TABLE OF CONTENT CUPRINS - efsupit.ro 4 2007.pdf · - Revista ,,CITIUS ALTIUS FORTIUS ” este recunoscuta pe plan naþional de C.N.C.S.I.S., fiind inclusa in publicaþiile din categoria

TABLE OF CONTENT CUPRINS

FORMS OF EVALUATION OF THE MANAGE-RIAL STYLE OF COACHES INSIDE THE GAME

OF VOLLEY

By Univ. Doctor and Teacher Niculescu MugurelUniv. Doctor and Teacher. Niculescu Ionela

Univ. Doctor and LectorVladu LarisaUniversity of Pitesti

MODALITÃÞI DE EVALUARE A STILULUIMANAGERIAL AL ANTRENORILOR ÎN JOCUL

DE VOLEI

Prof.univ.dr. Niculescu MugurelConf.univ.dr. Niculescu Ionela

Lect.univ.drd. Vladu LarisaUniversitatea din Piteºti. . . . . . . . . . 12

THE OCCUPATIONAL STANDARDS AND THEIRTRANSPOSITION INTO THE EDUCATIONAL

SYSTEM By Univ. Doctor and Teacher COLIBABA –EVULET DUMITRUUniv. Doctor and Teacher NICULESCUMUGURELUniversity Assistant COJANU FLORIN

STANDARDELE OCUPAÞIONALE ªITRANSPUNEREA LOR ÎN SISTEMUL

EDUCAÞIONAL

Prof. univ. dr. COLIBABA – EVULEÞ DUMITRUProf. univ. dr. NICULESCU MUGUREL

Asist. univ. drd. COJANU FLORIN

.........................................................................18

ORIENTATIONS, CURRENT AND LONG-TERMTENDENCIES IN THE HANDBALL OF HIGH

PERFORMANCE

Karras Dimitrios – National and Kapodistrian Univer-sity of Athens, Faculty of Physical Educadionand Sport

ScienceMihãilã Ion – University of Piteºti

Ghervan Petru – ªtefan cel Mare University Suceava

TENDINÞE ªI ORIENTÃRI ÎN HANDBALUL DEÎNALTÃ PERFORMANÞÃ




.........................................................................25

METHODOLOGICAL ASPECTS CONCERNINGTHE SELECTION OF CHILDREN IN THE GAME

OF HANDBALL

Koutululis Anthonis – National and KapodistrianUniversity of Athens, Faculty of Physical Education

and Sport ScienceMihãilã Ion – University of PiteSti, The Faculty of

Physical Education and Sport

ASPECTE METODOLOGICE PRIVINDSELECÞIA COPIILOR ÎN JOCUL DE HANDBAL




..........................................................................27

COMPARATIVE STUDY OF THE LEVEL OFPHYSICAL TRAINING OF THE STUDENTSFROM DIFFERENT GENERATIONS

By Maura Stancu

STUDIU COMPARATIV AL NIVELULUI DEPREGÃTIRE FIZICÃ AL STUDENÞILOR DIN

GENERAÞII DIFERITEStancu Maura ...... ....... ..... ........ ........ ....... ......30

ASPECTS OF THE PROCESS OF EVALUATION OFTHE BIOPSYHO-EMOTIONAL STATE AT THEPERSONS OF THE THIRD AGE

By Nicolau Elena Pitesti University

ASPECTE ALE PROCESULUI DE EVALUARE ASTÃRII BIOPSIHO-AFECTIVE LA PERSOANELEDE VÂRSTA A III-A

Nicolau ElenaUniversitatea din Piteºti......... ..... ..... ..... .... 33

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OBESITY EXAMINATION FOR THE PREVEN-TION OF HEALTH DISORDERS ON YOUNG AND

MIDDLE-AGED MEN IN GREECE

Mavrovounioti. Chr.,Department of Home Economics and Ecology,

Charokopio University of AthensMavrovouniotis. F., Zaggelidis. G., Argiriadou. Eir.,

Department of Physical Education and SportSciences, Aristotle University of Thessaloniki .........................................................................36

THE CARACTERISTICS OF THE PREPARATIONMODEL INSIDE HIGHLY

PERFORMANT GYMNASTICS

By Marian CretuUniversity of Pitesti

CARACTERISTICILE MODELULUI DEPREGÃTIRE ÎN GIMNASTICA

DE ÎNALTÃ PERFORMANÞÃ

Marian CretuUniversity of Pitesti ... .... ... ... ... ... ... ... .. 38

THE SCIENCE OF TECHNICAL PREPARATIONINSIDE THE SPORTIVE DANCING

By University Professor Doctor Dan ViorelNãstase FEFS of the Pitesti University

ªTIINÞA PREGÃTIRII TEHNICE ÎN DANSULSPORTIV

Prof.univ.dr. Dan Viorel NãstaseFEFS a Universitãþii din Piteºti . . . . 43

3

CITIUS ALTIUS FORTIUS Revistã de Specialitate a Facultãþii de Educaþie Fizicã ºi Sport

UNIVERSITATEA DIN PITEªTI

INDEXARE INTERNAÞIONALÃ

- Revista ,,CITIUS ALTIUS FORTIUS ” este recunoscuta pe plan naþional deC.N.C.S.I.S., fiind inclusa in publicaþiile din categoria C, COD 354

- Ediþia electronicã, Varianta On-line a Revistei este recunoscutã pe planinternaþional fiind indexata in baze de date internaþionale: (BDI) Index Copernicus,Journal Master List

4

PREªEDINTE ONORIFIC AL CONSILIULUI ªTIINÞIFIC

HONORIFICALLY PRESIDENT OF SCIENTIFIC COUNCIL BOARD

Prof. Tudor O. Bompa, Ph.D. Profesor Emeritus, Universitatea York, Toronto,

The World Leader in Athletes’ Training PO Box 95, Sharon, On, L0G 1V0, Canadatel: +1 905-478-2666, [email protected] Ph.D. State University of New York /Free University of Brussels

REFERENÞI DE SPECIALITATE REVIEWER TEAMProf. univ. dr. Niculescu Mugurel – FEFS PiteºtiProf.. univ. dr. Lador Ioan - FEFS PiteºtiProf. univ. dr. Colibaba Evuleþ Dumitru - FEFS PiteºtiProf. univ. dr. Dragnea Adrian - FEFS PiteºtiProf. univ. dr. Sbenghe Tudor - FEFS PiteºtiProf. univ. dr. Georgescu Luminita - FEFS PiteºtiMaitre de conference Denis Parissot - Universite Sophia Antipolis, Nice, FranceMaitre de conference Bernard Massiera - Universite Sophia Antipolis, Nice, FranceConf. univ. dr. Malousaris Grigoris – National and Kapodistrian University of Athens, Faculty of Physical Educationand Sport ScienceProf.univ .dr. Gloria Rata – Facultatea de ªtiinte a Sportului, Miºcãrii si Sãnãtaþii BacãuProf.univ.dr. Pacuraru Alexndru - FEFS GalaþiProf. univ. dr. Ciorba Constantin - INEFS ChiºinãuProf.univ.dr. Ilin Grigore – INEFS Chiºinãu

COLECTIV DE REDACÞIE EDITORIAL BOARDConf. univ. dr. Mihãilã Ion - Redactor sef, ediþia tipãritã a revisteiConf. univ. dr. Creþu Marian - Redactor, sef, ediþia electronicã, varianta on-line a revisteiProf.univ. dr. Mihailescu Liliana – Redactor, Consultant ºtiinþific de redacþie pe probleme EFSConf. univ. dr. Niculescu Ionela – Redactor, Consultant ºtiinþific de redacþie pe probleme EFSConf.univ.dr. Badescu Victor - RedactorConf.univ.dr. Fleancu Leonard - Redactor

SEDIUL EDITORIAL EDITORIAL RESIDENCEUNIVERSITATEA DIN PITEªTIFacultatea de Educaþie Fizicã si Sport Piteºti, Centrul de Cercetare pentru Performanta Umana:str. Gheorghe Doja nr 41, telefon fax 0248/220116Persoana de contact - Marian Creþu - email: [email protected]

Editor - Fianu Sorin - Editura Universitãþii din Piteºti - [email protected]

Journal of Physical Education and Sport (JPES) University of Pitesti

Informaþii pentru autori

Revista CAF – Journal of Physical Education and Sport (JPES) edited by University of

Pitesti se straduieste sa ocupe un loc de frunte in peisajul publicatiilor din domeniul educaþie fizice ºi sportului dinromânia. In scopul alegerii celor unei bune manuscrise pentru a fi publicate in revista noastrã, colegiul de redacþie adecis ca toate manuscrisele inaintate spre publicare sa fie lecturate de catre 2 -3 review-eri independenti.

In functie de comentariile si deciziile lectorilor se va decide ºi selecþiona manuscriselor inaintate redactiei. Celepatru forme de decizie privind manuscrisele inaintate sint urmatoarele:- respingerea ab initio, de catre redactie, fara inaintare catre lectori (in cazul deficientelor grave de redactare/

continut, tematicã)- acceptarea fara modificari a manuscrisului- acceptarea de principiu, cu modificari minore, a manuscrisului,- acceptarea, cu modificari majore, a manuscrisului.

Decizia va fi comunicata autorului corespondent intr-o forma strict anonimizata. In cursul procesului de peer-review, lectorii vor evalua elementele din tabelul Protocol de Evaluare pentru ca un manuscris din categoria articol

original sa devina publicabil.

Pe baza acestor aprecieri din Protocolul de Evaluare, manuscrisele vor primi un scor, maxim de 100 puncte.Un scor <50 duce la respingere, iar peste 70 articolul devine publicabil. Un scor între 50 – 70 presupune efectuarea unormodificãri punctuale

Comentariile lectorilor/peer-review-erilor vor fi la obiect, formulate limpede, tranºant ºi fara a discredita/ironiza autorii manuscrisului. Se vor evita afirmatiile generaliste, nesustinute; in schimb, vor fi date exemplificari dintext si vor fi facute sugestii concrete de imbunatatire a manuscrisului.

Nota: Regulamentul redactional detaliat de functionare il puteti gasi ºi la http://www.upit.ro/index.php?i=1230

Cu deosebita consideratie, Redactor ºef EE, Conf.univ.dr.Marian Creþu ,Editor al - CAF – Journal of Physical Education and Sport (JPES)

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Journal of Physical Education and Sport (JPES) University of Pitesti

Proces de recenzare

Etapa 1 Articolele se trimit obligatoriu in romana si engleza in format electronic (CD sau e-mail la adresa [email protected] siimprimate pe hartie martor, (pentru recenzori) pe adresa revistei: Gheorghe Doja 41, Piteºti, Jud.Argeº, RomâniaEtapa 2 Articolul trimis în format electronic spre publicare va fi insotit de o scurta prezentare personala, un scurt CV profesional, ce nuva depasi 120 de cuvinte, dar care, obligatoriu, va contine date complete de contact, inclusiv cele de corespondenta electronica,telefonica si fax.Etapa3 Editorul selecteaza materialele ce respecta rigorile de tehnoredactare. Celelalte materiale sunt eliminate din procesul derecenzare.Etapa 4 Cel putin 2 membri din Consiliul editorial ( Redactorii ºefi) fac o evaluare initiala a relevantei ºtiinþifice a articolului sistabilesc nominal referenþii care sa se pronunte pe fond.Etapa 5 Se desfasoara faza de evaluare peer review, în care sunt implicati 2 referenti (pentru fiecare articol), cu capacitate de expertizaîn domeniul propus spre dezbatere.Etapa 6 Materialele care respecta standardele stiintifice intra pe lista de asteptare pentru publicare. Cele care pot respecta rigoareastiintifica impusa prin efectuarea unor modificari de catre autor, sunt returnate acestuia pentru a le completa. Materialele care nupot respecta minimul de calitate stiintifica sunt respinse.Etapa 7 In ordinea listei de asteptare, articolele sunt publicate în revista.Etapa 8 Dupa acceptarea articolului propus spre publicare si aparitia acestuia in revista, autorul va primi un exemplar contra cost

Autorii sunt responsabili de clarificarea dreptului de utilizare a informatiilor cuprinse in articole.

Reviewing process

Stage 1 Articles must be sent in electronic format, in Romanian and English (CD or e-mail at [email protected] and printedhardcopies (for cross-reference) at: Gheorghe Doja 41, Piteºti, Jud.Argeº, RomâniaStage 2 The article sent for publishing will be accompanied by a short personal presentation and a professional CV of no more than 120words which must contain complete contact details, including those necessary for technical correspondence (phone and fax).Stage 3 The editor select the materials complying with the technical editing norms. The rest of the materials are eliminated from thereviewing process.Stage 4 At least two members of the Editorial Council and the Scientific Council make an initial assessment of the scientific relevanceof the article and nominate the reviewers to produce an informed opinion.Stage 5 The peer review takes place, involving two reviewers (per article) with expertise in the specific domain that is being addressed.Stage 6 Materials respecting the scientific standards are going on a waiting list for publication. Materials in need of further develop-ment for achieving the scientific rigor will be returned to the author for modifications. Materials that cannot achieve the mini-mum of scientific quality are rejected.Stage 7 Materials are awaiting publication according their order on the publishing list.Stage 8 After the approval of the proposed article and its publishing in the magazine, the author will receive a free copy of the issue.The authors are responsible for clarifying the copyrights of the various information contained in the articles.

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Aspecte generale importante Pagina de declaraþii. Va fi trimisa prin poºtã odatã cu manuscrisul si va cuprinde succint urmãtoarele aspecte:- numele, adresa poºtalã, numerele de telefon, fax, e-mail ale autorului corespondent;- declaraþie din care sa rezulte ca toþi autorii au citit lucrarea, ca au contribuit la ea, si ca si-au dat permisiunea ca numelelor sa fie incluse drept co-autori;- declaraþie din care sa rezulte ca manuscrisul nu a fost publicat anterior si ca nu va fi trimis simultan spre publicare laalta revista. Daca unele ilustraþii, grafice sau parþi din text au fost publicate anterior, trebuie sa se declare sursa inîntregime, si sa se obþinã permisiunea scrisa a autorului respectiv sau a editurii care deþine dreptul de copyright;- daca lucrarea implica cercetare clinica, trebuie sa se conformeze liniilor directoare din Declaraþia de la Helsinki, si saaibã aprobarea etica semnata a comisiei de specialitate din cadrul instituþiei unde s-a efectuat studiul iar pentruexperimentele efectuate pe linia educaþiei fizice ºi sportului sã existe acordul instituþiei ca datele experimentale obþinutepot fi fãcute publice. Identitatea subiecþilor trebuie ascunsa, atât in poze cat si in text.- declaraþie de conflict de interese, pe propria rãspundere;- consimþãmântul informat, semnat, al pacienþilor participanþi la studiu; ( pentru studii de naturã medicalã)- declaraþiile trebuie semnate de toþi autorii.- declaraþia de copyright se semneazã separat de cãtre autori

(Pentru informaþii suplimentare, va rugam consultaþi http://www.upit.ro FEFS, Revistã de specialitate

MODEL

Declaratie de copyright

Fiecare autor declarã pe propria rãspundere cã materialele prezentate sunt originale. Se declarã cã nici un alt materialsimilar, complet sau pãrti, nu a fost publicat în nici o altã limbã la o altã revistã sau jurnal de specialitate, la conferinte ºtiinþifice dinþarã sau strãinãtate. De asemenea fiecare autor acceptã cã nu CAF are responsabilitatea legalã pentru orice neînþelegere sau plângerede naturã legalã ºi solicitare de compensaþii.

Autorii care doresc sã publice figuri, grafice, texte sau pasaje de text care deja au fost publicate sunt rugaþi sã obþinãpermisiunea deþinãtorului de copyright ºi dovada cã aceastã permisiune a fost acordatã. Orice material primit fãrã o astfel de dovadãva fi asumat ca original

Sunt de acord cu prezentul angajament si accept responsabilitatea stiintificã ºi legalã a articolului publicat

Nume datã Semnãturã

Copyright Transfer Statement

Each author warrants that his submission to the Work is original and that he or she has full power to enterinto this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall besubmitted for publication elsewhere while under consideration by CAF Each author also accepts that the CAF willnot be held legally responsible for any claims of compensation.

Authors wishing to include figures or text passages that have already been published elsewhere are requiredto obtain permission from the copyright holder(s) and to include evidence that such permission has been grantedwhen submitting their papers. Any material received without such evidence will be assumed to originate from theauthors.

We are in agreement with the statements and we accept scientific and legal responsibility of the article.

Name Date Signature

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Drepturile redacþionale. Publicarea articolului este condiþionata de acceptarea faptului ca redactorul are dreptul de a corectatextul, in scopul îmbunãtãþirii claritãþii si stilului lingvistic, sau de a-l aduce in limitele impuse ale paginaþiei. Paginile „proofs”. Manuscrisul va fi trimis înapoi la autorul corespondent, cu corecturile însemnate de referenþi. Dupãrealizarea modificãrilor cerute, manuscrisele trebuie înapoiate la redacþie in termen de 48 ore, pe e-mail. Se va rãspunde completla orice întrebare pusa de referenþi. Vã rugam trimiteþi toate corecturile in acelaºi mesaj de e-mail, deoarece alte corecturiulterioare nu vor mai fi posibile. Procesul redacþional si acceptarea spre publicare. Autorii vor fi informaþi de recepþionarea fiecãrui manuscris. Toatemanuscrisele sunt peer-reviewed. Decizia de publicare va fi anunþatã in maxim doua luni de la primirea manuscrisului. In acestcaz, redactorul va estima exemplarul revistei in care va apare respectivul articol. Tipãrirea color. Pentru tipãrirea color se percepe taxa suplimentarã Daca autorii doresc ca ilustraþiile lor sa aparã color inrevista, se vor consulta anterior cu redactorul. Daca articolul este acceptat, tipografia va furniza autorului informaþii privindcostul estimativ al publicãrii.STRUCTURA REVISTEIStructura revistei: editoriale, comunicãri ºtiinþifice, articole originale, actualitãþi din literatura internaþionalã de specialitate.Articole de orientareConþinut: informaþie generalã de actualitate axatã pe probleme teoretice ºi/sau practice (revista literaturii).Dimensiuni: maximum 10 pagini (la nevoie, articolul poate fi împãrþit pentru a fi publicat în numere consecutive).Format: text compact (nu schematizat), fãrã sau cu puþine subcapitole.Bibliografie: recentã (75% titluri din ultimii 5 ani), cu prioritate pentru articole publicate in extenso, citând puþine rezumate,capitole de manual sau cãrþi în întregime, introdusã în text.Articole originaleConþinut: cercetãri fundamentale sau experimentaleDimensiuni: 6-8 pagini, cu 4-5 materiale ilustrative (texte, grafice sau figuri).Format: introducere (starea actualã a problemei, premizele ºi scopul cercetãrii), material ºi metode, rezultate, discuþii, concluzii(numerotate, redactate sintetic ºi strict referitoare la constatãrile personale).Bibliografia introdusã în text (vezi mai jos).Studiu de cazConþinut: observaþii studii de excepþie sau care pun/clarificã o problemã, din categoria celor care se încheie cu o confirmare,evolutivã etc).Dimensiuni: 3-5 pagini, cu 1-2 ilustraþii originaleFormat: prezentarea cazului, comentarii,Bibliografie în text (vezi mai jos).Instrucþiuni pentru redactarea articolelor sau lucrãrilorMaterialele trimise pentru publicare vor fi redactate în programul MS Word.Se vor folosi obligatoriu caractere româneºti.

