02 0.9973 0.9999 1 1 Discussions The study refers to a group of eight gymnasts in training progress, junior category III

level, in the junior Olympic team of Onesti. The reason for which we decided to carry out this study is to reveal the influence of effort parameters on the level of junior gymnasts trening.

With this aim in view, we made a multiple parametric correlation of training effort parameters in different preparation stages and periods with the performances achieved in competitions throughout the annual training cycle 2007.

All along the research period there were two training sessions per day, as outlined in Table no. 1 on the order and number of apparatus per workout and per day.

The study was conducted throughout an annual cycle of training, highlighting the features of effort parameters in training macro-cycle no.1, which aimed at the training for Junior School National Championship, 1-3.IV.2007 Buzău.

The indices of correlation were composed of training effort parameters in various stages of training, control trials on physical and technical training and the average of performances achieved in the three national contests.

In terms of correlation of training effort parameters with the level of physical training, there are significant differences between effort parameters in the pre-competitive stage of the preparatory period and the control trials of physical training at the significance threshold P<0.05 and P<0.01 respectively, while the differences between effort parameters in basic stage and pre-competitive period and the level of physical training are insignificant at P>0.05 (Table no. 2).

The analysis of training effort correlation with the technical training level showed the significant differences existing between effort parameters in the pre-competitive stage of the preparatory period and the control trials of technical training at P<0.05 and P<0.01 respectively, while the correlation of effort parameters in basic stage and competitive period with the level of technical training showed insignificant differences at P>0.05 (Table no. 3).

As for the correlation of training effort parameters with the averages of performances achieved in competition, it was noticed that there were significant differences between the effort parameters in the pre-competitive stage of the preparatory period and the performances achieved in competitions at P<0.05, while the correlation of effort parameters in basic stage


and competitive period with the performance highlighted insignificant differences at P>0.05 (Table no. 4).

Conclusions Regarding the correlation of training effort parameters with the averages of

performances obtained in contests, it was noticed that there were significant differences between the effort parameters in the pre-competitive stage of the preparatory period and the performances achieved in competitions at P<0.05, while the correlation of effort parameters in basic stage and competitive period with the performance highlighted insignificant differences at P>0.05 (Table no. 4).

The analysis of training effort parameters shows the work schedule on apparatus / exchanges, the work order and the number of apparatus per day and per training session throughout the preparation macro-cycle included in the study.

As for the correlation of training effort parameters in pre-competitive stage with the level of physical, technical training and the average of performances, we notice significant differences at P<0.05 and P<0.01 respectively, while the differences of effort parameters during basic stage and competitive period are insignificant at P>0.05.

In terms of ensuring an optimal relationship between training effort parameters in different stages and periods of training with the level of physical and technical preparation of junior female gymnasts, we can find out the existence of multiple correlative links between these indices and the achievement of better performances in competitions.

References 1. Bompa, T.O., Periodization: Theory and Methodology of Training “Ex Ponto”

Publishing House, CNFPA. Bucharest, 2002, p.5. 2. Grigore, V., Artistic Gymnastics- Theoretical Bases of Sports Training. “Semne”

Publishing House, Bucharest, 2001, p.48-49. 3. Nicu, A., Modern Sports Training. “Editis” Publishing House, Bucharest, 1993,

p.258. 4. Potop, V., Women’s Artistic Gymnastics – Elements of Theory and Methods. “Bren”

Publishing House, Bucharest, 2008, p.7. 5. Thomas, J. R., Nelson, J. K., Methodology of Research in Physical Training, volume

II, Performance Sport, 386-389, Editorial Office: CCPS Bucharest, 1977, p.133. 6. Vieru, N., Handbook of Sports Gymnastics. “Driada” Publishing House,

Bucharest,1997, p.31-33.


CERCETAREA EXPERIMENTALĂ PRIVIND IMPLEMENTAREA TEHNICILOR KINETICE SPECIFICE PENTRU RECUPERAREA MOBILITĂŢII ŞOLDULUI ÎN COXARTROZELE NEOPERATE

Chiriac Mircea Adrian, lector,

Universitatea din Oradea, Kinetoterapie şi motricitate specială Marcu Vasile, profesor universitar,

Universitatea din Oradea, Kinetoterapie şi motricitate specială

Rezumat Privim artrozele – şi implicit şi coxartrozele – ca „un grup eterogen din

punct de vedere etiologic şi clinic care au însă aceleaşi manifestări anatomopatologice, radiologice şi biologice; ele sunt responsabile de producerea unor suferinţe cronice la nivelul aparatului mio-artro-kinetic, exprimat în special prin durere, redoare articulară şi deteriorare funcţională”(34).

Creşterea mobilităţii generale a şoldului pentru fiecare lot în parte, între testarea iniţială şi cea finală (Fig. 3), prezintă diferenţe semnificative, respectiv pragul de 3° este depăşit; cel mai mult îmbunătăţeşte lotul E2 (cu 10°), urmat îndeaproape de lotul E1 (cu 9,4°) şi pe ultimul loc se află lotul C (cu 8°). Se confirmă (aşa cum dealtfel s-a confirmat pentru fiecare direcţie de mişcare a şoldului) faptul că toate cele 3 tipuri de intervenţii de recuperare a mobilităţii articulare a şoldului sunt eficace, iar această eficacitate o putem considera ca fiind semnificativă statistic.

Din punct de vedere al stabilirii dacă diferenţele în îmbunătăţirea mobilităţii generale a şoldului dintre loturile cercetării sunt semnificative, observăm că în nici unul din cazuri nu se înregistrează depăşirea pragului de 3° (lotul E2 îmbunătăţeşte 2° faţă de lotul C şi 0,6° faţă de lotul E1, în timp ce lotul E1 prezintă o îmbunătăţire absolută de numai 1,4° faţă de lotul C).

Cuvinte cheie: mobilitate, coxartroză, tehnici de inhibiţie activă, tehnici de

mobilizare articulară Abstract We look upon arthrosis and implicitly the coxarthrosis- as „a

heterogeneous group etiologically and clinically which have though the same anatomopathologic, radiologic and biologic manifestations; they are responsible of producing some chronical pains at the level of the mio-artro-kinetic apparatus, being defined especially by ache, articular rigidity, and functional deterioration”

The augumentation of the general mobility of the hip for each lot, between the initial and final test, presents significant differences,respectively the step of 3 ° has increased, the lot E2 enhaces it the most(with 10 °) followed up closely by the lot E1 (with 9,4°) and the last is the lot C (with 8 °). It is proved out( just how it has been proved for each direction of movement of the hip) that these 3 types of intervention of recovering the articular mobility of the hip are efficient, and this eficacity cand be considered statisticaly important.

Regarding the establishment showing if the differences in the improvement of the general mobility of the hip from the research lots are important, we notice that in neither of the cases is noticed the increasing of the step of 3 °( the lot E2


increases 2 ° compared to the lot C and 0,6 ° compared to lot E1, meanwhile the lot E1 has an absolute increase of only 1,4 ° compared to lot C)

Key words: mobility, coxarthrosis, techniques of active inhibition, techniques of articular mobilisation. Introducere

Privim artrozele – şi implicit şi coxartrozele – ca „un grup eterogen din punct de vedere etiologic şi clinic care au însă aceleaşi manifestări anatomopatologice, radiologice şi biologice; ele sunt responsabile de producerea unor suferinţe cronice la nivelul aparatului mio-artro-kinetic, exprimat în special prin durere, redoare articulară şi deteriorare funcţională”(34).

Prevalenţa coxartrozei variază de la 3 la 11% la populaţia de 35+ din Europa de vest (30). Frecvenţa coxartrozei în SUA variază între 1.4% şi 3.5% pe baza definiţiei radiografice (18) şi între 0.7 şi 4.4% pe baza simptomelor (3). Incidenţa invalidităţii prin coxartroză în România este 18,4 la 100.000 (27).

Factorii de risc pentru coxartroză includ: vârsta, anomaliile congenitale, densitatea osoasă crescută, participarea la sporturi de “încărcare”, afectările/traumatismele articulare, precum şi profesiile care necesită ortostatism prelungit, ridicări şi manipulări de greutăţi (25).

Odată cu avansarea bolii, pacientul poate avea crepitaţii sau cracmente profunde la mişcare, iar mobilitatea articulară devine limitată (11). Impotenţa funcţională ce se accentuează în timp, poate determina invaliditate după 7-15 ani de evoluţie (9). Un studiu recent efectuat pe o pacientură ce prezenta simptome la nivelul şoldului a identificat 5 posibili predictori clinici pentru diagnosticul de coxartroză:

1. durere agravată de mişcarea de ghemuire; 2. durere pe partea laterală sau anterioară a şoldului provocate prin teste de frecare (vezi

subcapitolul 5.2.6.); 3. durere în partea laterală a şoldului la flexia activă a şoldului; 4. durere la extensia activă a şoldului;

amplitudine de mişcare pasivă a RI mai mică de 25° (33). În mod normal, spaţiul articular al şoldului este de 3-5 mm. O reducere mai mare de

0,5 mm a spaţiului articular reprezintă deja o reducere clinică relevantă şi semnificativă (2), coxartroza fiind considerată de gravitate medie atunci când spaţiul articular este sub 2,5 mm şi severă atunci când spaţiul articular este sub 1,5 mm (6).

Dintre pacienţii cu artroză, coxartroticii au cele mai scăzute scoruri la abilităţile de muncă, performanţele slabe în activităţi fiind asociate cu sexul femeiesc, cu IMC, cu durerea şi cu pesimismul (17).

Artroplastia totală de şold – ca procedură radicală, este spectaculoasă ca rezultate, crescând brusc şi semnificativ calitatea vieţii, putând transforma persoanele ce deveniseră dependente, în persoane independente. În lumea de astăzi, orientată spre tehnologie şi schimbări rapide, oamenii gândesc că orice este posibil şi uităm uneori că totuşi sunt multe bariere de natură biologică ce nu pot fi surmontate. În ciuda binecuvântării pe care a adus-o artroplastia pentru mulţi pacienţi în ultimele decenii, trebuie să recunoaştem că nici implanturile, nici tehnicile disponibile astăzi – în mod special rezultatele pe termen lung şi avându-i în vedere pe subiecţii tineri, activi – nu îndeplinesc toate dorinţele şi aşteptările. Astfel, încă nu există o soluţie “ideală” şi pe termen lung; în consecinţă, este necesar a se lua toate măsurile de “conservare” a şoldului, pentru a preveni sau măcar a întârzia artroplastia (35).

Patologia artrozică, nu poate solicita echipei de recuperare o vindecare structurală, ci doar (în cel mai bun caz) o refacere funcţională şi o dispariţie a simptomelor, prin: restaurarea mecanicii articulare normale; asigurarea supleţei articulaţiei şoldului; refacerea stabilităţii şoldului;


prevenirea şi combaterea atitudinilor vicioase ale articulaţiilor învecinate; instruirea P. asupra regulilor de „igienă” a şoldului şi asupra regulilor de viaţă în cazul

afecţiunilor artrozice. Concepţia medicală contemporană este că măsurile non-farmacologice cum sunt

educaţia pacientului, controlul greutăţii, kinetoterapia (incluzând aici - ca mijloc al ei - fizioterapia) şi terapia ocupaţională ar trebui încercate în primul rând, însoţite de o intervenţie farmacologică ajutătoare (7). Arokoski (5) este de părere că tratamentele nefarmacologice sunt tot atât de importante în artroza şoldului ca şi tratamentul medicamentos şi astfel, kinetoterapia şi terapia ocupaţională trebuie să-şi găsească obligatoriu loc în programul de tratament al coxartrozei. Eficienţa factorilor naturali ai staţiunii balneare (climatul, apa termală radonată, aeroionizarea etc.) asociaţi cu mijloacele medicinii fizice (kinetoterapie, căldură, energie electrică, mecanică, electromagnetică, lumină etc), este de multe ori superioară terapiei medicamentoase, îndeosebi ca rezultate la distanţă, pentru perioade mai lungi de timp (24).

Populaţia deseori receptează mesaje confuze despre ce, când şi cum să facă exerciţii în momentul în care experimentează durere la activitatea fizică şi reducerea durerii la repaus; oamenii ajung să creadă că activitatea uzează articulaţiile. Dovezile actuale arată că efectuarea regulată a exerciţiilor cu impact de încărcare scăzut pe articulaţiile artrotice nu accelerează progresivitatea artrozei (16); Arokoski (5), confirmă faptul că exerciţiile moderate diminuă fibrilarea cartilajului şi necroza condrocitelor (Williams & Brandt, 1984), iar mişcările active intermitente, urmate de mişcări continue pasive stimulează repararea matricei cartilajului articular, în timp ce lipsa de încărcare articulară şi restricţia de amplitudine de mişcare duc la modificări atrofice ale cartilajului articular (4).

O fermă recomandare din partea tuturor experţilor OARSI este încurajarea pacienţilor de a începe sau continua cu regularitate, exerciţii aerobice, de creştere a forţei şi mobilităţii articulare; aceeaşi experţi afirmă că pentru coxartroza „simptomatică” exerciţiile efectuate în apă pot fi mai eficiente (36). Actualmente există o lipsă de informaţie pentru a susţine beneficiile care rezultă din efectuarea exerciţiilor în reducerea durerii în coxartroză (13), nefiind suficiente studii care să determine valoarea exerciţiilor la pacienţii coxartrotici, ori care să promoveze recomandări despre un program optim din punct de vedere al dozării (frecvenţă, intensitate, durată) (11). Nici un studiu nu a investigat dacă există un efect sinergic, antagonic sau neutru, atunci când sunt implicate exerciţiile fizice şi terapie manuală (1). În studiul Hoeksma (14) se punea pentru prima dată întrebarea care dintre cele două modalităţi terapeutice - terapia manuală (ce cuprinde şi tehnici de manipulări) sau kinetoterapia (exerciţii fizice) - este mai eficientă în coxartroză (ştiut fiind faptul că amândouă sunt folosite, efectele pozitive fiind dovedite. Până acum (2009) nici un studiu cunoscut nu a evaluat efectul combinat al terapiei manuale şi exerciţiilor la pacienţii cu coxartoză” (12). Scopul cercetării este găsirea unei metodologii de aplicare a unor tehnici kinetice (chiar dacă tehnicile folosite au o valoare terapeutică recunoscută pentru fiecare în parte), pentru creşterea mobilităţii articulare a şoldului coxartrotic (şi prin extrapolare, întregului grup de artroze) la valori cât mai apropiate de valorile funcţionale, astfel încât pacienţilor cu patologia de coxartroză să le scadă restricţia de participare şi implicit să le crească calitatea vieţii.

Managementul acestei patologii ar trebui să fie din punct de vedere al kinetoterapei mult mai comprehensiv şi chiar dacă rezolvarea chirurgicală devine la un moment dat inevitabilă trebuie să îi facem pe pacienţi să înţeleagă că şi întârzierea acestui potenţial inevitabil eveniment este un câştig. Obiectivele cercetării le putem împărţi în obiective proprii cercetării, obiective din punct de vedere al pacientului şi obiective ce se suprapun obiectivelor kinetoterapiei şi terapiei ocupaţionale din tratamentul coxartrozei neoperate. Obiectivele cercetării propriu-zise: ● Stabilirea eficacităţii tehnicilor propuse de noi, respectiv dacă tratamentul kinetic produce efecte pozitive aşteptate, acţionându-se cu un minim de cheltuială/efort.


● Stabilirea eficienţei programului de tratament propus prin compararea cu tratamentul kinetic conservator (clasic/tradiţional) aplicat în condiţiile Spitalului de Recuperare din staţiunea Felix, respectiv raportul dintre efectele utile datorate tratamentului kinetic şi totalul eforturilor (economice) implicate. Obiectivele pacientului: ● Ameliorarea simptomelor bolii, cu scăderea dependenţei de medicaţie. ● Creşterea mobilităţii articulare a şoldului ce să permită efectuarea/reluarea activităţilor în condiţii de siguranţă, confort şi independenţă. ● Menţinerea beneficiilor obţinute prin mijloace antialgice şi/sau antiinflamatorii (sau măcar cu diminuarea dozelor). ● Amânarea intervenţiei ortopedo-chirurgicale. Obiectivele tratamentului prin kinetoterapie a coxartrozei neoperate sunt reprezentate într-o ordine taxonomică de către: ● “Clasicele” 9 obiective generale ce au în vedere menţinerea şi/sau îmbunătăţirea stării de funcţionalitate a şoldului afectat (aspecte de relaxare, aliniament, forţă, rezistenţă, mobilitate, control, etc), dar şi a coloanei lombosacrate, a restului articulaţiilor membrului afectat, cât şi a celui neafectat, luându-se în considerare însă întreg organismul (condiţia fizică, capacităţi coordinative, etc), toate subordonate problemelor de funcţionalitate (ortostatism, mers, etc).; ● Obiective specifice-intermediare, ce sunt rezolvate într-o perioadă de timp considerată optimă şi predictibilă; exemplificăm doar pentru obiectivul general de “recuperare a mobilităţii articulare”:

a) obţinerea unghiurilor articulare funcţionale/normale (vezi tabelele 1 şi 2) prin: - inhibiţia hipertoniilor musculare: miotatice, miostatice, analgice, antalgice; - creşterea elasticităţii (întinderea) ţesutului: contractil, necontractil; - asuplizarea tuturor ţesuturilor moi periarticulare; - creşterea amplitudinii mişcărilor artrokinematice: alunecare, rotaţie conjunctă,

detracţie; 1. menţinerea/îmbunătăţirea mobilităţii articulare prin promovarea fenomenelor

metabolice articulare; 2. menţinerea mobilităţii articulare în perioadele: acută, subacută; 3. menţinerea mobilităţii normale în: - articulaţiile supraiacente articulaţiei afectate, - articulaţiile subiacente articulaţiei afectate; 4. combaterea aderenţelor ţesuturilor moi prin mobilizări: - de mică amplitudine,

- pasive/autopasive, - pasivo-active;

5. creşterea mobilităţii articulare prin manipulări articulare. Tabel 1. Gradele sexagesimale de amplitudine a mişcărilor active ale şoldului Autori Mişcare Kendall Daniels &

Worthingham Hoppenfeld Mohr Cailliet

Flexia 125 115-125 120 120 120 Extensia 10 10-15 30 30 30 Abducţia 45 45 45-50 45 45 RI 45 45 35 45 45 RE 45 45 45 45 45

Tabel. 2. Valorile medii pentru amplitudinea mişcărilor în articulaţia coxofemurală în cele trei planuri, în timpul unor activităţi (adaptat după Reese şi Bandy) (28)

Activitatea Valorile (în grade) necesare

performării activităţii Sagital Frontal Transvers

Mers 52° 12° 13°


Legarea şiretului cu piciorul pe sol 124 19 15 Legarea şiretului cu şoldul addus, coapsa sprijinită pe cealalaltă 110 23 33

Poziţia ghemuit 122 28 26 Aşezat pe un scăunel şi ridicarea din aşezat 104 20 17 Aplecare pentru ridicarea unui obiect de pe sol 117 21 18 Urcarea scărilor 67 16 18 Coborârea scărilor 16 18 36

● Obiective operaţionale, ce aparţin planului kinetic particularizat fiecărui pacient, fiind

de fapt obiectivul/-ele fiecărui exerciţiu (sau grup de exerciţii). Chiar dacă actualmente, în România, kinetoterapeutul îndeplineşte şi rolul de terapeut

ocupaţional, anticipăm momentul desprinderii definitive a acestor 2 profesii prin punctarea obiectivelor specifice terapiei ocupaţionale:

Învăţarea pacientului să utilizeze dispozitivele ajutătoare de mers; Adaptarea/ajustarea mediului (de acasă, de la servici, din maşină, de recreere, etc) cum

sunt înălţimea scaunelor, toaletei, etc. Indicaţia şi învăţarea folosirii dispozitivelor adaptate pentru efectuarea ADL-urilor

(încălţat pantofi, ciorapi, etc.). Ipoteza cercetării este: stabilind tehnici specifice pentru kinetoterapia afecţiunilor

artrozice neoperate ale şoldului putem îmbunătăţi mobilitatea articulară şi prin aceasta să amplificăm posibilităţile funcţionale ale pacienţilor ce au beneficiat de aplicarea tehnicilor de mobilizare articulară, a tehnicilor de inhibiţie activă şi a stretchingului, atât suplimentar, cât şi substitutiv tratamentului de recuperare kinetică clasic/tradiţional efectuat în condiţiile staţiunii balneo-climaterice Băile Felix.

Desfăşurarea cercetării Măsurarea amplitudinii de mişcare activă a şoldului s-a efectuat cu un goniometru

electronic de mare precizie (marca Bosch tip DWM 40 L). Periodele în care s-au efectuat activităţile de evaluare-tratament au fost: 5.02.2007 -

7.05.2007, 15.06.2009 - 28.09.2009, 18.01. 2010 - 3.05. 2010. Toţi pacienţii au avut parte de 10 activităţi de kinetoterapie (câte 5

activităţi/săptămână, timp de 2 săptămâni), din care prima sesiune era de evaluare şi individualizare a protocolului de tratament, rămânând deci 9 activităţi de kinetoterapie pentru aplicarea efectivă a tehnicilor de tratament kinetic propuse în această cercetare. Alcătuirea loturilor cercetării Pacienţii care au alcătuit atât lotul control, cât şi loturile de cercetare au fost recrutaţi din cadrul bolnavilor internaţi timp de 14 zile, în Spitalul Clinic de Recuperare Medicală din Băile Felix, având diagnostic de coxartroză. Într-o „serie” selectam 4-5 pacienţi în lotul experimental, următorii fiind introduşi în lotul control. Criterii de includere:

- diagnostic confirmat, principal de coxartroză, primară sau secundară (mai puţin în cazul malformaţiilor coxofemurale congenitale care afectează major mecanica articulară) sau un diagnosticul secundar (aflat însă în fruntea listei de diagnostice secundare) de coxartroză, atunci când diagnosticul principal era de altă natură sau localizat în altă parte, astfel încât să nu interfere cu afecţiunea artrozică a şoldului.

- acceptul pacientului de a participa, sub rezerva confidenţialităţii tuturor datelor personale şi medicale, la prezenta cercetare.

- acceptul medicului şi al kinetoterapeutului curant. - hipomobilitate de cel puţin 20% din amplitudinea activă a unei direcţii de mişcare a

articulaţiei coxo-femurale, cu end-feel moale sau semidur: ● pentru mişcarea de flexie a şoldului: amplitudini de sub 100°; ● pentru mişcările de extensie şi adducţie a şoldului: amplitudini de sub 15°;


● pentru mişcările de abducţie, RI şi RE a şoldului: amplitudini de sub 30°. În cazul în care la amplitudinea pasivă aveam o mobilitate cu cel puţin 30% mai

mare decât amplitudinea înregistrată la mişcarea activă, indiferent de natura acestei diferenţe (forţă musculară de sub F3 sau durere) acea direcţie de mişcare nu mai era inclusă în datele luate în calculul statistic al cercetării.

Criterii de excludere: - vârsta de peste 65 ani; - refuzul pacientului de a participa la aceste tehnici şi doar de a participa în lotul martor; - contraindicaţii pentru kinetoterapie; - scor radiografic de IV, pe o scală I-IV (severitatea radiologică a coxartrozelor din

cercetare este ilustrată în Tabelul 4); - boli congenitale, de dezvoltare a scheletului, care afectează grav mecanica articulară; - artrită reumatoidă; - osteonecroză idiopatică a capului femural; - durere severă lombo-sacrată; - osteoporoză avansată; - boală ce se află sub o medicamentaţie care înrăutăţeşte funcţiile fizice (boli endocrine,

epilepsie, boală Parkinson, boli cerebrovasculare, polineuropatii, disfuncţii neuromusculare, ateroscleroza avansată a membrelor inferioare);

- operaţii sau fracturi recente/nerefăcute efectuate pe bazin, coloana vertebrală, pe şoldul opus sau pe articulaţii ale membrelor inferioare;

- şedinţe de recuperare efectuate în ultimele 6 luni pentru această afecţiune; - injecţii cu cortizon în şold înainte cu 30 de zile sau intenţia de a le efectua în timpul

tratamentului. În cazul unui pacient la care un şold era în situaţia unui criteriu de excludere (dar se

afla într-o situaţie medicală şi funcţională stabilă), iar celalat şold prezenta o direcţie/direcţii de mişcare a şoldului cu hipomobilitate (fără să fie sub incidenţa unui criteriu de excludere), subiectul era inclus în cercetare.

În cazul în care la testarea finală, valoarea unei direcţii de mişcare articulară era mai mică decât valoarea iniţială, indiferent de cauză (eroare de măsurare sau de notare, ori durerea vis-a-vis de medicaţie), acea direcţie de mişcare a fost eliminată din calculul statistic.

Totalul pacienţilor care au participat cu succes la această cercetare a fost de 148, împărţiţi după cum urmează: - lotul din 2007, alcătuit din 13 „experimentali” şi 19 control; - lotul din 2009, alcătuit din 36 „experimentali” şi 20 control; - lotul din 2010, alcătuit din 47 „experimentali”şi 13 control;

Mai important decât numărul pacienţilor recrutaţi în această cercetare a fost numărul de 258 de „şolduri” afectate (deoarece la majoritatea pacienţilor am avut situaţie de coxartroză bilaterală) şi de fapt mai important decât aceasta a fost numărul direcţiilor de mobilitate restricţionată (vezi Tabelul 3). Modul de împărţire în loturi a pacienţilor a fost următorul: Lotul de control (C), cuprinzând 52 de pacienţi (pacienţii control din toţi cei 3 ani),

efectuează doar tratamentul clasic/tradiţional prescris, respectiv pe lângă procedurile de electro-termo-maso-hidroterapie, kinetoterapie la sală şi hidrokinetoterapie.

Lotul experimental 1 (E1), cuprinzând 49 de pacienţi (pacienţii „experimentali” din anii 2007 şi 2009) care efectuează suplimentar („în plus”) tratamentului clasic/tradiţional (în activităţi de kinetoterapie efectuate după-masă) tehnicile propuse de noi: TMA, TIA (ce include şi S.).

Lotul experimental 2 (E2), cuprinzând 47 de pacienţi (pacienţii „experimentali” din 2010) ce efectuează substitutiv („în loc de”) tratamentului clasic/tradiţional, tehnicile propuse de noi.


Tabel 3. Numărul direcţiilor de mişcare a şoldului afectate şi distribuţia lor Direcţii de mişcare EXPERIMENTAL 1 EXPERIMENTAL 2 CONTROL

Total 266 244 250 Tabel 4. Severitatea radiologică a coxartrozei şi distribuţia pe loturile cercetării

Grad I Grad II Grad III E1 15 58 15 E2 19 58 7 C 21 54 11

TOTAL E1 + E2 + C 55 170 33 Evaluarea pacienţilor

Testarea goniometrică a mobilităţii articulare a reprezentat axul central al datelor recoltate. Deoarece “actualele cunoştinţe despre validitatea scorurilor clinice în coxartroză sunt limitate” (32), iar scorurile WOMAC pentru durere şi redoare nu corelează cu amplitudinea de mişcare şi scorul WOMAC pentru funcţia fizică se corelează semnificativ doar cu amplitudinea de flexie a şoldului (23), am hotărât să folosim ca mijloc de obiectivare al tratamentului nostru, în locul testelor funcţionale, gradele standard (sexagesimale) de amplitudine a direcţiilor de mişcare.

Mobilitatea articulară are determinanţii săi, dar dacă o hipomobilitate este cauzată de durere în timpul mişcării, de o forţă musculară insuficientă sau de deformări intra- sau periarticulare datorită artrozei este o problemă ce depăşeşte scopurile acestei cercetări.

Cercetarea end-feel-ului a condus la descoperirea cauzei de limitare a mişcării şi a determinat modelarea metodologiei de aplicare a exerciţiilor pacienţilor din loturile experimentale ale studiului nostru.

Tratamentul pacienţilor Procedurile de electroterapie utilizate în cadrul acestei cercetări au fost:

ultrasonoterapia şi ultrasonoforeza (cu geluri ultrasonabile cu ketoprofen sau diclofenac), pe zonele periarticulare şi musculare;

galvanoionizările, băi galvanice celulare; curenţi diadinamici, în special formele difazat, monofazat şi excitomotor; curenţi Trabert la nivelul regiunilor fesiere pentru durerile de tip mecanic şi miofascial.

Termoterapia s-a efectuat prin aplicaţii locale de parafină şi prin efectul termic al apei termale (în hidrokinetoterapie).

Masajul, efectuat de un cadru specializat, a privit manevre de relaxare a zonelor contracturate, cu efect sedativ general în caz de durere şi a folosit proceduri de tonifiere pentru musculatura hipotonă.

Kinetoterapia clasică/tradiţională este (din păcate) puţin individualizată, abordarea fiind una de tip „grup”. Kinetoterapeutul intervine mai frecvent doar la începutul perioadei de recuperare, pentru demonstrarea, corectarea exerciţiului. Astfel şedinţa de recuperare transformă kinetoterapeutul mai degrabă într-un „antrenor”. Unele exerciţii au un caracter global, ele solicitând mai multe direcţii de mişcare şi îndeplinind mai multe obiective (şi tonifiere pentru o parte articulară şi asuplizare pentru partea opusă, etc). Dozarea efortului este dată de limitele fiecărui pacient, kinetoterapeutul ghidându-se după senzaţiile subiective descrise de pacient.

Programul de hidrokinetoterapie îl are pe kinetoterapeut în postură de „dirijor”, exerciţiile efectuându-se în grupuri de aproximativ 20 de pacienţi, suferinzi de toată gama de patologie. În consecinţă, exerciţiile prezintă un scăzut grad de individualizare, kinetoterapeutul încercând să dea indicaţii (în limitele posibilului) pentru patologia fiecăruia. Programul seamănă mai mult cu un set de exerciţii pentru dezvoltare fizică generală, corect însă din punct de vedere biomecanic şi funcţional. Durata activităţii de hidrokinetoterapie este de aproximativ


15’ sub îndrumarea kinetoterapeutului şi încă 5-15’ de activităţi individuale (inclusiv acomodarea iniţială cu apa).

Kinetoterapia prin TMA, S şi TIA (aplicată loturilor experimentale) În cazul în care exista o limitare a unei direcţii de mobilitate de cauză capsulară, am

utilizat ca tehnici de relaxare şi de întindere generală a capsulei, efectuate la începutul fiecărei activităţi de kinetoterapie, 3 TMA de alunecarea inferioară: în poziţie neutră, în flexie, şi în extensie. Apoi, pentru fiecare direcţie limitată am folosit următoarele TMA specifice: Pentru limitarea extensiei: “Alunecare anterioară a femurului pe bazin - din DV”; Pentru limitarea flexiei: “Alunecare posterioară a femurului pe bazin”; în situaţia în care această TMA nu se putea efectua cu succes (datorită sensibilităţii la apăsarea pe partea anterioară a femurului – cauzată de muşchiul drept anterior), apelam la TMA de alunecare dorsală a femurului pe bazin; Pentru limitarea abducţiei: alunecare medială a femurului pe bazin; Pentru limitarea adducţiei: alunecare laterală a femurului pe bazin; Pentru limitarea rotaţiei externe: alunecare laterală a femurului pe bazin – spre rotaţie externă; Pentru limitarea rotaţiei interne: alunecare medială a femurului pe bazin – spre rotaţie internă.

Am conceput o singură formă de TIA ce este aplicabilă ca principiu tuturor celor 6 direcţii de amplitudine a şoldului. Ca provenienţă din tehnicile FNP, respectiv ca explicaţii neurofiziologice, TIA concepută de noi este o combinaţie de relaxare-opunere antagonist + inversare lentă + relaxare-contracţie + S. Descrierea TIA este următoarea: se porneşte de la o poziţie de maximă scurtare a musculaturii hipertone; contracţie izometrică maximă, de scurtă durată (1-2”) a musculaturii hipertone; contracţie concentrică a musculaturii agoniste pe toată amplitudinea, sub rezistenţă

maximală; contracţie izometrică de intensitate maximă pe musculatura antagonistă (hipertonă) în zona

de maximă lungime, concomitent cu rotaţia pasivă a articulaţiei şoldului; stretching pasiv timp de 20” pe musculatura antagonistă (hipertonă).

În cazul limitării de mobilitate dată de scurtarea componentei necontractile a ţesutului moale îi recomandam pacientului adoptarea unei posturi specifice (S. autopasiv) pentru o perioadă de 30’, combinat de preferinţă cu aplicarea de parafină sau în apa termală, ori la patul din salon sau la sala de kinetoterapie (eventual în afara programului kinetoterapeutului).

Rezultate Din Fig. 1 observăm că flexia are cea mai mică îmbunătăţire procentuală în toate

loturile. Dacă în cazul mişcărilor de rotaţie, loturile experimentale arată o îmbunătăţire clară în comparaţie cu lotul C, în cazul celorlalte mişcări există câte un lot experimental care este comparabil cu lotul C (vezi extensia) sau chiar cu o îmbunătăţire inferioară lotului de control.


0

5

10

15

20

25

30

35

40

45

50

Flexie Extensie Abducţie Adducţie RI RE

Experimental 1 Control Experimental 2

Fig. 1. Graficul progreselor (câştigurilor) medii procentuale, înregistrate de media

amplitudinii celor 2 şolduri, pentru fiecare direcţie de mişcare, în funcţie de cele 3 tipuri de intervenţie kinetică

Remarcăm din Fig. 2 faptul că mobilitatea generală procentuală în faza de pretest este

foarte asemănătoare pentru cele 3 loturi ale cercetării (avantaj nesemnificativ pentru lotul E1), ceea ce ne confirmă că selecţia randomizată a pacienţilor nu a generat diferenţe care ar putea influenţa validitatea rezultatelor tratamentelor aplicate. Nivelul la care se ajunge în final de aproximativ 70% din amplitudinea activă considerată normală, nu o putem transforma în aprecieri globale asupra funcţiei şoldului sau membrului inferior, deoarece aşa cum este firesc, majoritatea scorurilor iau în considerare fiecare direcţie de mişcare în parte (flexia, abducţia şi rotaţia internă, fiind markerii cei mai uzitaţi în coxartroză).


47.5 45.5 45.8

71.866

70.2


Pretest Posttest

Fig. 2. Mobilitatea generală medie a şoldului, în pretest şi în posttest, exprimată

procentual, pentru cele 3 loturi ale cercetării Întrebarea este cât din aceste îmbunătăţiri se datorează exerciţiilor kinetice aplicate şi

cât aparţine celorlalte componente ale tratamentului recuperator. Răspunsul ar putea fi dat de creşterea mai mare a mobilităţii lotului E1, în care aplicarea suplimentară a TIA+S+TMA tratamentului kinetic tradiţional duce la o îmbunătăţire procentuală de 24,3%, comparativ cu lotul C care prezintă o îmbunătăţire procentuală de doar 14,5%. Astfel, diferenţa dintre aceste cifre procentuale de 9,8%, ar trebui să constituie efectul aplicării suplimentare a tehnicilor propuse de noi faţă de tratamentul kinetic tradiţional aplicat tuturor pacienţilor acestor 2 loturi ale cercetării.

Lotul E2 prezintă îmbunătăţiri procentuale cu 9,9% mai bune decât lotul C; de remarcat însă faptul că îmbunătăţirile lotului E2 sunt similare cu cele obţinute de lotul E1. Astfel, diferenţa procentuală dintre efectuarea în plus faţă de tratamentul tradiţional a tehnicilor propuse de noi şi aplicarea acestor tehnici în locul kinetoterapiei tradiţionale efectuate în sală, este minimă: de 0,1%. Această diferenţă nesemnificativă dintre loturile E2 şi E1, pune sub semnul întrebării contribuţia la îmbunătăţirea amplitudinilor de mişcare a programului de kinetoterapie clasică/tradiţională, efectuat de pacienţi în sală.

Graficul din Fig. 3, ce ilustrează evoluţia mobilităţii generale a fiecărui lot exprimată în grade (valoarea de referinţă/normală a mobilităţii active generale a şoldului este de 50,8°), ne întregeşte imaginea diferenţelor de efect a tratamentului kinetic efectuat cu tehnicile propuse de noi, faţă de tratamentul kinetic clasic; acum se poate aduce în discuţie şi problema semnificaţiei statistice a acestor diferenţe, luând ca prag de semnificaţie cele 3° de eroare acceptată după Moore (31) a măsurării goniometrice.

Deoarece în literatura de specialitate sunt date ca rezultate a tratamentului kinetic, valori absolute (în grade) sumative ale direcţiilor de amplitudine de mişcare a şoldului, ori ca medie ori ca valori brute totale, pentru toate direcţiile de mişcare sau doar pe unele (din considerente funcţionale reprezentative pentru coxartroză), am alcătuit graficul din Fig. 4.


27.45 27.08 27.22

36.8635.04

37.19


Pretest Posttest

Fig. 3. Mobilitatea generală medie a şoldului, în pretest şi în posttest, exprimată în valori

absolute (în grade), pentru cele 3 loturi ale cercetării

56.4

47.8

59.8

Experimental 1 Control Experimental 2 Fig. 4. Suma îmbunătăţirilor medii a tuturor direcţiilor de mişcare a şoldului, exprimată

în grade, pentru cele 3 loturi ale cercetării


Limite ale cercetării: • Neutilizarea standardului de “orb” al evaluatorului, în sensul că persoana (în speţă autorii,

împreună cu kinetoterapeutul curant) a efectuat evaluarea pacienţilor, cât şi aplicarea tratamentului kinetic.

• Controlul asupra medicaţiei, atât prin aspectul imposibilităţii de a impune celor 14 medici specialişti curanţi o anumită atitudine unitară, cât şi faptul că fiecare pacient se interna cu o medicaţie curentă (ce afecta evaluarea iniţială) cu modificarea în timpul spitalizării a medicaţiei (ce afecta evaluarea finală).

• Controlul asupra activităţilor de timp liber, respectiv al exerciţiilor efectuate în plus (în cursul după-amiezii) de către pacienţi în piscina descoperită a spitalului sau în alte bazine din staţiune.

• Neurmărirea comportării mobilităţii articulare a şoldului pe o perioadă mai lungă de timp (retestare la 3, 6, 9, 15 luni). Datorită faptului că Spitalul Clinic de Recuperare Medicală din Băile Felix deserveşte în afară de judeţul Bihor şi judeţele Sălaj şi Satu-Mare, precum şi orice alte cereri acceptate ale pacienţilor din ţară, ne-ar fi fost foarte greu să menţinem un contact în vederea retestării, iar în condiţia în care am fi redus pacienţii, prin selecţie, numai la aceia la care acest aspect s-ar fi putut îndeplini, numărul subiecţilor ar fi fost drastic redus.

Ca lipsuri ale cercetării putem să considerăm următoarele aspecte: Nu am studiat factorii personali şi psihosociali cum sunt: depresia, anxietatea, satisfacţia

vieţii, dorinţele şi aşteptările pacientului cu privire la tratament. Deşi a fost inclusă în fişa de evaluare a pacienţilor sub forma scalei analog-vizuale,

durerea nu am putut să o introducem în procesul de evaluare statistică datorită imposibilităţii controlului medicaţiei antialgice.

Concluzii Creşterea mobilităţii generale a şoldului pentru fiecare lot în parte, între testarea

iniţială şi cea finală (Fig. 3), prezintă diferenţe semnificative, respectiv pragul de 3° este depăşit; cel mai mult îmbunătăţeşte lotul E2 (cu 10°), urmat îndeaproape de lotul E1 (cu 9,4°) şi pe ultimul loc se află lotul C (cu 8°). Se confirmă (aşa cum dealtfel s-a confirmat pentru fiecare direcţie de mişcare a şoldului) faptul că toate cele 3 tipuri de intervenţii de recuperare a mobilităţii articulare a şoldului sunt eficace, iar această eficacitate o putem considera ca fiind semnificativă statistic.

Din punct de vedere al stabilirii dacă diferenţele în îmbunătăţirea mobilităţii generale a şoldului dintre loturile cercetării sunt semnificative, observăm că în nici unul din cazuri nu se înregistrează depăşirea pragului de 3° (lotul E2 îmbunătăţeşte 2° faţă de lotul C şi 0,6° faţă de lotul E1, în timp ce lotul E1 prezintă o îmbunătăţire absolută de numai 1,4° faţă de lotul C).

Brantingham şi colab. (8) în două studii recente efectuate pe patologia artrozică a şoldului prin tehnici chiropractice a întregului lanţ kinetic al membrului inferior (inclusiv pe coloana lombo-sacrată), raportează următoarele rezultate: I. pe 27 de pacienţi, după 9 intervenţii, se constată o creştere totală de mobilitate a şoldului

de 23.6°, din care flexia a îmbunătăţit cu 6°, extensia cu 1.4° şi RI cu 6.6°; II. pe 18 pacienţi, după 3 luni de tratament (2 şedinţe/săpt.) mobilitatea totală medie a crescut

cu 11.9°, cu o creştere semnificativă a mişcărilor de extensie şi RI. Comparativ, datele noastre arată o creştere totală a amplitudinii de mişcare, tot după 9

activităţi de kinetoterapie cu tehnicile propuse de noi (dar după 10 zile de tratament complex recuperator), pentru toate cele 3 loturi ale cercetării, mai mari faţă de primul studiu, atât ca şi creştere totală de amplitudine de mişcare (conform Fig. 4), cât şi pe mişcările separate ale şoldului menţionate, dar mai mici faţă de al doilea studiu (conform Fig. 3). Discutând despre îmbunătăţirea direcţiilor de mişcare menţionate în primul studiu, în cercetarea noastră flexia îmbunătăţeşte cu 9,2° la lotul E1, 14,1° la lotul E2 şi 10,1° la lotul C (toate deci mai mult decât cele 6° raportate de Brantingham), extensia îmbunătăţeşte cu 10,2° la lotul E1, 11,5° la lotul E2 şi 10,2° la lotul C (toate deci cu mult mai mult decât cele 1,4° raportate de Brantingham), iar


rotaţia internă îmbunătăţeşte cu 8,7° la lotul E1, 9,4° la lotul E2 şi 5,9° la lotul C (loturile experimentale doar înregistrând valori mai bune decât cele 6,63° raportate de Brantingham).

O explicaţie pentru valorile mari obţinute de noi comparativ cu primul studiu Brantingham, ar fi vârsta medie a loturilor noastre (în jur de 55 ani), în timp ce vârsta medie a celor 27 de pacienţi era de 61 ani (au fost cuprinşi în studiu pacienţi pana la 85 de ani). Oricum, valorile comparative mari obţinute şi de lotul de control din studiul nostru arată eficienţa terapiei complexe efectuată în condiţiile Spitalului Clinic de Recuperare Medicală din Băile Felix.

Comparativ cu al II-lea studiu Brantingham, deşi în selecţia celor 18 pacienţi au fost incluşi şi pacienţi cu grad IV radiologic de afectare a şoldului, cu vârste cuprinse între 18-85 ani, rezultatele amplitudinii medii de 11,9° sunt superioare tuturor celor 3 loturi ale cercetării noastre (10° pentru lotul E2, 9,4° pentru lotul E1 şi 8° pentru lotul C). Totuşi trebuie subliniat faptul că numărul de intervenţii chiropractice aplicat este de aproximativ 2,5 ori mai mare decât numărul şedinţelor de tratament de care au beneficiat pacienţii din cercetarea noastră. Astfel, eficienţa tratamentului nostru apare într-o lumină pozitivă (nu putem afirma că are o eficienţă mai bună pentru că nu ştim care ar fi evoluţia amplitudinii de mişcare dacă s-ar aplica tratamentul de 2 ori pe săptămână, timp de 3 luni).

Un studiu recent (10) efectuat pe 4 pacienţi cu coxartroză (vârstă medie de 59,5 ani), trataţi de o manieră similară cu primul studiu Brantingham, raportează o îmbunătăţire generală de 42° (mai mică decât oricare din loturile din cercetarea noastră).

În studiul lui MacDonald şi colab. (19), în care pacienţii au beneficiat de un numărul mediu de sesiuni de tratament prin kinetoterapie de 5 (între 4-12), creşterea medie a mobilităţii pasive a tuturor mişcărilor şoldului a fost de 82° (între 70° şi 86°) ceea ce a demonstrat valoarea asocierii terapiei manuale cu exerciţiile, comparativ cu efectuarea doar a exerciţiilor, în cazul şoldului artrozic. Valorile loturilor din cercetarea noastră sunt inferioare celor din studiul MacDonald, dar în studiul nostru am luat în calcul mobilitatea activă şi nu cea pasivă.

Comparând rezultatele noastre cu cele din studiul Hoeksma (14), care tot după 9 activităţi de kinetoterapie (2/săptămână) dau o creştere semnificativă statistic a mediei amplitudinii totale de mişcare de 8.2°, cu o creştere a amplitudinii totale a flexiei, extensiei şi rotaţiei interne de 23.58° (în timp ce toate loturile cercetării noastre îmbunătăţesc cu valori mai mari, respectiv lotul E1 creşte cu 28°, lotul E2 cu 35°, iar lotul C cu 26,8°). Testările efectuate la 5 săptămâni - 3 luni - 6 luni pe direcţiile flexie-extensie arată îmbunătăţiri medii de 16°–10,7°– 8,1° (valorile finale ale loturilor din studiul nostru se prezintă astfel: lotul E1 creşte cu 19,3°, lotul E2 cu 25,6°, iar lotul C cu 20,9°), iar pentru direcţiile de rotaţie de 12,1°–6,5°– 2,8° (valorile finale ale loturilor din studiul nostru se prezintă astfel: lotul E1 creşte cu 17,4°, lotul E2 cu 18,8°, iar lotul C cu 14,2°). Trebuie să ţinem cont că valorile scăzute ale rezultatelor mobilităţii şoldului se pot datora şi faptului că în studiul Hoeksma au fost selectaţi pacienţi cu vârsta cuprinsă între 60 şi 85 de ani (cu o medie de 72 de ani pentru grupul de terapie manuală şi de 71 de ani pentru grupul de exerciţii de kinetoterapie).

În concluzie, tratamentele kinetice efectuate în cercetarea noastră, comparativ cu datele reprezentative din literatură, au o eficacitate mărită. Privit din această perspectivă, îmbunătăţirile mici înregistrate de loturilor experimentale din cercetarea noastră, faţă de lotul de control din cercetarea noastră, pot fi interpretate diferit. Considerăm că lotul C a îmbunătăţit mobilitatea şoldului foarte bine, însă nu graţie kinetoterapiei de sală ci hidrokinetoterapiei în principal, dar şi celorlalte mijloace (masaj, termoterapie, electroterapie). O altă explicaţie ar putea fi numărul mai mic (11) de pacienţi cu RX de grad III, comparativ cu lotul E1, care are cei mai mulţi pacienţi de acest tip (15), în schimb lotul C are cei mai mulţi pacienţi cu afectarea radiologică cea mai uşoară (21 pacienţi cu RX I), în timp ce lotul E1 are cei mai puţini (15 pacienţi cu RX I) – Tabelul 4.

Astfel, cura balneară (factori climatici, barici şi de aeroionizare negativă) şi proprietăţile deosebite ale apei termale din staţiunea Băile Felix, prin efectuarea de către pacienţii lotului C a exerciţiilor învăţate/practicate în şedinţele de hidrokinetoterapie de


dimineaţă (din cadrul programului recuperator) şi în timpul după-amiezii - chiar în mod exagerat de multe ori (în timp ce pacienţii lotului E1 erau în sala de kinetoterapie la programul kinetic instituit de noi), au dus la aceste rezultate deosebite.

În ceea ce priveşte a doua consideraţie a ipotezei, de eficienţă comparativă a tipurilor de tratament kinetic aplicat diferit celor 3 loturi ale cercetării, considerăm că eforturile/costurile depuse sunt în cazul kinetoterapiei de sală traduse prin timpul alocat tratării pacientului.

Având în vedere că fiecare tehnică aplicată lotului experimental durează aproximativ 30”, la care se adaugă timpul necesar poziţionării pacientului, ajungem că pentru o direcţie cu limitare de mobilitate a şoldului am afectat aproximativ 2’ prin TIA şi TMA (ori 2 TIA + 1 TMA în cazul end-feel-ului moale, ori 2 TMA + 1 TIA în cazul en-feel-ului semidur). Adăugăm la acest timp, în cazul cel puţin unei mişcări cu end-feel semidur, timpul necesar celor 3 TMA generale (2 serii x 3 x 30” = 3’) plus timpul necesar schimbării poziţiilor (aproximativ 1’). Nu punem la socoteală timpul afectat menţinerii stretchingului de tip lung (în cazul end-feel-ului moale datorat ţesutului necontractil) deoarece am considerat că acele posturi sunt adoptate de către pacient în mod individul, în afară şedinţelor de kinetoterapie.

În concluzie, timpul necesar unei şedinţe de kinetoterapie care include tehnicile propuse de noi depinde de numărul de direcţii de mobilitate articulară limitate şi mai puţin de felul limitării. Putem astfel să facem nişte calcule orientative. Pentru fiecare direcţie limitată, timpul aplicării tehnici specifice propuse de noi este de aproximativ 3’; atunci când cel puţin una din direcţiile de mişcare este afectată de cauză capsulară (prezintă end-feel semidur) se adaugă 4’ necesare efectuării celor 3 TMA generale; deci, pentru un şold cu toate amplitudinile de mişcare limitate tratamentul propus de noi durează 3’ x 6 + 4’ = 22’. Comparativ cu tratamentul clasic/tradiţional ce durează între 20-50’ de minute, dacă luăm în considerare doar timpul alocat obiectivelor specifice coxartrozei ajungem la un timp aproximativ egal. În ambele cazuri nu am luat în considerare timpul alocat rezolvării unor eventuale alte diagnostice, care implică în mod normal alte obiective şi în consecinţă alte exerciţii; de asemenea nu am luat în calcul timpul alocat (de către pacienţii tuturor loturilor) perioadei de „încălzire” sau de îndeplinire a obiectivului de creştere a capacităţii de efort şi eventual de scădere în greutate, ambele realizate prin pedalarea la bicicleta ergometrică, timp de 5-10’. Discrepanţa dintre loturile experimentale şi lotul de control survine în cazul unui pacient cu ambele şolduri afectate pe toate direcţiile (cazuri numeroase), situaţie în care tratamentul clasic/tradiţional de obicei rămâne cu acelaşi timp alocat, sau creşte nesemnificativ (exerciţiile fiind în general efectuate simetric), în timp ce tratamentul propus de noi îşi dublează timpul alocat.

Putem afirma deci că tratamentul prin tehnicile propuse de noi nu îşi regăseşte eficienţa efectuării în plus a acestor tehnici (lotul E1) ci doar ca tratament substitutiv (lotul E2). În concluzie, ipoteza conform căreia TMA şi TIA efectuate suplimentar tratamentului clasic, va avea ca rezultat o creştere a mobilităţii articulare a şoldului, se invalidează.

De urmărit studiile reprezentative care se desfăşoară în prezent pe această temă: EMPART - cu titlul oficial: “The Effectiveness of Exercise Therapy and Manual Therapy in Hip Osteoarthritis” (12) şi studiul MOA (Management of OsteoArthritis) care a început în iunie 2007 şi are ca dată de finalizare iunie 2011 (1).


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(2009) Evaluarea în cultură fizică şi sport, Ed. Universităţii din Oradea

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(1999) Băile termale Felix în pragul mileniului III. Cura balneo-climaterica. Indicaţii şi contraindicaţii, Imprimeria de Vest RA, Oradea

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(2005) Coxartroza, boală şi invaliditate, Revista de expertiză medicală şi recuperare a capacităţii de muncă, Bucureşti, vol. 11, nr.1, pag 43-52.

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(2010) Joint Range of Motion and Muscle Length Testing, second edition, Saunders Elsevier, pp.298-299

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MEANS TO DEVELOP THE MOTRICAL QUALITIES AT PRIMARY LEVEL AND TESTS TO EVALUATE THEIR PERFORMANCES

Conf. Dr. Marian Dumitru

Faculty of Psychology and Educational Sciences, Department of Pedagogy of Primary and Preschool Education, University "Ovidius"

Abstract: Along with the motrical skills, motrical qualities are a priority in the

educational process. In the specialized literature for the term metrical quality are used terms like: physical qualities, biometrical qualities, qualities of the metrical activity and so on. Motrical qualities are not acquired, are not gained during ontogenesis, they are developed , educated during lifetime. Humans are born with certain indices of metrical qualities that are developed during the ontogenesis in a certain rhythm, until a certain age, then they begin to drop in a differentiate rhythm determined by many variables.

Keywords: motrical qualities, games, applications , active participatory methods

Rezumat: Alături de deprinderile şi priceperile motrice, calităţile motrice ocupă un

loc prioritar în procesul instructiv-educativ. În literatura de specialitate pentru termenul de calitate motrică se folosesc şi termenii: calităţi fizice, calităţi biomotrice, calităţi ale activităţii motrice, etc. Calităţile motrice nu se dobândesc, nu se capătă de-a lungul ontogenezei, ci se dezvoltă, se educă pe parcursul vieţii. Indivizii umani se nasc cu anumiţi indici ai calităţilor motrice care se dezvoltă pe parcursul ontogenezei într-un anumit ritm, până la o anumită vârstă, după care încep să scadă tot într-un ritm diferenţiat, determinat de mai multe variabile.

Cuvinte cheie: calităţi motrice, jocuri, parcursuri aplicative, metode activ participative.

I Introduction Our domain experts propose different manners of grouping metrical qualities :

basic motrical skills- speed, strength, endurance and ability, to these are added mobility and suppleness

specific motrical qualities (combined) of different probes and sportive branches: speed + force →expansion, speed +deftness→specific to gymnastics, target

shooting and so on, resistence under force regim → specific to fights, boxing, boating and so on, resistence under a skill regim of skills →specific to skating, gymnastics and so on


Volume – represents the amount of mechanical work and it is appreciated by the number of repetitions, distance covered , kilos pulled and so on, all reported to working time

Intensity – Intensity - is the strain on the body through the tempo, number of exercises in unit time. Intensity is expressed as a percentage or fraction (70%, 90%, 3 / 4, 4 / 4).

Complexity- is the combination of all the concrete elements during the learning effort All these features are very important to develop the metrical skills, between volume,

intensity and complexity there is always an inverse-proportional report depending on the theme of the lesson and the level of preparation. In this report breaks have an important role for the restoration of body capacity.

For the primary level it is a priority to develop the basic metrical qualities required by the National Evaluation System for preschool level.

Motrical qualities give the essence to the physical preparation of a person.There is no age limit for the start of their development., but there are favourable times to develop them. More intense, less intense or of stagnation, proper methods depending on age and level of preparation.

The development of basic motrical skills, the benchmarkers spread over four years of schooling are aimed to provide to pupils the capacities that enables them to do motrical activities with indexes of speed, reacting properly to visual signals, auditive and tactile, to execute the motrical tasks with progressively higher degrees of complexity, the handling of the body (running, jumping, climbing, hanging, dragging, traction, thrust and so on) by their own muscle power, to make and support uniform and variable efforts without difficulty for long periods of time.

II The purpose of the research Framework objective-The extention of one`s capacity concerning motrical skills,

utility applications –covers a specific and very important component of the process learning-teaching in physical education, the development of motrical qualities that allow the pupil to adapt himself efficiently to the natural and social environment and to resolve in an optimal way the metrical activities imposed by everyday life.

The age specific to pupils at primary level is good to start developing their basic motrical qualities, strength, force, deftness (orientation capacity, the development of rhythmicity) mobility and flexibility.

Motrical qualities depend on certain disponibilities of the organism, the genetic predispositions and the traits acquired during the development and maturation of the organism, both of them being valued in the educational process.

Today experts agree that there is no age limit for starting the development of motrical qualities. There are only methods and means according to the physiological development of young schoolchildren, and more intense development periods of relative stagnation that we must consider in planning their development.

Thus the purpose of this scientific approach is to adapt the content that may develop metrical skills at this age according to peculiarities of development and education without using traditional methods that can be applied to the secondary cycles.

Also evidences that test the development of motrical qualities skills at the age of 7-9 years must have the same metrical characteristics as the training program.


III. Hypothesis In our scientific approach we started from the premise that the development of motrical

skills using games specific to the school age or younger leads to a faster increase in the expression of the motrical qualities indices and thus to increase the efficiency of the learning instructive-educational process.

IV.Methods

Pedagogical observation

I used this method in all stages of research, accompanying other methods. Without realizing that he/she is under observation, the pupil manifests himself /herself normally in this way I was able to capture reactions, natural, spontaneous, free manifestations of the pupil.

Educational experiment - the fundamental method The formative experiment was conducted in the 2009-2010 school year, final data and

records measurements were carried out in May-June 2010. Phase I - (preparatory phase of the experiment) was conducted in 2008-2009 school

year. Were carried out following operations: - creation of a documentation of specialized literature on the subject to design the

operating systems; - prepare the conditions for conducting the experiment; - establishing experimental and control classes; - making semestrial curricular projection to establish the didactic strategies and work

algorithms - realization of games and application passes; - making the age-specific educational materials; Phase II - began in the 2009-2010 school year when there were conducted the initial

testings (November) with the following tasks: • determining the level of motor development of subjects included in the experiment;

• identify the teaching strategies necessary for implementing operating systems; • ways of achieving the feed-back for the restoration of means that do not meet our requirements. Phase III - was conducted in May-June 2010, when were measured and recorded the results of the experiment. The tasks were :

• final tests construction (May-June 2010); • interpretation of data obtained by determination of differences The statistical and mathematical methods – are used in order to express qualitative

and quantitative reports and it implies collecting numerical data, its processing and statistical interpretation.

V. Content of the experiment The experiment was conducted at the school of practice "Michael the Brave" from

Constanta and included grade III students. (105 subjects 47 girls and 58 boys) We also wanted to apply a motrical skills development program in physical education classes during the school year 2010 with students for practical pedagogical training, the program was focused on relay race and other applications for all the motrical qualities, excluding the traditional methods. The probes evaluated the development of metrical skills


(lower limb strength, and different sides of the skill, strength and the valorification of speed potential) have tended to be age-specific games.

Thus: standing long jump - was run on a non-slip surface and asked students not to exceed the benchmark time (Who's next?) were made two jumps and the best was noted. A shoulder throw was performed with a made ball (like oina balls) and was asked to throw away with the dexterous hand.

Commutation 4X4 - took place on an established path , the student had to move some objects placed there.

Marathon race, probe that verified the development of quality motrical resistance

consisted of a route passing the ball dribbling on the handball court.

In order to be effective and approved by students, operational structures have been

varied as organization form and collective tasks. Due to the peculiarities of age, the little schoolboy, in case of a correct dosage, can make a considerable effort, supporting better a long-term excitant.

Here is an example of application for skills development like speed, deftness, strength. Motrical skills consolidated : running, throwing, catching

Motrical skills developed :speed of reaction, speed of execution, deftness, force Materials used: oina ball, box, circle;

Formations: 4 rows; Methods: explanation, demonstration, repetition; Game description: Students are arranged on four equal raws . The first in each series

have in hand one oina ball. On command the first players run five meters , jump over an obstacle (box), continue running another 4 m, then stop at a line, throw in a fixed target (circle

4 m

15 m

Arrival

Start


put on the wall.) After recovering the ball, they go back to their teammates jumping alternative on both feet (at least three jumps on each leg) and pass the ball to the next.

VI Results Data obtained from the initial and final tests verified the hypothesis and allowed us to

conclude the following: There is a significant increase in all indicators that tested the motrical skills, especially in boys compared to girls The test that measured the speed potential was difficult for the subjects included in

the experiment, because the technique of running on the flat is not well assimilated and the force of the legs is not well represented.Because it is not a suitable period from the physiological point of view to develop this motrical quality , it is necessary to give importance to the valorification of the speed potential at this age with games, relay and other applications.

The development of upper and lower limb muscle force improves but not dramatically, given the development stage in which the subjects are (puberty), but there were no subjects with impaired attitudes.

The indicator for evaluating upper limb muscle development highlights the heterogeneous development, slow, being a raport between the amount of muscle mass and bone structure, normally prepuberty period offers a different development for each individual depending on genes.

The test that measures the force of inferior members muscles reveals that most subjects achieved good performance, it can be seen in all tests for strength a vertical growth.

The capacity of cardio-vascular resistance is better for boys than for girls .Static resistance, particularly extensor muscles of the spine, is relatively small. Fatigue is easily installed in the case of long-term static efforts.

Level indicators indicates homogeneous groups, and the "t" test shows that the data are statistically significant.


The dynamic value of basic motrical qualities development processed statistically,

comparing the initial testing with the final testing - Boys-

Parameters Final testing Initial testing Difference Tf – Ti

Test „t” X ±S CV % X ±S CV % X ±S CV %

Standing long jump 133,56 10,24 7,66 127,22 14,39 11,31 6,34 -4,15 -3,65 „t”= 7,25

P <0,0005 Throwing with a hand 18,83 2,88 15,31 12,67 1,39 10,99 6,16 1,49 4,32 „t”= 11,16

P <0,0005 Commutation 4x4 7,60 0,45 6,89 8,52 0,33 3,87 -0,92 0,12 2,02 „t”= 16,88

P <0,0005

Marathon 42,29 1,6 3,79 45,86 1,35 2,93 3,57 0,25 0,86 „t”= 11,85 P <0,0005

- Girls -

Parameters Final testing Initial testing Difference Tf – Ti

Test „t” X ±S CV % X ±S CV % X ±S CV %

Standing long jump 130,50 12,37 9,48 125,70 9,66 7,94 4,8 2,71 1,54 „t”= 7,88

P <0,0005 Throwing with a hand 14,75 2,94 19,91 10,60 2,49 23,51 4,15 0,45 -3,6 „t”= 5,87

P <0,0005 Commutation 4x4 8,50 0,31 3,63 9,54 0,52 5,47 -1,04 -0,21 -1,94 „t”= 5,74

P <0,0005

Marathon 57,67 1,15 2 59,33 1,53 2,57 1,66 0,38 0,57 „t”= 7,08 P <0,0005

VII Conclusions In order to develop the motrical skills at the primary level must be met the following

requirements: • to conduct a proper phasing in the system of lessons for each theme, the content of such training should be staggered to ensure a link between semesters or years of study;

• to ensure a rhythmic participation without interruption of the students in the practice of physical exercises, based on carefully developed plans;

• it is necessary to know the students all the time through measurements, initial and periodic testing to discover the efficient methods and means that reach objectives;

• setting an appropriate pace and work according to the subjects (quantity and quality of effort) • the training content has to be oriented for the peculiarity of the age, sex and individual capabilities •the valorification of previous motrical experiences - by establishing the link between knowledge, skills and abilities.