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Redactarea articolului:- setarea paginii: format A4, margini: top= 2cm, bottom =2cm, left =2cm, right =2cm- font : Times New Roman, size=10, (la un rând, pentru text) ; size=12, (bold, maxim 90 de caractere, cu majuscule, align=center) pentru titlu.- numele ºi prenumele întreg al autorilor însoþit de datele care indicã apartenenþa la o anumitã instituþie (size=10)- afilierea instituþionalã, adresa instituþiei (culese cu corp italic, size=10)- rezumat în limba românã ºi englezã de maximum 200 de cuvinte ºi cuvintele cheie ( size=10, bold)- titlul, rezumatul ºi cuvintele cheie în limba englezã ( size=10)- cuvintele cheie (3-5) sã fie cuprinse în nomenclatorul bazelor de date Academic Journals Database, Scietific informationScirus, ScienceDirect sau Scopus pentru indexarea articolelor full text in categoriile existente in bazele de date- rezumatul de preferinþã structurat pe scop, material ºi metode, rezultate, discuþii ºi concluzii- nu se utilizeazã prescurtãri; folosiþi acronime, sub formã de caractere capitale, numai dacã un termen revine de mai multe ori în textºi aveþi grijã sã le explicaþi la prima utilizare- textul lucrãrii va fi structurat în: introducere, material ºi metodã, rezultate, concluzii sau discuþii- sublinierile vor fi de tip bold sau italic, evitându-se sublinierile cu linii- evitaþi termenii împrumutaþi din alte limbi preferând traducerea româneascã acceptatã în literaturã; dacã acest lucru nu este posibil,culegeþi-i cu corp italic; folosiþi unitãþile sistemului metric ºi prescurtãrile acceptate- TABELE Se numeroteazã consecutiv, în ordinea apariþiei, cu cifre arabe. Se recomandã reducerea la minimum a numãrului detabele. Nu se acceptã prezentarea aceloraºi date atât sub formã de tabele, cât ºi sub formã de grafice. Toate tabelele trebuie sã poarteun titlu, amplasat deasupra tabelului. Orice tabel trebuie menþionat cel puþin o datã în text, (ex. aºa cum reiese din Tabelul 1).Tabelele se amplaseazã cât mai aproape de locul primei citãri. Se amplaseazã centrat pe orizontalã ºi nu pot depãºi lãþimea de 150mm. Datele din tabel se scriu cu font TNR 10 pt. Înainte ºi dupã tabel se lasã câte un rând liber de 10 pt.- FIGURI Toate ilustraþiile (grafice, scheme, diagrame, fotografii, etc.) vor purta denumirea genericã de figuri. Figurile se numeroteazãconsecutiv, în ordinea apariþiei, cu cifre arabe. Toate figurile trebuie sã poarte un titlu, amplasat sub figurã. Orice figurã trebuiemenþionatã cel puþin o datã în text, (ex.aºa cum reiese din Figura 1). Inscripþionarea figurilor se realizeazã cu font TNR 10 pt. Serecomandã amplasarea figurilor în text cât mai aproape de prima citare. Nu se admite desenarea figurilor direct în documentul Word.Ele trebuiesc importate, fie ca fiºiere imagine (jpg, bmp, tiff, etc.), fie ca obiecte (ppt). Imaginile alb-negru se trimit numai cucontrast puternic iar cele color cu o rezoluþie mare. În cazul graficelor, curbele trebuiesc identificate prin modul diferit de simbolizarea punctelor ºi nu prin grosimea sau culoarea liniilor Este de preferat ca numãrul figurilor sã fie redus la strictul necesar pentruînþelegerea textului. Înainte ºi dupã fiecare figurã se lasã câte un rând liber de 10 pt. Textul din figuri trebuie redactat în aceeaºilimbã în care este redactat articolul. Nu se acceptã ca lucrarea sã fie redactatã în limba englezã sau francezã, iar textul din figuri sãfie redactat în limba românã.

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- bibliografia va fi alcãtuitã în sistemul Oxford (adaptat ca mai jos) , lista bibliograficã nu va conþine titluri care nu au fost inserateîn text- indicaþi în text numãrul titlului bibliografic de pe lista citãrilor, acolo unde ideea a fost preluatã, între paranteze- lista bibliograficã va fi întocmitã în ordinea alfabeticã a iniþialei numelor autorilor :1. exemplu de citare în bibliografie a unui articol dintr-o revistã - autori, nume, prenumele cu iniþiale, anul publicãrii, titlularticolului, prescurtarea acceptatã a revistei (italic), volumul , prima ºi ultima paginã:2. exemplu pentru tratat sau monografie - numele autorilor,anul apariþiei, titlul capitolului, editorii, titlul cãrþii (italic), localitatea,paginile:Booth F. W., Baldwin K.M., (1995), Muscle plasticity: energy demanding and supply processes. In: Rowell LB, Shepherd JT (eds).Handbook of physiology. Oxford University Press, New York, pp 1076-1121Autorii îºi asumã toatã rãspunderea în ceea ce priveºte conþinutul articolelor trimise spre publicare prin semnarea unuiangajament - declaraþie

Lista orientativã a tematicii promovate de CAF

Character of the publications - Scientific Carcaterul revistei – ºtiinþific Scientific disciplines: Discipline ºtiinþifice:

·Physical education and Sport Educaþie Fizicã ºi Sporto Adapted Physical Activity Activitãþi fizice adaptateo Biomechanics Biomecanicão Combat Sports and Martial Arts Sporturi de luptã ºi Arte marþialeo Comparative PE and Sport Educaþie Fizicã vesus Sporto Couching Science ªtiinþa antrenamentului sportivo Games Jocuri Sportiveo Individual Sports Sporturi Individualeo Kinanthropometry Kinantropometrieo Kinesiology Kinosiologieo Military sports Sport militaro Motor Learning and Control Învãþare motricão Neuromotor Psychology Psihololgie neuromuscularão Philosophy of Sport Filosofia Sportuluio Political Science of Sport ªtiinþa de politicã a sportuluio Sociology of Sport Sociologia Sportuluio Sport and Exercise Physiology Sport ºi fiziologia exerciþiului fizico Sport and Exercise Psychology Sport ºi psihologia exerciþiului fizico Sport Facilities Baze sportive, echipamente, instalaþiio Sport for All Sportul pentru toþio Sport History Istoria Sportuluio Sport Information Sport ºi informaþieo Sport Management Management în Sporto Sport Pedagogy Pedagogia Sportuluio Sports Law Legislaþie în Sporto Sports Medicine Medicinã Sportivã

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FORMS OF EVALUATION OF THE MANAGE-RIAL STYLE OF COACHES INSIDE THE GAME

OF VOLLEY

By Univ. Doctor and Teacher Niculescu MugurelUniv. Doctor and Teacher. Niculescu Ionela

Univ. Doctor and LectorVladu LarisaUniversity of Pitesti

Key words: coach, chestionary, managerial style

Abstract:Dans l’activite sportive de performance un role

important est joue par le style managerial et les tendancesde direction ; dans ce sens nous avons essaye dans notrerecherche d’appliquer un questionnaire aux entraîneurs quiont participe avec leurs equipes au tournoi naþional duChampionat National de Voley-ball des juniors.

The theme’s actuality:The coach’s function is very important and closely

connected to the necessity of a higher level of professionalknowledge and skills. This is hard to acheive under theconditions of neglecting or ignoring the requirements anddemands of exercising the coaching profession.

The managerial style and the coach’s leadinginclinations play a significant role inside the competitivesportive activity.

The research hypothesis: taking into account thecomplexity of the final competitions we consider thatevaluating the role of the manager alows for the optimumapproach of the group and implicitely brings forwardperformance.

The purpose of the paper: is that of detecting thecoaches’managerial style and their part in reaching a highlevel of performance with the teams they are leading.

Research methods:- Analysing the special field literature in what

concerns the area of leading performant sportiveactivitie;.

- The chestionary research put together by thecoaches or the eight teams participants in theNational Championship for Young Volley PlayersI;

- The statistical and graphical representation.The research development :

The research was realised during the 28.04 – 2.05.2006 period, inside the final tour of the NationalChampionship for Young Volley Players I and consisitedof evaluating the managerial style ot the coaches of theeight teams participant. This evaluation was carried outby applying some chestionaries to the eight coaches andwith the help of the answers given by them.

The questions to which they had to give answersto made reference to the role of the team leader, to he levelof freedom they afford to the team with a view to decisonmaking, solving the team’s problems, the capacity of teamstimulation, accepting the changes suggested by co-workers.

MODALITÃÞI DE EVALUARE A STILULUIMANAGERIAL AL ANTRENORILOR ÎN JOCUL

DE VOLEI

Prof.univ.dr. Niculescu MugurelConf.univ.dr. Niculescu Ionela

Lect.univ.drd. Vladu LarisaUniversitatea din Piteºti

Cuvinte cheie: antrenor, chestionar, stil managerial.

Abstract:Dans l’activite sportive de performance un role

important est joue par le style managerial et les tendancesde direction ; dans ce sens nous avons essaye dans notrerecherche d’appliquer un questionnaire aux entraîneurs quiont participe avec leurs equipes au tournoi naþional duChampionat National de Voley-ball des juniors.

Actualitatea temei:Funcþia antrenorului este foarte importantã ºi este

strâns legatã de necesitatea unui nivel cât mai ridicat alcunoºtinþelor ºi priceperilor profesionale. Acest lucru estegreu de realizat în condiþiile în care neglijãm sau trecemcu vederea cerinþele ºi exigenþele exercitãrii profesiei deantrenor.

În activitatea sportivã de performanþã un rolimportant îl joacã stilul managerial ºi tendinþele deconducere ale antrenorului.

Ipoteza cercetãrii: având în vedere complexitateacompetiþiilor finale considerãm cã evaluarea roluluimanagerului, permite o abordare optimã a grupului ºiimplicit favorizeazã performanþa.

Scopul lucrãrii este de a depista stilul managerial alantrenorilor ºi rolul lor în obþinerea de performanþe laechipele pe care le conduc.

Metode de cercetare:- analiza literaturii de specialitate în domeniul

conducerii activitãþii sportive de performanþã;- ancheta prin chestionar realizatã pe antrenorii

celor 8 echipe participante la CampionatulNaþional de Volei Junioare I;

- analiza statisticã ºi reprezentarea graficã.

Desfãºurarea cercetãrii:Cercetarea s-a realizat în perioada 28.04 – 2.05.

2006, în cadrul turneului final al Campionatul Naþional deVolei Junioare I ºi a constat în evaluarea stilului managerialal antrenorilor celor 8 echipe participante. Aceastã evaluares-a realizat prin aplicarea unor chestionare celor optantrenori ºi a rãspunsurilor date de aceºtia.

Întrebãrile la care au trebuit sã raspundã antrenoris-au referit la rolul purtãtorului de echipã, la nivelul delibertate pe care aceºtia îl acordã echipei în vedereadeciziei, în vederea rezolvãrii problemelor din echipã, lacapacitatea de stimulare a echipei, la acceptareaschimbãrilor propuse de colaboratori.

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A – always; O – often; S – sometimes; R- rarely; N –never

T – totdeauna; A – adeseori; C – câteodatã; R- rar; N –niciodatã

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This chestionary allows us to define the manage-rial style and personal tendencies by the way we pay moreimportance to efficiency and to the degree of gruop satis-faction. The appreciation of the leading inclinatons of eachcoach was done on the basis of an evaluation grid. Follow-ing the filling in of the answers, points between 1 and 9will be given for the two dimensions: Tasks (productivity,efficiency, reaching objectives), Relations (the group’s sat-isfaction).

Evaluation grid for the managerial style (by

Cojocariu, M., V., 2004)

Ways of Interpretation:The answers which appear in the white squares

under the R (relation, satisfaction) sign are summed up,one point being offered for each correct answer, accordingto the circled letters. The answers appearing in the graysquares, meaning S ( tasks, productivity) are also added,one point being given for each right answer. The obtainedanswers are reported to the managerial style grid presentedunderneath.

Acest chestionar permite sã definim stilul mana-gerial ºi tendinþele personale dupã modul cum acordãmmai multã importanþã privind eficienþa ºi gradul desatisfacþie al grupului. Aprecierea tendinþelor de conducerea fiecãrui antrenor, s-a realizat pe baza unei grile deevaluare. În urma completãrii rãspunsurilor se vor obþinepuncte de la 1-9 pentru cele douã dimensiuni: SARCINI(productivitate, eficienþã, realizarea obiectivelor),RELAÞIE (satisfacþia grupului).

Grilã de evaluare a stilului manageriat (dupã


Modalitãþi de interpretare:

Se adunã rãspunsurile care apar în casetele albesub semnul „R” (relaþie, satisfacþie), dând câte un punctpentru fiecare rãspuns, potrivit literelor încercuite. Se adunãrãspunsurile care apar în cãsuþele gri pentru a obþine cota„S” (sarcinã, productivitate) ºi se dã tot câte un punct pentrufiecare rãspuns. Rãspunsurile obþinute sunt raportate la grilastilurilor manageriale prezentatã mai jos.

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Evaluation grid for the managerial style (by Cojocariu,

M., V., 2004)

The results obtained and their interpreta-tion:

The results obtained following the answers givenby the 8 coaches participating in our research were gath-ered in the table below.

Following the analysis of the results obtained in thechestionaries applied to the eight coaches we arrived tothe next interpretation

Grilã de apreciere a stilului managerial (dupã


Rezultatele obþinute ºi interpretarea lor:Rezultatele obþinute la rãspunsurile date de cei 8

antrenori, care au participat la cercetarea noastrã, au fostcentralizate în tabelul de mai jos.

În urma analizei rezultatelor obþinute lachestionarele aplicate celor 8 antrenori s-a ajuns laurmãtoarea interpretare:

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The social style – does not stress the group production orcreation in order to fully capiatalize human relations; heor she is trying to create a comfortable and amicable atmo-sphere inside the group, he or she is calm, comprehensive,avoiding conflicts at all costs; he or she does never blamesand often congratulates.The „laisser-faire”style – is neither interested in the taskto be accomplished nor in the human relations related as-pects; he or she avoids taking decisions and does not stepinside the emotional field; the „non-directive” leader com-municates less with his or hers subordinates, offering themless of a free hand; he or she does not give clear instruc-tions and does not plan group members’ work. Althoughthis style is negative, it is accepted by the very indepen-dent, creative and responsible persons.The directive style:– is centered on the task, with very littleinterest for the human, interpersonal, group relations; inhis or hers eyes the members of the group are not capableneither of deciding nor of organizing themselves, which iswhy he or she does not consult with the subordinates inhis/her initiatives, minutely, rigurously plans every task,and generally pays maximum attention to planning eachactivity; in case of need, he or she takes disciplinary ac-tions; generally he/she does not aprove of individual stylesand strictly supervises the subordinates’ work. The direc-tive leader may be perceived by the others as being ratherarogant and cold, but is accepted by the subordinates in-terested in reaching the objectives, but at the same timedezoriented.The intermediary style – is looking to compromise be-tween the group’s objectives and the personal satisfac-tion of its members; he or she assumes the cotradictionsthat may appear between the activity’s demands andthose connected to human relations; He or she is inclinedto adapt his/her behaviour in function of the circum-stances; he/she sets up esy to acheive objectives insidethe group; he/she does not impose decisions, butnegociates with the subordinates; he/she tries to motivatethe ones he/she leads and seldom appeals to manipula-tion in order to acheive an adequate result.The democratic style – the democratic leader pays equalattention to the group productivity as well as to humanrelations; he/she shows a special interest in team work,considering it the best way to involve the others in fulfill-ing the task; he/she is trying to implicate the others in con-ceiving each work stage; he/she does trust the others andis in his/her turn trustworthy; he/she favors consensualdecisions resulting from group discussions, does not startconflicts; he/she does not see his/her realations with thegroup members as „parental” ones, but as equality rela-tions based on trust, respect, self-support, understandingand reciprocal demands; he/she uses his/her position formaintaining a democratical environment, preventing theindividuals from excluding each other.Conclusions:Considering the analysis of the obtained results we havereached the following conclusions:1. Most coaches participating in our study situated insidethe „laisser-faire” style, representing a negative style ofwork, but being accepted by the very independent, cre-ative and responsible persons.

Stilul social – nu pune accent pentru producþia în grup,sau pe creaþie, pentru a valorifica la maximum relaþiileumane; cautã sã realizeze o atmosferã confortabilã ºiamicalã în grup, este cald, înþelegãtor, evitã cu orice preþconflictele; nu blameazã niciodatã ºi felicitã adeseori.Stilul „lasser-faire” – nu îl intereseazã sarcina de realizatîn grup ºi nici aspectele legate de relaþiile umane; evitã sãia decizii ºi nu se angajeazã pe terenul emoþiilor;conducãtorul „non-directiv”, comunicã mai puþin cusubalternii, acordându-le acestora mai multã mânã liberã;nu dã instrucþiuni clare ºi nu planificã munca membrilorgrupului. Deºi acest stil este negativ, el este acceptat decãtre persoanele foarte independente, creative,responsabile.Stilul directiv – este centrat pe sarcinã, cu foarte puþininteres pentru relaþiile umane, interpersonale de grup;pentru el membrii grupului nu sunt capabili nici sã decidã,nici sã se organizeze de aceea nu-ºi consultã subalternii îniniþiativele sale, planificã fiecare sarcinã în mod riguros,în detaliu ºi în general acordã o atenþie maximã planificãriifiecãrei activitãþi, iar în caz de nevoie, ia mãsuridisciplinare; în general nu aprobã stiluri individuale ºisupravegheazã strict munca subalternilor. Conducãtoruldirectiv poate fi perceput de ceilalþi ca arogant ºi lipsit decãldurã însã este acceptat de subalternii interesaþi înrealizarea obiectivelor dar dezorientaþi.Stilul intermediar – cautã sã facã un compromis întreobiectivele grupului ºi satisfacþiile personale ale membrilorlui; îºi asumã contradicþiile care pot sã aparã între exigenþeleactivitãþii ºi cele legate de relaþiile umane; este înclinat sãîºi adopte comportamentul în funcþie de circumstanþe;fixeazã obiective uºor de atins de cãtre grup; nu impunedecizii, el negociazã cu subalternii; cautã sã-ºi motivesubalternii, dar recurge uneori la manipulare pentru a obþineun rezultat adecvat.Stilul democrat – conducãtorul democrat acordã egalãimportanþã productivitãþii în grup ca ºi relaþiilor umane;acordã interes deosebit lucrului în echipã, considerând cãeste modul cel mai potrivit pentru realizarea sarcinii; cautãsã îi implice pe ceilalþi în realizarea fiecãrei etape de lucru;are încredere în ceilalþi ºi le inspirã încredere; favorizeazãdecizii de consens care rezultã din discuþiile de grup, nucreeazã conflicte; nu înþelege relaþiile sale cu membriigrupului ca „relaþii parentale”, ci ca relaþii de egalitate carese bazeazã pe încredere, respect, susþinere, înþelegere ºiexigenþe reciproce; îºi foloseºte poziþia pentru a menþineclimatul democratic, împiedicând indivizii sã se excludãreciproc.

Concluzii:

În urma analizei rezultatelor am ajuns la urmãtoareleconcluzii:

1. Majoritatea antrenorilor, care au participat lacercetarea noastrã sau încadrat la stilul „lasser-faire”, reprezentând un stil negativ de lucru, darfiind acceptat de cãtre persoanele foarteindependente, creative ºi responsabile.

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2. In a different style situated two of the coachessubjected to the study and this style was the demo-cratic one, showing a special interest to team work.Alþii 2 antrenori sunt încadraþi la stilulintermediar, care este un stil de compromis întreobiectivele grupului ºi satisfacþiile personale.

3. The team’s behaviour was generally concordantwith the managerial style evaluated in the ques-tioned trainers.

2. Într-un alt stil de lucru s-au încadrat 2 antrenoridin cei supuºi cercetãrii, ºi acesta a fost cel demo-crat care acordã interes deosebit lucrului în echipã.

3. Alþii 2 antrenori sunt încadraþi la stilul intermediar,care este un stil de compromis între obiectivelegrupului ºi satisfacþiile personale.

4. Comportamentul echipelor în general a fost înconcordanþã cu stilul managerial evaluat laantrenorii chestionaþi.

Bibliografie:

1. Cojocariu, M., V., (2004) – Introducere înmanagementul educaþiei, Editura Didacticã ºiPedagogicã, R.A., Bucureºti.

2. Colibaba, E., D., Bota., I., (1998) – Jocuri sport-ive – teorie ºi practicã, Editura Aldin, Bucureºti.

3. Cristea, S., (1996) – Pedagogie generalã.Managementul educaþiei, Editura Didacticã ºiPedagogicã, Bucureºti.

4. Lador, I., (2000) – Bazele teoretice alemanagementului sportiv, Edit. Universitãþii dinPiteºti.

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THE OCCUPATIONAL STANDARDS AND THEIRTRANSPOSITION INTO THE EDUCATIONAL

SYSTEM By Univ. Doctor and Teacher COLIBABA –

EVULET DUMITRUUniv. Doctor and Teacher NICULESCU

MUGURELUniversity Assistant COJANU FLORIN

Key words: occupational standards, educational standards,forming the trainersAbstract:

This paper is proposed in order to present thenecessity of occupational standards which are requestedon the work market in the future. These occupational stan-dards are converted in the educational system, so that allthe students must have equal chances to be integrated inthe professions, in the school and civic units at the local,regional and European level.

INTRODUCTION:The changes of the contemporary world: glo-

balization, the common market, the market’s liberalization,the extended mobility of the work force, The EuropeanUnion, the modernising of the social-economical, cultural-scientifical life, the birth of new fields of the scientificknowledge and so on, have started and brought about along series of reorientations ans reorganizations of all fieldsof activity.

The mondial context undoubtebly also influ-ences the methodological and educational background,which must enter on the right path of the generalchanges already mentioned.