Experiment results have allowed us to conclude the following:

• the presence of dynamic games and relays in the lesson has increased the attractiveness of the physical education class, and the competition has increased substantially conscious and active participation of subjects. At the same time , achieving the development of motrical qualities through applications, specific games and relays led to the development of skills and positive attitudes;


•exercises,games, relays and instruction materials have led to the development of perceptual processes, improving spatial orientation ability to practice in different conditions, towards the end of the experiment, subjects applied more easily what they learned, they inferred was had to be executed

• general probes that tested the development of the motrical capacity showed an increasement at the age of 8-9 years, allowing us to appreciate that this development extends upward throughout their primary level, thanks to the peculiarities of physical and motor growth and development of subjects:

strength is improving well, especially in the legs and back, upper limbs and power compared with that of the abdomen there are concerns of male subjects to increase their muscle mass

resistance also significantly improves, the indicated exercises being those characterized by volume rather than those characterized by intensity, due to the underdevelopment of the rib cage which is age-specific;

relatively low exercise capacity in this age group showed significant changes in the respiratory and cardiovascular system following exercise aimed to develop the motrical quality resistance, through relays and applications.

Bibliography Cătăneanu, S., Cojocaru, N. – The methodology of Teaching Physical Education and Sport in the primary school , Edit. George Alexander, Craiova, 2002.

Cârstea Gh - Theory and methodology of physical education and sport for tenure and second degree, Edit. NA-DA. Bucharest, 2000.

Cârstea Ghe – Theory and methodology of physical education and sport, Edit. Universe, Bucharest, 1993.

Dragu A., S. Cristea - School Psychology and Pedagogy, Edit. Press Ovidius University, Constanta, 2002

M. Dumitru - Physical education and teaching methodology, Edit. Ex Ponto, Constanta, 2007 Marinescu, I.T. - Teaching physical education in kindergarten and grades I-IV, Edit. AS'S, Iasi, 2000.

Molan, V., - Methods to organize and conduct effective didactical activities for the efficiency of primary level, collection edited by the magazine “Tribuna scolii”, Bucharest 1998 Sion, G., - Psychology of age, Edit. Tomorrow Foundation Romania, Bucharest, 2006


BIOMECHANICAL STUDY OF HUMAN GAIT ─ BASIS OF THE

LOCOMOTOR DISORDERS REHABILITATION

Prof.univ.dr. Vasile Marcu, Universitatea din Oradea Conf.univ.dr. Mirela Dan, Universitatea de Vest „Vasile Goldiş” din Arad

Prep.univ.drd. Ioan-Cosmin Boca, Universitatea de Vest „Vasile Goldiş” din Arad

Abstract: Biomechanics is an important component of kinesiology.

Concerns for studying the mechanics of the human dynamics, dates back to antiquity, from Aristotle, who elaborated a study regarding the complex process of human gait. Walking, one of the fundamental moving pattern, is the primary way of locomotion for man, moreover, the complex architecture of each segment of the musculoskeletal system in part, and the human body as a whole, is designed to perform with maximum efficiency during walking. Knowledge of normal gait biomechanics in physical therapy is of great importance because there are many pathological processes whose symptoms alter normal locomotor function.

Key words: biomechanics, human gait, physical therapy, dynamics and parameters of gait

Rezumat: Biomecanica este o componentă importantă a kinetologiei.

Preocupările pentru studierea mecanicii sistemului uman datează încă din antichitate, de la Aristotel, care a elaborat un studiu cu privire la procesul complex al mersului. Mersul reprezintă principala modalitate de desplasare a omului, de altfel arhitectura complexă a fiecărui segment al aparatului locomotor, în parte, cât şi a organismului uman ca întreg, este astfel concepută pentru a performa cât mai eficient în mers. Cunoaşterea biomecanicii mersului normal este de mare importanţă în kinetoterapie, deoarece există numeroase procese patologice a căror simptomatologie alterează funcţionalitatea normală a aparatului locomotor.

Cuvinte cheie: biomecanică, mers, kinetoterapie, biomecanica şi parametrii mersului

Introduction Biomechanics is an important component of kinesiology and is the science that studies,

based on principles of general mechanics, the structure, the evolution and the motor functions of animals and humans [1].

Concerns for studying the mechanics of the human dynamics, dates back to antiquity, from Aristotle, who elaborated a study regarding the complex process of human gait. The beginnings of modern biomechanics are linked to Borelli (1608-1679), Galileo's student, who in his work "Analysis of human locomotion" describes and analyzes body movements and dynamics in humans and animals in terms of mechanics [2].

There are many definitions of motor skills, which although quite different, in essence express the same thing: motor skills are developed through the improvement of motor acts through learning and repetition [3].

The systematization of motor skills can be done according to different criteria. Taking in consideration the implementation of motor skills in practice we have: [4]


a) basic skills (walking, running, jumping, throwing) b) utility skills (climbing, escalading, pushing, tractions); c) sport specific motor skills (techniques of sport games, athletics, gymnastics, skiing,

swimming etc.). Locomotion can be achieved by cyclic and/or acyclic movements. Walking, one of the fundamental movement patterns, is the primary way of locomotion

for man, moreover, the complex architecture of each segment of the musculoskeletal system, in part, and the human body as a whole, is designed to perform with maximum efficiency during walking. Walking is a simple physical activity and perhaps the most accessible way to improve fitness.

The human body is designed to walk, walking outdoors stimulates lymphatic and cardiovascular systems, helps to normalize body weight and has important psychological effects, dramatically reducing stress and eliminating depression [5].

Knowledge of normal gait biomechanics in physical therapy is of great importance because there are many pathological processes whose symptoms alter normal locomotor function.

Biomechanical analysis of human gait Walking, as well as running, are cyclic activities of locomotion, which means that in

during these movements every body part returns to its original position, by repeating a cycle of similar movements [6].

1. Biomechanical characteristics of human gait Walking, the main method of locomotion specific to man, is a complex task carried out

with maximum efficiency and minimum energy consumption. Functional gait unit is the gait cycle, which represents the distance between the ground

contact point of a leg and the following point of contact with the ground of the same leg. Thus, a walk cycle consists of two steps. The length of a gait cycle is measured from heel of the first step to the heel of the second step (Figure 1).

The step is the distance between the ground contact point of a leg and the point of contact of the other foot. Simple step length is measured during bilateral support and is the distance between the heels of both legs (Figure 1).

Figure 1. Gait parameters (Levangie, Norkin, 2005) [7] Walking has two distinct phases: the stance and the swing phase. During walking the body is in permanent contact with the ground, through one leg

(during unilateral support phase) or both legs, placed one in front of the other (during bilateral support phase). Walking is a sequence of successive periods of unilateral and bilateral support phases.


In normal walking, bilateral support phase has a duration of approximately four times lower than that of unilateral support phase and 60% of the gait cycle is represented by the stance phase and 40% by the swing phase (Figure 2). [8]

Figure 2. Gait cycle (Levangie, Norkin, 2005) [9] The swing phase is divided in three sub phases: initial swing (posterior), mid-swing and

terminal swing (anterior). 2. Gait parameters [10] simple step length is about 40 cm; gait cycle length is approximately 150-160 cm; step width is 8 cm ± 3.5 cm; cadence of walking is 90-120 steps / min; the angle of foot placement (Figure 1) is 6.7°- 6.8°; a gait cycle lasts 1.05 ± 0.10 sec; the speed of crossing a street is 1.4 m/sec; the energy consumption during walking is 0.8 kcal/m/kg at a speed of 60-75 m/min. It is considered that the most economical gait is conducted at a speed of 80 m/min,

generating an energy consumption of 4.3 kcal/min. To obtain a higher efficiency of walking is recommended to increase stride length, not

cadence. 3. Biomechanics of human gait Taking in consideration the stance and the swing period we can distinguish four phases

of walking: Phase 1 - Amortization phase Phase 2 - Mid-stance phase Phase 3 - Push-off phase Phase 4 - Swing phase Phase 1 - Amortization phase includes the initial contact (heel-strike) and the

vertical moment; amortization phase starts when the heel of the leading extremity (right leg) strikes the ground and ends with the vertical moment of the same foot; it is considered the first period of bilateral support (Figure 3).

The leading extremity: at the initial contact (heel-strike) the foot is at a 90° angle to the calf and makes an

angle of about 30° with the ground; knee is fully extended; hip is flexed on the pelvis at approximately 20°; the pelvis acquires an oblique orientation (hemipelvis of the leading extremity

advances anteriorly);


Rear lower limb (left) is in push-off phase. Phase 2 - Mid-stance phase, considered the first period of unilateral support, is very

short; starts with the vertical moment time of the right leg and ends when the heel of the same foot, becoming now the support leg, detaches from the ground (Figure 3). The center of gravity has the highest position and move slightly toward the support leg.

Support leg: knee is fully extended; right hip is externally rotated; pelvis is slightly projected forward and leaned toward the opposite side (left); Left leg is in swing phase. Phase 3 - Push-off phase begins when the plant of the support leg (right) detaches from

the ground (from the heel toward the toes) and lasts until the support leg is lifted off the ground (Figure 3).

It is considered the second period of bilateral support, as there is a moment in which the body rests on the ground with the heel of the anterior foot (left) and the tip of the posterior leg (right); center of gravity is at its lowest.

Posterior leg (right): plant is rolling on the ground, fingers are extended from metatarsophalangeal joints,

leg rests on the anterior foot and gets to an ankle extension (plantar flexion) of 30°; right knee is maintained fully extended, then is flexed up to 50°; hip extends about 10°-20 ° and slightly rotates externally; pelvis is projected forward. Anterior leg (left) is in amortization phase. Phase 4 - Swing phase is considered the second period of unilateral support and is

conducted in three periods/sub-phases (Figure 3): a) Initial swing (posterior swing) - starts when the foot detaches from the ground and

continues until the swing leg has reached the vertical. It is characterized by flexion of the hip, knee and ankle joints (triple flexion) of the swing leg, the swing leg becoming shorter, which favors the vertical passing. The hip is slightly rotated internally and the pelvis is slightly projected forward.

b) Mid-swing (vertical swing) - is very short and is characterized by the passing of the swing leg, kept in triple flexion, trough vertical position, crossing the support leg which is in mid-stance phase.

c) Terminal swing (anterior swing) - during this sub phase the swing leg moves forward from the vertical position, gradually extends and is ready to begin a new gait cycle.

Figure 3. Gait sub phases (Levangie, Norkin, 2005) [11] Support leg (left) is in vertical position, the foot is at a 90° angle to the calf and slightly

pronated, and prepares for push-off phase.


During walking, the pelvis and the shoulders are rotating in opposite direction to each other accompanied by lateral inclination of small amplitude. Upper limbs are moved in rhythm with the legs, but in opposite directions due to asynchronous movement of rotation of the shoulders and pelvis. Upper limb flexion contributes by momentum to body locomotion. Rotational movement of the lumbar spine in motion is directly related to stride length.

During a gait cycle the head and trunk moves vertically about 4-5 inches and also transversely with the same amplitude.

The locomotion can be done by walking forward, backward, sideways (by added steps or cross steps). [12]

Energy consumption generated by walking is directly related to the vertical and horizontal movement of the center of gravity. A greater amplitude of these movements results higher energy consumption.

The path followed by the legs during normal gait is symmetric, but in pathological gait this symmetry is rarely seen. [13]

Place and importance of biomechanical study to ensure normal functioning of

body systems Biomechanical study brings together specialists from many fields, health researchers

and sports, physical education teachers, coaches, athletes, physiotherapists, doctors, physicists, engineers, etc., which are driven by the same goal, the knowledge/understanding of human mechanics.

Human biomechanical study provides answers to specific questions regarding: the effectiveness of actions in different professions; improving the technique of different procedures in sports; functional adjustments following a trauma; how to conceive orthoses or prostheses [14]; prevention of accidents in sports prevention of accidents at work (ergonomics); how to construct various devices walking aids; how to adapt the environment for wheelchair users; how to adapt to various household items or household environment in occupational

therapy; reducing of physical and functional declines; designing medical equipment, sports, etc. Moreover, rehabilitation programs must not be designed without taking in consideration

the principles of biomechanics. It’s very important in biomechanics gait analysis, in addition to pathological changes to

be considered normal gait variations. It is considered that every person has a typical walk, being so different, seems natural that when we walk we don’t walk the same.

There are a number of factors that determine changes in normal gait parameters: age: walking of the child is different from that of the adult; speed: the biomechanics of normal gait change with the increasing cadence of

walking; shoes and heel size: walking of an individual with shoes differ from the same

individual walking barefoot; walking of a woman on high-heeled shoes is different from the same women walking in sport shoes;

surface type and level of inclination of the surface: walking on a surface without bumps, differs from walking on uneven surface; walking on a horizontal plane, differs from walking on an incline plane; walking on a flat terrain outdoor is different from walking on treadmill.


The technological explosion at the end of the last millennium generated great progress in terms of biomechanical analysis methods.

If in 1954 was issued the hypothesis about the sliding of filaments as mechanism of muscle contraction at the beginning of the millennium the researchers were talking about biomechanics of muscle contraction. [15]

Today, motion analysis finds a specific use in physical education, sports performance in medical diagnosis and not at least in physical therapy.

Recent research suggests that video recording of the child while crawling may be used in early diagnosis of autism. [16]

Bibliography [1] *** DEX ’98 [2] Denischi, A, Marin, IG, Antonescu, D, (1989) - Biomecanica, Editura Academiei

RSR, Bucureşti; p.9; [3] Bota, C, (2000) - Ergofiziologie, Editura Globus, Bucureşti; p.356; [4] Albu, V, (1999) - Teoria educaţiei fizice şi a sportului, Editura Ex Ponto, Constanţa;

p.136; [5] Trudeau, K, (2004), Natural Cures “They” Don’t Want You to Know About, Alliance

Publishing Group, Inc, Elk Groove Village, USA; p.190; [6] Ianc, D, (2009) - Biomecanică aplicată în activităţi motrice, Editura Universităţii din

Oradea; p.111; [7] Levangie, PK, Norkin, CC, (2005) - Joint structure and function: A comprehensive

analysis, 4th edition, F.A. Davis, Philadelphia, USA; p.523; [8] Bartlett, R, (2007) - Introduction to Sports Biomechanics: Analysing Human

Movement Patterns, 2nd edition, Routledge, London, UK; p.9; [9] Levangie, PK, Norkin, CC, (2005) - Joint structure and function: A comprehensive

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SUGGESTIONS FOR TRAINING FOR BASKETBALL PLAYERS

AND TEAMS FOR JUNIORS

Reader Ph. Alina Daniela Moanta Reader Ph.. Julian Gabriel Ghiţescu,

UNEFS Bucharest

Abstract: Junior basketball players progress involves a complex of measures that

should not deprive the individual and collective appreciation of players, accompanied by improving the selection and training at all levels.

The main objective of the coaches of junior teams must be to develop and train players who will one day be able to play for first division teams and the national team. Most times, this is difficult, especially when the coaches because the teams looking for a senior team player and not the results of monitoring results of individual players.

We must understand that if we pay more attention to developing players, and then as a consequence, we have good results with the team. The objective of the club and coach must be the same objective.

For this reason, the work of the coaches of young teams is very important. To this end, the organization preparing junior players have done so logically that we can develop players with solid fundamental skills.

Keywords – juniors, performance, individual preparation Rezumat:

Progresul jucatorilor de baschet juniori implica un complex de masuri ce nu ar trebui sa priveze aprecierea jucatorilor atat la nivel individual cat si la nivel de colectiv, insotit de imbunatatirea selectiei si a antrenamentului la toate nivelurile.

Principalul obiectiv al antrenorilor de echipe de juniori este sa ii dezvolte si sa ii antreneze pe jucatorii care intr-o zi vor putea sa joace la echipele din prima divizie si la echipa nationala. De cele mai multe ori, este dificil, mai ales pentru antrenori cand echipele cauta jucatori seniori si nu monitorizeaza rezultatele jucatorilor la nivel individual.

Trebuie sa intelegem ca in momentul in care acordam mai multa atentie jucatorilor in proces de dezvoltare, ca si consecinta, ajungem la rezultate bune cu echipa. Clubul si antrenorul trebuie sa aiba acelasi obiectiv.

Din acest motiv, munca antrenorilor de echipe de juniori este foarte importanta. In acest scop, organizatia de pregatire a tinerilor jucatori i-a pregatit nine incat sa putem dezvolta jucatori cu abilitati fundamentale solide.

Cuvinte cheie: juniori, performanta, pregatire individuală.

Coverage Junior basketball players progress involves a complex of measures that should not

deprive the individual and collective appreciation of players, accompanied by improving the selection and training at all levels.


State of knowledge Analysis of the junior players and teams show that the limiting factors of performance

are represented by the following players who betray shortcomings in the selection and preparation of athletes:

- Insufficient level of development of specific motor qualities - low levels of individual technical and tactical training in the attack manifested mainly

through: reduced capacity to effectively play 1x1 relationship and lack of precision in the action field goal and free

- reduced capacity effectively apply tactical combinations in game two, three players - poor defending at both individually and collectively

- the mentality and attitude towards training and participation in competitions. These aspects determine the performance in basketball and they have always pursued

over the selection and juniors. UTILITY APPLICATIONS The main objective of the coaches of junior teams must be to develop and train players

who will one day be able to play for first division teams and the national team. Most times, this is difficult, especially when the coaches because the teams looking for a senior team player and not the results of monitoring results of individual players.

We must understand that if we pay more attention to developing players, and then as a consequence, we have good results with the team. The objective of the club and coach must be the same objective.

For this reason, the work of the coaches of young teams is very important. To this end, the organization preparing junior players have done so logically that we can develop players with solid fundamental skills.

Thus, one week training program during the competitive season may follow the following format:

MONDAY Coach must have a concrete picture of what needs to work the following week,

provided by video analysis of match played in several stage preceentă and analysis team matches that will meet

AM - one hour of individual training peripheral players (Point Guards, Shooting Guards, small forward) for the learning of new shares or improve those already learned. Training is focused exclusively on individual training of players in attack and defense

PM - Training specific exemption, according to annual plan lasting 2 hours - individual and collective actions are recommended for 2-3 players - 1x1, 2x2, 3x3 - exercises in half field can be interspersed with exercises 20 min warm-up (with and without ball) 40 min drills on half court 10 min exercise in the rhythm of the game 10 min fast-break and transition 30 min field goal in the rhythm of game 10 min analysis, evaluating individual performance, collective performance

evaluation - physical condition will be maintained and developed through specific exercises

(strength, speed, footwork, body balance, flexibility, suppleness) . The duration of training is less than one hour and will meet the physiological optimum ratio of their development and content of basic training.


TUESDAY AM - individual training for one hour with the central players (power forward, center)

for the learning of new shares or improve those already learned. Training is focused exclusively on individual training of players in attack and defense

PM - Training specific exemption, according to annual plan lasting 2 hours - individual and

collective actions are recommended by the team for rectifying errors noticed by the coach after the match video analysis previously.

- Exercises on half of the field may be interspersed with exercises going on all the ground with rhythm and tempo increases towards the end of deployment training.

- Physical condition will be maintained and developed through specific exercises (strength, speed, footwork, body balance, flexibility, suppleness). Duration accestui training is no more than one hour and will meet the physiological optimum ratio of their development and content of basic training.

WEDNESDAY - FREE DAY - rest THURSDAY AM - individual training for one hour with peripheral players (Point Guards, Shooting

Guards, small forward) for the learning of new shares or improve those already learned. Training is focused exclusively on individual training of players in attack and defense.

PM - Training specific exemption, according to annual plan lasting 2 hours. - The training is based on the team's game (in attack and defense) for the next game as

the team characteristics and team events. - Exercises on half of the field may be interspersed with exercises throughout the land

to conduct counter-offensive and defensive transition, positional attack. - Physical condition will be maintained and developed through specific exercises (strength, speed, footwork, body balance, flexibility, suppleness). Duration accestui training is no more than one hour and will meet the physiological optimum ratio of their development and content of basic training.

FRIDAY AM - individual training for one hour with the central players (power forward,

center) for the learning of new shares or improve those already learned. Training is focused exclusively on individual training of players in attack and defense

PM - Training specific exemption, according to annual plan lasting 2 hours. - The exercises will be designed according to the model structures play 5x0, 5x5, for

attack and defense (60 min) and field goal (60 min) - physical condition will be maintained and developed through specific exercises

(strength, speed, game feet, your balance, flexibility, suppleness). Duration of this training is no more than one hour and will meet the physiological optimum ratio of their development and content of basic training.

SATURDAY AND SUNDAY - GAME For awareness training, after each workout or week of training, the player must answer

several questions: - What improvements Perin training today I brought my game? - I am a better player at the end of this week than I was last week? If the answers are positive, it means that the contents have been properly designed

training. If the answers were negative, it means that the coach and the player must guide the coming weeks to target the weak aspects of preparation.


Specific issues of training TRAINING ON PHYSICAL FACTORS is the underlying structure of the whole

training process. It refers to increased resistance, strength, speed and mobility (suppleness), which constitute the basic driving skills. But it also refers to specific capacity building, with its applications to explozivităţii different (jump, the shot at home in poultry, the movement of feet) and its duration (explosive strength), acceleration capacity, speed and home kinetic dynamic general attitude is special physical qualities of the player.

TECHNICAL TRAINING - includes knowledge, skills and special motor skills of the game of basketball. It is obtained by methodical teaching the basics, which is the basic technique of the game. Body balance, passing, dribbling, throwing and fighting for the ball to teach a methodology adapted to the game of basketball, to get proper assimilation, which allows perfect their practical application.

TACTICS TRAINING - aims at learning and applying individual and collective tactical actions - a 2-3-4, players - that is collective attack and defense. No matter how thorough technical knowledge base is not sufficient for the player is still able to practice as a complex collective basketball game. The knowledge and effective application of basic offensive and defensive cooperation, which will base its collective game.

Playing basketball with his statements and various alternatives, is a sport rich in tactics. Defending individual with different guises, the defense area with its various settlements, either individually or pressing zone defense, mixed defenses, etc.. and offensive actions to confront all these collective defense, is a huge field of knowledge, the player needs to know, but to be able to apply this knowledge in the game.

Special methodology for teaching collective tactics must be based on a continuous gradation be given the opportunity to reach a player to execute specific tactics, but one can choose the right tactics in every situation during the game.

Knowledge and application of technique and tactics of the game is subject to continuous development. Perfection of technique and tactics exist only in theory. In practice there is absolute perfection. Trying to improve the kinetic behavior of the player should be permanent. There are always areas of specialization of the player. This is the ultimate goal of training. The test team players perfectly specialized training positions, able to work effectively in attack and defense, is the purpose of training.

THEORETICAL - is to produce a series of lectures, talks on issues of theory and

methodology of training basketball, knowledge of game design and preparation, self-analysis of individual behavior and behavior analysis team, the application of tactical plan.

Also, regulatory aspects should not be neglected either, being a prerequisite knowledge of regulatory changes and changes the manner of arbitration.

PSYCHOLOGICAL PREPARATION - While physical training is substrate on which the work will be based training, mental preparation is the basic condition for achieving this goal. This will be apparent in the learning stage of the game and the next stages of assimilation.

This training aims to exploit the capacity of the motive and energize the psychological ability to understand and systematic application of technical and tactical knowledge, ability to anticipate the opponent's intentions, increasing the creative imagination, the ability to control emotions, ability to work, ability to adapt to different game situations, the ability to be "subject to" rules of the game, and develop other mental abilities and mental qualities that constitute good player. Concentration, creativity, memory, motivation plays an important role in the game of basketball. It is very important psychological domination before meeting with rival direct mental image when the player is at the free throw line, or stress coordination game during the last seconds of the conclusion of a draw. All these activities are very important for a


successful basketball player. Although psychological aspect of the game of basketball has not been sufficiently studied, is without question a key component of overall training

AFTER RESTORATION EFFORT IN BASKETBALL - after an intense workout, the

body is subjected to stresses, especially the cardiovascular and neuromuscular's return to normal levels must be gradual. This can be achieved by gradual reduction effort. In order to return to normal heart rate, body functions and the player to be rested after training, the player must continue with a low-intensity exercises that they will help restore blood flow in a gradually and quickly to remove items burning, the swift removal of lactic acid in muscles and decreases muscle tone. But apart from physiological reasons, there is still a reason very important to preserve a few minutes of recovery. After an intense training culminating in a possible bilateral game between players to create a "nervousness", with unpredictable consequences when they reach the locker room. It is well that this "nervousness" to remain on the ground. A great way to end everything on the ground, is restoring the course led by the coach.

Method of training requirements • Training should be more analytical and individual; • Development efforts address the somatic and functional under anaerobic high

intensity, work force and maximum explosive force; fundamentals and have acted to remedy shortcomings in basic training posts SIPE; • In addition to the permanent improvement of basic techniques will be given special

attention to the following aspects: In the attack

- technical and tactical actions without the ball: - debranding - dubbed offensive - settlement bottlenecks - lead counsel in blocking - fight for recovery (anticipation) - technical and tactical actions with a ball: - 1x1 relationship, overcome the defender directly break defense, to determine the rotation and pass under the basket or perimeter dubbing; - overcoming the restricted space on two feet off the dubbing care together, jump or dodge roll of stepping and throwing; - increase in field goal accuracy under speed, expansion and adversarial relationship; - masterly performance and efficiency of combinations of 2.3 players, developing the ability to make correct tactical decision based on tactical knowledge that has practical situation of the game and defenders reaction - continuous improvement and a rapid transition counter and complex to serve both fast attack and positional arrangement of the attack; - the attack is not enough positional players to save schemes, they need to master the technique and tactics of carrying combinations, to understand and make correct tactical decisions.

In defense

- should be increased aggressiveness in defense of individual responsibility, perfecting the following: - fundamental position; - changing direction of travel in the fundamental position (swing step); - to accompany dribleurului fundamental position, counsel to challenge the direction of travel of the striker, no ball; - race relations - lateral;


- marking the interception aggressive and balanced; - Adjusting the position permanent depending on the position opened marking the ball and their striker - closing exceeded (the first two steps). - In defense of 2.3 players to focus on aggression, efficient execution and communication actions; - the collective defense of aggressive forms will prevail throughout the land and ½ of land, both man to man and zone; - specialized positions should not be limited to technical and tactical actions of positional attack but also include job-specific actions in the transition defense and man to man and zone

Mental and intellectual development stage, to apply creative techniques and tactics

learned as physical and technical-tactical training previously accumulated. DRILLS

• Exercises to improve the technical elements and processes performed in conditions as varied in terms of distance, angles, balance, and processes used to change the conditions of adversity; • systems and motor skills development exercises especially those with anaerobic substrate; • complex structures and processes to improve technical elements going on half the land and all land carried out without the presence of the enemy or opponent; • pretactic nature and tactical exercises; • exercises modeled in the form of the game; • exercises to increase accuracy and technical executions particular field goal; • technical complex attack and defense; • half of the field exercises to improve tactical combinations of attack and defense and attack systems; • all land exercises for learning and improving defense systems attack on man to man; • all land exercises to improve defense systems pressing man to man; • 5x5 half-game for learning and improvement of land attack and defense systems; • 5x5 game themed around the land; • school games, test games, the official games.

Conclusions Of course, that all those listed above may be followed or not by the coach in training

and team players. Changes also may occur depending on the specific training plan competition calendar, players and team features.

The above may represent a model of junior prgătire the purpose to promote their first division teams.

Progress must be the player to validate or not followed correct training plan. Preparing individual is clearly the improvement of basketball players. Although basketball is a team sport, training should take into account individual peculiarities biometrical physiological system cunosştineţe technical and tactical, the psychological peculiarities of the players.

Basketball is a sport spectacular, attractive but requires a grounding in the details of time, space, response, accuracy is motoric act are very important. Why not perform using individualized training to lead to progress our team?

REFERENCES 1. ANASTASIADIS Mihailidis – Antrenamentul în baschet, Atena, 1989.


2. ANASTASIADIS Mihailidis – Exerciţii aplicate pentru jocul de baschet, Atena, 1990. 3. ANASTASIADIS Mihailidis – Program analitic al pregătirii precompetiţionale a unei

echipe de baschet, Atena, 1992. 4. ANASTASIADIS Mihailidis – Baschet. Teorie şi practică, Atena, 1995. 5. BOMPA, O.T. – Periodization of strenght – The new wavw intrength training. Ed.

Orietta Calcina, Toronto, 1996. 6. BRUNO, Pauletto – Strength training for basketball. Ed. Human Kinetics Publishers,

S.U.A., 1994. 7. COLIBABA-EVULEŢ, Dumitru; BOTA, Ioan – Jocuri sportive. Teorie şi metodică.

Editura Aldin, Bucureşti, 1998. 8. GHIŢESCU, G., MOANŢĂ, A., (2005) - Baschet. Fundamente teoretice şi metodice.

ANEFS, Bucureşti 9. GHIŢESCU, G. (2007) - Baschet. Exerciţii pentru învăţarea tacticii colective,

Editura MatrixRom, Bucureşti 10. GHIŢESCU, G. (2007) - Aspecte teoretice şi conceptuale ale pregătirii juniorilor în

baschet, Editura MatrixRom, Bucureşti 11. GHIŢESCU, G., MOANŢĂ A. (2007) - Bazele jocului de baschet, Editura

MatrixRom, Bucureşti 12. MANNO, Renato – Bazele teoretice ale antrenamentului sportiv. Ed. Revue EPS,

Roma, 1992. Trad. rom. CCPS în “Sportul de performanţă” nr. 371 – 374, 1996. 13. MOANŢĂ, A. (2000) - - Pregătirea fizică în jocul de baschet. Pro-Editura, Bucureşti 14. MOANŢĂ, A. (2005) - Baschet . Metodică. Editura Alpha, Buzău 15. MOANŢĂ, Alina, Daniela (2009) – Baschet. Pregătirea copiilor și juniorilor,

Editura Moroșan, Bucureşti 16. PRADET, Michel – Pregătirea fizică. MTS, CCPS, Bucureşti, 2000 17. PREDESCU, Teodora – Contribuţii la îmbunătăţirea metodologiei modelului de joc

şi de pregătire stadială la juniori (grupele începători, avansaţi şi performanţă, jocuri sportive, baschet). Teză de doctorat, Universitatea Bucureşti, 1995.

18. WEINECK, Jurgen – Biologie du sport. Ed. Vigot, Paris, 1992 19. WEINECK, Jurgen – Biologie du sport. SDP 365-366, 367-369, Bucureşti, 1995 20. WEINECK, Jurgen – Manual d’entrainement sportif. Ed. Vigot, Paris, 1980. 21. WOTTEN, Morgan – Coaching basketball succesfully. Leisure Press, Champaign,

Illinois, SUA, 1992. FIBA – Basketball for young players. Guidelines for coaches, 2000 www.fibaeurope.com www.frbaschet.ro


MANAGERIAL TECHNIQUES WITH APPLIANCES IN PHYSICAL EDUCATION ACTIVITIES IN HIGHER EDUCATION

Associated professor PhD Cristiana Pop

Economic Studies Academy

Abstract: In the competitive conditions which in the universities are functioning and

the internal competition for resources, the physical education department’s strategy must be more aggressive and oriented toward student’s recruitment, as the most important resource for any teacher work. In this struggle for winning the student’s interest in our subject, the efforts must be synergic and the goals must be well known and accepted by everyone involved in this mission. The PE departments’ action and communication strategy will be based on the management principles of highest efficiency and effectiveness.

Key words: communication, motivation, authority delegation, quality, academic education

. Rezumat: În condițiile concurențiale în care universitățile ființează și a competiției

interne pentru resursele pe care acestea le atrag, strategia de acţiune a departamentelor sau catedrelor de educaţie fizică trebuie să fie una mai agresivă, orientată spre recrutarea studenţilor ca resursă indispensabilă a muncii unui profesor. În această luptă de câştigare a interesului studentului pentru disciplina noastră, eforturile celor interesaţi trebuie să fie sinergice urmărind finalităţi cunoscute şi acceptate de toţi. Strategia de acţiune şi de comunicare a departamentelor (catedrelor) de educaţie fizică şi sport trebuie concepută şi aplicată pe principiile eficacităţii şi a eficienţei maxime, principii de bază ale managementului.

Cuvinte cheie: comunicare, motivare, delegare de autoritate, calitate, învăţământ superior.

Introducere: Management is a relatively new science, appeared from the necessity of a highest

efficiency and a steady growth in organizations, national economy or society. The main arguments that justify the managerial approach in the educational system at

all its levels can be: the priority orientation to quality and performance, the fundraising and the efficient use of resources (in many cases insufficient), the motivation of all stockholders, to develop a clear strategy with realistic objectives in a difficult and changeable

environment (political, economical, demographical), a new human relationship dimension. The paper I present is verifying, together with the students, subjects of an experiment, a

number of assumptions: the relationship between students and teacher has effects upon the working

environment and as a consequence, upon the results;


the student’s perception of teaching and learning during the physical education classes;

how the student’s perception is mirrored in their performances, given that the main variable was a qualitative one?

The variable in this experiment was a managerial plan containing techniques related with motivation for physical effort, team activity, authority delegation, all this mediated throw an effective communication, appropriate to the proposed goals.

The managerial plan applied in physical education activities in economical higher education, has three main directions: motivation, communication and authority delegation, each one having a particular set of requirements:

MOTIVATION Clear and assumed goals; Feed-back related with tasks; Responsibilities; Recognition of accomplishments; Encouragement and support; High standards; Personal example; COMUNICATION Clear messaje, brief, afirmative and in pozitive note; Communication style determine the working climate; Consideration for the interlocutor; Active liesening; Based on confidence; Removing communication bariers; AUTORITHY DELEGATION Assuming responsibilities; Organizing knowledge and competences; Developing leader qualities; Authority, opportunity and motivation for assertion, initiative and creativity. There is a certain interconnection among the three direction of the managerial plan

because: In a motivated team, communication and delegation will be relieved and Effective communication and delegation are efficient ways of motivation. I chose volleyball, a team sport, as an appropriate frame to reach the targets I set forth.

A team is different from a group because each team member has a position and a specific task. Also in a team there are preset rules and each one’s qualities and skills are used in the purpose the team is gathered for. In the same time the control group performed fitness and aerobics activities, an individual effort with personal benefits.

The experiment was developed in usual conditions of time and space of a regular PE class and it was dedicated to girls, because they represent de majority in our university (around 70%). They were informed about the results they did on physical tests. The students in the experimental group were also informed about the tables and the analysis of their physical test results.


Following the educational service orientation towards the students’ satisfaction, the experiment results target also the teaching quality. By comparison with other department colleagues, I did verified in which extend the changes madden were seen as positive.

The two groups, the experimental and the control one, enveloped 21 students each. Their age was between 19 and 21 years old, grown up and living especially in cities, having a good health. They passed an initial set of physical tests, which provide the reference data for the next results. The experiment was conducted over the first two academic years, which in physical education is included in our faculty’s curricula.

The progress in physical tests

The experimental group progress has always been higher:

On the first item, abdominals in 30 seconds, both groups have progressed, but different, the experimental group with 15% and the control one with 2,5%;

On the second item, back extensions in 30 seconds, the difference between the two groups is insignificant - 0,3% in experimental group favor, the result evolution was almost the same for both groups (11,6% and 11,3%) meaning an important number of extensions;

On the third item, standing long jump, the average progress was 5% for the experimental group comparing with 3,3% for the control group. In real figures 8,9 cm and 5,7cm represent a real progress for both groups, especially when studies on the Rumanian student population reveal a performance stagnation on this test;

The most significant differences were recorded on pull ups from standing in a 30: the experimental group progressed with 15,5% in average, while the control group regressed with 27% average. I explain this important difference with the different motivation of the two groups. For

the experimental group has worked the plan I applied, to fix individual targets on the physical tests. On this particular item the results could be control more easily by activating the willing resources, which have a more significant role comparing with the previous items


The opposite evolution of the two groups confirms that “the motoric act cannot be detached of its volitional, emotional and motivational support” (Nicu Alexe, 1993).

The questionnaries were applied to a larger number of students regarding to assure the

representativity of the samples an a better confidence in collected data. Thus, 120 students from various faculties, who worked in the PE classes whith 5 different teachers, answered to the 14 items questionnaire. The average scores given by the experimental group, the control and the groups of the other 4 collegues of mine, from the same department, have been graphic represented for a better analysis.

The graph of the assessment questionnaire scores

The experimental group gave the highest scores at 10 items related with:

A good organized activity which involved the students (item 1); The pleasure of physical activity and the satisfaction on exercise (item 4); The willing to prolong this physical activity after the classes and to practice

independently in future (item 5); The believe they have learned something new, they have improved their skills and

abilities and they could use them in new or different situations (6); The communication between teacher and students through their involvement in the

decision-making and the posibility to expres their oppinions regarding some aspects of teaching (7);

The teacher interest about the students practice, how they fulfill the tasks, about their adaptation to each activity requirements and also about the individual and group progress (item 10);


The professional copetence and the teacher’s enthusiasm displayed and inspired throw keeping a true sportive spirit during the classes and other competitive activities (11);

The teaching style with theoretical roots in management science and effects on how to solve practical problems, without altering the working momentum (12);

The interest that teacher gives to each student and her executions, progress and particular needs during the PE classes (13);

How the students perceive the knowledge, skills and abilities acquired and how the individual progress is assessed and valued on the beneficiary level (14).

Finally, I did obtain the best scores on 10 items of 14, on 2 of them I received very good scores, very close of the maximum (items 8 and 9) and on 2 items - average results. In percentage it means that I got the most favorable opinions in proportion of 71,4%. The difference between the average score given by the experimental group and the other groups is statistically significant 99%.

Is hopeful that also the control group answer positively to the questionnaire and my attitude towards students and teaching was perceived similarly by all students surveyed, no matter which physical activity they choose or which group they formally belong.

These positive results verified the study’s hypothesis and recommend the managerial techniques that I proposed, as successful in higher education teaching process.

Most convincing for physical education is that the management measures contained in this paper have resulted in significant progress to the physical tests, especially for the experimental group students.

BIBLIOGRAPHY 1. Nicu, Alexe, coordinator - Antrenamentul sportiv modern, Ed. Editis, Bucureşti, 1993. 2. Bush, Tony - The principles of educational management, Ed. West-Burnham Longman,

University of Leicester, 1994. 3. Johns, Gary - Comportament organizaţional, Ed. Economică, Bucureşti, 1998. 4. Nicolescu, O. coordonator – Sisteme, metode şi tehnici manageriale ale organizaţiei,

Ed. Economică, Bucureşti, 2000. 5. Pop, Cristiana – Management educațional. Ipostazele manageriale ale profesorului de

educație fizică și sport, Ed. Oscar Print, București, 2007. 6. Roebuck, Chris – Effective Delegation, Marshall Publishing, London, 2001.


IDEOMOTOR REPRESENTATIONS AND THE COGNITIVE MAP – THE BASICS OF MENTAL TRENING

Prof. univ. dr. Tüdös Ştefan Lect. univ. dr. Mitrache Georgeta

Asist. drd. Predoiu Radu National University of Physical Education and Sport

Abstract Fulfilling an extremely important role in learning motor acts or

maintaining motor structures in movement unavailability conditions, mental training has acquired an important weight in high performance sport. Mental training is based on the ideomotricity phenomenon. Ideomotor representations, mental experiences sustained by verbal commands that trigger observable ideomotor answers can determine and train movements. An even clearer and richer representation of the movement that must be made reduces support and concentration effort. In practice, sportsmen with mental training will dispose of unconscious „beaten” matrix on which motion overlaps. In movement mental program, cognitive maps have an important role. The optimal movement in a determined space, as well as the optimal usage of the energetic resources depends on the cognitive map (on the subject’s capacity to structure, organize and shape the information regarding routes and movements). The passage to the actual mental training is realized after sportsmen learn movements correctly, as well as after the representation operation capacity is educated. Doubling physical effort by mental effort represents the only way to success, in a sportsman’s road to great performance.

Key Words: motor act, mental training, ideomotricity, ideomotor representations, cognitive map, optimal movement.

Rezumat Îndeplinind un rol deosebit de important pentru învățarea actelor motrice

sau pentru menținerea structurilor motrice în condiții de indisponibilitate pentru mișcare, antrenamentul mental a dobândit o pondere însemnată în sportul de înaltă performanţă. Antrenamentul mental se bazează pe fenomenul ideomotricității. Reprezentările ideomotorii, experiențele mentale susținute prin comandă verbală ce declanșează răspunsuri ideomotorii observabile, pot să determine, să antreneze mișcările. O reprezentare cât mai clară şi mai bogată a mişcării care trebuie executată reduce efortul de susţinere şi concentrare. Ajuns în practică, sportivul care a efectuat antrenamente mentale va dispune de matrici inconștiente “bătătorite” pe care se suprapune mișcarea. În programul mental al mişcării un rol important revine hărților cognitive. Deplasarea optimă într-un spațiu determinat cât și întrebuințarea optimă a resurselor energetice, depinde de harta cognitivă (de capacitatea subiectului de a structura, organiza și modela informațiile privind traseele și deplasările). Trecerea la antrenamentul mental propriu-zis se realizează după ce sportivii au învățat mișcările în mod corect, precum și după ce a fost educată capacitatea de operare în reprezentare. Dublarea efortului fizic cu efortul mental reprezintă singura cale a succesului, în drumul sportivului spre marea performanţă.

Cuvinte cheie: act motric, antrenament mental, ideomotricitate,

reprezentări ideomotorii, hartă cognitivă, deplasare optimă.


Introduction Starting with simple motor acts, that are easy to solve under the influence of imitation

and ending with complexe motor acts learned and expressed at a proficency level, they all occur on the basis of a representation level image. Mental training has won a great percentege in high performance sport, the variety of the methods and means of expression is great, and our experience totaly confirms the role and operational value of these methods. I’ ve noticed that mental training is spontaneously showed by the great majority of high performance sportsmen, but the effects in these situaton are fluctuating and sometimes negative (obsessions, phobias, anxiety etc). Mental training is based on the phenomenon of ideomotricity. That’s why we should first realise the forming of movement representation ( and ideomotor representations) as well as the education of the capacity of operatory representation.

Methods: observation method, modeling method. Covered problems The paper integrates into a larger research that discusses ideomotor representations,

cognitive maps and mental training. Mental training is useful for the learning of motor acts or for the maintaining of motor structures under unaivaibility conditions for movement → if the sportsman has reached a satisfactory level of motor skills. It’s obvious that mental training will never replace special training, on the sports field, but it’s also obvious that the doubling of physical effort with mental effort is the only way of succes for the high performance sportsman. Ideomotor representations may determine, trigger, train the movements. A more clear and rich representation of the movement to be executed reduces the concentration and support effort. Experimental research showed that they are spontaneously and involuntary accompanied by microacts, called ideomotor acts. That’s why their role is to train the movements. When someone thinks about a certain movement, there happen some tone changes in the muscles, innervation, sanguine inflow etc, which can be studied; this is objectified, highlighting the positive effects of mental training on performance. The mental representation of the exercise together with the internal language, contributes to a more correct, more precise and better representation (A.T. Puni). Thus, through verbal command ideomotor representations are triggered, which trigger in turn ideomotor acts.

In the mental program of movement, during mental trainings, cognitive maps play a very important part. The best shifting in a determined space as well as the optimum use of energy resources depend on the cognitive map (on the subject’s capacity to structure, organize and shape the information with respect to trails and movements). The integration inside the representations field of optimum shifting on the field represents a sine qua non condition of the realization, at superior parameters, of mental trainings. Cognitive maps – “the trace” of favourable trails, essencial for a better adjustment to the environment – have a great importance in mental psychomotor organisation, in the organisation of external and internal space. They are decisevely influenced by the level and quality of psychomotor stimulation during childhood, by the systematic practicing of physical exercises specific to different branches of sport.

The optimum shifting of the sportsman on the tennis court A sportsman best moves on the tennis court if he stays at a equal distance of the points

where the opponent might send the ball. This situation happens when the sportsman moves on the bissextile of the angle formed by the place where he sends the ball in the opposing court and the areas where the opponent might place the ball. According to picture number 1, if the sportsman (a right-handed person for example) sends the ball along the line (a longline stroke) – with his forehand – then, to be at an equal distance of the points where the opponent might send the ball, he will move in the left of the median line (from the center of the court). If the


sportsman sends the ball in cross (a cross-court shot) – with his forehand – then he will move to the right of the median line. If we talk about a backhand shot, when the sportsman send the ball along the line (long line), he will move to the right of the median line, and if he sends the ball across the court, in the left side of the median line. A left-handed person will act the other way around. It is considered that a ball is sent along the line (long line) or across the court (cross-court), a ball that is situated on/over the hatched line, placed at about 2 meters of the corners of the court (see Figure number 1). Moving in this way towards the optimum area of the court, the tennis player benefits (depending on the place he sends the ball in the opposing court) of 123 centimeters gain → a gain of minimum 80 centimeters and maximum 166 centimeters. In high performance tennis this distance obtained during the game, can be decisive. A sportsman that reaches the ball earlier has greater chances of striking it correctly, continuing the point, in other words, has better chances to score a victory → we also notice the use of a optimum amount of energy, a fact that has the role to make easier the recovering and comeback capacity.

The mental map of an optimum movement on the tennis court When the athlete hits, placing the ball along the line (a longline stroke) or across the

field (a cross-court shot), he has to move on the bissextile of the angle formed by the place where he sends the ball in the opponent court and the areas where the opponent can place the ball back in his court. See Figure 1. The best areas of movement on the tennis court are, in this way, delimited precisely according to this bissextile.

Figure 1 – Model regarding the optimum movement on the tennis court


There is a decisive factor that influences the delimitation of the extremes of the

optimum areas. This factor is the distance of the sportsman (considered to be the distance between the inferior limbs of the sportsman, when waiting for the ball from his opponent).

Figure number 2 highlights the way in which the extremes of the optimum areas vary according to the distance between the limbs of the sportsman, a distance which is generally different from one sportsman to another.

Legend ○ the line situated in the middle (the midline – m) → delimits the tennis court in two

halves ○ the arrows 1, 2, 3, 4 → the maximum and minimum won distance (80 cm, 166 cm); ○ the arrows 1’și 2’ → signifie the average gain in motion (123 cm) ○ two lines placed in left field (a and a’) → the extremes of the optimum area, for the

forehand long line and the backhand shot in cross (line am is at a middle distance between a and a’ – 138 cm at the left of the midline – m);

○ two lines placed in right field (b and b’) → the extremes of the optimum area, for the forehand shot in cross and the backhand shot in long line (line bm is at a middle distance between b and b’ – 138 cm at the right of the midline – m).


Fig. 2 – The optimum sections for movement on the tennis court according to the distance between the inferior limbs of the sportsman

Legend ○ the line situated in the middle (the midline – m) → delimits the tennis court in two

halves ○ the arrows 1, 2, 3, 4 → the maximum and minimum won distance (80 cm, 166 cm); ○ the arrows 1’ and 2’ → signifie the average gain in motion (123 cm) ○ two lines placed in left field (a and a’) → the extremes of the optimum area, for the

forehand long line and the backhand shot in cross (line am is at a middle distance between a and a’ – 148 cm at the left of the midline – m);

○ two lines placed in the right of the court (b and b’) → the extremes of the optimum area, for the forehand shot in cross and the backhand shot in long line (line bm is at a middle distance between b and b’ – 148 cm at the right of the midline – m).

According to Figure number 2, in both examples, the defined sectors have been divided into two (aam and ama’ respectively bbm and bmb’). This thing is necessary because, depending on the space where the sportsman sends the ball – the big space (A) or the small space (B) – see Fig. 1, the sportsman has to go to different areas. Thus, the purpose of dividing into two of the delimited optimum areas is to increase the movement’s precision degree. As a result of the calculations we made using computerized programs (AutoCad), we chose for the line that


delimits the sector into the two spaces (the big space A and the small space B), to be constituted by joining the points situated at:

6, 40 meters on the side line (from the fillet towards the base line) 3, 60 meters on the hatched line (from the fillet towards the base line) We can notice two optimum defined areas – see Fig. 2, because it has been noticed that

for the forehand long line and for the backhand shot in cross, we have the same optimum movement area. Likewise, there is the same optimum movement area if the sportsman sends the ball with his forehand in cross or with his backhand long line.

Thus, if the sportsman strikes (see Fig 1 and Fig 2): ○ forehand long line – in A – then he will move with his left inferior limb to the right

half of the optimum delimited area (ama’); ○ forehand long line – in B – then he will move with his left inferior limb to the left half

of the optimum delimited area (aam); ○ backhand cross – in A – then he will move with his left inferior limb to the right half

of the optimum delimited area (ama’); ○ backhand cross – in B – then he will move with his left inferior limb to the left half

of the optimum delimited area (aam); ○ forehand cross – in A – then he will move with his right inferior limb to the left half

of the optimum delimited area (bbm); ○ forehand cross – in B – then he will move with his right inferior limb to the right half

of the optimum delimited area (bmb’); ○ backhand long line – in A – then he will move with his right inferior limb to the left

half of the optimum delimited area (bbm); ○ backhand long line – in B – then he will move with his right inferior limb to the right

half of the optimum delimited area (bmb’); → The coach’s duty ► launches, sends the balls from the square line to the sportsman, placed on the

opponent field and indicates (verbalizes) the place where the sportsman should send the ball – long line or in cross.

→ The examiner’s task ► placed behind the sportsman, he follows the place where the sportsman sends the

ball on the opponent court (big space A or small space B), so that he can then verify the area where the sportsman moves (aam, ama’, bbm respectively bmb’) giving sound or no sanctions.

By avoiding the sound sanction the sportsman will form a cognitive map with respect to

the optimum movement on the tennis court. Consolidated spatial representations will facilitate the development at high parameters of mental trainings.

The transition to the mental training itself has to be done after the sportsmen have correctly learned the movements, and also after having educated the capacity of operating in representation. M. Epuran, I. Holdevici, F. Tonița (2001), initially recommanded, to perform “5 minutes daily meetings, then while gaining control over the representations, meetings of about 10 to 12 minutes.”


Example: Mental training method By psychologist PhD student Predoiu Radu: Branch of sports: tennis The sportsman is offered the following set of information: “There are three verbal

formulas that you will pronounce in an interior language, at the same time with the images of the mental training. The verbal formulas and the related images are:

− I am moving → you are imagining that you are moving as fast as you can to the optimum area of the court;

− I am getting in position → you are imagining the way you find your correct position for the ball;

− technical execution: forehand long line, forehand cross, short cross forehand, backhand long line, backhand cross, short cross backhand → you are imagining the acceleration of the movement when the racket strikes the ball and you visualize the way the ball touches the target from the opponent court. ”.

◘ inner mind stage Instructing: “Choose a comfortable position that you will maintain for a while” →

“Close your eyelids” → “Watch what happens by itself (what happens outside – what you hear, you feel)” → “You realize that what happens outside does not interest you, bore you” → “Now that you know what’s happening on the outside you are free to concentrate your attention on yourself” → “Notice your own manner of getting interiorized. Pay attention to the states, breath, emotions, thoughts, and movements from the inside”;

◘ mental recreation of reality conditions Instructing: “Imagine that you are on the base line of the court” → “The racket is in

your hand, you look at it, you can feel the tension in your muscles” → “You can see the fillet in front of you and also the other side of the court” → “You are looking over the sidelines of the court, you can see the public, all those persons watching you”;

This is how one creates the specific contest atmosphere. Imagining or feeling beforehand the stressing situations can lead to a decrease of the relative importance of these situations and to the release of the sportsman of an uncomfortable, dominant thought that might decrease his concentration and fight capacity (desensitization).

◘ actual mental training Examples: 1. I am moving – I am getting in position – forehand long line; I am moving

– I am getting in position – backhand long line …; 2. I am moving – I am getting in position – forehand cross; I am moving – I am getting

in position – backhand cross …; 3. I am moving – I am getting in position – forehand long line; I am moving – I am

getting in position – backhand cross …; 4. I am moving – I am getting in position – forehand cross; I am moving – I am getting

in position – backhand long line …; 5. I am moving – I am getting in position – short cross forehand; I am moving – I am

getting in position – short cross backhand; The verbal formulas are accompanied by connected images, described to the sportsman

before the beginning of the inner mind stage. During the 5 minutes of the mental training, each of the 5 examples above, of 30

seconds each, can be practiced twice. The instructing is the following: “When I say <long line> → you imagine how you perform, alternatively, forehand

long line and backhand long line” (example 1). For <cross> we consider example 2, for <on the right side> example 3, for <on the left side> example 4, and for <short> example 5.


Thus, during the 5 minutes of the mental training itself, we only intervene once (through verbal formulas), from 30 to 30 seconds, to guide the sportsman with respect to the place where he should send the ball.

Conclusions If the biologic development is limited, especially for skilled sportsmen (over 25 years

old), the mental development does not practically have any boundaries, the investment/ benefit ratio being a lot bigger. In this way, an hour of mental training a day, in 6-10 sequences, has a special benefit, wich cannot be accomplished in any other way. At the base of mental training, the rock foundation is represented by ideomotor representations and cognitive maps (imprinted in memory in the form of spacial representations). Ideomotor representations are triggered through vocal command. The verbal formulas pronounced in inner language, in parallel or a bit before the images from the mental training are short, clear, succint, bound to the moral background, to the pre-existing culture of the human individual.

Involuntary and spontaniously accompanied by ideomotor acts (microacts - tiny tonus modifications, innervation, sanguin influx), the nerve cells gathering informations as if the action would take place for real, the ideomotor representations are designed to train the movement. Cognitive maps have a special significance in psychomotor, mental setup, in external and inner space organisation. By the cognitive map (the subject's capacity to structure, organise and configure the informations regarding routes and movements) depends both the optimal movement in a targeted space and the optimal use of energetic resources. Concluding, the thought about a specific move, the mental experiences that cause observable ideomotor answers, lead within the performantial sport activity to a better, more precise and correct movement and technical execution.

Bibliography Epuran, M., Holdevici, I., Tonița, F. (2001), Psihologia sportului de performanță.

Teorie și practică. București, Editura FEST, 2001. Horghidan, V. (2000) Problematica psihomotricității. București, Editura Globus, 2000. Horghidan, V., Mitrache, G., Tudos, S. (2001), Psihologie normală şi patologică,

Editura Globus, Bucureşti. Holdevici, I. (2009), Hipnoza clinică. Bucureşti, Editura TREI, 2009 Holdevici, I., Vasilescu, I. P. (1988), Autodepășirea în sport, Sport-Turism, București. LeUnes, A. (2008), Sport Psychology – 4th Edition, Taylor & Francis. Marin, I. (2003), 13 Abordări ale imaginii, Editura Ovidius University Press, Constanţa. Miclea, M. (1999), Psihologie cognitivă: modele teoretico-experimentale, Editura

Polirom, Iaşi. Tüdös, Ş. (2000), Criterii psihologice de optimizare a performanţei sportive, Editura

Paideia, Bucureşti. Tüdös, Ş. (2003), Perspective actuale în psihologia sportului. Modele şi soluţii, Editura

SPER, Bucureşti. Zlate, M. (1999), Psihologia mecanismelor cognitive, Editura Polirom, Iaşi


EXPERIMENTAL STUDY ON DEVELOPMENT OF ENDURANCE ON SENIOR HANDBALL TEAMS

Radu Alexandra Eliza

Drd.UNEFS

Abstract The handball game and everything that is necessary and conditioned by it, is

constantly changing, with a progressive grouth. Fierce competition, the increasing value of the teams, at an international level, require numerous upgrades, adjustements, progress and improvemets regarding the training and game aspects.

Modern handball game involves a high speed execution of various actions, a rapid mobilization tactics of the game, a generally fast and incisive offence and a defence, characterized by increased aggression, at the regulation limit.

Studies and recent research shows that "physical demand model" of handball player in the game, has increased significantly. During a game, the handball player covers, on average, a distance of 5000-6000m and executes over 50 sprints and accelerations. Resistance, general and specific, is thus a basic driving quality, without which the handball players can not cope with the demands of the game.

Test results have proven a real progress for all the athletes from the experimental group, which although obtained from the very begining (initial tesing) better results than the athletes from the control group, have managed to significantly improve the degree of physical training, in particular, their endurance.

The control group was also able to achieve better results, on the final testing, compared to the initial one (the progress rate was lower).Success depends, in our opinion, on improving methods and means of the physical training in handball players, without which, they can not cope with the very high demands of the game. Through the present research paper we tried to find the most effective ways and means, and why not, even new ones to improve handball players endurance. Also, we would like for this paper to represent a real job support, to other activists in the field, in terms of endurance training.

Key words: handball game, competition, endurance Abstract Jocul de handbal si tot ce este necesar si conditionat de el se schimba

constant, cu o crestere progresiva. Competitie acerba, cresterea valorii echipelor, la un nivel international, necesita numeroase imbunatatiri, ajustari, progres si perfectionarea antrenamentului si a jocului.

Jocul de handbal modern implica executarea cu viteza mare a mai multor actiuni, o mobilizare rapida a jocului, o ofensiva rapida si precisa si o defensiva caracterizata prin agresivitate crescuta dar care sa nu depaseasca limita impusa de regulament.

Studiile si cercatarile recente arata ca „modelul fizic cerut”al unui jucator de handbal in joc, a crescut semnificativ. In timpul unui meci, jucatorul de handbal acopera, in medie, o distanta de 5000-6000 de metri si efectueaza peste


50 de sprinturi si accelerari. Rezistenta, generala si specifica, este o calitate de baza, fara de care jucatorii de handbal nu ar putea face fata cerintelor jocului.

Rezultatele au aratat un progres bun pentru sportivii din grupul experimental, care desi au obtinut inca de la inceput (testul initial) rezultate mai bune decat sportivii din grupul de control, au reusit sa isi imbunatateasca in mod vizibil antrenamentul fizic, in mod special, rezistenta.

Grupul de control a obtinut rezultate mai bune, la ultimul test, comparat cu cel initial ( rata progresului a fost mai scazuta). Succesul depinde, in opinia noastra, de imbunatatirea metodelor si mijloacelor de antrenament fizic a jucatorilor de handbal, fara de care, nu pot face fata cerintelor ridicate ale jocului. Prin aceast studiu am incercat sa gasim cele mai eficiente metode si mijloace, si de ce nu, si chiar altele noi pentru a imbunatati rezistenta jucatorilor de handbal. De asemenea ne dorim ca acest studiu sa fie un sprijin pentru altii care activeaza in acest domeniu, in ceea ce priveste antrenamentul de rezistenta.

Cuvinte cheie: joc de handbal, competitie, rezistenta

Introduction Handball is considered a game with a currently widespread. The high level of

performance also imposed the required expertise in handball, the competition calendar has become very busy and training methodologies are currently based on high intensity and maximum effort, leading handball players closer to their biological limits.

The handball game and everything that is necessary and conditioned by it, is constantly changing, with a progressive grouth.

Fierce competition, the increasing value of the teams, at an international level, require numerous upgrades, adjustements, progress and improvemets regarding the training and game aspects.

Modern handball game involves a high speed execution of various actions, a rapid mobilization tactics of the game, a generally fast and incisive offence and a defence, characterized by increased aggression, at the regulation limit.

Under these technical and tactical conditions, the handball players, in order to be able to respond to the complex demands, required by the modern handball game, should have been provided with a general and specific physical training, which will be used, accompanied by a good recovery, nutrition and psychological training for competition.

The purpose of the research paper The dominant trend of the handball game is characterized by the increasing speed of the

game, therefore we have to give a new focus on the physical training. The handball game is very challenging for the athlete’s body. The nervous system,

analyzers, circulation, respiration, musculoskeletal, sweat, endocrine glands are involved in supporting the effort.

For athletes to be able to resist the effort, there must be a high functional capacity and the neuroendocrine adjustement must be promptly to rectify the deviations produced by the momentary disturbance of the overall body homeostasis.

The training process in handball aims the continuous growth of the effort capacity, in order to ensure both the possibility of bearing, in good conditions, a large amount of work and especially developing and maintainig high levels of effort, durring the competitions.


From the point of view of some specialists in the field, the endurace training has the biggest influence on the performance capacity parameters of the human body ( Israel, Gurtler, Kholer and Peteras, in 1979 and 1981, quoted by Tudor Virgil, in 2008, page 82).

At a current level, achieved by the handball game, it is confirmed the fact that if it were to be desputed a match between two teams with a similar technical and tactical level then, the team with a higher level of physical endurance is most likely to win.

Consequently, the endurance training process should always be among the prior interests of the handball coaches.

The research and the experiments conducted by the researchers may emphasise both the positive and the negative emerging trends of the high performance competitional handball game, as well as new and efficient methods and means of training, in order to achieve progress, which is extremely important, in any field.

Research hypothesis The improvement of general and specific physical training through a rationalization and

standardization of training methods and means, may increase the effectiveness of technical and tactical game.

Research methods 1. The bibliographic material study method; 2. The pedagogical observation method; 3. The statistical – mathematical method; 4. The experimental method; 5. The registration method; 6. The graphic method. The experiment content The research subjects The subjects of the experimental study, on developement of the handbal players

endurance at senior level were: - At Sports Club “Rapid C.F.R” Bucharest team (National League), during the

competitive year 2009-2010, tests were conducted on a total number of 7 subjects – representing the control group;

- At „Municipal Sports Club” Bucharest (Division A), during the competitive year 2009-2010, tests were conducted on a total number of 7 subjects – representing the experimental group;

S.C. “Rapid C.F.R.” Bucharest

(National League) “C.S.M.” Bucharest

(Division A) Coach: Aiacoboae Sultana Coach: Mărgulescu Vasile

Athletes names Age Athletes names Age

1) I. M. 2) G. N. 3) M. C. 4) P. A. 5) O. C. 6) S.G.

27 years 25 years 35 years 25 years 23 years 20 years

1) D. A. 2) C. G. 3) S. D. 4) C. A. 5) P. E. 6) R.A.

34 years 29 years 31 years 21 years 21 years 24 years


7) B.M. 22 years 7) L.C. 23 years

Table no. 1. The research subjects The periodization of the experiment The athletes of the research were subjected to two tests, during the competitive year

2009-2010 (an initial and a final testing of both teams); The initial testing was made on October 2009 and the final testing on May 15, 2010.

Between the two tests we applied on the experimental group physical training means, previously selected.

After the data collection, we applied the statistical – mathematical method, interpreted the results and developed the conclusions.