How did we proceed?„Educational projects” were put together, amongwhich: The Occupational Standards (OS) have become instruc-tional objectives planned to be acquired from school even;

Ú The graduates of every curricular cycle(gindergarden, primary, gimnasium, highschool,vocational, universitary, post universitary) are toobtain the level of scholar, professional and so-cial integration;

Ú Those already practising their activity inside thework field are to be offered the perspective ofcontinuous and permanent learning.So, these educational programs target the acqui-sition of the OS inside the processus of initial,continuous and permanent forming of all catego-ries of citizens.

Elaborating the prospective educational proiectsasked for answers at the following questions:

What will happen tomorrow? (when the studentsbegining school today will end it)

- What will they have to know or to know to make?(in order to actively integrate in the professional,civical, family life, inside the collective group- What changes must there take place inside thelearning system in order for its finite products toanswer the demands that society imposes?

STANDARDELE OCUPAÞIONALE ªITRANSPUNEREA LOR ÎN SISTEMUL

EDUCAÞIONAL

Prof. univ. dr. COLIBABA – EVULEÞDUMITRU

Prof. univ. dr. NICULESCU MUGURELAsist. univ. drd. COJANU FLORIN

Cuvinte cheie: standarde ocupaþionale, standardeeducaþionale, formarea formatorilor.Abstract:

This paper is proposed to present the necessity ofoccupational standards who are requested on the workmarket in the future. These occupational standards areconverted in the educational system, such all the studentsmust have equal chances to be integrated in the profession,school and civic units at the local, regional and Europeanlevel.

INTRODUCERE:Schimbãrile lumii contemporane: globalizarea,

piaþa comunã, liberalizarea pieþii, mobilitatea extinsã aforþei de muncã, Uniunea Europeanã, modernizarea vieþiisocial-economice, cultural-ºtiinþifice, apariþia unor noidomenii ale cunoaºterii ºtiinþifice, º.a., au provocat ºi auatras dupã sine o serie întreagã de reorientãri ºi reorganizãriale tuturor domeniilor de activitate.

Contextul mondial influenþeazã fãrã îndoialãºi cadrul metodologic educaþional, care trebuie sã seînscrie pe direcþia de mers a schimbãrilor generaleamintite.

CUM S-A PROCEDAT?S-au elaborat „proiecte educaþionale” în care:

Ú Standardele Ocupaþionale (SO) au devenitobiective instrucþionale planificate spre a fiachiziþionate încã din ºcoalã;

Ú absolvenþii fiecãrui ciclu curricular (preºcolar,primar, gimnazial, liceal, profesional, universitar,postuniversitar) sã dobândeascã statutul deintegrare ºcolarã, profesionalã ºi socialã;

Ú celor care deja îºi exercitã activitatea în câmpulmuncii sã le ofere perspectiva de formare continuãºi permanentã

Deci, aceste programe educaþionale vizeazã însuºireaSO în cadrul procesului de formare iniþialã, continuã ºipermanentã a tuturor categoriilor de cetãþeni.

Elaborarea proiectelor educaþionale prospective aucerut rãspunsuri la urmãtoarele întrebãri:

- Ce va fi mâine? (când vor termina elevii care începazi ºcoala)- Ce vor trebui sã ºtie sau sã ºtie sã facã? (pentru ase integra activ în viaþa profesionalã, civicã, de familie,în colectiv)- Ce schimbãri trebuie sã se producã în sistemul deînvãþãmânt pentru ca produsele lui finite sãrãspundã exigenþelor impuse de societate?

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THE PURPOSE OF THE TRANSPOSITION OFTHE OCCUPATIONAL STANDARDS INSIDETHE EDUCATIONAL SYSTEM :

Anticipating the occupational standards (OS)asked for by the work field in a future time (in a local,national and European schedule).

The transposition of the OS as instructional ob-jectives of the prosessus of initial, continuous andpermanent forming of the students’ personality, in sucha way that the graduates of every curricular cycle tohave real, effective chances of civical, professionaland scholar integration.

It targets the continuous and permanent post –universitary training.

The transposition of the O.S inside the educational stan-dards (ES)

Preoccupations for introducing SO inside the edu-cational system

- 1988 – UNESCO – Perspectives and directions ofeducational development in Europe- 1989 – The necessity of a globalized European learn-ing- 1991 – The Canadian Agency- The strategy of theeducational reform in the Caraibean area- 1992 – The USA State Department – the Asia area–Pacific ; “Standards for the XXIth century- 1993 – The VI-th Regional Convetion of Ministers– Asia – Pacific,

The International Comission for Education – real-izes a synthesis of the previous proiects and expe-riences.- 1994 – Romania – The Council for OccupationalStandards- 1999 – The new system of evaluation and certifica-tion of the professional abilities- 2001 – Torino – Establishing educational standardsand standards concerning the professinal training –underlining their importance through the level of oc-cupation of graduates- 2007 – Londra – The Council of the Ministers ofLearning – Bologna

SCOPUL TRANSPUNERII STANDARDELOROCUPAÞIONALE ÎN SISTEMUL EDUCAÞIONAL

- Anticiparea standardelor ocupaþionale (S.O.)solicitate de piaþa muncii la timpul viitor (pe plan lo-cal, naþional ºi european).- Transpunerea S.O. ca obiective instrucþionale aleprocesului de formare iniþialã, continuã ºi permanentãa personalitãþii elevilor, astfel încât absolvenþii fiecãruiciclu curricular sã aibã ºanse efective de integrarecivicã, ºcolarã, profesionalã.- Vizeazã formarea continuã ºi permanentã post-ºcolarã.

Transpunerea S.O. în standarde educaþionale (S.E.)

Preocupãri pentru introducerea SO în sistemuleducaþional

- 1988 – UNESCO – Perspective ºi direcþii dedezvoltare a educaþiei în Europa- 1989 – Necesitatea unui învãþãmânt europeanglobalizat- 1991 – Agenþia Canadianã - Strategia reformeieducaþionale în zona Caraibilor- 1992 – Departamentul. de stat SUA – zona Asia –Pacific ; “Standarde pt. sec. XXI- 1993 – A VI-a Conf. Regionalã a miniºtrilor – Asia –Pacific,

Comisia internaþionalã pentru educaþie –realizeazã o sintezã a proiectelor ºi a experienþelorprecedente- 1994 – Romania – Consiliul pt. StandardeOcupaþionale- 1999 - Noul sistem de evaluare ºi certificare acompetenþelor profesionale- 2001 – Torino – Stabilirea standardelor pentrueducaþia ºi formarea profesionalã - punerea acestoraîn valoare prin gradul de ocupare a absolvenþilor- 2007 – Londra – Consfãtuirea MiniºtrilorÎnvãþãmântului – Bologna

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PURPOSE- Anticipating the occupational standards (O.S) askedfor by the work market in a future time (locally, na-tionally and on an European plan).- The transposition of the O.S. as instructional objec-tives in the process of initial, continuous and perma-nent forming of the students’ personality, so that thegraduates of every curricular cycle can have effectivechances of civical, scholar and professional integra-tion.- It targets the continuous and permanent post-universitary shaping.The projects of implementing O.S. inside the edu-cational system underline two important aspects:The standard norms of initial forming:- Are aiming to the school and universitary prepara-tion;- Establish the criteria, principles, general strategiesat a local level, adaptable to a national level;- In Romania they have been incarnated by the cur-ricula reform: national curricula (schedule, alternativemanuals, proficiencies acquired by students etc) andcurricula on the basis of school disciplines. B. The standard norms of continuous and per-manent learning target the standard prerequists oforganizing, evaluating and certifying the optimum levelof post-scholar professional learning (including thespecialists from the learning field), for which the oc-cupational or ability standars were imposed.The importance of the transposition of the O.S inE. S.

1. O.S are essential in order to substantialize the programesof professional scholar and post-scholar learning, takinginto account the actual demands of the work place.2. O.S – expressed in a language more accessible to train-ers, employees and employers.3. The standards of professional learning are to be basedon O. S. That describe abilities asked or used at the work-ing place.4. Evaluating and attesting the professional abilities willbe used by:

Ø employers – identify the abilities andproficiency of the employees;

Ø the providers of programs for the pro-fessional training (for making theirofferts and serices known);

Ø the ones already employed the and po-tential employees:graduates, futuregraduates, newly hired, the ones com-pleting their training and the ones reori-enting etc.

5. The evaluation and attesting system for the pfofessionalabilities based on the O.S. to be accessible, fair and toassure the recognition of the proficiencies no matter howthey might have been acquired.

SCOP- Anticiparea standardelor ocupaþionale (S.O.)solicitate de piaþa muncii la timpul viitor (pe plan lo-cal, naþional ºi european).- Transpunerea S.O. ca obiective instrucþionale aleprocesului de formare iniþialã, continuã ºi permanentãa personalitãþii elevilor, astfel încât absolvenþii fiecãruiciclu curricular sã aibã ºanse efective de integrarecivicã, ºcolarã, profesionalã.- Vizeazã formarea continuã ºi permanentã post-ºcolarã.Proiectele de implementare a S.O. în sistemul

educaþional scot în evidenþã douã aspecte importanteA. Normele standard de formare iniþialã:

- vizeazã pregãtirea ºcolarã ºi universitarã;- stabilesc criterii, principii, strategii generale de nivelzonal adaptabile la nivel naþional;- în Romania au fost concretizate prin reformãcurricularã: curriculum naþional (programã, manualealternative, competenþe dezvoltate la elevi, etc.) ºicurriculum pe discipline ºcolare

B. Normele standard de formare continuãºi permanentã

- vizeazã cerinþele standard de organizare, evaluare ºicertificare a nivelului optim de pregãtire profesionalãpost-ºcolarã (inclusiv specialiºtii din învãþãmânt),pentru care s-au impus standarde ocupaþionale sau decompetenþã.

IMPORTANÞA TRANSPUNERII S.O. ÎN S.E.1. S.O. sunt esenþiale pentru fundamantarea programelorde pregãtire profesionalã ºcolarã ºi postºcolarã þinândseama de cerinþele reale ale locului de muncã.2. S.O. – exprimate într-un limbaj accesibil pentruformatori, angajaþi, angajatori.3. Standardele de formare profesionalã sã se bazeze peS.O. ce descriu competenþe cerute sau utilizate de locul demuncã4. Evaluarea ºi certificarea competenþelor profesionale vorfi utilizate de cãtre:

Ø angajatori - identificã competenþeleangajaþilor;

Ø furnizorilor de programe de formareprofesionalã (pentru popularizareaofertelor ºi serviciilor);

Ø angajaþilor ºi potenþialilor angajaþi:absolvenþi, viitorilor absolvenþi, noilorangajaþi, celor care se perfecþioneazã sause recalificã, etc.

5. Sistemul de evaluare ºi certificare a competenþelorprofesionale bazat pe S.O. sã fie accesibil, corect ºi sãasigure recunoaºterea competenþelor indiferent cum au fostachiziþionate.

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ACTUAL ORIENTATIONS AND TENDENCIES(CONCLUSIONS)1. THE LEARNING OBJECTIVES

- I – General culture learning: maternal language + 1-2 foreign most common languages, Mathematical el-ements, History, Geography, Civil Culture, ExactSciencies and some technological elements; notenciclopedic information, but practical-useful ones.- II – Abilities and techniques necessary for students:knowing how to treat the menkind, how to formulatethoughts in a simple, precise manner, to know theessential, to be capable of synthesis, to be able to or-ganize, to think logically and critically, to choose in-formation, to work as a team, to improve their naturalcreativity and imagination.- III – Education in the spirit of the moral values:Europa = the common market, heavy resource (Greek,Romaian), tolerance towards the others and being opento different cultures and races..

2. THE LEARNING STRUCTURE- I – Learning is to ensure a prerequisite pre-scholareducation:after gindergarden the passing to the pri-mary school must be an easy one.- II – The span of the necessary learning is to beextended:protection from the hard consequences ofthe work market, the unemployed ones to be able tooccupy a position even at 16-17 years old, a pleadingfor the professional learning-advatageous offerts in thework field.- III – Multiple and diversified learning: the chance ofa longer observation and professional orientation, sys-tems or diversified means of organising schools, theease of passing from one cycle to another- IV – Relations between the general and the techni-cal professional learning: higher prestige for the tech-nical, professnional learning, advantageous executivefunctions, also well paid ones even without a highereducation background, accent on the professional andcivical preparation-for the family.- V. – More numerous alternatives for the young ones,with ages between 16 and 18 inside the professionallearning: technical learning with daily frequence(schools-courses-professions-work places), nightcourses (professional learning-work place-institution),telelearning (distance learning, correspondence),complementary courses (insufficiently trained, quali-fication for the unemployed).

3. THE LEARNING CONTENTI – The primary learning reform: the basicstrictly necessary knowledge (writing, reading,calculations), completing the possible wants inthe family education, the up-raisal in the spiritof the moral values, the mass-media education,the ecological education, the training about roadsafety, the computer use inside the class room.II – Secondary learning: preparing for an ac-tive life, accent on the foreign languages, theEuropean cultural richness, History, Geography,elemmentary notions of Mathematics-Physics-Chemistry-Informatics,

ORIENTÃRI ªI TENDINÞE ACTUALE (CONCLUZII)1. OBIECTIVELE ÎNVÃÞÃMÂNTULUI

- I – Învãþãmânt de culturã generalã: limbã maternã +1-2 limbi strãine de circulaþie, elemente dinmatematicã, istorie, geografie, educaþie cetãþenescã,din ºtiinþe exacte ºi tehnologice; nu cunoºtinþeenciclopedice, ci utilitar-practice.- II – Tehnici ºi competenþe necesare pentru elevi: sãºtie sã trateze cu semenii, sã-ºi formuleze gândurilesimplu ºi precis, sã ºtie esenþialul, sã sintetizeze,organizeze, sã gândeascã logic ºi critic, sã-ºi aleagãinformaþii, sã lucreze în echipã, sã-ºi valorificeimaginaþia ºi creativitatea.- III - Educaþia pentru valori morale: Europa = piaþacomunã, patrimoniu solid (grec, român), toleranþãpentru semeni, cu deschidere spre alte culturi ºi rase.

2. STRUCURA ÎNVÃÞÃMÂNTULUI- I - Învãþãmântul sã asigure o educaþie preºcolarãobligatorie: dupã grãdiniþã trecere uºoarã la ºcoalaprimarã.- II - Durata învãþãmântului obligatoriu sã seprelungeascã: protecþie în faþa consecinþelor dure alepieþii muncii, ºomajul sã poatã ocupa un loc de muncãchiar la 16-17 ani, pledoarie pentru învãþãmântulprofesional – oferte avantajoase pe piaþa muncii.- III - Învãþãmânt multiplu ºi diversificat: ºansa uneiperioade mai îndelungate de observare ºi orientareprofesionalã, sisteme sau modalitãþi diversificate deorganizare a ºcolilor, supleþea trecerii de la un ciclu laaltul.- IV - Relaþii între învãþãmântul general ºi cel tehnicprofesional: prestigiu mai ridicat pentru învãþãmântultehnic profesional, funcþii de execuþie rentabile ºi bineplãtite fãrã sã ai studii superioare, mizã mare pepregãtirea profesionalã ºi educaþie civicã - pentrufamilie.- V. - Alternative sporite pentru tinerii de 16-18 anidin învãþãmântul profesional: învãþãmânt tehnic cufrecvenþã la zi (ºcoli - cursuri profesii - loc de muncã),cursuri serale (învãþãmânt profesional - loc de muncã- instituþie), teleînvãþãmânt (formare la distanþã,corespondenþã), cursuri complementare (insuficientpregãtiþi, calificare pentru ºomeri).

3. CONÞINUTUL ÎNVÃÞÃMÂNTULUI- I - Reforma învãþãmântului primar: cunoºtinþe debazã strict esenþiale (a scrie, a citi, a calcula)complementarea deficienþelor educative din familie,educaþia pentru valori morale, pentru mass media,pentru ecologie, pentru securitate rutierã, utilizareacalculatorului în clasã.- II - Învãþãmântul secundar: pregãtire pentru o viaþãactivã, accent pe limbi strãine, patrimoniul cultural alEuropei, istorie, geografie, (nu numai din perspectivãnaþionalã), noþiuni elementare de matematicã-fizicã-chimie-biologie- informaticã, educaþie cetãþenescã(legile þãrii, organismele europene, internaþionale,probleme mondiale, educaþie pentru pace, pentrumediu, sãnatate, subdezvoltare, droguri, etc).

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Civical education, (the country’s laws, the Eu-ropean, international organisms, mondial issues,education in the spirit of peace, environmental,health, underdevelopment, drugs awareness etc).

4. THE SCHOOL AND POST-SCHOLAR PREPARA-TION FOR AN ACTIVE LIFE ( qualities, capabilitiesand abilities necessary to those who are instructed or whoare working inside the market relations system):

- initiative (dinamysm and creativity = free-dom of thinking and acting);- cooperation (interplay with the other for asuperior result );- team work, reciprocal instructing (at thework place), evaluation (ascertaining theproduct or service), communication (the op-timal use of information), the ability to lis-ten, read, understand, interpret the informa-tion;- logical thinking (reasoning and argumentingcontrasted with learning by heart);- problem solving, decision taking, (respect-ing rules, alternative solutions);- obtaining and using information (various,adequate, sufficient, recent);- planning their own actions;- efficient learning style ( to learn to knowhow to learn by yourself);- self-learning in order to know what to do;- cohabitation means (with different ethnicaland cultural groups, cultivating knowledgehuman relations, tolerance, understanding,mutual respect, collaboration etc).

5. TEACHING IN AN APPLIED INTERDISCIPLI-NARY APPROACH

- Reorientation of the scholar education (too theoreti-cal and abstract) towards a teaching of the applicativedisciplines, reported to the environment and students’life experience, to the school prophile, to the areawhere it functions.- Teaching the general culture subjects is not to re-main monodisciplinary (isolated among them), butinterdisciplinary on the basis of connection making,interferences, knowledge transfer, methods and lan-guage.- To have realized an integrated system of knowledgeand attainments.- The interchangeabel approach of some subjects suchas: health, transports, violence, the European dimen-sion of education, the natural environment, subnutri-tion, nuclear danger.- The practical disciplines (technical, manuals, cor-poral) do not raise the problem of the interdiscipli-nary teaching, but this is realised with difficulty forthe general culture disciplines (Mathematics, Physics,Chemistry, History, Geography, foreign languages).

6. PRIORITARY DIRECTIONS CONCERNING THEINTERNATIONAL STANDARD NORMS1. Student centered learning (focusing on forming its schoolabilities), that is focused on what he learns to know, toknow to do and apply immediately after the teacher hasfinished finished the lesson.

4. PREGÃTIREA ªCOLARÃ ºi POSTªCOLARÃPENTRU O VIAÞÃ ACTIVÃ (calitãþi, capacitãþi ºicompetenþe necesare celor care se instruiesc sau carelucreazã în sistemul de relaþii de piaþã):

- iniþiativã (dinamism ºi creativitate =independenþã în gândire ºi acþionare);- cooperare (interacþiune cu alþii pentru unrezultat superior);- muncã în echipã, instruire reciprocã (la loculde muncã), evaluare (certificarea produsuluisau serviciului), comunicarea (utilizareaoptimã a informaþiei, priceperea de a asculta,citi, înþelege, interpreta informaþia;- gândirea logicã (raþionament ºi argumenteîn contrast cu învãþarea pe dinafarã);- rezolvare de probleme, luarea deciziilor(respectarea regulilor, soluþii alternative);- obþinerea ºi utilizarea informaþiei (variate,adecvate, suficiente, recente);- planificarea propriilor acþiuni;- stil eficient de învãþare (a învãþa sã ºtii sãînveþi singur);- sã te autoinstruieºti pentru a ºtii sã faci;- manierã de convieþuire (cu diferite grupurietnice ºi culturale, cultivarea relaþiilor umanede cunoaºtere, toleranþã, înþelegere, respectreciproc, colaborare, etc.

5. PREDARE ÎN VIZIUNE APLICATIVINTERDISCIPLINARÃ

- Reorientarea pregãtirii ºcolare (prea teoretice ºi preaabstracte) spre o predare a disciplinelor aplicative,raportate la mediul ºi experienþa de viaþã a elevilor, laprofilul ºcolii, la zona în care funcþioneazã.- Predarea disciplinelor de culturã generalã sã nurãmânã monodiciplinarã (izolate unele de altele), ciinterdisciplinarã pe baza realizãrii unor corelaþii,interferenþe, transfer de cunoºtinþe, metode ºi limbaj.- Sã se realizeze un sistem integrat de cunoºtinþe ºideprinderi.- Abordarea interdisciplinarã a unor probleme globalecum ar fi: sãnãtatea, transporturile, violenþa,dimensiunea europeanã a educaþiei, mediul natural,mediul înconjurãtor, subnutriþia, pericolul nuclear.- Disciplinele practice (tehnice, manuale, corporale)nu ridicã problema predãrii interdisciplinare, în schimbmai greu se realizeazã acest lucru la disciplinele deculturã generalã (matematicã, fizicã, chimie, istorie,geografie, limbi strãine).