The control samples For general endurance we applied the following tests: a) The 1500m test; b) Cooper test. For specific endurance we applied the following tests: a) 5x30m flat; b) The travel within a triangle; c) The“Yo-Yo” test. Data collection and interpretation of the results After calculating the central tendencies (average, median), dispersion (likely deviation,

simple deviation, standard deviation) and the coefficient of variability, the following data resulted:

Rapid Bucharest (initial testing)

Tests

Average

Median (Me)

Likely deviation

(Ap)

Stadard deviation

(S)

Variability coefficient

(Cv)

Cooper (m)

1714

1750

200

103,3

6,02 %

1500m (sec)

432

422

57

22,7

5,2 %

5× 30m (hundredths)

286,7

301

55

35,3

12,3 %

travel in ∆ (hundredths)

1342,8

1327

182

66,2

4,9 %

Yo-Yo (m)

1285

1320

320

124,2

9,6 %


C.S.M. Bucharest (initial testing)

Tests

Average

Median

(Me)

Likely deviation

(Ap)

Stadard deviation (S)


(Cv)

Cooper (m)

1893

1900

350

110,1

5,8 %

1500m (sec)

384

386

75

25,02

6,5 %


246,8

247

6

2,07

0,87 %


1213

1205

182

43,7

3,6 %

Yo-Yo (m)

1285

1320

320

65,4

4,5 %

Rapid Bucharest (final testing)

Test

Average

Median

(Me)

Likely deviation

(Ap)

Standard deviation

(S)


(Cv)

Cooper (m)

1792 1800 200 100,6 5,6 %

1500m (sec)

414 407 51 20,7 5 %


278,4 300 54 35,6 12,7 %


1291,2 1268 183 75,7 5,8 %

Yo-Yo (m)

1325 1360 320 124,2 9,3 %

C.S.M. Bucharest (final testing)

Test

Average

Median

(Me)

Likely deviation

(Ap)

Standard deviation

(S)


(Cv)

Cooper (m)

2057 2050 400 132,8 6,4 %

1500m (sec)

338 336 80 25,6 7,5 %


246,1 247 6 2,4 0,97 %



1093 1083 128 43,7 3,9 %

Yo-Yo (m)

1514 1520 160 49,3 3,2 %

Spearman (R) Correlation coefficient

TEST Control group RAPID Bucharest

Experiment group C.S.M. Bucharest

Cooper

0,82 0,76

1500m

0,85 0,92

5 x 30m

0,96 0,87

travel in triangle

0,85 0,76

Yo-Yo

0,94 0,96

T Test (Student)

TEST Control group

RAPID Bucharest Experimental group

C.S.M. Bucharest Cooper

5,57 4,01

1500m

6,82 27,90

5 x 30m

27,42 7,93

travel in triangle

6,82 3,99

Yo-Yo

18,07 27,42

CONCLUSION The experimental study conducted on the two teams „Rapid C.F.R” Bucharest –

representing the control group and „C.S.M” Bucharest – representing the experimental group, during the 2009-2010 competitive year, has provided important data about the progress of both teams and about the process and methods of endurance training in handball players.

Test results have proven a real progress for all the athletes from the experimental group, which although obtained from the very begining (initial tesing) better results than the athletes from the control group, have managed to significantly improve the degree of physical training, in particular, their endurance.

The control group was also able to achieve better results, on the final testing, compared to the initial one (the progress rate was lower).

Therefore, the proposed and applied plan, with streamlined and rigorous standardized training means, was an effective one, the athletes of the experimental group achieving better results than those of the control group, on the final testing, on all five tests supported.


Consequently the hypothesis under which the improvement of general and specific physical training, through a rationalization and standardization of training means, may increase the effectiveness of technical and tactical game is validated.

Also, the fact that both teams are athletes who have achieved, despite the high uniformity (or moderated in some cases) results well above the group, can only mean that individual training is very important, as well as each player’s desire to prepair, to train, in order to be „the best”, „the most valuable player”, and to achieve greatness.

BIBLIOGRAPHY: BANGSBO, J., MARCELLO, F., KRUSTUP, P., 2008, The Yo-Yo Intermittent

Recovery test – as a useful tool for evaluation of phisical performance in intermittent sports, Ed. Sports Medicine;

BOTA, CORNELIA, 2000, Ergofiziologie, Ed. Globus, București; BUIAC, D., 1983, Rezistența în sport, Ed. Sport- Turism, București; CONSTANTIN, P., 2004, Istoria jocului de handbal din România, Federația Română

de Handbal, București; DRAGNEA, A., 1984, Măsurarea și evaluarea în educație fizică și sport, Ed. Polirom,

București; GHERMĂNESCU, I.,K., GOGÂLTAN, V., NEGULESCU, I., JIANU, ELENA, 1983,

Teoria și metodica handbalului, Ed. Didactică și Pedagogică, București; HANTĂU, C., 1997, Referat teză doctorat: Metode și tehnici de programare, în sportul

de performanță, A.N.E.F.S., București; HANTĂU, C., 2000, Handbal, Ed. Alpha, Buzău; HANTĂU C., 2004, Handbal. Antrenamentul copiilor și juniorilor, Ed. Printech,

București; HANTĂU, C., 2009, Curs de handbal. M.D.S. Jocuri de echipă, București, Ed.

A.N.E.F.S.; HARRE, D., 1973, Teoria antrenamentului, Ed. Stadion, București; IVAN, CORINA, 2009, Raționalizare și standardizare în antrenamentul sportiv, Ed.

Moroșan, București; MARELLA, M., RISALITI, MONICA, 2004, Il libro dei test, Ed. Correre, Milano; NEGULESCU, C., I., 1998, Handbal. Argument pentru un debut timpuriu., Ed.

Universitas Company, București; NICU, A., 1993, Antrenamentul sportiv modern, Ed. Editis, București; NICULESCU, M., 2002, Metodologia cercetarii stiintifice in educatie fizica si sport,

Ed. A.N.E.F.S., București; PRADET, M., 2000, Pregătirea fizică, Ed. M.T.S, București; SOTIRIU, R., 1998, Handbal - de la ințiere la performanță, Ed. Garold; ŠIBILA, M., 2008, The steps to handball, EHF; ȘERBĂNOIU, S., 2004, Metodica educației fizice, Ed. Cartea Universitară, București; TEODORESCU, SILVIA, 2000, Programare-planificare, Ed. Semne, București; TUDOR, V., 2008, Măsurare și evaluare în cultură fizică și sport, Ed. Moroșan,

București,; TUDOR, V., 1999, Capacitățile condiționale, coordinative și intermediare,

componente ale capacității motrice, Ed. Rai, București; TȔDȌS, S., 1993, Elemente de statistică aplicată. Material pentru lucrările practice de

metodologia cercetării activității corporale, Ed. M.T.S., București;


ORTHOSIS "COMARNIC" FOR ASSISTING ACHILLES TENDON POSTSURGICAL ON RECOVERY

Rancea Ady - Lecturer, Ph.D.3 Univ.Tehnică "Gh.Asachi" Iasi, Department of EFS

Physical Therapy

Abstract: In the case of surgery on the ruptured tendon ahilean orthosis with

recovery, we discussed the possibility that foot angle dorsiflexie can do after tendon suture, gradually regaining its elasticity and capacity for effort.

He proposed a model in this type Afo orthosis with biomechanical benefits through its construction, the adaptive model orthosis used both static and dynamic.

Such a fall in the category AAFO orthosis - Anklam active foot orthosis, models that joint impedance is modulated during a cycle ride through the education to deal with joint positioning.

To improve dorsiflexia, a design hemispirala tosiune type of arc has been implemented in the model so that the next celelelte elements to satisfy the dynamic orthosis correction.

Because the intervention requires a gradual correction dorsiflexiei orthosis was attached to a goniometer-type mechanism for highlighting the degree of intervention, mechanism located in the external malleolar (orthosis "Comarna"-the name comes from the first patient who lives in Comarna village, Iasi county), fig.1.

Keywords: orthosis, tendon, recovery mechanism.

Abstract: In cazul interventiei chirurgicale asupra rupturii tendonului ahilean cu ajutorul ortezei punem in discutie posibilitatea redresarii unghiului de dorsiflexie pe care piciorul il poate face in urma suturii de tendon, gradat, pentru redobandirea elasticitatii si capacitatii de efort.

S-a propus in acest sens un model de orteza tip AFO cu beneficii biomecanice prin constructia sa, un model de orteza adaptativ utilizata atat static cat si dinamic.

O astfel de orteza se incadreaza in categoria AAFO – active ankle foot orthosis, modele la care impedanta articulara este modulata in timpul unui ciclu de mers cu scopul de a trata prin educatia pozitionarii articulatiei.

Pentru a redersa dorsiflexia, un design de hemispirala de tipul unui arc de tosiune a fost implementat in model pe langa celelelte elemente astfel incit orteza sa satisfaca si dinamic corectia.

Intrucat corectia dorsiflexiei impune o interventie gradata s-a atasat ortezei un mecanism de tip goniometru pentru evidentierea gradului de interventie, mecanism situat in zona maleolara externa (orteza ”Comarna”-denumirea vine de la primul pacient care locuieste in satul Comarna, judetul Iași), fig.1.

Cuvinte cheie: orteză, tendon, recuperare, mechanism.

3 e-mail: [email protected]


a. Right side view b. Left side view c. frontal view

1.Introduction There are hundreds of people in Romania who suffer from tendon rupture ahilean

interventions for various reasons - sport injuries, work or intentional blows and who need a quick reintegration into society for the development of a normal daily business. One phase of rehabilitation is physical therapy, stage whose result can not be maintained only through many repeated sessions in the same downward evolution due to skin tone. It therefore requires a device to maintain the position achieved by exercise to the next stage of kinetic to leave a defined threshold. So the idea developed that maintain a degree of orthoses dorsiflexie but, moreover, in the final stage of treatment can be used to dynamically supplying muscles still untrained for stage work.

2. Motivation On the basis of the work lies both interest in developing a medical device needed in the

medical recovery and study of gait in patients with reparative phase after the motor sector dificiente surgery. Since the study deals with issues apcientului biomechanics of tendon rupture achilean and mechanical parameters estimation, the study comes to welcome the possibility of recording prototype model which is characteristic of patients with problems in this sector with implications for muscle paralysis or plegii.

3. Contributions Apart from performing an orthotic design is accessible to any laboratory where the

work involved in the studies on gait biomechanics potologie and recovery stages from the first day of intervention the patient may put his foot into the ground without actually walking up to the orthosis.

It is an evolutionary study analyzing parameters such as soil reaction force, pressure, contact area, contact times, static and dynamic analysis.


3.1. Ahilean tendon physiology Achilian tendon force is applied to the posterior extremity calcanelor an angle showed

good arm strength AO (Fig. 2).

Fig. 2

Decomposition of force T that is effective after a component perpendicular to the arm strength t1 - t2 and a centripetal component less important. T1 component has a higher efficiency or lower than the t2 according ahilean tendon insertion area on the back of the heel, the point k, k insertion point from intervening in an area of scholarship with a serosal surface more or less (Fig. 3).

Fig.3

Because serous exchange force is no longer applied in the area but the point of insertion

k A tangent to the back of the heel tendon [2,3]. Flexion (Fig. 4), the point is located in a superior position as it descends into the

extended zone 'and the arm, the force remains A'O horizontal direction forming a constant angle with the tendon. In this respect there is a phenomenon of the tendon running the calcaneus with increased efficiency in its extension.


Fig.4

During a maximum contraction of the triceps sural appears beside a plantar flexion

movement supinatie adductie-path or area due to cross subastragaliana tibiotarsiene sequentially mobilizes two joints: 30 degrees Approach tibiotarsian transverse axis xx ', and approaches that causes subastragalian After tipping line Henke (mn) with abduction of 13 degrees and 12 degrees supinatie (Fig. 5).

Fig.5

3.2. Types of experimental measurements To determine the recovery and realignment in the evolution of physiological parameters

used to assess computer running on a plate capacitive force sensor with a soft biomech 4.0. which gives information on the contact force, contact time, contact area, the evolution of the center of gravity during gait, speed, correlations between these values and frame by frame viewing of steps away.

For comparison we used the registration of patients with physiologically normal gait. Recordings were made at different stages of recovery to study the evolution and implications for pathological gait.


3.3.Grafice benchmark Graph speed / time, left normal, right-pathologic comparison to the same patient (fig.

6).

Fig.6

Sample image of study in all four dynamic graphics displayed on the screen for

correlation with the evolution of the center line of weight on each leg to determine the deviation from the normal route of travel.

In the graphs in Fig.6, the disease is apparent that the patient chart quickly in the propulsive phase antepicior without a normal heel contact phase and a low turnover due to contracture of the extensor calcanelor. It also highlights the support that suddenly fails to maintain.

3.4. Studied Patient on which measurements have been performed 44 years old, suffered a tendon

rupture in the lower third ahilean. Operated for structural recovery tendon by suturing, splinting stayed immobilized in plaster for three weeks then began the rehabilitation program consisting of sessions of physiotherapy and orthosis wearing-type device "Comarna" to safeguard their dorsiflexie and subsequent recovery dynamics.

In achilian tendon recovery stage following issues were highlighted: Support the patient can do to prevent recurrence of leg fracture, the position of being an

equine support (Fig. 7).


Fig.7

positioning the patient wears the orthosis correction angle for 4 weeks according to

medical recommendation after another week the patient will begin walking without orthosis education

necessary to develop proprioception in muscle reeducation after a week of walking to restore education to fill Comarna walking orthosis after five weeks of rehabilitation and education went dorsiflexie obtain the following

graphic (fig. 8). If ever there was a growth period for giving us this great information that the

elasticity of tendon and muscle contraction isometric resist now reported to decrease ropuls stepping period is a positive thing because you can see this clearly with heel contact, heel support, turnover for antepicior, support and ropulsive antepicior.

Fig.8

Note the two peaks on the graph in the phase of heel first contact with the

inferoposterioara represented the calcaneal area, there is a stage on the heel roll, all the while tensolnul is tense, then contact the top phase due to start phase advancing calcaneal the trunk to roll phase.


What is useful to note the chart speed / time is not fast, ie no contact with the heel of a withdrawal reflex response, the patient runs and you heel phase.

Following is a roll stage, fast, with a maximum support area, which indicates that the leg supports body weight and can run smoothly under load.

We have a well established second peak of the propulsion phase antepicior with a surface area large enough support, with a period of about half of the total period of stepping, signifying that the extensor plantar heel intervened heavily in flexion, and there is a reflex reaction, fast, as evidence that we have a fairly linear accelerator.

In the last stage went there theoretically should support pron. In our chart support is the middle of antepiciorului.

4. Conclusions SR EN 13291:2007 (EN 13921:2007) "Personal protective equipment. Ergonomic

Principles "is a guide on ergonomic features on these products. Among the factors to be taken into account in determining the ergonomic requirements, note:

orthosis "Comarna" provide protection against specific risks and is ergonomically appropriate for the intended use;

orthosis "Comarna" allows specific movements; orthosis "Comarna 'adaptability and maintenance performed on the body: control,

stability adjustments, adjustment of body; orthosis does not cause irritation and causes no discomfort; biomechanical orthosis did not worsen characteristics: mass distribution, the dynamics

of inertial forces on the human body, hindering movements, abrasion or compression of the skin and muscles, increased vibration;

orthosis is not a stress factor on the patient. 5. Bibliography [1]. Rance, A., Report no. 3 PhD thesis, orthoses "Comarna for recovery the trauma of

post-traumatic Achilles tendon, UT Science, Faculty of Mechanical Engineering, 2011. [2]. P. Alexander, Stephen I. Modeling of a cinematic equivalent of ankle joint

structures for human feet, Annals of Oradea University, Fascicle of Management and Technological Engineering, Volume VI (XVI), 2007.

[3]. Baciu, CL, musculoskeletal, Medical Publishing House, Bucharest, 2002. [4]. Budescu, E., James, I., Fundamentals of biomechanics in sports, University "AI

Cuza" Iasi, 2005.


ASPECTS REGARDING THE DEVELOPMENT OF STUDENTS’ ENDURANCE BY MEANS OF SPORTS GAMES ROUTINES

Lect. univ. dr. Adriana Stoicoviciu

University of Bucharest

Abstract Nowadays, feeling good cannot be defined as a good physical and psychic

situation of the human body anymore. It can be some capacity of physical effort, efficiency, regaining the initial shape after effort, adapting at physic and human environment, some experience gained through training, and of course a longevity reported to the social economic and geographic medium where the person lives. This can be translated like the capacity of accomplishing the everyday activities without feeling an unusual fatigue and keeping a reserve for physic activities, sportive or spending free time. Every individual must be active, keep his physical moral and psychic balance just for being healthy for a long period of time.

It has been proven that physical exercises that contain various moves and involve a big part of the muscular system, contribute at increasing the human body resistance. Sportive games that are practiced all along the education system, free-time outside activities bring a big contribution in this way.

Keywords: endurance, sportive games, motric capacity Rezumat Astăzi, starea de bine nu mai poate fi definită numai printr-o bună stare

fizică şi psihică a organismului, dar şi o anumită capacitate de efort fizic, randament, capacitate de refacere după efort, nivel de adaptare la mediul fizic şi uman, o anumită rezistenţă câştigată prin antrenament şi implicit o anumită longevitate în raport cu condiţiile social-economice, geografice în care omul îşi desfăşoară activitatea. Aceasta s-ar traduce prin capacitatea de a îndeplini sarcinile cotidiene fără a simţi o oboseală neobişnuită şi de a păstra o rezervă şi pentru activităţile fizice, sportive sau de petrecere a timpului liber. Pentru menţinerea sănătăţii, orice om trebuie să fie activ, să-şi păstreze echilibrul fizic, psihic şi moral.

S-a dovedit de-a lungul timpului că exerciţiile fizice, în care este angrenată o mare parte din musculatură şi care conţin mişcări şi deplasări variate, contribuie la ameliorarea rezistenţei organismului. Un aport important în acest sens îl au jocurile sportive practicate în toate verigile sistemului de învăţământ dar şi ca activităţi de timp liber, de la vârste fragede şi până la vârste înaintate.

Cuvinte cheie: anduranţă, jocuri sportive, capacitate motrică

1. Intro Resistance in specialty literature can be defined as executor’s organism psycho-physic

capacity of enduring the specific deposed fatigue. The progress level of resistance reflects in the increased functional capacity of cardio-vascular, respirator, nervous systems and metabolisms and also coordination of the other systems of the organism. For these factors there


can be associated the quality of move coordination and the psychic capacity of the sportsman and the win developing the motor qualities ay of rational solicitation of the entire body.

Demeter names the resistance as the capacity that the human been has in making a long-term activity, without decreasing the efficiency, for economical functionality of the human body, beating with the fatigue and fast recovery.

“Physical endurance” is the capacity of the organism or a part of it to resist at fatigue. We can also name the resistance as the motric aptitude that allows the human body to face the fatigue in long term efforts.

In this documentation we will apply on some of the sportive games that make part in the education programs in every teaching grades, becoming the main way of increasing the motric capacity and also a stimulant of psychical development of the participants and also it is an important socialize factor; all of these are contributing in developing the motric qualities, concluding the motric skills, forming and developing some individual techniques( self organization, self leading and self appreciation), these are necessary for practicing physical exercises in an independent way.

2. The objective, motivation, the documentation hypothesis The objective of the documentation is evidencing the efficiency of some sportive

disciplines (basketball, football, volleyball) about evolution of the motric-resistance aerobe qualities. Through this way we have followed to identify the effects gained after we had applied the instruction programs and operational structures proposed in the examination.

Documentation hypothesis Through the varied content of the proposed sport discipline, the subjects have to be

systematically exposed to some influences that will lead to realize reference objectives: health maintaining, developing the general motric qualities and ensuring the backgrounds of motric qualities specific to the profession, even in the condition when this proposes a dominant intellectual effort.

Using the ways from the proposed sportive disciplines in the meanwhile with the instructional objectives specific for every sport discipline, will lead on one hand to accumulation of some bio-psycho-motric spontaneous effects and on the other hand, creating the outine of systematic practice of physical exercises in the active leisure activities, as a prevent factor of sedentary and regain the intellectual potential.

3. The material and used method The experimental groups, numbered three, had been made by 20 male young subjects,

which practice sport disciplines as basketball, football and volleyball. They have been put to some initial and final tests with the objective of finding the level of development of the motric quality named resistance.

For testing the aerobe resistance (cardio-respirator) we have used the Cooper test , that meant a 12 minutes regular tempo run, measuring the distance made.

For statistical interpretation of the data that we have obtained at the motric tests we have used the t test, for determining the changes that appeared at the experimental groups, that had been tested twice for the same variable.

The meaning of the differences between the averages of the experimental groups had been interpreted in this way:

Unsignificant, when P is higher than 0.05 Significant, when P is lower than 0.05 Highly significant, when P is lower than 0.01


4. Instruction programs for increasing the resistance Operational structures-basketball Short distance sprints 8-10 m with short break 2-4-6 series; Arms and foot joc 3-4x20-40 seconds (break between the reps 5-10-15 seconds); Series of passes or shooting with easily increase the number of reps; Small marathon running 3-5 reps; Small marathon dribbling 3-5 reps; Small marathon running 1-3 reps; Small marathon dribbling 1-3 reps; Dribbling on the court with 5 tips on the backboard, back on dribbling 3x; Passes between two players on the length of the court 4x; Passes between two players on the length of the court finishing from the paint 4x; Three men switching places passes (LA) once, than twice, than three times, than

four times, than four times (20 seconds breaks); Crossover dribbling on all over the court 3-5x30 seconds; “Non-stop” in paint scoring (3x10-15 shots); “Non-stop” medium scoring (3x10-15 shots); “Non-stop” outside scoring (3x10-15 shots); One-on-one with and without ball; One-on-one, two on two, three on three half and full court game; Bilateral game with and without dribbling, Operational structures-football Run on different distances full speed, interpolated with slow run between 10

and 60 m 10 m sprint-50 m slow running 20 m sprint-40m slow running 30 m sprint-30m slow running 40 m sprint-20 m slow running 50 m sprint-10 m slow running Jumps over fences 20, 30, 40, 50 cm, followed by sprint on 10m, 10 reps; 2x 5’, on this principium: 10” sprint, after 10” break; 2x8’, on this principium: 10” sprint, after 10” break; 1x8’, on this principium: 20 m sprint, backwards 20 m run for regaining Slow running, at the whistle execute a jump to hit the ball with the head, after that

sprint 10 m, stop, back sprint 10 m, stop, jump-on 20 m the structure will be executed 4 times 4-5 reps;

Dribbling on the length of the pitch return 3-5x; Passes between two players on the length of the pitch return 3-5x; Dribbling with crossovers between landmarks put on the length of the court at a

distance of 4-5m 3x2 minutes (20 seconds break); One-on-one game reprises with a defender trying to attack in force; 2 on 2, 3 on 3 games on a limited surface of game; Bilateral game with reduced effective on one or two goals; Bilateral game with complete effective on two goals with different themes.


Operational structures-volleyball Combined running (normal, lateral and backwards) in a 4 m square 3-5 x10 reps; Medium position move, 3 lateral steps to the right, 180 turn and than 3 lateral steps

to the left 5-6x10 reps (20 second break); Passes between two players with ankle roll 3-5 x 2 minutes; Passes with the wall 3-5 x 2 minutes; Lateral step from the net to first line, back to the net, than to the second line, back to

the net, than to the last line of the court, back to the net 3-5x 5 reps; Take over the ball passed by another teammate on different distance and directions

3-4x20 reps; Two players with a ball pass to the third player that sends the ball to the player that

sent it first 3-4x20 reps; 3 on 3 4 on 4 5 on 5 6 on 6 game with themes for defense and offense on normal

size court and smaller sized court.

5.Results Basketball Resistance running (12 minutes) t student

Statistical indicators Values Statistical indicators Valori

T.I. T.F. T.I. - T.F. Average 2154,25 2321,50 Pearson Corelations 0,99

Standard error 106,30 104,11 Average difference (Null hypothesis) 0,00 Median 2170,00 2320,00 Freedom grades 19 Mode 2100,00 2650,00 t Statistic (calculated) -13,72 Standard deviation 475,37 465,61 P(T<=t) (test unilateral) 0,00 Dispersion 225977,04 216792,37 t Critic test unilateral (values from table) 1,73 Amplitude 1820,00 1820,00 P(T<=t) (test bilateral) 0,00 Minim 1120,00 1280,00 t Critic test bilateral (val. from table) 2,09 Maxim 2940,00 3100,00 Sum of the results 43085,00 46430,00 Number of subjects 20 20 Trust level(95%) 222,48 217,91


Football

Resistance running (12 minutes) t student

Statistical indicators Values Statistical indicators Valori T.I. T.F. T.I. - T.F.

Average 2254,00 2442,50 Pearson Corelations 0,96 Standard error 95,09 91,16 Average difference (Null

hypothesis) 0,00

Median 2275,00 2430,00 Freedom grades 19 Mode 2030,00 2350,00 t Statistic (calculated) -7,28 Standard deviation 425,25 407,67 P(T<=t) (test unilateral) 0,00 Dispersion 180835,79 166198,68 t Critic test unilateral (values

from table) 1,73

Amplitude 1610,00 1740,00 P(T<=t) (test bilateral) 0,00 Minim 1190,00 1260,00 T Critic test bilateral (val. from

table) 2,09

Maxim 2800,00 3000,00 Sum of the rezults 45080,00 48850,00 Number of subjects 20 20 Trust level(95%) 199,02 190,80

Volleyball Resistance running (12 minutes) t student

Statistical indicators Values

Statistical indicators Vaues

T.I. T.F. T.I. - T.F. Average 1820,00 1887,75 Pearson Corelations 0,99

Standard error 59,49 58,36 Average difference (Null hypothesis) 0,00

Median 1845,00 1915,00 Freedom grades 39 Mode 2100,00 2100,00 t Statistic (calculated) -7,78 Standard deviation 376,23 369,09 P(T<=t) (test unilateral) 0,00

Dispersion 141548,72 136228,14 t Critic test unilateral (values from table) 1,68

Amplitude 1770,00 1700,00 P(T<=t) (test bilateral) 0,00

Minim 1030,00 1100,00 t Critic test bilateral (val. from table) 2,02

Maxim 2800,00 2800,00 Sum of the results 72800,00 75510,00 Number of subjects 20 20 Trust level(95%) 120,32 118,04


Conclusions 1. The modern society is characterized by a low level of physical activities because of

the multiple technique ways that help the human been nowadays, that brings to a sedentary life and also to some diseases with an increased level of mortality. An important factor for avoiding these unwanted effects is the physical exercise that contributes in maintaining a proper health condition, high work capacity, good physic resistance, as a result of developing the quality of life.

2. In the societies that get a dynamic development there is imposed that the citizens to have a superior resistance, improved adapting capacities for the permanent social changes, conditions where the complete developing of the adult, or old people to become the background for long term physical education, that means a life style, a way to think and interact in your own benefit and social interest.

3. As a result of the applied programs for the superior form of education, we see that the result at the test that measures the aerobic resistance, it presents meaningful developments for all the groups. This thing can be explained by the dominant background for the most of the sportive games and for the high cardio and vascular fitness that all these disciplines reclaim; the football group get the best result and the most meaningful progress between the two examinations, when 55% of the subjects being in the category of physical good and excellent condition.

4. Overall, it can be appreciated that from the aerobic point of view, it can be decreased by using the ways of sportive games, which can become essential tools for recreation, leisure activities and entertaining. From all over the motor qualities, developing the resistance must be considered a priority in the physical education classes, having a direct influence to the capacity of actual work and student’s perspectives.

5. The benefic effects of resistance efforts are evident even for old people, this is why this type of effort is recommended for adults and older people (over 45yo) and it leads to increasing the capacity of performance and effort tolerance, as well as increasing the cardio and respiratory system (Reindel 1979, Kerst, Thegeder 1982)


THE BIOMOTOR POTENTIAL OF THE GIRLS WITH SEVERE MENTAL DEFICINECY COMPARED TO THAT OF THE GIRLS

FROM THE MAINSTREAM SCHOOL, ENROLLED IN THE FIFTH GRADE

Teacher Şuţă Vicol Eduard,

Special School No. 11 “Constantin Păunescu” PhD Professor Marinescu Gheorghe,

UNEFS Bucharest Teacher Oprea Laurenţiu,

ISM Bucharest Teacher Şuţă Lizia Ioana,

Special School No. 11 “Constantin Păunescu”

Summary The hereby study has been made to compare the biomotor profiles of the

girls from the special education system with those of the girls from the mainstream school enrolled in the fifth grade and to highlight the major differences that exist between them from the motilic point of view.

Thus, we proposed to underline the fact that there are major differences between the two groups of subjects from a motilic point of view. The identification of these differences will help us develop some real stimulation programs that will lead to the improvement of the instructive educational process for The Physical Education and Sport subject - special education.

The research was conducted between September 2008 - June 2009 and during this period we evaluated subjects from the special educational system from Special School No. 8, Special School No. 10 and Special School No. 11 "Constantin Paunescu" and subjects from the mainstream school (Secondary School No. 59 “Dimitrie Sturza”, Secondary School No. 206 and Secondary School No. 279 “Holy Archangels Michael and Gabriel”).

The selection of the groups was done using „statistical step method” and thus we created two groups of 15 girls enrolled in the fifth grade, one composed of students with severe mental deficiency and the other one of students from the mainstream school.

The evaluation of the two groups was done by applying Brockport test battery, the biomotor potential of the school population, Matorin test and Flamingo balance test which is part of the Eurofit Testing Battery. The SPSS 16 for Windows statistical program was used to process the collected data.

The obtained results were positive, reinforcing the hypothesis that, in terms of statistical - mathematical methods, there were recorded significant differences regarding height, thoracic compliance, the speed of movement, the coordination of the upper limbs and lower limbs, the running endurance in a set rhythm, the force of the upper limbs, the spinal mobility, the abdominal muscle strength, the scapulohumeral and coxofemurale joint mobility, the coordination and the equilibrium.

Given the differences between the two groups of students, we propose the development and the implementation of some programs that should stimulate the


poor motilic abilities, so that we create a methodological framework for the implementation of Physical Education and Sport adapted for students with severe mental deficiency.

Key Words: severe mental deficiency, special education, mainstream school, biomotor potential

Rezumat Studiul a fost realizat în vederea comparării profilelor biomotrice ale

fetelor din învăţământul special cu cel al fetelor din învăţământul de masă şcolarizate în clasa a V-a şi evidenţierea diferenţelor semnificative din punct de vedere al capacităţii motrice.

În acest context, ne-am propus să evidenţiem faptul că din punct de vedere al capacitătii motrice există diferenţe semnificative între cele două loturi de subiecţi. Diagnosticarea diferenţelor semnificative va contribui la elaborarea unor programe de stimulare realiste ce vor conduce la perfecţionarea procesului instructiv educativ la disciplina educaţie fizică şi sport – învăţământ special.

Cercetarea s-a desfăşurat pe parcursul anului şcolar 2008 – 2009, iar în cadrul studiului au fost evaluaţi subiecţi şcolarizaţi în învăţământul special la Şcoala Specială nr. 8, Şcoala Specială nr. 10 şi Şcoala Specială nr. 11 „Constantin Păunescu” şi subiecţi şcolarizaţi în învăţământul de masă (Şcoala cu clasele I-VIII nr 59 Dimitrie Sturza, Şcoala cu clasele I-VIII nr 206, Şcoala cu clasele I-VIII nr 279 Sfinţii Arhangheli Mihail şi Gavril). Eşantionarea s-a realizat prin „metoda pasului statistic”, fiind realizate două grupuri de 15 fete şcolarizate în clasa a V-a, unul format din eleve cu deficienţă mintală severă şi unul din eleve şcolarizate în cadrul învăţământului de masă.

Evaluarea celor două eşantioane s-a realizat aplicând bateria de teste Brockport, teste adaptate din cadrul Potenţialului biomotric al populaţiei şcolare, testul Matorin, testul de echilibru Flamingo din cadrul bateriei de teste Eurofit. Pentru prelucrarea datelor culese a fost folosit programul de statistică SPSS 16 for Windows.