6. DIRECÞII PRIORITARE PRIVIND NORMELESTANDARD INTERNAÞIONALE1. Învãþãmânt centrat pe elev (pe formarea competenþelorsale ºcolare) adicã pe ceea ce învaþã sã ºtie, sã ºtie sã facãºi sã aplice imediat ce profesorul a terminat lecþia. Aici seimpune revizuirea criteriului de evaluare a activitãþiiprofesorului.2. Autoinstruirea ºi autoformarea ca reacþie laînvãþãmântul informativ-enciclopedic (bazat pe memorarereproductivã). Deci, un învãþãmânt formativ bazat peformare de capacitãþi, aptitudini ºi atitudini personale, darºi pe capacitatea profesorului de a învãþa elevul sã facã, sãaplice, sã depoziteze informaþia.

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It is here that the revising of the criteria of evaluation ofthe teacher’s activity imposes.2. Self-instruction and self-creation as a reaction to theinformative-enciclopedic learning (based on reproductivememorizing). So, formative learning based on abilities,aptitudes and personal attitudes, but also on the teacher’spower to teach the student to do, apply and stow the infor-mation.3. Realizing the European dimension of education, whichmeans:

- consciousness of the European citizenship;- teachers, pupils and students exchange toform European citizens;- European valorification of tradition, expe-rience and national assets;- teaching History and national Geographyas European Historico-Geographical units;- aqcquiring the common European lan-guages to serve purposes of communication,knowledge, cohabitation.

7. NORMS REGARDING THE HABITS IMPOSEDBY LIFE

- functional alphabetization;- scientific and technological knowledge expressedunder the form of marking scales of scholar habitswhithout which it would be impossible to have eco-nomical, social and cultural activities;- usefully-functional habits necessary in an active life(professional, civical, a family one);- some competences will be attested through univer-sity diplomas without compulsory preparation stages.

The scholar training of the young ones in Romania isto pursue:

- The curriculum reform by which the school learn-ing is planned as a national curriculum, includinglearning plans, programs, manuals etc.- The school programs have performance standardsas components and as final sequence. Next to thesewe are to find the Frame and Reference Objec-tives, examples of learning Activities and Contents.- The curricular standards of performance – theoperational form of the frame objectives or de-mands with minimum marking scales which mustbe fulfiled by the end of the scholar cycle.- The general school preparation (capacities, hab-its, atitudes, socially constructive behaviours ) + thesystem of professional knowledge stipulated to beacquired at the levels of general and professional learn-ing (school, university, post-university), as well as inall types of post-scholar university forming.- Elaborating strategies, methodologies and pro-grams of professional forming.- Evaluation and certifying instruments based onstandards: Aptitudinal standard, Occupationalstandard, Competency standard, Certification ref-erences, Professional profiles etc.

3. Realizarea dimensiunii europene a educaþiei, careînseamnã:

- conºtientizarea cetãþeniei europene;- schimb de profesori, elevi ºi studenþi pentruformarea unor cetãþeni ai Europei;- valorificarea europeanã a tradiþiilor,experienþei ºi valorilor naþionale;- predarea istoriei ºi geografiei naþionale capãrþi istorico-geografice europene;- însuºirea limbilor de circulaþie europeanãîn slujba relaþiilor de comunicare, cunoaºtere,convieþuire.

7. NORME PRIVIND DEPRINDERILE DICTATE DEVIAÞÃ

- alfabetizare funcþionalã;- cunoºtinþe ºtiinþifice ºi tehnologice exprimate subforma unor baremuri de deprinderi ºcolare fãrã de carerealizarea unor activitãþi economice, sociale, culturalear fi imposibilã;- deprinderi utile funcþionale necesare într-o viaþãactivã (profesionalã, civicã de familie);- unele competenþe vor fi atestate prin diplomeuniversitare fãrã stagii de pregãtire obligatorie.

Pregãtirea ºcolarã a tineretului din România sãurmãreascã:

- Reforma curricularã în care pregãtirea ºcolarãeste proiectatã sub formã de curriculum naþional:cu planuri de învãþãmânt, programe, manuale, etc.- Programele ºcolare au în componenþa lor casecvenþã finalã standarde de performanþã, alãturide Obiectivele Cadru ºi de Referinþã, exemple deActivitãþi de învãþare, Conþinuturi.- Standardele curriculare de performanþã - formaoperaþionalã a obiectivelor cadru sau cerinþe cubaremuri minime care trebuiesc îndeplinite lasfârºit de ciclu ºcolar.- Pregãtirea ºcolarã generalã (capacitãþi, deprinderi,atitudini, comportamente sociale constructive) -sistemul de cunoºtinþe profesionale prevãzute sprea fi achiziþionate la nivelurile de învãþãmânt generalºi profesional (ºcolar, universitar, postuniversitar),precum ºi în toate tipurile de formare continuãpostºcolarã.- Elaborarea unor strategii, a unor metodologii ºiprograme de formare profesionalã.- Instrumente de evaluare ºi certificare pe bazã destandarde: Standard de aptitudini, Standardeocupaþionale, Standarde de competenþã,Referenþele de certificare, Profile profesionale, etc.NORMELE STANDARD DE FORMARE

PROFESIONALÃ ªCOLARÃ ªI POSTªCOLARÃASIGURÃ:

- Ocuparea unui loc de muncã pe bazã de competenþe;- Legãturã esenþialã cu cerinþele pregãtirii forþei demuncã;- Programe de educare ºi formare pentru o viaþã activãa capitalului uman;- Evaluarea ºi atestarea competenþelor pentru ocupareaunui loc de muncã dupã criterii riguroase;- Efecte economice: restructurare, utilizareatehnologiilor moderne, creºterea productivitãþii;

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THE STANDARD NORMS FOR SCHOOL ANDPOST-SCHOLAR PROFESSIONAL TRAINING EN-SURE:

- Occupying a working place on the basis ofcompetences;- The essential connection with the demands of workforce forming;- Programs for educating and forming for an activelife of the human capital;- Evaluation and attesting the competences for occu-pying a work place after rigurous criteria;- Economic effects: restructuring, the use of moderntechnology, the increase of productivity;- Social effects: individuals with a smaller level ofpreparation, but that can be easily integrated socially,and that need oportunities to qualify and socially in-tegrate.

8. THE IMPLICATIONS INSIDE THE HIGHEREDUCATION

- Bologna – an European space for the higher educa-tion is established;- Passing to educational products based on learning;- Reorganizing and synthesis of the cycles of initialand continuous forming, respectivelly: bachelor’s de-gree, master’s degree and doctorate;- Practicing a differencial management at some facul-ties and universities;- A higher proportion for the applied-practical activi-ties that are to form/qualify;- Creating antreprenorship modules inside universi-ties;- Creating the Higher University National Registre ofQualifications (R.N.C.S.I.S.);- Mentioning the qualification on the diplomasuppliment;- M.Ed.C.T. srtategies (15 000 bachelor’s degree,master’s degree and doctorate bourses abroad during2007-2013).

INTERNATIONAL BIBLIOGRAPHY:

- Efecte sociale: indivizi cu un nivel de pregãtire maiscãzut, dar care se poate fi integrat cu uºurinþã pe scarãsocialã, care au nevoie de oportunitãþi pentru a secalifica ºi integra social.

8. IMPLICAÞIILE ÎN ÎNVÃÞÃMÂNTUL SUPERIOR- Bologna – se stabileºte un spaþiu european alînvãþãmântului superior;- Trecerea la produse educaþionale bazate pe învãþare;- Reorganizare ºi resintetizare a ciclurilor de formareiniþialã ºi continuã, respectiv licenþã, master, doctorat;- Practicarea unui management diferenþiat la unelefacultãþi ºi universitãþi;- Proporþie mai mare pentru activitãþile aplicativ-prac-tice care sã formeze/califice;- Crearea în universitãþi a unor focare deantreprenoriat;- Crearea Registrului Naþional al Calificãrilor dinÎnvãþãmântul Superior (R.N.C.S.I.S.);- Menþionarea calificãrii în suplimentul de diplomã;- Strategii M.Ed.C.T. (15 000 de burse în strãinãtateîn perioada 2007-2013 pentru masterat, doctorat ºipostdoctorat).

BIBLIOGRAFIE NOÞIONALÃ:1. Colibaba-Evuleþ, D., (2007) Praxiologie ºi

proiectare curricularã în educaþie fizicã ºisport, Ed. Universitaria Craiova

2. Copilu, D., (2002) Standarde educaþionale,standarde de competenþã în managementuleducaþional, Ed. Guinivas, Chiºinãu

3. Certificarea competenþelor profesionale(2001), Consiliul pentru standardeocupaþionale ºi atestare, Bucureºti

4. Curriculum Naþional (1998) Programeºcolare pentru clasele V-VIII ºi clasele IX-XII.

5. Iosifescu, ª, (1993) Abordarea managerialãîn educaþie, echivalenþe funcþionale, Revistade pedagogie nr. 8-12/1993

6. Peretti, A., (1996) Educaþia în schimbare, Ed.Polirom, Iaºi

1. Perspectives et teaches du development del’education en Europe (1998) U.N.E.S.C.O.,Paris

2. Tendences de l’enseignement EuropeanConseil de l’europe (1998) Strasbourg

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ORIENTATIONS, CURRENT AND LONG-TERMTENDENCIES IN THE HANDBALL OF HIGH

PERFORMANCE




Key words: handball, orientations, tendenciesAbstract. The characteristics, the orientations and the ten-dencies of evolution of the hand-ball game world-wide,are emphasized through analysis made by specialists andresearches on the teams that participate at the big interna-tional competitions.The present paper wants to synthesize the main character-istics, orientations and tendencies of development of thepresent-day hand-ball, starting from the analysis of thegame of the teams and players in the big international com-petitions.

Introduction. In the current society, the sport ofhigh performance became a real social phenomenon withimportant mutations in all the spheres afferent to the sport-ing movement, continually making various connectionsbetween sport and new areas of activity. Because of thisreason the permanent preoccupation of the specialists seemsjustified, to do periodical investigations of prognosis withthe purpose of tracing out its tendencies of evolution.

Installing professionalism in the handball gamemakes the level of asked performances to be in continuousgrowth, which makes that the methodology of preparationand competition of the players and teams to be in perma-nent research, taking the sportsman closer to its biologicallimits. The current paper wants to synthesize the mainorientations and tendencies of development of handballnowadays, starting from the analysis of the game of teamsand players in the great international competitions.

Content. The orientations and tendencies of evo-lution of the handball game worldwide are relevant throughthe analyses made by specialists and researchers at the greatinternational competitions: The Olympic Games, The In-ternational Championships, the European Championships,etc. In the evolution of the game, determined mainly bymethodological and organizational factors, a series of posi-tive characteristics is emphasized, but also of negative, fromwhich the specialists (Popescu C., 1994; Adoniou G., 1997;Negulescu I., 1998; Sotiriu R., 1998; Mocsai L., 2002;Budevici A., ªufaru C., 2004; SevimY., Taborsky F., 2004;Mihãilã I., 2006; Pollany W., 2006; Hagleitner K., 2006;Leuciuc F., 2007), separate the following:

Positive Tendencies:

• The diversity and variety of the techni-cal procedures and tactical actions of attack and defense,alternated from one phase to another and executed in hightempos, with precision and efficiency, which offer the gamea plus of dynamism and spectacular;

• The individual technique in adversityconditions is lifted to a level of masterliness and in fullconcordance with the increasing speed of the game;

• Synchronization at maximum param-eters between the precision and the efficiency of the indi-vidual and collective tactical actions by the subordinationof the player’s actions to the interest of the team;

• Counter-attack and constant counter-at-tack is launched immediately after entering into the pos-session of the ball and finalized through a varied range oftechnical procedures of throwing.

Negative Tendencies:

• The fight for victory and its ad judgmentat any price, often lead to an irregular game of the defend-ers, practiced intentionally and premeditated;

• The loss of the character of competi-tion to the spirit of fair-play, represented by the pharma-ceutical and medical manipulation, which can influencethe performance;

• The implication of club owners or ofsponsors in the technical problems of coaching and train-ing.

We didn’t insist on some of the tendencies alreadyforecasted earlier, but on those we consider obvious forthe current handball game, resulted from consulting theliterature of specialty, from discussions with the special-ists of the domain, from participations in the great interna-tional competitions, etc.

The game pattern on the international plan fore-shadows as main characteristic of the majority of the teams,the increase of the players’ height, in tight correlation withthe weight. In this sense, Bayer C., (1991), asserts that theindex of robustness, calculated after the formula weight x100/height, the higher it is, the level of value that the playercan achieve can be higher. We present the values of thearithmetical average of this index at a number of 10 repre-sentative teams participating at the International Champi-onship of Germany, 2007 (table 1).

As you can see in the table presented, the averageof the height of the players of the most valuable teams inthe world is way over the somatic model presented by thematerials of specialty of a few years ago.

The report height-100/weight presented by thespecialists as one of the somatic criteria of which best valuefor the handball of high performance must be in between1,04 – 1,06, knows a major diminution on all teams pre-sented at the great competitions. This is especially due tothe increase of active muscular mass for the handball play-ers, no matter the post of specialization.

To exemplify, we present the values of the indexessubmitted to research for a series of handball players ofgreat value which activate in the top teams of the world(table 2). As one can see, the individual values of some ofthe best players in the world are over the average results ofthe teams taking part in the great competitions, which rep-resent an additional argument in favor of those asserted.

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Table 1

Table 2

Conclusions.

The general tendency of current orientation onthe international plan is to give the handball game anemphasized dynamism, through a complex and longtraining, materialized through special indexes of mani-festation of the motric qualities and especially of ability.

The tendencies and the directions of developmentof the handball games we presented (and not only those),would have to be reported permanently to the intentions ofthe international organizations, the requests of the society,following a permanent evaluation of performance of theplayer and the team through the parameters of the game(quantitative and qualitative) is the highest test of evalua-tion, of efficiency of the players (the team), as well as ofthe efficiency of the applied strategy and tactical concep-tion of the game.

The evolution of performances, but most of all,the possibilities of processing the information in the train-ing and competition through using on a greater scale thetechniques of calculation, will open new ways of interven-tion in order to develop the limits of sporting performances.Thus, shortly it will become possible, in a correlative way,the interpretation of factors with priority in obtaining valu-able results.

In order to remove the tendencies which restrainthe qualitative development of the handball game and de-crease its spectacularness, we agree with the specialiststhat suggest modifying the regulations of the game, withthe purpose of increasing the fluency and its degree of at-tractiveness.

Bibliography

ADONIOU G., (1997), Ameliorarea pregãtirii echipelorfeminine de handbal prin utilizarea metodelor modernepsihopedagogice, Bucureºti, Tezã de doctoratBAYER C., (1991), Que sais je? Le Hand-Ball, Le pointdes conaissances actuellsDRAGNEA, A., ºi colab., (2006), Educaþie fizicã ºi sport– teorie si didacticã, Bucureºti, Edit. FESTHAGLEITNER K., (2006), Qualitative Analysis of the2006 Men’s 20 European Handball Championship,Innsbruck, www.eurohandball.comÌ Ð ÁÃ²ÎÓ Ã., ÊÁÑÑÁÓ Ä., ÊÏÑÏÑÏÓ Ð.,ÊÏÕÔÏÕËÏÕËÇÓ Á., (1991), ×åéñïóöáéñéóç, AèhnaPOLLANY W., (2006), European Championship for manSwitzerland, www.eurohandball.comPOPESCU C., (1994), Handbalul modern evoluþie ºiconcepþie, Mannheim, Edit. CRCS

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METHODOLOGICAL ASPECTS CONCERNINGTHE SELECTION OF CHILDREN IN THE GAME

OF HANDBALL




Key words: methodological aspects, children, handball,selectionRésumé. AbstractOne can obtain exceptional world performances onlythrough the early tracking down of the individuals withspecial abilities for practicing handball. Selecting the ele-ments possessing a somatic type and psycho-motrical quali-ties characteristic to contemporary handball game, consti-tutes a primordial element for all the specialized federa-tions in order for them to attain the proposed performanceobjectives.Introduction.

The problem of the selection was and will be per-manently in the attention of the specialists of the domain,as a specific element, belonging to the sport of performanceand directed to obtaining superior results in the great in-ternational competitions.

The main premises for the success of the selec-tion know thoroughly the components that make up theconsidered sporting activity, so one can know beforehandthe constitutive skills and the characteristics of the move-ment.

In the vision of specialists, the selection can beseen as a process of finding, drawing and gearing the ele-ments with superior skills for the practicing of differentbranches of sport (Bota I., 1984, Colibaba E. D., Bota I.,1998, Dragnea A. and collaborators 2006, Nicu A., 1993).

The components of the model of selection for the game ofhandball, are established through studying the game of theteams of high performance, emphasizing their typical fea-tures necessary to obtaining superior results, so having infront of them the model of the future champion.

The data given by literature of specialty and theexperience obtained by authors in the practical activity inthe domain of handball in Romania and Greece, permittedus to formulate the following criteria common to the se-lection (table 1):

Table 1

We underline the fact that the exigencies of contest arethose that select the values and not those we have enumer-ated, which give us information about some reserves thatcan stay in their initial phase, if they don’t find their effi-ciency in the proper game.Material and methods. In order to experiment the theo-retical considerations presented and to identify the skillsthat encourage the practicing of the handball game, weundertake an experimental study concerning their estab-lishment in the initial phase and their degree of manifesta-tion at an early age, inside the Sporting Club ,,Sport Team”Piteºti which made a selection in order to form a group ofchildren who are beginners in the handball game. To thisaction attended a number of 96 children with the age of10-11 (born in 1996 and 1997), a number of 21 pupilswith skills for practicing the game of handball.Results. We further present the values of the main somaticindexes measured, for the subjects participating in the se-lection (n=96, table 2) and for those selected in order tobegin the process of training (n=21, table 3).

Taking into account the tendencies of development of thehandball game worldwide, but especially the actual levelof handball in Romania and Greece (with no special re-sults at the great competitions, exception being the femi-nine handball in Romania), amongst the measures that arenecessary is that of making the selection carefully.

26

Table 2. The values of the somatic indexes for the eligiblechildren

Table 3. The values of the somatic indexes for the selectedchildren

At the somatic measurements made one can seefor the selected children, values of the arithmetical aver-age inferior to the initial model of selection elaborated bythe federations of specialization, while the values regis-tered by the selected children are integrated in the modelof the age submitted to research. (the graphics 1,2 and 3).

Diagram 1.

Diagram 2. . Diagram 3.

The results obtained to the tests of motility by the eligiblechildren (n=96, table 4) and the selected children (n=21,table 5) show us superior values for the selected childrenin order to starting their activity in handball, values thatare integrated in the model of selection for the age of 10-11, shown in the graphics 4-7.

27

Table 4.The values of the motility indexes for the eligiblechildren

Table 5. The values of the motility indexes for the selectedchildren



Conclusions. In order for the random selection to beavoided, the trainers must know the requirements of theselection, taking into account the actual level of develop-ment, as well as the future one of handball.

The validity of the criteria of selection applied ata certain time being sort of relative, we consider that thesemust be up-dated permanently and applied in practicethrough tests and norms of control typical to the game ofhandball and even to the specialization positions.Analyzing the system of sporting selection we encounteredin practice, one can observe that it is composed of testswhich identify first the athletic qualities and less those ludic,which forecast the favorable features for the practicing ofthe handball game.

The efficiency of the work given by the relation coach-player-team, will depend on the quality of the initial selec-tion and on that made on all the steps of the training, that isthe fulfillment of the objectives of training and perfor-mance.Bibliography.BOTA, I., (1984), Handbal modele de joc ºi pregãtire,Bucureºti, Edit. Sport TurismCOLIBABA, E., D., BOTA, I., (1998), Jocuri sportiveteorie ºi metodicã, Bucureºti, Edit. AldinDRAGNEA, A., ºi colab., (2006), Educaþie fizicã ºi sport– teorie ºi didacticã, Bucureºti, Edit. FESTKARRAS, D., (2000), Beach Handball, ÐapáktiaXºipoóöaßñióçÌ Ð ÁÃ²ÎÓ Ã., ÊÁÑÑÁÓ Ä., ÊÏÑÏÑÏÓ Ð.,ÊÏÕÔÏÕËÏÕËÇÓ Á., (1991), ×åéñïóöáéñéóç, Aèhna28

COMPARATIVE STUDY OF THE LEVEL OFPHYSICAL TRAINING OF THE STUDENTSFROM DIFFERENT GENERATIONS

By Maura StancuAbstract

The student’s motrical capacity, pluralism of thenatural metrical abilities and of the attained ones, offersinformation about the way of carrying out the PhysicalEducation classes, on whether its objectives have beenreached and it helps us put together work strategies.