Rezultatele obţinute au fost pozitive, confirmându-se ipoteza conform căreia din punct de vedere statitico-matematic diferenţe semnificative au fost înregistrate la nivelul: taliei, complianţei toracice, vitezei de deplasare, coordonării manuale şi podale, rezistenţei în cadrul probei de alergare în tempo impus, forţei şi rezistenţei musculare la nivelul membrelor superioare, mobilităţii coloanei vertebrale pe mişcarea de extensie, forţei musculaturii abdominale, mobilităţii la nivelul articulaţiei scapulohumerale şi coxofemurale, coordonării generale şi echilibrului.

Având în vedere diferenţele dintre cele două loturi propunem elaborarea şi aplicarea unor programe de stimulare a componentelor deficitare ale capacităţii motrice, în vederea conturării unui cadrul metodologic de aplicare a educaţiei fizice şi sportului adaptat la elevii cu deficienţă mintală severă.

Cuvinte cheie: deficienţă mintală severă, învăţământ special, înăţământ de masă, potenţial biomotric

I. The purpose of the research The aim of the research is to improve the instructive educative process of The Physical

Education and Sport subject – special education, secondary level by proposing a functional methodological framework for the students with severe mental deficiency and to develop an alternative curriculum to this subject.


II. The hypothesis Setting the biomotor profile for the child with severe mental deficiency, by comparison

to the subjects from the mass educational system, allows the identification of the differences related to the motilic capacity components and their reduction for a superior adaptation and for an improvement of life quality.

III. The research steps The research steps are: 1. Compilating some general information related to the child with mental deficiency. 2. Gathering some objective data for shaping the biomotric profile of the girls with

severe mental deficiency, educated in the special education system, secondary level, enrolled in the fifth grade.

3. Gathering some objective data for shaping the biomotric profile of the girls educated in the mass education system, secondary level, enrolled in the fifth grade.

4. Comparing the biomotric profile of the girls with mental deficiency with that of the girls from the mass education system enrolled in the fifth grade and highlighting the major differences between them in terms of motilic capacity.

IV. The research methods We used the following research methods to create our study: the reference study, the

test method and statistical - mathematical methods to analyze the data. The tests used for evaluating the biomotor profile of the two groups of subjects were the

following: the biomotor potential of the school population (anthropometric measurement, speed run), Brockport test battery (the running endurance in a set rhythm, body mass index, body composition, the strength of the pectoral muscles and upper limbs, the mobility of the spine in extension and the force of the paravertebral muscles, force at the abdominal muscles, the scapulohumeral joint mobility, the coxofemural joint mobility), Matorin test and Eurofit test battery (Flamingo balance test).

The S.P.S.S. 16 for Windows statistical program was used to process the collected data. The statistical – mathematical program calculated the scores for each variable and then we applied, from all the nonparametric tests used for ordinal dates, Mann-Whitney test for two independent samples.

V. The research samples To carry out the study we established two samples consisting of 15 girls, one sample

was representative for the children from mass educational system and the other one for children with severe mental deficiency. Please note the selection of the groups was done at „statistic step”.

The 15 students who make up the sample representative for children in mass educational system are from Secondary School No. 59 “Dimitrie Sturza”, Secondary School No. 206, Secondary School No. 279 “Holy Archangels Michael and Gabriel” and the students making up the sample consisting of children with severe mental deficiency come from Special School No. 8, Special School No. 10 and Special School No. 11 "Constantin Paunescu".

The students selected from the mass educational system are fifth grade students at the age of 11 – 12. The students with severe mental deficiency were selected following the chronological age criterion, so they are third grade, fourth grade and fifth grade students.

VI. The obtained results After analysing and comparing the dates obtained from the tests performed to girls with

severe mental deficiency and to girls from mass educational system, enrolled in the fifth grade, the following results have been obtained:

the waist: the ranks mean obtained by the two groups were 11.33 for the girls with severe mental deficiency and 19.67 for the students in the mass educational system. After


applying Mann Whitney test U-value calculated was 50.000. The difference between the two groups is statistically significant (p = 0.009);

the weight: the ranks mean obtained by the two groups were 15.00 for the girls with severe mental deficiency and 16.00 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 105.000. The difference between the two groups is not statistically significant (p = 0.755);

Figure 1. Media comparison values waist, chest and weight

the thoracic compliance: the ranks mean obtained by the two groups were 12.17 for

the girls with severe mental deficiency and 18.83 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 62.500. The difference between the two groups is statistically significant (p = 0.032);

the running speed on a distance of 20 meters test: the ranks mean obtained by the two groups were 22.73 for the girls with severe mental deficiency and 8.27 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 4.000. The difference between the two groups is statistically significant (p = 0.001);

Figure 2. Media comparison values thoracic compliance, body mass index, triceps

skinfold, subscapular skinfold and calf skinfold

Thoracic compliance B.M.I. Triceps

skinfold Subscapular

skinfold Calf skinfold

Special School 6,27 cm 20,53 17,93 mm 18,93 mm 19,87 mm Mainstream school 7,6 cm 18,7 17,2 mm 14,73 mm 19,4 mm

Avarages of values of girls enrolled in the special education system Avarages of values of girls enrolled in the mainstream school


Table 1. Compliance averaged chest, body mass index, triceps skinfold, subscapular skinfold and calf skinfold

the upper limb coordination test: the ranks mean obtained by the two groups were

10.93 for the girls with severe mental deficiency and 20.07 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 44.000. The difference between the two groups is statistically significant (p = 0.003);

the leg coordination test: the ranks mean obtained by the two groups were 10.00 for the girls with severe mental deficiency and 21.00 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 30.000. The difference between the two groups is statistically significant (p = 0.001);

the running endurance in a set rhythm test: the ranks mean obtained by the two groups were 9.83 for the girls with severe mental deficiency and 21.17 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 27.500. The difference between the two groups is statistically significant (p = 0.001);

the body mass index: the ranks mean obtained by the two groups were 17.57 for the girls with severe mental deficiency and 13.43 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 81.500. The difference between the two groups is not statistically significant (p = 0.198);

the triceps skinfold test: the ranks mean obtained by the two groups were 15.67 for the girls with severe mental deficiency and 15.33 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 110.000. The difference between the two groups is not statistically significant (p = 0.917);

the subscapular skinfold test: the ranks mean obtained by the two groups were 16.67 for the girls with severe mental deficiency and 14.33 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 95.000. The difference between the two groups is not statistically significant (p = 0.467);

the calf skinfold test: the ranks mean obtained by the two groups were 15.63 for the girls with severe mental deficiency and 15.37 for the students in the mass educational system.


After applying Mann Whitney test U-value calculated was 110.500. The difference between the two groups is not statistically significant (p = 0.934);

the bench press test (35 lb / 15,9 kg): the ranks mean obtained by the two groups were 8.43 for the girls with severe mental deficiency and 22.57 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 6.500. The difference between the two groups is statistically significant (p = 0.001);

the right grip strength test: the ranks mean obtained by the two groups were 10.13 for the girls with severe mental deficiency and 20.87 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 32.000. The difference between the two groups is statistically significant (p = 0.001);

the left grip strength test: the ranks mean obtained by the two groups were 12.90 for the girls with severe mental deficiency and 18.10 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 73.500. The difference between the two groups is not statistically significant (p = 0.103);

the isometric push-up test: the ranks mean obtained by the two groups were 11.97 for the girls with severe mental deficiency and 19.03 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 59.500. The difference between the two groups is statistically significant (p = 0.013);

Figure 3. Media comparison values in running speed and the maintenance of required

positions


Table 2. Averaged running speed and maintaining the required positions the extended arm hang test: the ranks mean obtained by the two groups were 11.83 for

the girls with severe mental deficiency and 19.17 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 57.500. The difference between the two groups is statistically significant (p = 0.022);

the pull-up test: the ranks mean obtained by the two groups were 11.10 for the girls with severe mental deficiency and 19.90 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 46.500. The difference between the two groups is statistically significant (p = 0.006);

the trunk lift test: the ranks mean obtained by the two groups were 12.50 for the girls with severe mental deficiency and 18.50 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 67.500. The difference between the two groups is statistically significant (p = 0.008);

the curl-up test: the ranks mean obtained by the two groups were 9.57 for the girls with severe mental deficiency and 21.43 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 23.500. The difference between the two groups is statistically significant (p = 0.001);

the shoulder stretch test: the ranks mean obtained by the two groups were 12.00 for the girls with severe mental deficiency and 19.00 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 60.000. The difference between the two groups is statistically significant (p = 0.009);

the back-saver sit and reach test: the ranks mean obtained by the two groups were 11.80 for the girls with severe mental deficiency and 19.20 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 57.000. The difference between the two groups is statistically significant (p = 0.021);

the Matorin test: the ranks mean obtained by the two groups were 8.80 for the girls with severe mental deficiency and 22.20 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 12.000. The difference between the two groups is statistically significant (p = 0.001);

the Flamingo test (Eurofit): the ranks mean obtained by the two groups were 21.60 for the girls with severe mental deficiency and 9.40 for the students in the mass educational system. After applying Mann Whitney test U-value calculated was 21.000. The difference between the two groups is statistically significant (p = 0.001).

VIII. Conclusions Following the analysis and the interpretation of the obtained data we can list the

following conclusions: from a statistical - mathematical point of view significant differences were recorded in

terms of the height, thoracic compliance, the speed of movement, the coordination of the upper limbs and lower limbs, the running endurance in a set rhythm, the force of the upper limbs, the spinal mobility, the abdominal muscle strength, the scapulohumeral and coxofemurale joint mobility, the coordination and the equilibrium.

Running speed Isometric push-up Extended arm hang Pull-up test

Special School 5,6 s 26,67 s 17,07 s 2,2 s Mainstream school 4,22 s 37,93 s 27,67 s 7 s


Thus, we can conclude that the null hypothesis becomes invalid and that the research hypothesis is confirmed.

from a statistical - mathematical point of view significant differences were not recorded in terms of the bust, the weight, body mass index, triceps skinfold, subscapular skinfold, calf skinfold and left grip strength.

even if in terms of motilic capacity the two groups show significant differences on most of the components under consideration, in terms of anthropometric measurements between schoolgirls with severe mental deficiency and schoolgirls enrolled in mass education system in fifth grade there are no significant differences.

in terms of the force of the palm flexors indicates that while the girls enroled in the mass education system presents a greater force on the right, the girls with severe mental deficiency results averaged higher on the left.

Given the differences between the two groups of students, we propose the development

and the implementation of some programs that should stimulate the poor motilic abilities, so that we create a methodological framework for the implementation of Physical Education and Sport adapted for students with severe mental deficiency.

REFERENCE 1. Anderson, S. – Therapeutic Recreation – meeting the challenge of new

demands, Journal of Phisical Education, Recreation and dance, 1991

2. Block, M.;Davis, T.

– An Activity – based Approach to Physical Education for Preschool Children With Disabilities, Adapted Psysical Activity Quarterly, nr. 3, 1996

3. Bota, A. – Exercitii pentru viata activa – activitati motrice de timp liber, Ed. Cartea Universitara, Bucuresti, 2006

4. Dragnea, A. si colab.

– Teoria educatiei fizice si sportului, Ed. Fest, Bucuresti, 2002

5. Eason, R., Smith, T., Caron, F.

– Adapted physical activity – from theory to application, Human Kinetics Publishers, 1991

6. Niculescu, M. – Metodologia cercetării ştiinţifice în educaţie fizică şi sport, A.N.E.F.S., Bucureşti, 2002

7. Popa, M. – Statistică pentru psihologie.Teorie şi aplicaţii S.P.S.S., editura Polirom, 2008

8. Teodorescu, S., Bota, A.

– Educatie fizica si sport adaptat pentru persoanele cu deficiente motorii, Ed. Printech, Bucuresti, 2007

9. Winnick, J.C. – Adapted Physical Education and Sport, Human Kinetics, 1995

10. Winnick, J.P., Short, F. X.

– The Brockport Physical Fitness Test Manual – A Health-Related Test for Zouths with Phisical and Mental Disabilities, Human Kinetics, 1999


STILUL DE INVĂŢARE – expresia eficienţei în învăţare Learning Style - The Efficiency Expression in Learning

Monica Gulap,

Universitatea din Bucureşti Drd. UNEFS

“Mai bine să nu ştii un lucru decât să-l înveţi prost” (Syrus)

”Cine se opreşte din învăţat, fie la 15, sau 25, sau 80 de ani, acela este un om bătrân. Cine învaţă mereu, rămâne tânăr.”

Henri Ford

Abstract: “Learning style” is an expression used to describe individual differences

in the way that people prefer to learn. In fact, learning styles are particular individual settings to approach learning situations, to process information. It is stated that when an individual’s learning preferences are met, the students learn more easily and effectively. Learning style information is a very important tool both for teachers, students and parents, and the emphasis should be placed on how to learn to adapt to learning situations and on enhancing learning and teaching effectiveness.

Key words: learning, learning style Rezumat: “Stilul de învăţare” este o sintagmă folosită pentru a descrie diferenţele

individuale în ceea ce priveşte preferinţele pentru învăţare. Stilurile de învăţare reprezintă, de fapt, anumite scheme individuale de a aborda învăţarea, de a procesa informaţia. Se afirmă în teorie că atunci când preferinţele pentru învăţare ale celor care studiază sunt întrunite, atunci aceştia vor învăţa mai uşor şi mai eficient. Informaţiile referitoare la stilul de învăţare constituie un instrument important atât pentru profesori, elevi, cât şi pentru părinţi, iar accentul trebuie pus pe a învăţa să ne adaptăm la situaţiile de învăţare şi pe creşterea eficienţei în învătare şi predare.

Cuvinte cheie: învăţare, stiluri de învăţare Introducere Ori de câte ori suntem puşi în situaţia de a invăţa ceva nou, ne întrebăm care sunt cele

mai eficiente metode si mijloace pentru a asimila cât mai rapid şi mai practic noile informaţii, de ce abilităţi avem nevoie pentru a învăţa, cum rezolvăm problemele, cum aplicăm o strategie.

Stilul de învăţare ne însoţeşte de când ne naştem. Nu este un „dat” pe viaţă. Este o „structură flexibilă”. (Băban, 2001) Nu există stil de învăţare bun sau rău. Succesul vine cu varietatea stilurilor de învăţare. Aceasta este o abordare corectă a învăţării. Cel mai important lucru este să conştientizăm natura stilului de învăţare.

Când avem o sarcină de rezolvat sau o situaţie nu întotdeauna beneficiile stilului de învăţare ies în evidenţă. Fiecare individ are stilul său unic de învăţare cu puncte tari şi puncte slabe. Este vital pentru profesori să folosească o varietate de metode pentru „a îmbogăţi” elevii cu strategii de dezvoltare a stilurilor de învăţare identificate. Nu este ceva ciudat să folosim stiluri diferite de învăţare pentru sarcini diferite de învăţare, de exemplu la discipline diferite


sau chiar în cadrul aceleiaşi discipline. Unii oameni au un stil de învăţare dominant puternic, alţii au o combinaţie de mai multe stiluri.

Nivelul actual reflectat în literatura de specialiate Stilul de învăţare a fost definit de mai mulţi cercetători în legătura cu strategiile

învăţării. Strategia de învăţare este calea de rezolvare a unei sarcini particulare şi apare ca fiind centrată pe sarcina, în timp ce stilul de învăţare se referă la persoană.

Stilul de învăţare, apreciat ca “una dintre cele mai importante resurse pentru a face faţă în mediul academic” (Glenn şi Cowan, 1995), reprezinta:

a) modul in care este abordata sarcina de învăţare; b) strategiile activate pentru îndeplinirea sarcinii de învăţare; c) ceea ce este stabil in modul de abordare a sarcinilor de învăţare; d) ceea ce este caracteristic individului atunci când învaţă. (Negovan, 2010) Stilul de învăţare a fost cel mai frecvent definit cu semnificatia de “combinaţia de

caracteristici cognitive, afective şi alti factori psihici care servesc drept indicatori relativ stabili ai felului in care elevul percepe, interactioneaza şi răspunde la mediul de învăţare. Bazele sale sunt legate de structura şi organizarea neuronală, de dezvoltarea personalităţii şi de experienţele de învăţare de acasă, la scoala şi în societate.” (Leino, 1989)

În literatura de actualitate, la ora actuală, se identifică mai multe modalităţi de abordare ale stilului de învăţare. Astfel, se menţionează abordarea în termeni de: a) preferinţe pentru învăţare; b) stil de procesare a informaţiei; c) stil cognitiv.

Problematica abordata Numeroasele teorii referitoare la stilurile de învăţare subliniază ideea că este foarte

important sa recunoaştem diversitatea celor care învaţă şi să particularizăm şi să individualizăm învăţarea astfel încât să fie satisfăcute nevoile tuturor celor care învaţă. Când elevii înteleg cum preferă sa înveţe, ei pot căuta anumite pattern-uri de învăţare, pot învăţa să îşi dezvolte anumite abilităţi şi strategii pentru a obţine succese, pentru a deveni eficienţi în procesul învăţării.

Woolfolk A, (1998) consideră mai potrivit termenul de “preferinţă pentru învăţare”. În ceea ce priveşte mediul concret de învăţare, stilul de învăţare se defineşte în funcţie de preferinţele la unde, când, cu cine, cu ce, preferă elevul să înveţe, să studieze, la căile de învăţare şi studiu (preferinţa pentru text cu ilustraţii, lucrul în echipă versus singur, preferinţă pentru situaţii structurate versus nestructurate, ritmul de învăţare, cu pauze sau susţinut).

Stilul de invatare este influentat de cinci categorii de factori (Rita Dunn si Kenneth Dunn):

-factorii de mediu – se referă la preferinţele elevului pentru elemente ca: zgomotul, lumina, temperatura, mobila sau designul spatial;

-factorii emoţionali – se referă la nivelul de motivaţie, perseverenţă, responsabilitate; -factorii sociali – includ preferinţele elevilor pentru a invata singuri sau impreuna cu

altii (colegi, membrii unei echipe); -factorii fiziologici – se refera la preferinţele pentru modalitatile perceptive cele mai

eficiente (vizual vs. kinestezic, auditiv sau tactil), momentul zilei in care persoana se simte cel mai bine etc.;

-factorii psihici includ preferinţele pentru procesarea informaţiei (global/analitic, impulsiv/reflexiv);

Entwistle (1988) – citat de Negovan (2006) vorbeste de modalitatea de abordarea a învăţării (approach to learning) prin care se întelege si stilul de învăţare şi descrie o orientare spre semnificaţie (care confera o abordare profunda a învăţării), o orientare spre reproducere (care confera o abordare de suprafaţă a învăţării) şi o orientare spre achiziţii (care confera o abordare a învăţării în termeni de succes). El precizeaza ca aceasta variabila trebuie raportata la conţinutul si contextul învăţării.


Studii mai recente au identificat trei categorii ale stilului de invatare: stilul centrat pe semnificatie (meaning), specific elevului predispus sa se implice in

sarcinile de invatare in baza unei motivatii intrinseci (curiozitate, placere); stilul centrat pe reproducere (reproducing), care descrie elevul predispus sa se

implice in sarcinile de invatare si sa faca eforturi deosebite din teama de insucces (motivatie extrinseca);

stilul centrat pe achizitii (achieving), care implica tot motivare extrinseca dar legata de speranta in succes (acest elev va face eforturi deosebite de a achizitiona noi si noi cunostinte in speranta satisfactiilor pe care i le aduce succesul).

Alti autori prefera sintagma de “mod de abordare” a sarcinii de invatare (Biggs, 1993), identificand elevi cu:

- orientare instrumentala sau pragmatica (utilising) care invata din nevoi strict pragmatice ceea ce uneori ii predispune la o abordare superficiala a sarcinii;

- orientare profunda (internalising), ce presupune din partea elevilor o motivatie intrinseca, cu expectatii pozitive in ce priveste efortul depus pentru invatare;

- orientare spre achizitii (achieving), ce presupune ca elevii vor sa-si afirme excelenta fata de colegii lor, in particular sa obtina calificative cat mai mari (Leino, 1989).

De asemenea, cercetarile realizate asupra stilului de invatare si-au propus sa identifice nu doar variabile care definesc stilul de invatare, ci si influenta lor asupra invatarii, precum si acele variabile care pot fi controlate, optimizate prin instruire.

De exemplu, inventarul lui Kolb (1981) (Kolb Learnings Styles Delineator) prin preferinta elevilor pentru:

- Experienta concreta (invatare prin implicare directa); - Conceptualizara abstracta (invatare prin construire de concepte si teorii pentru

descrierea, ecplicarea si intelegerea propriilor observatii); - Observatie reflexiva (invatarea prin observarea celorlalti sau prin reflectia asupra

experientelor proprii sau ale altora); - Experimentare activa (invatare prin utilizarea teoriilor si conceptelor disponibile in

vederea rezolvarii de probleme si a luarii deciziilor) - identifica urmatoarele profiluri de elevi: 1. cei care denota conceptualizare abstracta si experimentare activa – sunt cei care

prefera raspunsuri concrete, specifice, ajung rapid la solutie, au o emotivitate relativ scazuta, prefera sa aiba de a face cu lucruri nu cu oameni, prefera materialele de invatat cu raspunsuri specifice, aleg deseori specializari in domeniul stiintelor fizice sau in domeniul tehnic;

2. cei care sunt orientati catre conceptualizare abstracta si observatie reflexiva – sunt cei interesati de mai mult de aspectele teoretice decat de cele practice ale sarcinilor de invatare, sunt atrasi de cercetare si planificare si prefera sarcini de invatare care necesita integrarea materialelor;

3. cei care se bazeaza pe exeperienta concreta si observatia reflexiva – cei care agreeaza munca in echipa, sunt atrasi de consiliere si consultanta, se simt bine in tot felul de discutii si dezbateri;

4. cei care se orienteaza spre experienta concreta si experimentarea activa – sunt cei care apreciaza riscul si actiunea, experientele noi si sunt atrasi de domeniul tehnic sau cel al afacerilor.

Intr-o sinteza a opiniilor celor mai multi autori, putem afirma ca stilul de invatare reflecta urmatoarele preferinte pentru invatare si studiu, cu directiile lor de manifestare:

1. Preferintele pentru momentul de timp in care se invata cel mai bine: ziua/noaptea; 2. Preferintele cu privire la modul de utilizare a timpului in rezolvarea sarcinii: unitar (cu

concentrarea pe o singura activitate in unitatea de timp)/secventiat (cu varierea sarcinilor in timp, cu pauze intre sarcini);

3. Preferintele pentru instanta care guverneaza invatarea: gandirea/afectivitatea;


4. Preferintele estetice: nevoi estetice inalte (grija pentru locul de studiu, nevoia de ordine, confort etc.)/nevoi estetice joase (lipsa de preocupare pentru aparente si mediul ambiant);

5. Preferintele tactile: nevoia de a amanipula lucrurile, de a actiona in timpul invatarii (a scrie, a concretiza in ceva informatia)/absenta nevoii de a actiona in timpul invatarii;

6. Preferintele pentru relatiile cu grupul (introversie/extraversie): preferinta pentru activitate solitara/preferinta pentru lucrul in grup;

7. Preferintele in legatura cu atitudinea fata de evenimente (relativismul): relativism redus (tendinta de a vedea si judeca lucrurile in termeni stricti (bun sau rau)/relativism ridicat (tendinta de a vedea si judeca lucrurile in termeni relativi, de a accepta opinii diferite si de agrea schimbarile survenite in desfasurarea evenimentelor);

8. Preferintele in legatura cu rationamentul: deductiv (cu orientare initiala spre ideile principale ale sarcinii apoi spre detaliile ei)/inductiv ( cu orientare spre particular si apoi spre general);

9. Preferintele in legatura cu modalitatea senzoriala activata in receptarea si codificarea informatiilor: vizuala/autiditiva (Glenn-Cowan, 1995)

A vorbi despre stilurile de învăţare, despre modurile diferite de a cunoaşte, despre diferenţele între cei care învaţă poate este mai puţin important decât strategiile efective adecvate fiecărui stil de învăţare şi materialele de învăţare specifice folosite. Specialiştii subliniază rolul deosebit pe care îl joacă cadrele didactice, contribuţia acestora „în meseria de a-i învăţa pe elevi cum să înveţe” adaptată nevoilor, intereselor, calităţilor personale, aspiraţiilor, stilului de învăţare identificat.

Care sunt secretele abordării stilului personal de învăţare? • Primul secret pentru a face învăţarea mai rapidă şi mai uşoară este de a înţelege

preferinţele specifice stilului personal de învăţare. • Al doilea secret se referă la a conştientiza care stil de învăţare creează cea mai

eficientă cale de a înţelege şi de a ţine minte ceea ce alegem şi decidem să învăţăm. Identificarea şi recunoaşterea stilurilor de învăţare se poate realiza prin: observarea şi

analiza propriilor experienţe de învăţare, caracterizarea stilului de învăţare pe baza explicaţiilor, descrierilor, exerciţiilor prezentate în ghid, aplicarea unor chestionare specifice (Internet, manuale de psihoteste), discuţii cu specialişti de la cabinetele de asistenţă psihopedagogică din reţeaua naţională de consiliere, informarea cu privire la stilurile de învăţare din dorinţa de autocunoştere (puncte tari şi slabe la stilului personal de învăţare), participarea activă la activităţile practice cu această temă la diferite ore, cu precădere cele de consiliere şi orientare, diverse opţionale, implicarea în programe educaţionale cu această temă (de ex. optimizarea stilului de învăţare, tehnici de învăţare eficientă).

Importanta identificării şi dezvoltării stilurilor de învăţare: Pentru copii: dezvoltarea autocunoaşterii; relevarea punctelor tari şi a punctelor slabe ale învăţării; eliminarea obstacolelor învăţării; îmbunătăţirea stimei de sine; prevenirea neînţelegerilor dintre copii-profesori şi părinţi; evidenţierea abilităţilor de învăţare; optimizarea învăţării prin adoptarea unui mod personal; obţinerea de note mai bune la şcoală; dezvoltarea unor relaţii pozitive cu cei din jur; scăderea problemelor de comportament; Pentru părinţi: înţelegerea nevoilor de învăţare ale copiilor;


identificarea motivelor care generau eşecul şcolar; reconsiderarea barierelor în învăţare şi abordarea optimistă a întregului potenţial al

copilului; Pentru profesori: se constată mai puţin stres – zi de zi, în situaţiile din clasă şi din afara clasei; se obţin rezultate mai bune şi există satisfacţie profesională; se îmbunătăţeşte managementul timpului; se formează o imagine acurată asupra diversităţii din clasă; creşte spiritul de echipă; se dezvoltă relaţia interpersonală dintre profesor-elev şi comunicarea profesorilor cu

elevii şi părinţii; se clarifică nevoile de învăţare individuale ale elevilor; are succes învăţarea prin cooperare, lucrul pe grupe; se evidenţiază în mod real nevoile elevilor etichetaţi „slabi” şi ale elevilor „talentaţi”; se conştientizează cauzele eşecului în învăţare; se stabilesc strategii de optimizare a învăţării; Concluzii: Toţi elevii pot învăţa, dacă profesorii, părinţii, cei care le oferă suport sunt pregătiţi cum

să-i înveţe, să le propună programe pentru dezvoltarea stilului de învăţare şi a practicării abilităţilor transferabile: de comunicare, de a lucra în echipă, de învăţare, de organizare a timpului, de a rezolva probleme, de a negocia, de ascultare, de creativitate, de a lucra cu computerul etc.

Cercetările spun că cei care participă la astfel de programe obţin note mai bune, înregistrează o creştere a stimei de sine, se pot ajuta singuri în multele şi diferitele situaţii de învăţare cu care se întâlnesc zilnic, devin autonomi; de asemenea, scade riscul de abandon şcolar şi creşte gradul de participare la activităţile şcolare şi extraşcolare.

BIBLIOGRAFIE

Baban, A., 2001, Consiliere educationala. Editura Psinet, Cluj –Napoca. Biggs, J., 1993, What do inventories of students’ learning processes really measure? A theoretical view and clarification. Britihs Journal of Educational Psychology, 63, 9-19. Dragnea, A., Bota, A., 1999, Teoria activităţilor motrice. Editura Didactică şi Pedagogică, Bucureşti Dunn R., Dunn, K., 1992 , Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston: Allyn and Bacon. Entwistle, N., 1995, Introduction: Influences of Instructional Settings on Learning and Cognitive Develompent – Findings From European Research Programs, in Educational Psychologist (30 (1), 1-3). New Jersey Epuran M., Stanescu M., 2010, Învăţarea motrică – aplicaţii în activităţi corporale, Edit. Discobolul, Bucureşti Glenn – Cowan, P.,1995, Improve Your Reading and Study Skills. N.Y., Illinois: Glencoe, McGraw – Hill. Leino, Anna – Lisa, 1989, A Study of Learning Styles, in Research Bulletin, No. 2. Helsinki Negovan, V., 2010, Psihologia invatarii- forme, strategii si stil, Editura Universitara, Bucuresti Negovan, V., 2006, Introducere in psihologia educatiei, Editura Universitara, Bucuresti Woolfolk, A.E., 1998 , Educational Psychology


MODEL OF QUALITY CONTINUOUS IMPROVEMENT IN

ACADEMIC EDUCATION FROM THE PERSPECTIVE OF THE EDUCATION – RESEARCH PROCESS

Conf.univ.dr. Cătălina Sitnikov, Universitatea din Craiova Lect.univ.dr. Claudiu Bocean, Universitatea din Craiova

Stud.drd.Pană Gabriela U.N.E.F.S.Bucureşti Stud. drd.Stroe Gabriel U.N.E.F.S.Bucureşti

Abstract: The paper presents the contents of a CNCSIS grant project which is meant to

candidate within a future CNCSIS contest, a project targeting to create a model of quality management able to reunite the two main axes of higher education – education and research, and to ensure the sustainable improvement of quality from the point of view of the actors directly involved in these processes of university level education: students and professors. Starting from the current issue of quality management in university education and its trends at national and international level, the research team will analyze and evaluate quality management models applied in university education. For creating the original model, we will consider internal and external environment of institutions of higher education with the help of strategic management models aiming to elaborate a set of strategies and strategic objectives for quality. The research team will build a knowledge-based structure that will allow development of the model. In parallel, we will assess the capacity of implementing the model in the Romanian institutions of higher education, based on a specific set of indicators developed within the project. In order to implement the management and sustainable improvement model of university education quality, the research team will design and elaborate the computing platform for this model.

Key words: academic education, quality management, quality model, strategic

management, strategies of quality Rezumat: Aceasta lucrare prezinta continutul unui proiect CNCSIS menit a participa

intr’un concurs viitor, un proiect al carui scop este de a crea un model de management de calitate capabil de a reuni cele doua axe ale educatiei in invatamantul superior – educatie si cercetare, si sa asigure imbunatatirea sustenabilitatii calitatii din pdv. al celor implicati direct in aceste procese la acest nivel de educatie: studenti si profesori. Pornind de la problema curenta a managementului calitatii in invatamantul superior si tendintele lui la nivel national si international, echipa de cercetare va cerceta si evalua modelele de management al calitatii la acest nivel de educatie. Pt a crea modelul original, vom lua in considerare mediul intern si extern al institutiilor de educatie superioara cu ajutorul modelelor de management strategic care duc la elaborarea unor strategii si obiective strategice de calitate. Echipa de cercetare va crea o structura bazate pe cunoastere care va permite dezvoltarea modelului. In paralel, vom evalua capacitatea implementarii modelului in institutiile de invatamant superior din Romania bazata pe un set specific de indicatori dezvoltati in timpul proiectului. Pt a implementa managementul si modelul dezvoltator sustenabil (durabil) al calitatii invatamantului superior, echipa de cercetare va proiecta si elabora o platform computerizata (de calcul) a acestui model.


Cuvinte cheie: invatamant superior, managementul calitatii, modelul calitatii, management strategic, strategii ale calitatii 1. Importance and relevance of the scientific contents European higher education is no stranger to change: for the last two decades, this sector

has undergone reforms both in Western and Eastern Europe. However, starting with the early 90s, the rate of change was unprecedented, relying especially on three key aspects: the Sorbonne and Bologna Declarations (1998, 1999), their aim being to make compatible the European curricula as well as the entire European educational systems, and the Lisbon Strategy (2000), which aims at reform the still fragmented educational systems of the European states into a knowledge-based structure, more powerful and integrated. Subsequent reports have emphasized that the academic system is crucial for the welfare of Europe and, in fact, it acts as a true medium of support that brings together these key processes and strategies. Thus, the Bologna Process aims to define the European Higher Education Area until 2010. While each signatory country has interpreted the declaration in its own way and style, the process has registered a high growth, oriented toward a purpose and a much broader scope. Turning towards the reform of curricular programs on a structure with three cycles "license-master-doctoral degree”, the Bologna process has generated concerns about comparability that led to the necessity of ensuring quality, accreditation and a certain degree of recognition, as certified by the Berlin Communiqué (2003).

The data of Bologna Process was later supplemented by explicit mention of the importance of research as basis for the university education that is involved in the economic and cultural development of society and in the social cohesion. Special attention was paid to the quality or the quality movement starting with the ’70-’80. The main reason was represented by the competition between big companies and firms. Many companies have started to seek solutions to survive by shifting their orientation from quantity to quality and customer satisfaction. A similar situation is encountered at the level of university education, starting in the 90s, due to continuous and rapid technological change, the increase of costs, legislation, ways and forms of subsidy, the more numerous stakeholders and growing international competition in terms of recruiting students, of faculty experience, of scientific research and its results. Once the customers of higher education are identified, it can be shown that the main objective of quality management and its model is to obtain profit as a result of satisfying the customer based on using continuous improvement strategy.

The management and the ensuring of quality and improvement were assessed using models that are based on internationally accepted schemes, such as ISO 9000, EFQM Excellence Model, Malcolm Baldrige Award, etc. From the study of specialized literature and the referential assumptions, we found that distinction can be also made between national models of quality assessment and the ones chosen by each university separately. So, often, a higher education institution adopts a certain scheme of reference for getting better under the requirements imposed by the national approved bodies: Ministries of Education, accreditation institutions, etc. This is the situation in the case of higher education institutions in Romania, although there have been initiatives on the introduction of specific models of quality-oriented education – Programs’ Assessment Model). Over the time, a large number of institutions of higher education put into practice quality management models designed and developed for industry, generating both benefits in quality management as well as some disadvantages related to the application and the relevance of these models from the higher education’s point of view.

The quality management models universally accepted and implemented at the level of higher education institutions are:

o The most frequently used model is that of Total Quality Management (TQM) and is defined as an organization's managerial approach, focused on quality, based on the participation of all its members and pursuing long-term success through customer’s satisfaction and obtaining of benefits by all members of the organization and society. As this


definition implies, TQM has the potential to include the perspectives of different stakeholders in an integrated manner, thus a comprehensive approach directed towards continuous improvement of quality management being constituted;

o EFQM Excellence Model is a non-prescriptive instrument which establishes the criteria that any organization in pursuit of excellence can implement, requiring the identification of those who make performance possible;

o Balanced Scorecard represents a strategic management and performance system built on four dimensions (finance, customer, internal process, learning), which requires the identification of performance indicators;

o Malcolm Baldridge Award was designed and created as a structure that seeks the achievement of excellence through improved performance in terms of seven criteria (leadership; strategic planning; orientation towards market and customer; knowledge management; evaluation and analysis; human resource orientation; process’s management; results);

o Standards ISO 9000 is a set of international standards of quality systems, targeting the continuous improvement through preventive actions;

o Business Process Reengineering is a program that redesigns processes, systems and structures to achieve performance;

o SERVQUAL was envisioned as a tool to evaluate customer requirements in terms of services’ quality based on five dimensions (reliability, clarity, commitment, trust, identification of losses).

The EFQM, Balanced Scorecard, ISO 9000 models have entered into competition with TQM, and are focused on the systematic development of processes necessary to achieve measurable quality outcomes. All models presented are applicable either at the institutional level or at the level of faculty / department and were tested on at least two or three global arenas. Despite their differences, a key feature of all these models is the necessity to evaluate their own contents compared with the predefined criteria. Testing these models has identified both the advantages and disadvantages of their application at the level of academic institutions.

The common advantages of the above models consists in the adoption by institutions or departments of a strategic approach to evaluation and quality management as well as in facilitating the identification of priorities for the quality’s improvement. Also, these models include the perspective of students, seen as the clients, as an important element considering the current competitive market environment. As specific advantages we can mention:

TQM model is associated with the improvement of services offered to clients; Balanced Scorecard aims to improve the financial activities, the allocation of

resources and the bonus system; ISO 9000 has brought improvements at the level of working conditions between

departments and students’ registration. However, these advantages must be reconciled with a number of disadvantages related

largely to the controversy generated by implementing the business models in the academic: the bureaucratic structures within higher education institutions and a lack of effective

leadership undermines the application of these models that relies on a team approach, providing a questionable character to the traditional independent role of professors.

inherent difficulties in quantifying the outputs of academic education process in order to self-evaluate;

lower applicability in the evaluation of research, teaching or learning processes’ quality than in the assessment of services and management functions within higher education institutions (.

Based on current controversies about the role of student as client or as a co-partner in the university education system, the only industrial-based model that treats the student as primary client and beneficiary of an education of quality is SERVQUAL, being focused on


providing quality from a consumer’s perspective. This represents the transition to a higher level, with a particular emphasis on evaluation and management of quality university education. Subsequently, efforts were made to create models of quality management that reflect the unique characteristics of university education and the importance of students learning ability. New models of university education quality management are: The Quality Management in higher education, Excellence Model, Academic Award Model, The Quality Assessment of student’s degree of knowledge and learning outcomes, Multiple models of Quality in Education, Performance Indicators for university departments, Internal Audit, The Dimensions of Quality Framework, Programs Evaluation Model, Subject Quality Assurance System, ISO-based TQM Model, Model in five phases the implementation of TQM.

While some of these models recognize the importance of the student's learning ability as the main indicator in quality management programs, others contain a different set of quality criteria (organizational capacity, management culture, a systemic vision of university education). However, none of the models of quality management in university education brings in a whole the two dimensions: the educational process and the research process, and this are actually the premises of our research within the project. Since university education sector should be designed and managed in close liaison with managerial and economic reasons, we consider that only by maintaining and continuously improving the quality of student’s learning will be achieved the society’s imperatives. This raises the issue of re-evaluation of current approaches to quality management of university education, since the purpose of higher education institutions must be to determine how to provide quality education. Thus, through the project we will aim to turn the quality management into a management for quality, and the quality of educational process and of research will be the central point of any management program for quality.

2. Research Methodology The research methodology used in the project is based on a multidisciplinary approach,

and the scientific study is based on information from the national and international specialized literature and practice. The phasing of this project was made taking into consideration, on one hand, the correct dosage of effort and the guarantee of the information flow for the proper conduct of activities, and on the other hand, the correlation of activities with the specific foresight methodologies needed for achieving the project’s objectives. The stages of the scientific research methodology followed within this project are structured as follows: 1.choosing the research topic, 2. scientific documentation, 3. explaining the phenomenon; 4. capitalization of the research.

We had in mind, while choosing the research topic, its importance and timeliness, since it is targeting the management and continuous improvement of quality in university education. The research topic is the analysis and evaluation of quality management models applied in present days in university education and the quality management techniques and instruments used in university education as the basis for quality strategies. The principles for choosing this topic were based on a set of criteria, such as: degree of knowledge on the field researched by team members, ensuring the use of the researchers’ creative potential; theoretical and practical timeliness of the research; the necessity of meeting the deadline. Particularly important is the development and management of the scientific research program management of this topic that involves the determination of the activities in accordance with the proposed; correlation of the targets and activities of the research topic with the deadline of the project; a good management of human resources and available materials.

In the stage of scientific documentation, the research team members will gather information and consider the main concepts, theories, models and trends manifested in higher education’s quality management nationally and internationally in order to establish the viability of current quality strategies.


The scientific and theoretical support for the project is complex and comprehensive, including papers on strategic management, quality management, quality models, etc.

To explain the economic phenomenon will undergo through two sub-stages: the hypothesis formulation (constructive creative moment); verification of the scientific findings and hypothesis (critical moment). In this project hypotheses on the impact of the factors of influence – internal and external - on higher education institutions’ quality will be formulated in order to correlate them with quality strategies. As logical processes for the analysis and formulation of hypotheses, we will use the combined process of consistency and difference (to make a correlation between international developments in university education in the field of quality management and the prospects of its adaptation nationwide - objective OS1) as well as the process of interferences by analogy (by determining the correlation between strategic objectives and the possibilities of model’s implementation - objective OS3). The research methodology used in the project is based on two types of research: quantitative research and qualitative research. The qualitative research will analyze the causes and the functional mechanisms of the discussed phenomena.

The methodology of investigation involves the general approaches of notion, content, classification in order to determine the specific characteristics of different models of quality management and selection of a group of models with a high degree of compliance and adaptation to the evolution of university education in Romania.

For making the researches, several methods, techniques and instruments will be used such as: typology, grouping, analysis, synthesis, extrapolation, allocation, deduction, and direct observation, interviews with representatives of higher education institutions within the objectives OS1, OSC1, OS2, OSC2 and OSC3.

Quantitative research will highlight the size of causes’ influences and will be based on an analysis of internal and external environment of higher education institutions made with the help of strategic management matrix (objective OSC2). Quantitative measurement methods used are: correlation and regression methods (objective OS1); operational research (OS2 and OS4); management and decision problems (OS3 and OSC3). Starting from the two-dimensional coordinates: education-research, the project will design a model of management and continuous improvement of quality in university education. It will also be developed the computing platform needed to implement the model in higher education institutions that will enable collaborative work, documentation, communication, carrying out specific activities (Delphi survey, virtual panels) including management activities (planning, decision making and implementation, monitoring, reporting). The computing platform adopted will provide the interface for communication with the external environment of the project and will be an essential tool in the project. Subsequently, verification of the model and hypotheses will be done by its implementation on the example of a pilot institution - Faculty of Economics and Business Administration, University of Craiova - thus revealing the possibilities of application of the model in the institutions of higher education in Romania. In implementing the project activities instruments specific for foresight methods will be adopted in analyzing the current situations, in the establishment of visions, in the elaboration of scenarios and proposals of action plans. These techniques of structured consultation will be used: Brainstorming, SWOT analysis, STEEPV, expert panels, Delphi surveys, Road mapping at the level of the following objectives (OS3, OS4, OSC3, OSC4 and OSC5). To explain the phenomenon analyzed in this project, we shall consider the following research directions: positive research, which involves a process of knowledge expressed in which the utterances are only accepted if theory is reflected and demonstrated in practice; constructive research, which is characterized by formulating own opinions and assumptions and their validation by performing demonstrations, using both scientific and experimental validation; standard research, used to achieve specific objectives and it targets the release of partial results and the exploitation of research results by developing reports and studies (OSC1 and OSC5).


3. Objectives of the project Anchored in the realities of economic, social, technological and political environment,

the university education has to define its own space and all connections with everything representing internal and external clients. As has been demonstrated over the last two decades, the university education must accept the conventional image, made famous by industry, of a quality management applied to the entire institution and led by the enthusiasm and awareness of the higher levels. Given that, originally, the education’s quality systems were not able to guarantee and engage transformative teaching and learning activities, our project, through its objectives, seeks to place higher education institutions in the position of true practitioners of quality management and of its sustainable improvement. Thus, the entire system of higher education will contribute to the practical application of knowledge-based society concept as a specific trend of European scientific and educational development. During this project, we want to achieve the main goal, followed by a set of specific and supplementary objectives, being created the premises for a recovery of skills in management and continuous improvement of quality at national level.

The main objective of the project (OP) is the management and continuous improvement of quality based on a model that aims at achieving quality strategies’ goals.

3.1. The research of current issues and trends in the quality management of

university education at national and international level (OS1). The domain of academic quality management is currently characterized by an anchoring

in the tandem of the concepts of control and quality assurance. In the context of new approaches used by higher education institutions to transfer the center of gravity from the non economic feature to the economic one, the profit maker, we propose as the original element, the translation of quality management from the orientation towards the quality of a process to the orientation towards quality of the key stakeholders (internal clients – teaching staff and external clients - students). Also, true originality lies in emphasizing the role of predominant phase of Juran Trilogy that quality improvement must play as a generating factor of basic continuous cycle of quality management. In Romania, a reassessment of the current situation is required, when quality management makes its presence felt in the institutions of higher education, by creating and implementing quality assurance systems, the development of quality manuals and the accreditation of specializations based on quality standards imposed by ARACIS or, sometimes, on the ISO 9001 standards. From this perspective, through this project we aim to create a common model able to focus on continuous improvement of academic education’s quality as basis for the future certifications and accreditations of quality systems.

3.2. Analysis and evaluation of quality management models applied in economic

education university (OS2). The continuous changes of internal and external environment in higher education have

turned quality management into one of the main points of connection between the many processes and the stakeholders of higher education. Also, both the national and international forces are factors of change for higher education institutions. Despite progress made through research and practice, there is still no consensus on the best quality management model for university education that can be successfully implemented. None of the quality management models currently applied does emphasize the importance of the two essential coordinates of education process: education and research. This is why the objective OS2 still acts as a logical continuation of the perspective of creating a common model of quality management based on the two dimensions badly needed - education and research. From this point of view, the project aims, this is its original element, to create a set of indicators specific for the quality in education and academic research (professional development and recognition, the internationalization of the institution, research-development and innovation, etc.), based on


which it will be made a comparative analysis of specific models. Following this analysis, the models will be grouped in categories and classes, given that there is currently no such classification in the theoretical or practical field. By analyzing each category thus created, the advantages and disadvantages will be identified and the main milestones in the construction of the quality management model and continuous improvement in university education will be determined. On the other hand, in the completion of specific objective OS2, the project aims at determining the degree in which the quality management in education and research has been realized and implemented at the level of higher education institutions in Romania. As a result of this objective, it can be noted the Creation of a knowledge base for the elaboration of a model, its implementation and the operation of its dynamic results (OSC1), according to the specificity and characteristics of university education in Romania. In this regard, the project will create a database of the main institutions of higher education in Romania and their characteristics from the perspective of quality management. Assessing the possibility of potentially implementing it in the university educational area, the capacity of adaptability of the model in the institutions of higher education in Romania will be determined. Choosing and applying some of the steps of the benchmarking strategy will be part of this goal, providing the interdisciplinary nature of the project by combining quality management with strategic management.

3.3. Definition of the set of strategies and strategic objectives of quality specific for

the university education (OS3) An increasing competition, the need for accountability and awareness of the importance

of university education, compatible with the real needs of global and European economic space, and the growing volume of information change from one day to another the way universities operate in these years. For the university education to adapt to substantial and lasting changes in terms effectiveness, the institutional structures should integrated the new paradigm of quality and its assurance and continuous improvement. Among the basic instruments developed to measure the progress and success of these efforts we will focus in particular on the following strategies of quality: Customer Orientation, Strategic Planning for Quality, Continuous Improvement, Training in Quality Management, and Partnering. The novelty of this research project consists in changing the orientation of research from the restricted individuality of a single institution of higher education and its specificity to a much wider vision of the entire area of the university education, aiming to determine more completely all the elements that influence the actual results of The analysis of internal and external environment of institutions of higher education with the help of strategic management models (OSC2). On the basis of interdisciplinary character, the SWOT matrix will be used, determining a set of quality strategies characteristic for the education in universities and their specific policy objectives. The originality of the project will result in combining Quantitative Strategic Planning Matrix (QSP - Quantitative Strategic Planning) to determine the most viable strategy applied to the whole space of university education with the generic benchmarking strategy.

As a result of achievement of previous specific objectives of the project, we can proceed to a further objective, represented by the Identification of the availability of higher education institutions in Romania to apply the model (OSC3) through the analysis of environmental factors specific to each institution in order to implement quality management strategy. In this way, we will determine the means by which the new strategy will be adapted to every institution of higher education in Romania, according to its characteristics.

3.4. Development of the management and continuous improvement of quality

(OS4) The model created by the project, the original element, comprises two dimensions -

education and research - in pas a whole, following on this basis the growth and continuous


improvement of quality at the level of higher education institutions. In this context, it will be enhanced the idea of university as a profit center, creating products (students) that are profitable in terms of quality. Thus, project activities are directed to achieving and improving the quality of key stakeholders: students as the finished product (graduates) and teachers seen as providers and beneficiaries (through research) of the knowledge. The management and continuous improvement of quality is designed based on the following coordinates: stakeholders, requirements, processes, education and research results, which ensure continuous improvement. These are interrelated and they also coordinately interact: stakeholders (students, teachers) express their needs (learning and labor market integration, namely research and training) and they will be satisfied by the processes of education and research. The route will be designed as a five-phase, corresponding to the position occupied by the institution, and of related key indicators in terms of implementing quality management and quality assurance system:

1. Recognizing the problems quality and lack of measurement and evaluation systems; 2. Delimitation of quality problems in the given context of fragmented or inefficient

systems; 3. Implementation of quality system through replacement or adjustment; 4. Improving quality by forming a real culture of quality; 5. Excellence through quality. Each phase will have allocated processes, tools, methods and techniques with which it

is aimed to shift to a higher position in terms of quality. At each level and between these phases, information flows will be provided through which the quality continuously improves. To facilitate the implementation of the model in the institutions of higher education in Romania, we correlate their grading scale (OS2 and OSC1) with the position (phase) corresponding to the model.

As an additional objective, to implement the model thus established, we consider the Design and Development of computer platform of the model (OSC4). The computing platform of the model will be tested in the first phase on the pilot institution (Faculty of Economics and Business Administration, University of Craiova) to determine its viability and functionality. Following the dissemination and exploitation of results of applying the model by other institutions of higher education in Romania, the project will reach a new additional objective Measurement of the feedback resulted after the implementation of the project and the consequent upgrade of the model (OSC 5).

The importance for the domain consists in the translation of the strategic management of faculties from one coordinate – management of university education – to a complex coordinate that combines two components: the management of university education and scientific research management. Also, we designed through the project the management of university education on two dimensions: strategic and operational.

Strategic dimension will aim to promote new educational programs and development of quality standards and performance for students and teachers.

Operational dimension focuses on rules and procedures aimed at evaluating the quality of the educational process and students' knowledge, rules and procedures for evaluating and promoting teachers manage their educational programs, etc. Management of scientific research should be promoted by university education faculties on three cycles (bachelor, master, and doctorate) and refers to the evaluation criteria of performance in research and major research projects, contracted with various institutions and firms. University faculties which promote the university education management and scientific research management will structure their management on two levels: department and college, on each level being fixed both strategic components (development of new educational programs) and operational (supply of courses).

By the topic and objectives of the project we estimate a social, technological and economic impact. Thus, implementation of this model of management and continuous


improvement of quality in higher education will help create an educational and research framework corresponding to the principles in the Declaration of Bologna.

Results of the research conducted during the project will be implemented both at the

level of faculties’ management and the actors directly involved in the educational process (teachers and researchers). It also takes into consideration the preparation and evaluation of students at faculties by establishing a new framework, appropriate to daily realities and requirements of integration into European structures. By creating computer platform of this model and its implementation in the faculties will enable the processing of information from the database using built-specific algorithm, interaction with stakeholders and dissemination of research results.

4. Conclusions The results of research carried out will be used in many ways by: developing an

implementation guide for the management and continuous improvement of quality in university education model, publishing articles in magazines nationally and internationally recognized, development of economic lectures in higher education, research team members participating at national and international conferences, organizing workshops on management models of quality in higher education, creating a database with the results of this research. To exploit such methodologies, a foresight will be used to ensure the required openness of the project and attract a wide range of significant actors, with team members to properly reflect existing experience as well as major interests existing at national level in management and continuous improvement of the quality in higher education.

References

[1]. Antonesei, L. - Management universitar, Editura Polirom, Bucureşti, 2000. [2]. Arcaro, J. S. - Quality in Education – And implementation, Handbook, St. Lucie Press, Delray Beach, Florida, 1995 [3]. Atanasiu, G. M. - Managementul internaţional şi asigurarea calităţii în învăţământul superior, Editura Economică, Bucureşti, 2000 [4]. Botan, C. - Managementul institutelor de învăţământ superior, studiu elaborat în cadrul proiectului „Politici educaţionale”, Chişinău, 2001 [5]. Brakhahn, W.,Vogt, U.- ISO 9000 pentru servicii – rapid şi sigur spre certificare, Editura Tehnică, Bucureşti,1998 [6]. Brătianu, C. (coord) - Ghidul calităţii în învăţământul superior, Editura Universităţii, Bucureşti, 2004. [7]. Cristea, S. - Metodologia reformei educaţiei, Editura Didactică şi Pedagogică, Bucureşti, 1994. [8]. Drăgulănescu, N. - Standarde pentru evaluarea calităţii în învăţământul superior din Romania, UPB, Bucureşti, 2003 [9]. Froman, B. - Managementul calităţii – Instrument strategic al abordării calităţii, Editura Tehnică, Bucureşti, 1998 [10]. Goldberg, J., S., - Quality Management in Education: Building Excellence and Equity in Student Performance, în Quality Management Journal, USA, nr. 10, 2002. [11]. Juran, J. M. - Planificarea calităţii, Editura Teora, Bucureşti, 2000. [12]. Militaru C. - „Tendinţe în evoluţia conceptului de Sistem de Asigurare a Calităţii, în sectorul terţiar la începutul mileniului al III-lea”, în „România – orizont 2010”, Editura Oscar Print, Bucureşti, 2001. [13]. Militaru C. - „Impactul managementului calităţii în universităţile româneşti în contextul aderării la UE”, în „Integrarea României în structurile Euroatlantice”, Editura Dimitrie Cantemir, Bucureşti, 2003. [14]. Olaru, M. - Managementul calităţii, Editura Economică, Bucureşti, 1999.


[15]. Perigord, M. - Etapele calităţii. Demersuri şi instrumente, Editura Tehnică, Bucureşti, 1997. [16]. Petrescu, I., - Tratat de management universitar, Editura Lux Libris, Braşov, 1998. [17]. Popescu, S., Brătianu, C., (coord.) - Ghidul calităţii în învăţământul superior, Editura Universităţii din Bucureşti, 2004. [18]. Stanciu C., - Sisteme de asigurare a calităţii, Ed. Oscar Print, Bucureşti, 2002. [19]. Stanciu, I., - Managementul calităţii totale (TQM), Editura Cartea Universitară, Bucureşti, 2004. [20]. Stanciu, S., - Pedagogia modernă şi contemporană, E.D.P., Bucureşti, 2001. [21]. *** - Spaţiul European al Învăţământului Superior – Realizarea obiectivelor, Comunicat al Conferinţei Miniştrilor Europeni Responsabili cu Învăţământul Superior, Bergen, 2005. [22]. *** - Explorarea dimensiunilor sociale ale spaţiului european de învăţământ, Atena, 2003. [23]. *** - Analiza politicii naţionale în domeniul educaţiei: Ministerul Educaţiei Naţionale, Bucureşti, 2000. [24]. *** - Raport de ţară, Conferinţa Europeană a miniştrilor educaţiei, MEN, Berlin, 2003. [25]. *** - SR EN ISO 9000:2001 Sisteme de Management al Calităţii. Principii fundamentale şi vocabular. [26]. *** - SR EN ISO 9001:2001- Sisteme de management al calităţii. Cerinţe. [27]. *** - SR EN ISO 10013:1997 - Ghid pentru elaborarea manualelor calităţii. [28]. *** - SR EN ISO 9004:2001- Sisteme de management al calităţii. Linii directoare pentru îmbunătăţirea performanţelor. [29]. *** -Towards the European higher education area. Bologna Process. National report 2004-2005. [30]. *** - Progress towards the European Higher Education Area,Trends 2003, European Comission. [31]. *** Quality management in higher education, Casa de Editură Venus, Iaşi, .2004 [32]. *** - Legea nr. 288/24.06.2004 privind organizarea studiilor universitare.


IMPLEMENTAREA MCT – MANAGEMENTUL CALITĂŢII TOTALE

Stan Elena Amelia, Universitatea Ecologică București

Rezumat. MCT este un mod de gândire care are ca obiectiv calitatea şi implică în

acest proces tot managementul organizaţiei, deoarece MCT impune şi creează o cultură managerială, o atitudine propice noului şi dezvoltării de viitor.

Cuvinte cheie: management, schimbare, organizații sportive.

Abstract. Total quality management is a way of thinking that aims to involve in the

process the quality in management organization. Because MCT requires and creates a management culture, an attitude conducive to new and future development.

Key words: management, change, sports organizations.

Introducere Transformarea organizaţiei fiind un proces complex, rezultatele MCT nu apar imediat. Nevoia de schimbare trebuie conştientizată întotdeauna înaintea începerii procesului

de schimbare. Dedicarea conducerii superioare în procesul de schimbare în vederea implementării MCT trebuie corelată cu restructurarea administrativă în vederea îmbunătăţirii comunicării şi a distribuirii mai eficiente a autorităţii şi a responsabilităţii (Berry).

Reflectarea temei în literatura de specialitate Managementul de nivel superior al oganizaţiei trebuie să-şi revizuiască punctul de

vedere pe care îl are privitor la rolul resursei umane în creşterea eficienţei organizaţiei, dar şi personalul, va trebui să înveţe noi metode şi tehnici de lucru, inclusiv rezolvarea problemelor şi lucrul în echipă. Este indispensabilă o schimbare iniţială de comportament, care să conducă la modificarea atitudinii şi, în final, a culturii din organizaţie. Pentru aceasta, propun un model de implementare a MCT în organizaţiile sportive.

Problematica abordată Implementarea MCT într-o organizaţie trebuie tratată, pornind de la mediul extern, de

la nevoia de stabilitate economică, de la profitabilitate şi creştere, în scopul identificării oportunităţilor de ameliorare percepute de conducerea organizaţiei. Aspectele vizate se regăsesc în figura nr. 1.

Scopul MCT este de a influenţa personalul să înţeleagă ce să facă şi să o facă, dar mai ales de a motiva să se dezvolte şi să perfecţioneze ceea ce au de făcut. P. Drucker spunea: „Spiritul unei organizaţii este ca ea să fie o afacere pentru fiecare membru al ei”.

Ridicarea valorii percepute de consumator este realizabilă prin reducerea variabilităţii proceselor, prin reproiectarea produselor şi/sau a serviciilor şi prin schimbarea culturii organizaţionale. Transformarea continuă a condiţiilor de mediu extern, caracteristicile individuale ale organizaţiei, ca şi scopul principal propus vor impune organizaţiei alegerea unei strategii de creştere a valorii oferite consumatorului care să îi asigure simultan performanţe superioare.


organizaţie

1.

Figura nr. 1 Implementarea MCT într-o organizaţie

Identificarea oportunităţilor de ameliorare Piedicile care apar în procesul de îmbunătăţire a organizaţiilor sunt identificate în

condiţiile generale de mediu, în nivelul profitului şi în dezvoltarea orga-nizaţiilor. Ideea de calitate totală şi de schimbare organizaţională în această direcţie par a fi încă în

stadii iniţiale de dezvoltare. „Moştenirea culturală” lăsată împiedică dezvoltarea organizaţiilor printr-o serie de

factori: accentul este pus pe cantitate, nu pe calitate; desconsiderarea nevoilor consumatorilor; lipsa unor cunoştinţe şi abilităţi manageriale ale conducătorilor; lipsa de capital; dobânzile şi criteriile restrictive practicate de bănci la acordarea creditelor. 2. Factorii care conduc la creşterea valorii percepute de consumatori şi satisfacerea

cerinţelor salariaţilor, conducerii şi mediului sunt grupaţi în patru clase: reducerea variabilităţii proceselor, analiza factorilor care oferă valoare consumatorului, îmbunătăţirea calităţii prin proiectare şi design şi schimbarea culturii organizaţiei prin orientarea către om.

Orientarea spre aceşti factori va fi influenţată de viziunea pe care o are organizaţia în domeniul calităţii. Managementul superior trebuie să aleagă şi să urmărească oportunităţile care se vor potrivi cel mai bine cu situaţia organizaţiei.

Identificarea simptomelor în soluţionarea problemelor din organizaţie şi cunoaşterea necesităţilor reprezintă puncte de plecare în implementarea MCT.

Pentru a reduce variabilitatea proceselor, trebuie acordată atenţie calităţii materiilor şi materialelor care intră în organizaţie, proceselor care definesc şi susţin activitatea personalului, căutării cauzelor în vederea soluţionării şi prevenirii apariţiei problemelor, precum şi culegerii sistematice de date şi utilizării metodelor ştiinţifice.

Stabilitate economică

Profitabilitate

Creşterea organizaţiei

Identificarea

oportunităţilor

de

ameliorare

Mediul extern

Îmbunătăţirea continuă a va-lorii percepute de consumator şi satisfacerea cerinţelor sala-riaţilor, ale conducerii şi ale mediului

Reducerea variabilităţii proceselor

Proiectare şi design

Caracteristicile organizaţiei

Schimbarea culturii organizaţiei

Obiective principale

Analiza factorilor care oferă valoare consumatorului


3. Îmbunătăţirea calităţii prin proiectare şi design. Este o condiţie introducerea unui designer în organizaţie care să facă posibilă dezvoltarea şi lansarea cu succes pe piaţă a unor produse sau servicii noi.

Cunoaşterea clienţilor şi cercetarea pieţei reprezintă o activitate critică pentru organizaţii, deoarece stă la baza dezvoltării de noi produse sau servicii care să satisfacă nevoile exprimate şi neexprimate ale acestora.

Cerinţele clientului trebuie să reprezinte punctul de plecare în organizarea resurselor unei organizaţii, ca şi pentru orientarea producţiei. Astfel, organizaţiile continuă efortul de îmbunătăţire permanentă, în scopul eliminării pierderilor şi al reducerii costurilor, orientându-se în măsurarea succesului după abilitatea organizaţiei de a satisface cerinţele consumatorilor.

Definirea clară a cererilor şi identificarea tuturor clienţilor (interni sau externi) sunt soluţiile în detalierea şi stabilirea unui scop. Planificarea şi înţelegerea în stadii timpurii previn (sau minimalizează) posibilitatea de a muncii din nou mai târziu. Probabil mai mult decât orice altă variabilă unică, a veni în întâmpinarea cerinţelor consumatorului garantează satisfacerea acestuia şi succe-sul parteneriatului, ceea ce serveşte tuturor părţilor în prezent şi viitor.

Este esenţial şi modern pentru organizaţie să se facă diferenţa între clienţii externi şi cei interni, în ceea ce priveşte îmbunătăţirea procesului şi atingerea scopurilor.

Clienţii interni sunt cei din interiorul organizaţiei, care beneficiază de rezultatele muncii managerilor. Eficienţa şi calitatea răspunsurilor la cererile clienţilor interni de-a lungul lanţului de clienţi influenţează nivelul de satisfacere a utilizatorului final, care este clientul extern.

A veni în întâmpinarea cerinţelor tuturor consumatorilor însemnă eficienţă şi calitate la fiecare pas.