Key words: Physical training, student, com-parative study.

IntroductionRomanian Physical Education is a discipline

based on a homogenous view, “The Theory of PhysicalEducation and Sports” being at the basis of orienting theentire theoretical and practical activity of the area, while“The Law of Physical Education and Sports” material-izes this integrated conception.

Its uniformity diversifies nevertheless due to thelocal traditions, due to the existent means, the humanresource, the material bases and also to the professionalquality of the academics.

This is exactly why at the level of the pre-universitary level we can realize the qualitative analysisof the way the activity in the Physical Education andSport classes was conducted, the way its objectives wereachieved during the 12 years of pre-universitary teach-ing.

The student’s motrical heredity issubstantialised in his or her motric capacity, vector of theinteraction of the motrical abilities which are either natu-ral or attained ones.

The research hypothesisKnowing the dynamics of the Physical training

level of the young ones, we shall establish wise objec-tives.

MethodsThe methods used with a view to reaching the

research objectives were: the informing-documentation,observation, measuring results, the Mathematical-Statis-tical method and the graphic one.

The unfolding of the research. Subjects.We noted down the results obtained by 30

freshers (major: road motor vehicules), starting with the1999-2000 academic year and ending with the year2006-2007. Each year the freshers sustained more trialsfor checking the level of physical preparation. For thisstudy I chose to bring forward their results in three testtrials:

1) speed running-50 square metres;2) the long jump from standing;3) resistance running-1000 square metres..The research results and their interpretation

In the table below the realized averages are presented,taking into account the three trials passed by each stu-dent, for each year of study.

STUDIU COMPARATIV AL NIVELULUI DEPREGÃTIRE FIZICÃ AL STUDENÞILOR DIN

GENERAÞII DIFERITE

Stancu MauraAbstract

Capacitatea motricã a studentului, cumul alposibilitãþilor motrice naturale ºi dobândite ale acestuiane dã informaþii asupra modului în care s-a desfãºuratactivitatea la orele de educaþie fizicã, dacã s-au îndeplinitobiectivele acesteia ºi ne ajutã în elaborarea unor strategiide lucru.

Cuvinte cheie: pregãtire fizicã, student, studiucomparativ.

IntroducereEducaþia fizicã în România este o disciplinã care

se bazeazã pe o concepþie unitarã, ,,Teoria educaþiei fiziceºi sportului” stând la baza orientãrii întregii activitãþiteoretice ºi practice a domeniului iar ,,Legea educaþiei fiziceºi sportului” concretizeazã ºi legalizeazã aceastã concepþieunitarã.

O unitate ce se diversificã însã datoritã tradiþiilorlocale, datoritã mijloacelor existente, a materialului uman,a bazelor materiale ºi nu în ultimul rând datoritã calitãþiiprofesionale a cadrului didactic.

Iatã de ce, la nivelul învãþãmântului universitarputem face analiza calitativã a modului în care s-adesfãºurat activitatea la orele de educaþie fizicã ºi sport ,cum s-au îndeplinit obiectivele acesteia pe parcursul celor12 ani de învãþãmânt preuniversitar.

Zestrea motricã a studentului se concretizeazã încapacitatea motricã a acestuia, vector al interacþiuniiposibilitãþilor motrice naturale ºi dobândite ale acestuia.

Scopul cercetãriiRealizând o analizã comparativã a rezultatelor

obþinute de studenþii anului I din opt generaþii diferite, vomputea determina evoluþia nivelului de pregãtire fizicã atinerilor din zilele noastre.

Ipoteza cercetãriiCunoscând dinamica evoluþiei nivelului de

pregãtire fizicã a tinerilor vom putea elabora strategiile delucru, vom stabili obiective pertinente.

MetodeMetodele folosite în vederea realizãrii

obiectivelor cercetãrii au fost: informarea – documentarea,observaþia, mãsurarea rezultatelor, metoda statistico-matematicã ºi cea graficã.

Desfãºurarea cercetãrii. Subiecþi.Am notat rezultatele obþinute de 30 studenþi ai

anului I (specializarea: autovehicule rutiere), începând cuanul universitar 1999/2000 ºi terminând cu 2006/2007.

An de an studenþii anului I au susþinut mai multeprobe de verificarea nivelului de pregãtire fizicã. Pentruacest studiu am ales sã prezint rezultatele obþinute de aceºtiala trei probe:

1) alergare de vitezã – 50 m.p.;2) sãritura în lungime de pe loc;

alergare de rezistenþã – 1000 m.p29

Table no. 1

From the graphic analysis we better distinguish the dy-namics of the evolution of the level of physical training inwhat regards the freshers, or, even better said, the involu-tion of the results.

Graphic no.1

Graphic no.2

Rezultatele cercetãrii ºi interpretarea acestoraÎn tabelul de mai jos sunt prezentate mediile

realizate, la cele trei probe de cãtre studenþi, pentru fiecarean de studiu.

Graficul nr 1

Graficul nr 2

30

Graphic no.3

If in what regards the long jump we may notice a ratherstabile situation, for the trials of speed running and resis-tance running on the other hand, the difference betweenthe averages is quite alarming.

Conclusions:These results allow the underlining of the fact that thelower and lower physical training level of the students(especially for the speed run and resistance running)from one year to another imposes the classes a morefrequent use of running – the step in a moderate tempo,but also the rapid step.The field’s school inspector is to be informed regardingthe studies that target the school population and he is tobe consulted with a view to the necessary solutions.

Graficul nr 3

Din analiza graficelor distingem mai bine dinamicaevoluþiei nivelului de pregãtire fizicã a studenþilor anuluiI, sau mai bine spus a involuþiei rezultatelor.

Dacã la lungime semnalãm o situaþie oarecumstabilã, în schimb la probele de alergare de vitezã ºirezistenþã diferenþa între medii este alarmantã.

Concluzii.Aceste rezultate permit evidenþierea concluziei cã

nivelul de pregãtire fizicã, scãzut de la an la an al studenþilor(în special la probele de alergare de vitezã ºi rezistenþã)impune folosirea la lecþii cu mai multã pondere a alergãrii– pasul lansat în tempo moderat dar ºi pasul lansat de vitezã.

Inspectorul ºcolar de specialitate sã fie informatcu privire la studiile ce vizeazã populaþia ºcolarã ºiconsultarea acestuia cu privire la soluþiile ce se impun.

Bibliografie

Dragnea A ºi colaboratorii, 2002, Teoria educaþiei

fizice, Ediþia a doua (revãzutã). Editura FEST, BucureºtiEpuran M (1984), Psihologia educaþiei fizice.

Editura IEFS, BucureºtiScarlat E, Dragomir P (2004), Educaþie fizicã

ºcolarã. Editura Didacticã ºi Pedagogicã, Bucureºti.

31

ASPECTS OF THE PROCESS OF EVALUATION OFTHE BIOPSYHO-EMOTIONAL STATE AT THEPERSONS OF THE THIRD AGE

By Nicolau Elena Pitesti University

Key words: evaluation, aged, effort capacity, evalua-tion scalesSummary:

In order to lay down a recovery program it is com-pulsory to make complex evaluations of the functional ca-pacity lost or of the restant one, next to exactly knowingthe clinical diagnostic and of the associated illnesses.

Thus, the present paper illustrates the model ofindividual file comprising the following: the personal dataof the ubjects included in the study and the evaluation testsapplied in order to establish their effort capacity and theway they undergo daily activities, being more important tonotice how the old man walks or how he sits on a chair andless interesting how much force his quadriceps still de-tains or how much he can flex his knee. For this purposewe have selected and applied: The 6 minutes test (the ef-fect being of usng the 3rd or 4th level of the ergometricalbicycle), The national grid for evaluating the old ones, TheTinetti test for balance and walking, the Yasevage scalefor the psycho-emotional testing.Introduction

The geriatrical evaluation presupposes an ap-proach comparatively different from the medical standardevaluation and is based on the recognition of the fact thatthe health condition of the elderly ones is dependant onfactors that overpass the simple manifestation of the dis-eases they are suffering from:

Ø Social factors;Ø psychological factors;Ø environmental factors.

The geriatric evauation realized by the indi-vidual clinic doctor presupposes the evaluation of the cog-nitive, emotional, functional, social, economical, environ-mental, spiritual state, as well as discussing the pacient’soptions regarding the indications given by the physician.

The evaluation instruments must only beused as guides , as they cannot replace tha anamnesysand the clinical examination, but simply rapidly orientthe clinic doctor’s attention towards aspects particularyrelevant in a patient.The purpose of the study

The purpose of the scientific intercession is thatof identifying the functional rest of the third age personsincluded in the experiment, on the basis of tests and evalu-ation scales, with a view to afterwards assembling pro-grams of geriatrical reabilitation.The work’s hypothesis

§ If we are to use diversified methods and meansof evaluation we are to obtain coplete informa-tion about the biopsychological state of the eld-erly persons subjected to this experiment and weare to become aware, thanks to such instruments,of the importance of periodical evaluation;

ASPECTE ALE PROCESULUI DE EVALUARE ASTÃRII BIOPSIHO-AFECTIVE LA PERSOANELEDE VÂRSTA A III-A

Nicolau ElenaUniversitatea din Piteºti

Cuvinte cheie: evaluare, vârstnic, capacitate de efort,scale de evaluareRezumat

Pentru întocmirea unui program de recuperareeste obligatoriu, pe lângã cunoaºterea cu exactitate adiagnosticului clinic ºi a afecþiunilor asociate, efectuareaunei evaluãri cât mai complete a capacitãþii funcþionalepierdute sau a celei restante.

Astfel lucrarea de faþã prezintã modelul de fiºãindividualã ce cuprinde: datele personale ale subiecþilorcuprinºi în cercetare ºi testele de evaluare aplicate învederea stabilirii capacitãþii lor de efort a ºi a moduluicum se descurcã în activitãþile cotidiene, fiind mai impor-tant sã vedem cum merge sau cum se aºazã pe scaunbãtrânul, ºi interesându-ne mai puþin câtã forþã arecvadricepsul sau cât poate flecta genunchiul. În acest scopau fost selectate ºi aplicate: testul de 6 min, (efortulconstând în pedalarea la treapta 3 sau 4 a bicicleteiergometrice), Grila naþionalã pentru evaluarea vârstnicilor,testul Tinetti pentru echibru ºi mers, scala Yasevage pentrutestarea psihoafectivã.Introducere

Evaluarea geriatricã presupune o abordare diferitãcomparativ cu evaluarea medicalã standard ºi are la bazãrecunoaºterea faptului cã starea de sãnãtate a persoanelorvârstnice depinde de factori care depãºesc simplamanifestare a bolilor de care suferã:

Ø factori sociali;Ø factori psihologici;Ø factori de mediu.

Evaluarea geriatricã realizatã de clinicianul in-dividual presupune evaluarea statusului cognitiv, afectiv,funcþional, social, economic, de mediu de existenþã, spiri-tual, precum ºi discutarea opþiunilor pacientului referitoarela indicaþiile date de cãtre medic.

Instrumentele de evaluare trebuie utilizatedoar orientativ deoarece ele nu pot înlocui anamnezaºi examenul clinic, ci doar orienteazã rapid atenþiaclinicianului spre aspecte în mod particular relevantela un anumit pacient.Scopul lucrãrii

Scopul demersului ºtiinþific este de a identificarestantul funcþional al persoanelor de vârsta a III-a cuprinseîn experiment, pe baza testelor ºi scalelor de evaluare, învederea întocmirii ulterioare a programelor de reabilitaregeriatricãIpotezele lucrãrii

§ Dacã vom utiliza metode ºi mijloace de evaluarecât mai diverse vom obþine informaþii completedespre starea biopsihologicã a persoanelorvârstnice supuse experimentului ºi vomconºtientiza în mentalitatea acestora importanþaevaluãrii periodice;

32

§ We consider that the data obtained from apply-ing tests and ealuation scales will constitute thefoundation necessary to creating programs ofgeriatrical recovery.

The methodology ofthe scientifical endeavor§ The bibliographic study method§ The observation method§ The investigation method

The questionnaire based method§ The conversation method§ The test method§ The study case method

The place of unfolding of the study and the selection ofsubjects

The initiative of the evaluation process of the func-tional state of the subjects under study was accommodatedat the Cntre for Social Assistance and Care from Piteºti ona sample of twenty subjects with ages between 61 and 76years.

The evaluation tests were applied in collaborationwith the women specialists in kinetotherapy, the centre’spsychologist and a part of the students at the kinetotherapyprofile, in practice at the time the tests were being held.

The evaluation process encompassed both analyti-cal as well as practical tests, the results of which beingwritten down on initial individual files which would be ofhelp in quantifying the results obtained on the final evalu-ation fles.

THE INDIVIDUAL EVALUATION FILE

First name :Last name :AgeSexClinical diagnosticPersonal antecedents

1. Somatometrical evaluationü Waistü Weightü Perimetres

§ thorax –inspir, expirü The body weight indicator (IMC)ü The thorax elasticity indexü The Pende muscular index

3. The evaluation of balance and fall riskü The Tinetti test

4. Evaluating the cardiorespiratory apparatusü FCü TAü The 6 min testü The heart resistance (RC)

5. Evaluating ADL and IADL- sü The national scale of evaluating old persons

6.The psycho-emotional evaluationü The Yasevage scale

§ Considerãm cã informaþiile obþinute în urmaaplicãrii testelor ºi scalelor de evaluare vorconstitui fundamentul necesar întocmiriiprogramelor de reabilitare geriatricã.

Metodologia demersului ºtiinþific§ Metoda studiului bibliografic§ Metoda observaþiei§ Metoda anchetei

- Ancheta pe bazã de chestionar§ Metoda convorbirii§ Metoda testelor§ Metoda studiului de caz

Locul de desfãºurare al cercetãrii ºi eºantionul desubiecþi

Demersul procesului de evaluare a statusuluifuncþional al subiecþilor cercetãrii s-a desfãºurat la Centrulde Îngrijire ºi Asitenþã Socialã din Piteºti pe un eºantionde 20 de subiecþi cu vârste cuprinse între 61 –76 de ani.

Testele de evaluare au fost aplicate în colaborarecu kinetoterapeutele ºi psihologul centrului ºi cu o partedin studenþii specializãrii kinetoterapie aflaþi în practicã ladata efectuãrii testãrilor.

Procesul de evaluare a cuprins atât testãri analiticecât ºi testãri globale, rezultatele acestora fiind consemnateîn fiºe individuale iniþiale de evaluare care ne vor ajuta încuantificarea rezultatelor obþinute din fiºele de evaluarefinale.

FISA INDIVIDUALA DE EVALUARE

Nume :Prenume :VârstãSexDiagnostic clinicAntecedente personale

1. Evaluarea somatometricã- Talie- Greutate- Perimetre

§ torace –inspir, expir- Indicele masei corporale (IMC)- Indicele elasticitãþii toracice- Indicele muscular Pende

3.Evaluarea echilibrului ºi a riscului de cãdere- Testul Tinetti

4. Evaluarea aparatului cardiovascular- FC- TA- Testul de 6 min- Indicele de rezistenþã cardiacã (RC)

5. Evaluarea ADL ºi IADL- urilor- Grila naþionalã de evaluare a persoanelor

vârstnice

6. Evaluarea psihoafectivã- Scala Yasevage

33

Conclusions and recommendationsEvaluating results

The results obtained following the tests have beenwritten down on the individual evaluation files and willconstitute a starting point for formulating the geriatic re-covery programs.

On the basis of these results the subjects will beprecisely indicated he exercise program and the dosage infunction of the individual characteristics and the rest ofthe functional strength.Conclusions

With a view to the results obtained as a result ofthe evaluation process we may formulate the followingconclusions confirming the hypothesis of the presentscientifical endeavor :

Ø The selected methods and techniques ofevaluation have allowed for the gathering ofsufficient information about the functionalstate of each separate individual, thus estab-lishing the degree of total or partial indepen-dence, this way underlining the importanceof the evaluation process for including theold in different individualised programs ofgeriatric recovery. It has been established thatthe persons subjected to the tests have a loweffort capacity, require help in some dailyactivities, present a medium risk of fallingand that form an emotional point of view theyundergo a light depressive state especiallydue to being institutionalized.

Ø The evaluation process at persons of the thirdage is a highly toilsome endeavor demand-ing for the selction of the most appropriatemethods and evaluation techniques to be ap-plied to the subjects under study and at thesame time offering the data necessary to af-terwards elaborating some kinetic programsmeant to upkeep the health condition of theold at the level of optimum parameters forthe unfurling of domestic, daily activities;

Ø The fiziological modifications induced by theaging process create acomplex frame of thebiopsychological state of the old, that mustbe always treated paciently, surrounded withattention for each detail, as insignificant as itmay be, being imposed this way, if need be,the notion of adaptation of the evaluationmethodology to the age and ilnesses charac-teristics.

Concluzii ºi recomandãriValorificarea rezultatelor

Rezultatele obþinute în urma testãrilor au fostînscrise în fiºele de evaluare individuale ºi vor constituiun punct de plecare pentru întocmirea programelor dereabilitare geriatricã.

Pe baza acestor rezultate subiecþilor li se va stabilicu exactitate programul de exerciþii ºi dozarea acestora înfuncþie de particularitãþile individuale ºi de restantulfuncþional.Concluzii

Pe baza rezultatelor obþinute în urma procesuluide evaluare putem formula urmãtoarele concluzii careconfirmã ipotezele acestui demers ºtiinþific astfel:

- Metodele ºi tehnicile de evaluare alese ne-au permis obþinerea unor informaþii suficientedespre statusul funcþional al fiecãrui individîn parte, stabilind astfel gradul deindependenþã totalã sau parþialã, subliniindu-se astfel importanþa procesului evaluãrii,pentru includerea vârstnicului în diferiteprograme individualizate de reabilitaregeriatricã. S-a stabilit cã subiecþi supuºitestãrilor au o capacitate de efort scãzutã,necesitã ajutor în unele activitãþi cotidiene,prezintã un risc mediu de cãdere ºi din punctede vedere psihoafectiv înregistreazã o staredepresivã lejerã în special datoritãinstituþionalizãrii.

- Procesul de evaluare la persoanele de vârsta aIII-a este un demers foarte laborios carenecesitã selectarea celor mai potrivite metodeºi tehnici de evaluare care sã poatã fi aplicatesubiecþilor aflaþi în studiu ºi care sã ofere înacelaºi timp datele necesare întocmiriiulterioare a unor programe kinetice menitesã întreþinã starea de sãnãtate a vârstnicilorla parametri optimi pentru desfãºurareaactivitãþilor cotidiene ;

- Modificãrile fiziologice induse de procesulde îmbãtrânire, creeazã un tablou complexa stãrii biopsihologice a vârstnicului, caretrebuie tratat în orice demers cu rãbdare,atenþie pentru fiecare amãnunt cât denesemnificativ ar fi el, impunându-se în acestsens adaptarea dacã este nevoie ametodologiei de evaluare la particularitãþilede vârstã ºi boalã.

BIBLIOGRAFIE- Bãlãceanu – Stolnici C. (2004), Geriatriepracticã, Ed. Medicalã AMALTEA, Bucuresti;-- Bogdan C. (1992), Elemente de geriatriepracticã, Ed. Medicalã Bucuresti;- Ciucurel C. (2005), Fiziologie, Ed.Universitaria Craiova- Ciucurel C. (2005), Presbiacuzia – între oabordare gerontologicã si geriatricã, Ed.Universitaria Craiova;

- Cordun M., (1999), Kinetologie medicalã, Ed.Medicalã, Bucureati- Georgescu L., (2002) Fiziologia educatieifizice si sportului, Ed. Universitaria, Craiova34

OBESITY EXAMINATION FOR THE PREVEN-TION OF HEALTH DISORDERS ON YOUNG AND

MIDDLE-AGED MEN IN GREECE

Mavrovounioti. Chr.,Department of Home Economics and Ecology,

Charokopio University of AthensMavrovouniotis. F., Zaggelidis. G., Argiriadou. Eir.,

Department of Physical Education and SportSciences, Aristotle University of Thessaloniki

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

sity on men. For this reason 131 men, that separated ontwo groups by age, examined. Group A consisted of youngmen (20-39 years old) and Group B of middle-aged men(40-64 years old). Measurements of men’s height and bodyweight were performed. The Body Mass Index (BMI) wasused for the evaluation of the degree of overweight andobesity. From data statistical analysis it was found out thatgroup A had BMI 24.71+2.50 kg/m2 and group B26.48+2.96 kg/m2. Men’s classification as for BMI showedthat 58.0% of Group A had normal weight and 42.0% wereoverweight and obese. In reverse, in regard on men of groupB, it has been shown that the bigger percentage of them(67.4%) were overweight or obese, while smaller percent-age of them (32.6%) had normal weight. From the resultsof the present study, the problem of excess weight andobesity is established. A problem that begins too early, fromthe premature adulthood, magnifies much more during adultlife and undoubtedly becomes, particularly, intense onmiddle age. A problem that becomes a cause for a lot ofserious, acute, and chronic diseases, that increase mortal-ity.

IntroductionThe continuously bigger technology development

and the creation of “clever” machines in order to facilitateand better cover of individual needs, have impelled themodern man in a sedentary life and a passive confronta-tion of health problems (Corbin et al., 2001). However, asa result of inactivity, the metabolism changes, as the or-ganism does not proceed in combustions, as there are notspecial requirements and needs to be covered. If in thisstage human dietary habits do not change, so that the or-ganism compensates the lack of movement, then all theunnecessary calories that are consumed, will be stored asadipose tissue (fat) adding thus more weight, which couldlead in obesity (Deligiannis, 1992). It should be noted thatobesity is a serious threat for health and an enemy for bodyaesthetics. And while in prehistoric ages obesity could playa role of fat deposit and could ensure survival in periodsof starvation today the only thing that ensures is the reduc-tion of survival. It has, indeed, been proved that obesity isassociated with a number of co-morbidities, such as dia-betes, hypertension, stroke, hypercholesterolemia, coronaryheart diseases, kidney stones, osteoarthritis, and some can-cers (Ronnemaa et al., 1998).

For these reasons the aim of the present study wasthe obesity examination of young and middle-aged men,

as a risk factor of the appearance of cardiovascularand other health disorders.

Content and Methods:A hundred and thirty one men from Thessaloniki prefec-ture of Greece separated into two groups. Group A con-sisted of young men, 20-39 years old, while Group B con-sisted of middle-aged men, 40-64 years old. Measurementsof subjects’ height and body weight were performed. BodyMass Index (ÂÌÉ) was used for the evaluation of over-weight and obesity, accordingly to the values set by WHO(World Health Organization). BMI is objective, highly reli-able, and has a high correlation (r=0.7-0.8) with the bodyfat content in adults. The statistic packet SPSS/PC Version15.0 for windows was used. Descriptive analysis, as wellas the Pearson correlation were used. The student t-testwas, also, used to evaluate significant differences betweenthe groups. The level of significance was set to p<0.05.

ResultsTable 1. Sample’s Characteristics

In Figure 1, the significant difference in BMI be-tween the two groups (t=-3.57, p<0.01) is shown. More-over, in Figure 2 and 3, the subjects’, of both groups, per-cent distribution in regard to BMI is presented. As it canbe seen, there are big percentages of overweight and obe-sity in both groups in regard to BMI and to the age normsfor men, set by WHO.

Figure 1. BMI in two groups.

Figure 2. Group A distribution in regard to BMI.

35

Figure 3. Group B distribution in regard to BMI.

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

positive correlation (r= .371, p<0.01) between BMI andage is shown. The correlation indicates that as age in-creased, and BMI is, contemporaneously, increased.

Conclusions:• High percentages of overweight and obesity found

both in young and middle-aged men. The data indicatethat an estimated 42% of young and 67% of middle-aged men are either overweight or obese. In particular,the percentages of obesity fluctuated between 3.4% and11.6%, for young and middle-aged men, respectively.

• In agreement, data from the 1999-2000 NationalHealth and Nutrition Examination Survey indicate thatan estimated 64% of USA adults are either overweightor obese (Flegal et al., 2002).

• Moreover, the observed, in the present study,progressive increase of body weight between the thirdand the sixth decade of life can be explained fromrelative, with the age, changes. Although the energyconsumption tends to be decreased after the seconddecade, this reduction is insufficient to compensate thebigger reduction in the amount of the consumed energy,due to high levels of inactivity and of fatty foodsconsumption (Bray, 1983).

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

• Moreover, obesity increases the risk for diabetes,hypertension, stroke, hypercholesterolemia, coronaryheart diseases, kidney stones, osteoarthritis, and somecancers (Ronnemaa et al., 1998).

• Thus, 58% of the cases of diabetes type II, 21%of coronary heart diseases êáé between 8% and 42% ofsome cancers attributed to overweight and obesity (De-partment of Health, 2002).

• Besides, approximately 280.000 adult deaths inthe USA are associated with obesity (Allison et al., 1999).In particular, obesity contributes to the increase of deathfrequency 12 times at ages 25-35 years, 6 times at ages35-44 years and 3 times at ages 45-54 years (Pavlou,1993).

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

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

• 30% of new cases of obesity could be preventedwith the adoption of a relatively active life style, that isless from 10 h/wk tv watching and more or equal with30 min/d vigorous walking (Hu et al., 2003).

• However, the combination of an exercise programwith a balanced diet could lead to better results and bemaintained for a bigger period (Garrow, 1986).

• Summing up, the best way for the resolution of ahealth problem, is the prevention.

Bibliography :1. Allison, D.B., Fontaine, K.R., Manson, J.E.,

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

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

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

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

5. Corbin, C.B., Lindsey, R., Welk, G. (2001). Con-cepts of physical fitness: Active lifestyles forwellness (10th ed.). Boston, McGraw-Hill.

6. Deligiannis, Á. (1992). Sports Medicine.Thessaloniki, University Studio Press.

7. Department of Health. (2002). Annual Report ofthe Chief Medical Officer. www.doh.gov.uk/cmo/annualreport2002.

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

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

10. Hu, F.B., Li, T.Y., Colditz, G.A., Willett, W.C., &Manson, J.E. (2003). Television watching andother sedentary behaviours in relation to risk ofobesity and Type 2 Diabetes Mellitus in women.JAMA, 289, 1785-1791.36

THE CARACTERISTICS OF THE PREPARATIONMODEL INSIDE HIGHLY

PERFORMANT GYMNASTICS

By Marian CretuUniversity of Pitesti

AbstractBy the “model” notion from inside the actual

highly performance sport it is to be understood the totalityof the qualitative and quantitative indices of the level ofphysical training, expressed with a predictive purpose withregard to some expected, planned sport results.

Between the model and the proposed objectivethere must be a certain connection and similarity of theimportant and significant characteristics. Numerous wayshave been tried and with success in order to describe andmathematically identify measurable, evaluative compo-nents for putting together various models that may repro-duce as accurately as possible the characteristics of thephenomena to be modeled. These models become func-tionally performance-bringing only in what concerns thedegree of correspondence with the real situation to bemodeled, constituted as an object of study.

IntroductionIn the special field literature form the performance

sport, the models are realized with both a scientific and apractical purpose, the major disadvantage of these ap-proaches being the fact that such forms of modeling callfor highly qualified specialists and interdisciplinary teamwork (mathematicians, physicians, programmers, coachesand many others), a team which is most of the times not athand for the performer, and in all locations where perfor-mance is worked on.

The role of the coach from the Gymnastics fieldis that of describing as precisely as possible the object ofstudy, movement, its phases together with its importantmoments, mechanisms and corporal actions, but especiallythe general and specific conditions imposed to the systemby normative rules or requisite demands, by anatomic limi-tations and the specific gymnastics execution style withregard to the position of the body and its parts during themovement.

In gymnastics as well as in all other sportbranches, models can be quantitative, based on importantmeasurable indices, but they can also be qualitative, de-scriptive of some important qualities forming the contentof such models. These performance attributes constitutethe basic aspect of the training activity.

As a result of the training process organized as aspecialized pedagogical activity, the model repeats theparameters of the competition as psycho-physio-physicoanalogical. This is the reason why we may ascertain thatthe specific competitive activity has been modeled.

By training it is only tried to artificially and asclosely and detailed as possible create the real contest con-ditions (as a model contest), under the shape of its mostimportant aspects, constituted in the basic parameters.

CARACTERISTICILE MODELULUI DEPREGÃTIRE ÎN GIMNASTICA

DE ÎNALTÃ PERFORMANÞÃ

Marian CretuUniversity of Pitesti

RezumatPrin model în sportul de performanþã actual se

înþelege totalitatea indicatorilor calitativi ºi cantitativi ainivelului de pregãtire sportivã, exprimaþi în scop predictival unor rezultate sportive aºteptate, planificate.

Între model ºi obiectivul propus trebuie sã existeo conexiune ºi similitudine a caracteristicilor importanteºi semnificative. S-a încercat ºi reuºit nenumãrate modalitãþide a descrie ºi identifica matematic componentelemãsurabile ºi evaluabile pentru a alcãtui modele diverse,ce pot reproduce cât mai fidel caracteristicile fenomenelorce se doresc a fi modelate. Aceste modele devinperformante funcþional numai în mãsura în care oferã ungrad mare de corespondenþã cu situaþia modelabilã realãconstituitã ca obiect de studiu.

IntroducereÎn literatura de specialitate din domeniul sportul

de performanþã, modele sunt alcãtuite în scop ºtiinþific, darºi practic, dezavantajul major al acestor abordãri fiindfaptul cã aceste forme de modelare reclamã specialiºti deînaltã calificare ºi lucru în echipã interdisciplinarã(matematicieni, fizicieni, programatori, antrenori, etc.),echipã care de cele mai multe ori nu se gãseºte la îndemânapracticianului ºi în toate locaþiile unde se lucreazãperformanþã.

Rolul antrenorului din domeniul gimnasticii esteacela de a descrie cât mai exact obiectul de studiu, miºcarea,fazele ºi momentele importante ale acesteia, mecanisme ºiacþiuni corporale, dar mai ales condiþiile generale ºispecifice impuse sistemului de regulamente sau cerinþeobligatorii, de limitãrile anatomice ºi stilul de execuþiespecific pentru gimnasticã privind poziþia corpului ºisegmentelor în timpul desfãºurãrii miºcãrii.

În gimnasticã ca de altfel în toate ramurile sport-ive, modelele pot fi cantitative, bazate pe indicatorimãsurabili importanþi, dar pot fi ºi calitative, descriptive aunor calitãþi importante ce formeazã conþinutul unor astfelde modele. Aceste atribute ale performanþei constituieaspectul cel mai important al activitãþii de pregãtire.

Ca rezultat al procesului de antrenament organizatca acþiune pedagogicã specializatã, modelul repetãparametrii competiþiei ca baremuri psiho – fizio – fiziceanalogice. Prin aceasta putem afirma cã s-a modelatactivitatea competiþionalã specificã.â

Antrenamentul nu încearcã decât sã creeze artifi-cial ºi cât mai apropiat ºi detaliat condiþiile reale de con-curs (ca model de concurs), prin aspectele cele maiimportante a acestora constituiþi în parametrii de bazã.Principalele metode folosite în alcãtuirea modelelor ºi acaracteristicilor modelelor în sport ºi în gimnasticã în spe-cial sunt:

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The main methods used in putting together themodels and their characteristics while sport is concernedand especially in Gymnastics are:

- mathematical modeling;- modeling through imitation;- statistico-mathematical modeling;- phenomenological modeling.The first two methods are of great novelty and

promise to bring around important developments, throughthe scientific unexplored potential, but these methods alsohave important limitations.

The statistic modeling uses methods with a re-gressive and correlative construction and at their turn, theyalso present limitations in fully characterizing phenomenafrom inside the field of the motric and sport activity.

The phenomenological modeling is connected toa concrete taking into account of high performance Gym-nastics of a world class and also of the specific phenom-ena developed by it. Thus, we do have:

- high performance Gymnastics characteris-tics;

- contest exercises, or parts of them;- technical performances;- technical and physical training indicators,

taken as a model.This closeness is far from being a wrong one in-

side the scientific research, first of all from a methodologi-cal point of view. The phenomenological modeling is veryoften used in practice due to its character strictly lucrativeand practical, contrasted to the other modeling modelswhich are more precise, strictly scientific, but barely ac-cessible in practice.

The models’ characteristics are determined on thebasis of the experimental data, after a great enough num-ber of observations and testings. These data are accuratelyprocessed through statistic methods, without taking intoaccount the development tendencies.

In establishing the models from the artistic Gym-nastics one thing to be taken into consideration is the factthat a high level of technical preparation in Gymnastics isalways based on an optimal surplus of special physicaltraining. Considering the many years of observation effec-tuated by the great specialists leading the different nationalgroups, who have also formed and observed most of theinternational level gymnasts, it may be affirmed that theoptimum surplus for the special physical preparation (PFS)is dependant of very many factors, but the most importantone is the force level depending in its turn on the muscularforce. It is difficult if not impossible to measure the forceon different muscular groups specific at a real person. Thisis why, following the experience and numerous investiga-tions finalized, a set of exercises were developed, in cor-respondence with PFS and with a high level of correlationin both senses, that is, the force of specific musculargroups and results from sport. With the help of thesetests on the very own teams, a number of deviations fromthe basic strategic indicators are underlined. In the sporttraining from the actual Gymnastics we use the stimula-tion of all characteristics of the model with the purpose ofa specialized development as a physical attribute of theoptimum surplus.

- modelare matematicã,- modelara prin imitare,- modelare satistico – matematicã,- modelare fenomenologicã.Primele douã metode sunt de mare noutate ºi

promit dezvoltãri importante, prin potenþialul ºtiinþificneexplorat dar aceste metode au ºi limitãri importante.

Modelarea statisticã foloseºte metode cuconstrucþie regresivã ºi corelativã ºi la rândul lor prezintãlimitãri în a caracteriza pe deplin fenomenele din domeniulactivitãþilor motrice ºi sportive.

Modelarea fenomenologicã este legatã de oorientare concretã cu gimnastica de înaltã performanþã declasã mondialã ºi cu fenomenele specifice dezvoltate deaceasta.

Avem astfel :- caracteristici ale gimnasticii de înaltã

performanþã,- exerciþiile de concurs, sau pãrþi ale acestora,- performanþe tehnice,- indicatori tehnici ºi fizici ai pregãtirii luaþi

ca modelAceastã apropiere este departe de a fi greºitã în

cercetarea ºtiinþificã, în primul rând din punct de vederemetodologic. Modelarea fenomenologicã este foarte desutilizatã în practicã datoritã caracterului strict lucrativ ºipractic, în contrast cu celelalte metode de modelare maiprecise, strict ºtiinþifice dar greu accesibile în practicã.

Caracteristicile modelelor se determinã pe bazadatelor experimentale, dupã un numãr suficient de marede observaþii ºi testãri. Aceste date sunt procesate cuacurateþe prin metode statistice, fãrã a se uita a se þine contde tendinþele de dezvoltare.

În stabilirea modelelor în gimnastica artisticã seþine cont de faptul cã un înalt nivel de pregãtire tehnicã îngimnasticã se bazeazã întotdeauna pe un surplus optim depregãtire fizicã specialã.Pe baza multor ani de observaþie efectuatã de marispecialiºti ce conduc diferitele loturi naþionale, care auformat ºi observat majoritatea gimnaºtilor de talieinternaþionalã, se afirmã cã surplusul optim de pregãtirefizicã specialã (PFS), depinde de foarte mulþi factori, darcel mai important este nivelul de forþã care la rândul luidepinde de forþa muscularã. Este dificil dacã nu chiarimposibil de a mãsura forþa pe diferite grupe muscularespecifice la o persoanã realã. De aceea, din experienþa ºidin numeroasele investigaþii efectuate, s-a determinat unset de exerciþii, în concordanþã cu PFS, cu un coeficientînalt de corelaþie în ambele sensuri, forþã pe grupe

musculare specifice ºi rezultat sportiv. Cu ajutorul acestortestãri pe echipele proprii se scot în evidenþã un numãr dedeviaþii de la indicatorii strategici de bazã. În antrenamentulsportiv din gimnastica actualã se foloseºte stimulareatuturor caracteristicilor modelului în scopul dezvoltãriispecializate ca atribut fizic al surplusului optimal.

De remarcat cã dupã fiecare ciclu olimpiccompoziþia ºi structura caracteristicilor modelului depregãtire suferã corecþii uzuale ca consecinþã a schimbãrilorºi tendinþelor de dezvoltare ºi de regulament.

38

It is to be noticed that after each Olympic cyclethe composition and structure of the characteristics of thephysical preparation model suffer usual corrections as aconsequence of the changes and tendencies of develop-ment and rules.

The contest modelThe competitive activity is the main subject as

purpose of modeling and general research inside the sportscience. Inside Gymnastics, during the sport preparationelements of the competitive activities are used as a prepa-ration model. This aspect is well known as a means of train-ing, by repeating the contest conditions. By proceedingthis way only some aspects leading to a plus in preparationare modeled, but only in what concerns some isolated pa-rameters. On the other hand, if we proceed otherwise thantraditionally, that is, if the training is modeled by a systemof basic parameters, coming from the study of the impor-tant aspects of the competitive activity, we obtain a train-ing model. The basic parameters of the competitive activi-ties can be determined, but their application inside train-ing is done on an individualized basis, with a view to opti-mizing these indicators. The applicative part shows thatwhen the creation of a complex surplus of psycho-physi-cal-technical preparation is sought, many times overpassingthe competition conditions, the modern model of prepara-tion inside the high performance Gymnastics is realized.

The modeling of the competitive activity takesinto consideration activities regarding the following:

-the difficulty content of the contest exercises onall apparatus

-the technical competence regarding performance-the competitive safety coefficient.These basic indicators together represent the

major factor in describing the level of preparation.The characteristics of the Olympic champion-

ship model: this model is structured on the model of thewinning team, of the absolute Olympic championship, andthe model of the apparatus champion for the masculineand feminine trials.

The models of technical, physical, functional,psychological preparation are models proposing the basicparameters from the point of view of the training purposeand the correspondence with the last Olympic level knownon these components.

There are also models of selection for the na-tional teams, models of pre-competition preparation,models of competition preparation effectuated during theunfolding of the contest and during the break days.

In the specific field literature one can also findmodels of target exercises that include biomechanicalmodels for elements and connections, as well as pedagogi-cal models of specialized action. To these models we at-tribute the name of biomechanical-pedagogical modelswhich encompass geometrical levels of time and concretecinematic parameters, but also the pedagogical conse-quences resulting form the system of means used duringinstruction.

Technical preparation model/ parameters of tech-nical preparation:

Modelul de concursActivitatea competiþionalã este subiectul princi-

pal ca scop al modelãrii ºi cercetãrii în general în ºtiinþasportului. În gimnasticã în pregãtirea sportivã se folosescelemente ale activitãþilor competiþionale ca model depregãtire. Acest aspect este bine cunoscut ca mijloace deantrenament prin repetarea condiþiilor de concurs..Procedând aºa nu se face decât sã se modeleze câtevaaspecte ale activitãþii competiþionale care vor duce la unplus de pregãtire, dar pe câþiva parametrii izolaþi. În schimbdacã se procedeazã altfel decât tradiþional, adicãantrenamentul este modelat dupã un sistem de parametriide bazã, proveniþi din studierea aspectelor importante aleactivitãþii competiþionale, obþinem un model deantrenament. Se pot determina parametrii de bazã aiactivitãþii competiþionale, dar aplicarea lor în cadrulantrenamentului se va face individualizat, în vedereaoptimizãrii acestor indicatori. Practica aratã cã atunci cândse urmãreºte crearea unui surplus de pregãtire psiho – fizico– tehnic complex, care depãºeºte de multe ori condiþiilecompetiþiei atunci se realizeazã modelul de pregãtire mod-ern în gimnastica de mare performanþã.

Modelarea activitãþii competiþionale þine cont decaracteristicile activitãþii privind

- conþinutul de dificultate al exerciþiilor deconcurs pe toate aparatele

- competenþa tehnicã privind performanþa- coeficientul de siguranþã competiþionalãAceºti indicatori de bazã reprezintã simultan

factorul major în descrierea nivelului de pregãtire.Caracteristicile modelului campionului

olimpic este structurat pe modelul echipei câºtigãtoare,modelul campionului olimpic absolut ºi modelulcampionului pe aparate pentru toate probele masculin ºifeminin.

Modelul de pregãtire tehnicã, fizicã,funcþionalã, psihologicã, sunt modele care propunparametrii de bazã din punct de vedere al scopului pregãtiriiºi concordanþa cu ultimul nivel olimpic cunoscut pe acestecomponente.

Existã de asemenea modelele de selecþie pentruechipele naþionale, modele de pregãtire pre –competiþionalã, model de pregãtire de competiþieefectuat în timpul desfãºurãrii concursului ºi în zilele depauzã. În literatura de specialitate sunt de asemenea datemodele de exerciþii þintã ce includ modele biomecanicea elementelor ºi legãrilor cât ºi modele pedagogice deacþionare specializatã. Acestor modele l-i se atribuiedenumirea de modele biomecanic – pedagogice carecuprind nivele geometrice, de timp ºi parametrii cinematiciconcreþi, dar ºi consecinþele pedagogice ce rezultã dinsistemul de mijloace utilizat în instruire.