De fapt, MCT este un mod de a ajuta managementul organizaţiilor de a înţelege nevoile consumatorilor: „clientul nostru, stăpânul nostru” îşi găseşte aplicarea în MCT.

4. Schimbarea culturii organizaţiei şi orientarea spre om reprezintă un proces complex, care necesită timp şi eforturi considerabile. Această transformare este posibilă în măsura în care oamenii sunt trataţi ca resursă principală a organizaţiei, se practică lucrul în echipă – element ce poate îmbunătăţi substanţial productivitatea prin combinarea cunoştinţelor şi a deprinderilor membrilor – şi, mai ales, se implică personalul în procesul de îmbunătăţire a calităţii în organizaţie.

Este important ca organizaţiile să implementeze MCT bazându-se pe puterea lor, lăsând personalul să ştie că acest efort este o extensie a contribuţiei lui pozitive. Ideea este de a crea o atmosferă de entuziasm şi pasiune ce trebuie răspândită în organizaţie.

În implementarea MCT trebuie stabilit un dialog între personal şi manageri, care va sta la baza întemeierii încrederii personalului pentru responsabilitatea îmbunătăţirii continue.

Rezultatele pozitive ale comunicării le constituie: › atmosfera ce facilitează deschiderea discuţiilor axate pe nevoile salariaţilor; › oportunitatea pentru salariaţi de a discuta ideile şi sugestiile pentru îmbunătăţirea

procesului muncii; › oportunitatea de a recunoaşte progresele individuale şi de grup. Schimbările necesare implementării principiilor MCT în organizaţiile din România sunt

propuse a se realiza, pornind de la gradul de dezvoltare a managementului calităţii şi de la caracteristicile proprii specifice fiecărei organizaţii.

Se poate desprinde astfel ideea că implementarea MCT trebuie să implice analiza unei serii de aspecte ca:

› mobilizarea tuturor resurselor organizaţiei în vederea satisfacerii consumatorului; › satisfacţia consumatorilor sportului şi relaţia cu aceştia; › cuantificarea performanţelor pe care le obţine personalul cu ajutorul standardelor de

calitate; › motivarea şi recompensarea personalului pentru realizarea calităţii; › metode şi tehnici pentru îmbunătăţirea continuă;


› cultura calităţii prin responsabilitatea şi implicarea angajaţilor în procesul de îmbunătăţire a calităţii;

› stabilirea unui cadru conceptual şi a unor etape de implementare a MCT. Dezvoltarea procesului de îmbunătăţire continuă a calităţii

Procesul de îmbunătăţire a calităţii nu se referă numai la produse noi, ci şi la tehnologii noi; atât la modele şi forme de organizare noi, cât şi la structuri organizatorice care să sprijine îmbunătăţirea tuturor proceselor care au loc în organizaţie, în direcţia creşterii nivelului calităţii şi al satisfacţiei consumatorului.

Principalii factori care influenţează calitatea în organizaţiile sportive româneşti sunt: managerul, care are cel mai important rol prin amprenta pe care o lasă asupra

organizaţiei, prin trăsăturile sale personale şi prin atitudinea pe care o are faţă de risc, faţă de personal şi prin alegerea segmentului de piaţă la care se adresează şi, implicit, a consumatorilor;

personalul reprezintă un alt factor determinant al nivelului calităţii produselor şi a serviciilor realizate de către organizaţie;

resursele financiare ale organizaţiei, tehnologia existentă şi mediul politic, economic, social şi tehnologic şi dinamica acestuia.

Implementarea MCT va crea premise pentru: reducerea numărului de neconformităţi, deci a pierderilor; creşterea nivelului de satisfacţie a consumatorilor faţă de produsele şi serviciile

oferite de organizaţie; îmbunătăţirea moralului angajaţilor organizaţiei; iniţierea şi dezvoltarea unui proces de îmbunătăţire continuă în organizaţie; atingerea unui nivel competiţional ridicat. Implementarea MCT este mult uşurată de creşterea economică fără de care sporesc

dificultăţile de finanţare a instruirii şi ale recompensării personalului din organizaţie. Organizaţia trebuie să fie pregătită să investească masiv în programele de perfecţionare. Pentru ca personalul să se descurce bine şi să obţină succese are nevoie de abilităţi şi mijloace de a schimba stilul de muncă individual în cel de echipă şi de a aplica noi metode tehnice.

Formele de apreciere sunt indispensabile în a evidenţia îmbunătăţirile realizate şi pentru a înţelege cum au fost obţinute.

Evaluarea permanentă va întări înţelegerea personalului despre procesele la care participă şi despre succesele pe care le obţine. Pe măsură ce organizaţia obţine mai multe succese, energia şi entuziasmul vor creşte. Oamenii vor dori să se implice mai mult şi într-un număr mai mare. Astfel, se va extinde şi calitatea.

MCT este o etapă în dezvoltarea managementului, este axat pe oameni şi pe relaţiile dintre aceştia, pe comunicare, înţelegere şi schimbare de mentalităţi.

Concluzii Învăţarea practicilor şi a principiilor MCT va ajuta organizaţia în obţinerea unor

rezultate de excepţie şi va constitui sprijinul managementului superior în dezvoltarea MCT în toată organizaţia. Managerii pot genera „schimbări la vârf” şi crea un climat de muncă, prin intermediul căruia să se poată obţine maximul de la personal. Aceasta, deoarece MCT nu se poate aplica într-o organizaţie care nu are o structură şi o organizare clară.

MCT reprezintă o opţiune de supravieţuire şi de dezvoltare pe termen lung, fără de care viitorul organizaţiilor româneşti poate apărea sumbru.

Bibliografie Berry H., Managing the Total Quality Transformation, Mc. Graw Hill Inc., New-York,

1991, pag. 23

Stan E.A., Metode manageriale în cadrul organizațiilor sportive, Ed. Bren, 2007


ASPECTS REGARDING THE EVOLUTION OF FUTSAL UNIVERSITY CHAMPIONSIPS IN THE WORLD

Asist. Univ.drd. Elisabeta Nicolae

University of Medicine and Pharmacy „Carol Davila” Bucharest

Abstract Futsal has been part of the FISU program since 1984 when Brazil

organized the first edition of the World University Futsal Championships in Sao Paulo with 85 athletes from 8 countries. Until 2010 these World University Championships were only for male students, but, from this 12 edition female students can also participate. So, at the World Championship in Novi Sad, Serbia in 2010, 187 male students and 72 at female students have participated.

In our country, futsal came a lot later. The first edition of the National Championship took place in 2002/2003, under the aegis of National Football Federation.

Key words: University Sport, Futsal, Football Rezumat Futsal has been part of the FISU programme since 1984 when Brasil

organized the first edition of the World University Futsal Championships in Sao Paulo with 85 athletes from 8 countries. Până în anul 2010 aceste Campionate Mondiale Universitare erau rezervate numai studenţilor, însă, odată cu această ediţie a doisprezecea participă şi studentele. Astfel, la Campionatul Mondial din Serbia, Novi Sad, 2010 au participat 187 la masculin şi 72 la feminin.

La noi în ţară futsal-ul a pătruns mult mai târziu. Prima ediţie a Campionatului Naţional desfăşurându-se în anul 2002/2003, sub egida Federaţiei Române de Fotbal.

Cuvinte cheie: Sport Universitar, Futsal, Fotbal Introduction In general, football is, without a doubt, the most popular and the most spread sports

game. So, it appears as one of the most complex sport discipline, engaging millions of players. It is practiced by a lot of young people, being practiced in an organized way for performance and high performance but also as an alternative sport, for recreation.

In its turn, futsal can be described like being the indoors football practiced in a gymnasium. The name „FUTSAL” comes from the Spanish term „futbol de salon” and from the Portuguese term “futebol de salão”, both meaning indoors football.

This sport began in 1930, in Montevideo, Uruguay. The one who invented it is Juan Carlos Ceriani. He wanted a form of football that could be played indoors and outdoors, in winter and in summer. Also, the roots of futsal were discovered in Sao Paolo, Brazil, where the first rules of the game were published, in 1936.

In1971, in order to standardize and expand this sports game in the world, the International Federation of Indoors Football was created, and later it was transformed in the International Association of Futsal. From 1989, FIFA runs and organizes the game, tournaments, and issues new rules and amendments. In our country it was later introduced, the


first edition of the National Championship being organized in 2002/2003, under the aegis of Romanian Football Federation.

In the futsal game there are two teams, each one having four players and one goalkeeper (the goalkeeper can be substituted by one player who takes over his attributions). The maximum number of players of one team is 12, the changes being unlimited. The games take place on a 40m/20m field, the surface of the field being covered with parquet. It is played with a smaller and heavier ball than the regular one. The game has two halves of 20 minutes, with an interval between the two halves of 15 minutes. If, during the game one team accumulates, in one half, 5 fouls, starting with the next foul, the opposing team will be awarded one free kick from 10 meters without a wall (penalty kicks are executed from a 6 m distance); the goal post out is executed only by the goalkeeper, with the hand. The out is executed by foot, a direct goal tally not being permitted.

The games are conducted by two referees (the main referee and the second referee). There are no assistant referees.

Content Through its socio-cultural dimensions, the university sport gives an unique opportunity

to know other students, to communicate with them, to have different roles, to gain some moral attitudes, to accept the attitudes regarding the activity, to feel some emotions that are hard to find in other spheres of life, to accept some positive elements of the life style, of adapting to the proposed objective and of becoming socially active through the performance of others.

The significance of the sports competitions gives, in general, much more intense emotional states than day-to-day activities. If the sports training process influences the development of the student’s personality, the competition leaves much more profound imprints in the personality of each player, forming and transforming his qualities.

As a university sport at a world level, Futsal had a continuous and almost constant development. So, in 2010, at the University World Championship which took place in Novi Sad, Serbia, 16 countries participated (graph no.1).

Graph no. 1 The evolution of the number of countries that participated at Futsal University World Championships


Graph no. 2 The evolution of the number of students participating at every edition

Year Country City No. Of

countries

Male

Students

Female

Students

Total Officials

1984 BRA Sao Paulo 8 85 85 44

1990 ITA Parma 8 83 83 26

1992 ESP Malaga 10 104 104 40

1994 CYP Nicosia 15 161 161 65

1996 FIN Jyvaskyla 16 185 185 77

1998 POR Brag 14 161 161 53

2000 BRA Jao Passoa 11 126 126 69

2002 HUN Nyiregyhaza 12 134 134 55

2004 ESP Palma de

Mallorca

16 186 186 59

2006 POL Poznan 16 182 182 78

2008 SLO Koper 16 182 182 70

2010 SRB Novi Sad 16 187 72 259 99


Conclusions The objective of participating in a competition is either the victory, either the

improvement of a previous outcome, which makes the athlete to use his skills at a maximum. The results of participating in a competition always have a personal value for the

players- they make possible the appraisal of the condition and performance level reached after a period of sports training.

Until 2010, the University World Championships were only for male students, but from this 12 edition, the female students can also participate. So, at this 2010 edition from Novi Sad, Serbia 187 male students and 72 female students participated.

As a conclusion, we can say that, during the 12 editions, the number of countries and students participating had a constant evolution. So, in the latest edition the number from the first edition in 1984 in Sao Paolo, Brazil, doubled.

Suggestions We suggest that, besides practicing football in universities, more attention should be

directed towards futsal. It can be practiced in almost any gymnasium. Being a dynamic and attractive sport, it can be practiced as a recreational sport by the employees of companies, hotels, as well as a complementary sport in the centralized training from other sport disciplines.

References 1. Ciolcă Sorin Mirel, Football. Theoretical and methodical fundaments, Publishing

house ANEFS, 2008 2. Cojocaru Viorel, Football, General notions, Publishing house Axis Mundi, 2001 3. www.wikipedia.ro 4. www.fisu.net


RECENZII CĂRŢI

Metodologia ştiinţelor socioumane Serge Moscovici şi Fabrice Buschini (coord.) Editura: Polirom, Iaşi, 2007, 556 p. (Les méthodes des sciences humaines, Paris, Press Universitaires de France, 2003; Traducerea în limba română Vasile Savin, după ediţia din 2003)

Deşi un volum ce reuneşte sub formă de capitole 19 articole, distincte şi diversificate ca

tematică şi mod de abordare, această lucrare se constituie într-o analiză integrativă, oferind o imagine de ansamblu asupra metodelor de cercetare proprii ştiinţelor socioumane.

Coordonatorii volumului, Serge Moscovici şi Fabrici Buschini sunt nume de referinţă în comunitatea ştiinţifică:

- Serge Moscovici este un reputat psihosociolog francez de origine română, director al Laboratorului European de Psihologie Socială, autor a numeroase articole de specialitate, cărţi şi volume publicate individual sau în colaborare, iar cei mai mari psihosociologi din lume i-au fost sau îi sunt colaboratori.

- Fabrice Buschini este cercetător la École des Hautes Études en Science Sociales din Paris şi asistent universitar la Facultatea de Psihologie şi Ştiinţe ale Educaţiei din Geneva; este autor al unui număr foarte mare de articole publicate în reviste de specialitate şi autor sau coautor a numeroase lucrări de specialitate în domeniul ştiinţelor socioumane.

Lucrarea Metodologia ştiinţelor socioumane este structurată în trei părţi, în jurul a trei teme centrale: Mari practici metodologice, Metode specifice, respectiv, Abordări tematice – fapt ce-i conferă calităţile unui manual despre specificul metodologiei de cercetare în ştiinţele socioumane. Se justifică astfel, de ce coordonatorii volumului au optat pentru această organizare, oarecum graduală, de la argumentarea necesităţii corelării metodei ştiinţifice cu practicile corespunzătoare (partea I), urmată de prezentarea celor ,,mai curente şi mai necesare" tehnici de cercetare (partea a II-a) şi continuând cu prezentarea unor abordări tematice diversificate şi în acelaşi timp consistente prin conţinut (partea a III-a). Cititorul are astfel posibilitatea nu doar de a se informa cu privire la instrumentarul specifice şi la modalităţile de aplicare a acestuia, ci şi să analizeze şi să reflecteze asupra unor teme concrete ce vizează aplicarea metodelor de cercetare şi nu doar la nivelul ştiinţelor socioumane, ci la nivelul unor activităţi cu caracter sociouman.

Pe lângă varietatea de conţinut, cei doi coordonatori oferă şi o diversitate a abordărilor, şi nu doar prin faptul că autorii sunt specialişti din domenii diverse(psihologie socială, sociologie, lingvistică, etc.), ci şi pentru că provin din ţări şi culturi diferite (Franţa, Scoţia, Elveţia, Italia, Spania, SUA). În acest context,volumul poate fi util atât celor interesaţi de o iniţiere în metodologia cercetării, dar şi celor care vor să aprofundeze acest subiect, celor care provin sau sunt preocupaţi de domeniul cercetării sociologice, dar şi celor care provin din alte domenii, facilitându-se o abordare interdisciplinară.

Prima parte se deschide cu un capitol ce abordează subiectul studiilor comunitare şi care aduce în prim plan un titlu (,,Comunitatea la răscruce de drumuri") ce aminteşte de titlul unei lucrări apărute în coordonarea unui sociolog român, Lazăr Vlăsceanu (,,Şcoala la răscruce.


Schimbare şi continuitate în curriculumul învăţământului obligatoriu. Studiu de impact", Editura Polirom, Iaşi, 2002); sunt prezentate tipurile de studii comunitare şi metodele şi tehnicile specifice pentru studierea comunităţilor. Tot în această primă parte un spaţiu amplu este alocat anchetelor şi sondajelor, fiind astfel considerate mari practici metodologice, şi nu simple metode de cercetare. În acest sens, autorii acestui capitolul, Gina Philogène şi Serge Moscovici ţin mai întâi să motiveze de ce acestea reprezintă un element atât de important de studiere a societăţilor contemporane şi abia apoi să prezinte tipurile de protocoale de anchetă, să analizeze diferitele metode de strângere a datelor şi să ofere detalii despre reprezentativitatea eşantionului şi a distorsiunilor potenţiale ocazionate de eşantioane. Tot în partea I mai sunt oferite date despre metoda experimentală, despre experienţe de psihologie socială în mediu natural, despre metodele sociologiei, în general, încheindu-se cu o privire generală asupra metodologiilor calitative – o sinteză a unui întreg demers calitativ.

În partea a II-a a volumului sunt inventariate metodele specifice ştiinţelor socioumane: interviul, chestionarul, focus-grupurile, analiza conţinutului şi a formei comunicării, analiza tipologică, construirea scalelor, precum şi câteva elemente de semiologie discursivă. Personal, recunosc, că dintre acestea toate, cel mai mult mi-a reţinut atenţia capitolul despre semiologia discursivă. Până la Metodologia ştiinţelor socioumane, personal, am considerat semiologia discursului ca fiind cu predilecţie o temă asociată lingvisticii şi nicidecum, o metodă de cercetare. Pornind de la faptul că ,,o viziune larg răspândită despre limbaj tinde să-l considere drept un mijloc de exteriorizare a unor dimensiuni cognitive, afective, ideologice şi sociale, acestea devenind adevărate obiecte de studiu", autoarea, Anne Salazar –Orvig (profesor de lingvistică la Universitatea Paris V) înainte de a trece în revistă elementele definitorii în abordarea discursului, descrie concepţia dialogică a acestuia.

Partea a III-a a volumului se constituie într-o provocare la analiză şi reflecţie. Sunt abordate teme de larg interes: unitate şi diversitate în comparaţiile dintre culturi, analiza structurală a reprezentărilor sociale, analiza principiilor organizatorice ale reprezentărilor sociale, metodologia cercetării în rezolvarea conflictelor, substanţa istorică, sociologia mass- media – o ,,radiografie" sociologică a unor aspecte concrete ale cotidianului. De altfel, autorii nu se rezumă doar la a trece în revistă aceste teme şi le şi ilustrează cu exemple şi date cât mai concrete. Descoperim astfel că nicio cercetare interculturală nu ar putea avea loc dacă nu ar exista o concepţie generală asupra umanului şi o înţelegere reciprocă între culturi şi că metodele etnografice capătă o importanţă crescută în cercetările referitoare la mass-media. Trebuie menţionat faptul că această secţiune este susţinută nu doar de exemple descriptive, ci şi figurative (tabele, scheme, diagrame, etc.) care accentuează rolul lucrării, de ,,manual de bune practici".

De asemenea, nu putem neglija faptul că în această secţiune, dedicată analizei şi reflecţiei, regăsim două capitole (autori Jean-Claude Abric, respectiv, Alain Clémence) ce tratează aspecte legate de reprezentările sociale, temă favorită lui Serge Moscovici, având în vedere faptul că este considerat a fi iniţiator în această direcţie, pornind chiar de la lucrarea sa de doctorat ,,La psychanalyse, son image et son public" (Paris, P.U.F., 1961/1976) şi continuând cu ,,Social Represenations: Exploration in Social Psychology " (Polity Press, 2000).

În concluzie, lucrarea reuşeşte să răspundă preocupărilor tuturor celor interesaţi de utilizarea metodelor de cercetare la nivelul ştiinţelor socioumane şi reprezintă un veritabil manual de metodologie a cercetării pentru aceste ştiiinţe, contribuind în foarte mare măsură la crearea unei ,,punţi" între teoriile şi faptele care le guvernează.

Iuliana TRAŞCĂ

Drd. Facultatea de Psihologie şi Ştiinţele Educaţiei, Universitatea din Bucureşti


Understanding Sensory Dysfunction Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD, Learning Disabilities and Bipolar Disorder

Polly Godwin Emmons şi Liz McKendry Anderson

Editura: Jessica Kingsley Publishers, London and Philadelphia, 2005, 175 pag.

Abordarea disfuncțiilor senzoriale reprezintă un domeniu de interes major, care

intersectează procesul de intervenție din perspectiva psihologiei, științelor educației și kinetoterapiei. Cartea se adresează atât psihologilor, educatorilor și kinetoterapeuților, care lucrează cu copiii ce prezintă tulburări de integrare senzorială, de dezvoltare, dificultăți de învățare, din cadrul tulburărilor din spectrul autist, ADHD și tulburărilor bipolare. Autoarele explica cauzele, factorii determinanți, simptomele și comportamentele asociate în disfuncțiile senzoriale, în special atunci când se găsesc în circumstanțele tabloului patologic descris mai sus. Cartea este de asemenea utilă și părinților care au copii cu astfel de tulburări. Concentrându-și atenția pe intervenția timpurie, această carte poate fi considerată o resursă clară şi cuprinzătoare pentru identificarea şi abordarea disfuncţiilor senzoriale la copii, folosind o serie de strategii practice pentru a îi ajuta să îşi atingă potenţialul maxim din cadrul familial, mediului şcolar şi în comunitate.

De altfel, autoarele cărții, Polly Godwin Emmons și Liz McKendry Anderson propun o serie de activități cât și niște modalități de evaluare, modificări curriculare, opțiuni în alegerea tratamentului copiilor care sunt încadrați în astfel de tulburări. Ele pun, de asemenea, la dispoziția cititorilor o gamă largă de echipamente și resurse utile pentru intervenția specialiștilor, obiectivul fiind limitarea simptomelor, cauzelor determinante și a comportamentelor asociate. Este vizată, în același timp, prevenția interferenței pe care tulburările de integrare senzorială o pot avea în mediul școlar, social cât și în aria dezvoltării competențelor. Această abordare inedită poate deveni un instrument de real ajutor tuturor persoanelor care trebuiesc să se ridice în întâmpinarea satisfacerii nevoilor speciale ale copiilor cu disfuncții senzoriale.

Cartea de față este o urmare a unei alte publicații, denumite ”Relevarea misterelor tulburărilor senzoriale”, care a determinat primul pas în călătoria către un domeniu, unde informațiile necesare se găsesc în număr foarte redus. Autoarele sunt de părere că în cazul dificultăților de învățare, ADHD sau autism, aspectul major care necesită tratat este reprezentat de integrarea senzorială, în timp ce restul manifestărilor simptomatic clinice ar fi neglijabile.

Polly Godwin Emmons, deține o formare academică în domeniul biologiei, dar și în arta psihologiei, din cadrul Universității Binghamton, de asemenea a urmat un master de aprofundare în educație elementară, absolvit la Elmira College, având certificări în educație elementară, cât și în educație specială. Liz McKendry Anderson are formări masterale în educație elementară, definitivată în cadrul Universității Lesley, respectiv Universitatea Binghamton. Ca profesor în școala primară, profesor în educație specială, specialist în dezvoltarea copilului și lector universitar, Liz a investit mai mult de douăzeci de ani în domeniul educației. La momentul actual, este înscrisă pentru doctorat la Școala de Educație din cadrul Universității Binghamton. Interesele sale de cercetare includ colaborări interdisciplinare și oferirea de suport părinților.

Fiind la rândul lor parinți ai unor copii care prezintă tulburări de integrare senzorială, autoarele cărții descriu căutarea lor asiduă către intervenția cea mai adecvată. Tocmai din acest motiv, abordările lor se doresc a fi autentice și realiste, luând în considerare confruntarea


directă atât cu copiii, ce manifestă simptomatologia amintită, cât și din partea cealaltă a baricadei familiilor și instituțiilor educative, unde aceștia sunt încadrați.

Se aduce în vedere faptul că nu există o rețetă general valabilă, iar totul depinde de circumstanțe, de mediul în care copiii trăiesc, de situația financiară a părinților, de accesabiltatea terapeuților, etc., însă este recunoscut și faptul că indiferent de condiții, fiecare părinte, educator sau terapeut va face tot ceea ce îi va sta în putință pentru a optimiza comportamentul copiilor, pentru a-i ajuta să facă față situațiilor cotidiene într-un mod adaptat. Astfel, cartea oferă strategii concrete, care au menirea de a fi din punct de vedere practic cât mai eficiente.

Din perspectiva obiectivelor fixate de către autoare, cartea are rolul unui instrument prin care fiecare copil să își poată maximiza potențialul, care din perspectiva unui părinte poate fi fericirea, legarea prieteniilor, integrarea în grupuri sau cluburi, obținerea unui permis de conducere, absolvirea, cumpărarea unei case sau constituirea unei familii, etc.ori putem vorbi pur și simplu despre abilități de viață obișnuite, de comunicare, prietenie, etc. Din perspectiva unui profesor sau terapeut, succesul pentru acești copii poate fi un comportament compliant, o atitudine pozitivă, participarea la activități extracurriculare, etc. Un alt scop ar fi îndreptat către înțelegerea acestor copii și a familiilor lor.

Primul capitol este reprezentat de o trecere în revistă a explicațiilor la interogația vis a vis de ceea ce reprezintă integrarea senzorială. Pe lângă definiții, există și un scurt istoric al dezvoltării conceptului, ca și observații asupra procesării senzoriale, sistemelor senzoriale, precum și a modalității lor diferite de funcționare în cazul tulburărilor de integrare senzorială pentru: sistemul tactil, vestibular, proprioceptiv, vestibular, dezvoltarea temporo-spațialității pe vârste, dezvoltarea socială și emoțională, temperamentul, interacțiunile sociale, precum și dezvoltarea în ansamblu, privită ca prin ”lentile de simțuri”.

În capitolul al II-lea, se oferă o descriere a semnelor și simptomelor ce descriu tulburările de integrare senzorială în cazul preșcolarilor și școlarilor, prin exemple clare și concise. Se reliefează intensitatea tulburărilor de integrare senzorială în sfera dezvoltării cognitive, limbajului și comunicării, dar și a adaptării pe plan social. Forme de evaluare, modalități prin care se recoltează informații, ca și programele și serviciile puse la dispoziția copiilor și familiilor lor, fac obiectul prezentului capitol.

În paginile următorului capitol întâlnim prezentarea diagnosticului diferențial și suprapunerea acestui diagnostic peste alte tulburări, cum ar fi dificultățile de învățare, tulburările din spectrul autist, ADHD și tulburările bipolare. Este luată în discuție și polemica vis a vis de utilitatea tratamentului medicamentos.

Capitolul IV oferă o vedere vastă asupra manifestărilor disfuncțiilor senzoriale în cadrul mediului școlar. Totodată este pusă la dispoziție și imaginea rolului pe care îl au cadrele didactice, evidențiind de asemenea modalități adecvate de abordare a copiilor care suferă de tulburări de integrare senzorială. Este subliniată și necesitatea implicării părinților ca parteneri de echipă alături de profesori și terapeuți. Se vorbește chiar despre o modificare a modalităților de instruire-predare, ca și o modificare adaptată a programei școlare, pentru acești copii, prin creerea planurilor de lecție personalizate.

În capitolul V, este expus dezideratul găsirii strategiilor de intervenție atât în cadrul mediului familial, cât și la școală, oferindu-se în același timp tehnici diverse de manageriere a situațiilor dificile, luându-se în considerare și variabila modificării mediului. Strategiile de îngrijire de sine puse la dispoziția copiilor sunt la fel de utile.

În capitolul VI, este descrisă o perspectivă mai aprofundată a Sindromului Asperger, conform criteriilor din DSM IV, dificultățile întâmpinate în sfera interacțiunilor sociale cât și a multiplelor variații ale comportamentelor nonverbale, eșecul de a stabili relații adecvate cu copiii aflați la nivelul normal de dezvoltare, lipsa căutarilor spontane și a împartașirii intereselor, bucuriilor, realizărilor alături de alte persoane, lipsa integrării sociale și a reciprocității emoționale. Sunt conturate de asemenea modalități pragmatice de abordare a deficiențelor în plan social și comunicativ, cât și problematica acestora. În continuare este


prezentată o zi din viața unui copil, care manifestă tulburări de integrare senzorială, într-un mod foarte explicit, pe intervale orare.

În capitolul VII sunt prezentate două studii de caz, care ilustrează atât aria de manifestare cât și parcursul terapeutic.

În final, în cele două anexe atașate sunt prezentate pe scurt o serie de activități și exerciții utile practicienilor în lucrul cu copiii care manifestă dificultăți în integrarea senzorială, opțiuni de tratament, cât și resurse de studiu suplimentare.

Andreea-Simona Olteanu

Drd. Facultatea de Psihologie şi Ştiinţele Educaţiei, Universitatea din Bucureşti Radu Predoiu

Asist.Univ. Drd., UNEFS, București


DISCOBOLUL NR. 1/2012 (27) – SERIE NOUĂ FONDATĂ ÎN 2005 DE PROF.UNIV.DR. ION BÂTLAN

MARTIE 2012 ISSN 1454-3907

APARE TRIMESTRIAL TOATE ARTICOLELE PUBLICATE ÎN REVISTĂ SUNT SUPUSE

RECENZĂRII, DEMERS FĂCUT DE COLECTIVUL DE REDACŢIE CONDUS DE REDACTORUL ŞEF ŞI SECRETARUL ŞTIINŢIFIC AL REVISTEI

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Structura generală a articolelor:

1. Pagina de titlu va cuprinde:

titlul articolului, numele şi prenumele autorilor (împreună cu afilierea lor instituţională, adresa de

corespondenţă a primului autor cu nr. tel şi e-mail, adresa la care va fi expediată revista, dacă aceasta diferă de adresă de corespondenţă);

Ex: Titlu...... Popescu Ion1, Stanescu Rodica2, Mihalache Cornelia3

1 Universitatea Naţională de Educaţie Fizică şi Sport –Bucureşti 2 Universitatea de Vest – Timişoara 3 Universitatea din Oradea Constantin Noica, 140, sector 6, Bucureşti tel, email, adresă de corespondenţă

abstract în limbile română si engleză/franceză; cuvintele cheie în limbile română şi engleză/franceză. Pentru fiecare lucrare vor

fi selectate între 3-5 cuvinte, reprezentând termenii utilizaţi în lucrare. Abstractul cuprinde între 100- 150 cuvinte.

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Studiul de cercetare va cuprinde: introducere scop, obiectiv, ipoteza cercetării. material şi metodă – această secţiune va descrie metodologia de cercetare

utilizată, modul de selecţie a eşantioanelor studiate, criteriile de includere şi cele de excludere, metoda, tehnica, programul statistic folosit în prelucrarea datelor etc.

rezultate – aici vor fi prezentate concis rezultatele obţinute, de obicei prin intermediul tabelelor şi al graficelor.

discuţii – se vor preciza aspectele noi şi importante ale studiului, interpretarea rezultatelor proprii, în contextul literaturii de specialitate.

concluzii – concluziile studiului vor fi enunţate cu claritate, stabilindu-se o legătură între acestea şi scopurile studiului.

Bibliografie

Articolele tip eseu vor cuprinde, ca structură: Introducere Nivelul actual reflectat în literatura de specialitate Problematica abordată Concluzii

Bibliografie Lista referinţelor bibliografice: Revista Discobolul recomandă respectarea Convenţiei de la Vancouver în ceea ce priveşte

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citate, cu numerotarea acestora între paranteze rotunde. Lista va cuprinde si titluri reprezentative, aparute in ultimii ani.

Se vor menţiona: autorul(-ii), titlul, editura, anul, paginile, în funcţie de sursa citării (carte, articol de revistă, site de internet). Vedeţi exemplele de mai jos. Limba folosită la


editarea bibliografiei va fi identică cu cea folosită de sursa citată. Ex.: Russel FD, Coppell AL, Davenport AP. In vitro enzymatic processing of radiolabelled big ET-1 in human kidney as food ingredient. Biochem Pharmacol 1998 Mar 1;55(5):697-701. – pentru citarea unui articol de revistă Ex: Harris J, Elbourn J. Teaching health-related exercise at key stages1 and 2- USA, Human Kinetics, 1997.-(37-40).- pentru citarea unei cărţi.

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