Model de pregãtire tehnicãparametrii de pregãtire tehnicã:- tehnicã de execuþie excelentã pentru

elementele tehnice ºi legãrile din programultehnic, internaþional,

- tehnicã excelentã de execuþie pentru elementeºi serii de bazã, pe diferite niveluri de la iniþialla nivelul cel mai înalt,39

- excellent execution technique for the techni-cal elements and for the connections fromthe technical, international program;

- excellent execution technique for the basicelements and series on different levels fromthe initial to the highest one;

- self-confidence and constancy in the execu-tion of some super “E” elements, difficultones, of three “E” elements and five “ D”elements at every apparatus;

- self-confidence and constancy in the execu-tion of some connections between complexelements that seek to attract a maximum re-ward and a constant efficiency in reducingpenalizations;

- the existence of a technical surplus under-lined through the capacity of not committingerrors, but also the technical capacity neces-sary to rapidly increase the difficulty andcomplexity of the contest technical program;

- The existence of the ability to modify thetechnical program and reduce penalizationsin the case of the apparition of technicalunsuccesses, substituting some elements,choosing variants instead or executing someoriginal solutions under stress and unex-pected conditions, as a version of the origi-nal exercise;

- Resistance to stress and to specific effort,capacity of maintaining a high level contest.

The model for the special physical preparationThe model for the special physical preparation is put to-gether on the basis of some tests and characteristics of thespecial physical preparation (PFS), important to high levelgymnasts:MEN

The model for the special physical preparation,MASCULINE (Arkaev, Suchilin, 2004)

- încredere ºi constanþã în execuþia unorelemente super ,,E”, de dificultate, a treielemente ,,E” ºi cinci elemente ,,D” la toateaparatele,

- încredere ºi constanþã în execuþia unor legãride elemente complexe ce urmãresc atragereaunei bonificaþii maxime ºi o eficienþãconstantã în reducerea penalizãrilor,

- existenþa unui surplus tehnic evidenþiat princapacitatea de a nu comite greºeli, dar ºicapacitatea tehnicã necesarã de a creºte rapiddificultatea ºi complexitatea programuluitehnic competiþional,

- existenþa unei abilitãþi de a modificaprogramul tehnic ºi reduce penalizãrile încazul apariþiei unor nereuºite tehnice,substituirea unor elemente, efectuarea unorvariante sau execuþia unor soluþii originaleîn condiþii de stres ºi imprevizibil, ca versiunela exerciþiul de bazã,

- rezistenþã la stres ºi efort specific, capacitatede a þine concursul la nivel înalt,

Modelul de pregãtire fizicã specialãModelul de pregãtire fizicã specialã este constituit

pe baza unor teste ºi caracteristici ai pregãtiri fizice speciale(PFS), importante pentru gimnaºtii de înalt nivel:

Model de pregãtire fizicã specialã, MASCULIN (Arkaev, Suchilin, 2004)

MASCULIN

40

WOMEN

The model for the special physical preparation,FEMALE (Arkaev, Suchilin, 2004)Model characteristics of SPP (Special Physical Prepa-ration) Top – class Gymnasts

Conclusions

The competitive activity is the main object ofstudy and modeling inside the scientific sport research ingeneral. The high level gymnasts’competition preparationuses elemements of competitive modeling through model-ing the basic parametres and reproducing the conditionsand expected requests, but out of respect towards the modeland pedagofical models used it must be underlined that itis hard or almost impossible to reproduce the conditionsof stress and the psichological context to which the sub-ject is exposed when in competition.

Model de pregãtire fizicã specialã, FEMININ( Arkaev,Suchilin, 2004)

FEMININ

ConcluziiActivitatea competiþionalã este obiectul princi-

pal de studiu ºi modelare în cercetarea ºtiinþificã dinsport în general. Pregãtirea pentru competiþie agimnaºtilor de performanþã foloseºte elemente alemodelãrii competiþionale prin modelarea parametrilor debazã ºi reproducerea condiþiilor ºi cerinþelor aºteptate,dar in respect faþã de modelul ºi metodele pedagogicefolosite trebuie evidenþiat faptul cã est greu sauimposibil de reprodus condiþiile de stres ºi psihologice lacare este supus sportivul în condiþiile competiþiei

BIBLIOGRAFIE

BIBLIOGRAPHY

1. ARKAEV L.I., SUCHILIN N.G. – (2004) - Gymnas-

tics – How to create champions. The theory and method-

ology of traning top – class gymnasts, Oxford: Meyer &

Meyer Sport, UK Ltd, British Library Cataloguing

1. BIBIRE MIRCEA, DUMITRU R., (2001),Gimnastica artisticã, / Edit. Universitãþii Bacãu, 247 p

2. CARRASCO R., .(1979), Essay de systematique

d’eisegnement de la gymnastique aux agres / Edit.Vigot, Paris

2. GRIGORE V., (2001), Gimnastica artisticã Bazele

teoretice ale antrenamentului sportiv / Edit. SemnE,Bucureºti, 194 p3. VIERU N., (1997), Manual de gimnasticã sportivã /

Editura Driada, 265 p

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THE SCIENCE OF TECHNICAL PREPARATIONINSIDE THE SPORTIVE DANCING

By University Professor Doctor Dan ViorelNãstase FEFS of the Pitesti University

Key words: technical preparation, concept, pro-cess, integrative system, biological, psychological, sport-ive dancing

AbstractIn order to understand a phenomenon, process or

activity, we must square up trough many scientific perspec-tives, which endeavour opens for us various perspectivesof knowledge and practical action. A brief analysis fromthe structural and conceptual point of view of the techni-cal preparation process in dancesport, has the meaning ofestablishing itself as a base for an action methodologymeant to deliver absolute performances of the dancingcouple. The way of approcahing it (interactive prepara-tion) is intended to be in conformity with the last require-ments of scientific approach, having an explicite and com-prehensive character, in a complex theoretical contextwhich is specific to sports and to the technical preparationof dancesport. Ideally, this paper can help the understand-ing of the complexity of the learning phenomenon, con-solidation and perfecting of the technique of the dancer,important aspects for the sportive performance.

IntroductionWithout dissapointing the performers or coaches

from the sport-dancing or, on the contrary, without makingthem believe in the complexity of the phenomenon throughsome interests that may serve to demonstrate that sport’ssuperiority over some others, we must align ourselves tocontemporaneity and try to analyze it as scientifically aspossible, taking into account all its components: training,selection, competition, management etc and in conformitywith the latest requests and scientific trades.

The necessity of studying sport-dancing is the keyof success in trying to define and occupy the well deservedplace in the actual sports hierarchy, further more so as thetheory and science of this relatively young sport is lookingfor its recognition.

The reference domainThe sport-dancing biologically and psychologi-

cally determined could be considered from various per-spectives cotemporary to it. Thus:

- inside the behaviouristic perspective(1900-Watson), it could be on the onehand a reaction to a stimulus, in anactive way and on the other, a reciproc-ity existing between individual andenvironment;

- from the growth perspective (1930- A.Gessel) it appears as an ontogeneticdetermination of the sequential evo-lution of the individual and society;

ªTIINÞA PREGÃTIRII TEHNICE ÎN DANSULSPORTIV

Prof.univ.dr. Dan Viorel NãstaseFEFS a Universitãþii din Piteºti

Cuvinte cheie: pregãtire tehnicã, concept, proces,sistem integrativ, biologic, psihologic, dans sportiv.

Abstract.To understand a phenomenon, process or activ-

ity, we must to square up to the trough many scientific per-spectives, which opens us perspectives of knoledge andpractical action. A brief analisys from the structural andconceptual point of view of technical preparation processin dancesport, has the meaning of establishing itself as abase for an action methodology meant to dealiver abso-lutes performances of the dancing couple. The way ofabordation (interactive preparation) is intended to be inconformity with the last requirements of scientificabordation, havind an explicit and comprehensive charac-ter, in a complex teorethic context which is specific to sportand to technical preparation of dancesport. Ideatically, thispaper can help understanding the complexity of the learn-ing phenomenon, consolidation and perfectionation of thetechnic of the dancer, important aspects for sportive per-formance.

Introducere.Fãrã a-i dezamãgi pe practicanþii sau antrenorii

din dansul sportiv, sau din contrã, a-i face sã creadã încomplexitatea fenomenului prin prisma unor interese cepot servi demonstrãrii superioritãþii acestui sport faþã dealtele, trebuie sã ne aliniem contemporaneitãþii ºi sãîncercãm sã-l analizãm cât mai ºtiinþific, în toatecomponentele sale: antrenament, selecþie, competiþie, man-agement etc. ºi în conformitate cu ultimele cerinþe ºi curenteºtiinþifice.

Necesitatea tratãrii ºtiinþifice a dansului sportiveste cheia succesului în încercarea de definire ºi de ocuparea locului ce i se cuvine în ierarhizarea sportivã actualã, cuatât mai mult cu cât teoria ºi ºtiinþa acestui sport relativtânãr este în cãutarea devenirii.

Domeniu de referinþã.Dansul sportiv determinat biologic ºi psihosocial

ar putea fi privit din diverse perspective contemporane lui,astfel:

- în perspectiva behavioristã (1900-Watson) arputea fi o reacþie la un stimul, într-o modalitate activã, ºi oreciprocitate care existã între individ ºi mediu;

- in perspectiva maturizãrii (1930-A.Gessel) elapare ca o determinare ontogeneticã a evoluþiei secvenþialea individului ºi societãþii;

- în perspectiva descriptiv-normativã (1945-1970)este o însumare de structuri standardizate, explicatebiomecanic în deprinderi devenite modele de execuþie cueficienþã tehnicã;

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- inside the normative-descriptive per-spective (1945-1970) it is a cumulumof standardized structures, biome-chanically explained in attainmentsturned into models of execution witha technical efficiency;

- from the cognitive point of view(1950-Piaget) it is a result of personalexperience, an attitudinal transfer frominstructors to executers, an awarenessof the self and of the environmentthrough the active intervention of theindividual;

- inside the cibernetical perspective, thatof processing information, (1970) it isa possibility of instruction on the ba-sis of the motrical perceptive devel-opment of the individual, a means ofnonverbal communication;

- from the ecological perspective of thesystemic theory, dancing can be abehaviour delimited by the systemicalorganization and interactivity (muscu-lar, nervous, bone, articulary, cardio-vascular, digestive).

According to this last point of view, the technicaltraining inside sport-dancing goes beyond the Aristotelicsense of assembled system, formed of many parts (forms)self-determined and which develop the system by summingup, and rely to the interactive system, a complex with aprogressive and reversible dynamics, due to some factors(sociological, historical, pedagogical, psychological, bio-medical, genetic, biomechanical, biopsychical etc) and tosome processes that represent the object of study of therespective sciences (Sociology, History, Pedagogy, Psy-chology, Medicine, Biology, Genetics, Biomechanics etc).

Under such auspices, our proposal is for the meth-odology of study of the technique inside the sport-dancingto be looked at more thouroughly and even from begin-ning to the end (according to Ivan Sechenov), so that, inaction, the carefully chosen operational objectives to de-termine the correct learning of the execution manner.

The technique specific to the sport-dancer is thedirect consequence of his moves, which in fact represent abiomechanical process. This process is realized throughthe contraction and relaxation of the muscles, which areadjusted by the nervous system and which constitute aphiziological process. The intervention of the nervous sys-tem with a view to understanding and realizing the execu-tion at a higher level is also based on a psychological pro-

cess. The trainer’s intervention in preparing by differentmeans takes place inside a pedagogical process.

If we are to make reference to the couple activitywe discover the fact that in the superior evolution of thedancers also interfere a series of other determinant fac-tors, next to the ones previously mentioned, and that be-long to the science of specific communication (betweenpartners, between the couples from the dance floor, coupleand public and so on), in a psichosocial process.

- în perspectiva cognitivã (1950-Piaget) este unrezultat al experienþei personale, un transfer de atitudinede la instructori la executanþi, o cunoaºtere a sinelui ºi amediului prin intervenþia activã a individului;

- în perspectiva ciberneticã, a procesãriiinformaþiei, (1970) este o posibilitate de instruire pe bazadezvoltãrii perceptiv motrice a individului, un mijloc decomunicare nonverbalã;

- în perspectiva ecologistã a teoriei sistemicedansul poate fi un comportament delimitat de organizareaºi interactivitatea sistemicã (muscular, nervos, osos ºiarticular, cardiovascular, digestiv) .

Privit din acest ultim punct de vedere, pregãtireatehnicã în dansul sportiv depãºeºte accepþiunea aristotelicãde sistem asamblat din mai multe pãrþi (forme) determinateprin ele însele, care dezvoltã fenomenul prin însumare, cise racordeazã la cel de sistem interactiv care este uncomplex cu o dinamicã progresivã ºi reversibilã, datoratunor factori (sociologici, istorici, pedagogici, psihologici,biomedicali, genetici, biomecanici, biopsihici etc.) ºi unorprocese care reprezintã obiectul studiului ºtiinþelorrespective (sociologie, istorie, pedagogie, psihologie,medicinã, biologie, geneticã, biomecanicã, etc.).

Sub aceste auspicii, propunerea noastrã este cametodologia de studiere a tehnicii în antrenamentul de danssportiv sã fie privitã în profunzime, chiar de la final laînceput (conform gândirii lui Ivan Sechenov), astfel încât,în acþionare, obiectivele operaþionale alese cu grijã sãdetermine însuºirea corectã a execuþiei.

Dacã vom analiza activitatea dansatorului sportivde la sfârºit la început vom avea imaginea acestuia înpregãtire precum ºi a pregãtirii în sine ca un sistemfuncþional complex având ca rezultat o tehnicã corectã.

Tehnica specificã a dansatorului sportiv esteconsecinþa directã a miºcãrilor acestuia, care reprezintã defapt un proces biomecanic. Acest proces se realizeazã princontracþia ºi relaxarea muºchilor reglate de sistemul nervoscentral care constituie un proces fiziologic. Intervenþiasistemului nervos central în vederea înþelegerii ºi realizãriiexecuþiei la un înalt nivel se bazeazã ºi pe un proces

psihologic. Intervenþia antrenorului în pregãtirea prin di-verse metode se realizeazã în cadrul unui proces pedagogic.

Dacã ne vom referi la activitatea de cupludescoperim faptul cã în evoluþia superioarã a dansatorilorintervin ºi alþi factori determinanþi, pe lângã cei menþionaþianterior, care aparþin ºtiinþei comunicãrii specifice (întreparteneri, între cuplurile de pe ringul de dans, cuplu ºipublic etc.), într-un proces psihosocial.

Toate din principiile menþionate anterior sunt di-rect condiþionate de un program biomecanic optim, ce stãla bazele tehnicii dansului sportiv precum ºi influenþelormajore ale celorlalte componente ale realizãrii miºcãrii,coexistenþele fiecãreia cu biomecanica ºi a fiecãruia întreele fiind definitorii.

Privit în ansamblul integrativ, evoluþia în dansulsportiv îmbracã aspectele unui sistem armonic la careconcurã:

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All the above mentioned principles are directly conditionedby an optimal biomechanical program, which is the foun-dation of the sport-dancing technique as well as of the majorinfluences of the other components of realizing movement,each ones’ coexistence with Biomechanics and among eachother being definitory.

With a view to the integrative ensemble, the evo-lution inside the sport-dancing takes the shape of a harmo-nious system, gathering together the following:

- a coordinative system of movement;- a locomotive apparatus at the level of

which movement is executed;- an energetic-metabolic system;- a modern (actual) approach based on

the principles of Cibernetics.

Fig. 1: The structure of the performance activity in sport-dancing

EVOLUTION

The motric capacity inside sport-dancing represents anensemble of the motric possibilities (genetic and ac-quired) through which efforts (varied structurally andcomplex ones) necessary to the development of the ac-tivity can be realized. It is nevertheless conditioned bythe level of development of the motrical qualities,morfo-functional indices, psychical processes (cognitive,motivational and affective) and biochimical (metabolic)and interactively materialized in specific evolutions,based on the level of the motrical attainments and habitsspecific to sport-dancing and adapted to the develop-ment conditions

- un sistem coordonator al miºcãrii;- un aparat locomotor la nivelul cãruia se

executã miºcarea;- un sistem energetico-metabolic;- o abordare modernã (actualã) bazatã pe

principiile ciberneticii.

Fig. 1: Structura activitãþii de performanþã în dansulsportiv

Capacitatea motricã în dansul sportivreprezintã un ansamblu al posibilitãþilor motrice (geneticeºi dobândite) prin care se pot realiza eforturi (variate struc-tural cât ºi complexe) necesare desfãºurãrii activitãþii. Eaeste condiþionatã însã de nivelul de dezvoltare a calitãþilormotrice, indici morfo-funcþionali, procese psihice (cogni-tive, motivaþionale ºi afective) ºi biochimice (metabolice)ºi materializatã interactiv în evoluþii specifice, bazate penivelul priceperilor ºi deprinderilor motrice specificedansului sportiv ºi adaptate la condiþiile de desfãºurare.Iatã de ce indicat ni s-ar pãrea termenul de capacitatepsihomotricã.

Aptitudinea motricã, deseori confundatã cucapacitatea motricã reprezintã un „sistem de procese fizicesau psihice organizate în mod original pentru efectuareacu rezultate înalte a activitãþii”( Epuran M.). Ea esteconform interpretãrii lui V. Horghidan o însuºire fizicã saupsihofizicã ce permite obþinerea unor rezultate supramediiîn activitate. Dupã spusele lui A. Dragnea aptitudineaconstituie „ o virtualitate, în timp ce capacitatea motricãpoate fi obiectul unei evaluãri directe”. Singer se apropiede aptitudinile din dansul sportiv prin conceptualizarea deaptitudini psihomotrice care sunt mai rafinate decât cele44

This is why we find most appropriate the term ofpsycho-motrical capacity.

The motrical aptitude, often mistaken for themotrical capacity represents a “system of physical and

phsychical processes organized in an original way in or-

der to perform the activity with great results” (Epuran M.).It is, according to V. Horghidan, a physical or psycho-physi-cal quality allowing to obtain results above the average inthe activity field. A. Dragnea sustains that the aptitude con-stitutes a « virtuality, while the motrical capacity can be

the object of direct evaluation ». Singer comes closer tothe aptitudes inside sport-dancing by conceptualizingpsychomotical aptitudes which are more refined than themotrical ones, comprising a superior degree of manifesta-tion of the perceptive and intellectual function.

Inside sport-dancing the psychomotrical aptitudesare the ones with which the individual natively presentshimself/herself and which are to be distinguished at thelevel of the musical sense of seizing the internal tact of theposibilities of rhythmic movement and spacial adaptation.

The motrical quality represents the individualparticularity of executing the movement with speed, force,skillness, resistance etc indices. Its level is evaluated onthe basis of the relation: corporal mass and respectivelythe space and time that are necessary to the execution.The interactivity of the biological and the psychical pro-cesses in realizing movement performances determins usto characterize the qualities from the sport-dancing justthe same as the psichomotrical ones.

The motrical performance is the expression ofthe motrical capacity and is evaluated by specific criteriaand through the results obtained as evolution (level) andas obtained place. It has a relative character inside danc-ing, depending on the individual level (of the dancer andof the couple), but also on the competition level (of theother couples). The sociomotrical performance is the expression of thepsichomotrical capacity, which borrows social nuancesthrough the communication the sport-dancers realize dur-ing the dance with their partners, adversaries and specta-tors. The vry evolution of the dancers is based onnonadversative relations with the other couples perform-ing on the dnce floor, the agresivity of some dancers notbeing in correspondance with the norms of behaviour in-side the sport-dancing.

The specific cultural membership, fruit of someglobalization determined by the rules, norms, traditionsand values the practicants of sport-dancing report to, arethe result of an education and of learning a specificbehaviour. Although it is an individual characteristic, thepsychomotrical capacity inside sport-dancing must havesimilar parametres to the couple partners.

This is why we may say that sport-dancing, bythe psychomotrical components(corporal scheme, lateral-ity, ideomotricity, motrical intelligence) realizes specificperformances (technical and choreographic elements), so-cial ones (of communication and of competitive relation-ship), esthetic ones (of the body expressivity and costume)and educational ones (a standard of behaviour, normes)continuously adapted to the requests of the surroundingenvironment.

motrice, cuprinzând un grad superior demanifestare a funcþiei perceptive ºi intelectuale.

În dansul sportiv aptitudinile psihomotrice suntcele cu care individul se prezintã nativ ºi care se disting lanivelul simþului muzical al depistãrii tactului intern alposibilitãþilor de miºcare ritmicã ºi de adaptare spaþialã.

Calitatea motricã reprezintã particularitateaindividualã de execuþie a miºcãrii cu indici de vitezã, forþã,îndemânare, rezistenþã etc. Nivelul ei se evalueazã pe relaþiamasa corporalã ºi respectiv spaþiul ºi timpul necesarexecuþiei. Interactivitatea proceselor biologice cu celepsihice în realizarea performanþelor de miºcare, nedeterminã sã caracterizãm calitãþile din dansul sportiv cape unele psihomotrice.

Performanþa motricã este expresia capacitãþiimotrice ºi se evalueazã dupã criterii specifice ºi prinrezultatele obþinute ca evoluþie (nivel) ºi ca loc obþinut. Eaare un caracter relativ în dans, depinzând de nivelulindividual (al dansatorului ºi al cuplului) dar ºi de cel alcompetiþiei (nivelul celorlalte cupluri).

Performanþa sociomotricã este expresiacapacitãþii psihomotrice, ce capãtã valenþe sociale princomunicarea pe care dansatorii sportivi o realizeazã întimpul dansului cu partenerii, adversarii si spectatorii. Însãºievoluþia dansatorilor se bazeazã pe relaþii de nonadversitatecu celelalte cupluri cu care evolueazã simultan pe ringulde dans, agresivitatea unor dansatori nefiind în concordanþãcu normele de conduitã ale dansului sportiv.

Apartenenþa culturalã specificã, rod al unei„globalizãri” determinate de regulile, normele, tradiþiile ºivalorile la care se raporteazã practicanþii dansului sportivsunt rodul unei educaþii ºi al însuºirii unui comportamentspecific.

Deºi este o caracteristicã individualã, capacitateapsihomotricã în dansul sportiv trebuie sã aibã parametriiasemãnãtori la partenerii de cuplu.

Iatã de ce putem spune cã dansul sportiv, princomponentele psihomotricitãþii (schema corporalã,lateralitate, ideomotricitate, inteligenþã motricã) realizeazãperformanþe specifice (elemente tehnice ºi coreografice),sociale (de comunicare ºi de relaþionare competitivã),estetice (a expresivitãþii corporale ºi a costumaþiei) ºieducative (standard de norme comportamentale) adaptatecontinuu la cerinþele mediului ambiant.

Ca o parantezã ar trebui spus cã partenerii decuplu prezintã de cele mai multe ori o biomecanicã ce sebazeazã pe miºcãri complementare ale partenerilor carealcãtuiesc miºcarea de cuplu. Pentru reuºita execuþieitehnice pregãtirea fizicã ºi cea psihologicã trebuie sãprezinte în opinia noastrã indici apropiaþi, dacã nu identicila ambii parteneri (de la cei genetici ºi pânã la cei realizaþiprin instruire). Ideal ar fi ca ºi calitãþile genetice alepartenerilor sã fie apropiate valoric, pentru preîntâmpinareatrenãrii fenomenului de pregãtire, înþelegere ºi exprimare.De asemenea, capacitãþile interpretative ale dansatorilortrebuie sã se bazeze pe o pregãtire psihosocialã în vedereaunui rezultat pozitiv al evoluþiei pe ringul de dans.

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As a paranthesis it should be said that the couple partnerspresent most of the times a Biomechanics based on thecomplementary movements of the partners that put togetherthe couple movement. For the success of the technical evo-lution, the physical and psychological preparation must,in our opinion, show similar if not identical indices at bothpartners (starting from the genetic and ending with the onesrealized through instruction). It would be ideally for thegenetic qualities of the partners to also be similar in value,for the foreseeing of any lateness in what regards the prepa-ration, understanding and expression. Likewise, the inter-pretative qualities of the dancers must be based on a psy-chosocial preparation in view of a positive result of theevolution on the dance floor.

GENETICALLY OBTAINED

INFORMATION

Figure 2 : The scientifical structure of the sport-dancingtechnique

The subject (sport dancer) constantly displaysinformation about himself, information that needs screen-ing. Appealing to this data by means of the trainer’s knowl-edge for the above mentioned areas or by means of thefield specialists is the key of success of the performanceinside sport-dancing.

Considering the target of the preparation, therecan be found in sport-dancing, in a theoretical sense, a“model of motrical execution”, where the dancer is to bedefined as a “black box”, together with the three coordi-nates: bio-, psycho- and sociomotrical.

Figura 2 : Structura ºtiinþificã a tehnicii dansului sportiv

Subiectul (dansatorul sportiv) pune la dispoziþiepermanent informaþii despre sine care trebuie selectate.Apelarea la aceste informaþii prin cunoºtinþele antrenoruluiîn domeniile menþionate mai sus, sau prin intermediulspecialiºtilor în domeniu este cheia succesului performanþeiîn dansul sportiv.

În lumina þintei pregãtirii în dansul sportiv se aflã,într-un accept teoretic, un „modelul de execuþie motricã”,unde dansatorul se aflã ca „o cutie neagrã” definitã de treicoordonate: bio-, psiho- ºi sociomotricã.

Aceste informaþii sunt induse în procesul de antrenamentºi în cel de competiþie de cãtre antrenor, partener(ã) saude alþi factori sociali (public, arbitri, adversari etc.) prininput-ul fiecãruia, unde sunt procesate într-un modelmotric complex (miºcarea dansatorului) iar înconcordanþã cu miºcarea partenerului determinãmiºcarea cuplului (coreografia) care reprezintã rezultatul(exit-ul).

Acest rezultat devine prin fenomenul de feedbackun permanent control prin raportare la idealul dereprezentare motricã ºi devine permanent adaptabil.

Activitatea unui cuplu de dans sportiv este mereuperfectibilã, ea fiind mereu comparatã cu modelul idealsau imaginea þintei ideale. Iniþial, înainte de orice activitatea dansatorului(oarei), antrenorul trebuie sã „construiascã”în golul de cunoºtinþe al acestuia(eia). În alte cuvinte scopullui este de a deschide o intrare psihologicã (input) princare sã introducã informaþii pentru crearea modeluluiintegrat. Acest model stã la baza activitãþii de învãþaremotricã, ce se caracterizeazã întâi printr-o execuþie amiºcãrii logice, ce va fi trimisã ulterior, prin repetare lanivelul subconºtient controlat de automatisme psiho-fizice.46

This information is induced in the training pro-cess and in the competition one by the coach, partner (maleor female) or by other social factors (public, referee, ad-versaries etc), by each one’s input, where they are pro-cessed in a complex motric system (the dancer’s move-ment) and, in correspondence with the partner’s move,determine the couple’s movement (choreography) whichrepresents the result (exit). Through the feedback process,this result becomes a permanent control by reporting it tothe motrical representation ideal and it also becomes per-manently adaptable.

FigurE 3 : The model of the „black box” insport-dancing

The activity of a sport-dancing couple is alwaysperfectible, being always compared with the ideal modelor with the image of the ideal target.

Initially, before any dancer’s (either male or fe-male) activity, the coach must “build” inside his or hervoid of knowledge. In other words, his role is that of open-ing a psychological entry (input) through which to intro-duce information for creating the integrated model. Thismodel is at the basis of the motric learning activity char-acterized by an execution of the logical move to be after-wards transmitted, by repetition at the subconscious levelcontrolled by psycho-physical automatisms.

Thus, through an initial psycho-pedagogical pro-cess, the ideal movement image must be created at thedancer as a final result of his ulterior motrical activity(the technical movement in itself) appealing also to themechanisms ensuring a happy ending to it. After formu-lating and understanding the purposes, the couple mustpass to the proper action that represents the performancethat comes out (the output) of this “black box” actuallyrepresented by the couple in sport-dancing.

Figura 3 : Modelul „cutiei negre” în dansulsportiv

Astfel, printr-un proces psiho-pedagogic iniþial,imaginea idealã a miºcãrii trebuie creatã la dansator ca peun rezultat final al activitãþii lui motrice ulterioare (miºcareatehnicã în sine) recurgându-se la mecanismele prin care sãse ajungã în mod fericit la aceasta.

Dupã formularea ºi înþelegerea scopurilor, cuplultrebuie sã treacã la acþiunea propriu zisã care reprezintãperformanþa ieºitã (output) din aceastã „cutie neagrã” pecare îl reprezintã de fapt în dansul sportiv - cuplul.„Performanþa” este întoarsã la sursã printr-un feedback ºicontrolatã comparativ cu imaginea idealã. Pot lua naºterecorectãri în cazul unor inadvertenþe de diverse feluri carese transmit din nou prin input.

Feedback-ul este ºi la nivelul dansatorilor, careideal trebuie sã corespunda cu cel al antrenorilor, sau poatesã dea alte coordonate despre execuþie, din viziuneadansatorului.

Rolul de control îi revine însã antrenorului, celcare trebuie sã-ºi dea seama unde trebuie acþionat în cazulunei învãþãri incorecte. De exemplu, dupã un numãr deexecuþii fãrã succes, el trebuie sã intervinã pentru a corectaexecuþia ºi a o apropia de idealul modelului explicând „ceeace trebuie fãcut”.

Legãtura principalã în pregãtirea tehnicã dindansul sportiv este deci între psihopedagogia predãrii ºibiomecanica specificã dansului. Pedagogia biomecanicã(metodologia concretã de prgãtire tehnica în dansulsportiv) acþioneazã în concordanþã cu douã moduri: di-rect – determinã rezultate biomecanice ale demersuluipedagogic; reversibil – determinã consecinþe pedagogiceale efectului biomecanic în dans.Acesta reprezintã, în opinia noastrã, modul sistemicfuncþional ce stã la baza creãri tehnicii în dansul sportiv,care se subordoneazã teoriei sistemelor funcþionale a luiAnohin.47

The performance is returned to the source by a feedbackand controlled by comparison with the ideal image. Cor-rections may come up in the case of some various incon-sistencies transmitted through the input. The feedback isalso at the level of the dancers who must ideally corre-spond to the trainers’ or it may offer other coordinates aboutthe execution, from the dancer’s view.

The control role belongs to the trainer, the onewho must realize at what point action has to be taken in thecase of incorrect learning. For example, after a number ofless successfully executions, the trainer must step forwardto correct the execution and place it closer to the idealmodel, explaining “what needs to be done”.

The main connection from the technical prepara-tion inside sport-dancing is, in conclusion, made betweenthe psycho-pedagogy of teaching and the biomechanicsspecific to dancing. The biomechanical pedagogy (the cor-rect methodology of technical preparation in sport-danc-ing) acts in correspondence with two ways: the direct one-determining biomechanical results of the pedagogic en-deavor; the reversible one-determining pedagogical con-sequences of the biomechanical effect inside dancing.

In our opinion, this represents the systemic func-tional way that is at the basis of creating the technique insport-dancing and that is subordinated to the theory of func-tional systems belonging to Anohin.

An important role in learning the technique forsport-dancing is that of the balance between the qualita-tive and quantitative information. It is good the know thatthe dominant language of the inequality (more or less) formthe pedagagico-biomechanical vocabulary in sport-danc-ing is subordinated to the parameters defined quantitatively,but after a qualitative analysis. For example, a rotation thatisn’t big enough. The causes are taken into consideration(with a view to the couple’s biomechanics) and indicationsare given: you-more this way and you (the partner) –less

like that.The preparation concept

In sport-dancing, as in all other sports, the targetof the dancers’ preparation is the successful performancein the competitions they participate into. This needs to belooked at by reporting it to the level of performance (theclass he/she belongs to), and more to the dancers from thesuperior class. This is why the whole basic model for theentire preparation system of the couples of a superior classmust be thought at as an activity for the future competi-tions. This is the reason why we must be careful in whatconcerns the putting together of theoretical and practicalmodels during the training process.

One of the preparation motto-s should be the fol-lowing: “Stress the high quality of the super-complexity inpreparation and the criteria of the competitive value shouldbe found in combining the basic and the technically diffi-cult exercises during the evolution”.

This concept presupposes a constant growth incomplexity and refinement of the choreographic composi-tions in order to prevent routine and the originality super-complex. A dominant concept is represented by the strat-egy of aligning the basic parameters (difficulty and cho-reographic originality, specific technique, performanceraise, recovery after and during competition, tactical,

Un rol important în învãþarea tehnicii din dansulsportiv îl are echilibrul informaþiei calitative ºi cantitative.Este bine de ºtiut cã limbajul dominant al inegalitãþii (mai

mult sau mai puþin…) din „lexicul” pedagogic-biomecanicdin dansul sportiv se subordoneazã parametrilor definiþicantitativ, dar dupã o analizã calitativã. De exemplu, orotaþie nu este suficient de mare. Se analizeazã cauzele (deordinul biomecanicii cuplului) ºi se dau indicaþiile: tu -mai mult „aºa” ºi tu (partenera) - mai puþin „astfel”.

Conceptul de pregãtireÎn dansul sportiv, ca de altfel în toate sporturile,

þinta pregãtirii dansatorilor constã în succesul înperformanþã, realizat la competiþiile la care aceºtiaparticipã. Acesta trebuie privit raportat la nivelul deperformanþã (clasa din care face parte), cu atât mai mult ladansatorii din clasa superioarã.

Iatã de ce, modelul integral de bazã al întreguluisistem de pregãtire al cuplurilor de clasã superioarã trebuiegândit ca o activitate pentru competiþiile viitoare. Pentruaceasta trebuie sã fim atenþi la întocmirea modelelorteoretice ºi practice în procesul de pregãtire.

Un moto al pregãtirii ar trebui sã fie:”Daþi înaltãcalitate super-complexitãþii în pregãtire, iar criteriul valoriicompetitive sã se regãseascã în îmbinarea în evoluþie aexerciþiilor de la cele de bazã la cele de virtuozitatetehnicã”.

Acest concept presupune o creºtere constantã încomplexitate ºi rafinament a compoziþiilor coreografice,pentru preîntâmpinarea rutinei ºi a super-complexului deoriginalitate.

Un concept dominant îl reprezintã strategia alieriipentru reuºitã a parametrilor de bazã (dificultatea ºioriginalitatea coreograficã, tehnica specificã, creºtereaperformanþei, refacerea dupã ºi în timpul competiþiei,abordarea tacticã, fizicã ºi psihicã a competiþiei,interpretarea comunicativã ºi pregãtirea teoreticã).

O pregãtire modernã constã în abordareamodelului integrativ de pregãtire. La acest model trebuiesã îºi aducã simultan contribuþia atât practicieni (antrenori,dansatori) cât ºi teoreticieni ºi cercetãtori ai cuplului.

Astfel se reduc contradicþiile dintre necesitateade a atinge înaltul nivel de pregãtire ºi limitele psiho-fiziceale potenþialului dansatorilor din cuplu. Altfel spus volumulde pregãtire în dansul sportiv începe de la lãrgirea limitelorpsihologice, fiziologice ºi a aspectelor sociale pe care leconferã dansul sportiv.

Orice aparentã contradicþie se poate rezolva prinîmbunãtãþirea metodelor de învãþare ºi prin tehnicile depregãtire integratã, în aºa fel

Pregãtirea tehnicã are la bazã principiilepedagogice de bazã (accesabilitate, gradualitate, progresulsistematic, învãþare conºtientã ºi sigurã) ce se constituieîntr-un fundament ºtiinþific suficient. Ele se raliazã cuajutorul a douã componente: experienþa dansatorilor ºicercetãrile în domeniu. Este necesar ca nivelul intuitiv-empiric de pregãtire sã fie completat pentru un mai bunrandament cu cel teoretic.

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physical and psychical approach of the competition, com-municative interpretation and theoretical preparation) forsuccess.

A modern preparation consists of the use of theintegrative model in preparation. Performers (coaches,dancers) as well as theory men and researchers of the couplemust simultaneously contribute to this model.

This is a way to reduce the contradictions betweenthe necessity of reaching the high level of preparation andthe psycho-physical limits of the potential dancers fromthe couple. Otherwise said, the volume of preparation insport-dancing begins with enlarging the psychological,physiological limits and the social aspects to be found insport-dancing.

Any apparent contradiction can be solved by im-proving the learning methods and by the techniques of in-tegrated preparation (in such a way as to…).

The technical preparation has at its basis the ba-sic pedagogical principles (accessibility, gradual, system-atic progress, conscious and safe learning) that are consti-tuted in a self-sufficient scientific foundation. They rallywith the help of two components: the dancers’ experienceand the field research. It is necessary that the intuitive-empirical level of preparation be completed for a betterinteraction with the theoretical one.

Before starting to work and think at the methodsused in preparation we must plan where to arrive. Thisprediction inside preparation is a connection between thepresent and the future of the couple and of their dancing.For such a prediction it must usually be appealed to intu-ition (based on the practical experience) and to scientificknowledge (based on laws and scientific methods). A madeprediction can be this way placed in time: actual-usual (ona week, month), for a short while (from a few months toone year), on a medium term (up until two years) and on along term (for years or more). There is a great differencebetween a usual prediction and a scientific one.

The first is a probable judgement about what willhappen with the inevitable evolution of sports in the nextperiod that underlines an analysis of the forecasts and ofthe current events. The last is a judgement of what has thehappen (and we want to happen) at that given moment,considering the beginning conditions and what must bedone to accomplish it (how it has to happen). This lastpoint appears under the form of the long term plannedpreparation which is found at the basis of the conceptualstructure of a preliminary preparation.

A block scheme of the integrative concept in sport-dancing structurally presents the basic forms of the train-ing, according to the next figure.

Înainte de a ne apuca de lucru ºi a ne gândi lametodele folosite în pregãtire trebuie sã prognosticãm„unde” trebuie ajuns. Aceastã predicþie în pregãtire este olegãturã între prezentul ºi viitorul cuplului ºi al dansuluilor. Pentru o astfel de prevedere trebuie sã se apeleaze atâtla intuiþie (bazatã pe experienþa practicã) cât ºi la cunoºtinþe

ºtiinþifice (bazate pe legi ºi metode ºtiinþifice). Fãcând opredicþie ea poate sã fie în timp: actualã - uzualã (pesãptãmânã, lunã), pe timp scurt (câteva luni pânã la un an),termen mediu (pânã la doi ani) ºi pe termen lung (patru anisau mai mult). Existã o mare diferenþã între o predicþieobiºnuitã ºi predicþia ºtiinþificã. Prima este o judecatãprobabilã despre ce se va întâmpla cu evoluþia inevitabilãa sportivilor în urmãtoarea perioadã care reliefeazã oanalizã a prevederilor ºi a evenimentelor curente. Ultimaeste o judecatã a ceea ce trebuie sã se întâmple (ºi vrem sãse întâmple) la momentul dat, luând în considerarecondiþiile de început ºi ceea ce trebuie întreprins pentru ase îndeplini (cum trebuie sã se întâmple). Acest ultim punctîmbracã aspectul pregãtirii programate pe termen lung carestã la baza structurii conceptuale ca o continuare a uneipregãtiri preliminare.

O schemã-bloc a conceptului de pregãtireintegrativã în dansul sportiv prezintã structural formele debazã ale pregãtirii conform figurii alãturate.

Concluzii.

Pentru a înþelege o activitate trebuie sã o privimprin prisma a cât mai multor faþete ºtiinþifice, care sã nedeschidã perspective de cunoaºtere ºi de acþionare practicã.

Analiza succintã din punct de vedere conceptualºi structural a procesului de pregãtire tehnicã în dansulsportiv are menirea de a se constitui ca bazã a uneimetodologii de acþionare menitã sã ducã la performanþesigure ale cuplului de dansatori.

Modul de abordare (pregãtire interactivã) este dedorit a fi în conformitate cu ultimele cerinþe ale tratãriiºtiinþifice, având un caracter explicit ºi cuprinzãtor, într-un context teoretic complex specific sportului ºi pregãtiriitehnice ale dansului sportiv.

Cunoaºterea bazelor metodologice ale pregãtiriitehnice în dansul sportiv poate sluji la înþelegereacomplexitãþii fenomenului de învãþare, consolidare ºiperfecþionare a tehnicii dansatorului sportiv de care trebuieþinut cont pentru realizarea performanþei sportive.

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Conclusions

In order to understand an activity we must lookthrough the eyes of as many as possible scientific ap-proaches, to open to us new perspectives of knowledgeand practical action.

From a conceptual and structural point of view,the succint analysis of the technical preparation in sport-dancing has the purpose of constituting iself as a basis ofan action methodology meant to lead to certain perfor-mances of the couple of dancers.

The approach means (interactive training) is likelyto be in conformity with the latest requests of the scientificfield, having an explicite and encompassing character, in acomplex theoretical context specific to sport and to thetechnical training in sport-dancing.

Knowing the methodological bases of the techni-cal preparation in sport-dancing may help to understandthe complexity of the penomenon of learning, consolidat-ing and perfectioning the sport-dancer’s technique, all ofwhich are things to be taken into account in order to obtainperformance in sport.

Fig.4: Conceptul de pregãtire în dansul sportiv

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Documents

TABLE OF CONTENT CUPRINS - efsupit.ro 4 2007.pdf · - Revista ,,CITIUS ALTIUS FORTIUS ” este recunoscuta pe plan naþional de C.N.C.S.I.S., fiind inclusa in publicaþiile din categoria